As part of our 2024 International Womens Day campaign, Soraya Prendergast (11W) participated in a photo shoot at Kangaroo Point, overlooking the iconic Brisbane cityscape.
Grammar Gazette ISSUE 2, 2024 / VOLUME 44
Managing Editor: Ms Jackie Hayes, Communications Manager
Editor: Ms Hannah Davies, Communications Officer
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ACKNOWLEDGEMENT OF COUNTRY
In the spirit of reconciliation, Brisbane Girls Grammar School acknowledges the traditional custodians of the lands on which our campuses stand, the Turrbal, Jagera and Kabi Kabi Peoples, and all Indigenous people in our School community. We honour and respect their Elders past, present and emerging, and recognise that these lands have always been places of teaching and learning. We are grateful for thousands of generations of care for Country and seek to walk in solidarity with the First Peoples of our nation for reconciliation, justice and healing.
MS JULIE MCKAY
From the Chair Building on a legacy
The active construction site across from the Main Campus has been a daily reminder of how Brisbane Girls Grammar School continues to evolve its approach to educating girls and young women. There is genuine excitement among current staff and students looking forward to welcoming the first cohort of Year 5 and 6 in 2026, expanding our offer of a broad, liberal education to this wider group for the first time.
While enormous energy and effort is going in to designing every aspect of that future offering, it has also been a year of deep reflection as the School prepares for its 150th anniversary next year. The legacy of Sir Charles Lilley—who fought so hard for girls to have equal access to education as their ‘brothers’—is something the Trustees and I carry closely as we
seek to make decisions in the best interest of current Grammar girls, and all those who are to come. We continue to find ourselves in a world where women are under‑represented in all aspects of leadership, yet BGGS has maintained an uninterrupted line of female leaders (Principals) since inception. While this may be normal for people in our community, we do not underestimate the power of role modelling to our girls in changing societal attitudes.
It is my hope that next year, every BGGS community member finds a way to reconnect with the school—to share a story or memory, to learn about our contemporary offering, or to tell us how their life was impacted by their time at BGGS. The full program of events and activities is now available on our website.
We have a lot to celebrate and be proud of—nothing more so than the achievements of our 25,000 strong alumnae. At the same time, we are also working to ensure that we are able to continue to offer a leading education with our focus on employee and student wellbeing as critical to how we operate. We continue to reflect deeply on the role institutions like ours have in supporting reconciliation, through our Reconciliation Action Plan and Working Group, and know we need to challenge ourselves further in this space.
Finally, the Board of Trustees and I would like to acknowledge the commendable efforts of our Principal, staff and students in the lead up to and during recent final exams, including, of course, the graduating class of 2024. We recognise the considerable academic, emotional and physical investment required by all during this important time. Regardless of their academic outcome, we are proud to see the transformation of these Grammar girls into confident, courageous, curious and connected Grammar Women. We applaud their conviction and determination, knowing these attributes will empower them to shape the world they want to see beyond the School’s gates in the years ahead.
As another year comes to a close, I hope that you have the opportunity to pause and reflect on the opportunities you have had, the challenges faced, and hopefully, the important role that Girls Grammar has played in your family this year.
Left Ms Julie McKay with Bella Stonell (12M), Darcy Basford (12H), Jemima Morton (12M) and Audrey McCauley (12G)
From the Principal
Consistent efforts as a catalyst for success
‘Success
is the sum of small efforts, repeated day in and day out’
—Robert Collier
As 2024 draws to a close, this quote by American author, Robert Collier, feels particularly poignant as we begin to reflect on the year that was and realise the cumulative effect of our incremental steps across nearly 365 days.
The settling that occurs in the first half of any year is enduring with the inevitable change of routine for students—new educational concepts are introduced, teachers and peers may change, new friendships are formed. While the girls make progress within and beyond the classroom, it is often during the second half of the year that we see them truly flourish. The dust has settled, the foundations of their studies have been laid, and as they enter their final exams, the fruits of their labour can be enjoyed.
Like many things, however, the latter cannot be enjoyed without the former. The hard work is essential to success— Nil Sine Labore.
In many ways, sport is one of the greatest examples of delayed gratification. Athletes can train for years for one moment—and in the case of the recent Paris 2024 Olympic Games, years of hard work can result in saving mere seconds; but as we know, they can change an outcome entirely. To reach this point, undoubtedly athletes endure very early morning starts, disappointing losses, joyous personal bests—a meandering journey towards success, all happening amidst life’s other events. But, eventually, and hopefully, the result of those incremental steps is worthwhile.
For Olympians, commitment to overcoming those small challenges—away from the accolades, media and spectators—is what counts. While we cannot all be Olympic athletes, our ability to take the small, often unseen, steps is essential to reaching our goals.
I hope that as our students finish the school year, they reflect on the steps they’ve taken this year and know that each one has contributed to where they are now, both academically and in their lives beyond school.
In this edition of the Gazette, you can read stories of travel and exploration, from the Red Earth Immersion on Southern Arnhem Land (page 4 5) to our Instrumental Music tour to the Rhapsody Rotorua Youth Music Festival (page 7). On page 22, read a reflection on finding life balance from new Head of Griffith House, Mrs Raechelle Finch, and read about the Old Girls Association’s 125 year celebrations on page 30.
I hope that all in our School community will soon enjoy a restorative end of year break, ready for the excitement of 2025 when we honour and celebrate 150 Years.
Above Principal, Ms Jacinda Euler Welsh with students
Top End Immersion
During the June-July holidays, 14 students and two teachers, Ms Lynne Mungomery and Ms Belinda Lindsay, spent eight days on Country, connecting with the traditional owners of Banatjarl and Barrapunta, of Southern Arnhem Land.
As a visiting school group, we had the honour of taking part in a Welcome to Country ceremony upon arrival at each Homeland. It was important to the Traditional Owners that they welcomed us to their land, and while each ceremony was different, what was similar was the request made by the Elders to their ancestors to keep their visitors safe. At Banatjarl the ceremony was led by Aunty Joanne, and an important aspect was the inclusion and guidance she offered to her granddaughters in wetting our heads in a water ceremony. Smoke was a sacred addition to a similar water blessing at Barrapunta.
Heading into the Immersion, students set an array of personal intentions. A common theme was the rare opportunity to explore the Homelands, meet the Traditional Owners, and engage in activities that most would never experience as a visiting traveller. The students wanted to learn about deep seated traditions and engage with Indigenous communities on their land, make connections, build relationships, and enhance their individual understanding as they connected with Country and the People.
Such optimistic expectations were perhaps in contrast to our feelings upon arrival at Banatjarl. The soon to be extremely dusty 4WD bus and trailer, which had earlier been filled with the vocals of (surely) every Taylor Swift song, was now silent. A chain wire fence, large dusty concrete slab and shed, chairs, and littered surrounds evoked feelings of unease.
However, it was not long before the shed was filled with excitable children from nearby homes, eager to greet us and welcome us into their space. The sharing of games, food, and a campfire quickly turned the unfamiliar environment to one of kindness and warmth, as the local community welcomed us with open hearts.
The following day we experienced basket weaving and bush medicine with the women of the Banatjarl Strongbala Wimun Grup, as well as swimming, fishing and the smoky sunset with the families of the community. It was on this evening that we each received our Skin Name and Totem from the Elders.
We then travelled many miles on the narrow Central Arnhem Road. Gazing out the bus window offered a rapidly changing landscape—from cultural burning to an unseasonably green dry season (courtesy of a heavy wet season), with waterholes with wild water buffalo, and the occasional brahman, dingo and donkey.
In stark contrast to our previous Homeland was the new landscape at Barrapunta. Tall shady trees, grass cover that easily accepted thin metal tent pegs, were our surrounds. Like other Homelands, Barrapunta has an airstrip, solar panels for wireless internet and for lighting the central stone brick building, and an abundance of fresh spring water.
Traditional Owners, Anne and Alfred, do not live onsite. Along with their granddaughter, Latifa, they joined us on the bus from Bulman. Time with Anne and Alfred was spent listening intently to many stories, feasting on Anne’s damper and the kangaroo tail that Alfred cooked in the earth oven.
It is intended that the Barrapunta Community will be able to live and work on this picturesque Homeland in the future. We hope our community projects will contribute to this goal, and through our efforts the bathrooms now have new shower heads, rails and curtains, and the tranquil waterhole has a safer entry place following some clearing and the addition of a gabion step.
The tour finished with an extraordinary trip down the Katherine River, where we heard more cultural stories from our tour guides.
Overall, our time spent travelling in Arnhem Land left us with a greater cultural understanding, empathy and awareness of Australia’s First Nations People. It was bittersweet to leave behind the shared experiences, new friendships and stories of the places we previously recognised as King Valley Station and Emu Springs.
While we deeply appreciated our travels, we are also looking forward to bringing back what we learned to our BGGS community. While the pathway to genuine reconciliation and ‘closing the gap’ remains immense, camp‑fire reflections revealed a desire to learn more about, and preserve, Indigenous knowledge, culture and history.
Captions 1 Alice Di Bartolo (11B), Erin Row (12G), Jemima Faint (12M), Shonam George (11M), and Sophia Bizzell (12R) with some of the local children
2 Alice Di Bartolo (11B) and Zara Friebe (11W) 3 Basket weaving with the Banatjarl Strongbala Wimun Group
4 Sunset at Nitmiluk, Katherine Gorge
FROM THE STUDENTS
Portraits
Unveiling musical masterpieces
Alyssa Godinho (12B)
Brisbane Girls Grammar School’s annual Gala concert was an enchanting evening of music and artistry, celebrating this year's theme: ‘Portraits’. Parents, students, and guests gathered for a captivating night of performances and inspiring moments, set to the majestic backdrop of the Queensland Performing Arts Centre (QPAC).
The concert began with a vibrant rendition of Coldplay’s Viva La Vida by Symphonic Winds, accompanied by the Massed Choir. Conducted by Director of Instrumental Music, Mrs Laurinda Davidson, this energetic opening set the tone for the evening, embodying the spirit of exploration and creativity inherent in the theme.
The night was elevated by captivating visual artwork displayed across the QPAC stage, created by Drama and Music Technical Assistant, Ms Suzannah Ferry. Ms Ferry’s stunning original portraits were displayed on projectors throughout performances, adding a beautiful visual depth.
An early highlight of the evening was the Big Band who began with a sensational rendition of Stevie Wonder’s iconic piece, Sir Duke. A funky bass solo in Better Get Hit in Your Soul by Charles Mingus truly had the audience tapping their feet, and they finished their set with an exciting collaboration with the Chamber Singers,
performing The Flamingos’ I Only Have Eyes for You. Percussion Ensemble 1 then electrified the stage with their drum line, bringing a surge of energy and excitement to the performance.
The evening’s choral performances were also enchanting, with both Grammar Singers and Chamber Singers delivering impressive performances. Grammar Singers’ rendition of Mozart’s Laudate Dominum was a true highlight, featuring a stunning solo from Scout Sommerfeld (12L).
The Symphony Orchestra delivered a brilliant performance of Mussorgsky’s Pictures at an Exhibition, featuring trumpet player Emily Telford (12W), evoking a range of dramatic and emotional landscapes. Symphony Orchestra also brought the familiar How to Train Your Dragon score to life, beautifully capturing a sense of wonder and adventure.
The concert's grand finale was a true highlight, with the Symphony Orchestra and combined choirs presenting the ‘Portraits Medley’, featuring five talented soloists: Eloise Christie (12H), Kira Green (9E), Lucinda Isbel (12H), Tessa Lloyd (12O), and Maeve Lynch (12M). The Medley included classic songs like the Beatles’ Eleanor Rigby, Mika’s Grace Kelly, Stephen Sondheim's Johanna, and concluded with Neil Diamond’s crowd favourite, Sweet Caroline. The hall came alive for the encore of this hit piece as voices from every corner of the venue joined in, united by the infectious joy of the song.
Overall, the evening was a rich tapestry of storytelling and emotion, transporting the audience through vivid musical journeys.
Captions 1 Alyssa Godinho (12B) 2 The grand finale, Portraits Medley, featuring soloists Lucinda Isbel (12H), Maeve Lynch (12M), Tessa Lloyd (12O), Eloise Christie (12H) and Kira Green (9E) 3 Percussion player, Symphonic Winds and Symphony Orchestra member, Pin Yu (Michelle) Lin (11G)
The road goes ever on International Instrumental Music tour to New Zealand
In June 2024, Brisbane Girls Grammar School embarked on its first official international instrumental music tour to the Rhapsody Rotorua Youth Music Festival in New Zealand. This tale of ‘there and back again’ (to paraphrase JRR Tolkien) is divided into three sections: The Packing List, Taking the Show on the Road, and Unpacking.
The Packing List
With more than 30 performing ensembles at our School, selecting the right ones for the tour was a challenge. Our solution: create four bespoke ensembles from the 32 students who committed to attending—a Tour String Orchestra, a Tour Chamber Choir, a Tour Chorus, and a Tour Philharmonic Orchestra.
In just eight rehearsals, the students mastered 16 pieces for the tour—an incredible achievement given their already busy schedules. The festival offered opportunities for adjudicated performances, combined showcases, community outreach concerts, and participation in festival ensembles.
Taking the Show on the Road
Our journey began with a day of travel, flying from Brisbane to Auckland and arriving in Rotorua in the late evening. The following days were filled with community concerts, school visits, workshops, clinics, and three adjudicated performances. All three tour ensembles were awarded gold, and we received a stunning Māori inspired trophy.
Beyond music, the tour included adventure activities like the luge and shweeb, a visit to the Hobbiton Movie Set, a geothermal park tour, and traditional hangi and Māori cultural experiences. A highlight was Dorothy Rae (12G) conducting her own piece at a hobbit hole in Hobbiton. After seven days, we returned to Brisbane, tired but enriched by the musical and cultural experiences.
Unpacking
Touring with music offers countless benefits. The experience of live performance fosters a sense of community, enhances emotional expression, and inspires creativity in both the performer and listener.
The very act of experiencing a live musical performance is simply magical; it brings people together and instantly creates a shared experience. By attending
or participating in a concert, both the audience and the performers are naturally given an instant feeling of belonging that strengthens social bonds and fosters positive community spirit.
Performing in, or listening to, a live musical concert also enhances emotional expression and understanding. As performers, we had many opportunities to learn how to generate an authentic emotional expression; something that helped others relate and connect. Meanwhile, the act of listening allowed anyone in the audience the chance to receive, validate, mirror and even reciprocate the emotional expressions generated on the stage.
Moreover, attending live music performances has been scientifically proven to promote positive mental health by boosting mood, reducing stress, and fostering a sense of joy and fulfillment (de Witte et al., 2020). The tour left both performers and audiences feeling uplifted and connected, creating long lasting memories that we are sure not to forget.
References de Witte, M., Pinho, A. da S., Stams, G. J., Moonen, X., Bos, A. E. R., & van Hooren, S. (2020). Music therapy for stress reduction: a systematic review and meta analysis. Health Psychology Review, 16(1), 134–159. https://doi.org/10.1080/17 437199.2020.1846580
Olympic Silver for Grammar Women Gabi and Abby inspire next generation
To be an Olympian is an honour very few get to experience in their lifetime, and to be an Olympic Medallist is an even rarer feat—one Gabi Palm (2015) and Abby Andrews (2017) hope will shape the future of water polo.
The Grammar Women made history at the Paris 2024 Olympic Games, bringing home the Stingers’ first ever Silver Medal in women’s water polo—the Stingers' best Olympic performance in 24 years.
After going undefeated in the group rounds, including a one goal win over heavyweights the Netherlands, the Stingers finished top of their pool to take on Greece, winning their way to a semifinal showdown against reigning Olympic champions the USA, who were seeking four straight Olympic Gold Medals. In a stunning feat, the Stingers battled through
a penalty shootout to reach the Gold Medal match, valiantly taking home Silver after a narrow 11 9 defeat to world number one, Spain.
Returning to Girls Grammar with hardware in hand, however, it was apparent how much more the medal meant than the quantitative result of their efforts.
‘It’s such an honour,’ said Gabi. ‘So many times I’ve dreamed of what it meant to go the Olympics, and what it means to represent Australia and be an Olympian, and there’s such a small number of people who get to experience that honour.
‘The way the medal can connect to other people and inspire young girls, what it means for the sport, I think that’s what is really special too.’
‘We broke the record for the most views and most spectators at a water polo game ever for females (in our quarter final against Greece).’
Abby Andrews (2017)
Since flying home from the Games, Abby said she had already been able to use her medal as a platform to share her knowledge and journey with others, having been asked to speak at schools, conferences, and media shoots.
‘It’s really cool hearing people be genuinely interested in the sport,’ Abby said. ‘Knowing that people who usually might be a rugby league supporter for example, but are now watching a water polo game, is insane.
Captions 1 Abby Andrews (2017) and Gabi Palm (2015) returned to Girls Grammar after the Olympics to share their story with the students
2 Abby and Gabi's Olympic Silver Medals 3 Mr Paul Pearce
‘We broke the record for the most views and most spectators at a water polo game ever for females (in our quarter final against Greece).’
This achievement—which spans beyond wins or losses—is what Gabi and Abby are hoping will shape the future of the sport for women and girls.
While girls often take up the sport in early secondary school, children are now jumping into the pool from as early as seven, which Abby said is ‘super exciting’.
‘While we were over there, one of the deputy chefs was telling me that while the water polo was on, his children were at home in the pool just throwing balls with each other, and they would have never done that had they not been watching.’
Abby said the increasing intake of water polo players at Girls Grammar, since leaving herself in 2017, has also been encouraging.
‘(BGGS) came to watch our national league and premier league games with a full fan base, and I think the interest that Mel Rippon (BGGS Assistant Director of Sport—Sport Development) has grown will keep growing, and I’m hoping we’ll get more people at trials, or potentially entering more club teams. I think this is a huge stepping stone for the future.’
While the sport is not considered mainstream in Australia at an elite level, coverage around the Stingers has jumped following their Olympic achievement.
‘Unfortunately, in water polo we don’t get that kind of spotlight or attention (that other mainstream sports do) so it was really special—with this Olympics journey and winning a Silver Medal—to put water polo on the map,’ Gabi said.
‘To know that doing this has inspired even just one girl is so special. It all starts from giving it a go, that’s how I started, so if this moment is inspiring girls to get in the pool and give water polo a go, that could start some girl’s journey to go into the Olympic team.’
‘The way the medal can connect to other people and inspire young girls, what it means for the sport, I think that’s what is really special too.’
Gabi Palm (2015)
Also in Paris was BGGS’s Athlete Development Manager, Mr Paul Pearce, coaching Australian decathlete, Dan Golubovic.
While in Paris, Mr Pearce learned plenty of tips to bring back to our many aspiring athletes at BGGS, including working under the ultimate pressure of competing at the highest level while millions watch on.
‘Trying to keep emotions in check while at the biggest event can be tricky. There’s a fine line between allowing the excitement to get you performing as well as possible, and having that hype distract you from the job that you need to do. Being able to calmly chat to Dan about processes and keeping it simple were really important. Focusing on the things you can control is key.’
Mr Pearce’s message to Grammar girls currently involved in any aspect of the School’s sports program is to trust what you and your coach have been working on at training, and concentrate on just one or two priorities.
‘Don’t try and make it more complicated than it needs to be. No matter what level you’re at, you need to enjoy being out there.’
Developing creative thinking in Mathematics Empowering students to navigate challenges in the classroom
What does it mean to be creative in Mathematics, and why might creativity be important in a subject widely known for its rules and repetition?
If we asked the general population to name a vocation that involved creative thinking, I am willing to wager that artist, writer, or musician would feature highly on the list. ‘The Arts’ are understandably considered to be a magnet for creative thinkers. Yet, innovation and out of the box thinking are crucial for scientific progress too. Creative thinking, therefore, plays a key role in disciplines that require original ideas, methods, and approaches— such as Mathematics.
When Sir Andrew Wiles finally unravelled the centuries old riddle of Fermat’s Last Theorem, the innovative techniques he used along the way offered unique insights to many other sticky mathematical problems—a huge development for the mathematical community at a research level and undoubtedly an amazing, and highly creative, achievement. As educators, our problem then is not so much understanding the importance of creative approaches in Mathematics at the expert level, but understanding its importance in the classroom.
When the theorems and problems being studied in class are well known to society, how can a student be creative?
Within the Mathematics Faculty, there has been much discussion around how we foster deep, creative thinking in our classrooms. Reflecting on what this looks like in our classrooms helped us identify the teachable attributes that underpin it— active listening, collaboration, questioning and challenging students’ own and others’
understandings, exploring ideas, taking intellectual risks, and being open to alternative methods, being just a few.
So, how do we nurture these attributes in class? The feeling of discomfort when exploring learning boundaries is normal and expected. Not being able to immediately understand how to do something or where to start can be challenging, even overwhelming, the risk being that they don’t start at all. But, to make progress—regardless of the immediate outcome—they must start somewhere.
Encouraging our girls to be persistent and embrace a state of ‘productive struggle’ is an important step in developing their mathematical thinking. This isn’t easy—it requires patience and sufficient resilience to welcome mistakes as important learning opportunities. The common misconception is that the answer should be obvious and easily accessible. Yet, experts often endure similar struggle to find success. Making
connections with previous learning, questioning and then advancing current understanding are important elements of the struggle. Start somewhere—even if it’s just to rule out what the answer isn’t—play, and explore.
Prompting students to make their thinking more visible is a useful approach when their understanding hits roadblocks. Ask questions—would a diagram of the scenario be useful? Have they seen a similar situation before, and what did they do then? Can they break the problem up into smaller parts? What is it about this context that is proving difficult, and if it were possible to simplify it, what would they do? Such prompts are useful—regardless of the topic under consideration—as they are designed to help students evaluate their own thinking. Being willing to explore the edges of our understanding is important to progressing in Mathematics. This is where the learning is. Confidence to take intellectual risks grows, as does our ability to think creatively and respond to novel situations.
Our conviction is that creativity in mathematics empowers students to navigate challenges, seek solutions from all angles, and question their own understanding when the answer isn’t obvious. By fostering collaboration, encouraging persistence and prompting students to make their thinking visible, we help them build confidence to tackle complex tasks. These skills transcend the classroom, shaping adventurous, curious and independent learners prepared to face challenges in every chapter of their lives.
The dilemma of duty
A short story by Eloise Sayer (9L)
This year, Year 9 English students were tasked with writing a narrative intervention that would ‘fill a gap’ in the novel, Between Us, by Clare Atkins. Below is Eloise’s story.
The cold, sharp edge of the chair dug into Milly’s leg as she bounced it up and down. She glanced at the clock, eyes following the mesmerising red hand that silenced the hurricane of thoughts in her head.
A thunderous crash echoed as the door behind her shuddered with the force of a kick.
‘Milly!’ Rick’s shout bounced off the bleached walls of the room, his scowl audible. ‘If you’re going to write a report, at least use your pretty head to write it quickly!’
Milly frowned and turned to face the door that separated her from her colleague. ‘Rick, I’m sure you can afford to wait five minutes.’
The door jolted with another kick. ‘Fine. Five minutes until I’m knocking this door down.’
With a sigh, Milly turned back to the glaring computer screen, the menacing red button drawing her gaze. SAVE. She squeezed her eyes shut, willing away the light tattooed to her inner eyelids. Sleepless nights weighed down on her, along with the familiar fear that had haunted her for the past week. A vivid image of her mother, with pasty skin and frail limbs splayed across a pristine hospital bed, flashed through her mind.
Milly wrenched her eyes open, only to be met with the wide eyes of a young detainee. The profile picture glowed before her. Anahita. The girl had arranged a meetup with her friend at an outing to the cinema. Words describing the event lined the screen, unfamiliar despite being typed by her own fingers. All that was left now was to submit it. SAVE. Her cursor hovered over the button.
Milly could picture Anahita at that very moment: a small, wide eyed figure swallowed by ill fitting, second hand clothes. The memory of Anahita holding her newborn sister, clinging to hope while sitting quietly next to her equally silent mother, played in her mind. Milly knew well that the detention centre was far from a haven, but she had always managed to quieten her conscience by convincing herself there was no difference she could make.
Yet, as she sat there, eyes fixed on the screen, the temptation to delete the report chafed at her heart. Maybe she could make a difference. Maybe she could be the hero. SAVE. Submitting the report would be enough to threaten Anahita’s chances of receiving refugee status. SAVE. Milly glanced at the clock, her throat dry. Two minutes until Rick returned. SAVE.
The screen turned black. Two pale eyes under furrowed brows stared back at her. Milly flinched in surprise, and her thoughts screeched to a halt at the sight of her reflection. She blinked.
Just a month ago, a fellow guard had been fired for handing out sanitary products. Failing to write an incident report would be more than enough to get her sacked. Supporting herself and her mother was hard enough—losing her job would be a reality to rival her nightmares.
A bitter taste coated her tongue as she glanced up at Anahita’s profile image one last time.
This centre didn’t reward heroes. SAVE.
Above Eloise Sayer (9L)
BGGS Open Day United under the stars
Each year, Open Day is a time for the School to open its gates and welcome our greater School community—past, present and future—to explore all we do at Brisbane Girls Grammar School. This year, on Friday 26 July, we welcomed more than 4000 guests to spend an evening under the stars (and fairy lights), including prospective families, current parents and grandparents, siblings and children of all ages, alumnae, and Spring Hill locals.
With every pathway, under croft, lawn and building aglow with light and activity, it can be difficult to decide exactly where to begin. Guests often find themselves picking up a sweet treat or savoury snack from our Parent Support Group or House Group stalls—to harness some essential energy before the night begins— while others head straight to a musical performance or academic activity nearby.
For the incoming cohort of Year 7 students, their evening begins with a special welcome and orientation activity, before meeting other members of their future House Group, after which the campus, and its rich history, is theirs to conquer.
2
3 Creative Learning
with
light
and
6
Science Learning Centre
7
Guests watched on as Grammar girls put their best foot forward in sporting demonstrations, music and drama performances, academic activities and challenges, and more. Many families also attended an information session with Principal, Ms Jacinda Euler Welsh, listened to a 'Question and Answer' session with current Year 7 students, and joined student led tours of the campus.
There is no other day that quite captures the strength and diversity of BGGS like Open Day, uniting the whole School community alongside its fine traditions in academic excellence and co‑curricular achievement.
Chloe Chan (9L), Kira Green (9E), Chloe Leong (9O) and Zixuan (Poppy) Han (9W)
Centre aglow
light 4 Fairy lights
up Main Building
surrounds 5 Olivia Choo (12B) and Kylie Choo (9B) enjoying Open Day
Sihan (Yolanda) Huang (10O) gives a tour of the
Members of the P&F sold goods at their Bake Stall
FROM THE STUDENTS
Thunder inspires next
gen Water Polo at BGGS
Sophie McCullen (8E) and Abby Carter (8E)
This year, Girls Grammar Water Polo participants received the incredible opportunity to walk out with the Queensland Thunder women’s team at one of their Australian Water Polo League games. Grammar Girls stood alongside players such as Abby Andrews (2017) and Bridget Leeson Smith (2014) during the lineout. Through this experience, we got to talk with Olympians and Olympic coaches who all have a high level of expertise in this sport.
A highlight of the night was meeting alumnae, Abby and Bridget. Both players are inspirational role models to many aspiring Water Polo players at BGGS. They have represented Australia with the Aussie Stingers team and have played at World Championships, and in Abby’s
case the Olympics too. They are both very kind, confident and hard working. It was a privilege to meet them.
On the night, Grammar girls got to watch the game we love played at such an impressive level. The players were extremely skilled and had a high knowledge of the sport. Through watching the game, BGGS girls learned new techniques which were incorporated into our own games in the Brisbane Water Polo Inc (BWPI) competition.
We are both deeply passionate about Water Polo and hope to play for the Queensland Thunder and other representative teams. Water Polo is a fun team sport, and playing it at Girls Grammar has given us many wonderful opportunities
Fuelling future engineers
BGGS Embraces F1 in Schools
Program
Olivia Basile (10B) and Meg Ellem (10B)
Being the first year of the F1 in Schools club, we were excited to learn about this new and exciting opportunity. Having both attended the Formula 1 in Melbourne before, we are passionate about pursuing a future career in Formula 1, and this club is a great stepping stone toward that goal.
F1 in Schools is a program that allows students to apply engineering, entrepreneurial, and teamwork skills. The main objective is to design and create a race car, but the project goes beyond just building the car. Teams are also responsible for putting together a portfolio that details the work behind the scenes, such as marketing strategies and sponsorship efforts. This comprehensive approach not only improves our technical
skills but also allows us to create a deeper understanding of the business and operational aspects of Formula 1.
In July this year, we had the opportunity to visit Brisbane Grammar School where we were introduced to the specialised
and has fostered our love and passion for the sport. We are very fortunate to have an incredible program here.
machinery used to build their F1 cars. This visit was an amazing experience, providing us with insights into the level of precision and teamwork required to succeed in this competition.
The club is still relatively new and growing, meaning new opportunities and learning experiences continue to arise, keeping the club fun and exciting. Thanks to Mrs Nisha Swanston and Mr Steven Van der Ross, the F1 in Schools program has successfully begun at Brisbane Girls Grammar School. 1
Captions 1 Sophie McCullen (8E) and Abby Carter (8E) 2 Meg Ellem (10B) and Olivia Basile (10B)
Recently, Year 12 students
Kathryn Petersen (12O) and Emma Wong (12W) travelled abroad to represent Australia internationally in Olympiad competitions.
Emma Wong (12W)
The Asian Physics Olympiad (APHO) is a yearly international physics competition for school age students. This year, APHO was hosted in Kampar, Malaysia, where I, alongside seven other teammates, represented Australia. The competition comprised two rounds of five hour examinations, one covering theoretical knowledge, and the other testing experimental techniques.
The journey towards competing in APHO began last year, from my participation in the Australian Physics Olympiad. From my high performance in that exam, I was one of 24 invited to the Physics Summer School. Several rounds of testing during that camp eventually resulted in my selection as one of the eight person team that would be representing Australia. Another round of training was then held in the April holidays, alongside fortnightly revision quizzes.
Including travel time, the trip to APHO went from 2 11 June. Travelling to Malaysia started with a 4 am trip to the Brisbane Domestic Airport, where after a flight to Sydney the team assembled for the flight to Kuala Lumpur. Upon arriving at KLA, we took a bus to Kampar, where our electronics were immediately stored until the exams were over.
The competition itinerary also included cultural exchange activities and excursions—like walking through cave
temples and a visit to a tea plantation— in addition to the actual examinations.
My favourite event was the Malaysian Food Fair, where we got to enjoy the local cuisine.
As an international competition, APHO has broadened my horizons to the connective power of a shared interest. I have made, and hope to maintain, connections with fellow students from around the globe.
Kathryn Petersen (12O)
The International Biology Olympiad (IBO) is an annual international biology competition for secondary school students, where participating countries send a team of up to four students. This year the IBO took
1
2
place in Astana, Kazakhstan from 7 14 July and was attended by teams from over 70 countries.
My journey to compete at the IBO began last year with my participation in the Australian Biology Olympiad exam here at Girls Grammar. This exam consisted of 60 multiple choice questions in two hours, and was comprised mostly of questions relating to high school biology topics, as well as some logical problems. From my results in this exam, I was selected as one of 24 students invited to the national Biology Summer School, held at the Australian National University (ANU) for two weeks in January.
At summer school, we received lectures on university level biology topics, participated in lab sessions, and even had a two day trip to ANU’s coastal campus. At the end of each week, we had an exam day where we were assessed on the topics we had learned with a 120 minute theory exam,
and three 60 minute practical exams, both written in the same style as the IBO. Based off the results of two sets of exams during the summer school, I was selected as one of four members of the Australian team.
In addition to two days of competition, the IBO also involved visits to locations in Astana such as the Baiterek monument, the Astana Grand Mosque, and the national museum of Kazakhstan. The competition itself comprised two components: a series of four 90 minute practical exams on one day; and two 195 minute theoretical exams two days later.
I placed 28th out of 296 competitors, and my teammates placed 43rd, 135th, and 157th. We were awarded a gold medal, a silver medal, and two bronze medals. As a result of the IBO, I have made many friendships with other students from around the world, which I hope to maintain into the future.
Emma Wong (12W)
Kathryn Petersen (12O)
FROM THE STUDENTS
Saying tschüss to German Language, culture, and lifelong bonds
Freya Lennon (12L)
German has been such an amazing part of my secondary school experience for the past six years and has helped me make so many fun memories. Starting in Year 7, we learned the basics—genders, nouns, numbers, and so on. Going into Years 8 and 9, we kept immersing ourselves in all things ‘Deutsch’. From doing a fashion show to learn clothing in German, to making Spaghetti Eis (literally spaghetti ice cream), German has been nothing but enjoyable.
As my cohort went into Year 10, we were lucky enough to all be in one class and now have had the same class through to Year 12, creating unforgettable bonds. As we progressed through to our senior years, we started learning more complex German: relative clause, conditional, and more. Each week has given us a deeper insight into German culture, and we have always enjoyed our weekly speaking with native speaker, Frau Todd.
I know Year 12 German has been a favourite amongst many girls in my class. A highlight in Years 11 and 12 has to be our German dinners—after school outings to traditional German restaurants to fully immerse ourselves in German culture, or just eat some good food!
Throughout Year 12, we have talked about our society, friendships and social media (Unsere Gesellschaft) and our plans for life post school (Meine Zukunft). German has enabled me to think more deeply about topics, developed my problem solving skills, and will be a fond memory that I will carry into my life—and hopefully utilise in my future travels.
One of my fondest memories from German was the amazing opportunity we had in October last year when students from our sister school, Werner Heisenberg Gymnasium in Neuwied, came to visit us for two weeks. I hosted a student, Lars, for two weeks and we had the best time together. I got to show him around Brisbane, help immerse him in Australian culture, and practice my German with a true local. Lars and I remain close friends, contacting each other frequently, and I look forward to hopefully seeing him again soon in Germany!
These types of opportunities would not have been possible if I had not picked German all the way back in Year 6, and as I graduate now, I can say that it was one of my best decisions ever.
Left Freya Lennon (12L) and host student, Lars
Precious Plastics: Recycling with purpose
Grammar girls turn trash into treasure
Stephanie Ku (11B) and Amy Lin (11B)
Founded by Dave Hakkens in 2013, Precious Plastics is a global initiative aimed at recycling plastic waste by turning it into new products. At the beginning of this year, our coordinators, Mrs Nisha Swanston and Ms Nicci Gelder, saw an opportunity to reduce our School’s environmental impact and introduced this program to Girls Grammar as a new Service opportunity.
From the very start, we both decided to join Precious Plastics to create a more sustainable environment here at Girls Grammar. The idea of transforming everyday waste—especially plastic that might have ended up in landfill—into new and functional items felt like a perfect way to make a positive impact.
This program offered us the perfect opportunity to give back to the BGGS community through promoting both creativity and sustainability in the process.
Each Thursday at lunchtime, the club meets in the design workshop, with activities including everything from sorting and shredding plastics by colour and type, to extruding melted plastics into
different moulds, completely transforming them into new and functional items. We have shredded thousands of plastic lids, produced countless pens and carabiners, and even designed a keychain that features the iconic BGGS hat.
Each piece is 100 per cent handmade and the colours are completely customisable, making each and every design one of a kind. The Precious Plastics club provides the perfect platform for all of us to innovate, experiment, collaborate, and bring our ideas to life—all while contributing to a sustainable global initiative.
Being part of Precious Plastics has been incredibly rewarding. Not only have we developed various practical skills through recycling and product design processes, but we have also gained a much deeper understanding into the various environmental challenges the world faces.
Each of these seemingly insignificant plastics, whether it be bottle caps or yoghurt containers—that would typically end up in landfill—can be transformed into a multitude of beautiful designs. Through Precious Plastics, we know that every one of our efforts has a significant impact on creating a better environment. After all, the world is precious and every little action counts.
Captions 1 Mrs Nisha Swanston, Stephanie Ku (11B), Amy Lin (11B), and Angelica Ng (11B) sorting the bottle lids into colour
SCHOOL LIFE
1. Tessa Lloyd (12O), Caitlin Allen (12E), Head of History, Ms Julie Hennessey, Freya Lennon (12L) and Eliza Forster (12O)
2. Students begin a new greening project outside the RLC
3. Students begin a new greening project outside the RLC
4. Gymnastics students welcome members of the Australian Gymnastics team to BGGS
5. Water Polo captains, Lucy Taylor (12M) and Charlie Howard (12G), with Olympians Abby Andrews (2017) and Gabi Palm (2015)
6. F1 in Schools Club
7. A feathered friend visits the School
8. Greening project outside the RLC
9. Junior Drama Production rehearsals
10. Illumine guests Scarlett Bennett (12L) and Molly Miller (12W) with Principal, Ms Jacinda Euler Welsh
11. Volunteer Thank You Reception
12. Junior Drama Production rehearsals
13. Isobel Evans (9G), Savannah Munro (9R), Kerri Tan (9G) and Scarlett Clayden Brackin (9W) compete at QGSSSA Rhythmic Gymnastics
14. Poppy McGuire (10E) at Water Polo training
15. Amelia Owen (12W), Molly Miller (12W) and Caitlin Small (12R) dressed up in Olympic themed outfits for Blue Day
16. Olivia Cheng (9R), Allegra Nicol (9M) and Adelaide Morton (9M) on Daffodil Day
17. Queensland Debating Union Grand Final champions Claudia Chin (11E), Sameera Prasad (11W), Ciara Clunies‑Ross (11R), Jacqueline Loh (11E) and Leni Kruger (11E)
18. Malia Knox (7E) with Mum, Kelley, at the Mother and Daughter Dinner
19. Erin Row (12G), Ainsley Brown (12G), Iris Brickwood (12G) and Lucy Chenery (12B) dressed up for Blue Day
20. F1 in Schools Club
21. Randall Standridge visits Girls Grammar as a guest composer
22. Georgia Sexton (7M), Amelia Morrison (7W), Lucia Anderson (7M) and Olivia Chen (7O) delivered the ‘Walking in their Shoes’ presentation for Open Day
23. Year 7 students enjoy using microscopes in Science class
24. Eloise Christie (12H) and Kira Green (9E) performing at Gala Concert
25. Gala Concert lights up QPAC
Brisbane Girls Grammar School
26. Mooting team members
27. Darcey Moodley (9O) competes in hurdles at QGSSA Athletics
28. Volunteer Thank You Reception
29. Uralla Club members during NAIDOC Week
30. Lily Blanshard (2023) and Emma Readdy (2023)
31. Mums and daughters at the Mother and Daughter Dinner
32. Musical theatre showcase
33. Zoe Harris (7R) and Mum, Sarah, at the Mother and Daughter Dinner
34. Swimming training
35. Carissa Graham (10W) competes in the 400 m sprint at QGSSA Athletics 36. Year 7 Science
Rowing training at sunrise
SCHOOL LIFE
38. Agatha George (8B), Matilda Gregory (8B) and Harriet George (8B) enjoying Year 8 Quest
39. Gala Concert, Portraits
40. Caitlin Small (12R) at ABC Radio
41. Student vs Teacher netball match
42. Carissa Graham (10W) and Chloe Thompson (10R) at Water Polo training
43. Adheera Warrier (12B) and Mum, Jasveen, at the Mother and Daughter Dinner
44. Maya Adib (10G) cheering on the BGGS contingent at QSSSA Track and Field
45. Liv Evans (12O) wins the Senior Merle Weaver competition
46. Rose Anastas (12W), Madeleine Biggs (12W) and Annabelle Dodd (12W) enjoy a barbecue breakfast with Woolcock House
47. Year 8 Quest
48. Elle Suhle (7G) and Mia Huang (7G) at BGS for the Connected, Healthy Relationships afternoon
49. Students enjoying the picnic blankets on the Pool Lawn
50. Olivia Stanton (12H), Stephanie Bird (12H) and Elizabeth Wong (12H) at the Year 12 barbecue
IN THEIR WORDS
Beyond the books Achieving success through mental, physical, and social wellbeing
When I was asked to write an article for In Their Words, my initial reaction was ‘What will I write about?’, quickly followed by ‘I’m honoured to be asked’, and then, ‘I know how I can make this work’. My initial ideas ranged from goal setting to maintaining school and life balance, exercise and resilience—all cornerstones to navigating life, which I teach in HPE. But what also came to mind was navigating the formative years at school, and in particular Year 12. With that in mind, I wanted to share how maintaining my mental, physical and social wellbeing was the key to achieving balance and success as a senior student.
Growing up, both my parents worked full time, often leaving my brothers and I to look after each other and handle household chores. We could only play after finishing our jobs and homework, so typically, I rushed through both, eager to get outside and connect with friends. We enjoyed riding our bikes, exploring creeks, running, swimming, and playing footy or cricket anywhere there was space. This made us independent, competitive, and supportive of one another. Once a week, mum would drive us to swimming lessons, which I loved; it was something that came easily to me and before long, I was asking my parents if I could do more—unknowingly establishing an early framework for balance and wellbeing.
In primary school, I swam regularly before joining a competitive swim squad in secondary school, increasing my training to 10 sessions per week—which ultimately led to years competing at both state and national level. I was a keen debater and pianist, but for me, swimming was the gateway to routine and organisation—keys to achieving at school. Although both
success and setbacks were experienced in the pool, I learned that consistency and connections were essential in achieving not only national swimming medals and academic prizes, but also maintaining a strong social network of friends, and importantly, a practical life balance.
Think back to when you started your school journey—your interests, passions, nerves and excitement—and remember the opportunities gained and challenges faced. Every challenge you have faced has no doubt also provided the opportunity to learn, and each achievement provided motivation for further success. I encourage you to also think about the importance of maintaining balance in all aspects of your life. Implementing a regular exercise routine is just one essential puzzle piece to your overall wellbeing and achieving a healthy life balance (Princi Hubbard, 2019, and Reel, 2015). When study ramps
up, or exams loom, consolidate your learning with a walk outside, musical jam, practice session, or game, as these moments are instrumental in regaining focus. Be organised, have a realistic study plan, eat nutritiously, sleep at least eight hours a night, but also nurture your social connections. After all, when we experience success, it is often about who we celebrate with that is important, rather than the success itself.
References
Princi Hubbard, R. (2019). The Neuroscience of Stress: Understanding the Science to Increase Well being and Performance in High School. Health & PE Volume 3, Issue 4, 2019
Reel, J. J. (2015). Working Out: The Psychology of Sport and Exercise
Above Mrs Raechelle Finch with (L R) Georgia King (8R), Sophie Mundt (7R), Riya Anthonisz (7R), Sophie Lee (8R), and Lucia Mundt (8R)
The ebb and flow of school life carries with it a vast array of emotions—a veritable tumult of highs and lows, soaring peaks that are wished to never end, and at times, valleys hidden in shadow that may seem to have no end. And, this cacophony of emotions is just over assessments, let alone the other activities inherent in school life.
I have been reminded of late of the emotional range experienced during periods of high assessment, be that individual or across a cohort. As the Dean of Studies, it might seem fitting to talk about the role of assessments in providing evidence of scholastic learning, as a tool in identifying areas for future learning, or maybe about appropriate study habits and strategies to achieve one’s best academically. However, I wish to take a different tack: assessment as a time of emotional growth and learning.
No human endeavour is undertaken free from the thousand emotions that human flesh is heir to (my apologies to Shakespeare for appropriating and amending, even butchering, his work). Equally, life is not devoid of demands, pressures and challenges. Our ability to understand our emotions in such situations—learning how to best respond to them—as opposed to being overwhelmed by them or trying to simply deny them, can help us confront challenges in a more controlled manner. Thus, we can become more the master of the situation than be at the mercy of it.
With such an understanding of our emotional self, we would know that fear or anxiousness can be breached and not hold us back; or to embrace and relish the joy in accomplishment without getting lost in a sense that happiness must always be there; or also, accepting disappointment, though troubling, is but fleeting, if you allow it to be such.
Where can children and young adults experience such challenges in a safe environment? Where can they be placed in a maelstrom of emotions and learn to find a path through, while there is support and guidance close at hand? Where can they learn the emotional skills that will, in time, help them step out into an adult world? The obvious answer is at their homes, with the oversight of parents close by. However, I would contend that schools, with oversight from teachers, Heads of House and counsellors, and in fact assessments, form a major avenue for such emotional learning.
Assessments are far more than instruments to demonstrate subject knowledge or a mechanism to obtain a grade; they provide an opportunity for true self reflection. A reflection in time of demand, a reflection of emotional regulation and a reflection on emotional growth.
So, to all our students as they undergo assessments, I wish them every success in their academic learning and also their emotional learning. I hope that they see them as a true opportunity for growth, reflection and afterwards, of course, enjoy the well deserved holiday break.
Above Mr James Keogh
VISUAL ARTS
Brisbane River Floods
Clare O’Quinn (12L)
Ink, graphite, and acrylics on calico 279 x 119 cm
Scattered with data, Brisbane River Floods communicates the devastation floods have caused our city and the ecological benefits of extreme weather to invite you forward and take in its details. The literal meaning of my artwork is a flood map, while the non literal meaning is the effects of flooding on our community and the natural world. Researching Brisbane’s 2022 floods, I incorporated botanical drawings, ecological data, my house, and a flood map of my area to explore cultural and personal contexts.
Neurotic Nostalgia
Siri Chadalavada (12M)
Installation
The formation of Neurotic Nostalgia has been inspired by this unit’s topic of Art as Alternate, Chiharu Shiota’s Ship of Memories and Kathleen Ryan’s Bad Peach artworks, and my focus on memories and their impact on one’s identity. Navigating my personal and contemporary contexts of living in the 21st century and experiencing a brain which manipulates and forgets memories, this artwork successfully explores my in built habit of looking over traumatic memories with rose coloured glasses and the abyss of forgotten memories.
A Dark History
Evie Kolff van Oosterwijk (12M)
Oil on canvas
120 x 120 cm
A Dark History explores the concept Art as Alternate with the use of evolved ideas of ‘human impact’, from the tangible subject matter of weeds to the devastating impacts of colonialism on contemporary society. It highlights the contemporary context of a colonial past which has had everlasting impacts, whilst utilising familiar motifs of the Dutch Delftware teacup, repetition of floral emblems and colours. This work acts as a warning and prompts us to question how something so seemingly innocent as sugar can have such a dark history.
A World At Our Fingertips
Sienna
Ryan (12E)
Canvas, oil paint, coloured string 30 x 40 cm per canvas
A World At Our Fingertips is a diptych self portrait that dives into the contemporary context of AI’s involvement in media. The concept Art as Alternate influenced my investigation into my focus of ‘the links between science and art’ through using multiples to discuss both the benefits and the downsides of the broken barrier between the subjects. My work depicts how AI’s now common use in mainstream media can both open innovative opportunities and suck in our attention with mindless creation.
The power of equity in education
Early career Science teacher, Ms Sandra Vecchio, reflects on her journey through school in regional Queensland to becoming an educator inspiring the next generation of women in STEM.
Equity in education is about ensuring every student has the chance to access the resources, opportunities, and support they need to succeed—regardless of their background or circumstances. For young women, this is particularly vital.
Historically, women have faced significant barriers in education and professional fields, especially in STEM (Science, Technology, Engineering, and Mathematics). One noteworthy example is Rosalind Franklin (1920 1958), known for her work on the X ray diffraction images of DNA, which led to the discovery of the DNA double helix structure. Franklin’s photograph, often referred to as Photo 51, played an integral role in identifying and understanding the physical structure of a DNA molecule. Despite her discovery, she was overlooked for the Nobel Prize that was later awarded to Watson, Crick, and Wilkins (Harris, 2024), and still today DNA is referred to in most Biology textbooks as the ‘Watson and Crick DNA Model’. Although progress has been made, we must continue to advocate for, and support, initiatives that promote equity.
As a science teacher, I am especially passionate about promoting equity in STEM. Science education provides students with critical thinking skills, creativity, risk taking capabilities and problem solving abilities, however, young women can face stereotypes and biases that discourage them from pursuing these fields. Particularly for young women in STEM, it is not uncommon for societal norms and the implicit biases of others to make you feel as though you are not as capable as your peers, even when
your performance may prove otherwise. By fostering an inclusive and supportive classroom environment, I strive to challenge these stereotypes and inspire my students to pursue their interests with confidence.
During my high school years at a state school in regional Queensland, and later as an academic for the Oodgeroo Unit at the Queensland University of Technology (QUT) where I supported Indigenous students studying Education, I witnessed the diverse challenges faced by students from various backgrounds. I was fortunate to have had quality teachers in the subject areas of science and mathematics, who believed in me and provided the tailored support I required to excel. Their encouragement was instrumental in sparking my passion for learning—a passion I hope to spark within my own students at BGGS.
In my role as Year 8 Astronomy Unit Coordinator this year, I have observed how engaging in hands on science experiences—that accommodate for a variety of different learning styles—can ignite a passion for STEM. One part of this unit is the annual Planetarium excursion— an experience that not only enhances the girls’ understanding of abstract concepts, but truly broadens their horizons to the STEM workforce that exists beyond high school.
Achieving equity in education is an iterative process, and at Girls Grammar our commitment to equity is reflected in initiatives including the BGGS Bursary Program, which presents the opportunity for a student to attend Girls Grammar who might otherwise not have the capacity to. Coming from regional Queensland to now teaching at one of the leading schools for young women in Australia, I find it inspiring to see such an opportunity exist. Ultimately, it is through providing opportunities for equity in education that we can empower the next generation of women leaders, scientists, and innovators.
References
Harris, R. (2024). Pioneers of progress: Women in STEM throughout history. https://kidsdiscover.com/ teacherresources/pioneers of progress women in stem throughout history/
Above
Ms Sandra Vecchio
Giving Day 2024
A resounding show of support
This year’s Giving Day was a true reflection of our BGGS community’s overwhelming generosity, demonstrating an unwavering commitment to our current and future generations of Grammar girls.
We are so grateful for the generosity demonstrated by donors on Giving Day, which, when doubled by our match donors, supported the School to raise just over $502 000 for the greening of the Creative Learning Centre, new Junior School and Bursary Program.
Occasions such as Giving Day remind us of the transformative power of a united community, steadfast in its belief that a Girls Grammar education enriches girls’ lives, empowering and inspiring them to become confident, wise and principled women.
We now turn our attention to 2025, and of course 2026, with a focus on opportunities to further support the new Junior School.
While details are currently being finalised, we anticipate exciting opportunities as part of a planned program. Of course, we thank those in our community who have already supported the Junior School, including the Parents and Friends Association, Fathers Group, Mothers Group, Old Girls Association, and the many others in our broader BGGS community.
Our School was built upon a heritage of giving and 2024 has been no exception. The generosity of all who have enriched our community, whether through financial contributions or through volunteering their time and expertise, contributes so much to the life of the School today, and into the future.
If you would like to discuss opportunities to support the new Junior School, or our broader philanthropic program, please contact the Development and Alumnae Relations Office via development@bggs.qld.edu.au or phone +61 7 3332 1300.
Above Ms April Euler with (L R) Sameera Prasad (11W), Katie Rockett (11E), Isabel Vu (11M), Frankie Meadmore (11M), Sooa Oh (12M) and Eliza Forster (12O)
‘Journalism is like a ticket to being nosey, and interested, and curious in anything you want to be’
—Lenore Taylor, Editor of The Guardian Australia
From Grammar to The Guardian
A journey of integrity and purpose in journalism
Lenore Taylor (1981) is the Editor of The Guardian Australia. She is a two time Walkley Award winner and has twice won the Paul Lyneham Award for excellence in press gallery journalism. She is also the co author of Sh*tstorm: Inside Labor’s Darkest Days, on the Rudd government’s response to the global economic crisis.
Recently, we sat down with Lenore in her Sydney office where the Grammar Woman is in her ninth year as Editor in Chief—a role she adores—where she manages a team of about 150 people. Believing the Australian media landscape was too concentrated, Lenore was the driving force behind British newspaper, The Guardian, setting up their Australian branch—her proudest achievement to date. ‘The idea of actually starting something new and giving Australians a different alternative place to get their news excited me enormously,’ Lenore said.
As a student at Girls Grammar, Lenore loved words and literature—so much so her favourite teacher was Head of English, Dr Robyn Colwill. ‘She made literature fun and interesting, and she was very encouraging of my—probably very terrible—efforts at creative writing. And yet she was just a great and inspirational teacher.’
After graduating secondary school, like many Grammar girls, Lenore felt the pull of social justice and—while she calls it ‘corny’—wanted to make a change in the world. Although she was interested in politics, Lenore found there was no particular political party she wanted to join and wasn’t interested in constituent work either. Instead, her unshakeable interest in politics and public policy drove her to journalism, and more specifically, the parliamentary press gallery in Canberra.
This constant pursuit of the truth, whether in politics or general news has kept her in the industry for nearly four decades, including a stint overseas as a foreign correspondent in London.
‘I think real journalism is telling people what they wouldn't know if you weren't there, otherwise, it's just rewriting a press release—that's not really journalism in my view. I think for someone coming into journalism, it's just a way of finding things out and exposing things that need to be exposed, and explaining things that need to be explained. I think you can—and this is going to sound corny again—but I think you can make the world a better place by doing that.’
To watch the full interview with Lenore, scan the QR code on the right.
Lenore Taylor
From classroom to control room Internship opportunity at ABC
In Term 1, Grammar Woman and Australian Story Unit Manager, Georgia Slade (2003), opened the opportunity for one Grammar girl to join her at the Australian Broadcasting Corporation (ABC).
Year 12 student, Sophie Clutterbuck (12H), was fortunate to secure an eight week internship with Georgia at ABC’s Southbank studio, where she was able to learn about production—from editing to audience engagement, management, technical operations, and advertising.
‘Working alongside Georgia has been a great opportunity for me to witness firsthand the inner workings of Australian Story and a career in journalism,’ Sophie said. ‘Georgia generously shared her wealth of experience garnered from years in film and television roles.’
Georgia developed an inherent sense of curiosity in both creative and community life while at school. ‘This exposure shaped my career in the sense that I learned to develop interpersonal skills, the ability to think left field and problem solve, and to know what strengths I possessed to pursue a career that I genuinely love,’ she said.
Upon graduation, Georgia studied a Bachelor of Journalism from the Queensland University of Technology (QUT), during which she worked as a Marketing Assistant for a Brisbane based film commission. ‘I was exposed to pitching high budget films being made in Queensland at the Studios and realised that there was a world of opportunity in film and television that my Journalism degree aligned with.’
She later worked abroad in New York on documentaries and screenings for PBS, before returning to Australia where she pursued her creative passion of casting reality shows for Warner Bros and Endemol Shine—including The Bachelor, The Bachelorette, and Married at First Sight. In 2017, Georgia moved back into the world of news media at the ABC, where she now works on Australian Story, one of the country’s most acclaimed biographical documentary series. Recently returning to work after maternity leave, Georgia felt the time was right for her to share her experience with potential future journalists and media professionals— including Sophie.
‘As a Year 12 student with an interest in journalism as a possible career pathway, the opportunity to intern at the ABC through an alumna of Brisbane Girls Grammar School was an incredible and extremely informative experience,’ Sophie said.
‘One highlight of my internship was the opportunity to witness the live 7 pm news
broadcast from the control room. It was a moment that underscored the magnitude of teamwork and precision that goes into delivering the news to millions of viewers each night. This experience has given me a glimpse into the possibilities that lie ahead in my own career journey.’
The Tertiary Pathways team welcomes members of our broader community who might be willing to provide a work experience opportunity for current students to contact them at careerplanning@bggs.qld.edu.au.
Captions 1 Sophie Clutterbuck (12H) and Georgia Slade (2003) at the ABC studios in Southbank 2 Inside one of the ABC's editing suites
Connections for life OGA celebrates 125 Years
Brisbane Girls Grammar School’s Old Girls Association (OGA) has forever been synonymous with giving, connection, and a love for the School—a commitment that has remained since its establishment in 1899. In 2024, in the 125th year of the OGA, the Committee acknowledged the past work of Grammar Women who have given both their time and expertise over these years. In this anniversary year, we wanted to recognise not only the contributions of those before us but leave a legacy that will serve future generations of Grammar Women to come.
The Connections for Life badge was created to acknowledge the OGA's 125th year. This special badge was to be the same as the existing OGA badge, but with the additional words, ‘Connections for Life’. At a whole School assembly in May, every Grammar girl and current old girl staff member was gifted this badge as a reminder that the sisterhood is a connection without an expiry date—it is always present, no matter the years passed, or distance travelled. At our 2024 Open Day, incoming Year 7 2025 students were also gifted this badge as a token for beginning their Girls Grammar journey.
On Saturday 18 May, Grammar Women from all years joined together to celebrate this unique bond at our Gala Dinner held at Victoria Park. It was a fantastic night, with entertainment from Grammar Woman, Kelsey Giarola (2008) and her band, while fellow Grammar Woman, Angie Milliken (1981), emceed the evening, with attendance from Principal, Ms Jacinda Euler Welsh, past Chair of the Board of Trustees, Ms Elizabeth Jameson, and current Chair, Ms Julie McKay.
Another highlight of our 125th year was the presentation of the Sisterhood sculpture at a School assembly on Wednesday 15 May. Created by Grammar Woman, Danielle Piat (1981), the sculpture of an older woman embracing a younger girl embodies the connections that exist between past and present students. Piat’s sculpture, which will eventually reside in the Junior School, will serve as a reminder to the girls of the connection not only between themselves and Grammar Women, but also to their older ‘sisters’ across the road.
In 2024, there were 16 OGA Committee members, ranging in graduating years from 1958 to 2016. This wide expanse of memories and observations ensures we keep true to our past, whilst remaining relevant in the present and looking ahead to the future. It is an honour to be President of the Association—it is not something I envisioned, as a younger Grammar Woman, but it has been incredibly fulfilling. To give back through service is, after all, a trait instilled in every Grammar girl, myself included. 1
Captions 1 Members of the OGA 2 Mrs Julie Caton (Cleghorn, 1981) and Ms Jacinda Euler Welsh unveil the Sisterhood sculpture at a School assembly
In 2025, Brisbane Girls Grammar School celebrates 150 years of providing an exemplary broad, liberal education to girls and young women.
We are proud of our robust and pioneering history and, to honour this occasion, look forward to sharing our Sesquicentenary year of celebratory events with you.
150 Year Anniversary Ball
150
Friday 14 March, from 5.30 pm
Brisbane City Hall
$280 per person
Cocktail (Black Tie optional)
Tickets can be purchased individually or as a full table of ten. For individual tickets, you will have the option to elect a Table Host if joining a pre arranged table of ten, or to indicate other seating requests.
Tickets are available until Friday 21 February 2025 unless sold out prior.
www.bggs.qld.edu.au/150-year-celebrations
We hope that you can join us for this historic occasion.
Sesquicentenary Celebration Weekend
Saturday 15 March 2025 4 pm to 6.30 pm Foundation Celebration Afternoon
The whole School community is invited to an afternoon at the Spring Hill campus to explore and discover the rich history of Girls Grammar.
Sunday 16 March 2025 10 am to 12.30 pm Boarders' Brunch
This event offers a chance for all past boarders to gather and reconnect for brunch at the School.
Chair, Board of Trustees Ms Julie McKay and Principal Ms Jacinda Euler Welsh warmly invite you to the Brisbane Girls Grammar School
Year Anniversary Ball.
Generations of gratitude
From the P&F President
I have found myself in the fortunate position of being the P&F Association President this year. This has afforded me the opportunity to engage more meaningfully with the wonderful Brisbane Girls Grammar School community and give back to a place that holds special significance for me.
Girls Grammar has particular meaning for me because I associate it with the story of my mother and grandmother. My grandmother was born in the rural Queensland town of Cunnamulla in 1915, which was a different world and a different time to the one in which I live. Sadly, she was widowed when my mother was only eight and my grandmother was left to raise four children on her own. My grandmother was a fiercely independent and determined woman and she consistently gave my mother the message that education is important, particularly for women, as it affords them an opportunity for independence.
My grandmother worked tirelessly, and impressively she was able to send my mother to BGGS as a boarder. After completing her secondary school education, my mother went on to Teachers College, where her love of
learning transitioned to a love of teaching. My mother too taught me that education is to be valued and has the potential to open many opportunities. I feel so grateful to be in a position where I have been able to give my daughters access to the same invaluable educational opportunities at BGGS.
It has been with this story, that I have become the 2024 P&F President, and I have valued the opportunity to volunteer in this capacity to support the School, the parents and, of course, the girls. This year the P&F committed to a substantial donation for the playground for the new Junior School and also numerous other smaller—but equally meaningful— donations including grants for a number of School Clubs and Activities, and a new shade structure and picnic blankets for the Pool Lawn.
This year the P&F also introduced funding for a Co curricular Parent Support Program, enabling parents to organise an activity to support their daughter’s co curricular interests. It was a highly successful initiative which received positive feedback from all involved and we plan to continue it into 2025.
Reflecting on these activities has reinforced to me that everyone’s story is different and therefore the reasons for, and the benefits from, engaging with the School are also different. Regardless of these differences, there are so many ways to connect, engage, learn and support at BGGS, all of which have the potential to be incredibly rewarding.
AWARDS AND ACHIEVEMENTS
Congratulations to the following students and alumnae who have been recognised by independent organisations for their accomplishments across many and varied fields.
Dr Bruce Addison, Deputy Principal (Academic), has been appointed as an international peer reviewer for the Cambridge Journal of Education.
Mr Stephen Fogarty, Director of Health and Physical Education, has been asked to assist The University of Queensland’s Bachelor of Health, Sport and Physical Education (Hons) Program with their QCT and AITSL audit.
Dr Jody Forbes, Associate Dean (Wellbeing), had her PhD research paper ‘Raising Confident Girls: A pragmatic school based trial of a body image and parenting program for mothers of adolescent girls’ published in the Body Image Journal in May 2024.
Ms Kylie Meek, Head of Subject— Accounting, presented at the ICGS Girls Symposium in April 2024 at Melbourne Girls Grammar School on the topic ‘Empowering Girls Through Student Driven Financial Literacy Education’.
Mr Andrew Pennay, Director of Creative Futures, presented to the Australian Society for Music Education (January 2024) and Kodaly Education (April 2024) about Song Writing Fundamentals and Creativity in the Music Classroom, respectively.
Amelia Chambers (8L) won a Bronze Medal at the School Sport Australia Diving National Championships in Adelaide.
Glynnis Guo (7G) achieved First Prize in Group A—Team, and Third Prize in Group A—Individual, at the 8th Abacus and Mental Arithmetic of WAAMA held in China.
Jacqueline Loh (11E) received the Premier's Anzac Prize for 2024.
Kathryn Petersen (12O) received a Gold Medal at the International Biology Olympiad in Kazakhstan. She also received a Silver Medal in the Australian Mathematical Olympiad Competition.
Emma Shan (7R) achieved the following awards at national and international piano competitions: First Prize in the Recital Awards (11 years & under) at the 2024 Sydney Eisteddfod; Second Prize in the 20th & 21st Century Piano (11 & 12 Years) at the 2024 Sydney Eisteddfod; First Prize in the Grand Prize Virtuoso (Junior Category) at the 2024 Barcelona International Music Competition; and First Prize at the 2024 ‘Golden Classical Music Awards’ (11 & 12 years).
Astrid Thomas (12H) represented Australia at the World Rowing Beach Sprint Finals, where she won Silver in the Coastal U19 Mixed Double Scull, and Bronze in the Coastal U19 Women’s Solo.
Emma Wong (12W) received second place at the Young ICT National Competition for her Literacy Based computer game, ‘SuperHero Spelling’. She also represented Australia in the 24th Asian Physics Olympiad in Malaysia.
Abby Andrews (2017) and Gabi Palm (2015) were members of the Australian women’s water polo team to win a Silver Medal at the 2024 Paris Olympics.
Mia Boe (2014) was named a finalist for the Archibald Prize for her portrait, ‘Toe Knee Arm Strong’.
Caitlin Brittain (2021) received an Academic Excellence Prize— QUT Academic Prize.
Dr Helen MacGillivray (Anderson, 1967) was made a Member (AM) in the General Division of the Order of Australia for her significant service to mathematics and statistics education.
Jacqueline Trappett (2023) was awarded a QUT Excellence Scholarship (Elite Visual and Performing Arts).
Dr Margaret Ward (Tonge, 1968) was awarded a Medal (OAM) for service to the building industry.
Top right
Astrid Thomas (12H)
Gregory Terrace, Brisbane QLD 4000, Australia +61 7 3332 1300
