@Grammar 2020

@Grammar ISSUE 17 | 2020

We’re all in this together

@Grammar

2020

Upfront 4

FROM OUR PRINCIPAL

6

OLD GIRL FEATURE

Principal & CEO Dr Peter Britton reflects on our special school community.

IGGS Old Girl and current parent, Angela Wilkinson, discusses how IGGS equipped her with the skills to face the frontline of COVID-19.

8 NEWS

The latest buzz from around the School including our Library refurbishment, our new Head of Science, sporting success and the Australian Education Awards.

Early Education Centre 11 FROM OUR EEC DIRECTOR

22

In 2020 we celebrated 10 years of the EEC.

12 FEATURE

Mrs Jessica Houwen discusses the importance of inquiry-based learning in our classrooms.

Junior School 15 FROM OUR HEAD OF JUNIOR SCHOOL Mrs Eiby reflects on how Junior Grammar has thrived throughout 2020.

17 REMOTE LEARNING

Deputy Head of Junior School, Ms Lezah Semple, explains our approach to remote learning.

19 JUNIOR GRAMMAR CAPTAINS

An insight into Henry and Amelia’s year of leadership.

IGGS 21 2020 HEAD GIRLS To infinity and beyond!

22 FROM THE INCUBATOR Learn about our Young Innovators & Entrepreneurs Program.

24 BOARDING

Meet our Head of Boarding, Mrs Suzanne Coulter.

25 OGA AND ARCHIVES

School Archivist, Mrs Pullar, inspires a new generation of students.

6 @Grammar is published by the Enrolments & Community Relations

Department at Ipswich Girls’ Grammar School including Ipswich Junior Grammar School. CRICOS provider Number 00533D. Copyright 2020.

Editor Marketing & Communications Coordinator Miss Antonia Svenson PO Box 16, Ipswich, Qld, 4305 T: +61 7 3454 4447 E: marketing@girlsgrammar.com.au www.girlsgrammar.com.au | www.juniorgrammar.com.au

On all scales, we know that if we stand together, bonded by a shared goal, then we will overcome.

From our Principal

I have written and spoken about our wonderful school community on many occasions in publications and at events.

In one article I wrote that humans are social beings. The search for belonging is embedded in our DNA. We are designed to live and work together in caring, respectful communities so that individuals and communities can thrive.

Positive experiences with communities allow individuals to feel more connected to their environment and the people in it.

It is not always smooth sailing. Individuals and communities are challenged along the way.

Schools are constantly challenged to provide an even better education for their students. On a global scale, all levels of societies in all parts of the world have been challenged this year by the global pandemic. We have witnessed individuals, communities and nations respond to this massive challenge.

On all scales, we know that if we stand together, bonded by a shared goal, then we will overcome.

Our school aims to inspire girls to become confident well-educated young women and to nurture our youngest learners to become future leaders. Our decisions are guided by our values – Diligence, Excellence, Respect, Integrity and Care. Our school community’s response to the challenges of the global pandemic has been positive because we worked together, bonded by a shared goal of wanting our students and children to continue to receive a good education during the turmoil created by the pandemic.

One of our school’s greatest strengths is that it is willing to listen, reflect and adapt, when and where necessary. The Board of Trustees and staff continually reflect on what is working well and how we could do things better. The School welcomes constructive feedback about its programs and operations. Destructive feedback can be hurtful, divisive, and unproductive.

Constructive, respectful feedback fosters a healthy environment, improves student and community engagement, and produces better outcomes. This type of feedback is important for our school because it can create new knowledge and skills that help overcome issues and further strengthen the opportunity for students and our school community to thrive.

Student voice is valued in our school. The School has a range of student committees in the day and boarding schools to enable students to provide feedback to staff about their education. Student voice involves students actively participating in our school by constructively contributing to decision making by putting forward their views, concerns, and ideas.

Our school has been operating for 128 years. It is focused on academic excellence, and providing students with a personalised, holistic education by expert staff in engaging learning environments.

We are committed to continually updating our programs and processes so that we can provide positive experiences for all members of our school community and allow students to feel more connected to their school and the people in it.

As Helen Keller said, “Alone, we can do little, together we can do so much.”

—Dr Peter Britton Principal & CEO

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ALUMNA

Angela Wilkinson: Nurse Unit Manager

Left: Angela and fellow IGGS Old Girl Katie Auld working at the Springfield Fever Clinic.

Right: Angela and her daughter Ella.

2020 has truly been the year of the Health Hero.

All of us have been affected by COVID-19 in one way or another, but perhaps none more so than our doctors, nurses and healthcare workers. IGGS Old Girl and current parent, Mrs Angela Wilkinson, is a Nurse Unit Manager for the Specialist Outpatient Department at the Ipswich Hospital and has worked on the frontline throughout the global pandemic.

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Mrs Wilkinson has worked at the Ipswich Hospital for over 21 years and believes that while 2020 has been an incredibly challenging year, it has only reinforced the love she has for her profession even more. It has been a humbling and rewarding experience for her, being part of a team that includes several other IGGS Old Girls working together to support the community during this time.

“At the Ipswich Hospital, staff have had to step out of their comfort zone and have completely excelled while doing so. I have seen staff across the entire hospital support each other tremendously and everyone has stepped up to do the best job they can under incredibly difficult circumstances. But as much as we have had challenges in the health industry, people across every sector have had to deal with COVID-19 and the

impact it has had both on professional and personal levels,” Mrs Wilkinson said.

For some industries, COVID-19 has meant forced closures and everchanging protocols.

For some staff this meant head-to-toe personal protective equipment including compulsory masks, gowns and gloves for over eight hours each day. Whilst these measures are just another challenge delivered by COVID-19, they are absolutely imperative to protect patients, staff and the wider community.

“Queensland Health and the Ipswich Hospital have responded with speed and precision to establish processes in response to COVID-19.

While it’s definitely changed the way that we do business, I don’t think these changes will stop, but they will actually improve the way that we provide care in the short term and the

The attitude of the School empowered me to believe I could be anything I put my mind to and to believe I could do anything.

long term,” Mrs Wilkinson explained.

“On a daily basis in response to COVID there were continuous changes and updates to provide to staff. The willingness of the staff to adapt to these changes so rapidly has been incredible and I am immensely proud of my team for how they have responded.”

Mrs Wilkinson believes that her schooling at Ipswich Girls’ Grammar School prepared her for life beyond the School gates by instilling in her a variety of skills and values.

“Ipswich Girls’ Grammar School instils a sense of confidence, determination and diligence in its students and that is very evident amongst my group of friends from school who I still keep in touch with today.

You don’t just walk away with an education; you walk away with an experience that will shape you forever.”

“Not only did IGGS teach me to embrace being confident, it also taught me how to be compassionate and how to have a sense of self-worth. IGGS taught me a sense of determination to exceed in my career, to push myself to be the best I can be and to make the most of every opportunity. The School taught me such important values that I will hold for the rest of my life.”

“While the buildings and uniforms may have changed, the culture of the School has remained the same.”

Mrs Wilkinson’s daughter Ella began her IGGS journey in Year 7 at the beginning of 2020 and thus, she began a new chapter as a parent.

“At Ella’s interview with Dr Britton, he instilled the belief in us that the School would support Ella throughout any challenges she may face and in whatever discipline she chose to pursue whether that be the Arts, sports or service,” Angela said.

“To see her put on her uniform on that first day of school was so special. It’s been lovely sharing stories about my time at school and how things have changed, it’s a very special experience. Ella is really lucky to have cousins at both IGGS and IJGS as well,” Mrs Wilkinson said.

There are still a few familiar faces around the campus from Angela’s time at IGGS including her then PE teacher, Mrs Summerville, who is now Ella’s Humanities teacher. Another familiar face is our very own Principal & CEO, Dr Britton.

“Ella is incredibly proud to attend this school and we’re very proud of our long association with it.”

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NEWS

The Q& A This year we welcomed Mr Brett Steeples as our new Head of Science. We asked Mr Steeples a few questions to get to know him a little better.

Pride Cup

1. What has been your favourite memory so far from your time at IGGS?

Australian Education Awards

Seeing all of the Year 12 Science subject results being confirmed by the QCAA.

2. 2020 has been a challenging year, how did you adapt your lessons during remote learning?

It was certainly challenging! Speaking into a computer in an empty lab was not the same. I prefer the cut and thrust of witty repartee with students in class and the dynamism and spontaneity that comes with dealing with students faceto-face.

3. What do you enjoy most about working at IGGS?

Working with the incredibly friendly and supportive staff.

4. What is your favourite type of science to teach?

I Couldn’t possibly cHoose a favouritE as they are all Marvellous In So many differenT and wondeRful waYs!

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Fifteen boys represented Junior Grammar at the U12 Pride Cup hosted by Western Pride Football Club. This interschool boys football tournament was an amazing opportunity for our footballers to further develop their football skills and game understanding over the ten-week playing season. Our boys demonstrated great skill, sportsmanship and teamwork while displaying Junior Grammar spirit throughout the season.

Ipswich Girls’ Grammar School including Ipswich Junior Grammar School is a finalist in two categories of the prestigious 2020 Australian Education Awards. Mrs Nicolee Eiby is a finalist in the category - Primary School Principal of the Year (Non-government), and the School is a finalist in the category - Best School Strategic Plan.

We are especially excited about Mrs Eiby being a finalist in the Primary School Principal of the Year (Non-government) category. Mrs Eiby has been Head of Ipswich Junior Grammar School for four years. During this time, she has energized the Junior School community with her outstanding leadership. Mrs Eiby’s professional knowledge and caring compassionate management of her staff have realised many remarkable outcomes for her students, and the School.

The second Australian Education Awards category – Best Strategic Plan – is a tribute to the Board of Trustees and staff for developing and successfully executing the School’s strategic plans. “The plans have realized very pleasing education and business outcomes over the last decade,” said Mr Ploetz, Chairman of the Board of Trustees.

Dr Britton acknowledges the students, parents, staff, Old Girls and the Board of Trustees for establishing a wonderful school climate that values Diligence, Excellence, Respect, Integrity and Care. “We remain steadfast in our strategic vision to inspire girls to become confident, well-educated young women, and to nurture our youngest boys and girls to become future leaders.”

NEWS

Library Refurbishment Earlier this year the refurbishment of the Secondary School’s beautiful Eleanor Greenham Library was completed.

The School is grateful for its generous supporters who made this project possible.

Thank you to the Renton family and Building Fund donors who contributed so generously. Thank you also to the Queensland State Government for the financial assistance provided towards this project.

IGGS students have enjoyed classes, lunchtimes and study periods in the new space but we think our Head of Information and Research Services, Ms Berger, has been the most excited of all!

Before

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Early Education Centre

EEC

Our 10th Birthday The Early Education Centre (EEC) was officially opened on 17 August 2010

by The Honourable Shayne Neumann MP. The EEC commenced with a capacity of 50 children and six teachers and educators. Moving forward to 2020, the EEC has grown beyond our expectations and currently has a capacity of 147 children per day with 22 teacher and educators.

Our theme for this special celebration was 10 years growing together!

with Dr Britton, Mrs Eiby and our longest serving educator, Mrs Hertrick.

We decided it was important to include everyone in the celebration.

I would like to thank the decorating team (Sara Hass) and the educators who contributed (Kayla Hertrick, Lisa Bock, Sally Mahaffey and Ashleigh Parker) as it set the scene for a magical day.

The children

The children celebrated with big birthday cakes! They also formed a big number 10 on the oval wearing their special commemorative 10th birthday shirts.

The educators

The educators celebrated this milestone with a high tea. This gave them an opportunity to reflect on the growth of the EEC, the team members who left their mark along the way and to reminisce as they watched the years unfold via a PowerPoint presentation.

It was a lovely time to share memories of past students and their families with one other.

We really enjoyed sharing this experience

We thank past and present educators of the EEC for their contributions and the footprints that they have left behind or are continuing to embed. These have been instrumental in our strong vision and strong reputation in the early years sector. We are grateful.

I received a beautiful gift at this event from the children and educators. It was a sunflower (my favourite flower). Each class created a petal for the flower and the inside of the flower was created by the children’s fingerprints. This is currently displayed in my office. This was a beautiful surprise and something I will cherish forever.

The families and community We unpacked our theme for the event 10 years growing together - as we celebrated and shared our memories, rituals and achievements. Previous families sent through special video messages sharing their memories of their time at the EEC. We continue to feel privileged that families trust us with their most special gift and work in partnership with us to ensure that their children have the best start to their learning journey.

We look forward to seeing what the next 10 years will hold and we can’t wait to share this journey with our EEC family.

—Mrs Kirsten Edols

Early Education Centre Director

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EEC

An Inquiry-Based Learning Process One of our early childhood teachers, Mrs Jessica Houwen, discusses how inquiry-based learning is incorporated into life at our Early Education Centre.

An overview of inquiry-based learning

Inquiry-based learning refers to a process in which children’s ideas spark curiosity and the desire to engage in deep learning.

Inquiry based learning first and foremost is about collaborative, co-constructed learning in which teachers and children alike are learning together. This learning can be about a topic or theme that extends for a long period of time, a day project, or a spontaneous conversation during a group time. Inquiry-based, quite simply, is learning that involves an authentic discovery process, one filled with questioning, exploration, experimentation, and communication regardless of the subject.

Community of learners

In my classroom we are a community of learners. I feel it is important to establish this when introducing inquiry-based learning into the classroom. Every person who enters our classroom is a part of our community of learners and there is an embedded expectation that we will all respect one another as learners.

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Observation

By observing children throughout the day, without interfering in play or interrupting flow, you will notice patterns happening in play, conversations, and behaviours.

Observing these things will tell you everything you need to know about where the children’s interests lie and the ways in which they learn best. I like to document conversations, play patterns and anything else I notice throughout the day as jottings in my planning book.

Identifying a potential interest

I often begin a project with a story sack or a nook provocation which is usually set up on a small table tucked away against a shelf or corner of the room. I try to put an information book to accompany the resources. Observe the children engaging with the experience. Are they engaging in conversation with their peers? Do they want to talk to you about the experience you have provided? Are they accessing the text provided? Are they engaging in play with the resources? I like to add something new to the provocation every couple of days

to pique the interest and further ignite the children’s curiosity.

Ask questions to challenge the children’s thinking

When we as teachers and adults include ourselves in the learning journey as learners, the learning process becomes much more about the co-construction of learning. In inquiry-based learning if a child asks me a question about something that I am not familiar with, rather than delaying answering that child in order to find the answer first, I might simply say, “Hmm, that’s a really good question. I don’t know the answer to that... but I would love to find out. Where do you think we could look to find out that information?” This year my class has responded very well to my use of “seed” thoughts. It’s not a question, it’s not a statement – it’s a pondering; a “seed” to encourage the children’s thoughts to grow and expand from the ordinary responses and thought patterns. Seed thoughts are great for encouraging children to think more deeply about topics and help them begin to form their own, more abstract, or less

EEC

Children need time to find their flow. In flow, learning can occur on a deeper level. Ensuring children are equipped with large blocks of uninterrupted time within their day allows them to sink their teeth into the meat of an inquiry.

left off. It is equally important to know that sometimes particular threads of an inquiry project will not go in the direction you thought it would – and that’s perfectly fine, in fact it’s the whole purpose of inquiry-based learning. It is about what the children are interesting in learning more about, not the teachers desire to plan every aspect of the topic.

Support learning with age appropriate experiences – hands on, multifaceted and real-life experiences

Providing children with a variety of experiences to support their curiosity and their learning is an important part of inquiry-based learning. I like to provide relevant craft experiences, life skill trays, investigation tables, sensory experiences, and experiments in addition to information books, documentaries, and story books.

When possible, I use real items to support inquiries rather than pretend ones. If we are looking at bees this would mean bees found outside that have passed, or bees in resin. Children get excited when they are presented with something new and interesting. So first think inside the box, then think outside of it.

Documentation and making learning visible obvious questions. A seed thought, for example might be, “I wonder how bees carry pollen from flower to flower.”

Routine and environment

Children need time to find their flow. In flow, learning can occur on a deeper level. Ensuring children are equipped with large blocks of uninterrupted time within their day allows them to sink their teeth into the meat of an inquiry. It is equally important that children have access to an interesting and engaging environment that facilitates children’s investigations. When children have access to all the resources and materials they need, they develop a sense of agency in their learning space and take control of their own ideas, learning and investigations.

When documenting a project or topic that is being inquired about it is very important to make it visible to the children. At the EEC, we use documentation panels to highlight the journey we have taken.

It consists of information we have researched, photos, drawings, ponderings and questions the children have had, brainstorm bubbles, QR codes, artwork, models – it is multifaceted. By keeping learning visible we are demonstrating the authentic inquiry-based process being followed. Children love to reflect on their learning which means that the learning being documented needs to be relevant and meaningful for the children.

—Ms Jessica Houwen

Early Education Centre Teacher

Using a range of resources

These days we are incredibly lucky to have so many different types of resources available to us – and they all have a place in inquirybased learning. Children will grow to understand that they can get answers to their questions using a variety of resources. They develop an appreciation of information books, as well as a healthy respect for documentaries. Integrating story books into the inquiry learning process adds another layer to the children’s subconscious understanding and learning of the interest area. You might find they suddenly have another question after a story book or want to tell you why that scenario happened using what they have learned so far and in their own words.

Be flexible and be patient

It is important to be flexible when utilising an inquiry-based approach. There is no timeline, and so, some inquiries can be relaunched organically. An example of this might be when exploring seeds. The children might naturally put the inquiry to the back of their mind while the seeds are growing and there are no visual changes, but once the seeds start to sprout, their curiosity and excitement is back again and the inquiry can pick up where it @GRAMMAR | ISSUE 17 | 2020 | 13

Junior Grammar

JUNIOR GRAMMAR

I am in awe of how our parent community responded with both positivity and optimism in focusing on supporting their children through this period of uncertainty.

Overcoming Challenges The landscape of education, like much of the world, has been transformed throughout 2020.

The emergence of COVID-19 as an international concern has certainly changed nearly every aspect of our lives, from how we conduct our work or learning, how we maintain our households, and indeed how we remain socially connected to family and friends. I have been immensely grateful and proud of the commitment of the Junior Grammar staff in accommodating this period of rapid and extraordinary change regarding how they deliver teaching and learning programs, engage with children and their families learning remotely and face-to-face, and what it now ‘looks like, sounds like, and feels like…’ to be an educator, and indeed a school.

The global pandemic of COVID-19 has presented a vast array of challenges for the world. The pandemic has also presented challenges at a local and on a personal

level. It is interesting to note the words of President John F. Kennedy, in a speech presented in April 1959 in Indianapolis, “The Chinese use two brush strokes to write the word “crisis”. One brush stroke stands for danger; the other for opportunity.

In a crisis, be aware of the danger, but recognise the opportunity.”

While Chinese linguistic expert, Professor of Chinese Language and Literature at the University of Pennsylvania Victor H. Mair, has since labelled this as an error of interpretation, it does perhaps indicate a fundamental human tendency to find the positive in a difficult situation. When written, the Chinese word for crisis is composed of two characters, one of these characters represents “danger” while the other character represents the meaning of “pivot” or “crucial point”. As an educator, I prefer

to view this crisis as a pivotal moment to reflect on what education could be in the future. This to me is the ‘silver lining’ of a problem or in this case a crisis.

I have been immensely grateful and proud of the commitment of the Junior Grammar staff in responding to the transformation of the educational landscape throughout 2020. Our staff accommodated this period of rapid and extraordinary change in how they delivered teaching and learning programs, how they engaged with children and their families learning remotely and face-to-face, and what it ‘looked like, sounded like, and felt like…’ to be an educator.

Additionally, I am in awe of how our parent community responded with both positivity and optimism in focusing on supporting their children through this period of uncertainty.

As a teaching staff we understand the @GRAMMAR | ISSUE 17 | 2020 | 15

significant pressures placed on all families - whether they were engaging in Remote Learning or having their children attend school whilst engaging in essential work.

We understand the nature of relationships in the home could be challenged and transformed from that of parent to child, to, in many cases, that of teacher to child - and for families this was an additional complexity to the period of uncertainty.

The children of our school demonstrated extraordinary resilience, patience and significant grit whilst adapting to changed learning expectations, new learning platforms, and new social interaction guidelines. All children, from Kindergarten to Year 6, adjusted with an ease far beyond their years. The children of Junior Grammar developed mature and thoughtful solutions to arising problems and challenges, and our staff felt privileged to work with these children - whether that be via our Remote Learning Program, or face to face at school.

Maintaining our connections and a sense of connectedness and belonging was critical during this period of change and for many, a period of isolation. To support this connection, our staff liaised regularly with families using a variety of communication platforms to ‘check in’ on how remote and face-to-face learning was progressing. We were mindful that individuals respond to change in various ways, and the School aimed to provide support for families navigating this change. The first week of COVID-19 lockdown, and remote learning, provided interesting and thought-provoking statistics, illustrative of the changed 16 | @GRAMMAR | ISSUE 17 | 2020

• More than 30,000 emails were sent from Kindergarten to Year 6 - teacher to student, student to teacher, parent to teacher, and teacher to parent.

• There were more than 3,600 student ‘learning’ posts on the Seesaw App which was used as our dominant digital learning platform.

• 2,100 teacher comments were uploaded to Seesaw.

• Teachers completed more than 2,400 ‘likes’ or acknowledgements of student work on the Seesaw.

• Every Junior School student has been active on Wushka, our online Guided Reading platform.

• Students have completed more than 450 lessons across Math Seeds and Reading Eggs.

• 677 learning tasks have been set by teachers and completed by Years 4, 5 and 6 students on Maths Online.

landscape of the learning environment and how we stayed connected.

In moving forward for the remainder of 2020 we are focused on continuing to be creative and innovative with how we deliver learning and how our children construct and participate in their learning moving forward.

While we will formally evaluate the lessons we have learned when all of the students are able to be welcomed back to school,

we have affirmed some strongly held beliefs about how children learn best, and how we can continue to best support children and their families in the future. As teachers we continue to assert that deep learning can only occur when young students, and their teachers, are engaged and enthused.

The importance of education maintaining a focus on student and family wellbeing has also been highlighted. Focused and intentional opportunities to build relationships, self-esteem, resilience and a sense of selfawareness has never been more important.

The ongoing connections staff maintained with students and families learning remotely has emphasised the importance of open communication and the importance of the partnership we have with parents and carers in delivering optimal opportunities for children.

We must remember that wellness must always come first.

Finally, it has been the growth of a deeper global understanding that school is so much more than classroom learning, which should impact education in the future. I have been personally overwhelmed by the deepening of the understanding across society that school can be the focal point of our community. It is this sense of community which has in many cases kept children and adults buoyant and allowed many to feel supported. The daily rituals and social interactions that school provides are crucial to our community. At Junior Grammar we are committed to remaining connected.

—Mrs Nicolee Eiby Head of Junior School

JUNIOR GRAMMAR

Remote Learning In Terms 1 and 2, Junior Grammar adapted to Remote Learning utilising the pedagogy of Blended Learning.

Blended Learning is a “range of learning opportunities, e.g. online, face-to-face, community and home to achieve curriculum diversity and promote student enthusiasm.”

(Department of Education and Early Childhood, 2012).

This pedagogical approach continued the usual routines familiar to students, including teacher directed learning, classroom routines, use of textbooks and online learning platforms, which new forms of technology could overlap to create student managed learning. During this period of rapid change, usual learning routines were maintained to provide students with normalcy and a sense of comfort.

The online digital portfolio, SeeSaw, allowed teachers to assign the class and individual students with daily learning tasks and record videos and audio to provide students with a familiar face and voice. Teachers viewed, corrected, and provided feedback to students and monitored students’ strengths and areas for growth to plan for future differentiated instruction. Students could use SeeSaw to communicate with their teacher to ask for assistance.

During Remote Learning, teachers also utilised learning activities that promoted motivation, wellbeing, engagement in learning, and connections with family.

During learning time, students were encouraged to exercise or play board games with family members, contact their grandparents to research and take brain breaks to remain ‘charged’ for learning.

Throughout this period, Junior Grammar’s commitment to Personalised Learning remained. Teachers utilised online learning platforms to deliver lessons aligned to students’ goals. The online platforms, Reading Eggs/Express, Wuskha, and teacher prepared lessons helped students’ progress in their literacy goals. Whilst

Mathseeds, MathsOnline, and teacher prepared lessons helped students develop their mathematical goals. The Intervention and Extension (IE) team, capably led by Mrs Jenny Hurd, continued to provide students with lessons to support them in achieving their IE goals.

provide comfort and structure to students’ lives as well as a feeling of safety. Social connections formed at school are an important factor for student’s health and social-emotional happiness.

Junior Grammar’s commitment to the development of the ‘whole child’ remained during Remote Learning. Students participated in lessons from all Learning Areas, including Technologies, The Arts, Health and Physical Education and Languages.

As mentioned in the definition of blended learning, community and home were integral to Remote Learning. Parental support was vital during Remote Learning and remains an important aspect of children’s education. Research shows that when schools and families work together, children do better, stay in school longer, are more engaged with their schoolwork, go to school more regularly, behave better, and have better social skills. Parent engagement also results in long term improved economic, social and emotional outcomes for their children (Department of Education, Skills and Employment, 2020).

Lessons from remote learning

Whilst we know face-to-face learning is ideal, we acknowledge that there are learning opportunities from Remote Learning for the future. Remote Learning has reminded us of the importance of a range of pedagogies, the role of the teacher within the classroom and importance of schooling in children’s lives.

Junior Grammar has always used technology to enhance learning rather than replace teaching. Research emerging from the pandemic is reinforcing this position.

Evidence shows that 15-30 minutes of online learning is the most productive, as online lessons require more concentration than face-to-face classes.

Junior Grammar will continue to use SeeSaw, including consolidation of knowledge by completing learning tasks within the platform, differentiation of learning activities and activities to support the development of Personalised Learning Goals. SeeSaw can also be utilised as an online assessment portfolio to store student learning samples throughout the semester.

Remote Learning also reminded us of the importance and positive impacts of the rituals and social aspects of schooling.

Regular school and learning routines

Importance of family in education

We understand that many parents supported their child/ren’s learning during this period, which placed additional pressures upon family and employment demands. We thank you for your patience, support, and commitment to your child/ ren’s learning. We are thankful that you are part of the Junior Grammar family.

—Ms Lezah Semple

Deputy Head of Junior School References Department of Education and Early Childhood. (2012).

Blended learning: A synthesis of research findings in Victoria Education 2006-2011. Retrieved 22 June, 2012, from https://www.education.vic.gov.au/Documents/ about/research/blendedlearning.pdf Department of Education, Skills and Employment.

(2020). Parent Engagement in Children’s Learning.

Retrieved June 22, 2020, from https://www.education. gov.au/parent-engagement-children-s-learning

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Virtual Soiree

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JUNIOR GRAMMAR

Junior School Captains

Henry Ferrando and Amelia Woodward are our Junior School Captains for 2020, and while their year of leadership has looked different than most, they have embraced the challenges and made the most of every opportunity.

Henry and Amelia both started at Junior Grammar in the Early Education Centre and were thrilled when given the chance to be Junior School Captains.

“I was excited to lead Junior Grammar as well as be a role model to younger students,” said Henry.

Amelia thought the role would be a wonderful way to be involved in all aspects of life at Junior Grammar.

“I was excited be a leader and make positive changes within our school,” Amelia explained.

As Junior School Captains, Amelia and Henry are responsible for running Junior Grammar Parades and assisting at assemblies, both of which have helped develop their public speaking and writing skills. These forums provide an opportunity to deliver important information to their peers as well as celebrate achievements and awards, such as the weekly Mighty Mouse Awards.

The Captains have also started some new initiatives to help improve and enhance life at Junior Grammar, including introducing plants to each classroom. As part of this initiative, Henry and Amelia have also been involved in the Bush Tucker Project.

The Bush Tucker Project involves potting native plants in pots that have been painted and decorated in conjunction with a local Indigenous artist so all Junior Grammar students can appreciate our nation’s flora and pay their respects to the traditional owners of the land.

Henry and Amelia have both found being a Junior School Captain to be a very rewarding experience, and a responsibility they take great pride in.

“Being a role model to the younger Year levels is a big responsibility so I always try and embody the Junior Grammar values - Diligence, Excellence, Respect, Integrity and Care - in all that I do. I want Junior Grammar students, especially the boys, to be able to look up to me,” Henry said.

Amelia believes that the Junior Grammar community is really special and she feels very grateful to have been part of it for so long.

“Bonding with the younger Year levels has been really rewarding. It’s really nice to have younger grades know who you are and say hello,” said Amelia.

When it comes to offering advice to any current Year 5 students considering applying for the role of Junior School Captains, both Amelia and Henry highly recommend giving it a go.

“Give it all you’ve got! Junior School goes so quickly so make the most of every opportunity,” Amelia said.

“It’s a wonderful experience and you’ve got nothing to lose!” said Henry.

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Girls‘ Grammar

GIRLS‘ GRAMMAR

From the Head Girls Charlotte-Lilly Andersen and Ashleigh Richardson are our 2020 Head Girls.

We discussed how their year of leadership has looked different than most and how they have overcome challenges to have a memorable and successful Senior year.

How did you decide on this year’s theme?

Upon some reflection of what we wanted our Senior year to look like, words like inclusion, unity, diversity, connection, community, support, compassion and enthusiasm were all discussed by the Senior cohort. We wanted to create a theme that would unify the entire school and thus the concept of “to infinity and beyond” was born. Whilst the notion of infinity suggests a sense of forever, for us, we want it to be a symbol of our imminent success through the infinite possibilities that 2020 would afford us. As each IGGS girl strives towards reaching her goals whether it be in academics, sports, the Arts or service, she will know that regardless of the outcome, her success lies from embracing her infinite potential by merely trying. It is our hope that by embracing this concept, we can all leave a meaningful impact on the world.

What has it been like leading IGGS throughout a pandemic?

The COVID-19 pandemic has provided us with a unique combination of challenges and opportunities as we face a situation that none of us could have predicted. During the lockdown period we had to get creative in order to develop activities and initiatives to engage students and promote wellbeing. We strived to ensure that every IGGS girl felt that they were cared for. Girls were encouraged to express themselves and promote love and positivity between each other through weekly challenges and the buddy program.

The Head Girls and Head Boarders were fortunate enough to attend online webinars and conferences which helped us to reframe our thinking and remember why we became leaders in the first place. During lockdown we spoke with the student body every week on our online assembly, IGGSTV. This platform enabled us to foster a sense of community and support, even if it was virtually. Throughout this entire period, we were so proud of every IGGS girl and their dedication and resilience during such a challenging time.

What new initiatives have you implemented this year at IGGS?

During online learning we emailed the girls twice a week with fun riddles, quizzes, virtual scavenger hunts and various challenges designed to increase morale within the School. This year we have been very grateful for the extraordinary efforts of our teachers and staff members during online learning. We created a series of videos to show our appreciation for our

teachers and with the help of Service Captains, Zara Ticehurst and Kate Harris, the Prefect team and some dedicated Year 11 students, we collated packages of letters to give to teachers and staff members. We are also very excited to collaborate with the Old Girls Association to implement a pen-pal program with some Year 12 students aimed to increase social connection and unity between past and current students. We have written and sent our first series of letters and are eagerly awaiting replies.

What has been the most rewarding part of being Head Girls?

For us, the most rewarding part of being Head Girls is that we can foster and give back to the IGGS sisterhood that has supported us throughout our schooling life. I couldn’t be more grateful for the opportunity to strengthen the bonds between grades and to make sure everyone feels like they belong. We have been able to develop so many skills that will serve us throughout our lives including creativity, time management, interpersonal skills, communication skills and teamwork. We feel very fortunate to have had the opportunity to work with so many people who inspire us every single day.

What legacy would you like to leave at IGGS?

When we remember Head Girls from past years, we remember them for their everyday interactions. We don’t necessarily want people to remember our names, but we want them to remember how we made them feel. We hope we are remembered for fostering a cycle of kindness, empowering others and caring for every girl in the IGGS sisterhood.

What advice do you have for the 2021 Seniors and future Head Girls?

Be unapologetically yourself and play to your strengths. Know the kind of leader you are and don’t try to change that! No single person can do everything or know every single answer, but there are many people who you can lean on and seek support from. Leadership is a collaborative effort! But, always be confident!

What has been the most exciting part of this year?

Our Senior Induction was very exciting and memorable. Due to the virus outbreak overseas, many of our international boarders were unable to be at school for the start of the school year when the Senior Induction would normally take place. We were so proud of our fellow Seniors, who were more than happy to postpone this important event so we could all celebrate the occasion together. Another exciting event was our annual Swimming Carnival. The event was most certainly a wonderful morale booster for the entire school. @GRAMMAR | ISSUE 17 | 2020 | 21

GIRLS‘ GRAMMAR

Young Innovator & Entrepreneurship Program

“... this program embeds a variety of skills in each student that will be beneficial throughout their high school lives and future careers.“

In 2020, the School established an Incubator for Young Innovators and Entrepreneurs, aimed at inspiring local and international students to become confident entrepreneurs capable of developing real startups. Thus began the first 12 week Young Innovators and Entrepreneurs program designed to inspire students how to create a business from ideation through to a pitch. Year 11 student, Brenna Fellows, was excited to start the program and grow her childhood hobby into a real business.

“I’ve always been interested in the idea of being an entrepreneur and I thought this was a really great opportunity for me to learn more about the ins and outs of actually being an entrepreneur,” Brenna said.

The Incubator for Young Innovators and Entrepreneurs strategically partners with mentors and organisations to provide a targeted E-STEAM curriculum. Our Entrepreneurin-Residence, Ms Peta Ellis, is an IGGS Old Girl and accomplished entrepreneur committed to educating and inspiring young people to create startups of their own.

Described by her colleagues at the Queensland University of Technology as “the hub of the Brisbane startup community” Ms Ellis excels in facilitating entrepreneurship programs for young people and has encouraged and aided in countless ideas and startups. Ms Ellis first spoke to the IGGS student body on assembly and in true entrepreneur fashion, she gave them a pitch.

“Ms Ellis articulated exactly how the program would run and I was completely sold. I was so glad I could take advantage of this program through my school and didn’t have to look externally for a similar program,” Brenna said.

“Working with her throughout this program has been really great. I felt like I could relate to her more so because she was an IGGS Old Girl and it gives me something to aspire to. Ms Ellis was educated at IGGS and we’ve had similar experiences and she’s accomplished so much, so maybe I can too.”

Ms Ellis believes this program embeds a variety of skills in each student that will be beneficial throughout their high school lives and future careers.

“They came in to learn about entrepreneurship. They wanted to learn more about the mindset, the tools and strategies to 22 | @GRAMMAR | ISSUE 17 | 2020

take either an idea or a problem and come up with a solution,” Ms Ellis said.

“They had to walk through the process of validating this idea or problem to see if it’s worth solving, who’s interested in it, identify who their potential customers could be, what the business model would look like if they took it to market, how to take it to market, how to build a brand that resonated with their customers and finally the go to market strategy.”

For Brenna, this meant taking her childhood hobby of crochet and using these skills to turn it into a startup.

“I grew up doing crochet with my mum. When I was little I remember going through her old crochet books and teaching myself how to do it.

I hadn’t thought about crochet in a while and then last year I was doing some online shopping and I saw some cute bathers, but they were really

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expensive, so I thought why don’t I make some myself?” Brenna said.

her pitches and her thorough approach to her go-to-market strategy,” Mr Wild said.

Throughout the program, Brenna was recognised for her confidence, her passion and her attention to detail by her peers, Ms Ellis and external presenters and judges. Mr Luke Wild, Head of Innovation and Entrepreneurship, helped facilitate the program and was able to watch the journey of each idea grow into a pitch.

Guest judges included Mr Aaron Birkby who has a long list of business ventures to his name and Ms Simone Joyce, an IGGS Old Girl who has held the title of CEO for several companies and is the current CEO and founder of Brisbane based company, Paypa Plane.

“Brenna was a standout during the program and impressed us all with her belief in herself and her brand, her confidence in delivering

Both Mr Birkby and Ms Joyce were captivated by Brenna’s pitch and interested to see her grow her brand.

“I found Brenna’s pitch to be very clear and

I really enjoyed listening to it. I liked every aspect of what she articulated and I loved her idea, I really encourage Brenna to keep going with it,” Mr Birkby said.

Now at the end of the 12 week program, with a full go-to-market strategy in tow, Brenna hopes to continue to grow her idea and eventually launch her own swimwear brand.

“I plan to continue formulating my patterns to make them inclusive for all body shapes, engage a coder to help me build a website and then launch social media accounts to begin marketing my products.” @GRAMMAR | ISSUE 17 | 2020 | 23

Meet our Head of Boarding At the beginning of the year we welcomed Mrs Suzanne Coulter to Cribb House as our new Head of Boarding. Mrs Coulter has a wealth of expertise in residential management having been the Director/Head of Boarding in two well-known Queensland girls boarding schools and the Director of Residential Services at The International School of Macau.

Mrs Coulter has also completed the Australian Boarding Schools Association’s Duty of Care Certificate Course in Residential Care, a Certificate in Youth Mental Health at the University of Melbourne, an Advanced Certificate in Teaching English as a Foreign Language and a Mediation Certificate at the Queensland University of Technology.

Mrs Coulter is a member of the Australian Boarding Schools Association, Boarding Australia, and Australian Institute of Management.

Mrs Coulter was excited to start her IGGS journey and felt at home right away in Cribb House.

“My favourite memory to date has been my first meeting with our boarders. The girls were so welcoming and even ‘got’ my sense of humour!”

While 2020 has been a challenging year, 24 | @GRAMMAR | ISSUE 17 | 2020

Mrs Coulter has implemented several initiatives to keep spirits in Cribb House high.

“We have been spending a lot of time just sitting and talking with our girls, listening to their concerns and keeping them updated with current information. Activities are always important but during these times when restrictions are very tight, they become a focal point of our community,” Mrs Coulter explained.

“We’ve had activities ranging from booking out a cinema just for ourselves, soap making, cooking, many craft days including tie dying and painting, games, sport competitions in our hall, our very own “Show Day” and when the weather was cooler we took advantage of the outdoor fire pit.”

Mrs Coulter enjoys the unpredictability of her role and believes that each day brings a new experience.

“I know coming to work in the morning that today will be different from yesterday, no two days are the same.”

But above all, the most fulfilling part of the role is the relationships forged with staff and students.

“I love sharing ideas with colleagues and mentoring the Senior girls. Building those relationships with students brings a sense of fulfilment that is unique to this role.”

Mrs Coulter believes that the School values and motto underpin life at IGGS, setting the School apart from the rest.

“The five values of Diligence, Excellence, Respect, Integrity and Care are not just spoken about – they are lived and embedded in the life of the School.”

“I am very proud to be Head of Boarding at Ipswich Girls’ Grammar School.”

GIRLS‘ GRAMMAR

Archives Week

In Term 3 we celebrated Archives Week.

Under the watchful eye of our Honorary School Archivist, Mrs Pullar, girls from Years 7 to 12 spent time in the Archives researching elements of our school’s rich history to showcase to the School community.

Their findings were displayed in the Phoenix Room and staff and students enjoyed visiting each day and learning more about the School’s heritage, the evolution of the IGGS uniform, past publications, past Headmistresses, our beloved Super Rat and much more.

The School is immensely grateful to Mrs Pullar for her endless dedication to the School Archives and support of our students. @GRAMMAR | ISSUE 17 | 2020 | 25

Equestrian In August the School hosted an Interschool Equestrian event at the Tamborine Equestrian Centre with over 100 riders gathering for the show jumping event from across South East Queensland.

Congratulations to our 2020 Equestrian Captain, Grace Overton, Savina O’Loughlin, Charlotte Drynan and Hannah Overton for their successes on the day. Savina placed first in the Secondary Qualifier 110cm event and Grace placed first in the Secondary Qualifier 120cm event which are amazing accomplishments.

We are sincerely grateful for the Equestrian Support Group for all the wonderful work they do supporting our team and for organising a very successful event.

26 | @GRAMMAR | ISSUE 17 | 2020

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QG Athletics

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Scholarships

Applications opening soon girlsgrammar.com.au/scholarships