@Grammar
ISSUE 14 | SUMMER 2017/2018
We are community
CONTENTS
@Grammar
SUMMER EDITION 2017/2018
U p front 2
FROM OUR PRINCIPAL
4
FEATURE
6
ALUMNA
9
NEWS
Principal and CEO Dr Peter Britton shares our new five-year Strategic Plan. Shall we dance? Pip Russell bringing joy to sick kids.
12
You’ve got a friend.
Our top digital and tuckshop developments.
I GGS
EEC
11 FROM OUR EEC DIRECTOR
25
STUDENT SPOTLIGHT
12
FEATURE
26
FEATURE
14
EEC NEWS
28 & 29
NEWS
28
STAFF Q&A
Mrs Kirsten Edols on why our EEC is so successful. You’ve got a friend. The EEC has a new playground!
14 STAFF Q&A
What is Mrs Robyn Hertrick’s superpower?
J u nior School
OP1 achiever and 2017 Shared Dux of the School Majella Cassidy. Sailing through secondary school. Inspirational students, Interhouse winners and a cultural night that helped others.
Mrs Kylie Keegan is obsessed with science songs.
17
FROM OUR HEAD OF JUNIOR SCHOOL
30
BOARDING
18
FEATURE
31
OGA
20
THE WHOLE CHILD
31
YEAR 12
Mrs Nicolee Eiby’s plans for 2018. Full E-STEAM ahead.
A holistic approach to education.
21
PERSONALISED LEARNING
22
NEWS
One of our key features explained.
Christmas Carols and goodbye Year 6.
22 23
4
STAFF Q&A
Mr Mike Duce can’t dance.
OSHC
Our family-friendly service for busy families.
Shall we dance?
32
Meet our new Head of Boarding. Always connected to community. We farewell our Year 12 cohort.
SOCIAL
The inaugural Long Lunch – Feast Beneath the Figs and our Sponsors thank you party.
@Grammar is published by the Enrolments & Community
Relations Department at Ipswich Girls’ Grammar School including Ipswich Junior Grammar School. CRICOS provider Number 00533D. Copyright 2017.
Editor Marketing & Communications Manager Mrs Linda Robinson PO Box 16, Ipswich, Qld, 4305 T: +61 7 3454 4447 E: marketing@girlsgrammar.com.au www.girlsgrammar.com.au | www.juniorgrammar.com.au
@GRAMMAR. ISSUE 14. SUMMER 2017/2018. 1.
PRINCIPAL‘S MESSAGE
Community collaboration sets stron The responsibility of charting a new direction for a successful 125-yearold organisation is exciting and somewhat daunting, especially when the organisation has a long history of notable achievements. It is exciting because those responsible can fuse highly-valued aspects of the organisation that have stood the test of time with emerging opportunities to fashion the future vision. It is daunting because the quality of the decisions that underpin the new direction made by those responsible will be tested over time. Ipswich Girls’ Grammar School was established in 1892. Last year we celebrated its 125th birthday and crafted the School’s next five-year strategic plan. Students, parents, staff, Old Girls, high-profile educational consultants, local business leaders, members of the Ipswich community and representatives from the three tiers of government had input into the new plan. The consultants were forensic in their assessment of the School’s performance and instructive on its strengths and areas for improvement. Other parties were open and fulsome in their responses to surveys, and involvement in focus groups and one-toone interviews. A pleasing outcome of the planning exercise was the affirmation of the School’s current strategic direction. Notwithstanding, there is still work to be done to sharpen the focus on the key strategic themes and further embed the initiatives. Our Inspiration continues to be our motto: Omnia Superat Diligentia – Diligence Overcomes All. This motto is just as relevant now as it was in 1892. As a result of 90 per cent approval, our Vision has been simplified: Ipswich Girls’ Grammar School inspires girls to become confident, well-educated young women. The Junior School has created its own Vision statement: Ipswich Junior Grammar School nurtures young learners to become future leaders.
The focus of our Mission has been sharpened, and it is now: Shaped by our proud history and traditions and focused on academic excellence, our school provides a personalised, holistic education by expert staff in engaging learning environments.
Over the next five years, our Aspiration is: By 2022, our school aims to be an outstanding* school known for its holistic education and students’ excellent academic outcomes with an enrolment in excess of 1000 students from Early Learning to Year 12. *Outstanding is defined by the National School Improvement Tool. Our Values have been refined from seven to five, and they are:
focus, we have deconstructed this theme and created three separate themes – Academic Excellence, Holistic Education and Personalised Learning. This strategic decision matches the elements most valued by our community and encapsulates the recommendations from the expert educational consultants. Our community is aware that we implemented a personalised learning philosophy over recent years, but there is more work to be done. The education consultants said our Personalised Learning Plans in the Junior School are an outstanding feature, and they challenged us to embed the process in the secondary school further.
We need an expert staff to achieve the • Diligence – Staying focused until the strategic goals, a healthy climate that values staff wellbeing, and technologies job is done. and facilities that are fit-for-purpose. The • Excellence – Striving to achieve the new strategic plan recognises these as highest standards possible. organisational imperatives because they • Respect – Acknowledging the worth will enable us to implement the strategic of every person and what matters to initiatives and realise our goals and each one. vision. • Integrity – Constantly demonstrating In collaboration with members of our high moral and ethical standards. School community and valued members • Care – Attending with kindness, of the wider community, the Board compassion and sensitivity to the of Trustees has now set the School’s needs of others. strategic plan for the next five years. The responsibility to execute the strategic The new strategic plan has six strategic plan rests with the staff and with me. I themes, one more than the old plan. consider myself fortunate to work with The themes are: a professional and committed staff, • Academic Excellence supportive parents and extraordinary • Holistic Education students. I am confident that the next five • Personalised Learning years of the School’s history will herald the achievements of our confident, well• Effective Community Relations educated young women, girls and boys • Responsible Stewardship and the achievements will comfortably • Learning and Growth supplement the extraordinary successes One of our goals is to attain academic of the students and staff who have gone results that maintain our position as before us at this exceptional School. the region’s highest performing school —Dr Peter Britton and continues our rise to be among the very top schools in Queensland. Educational Excellence was a theme in the previous strategic plan. In a strategic endeavour to sharpen our
ong strategy
@GRAMMAR. ISSUE 14. SUMMER 2017/2018. 3.
SPECIAL FEATURE
Shall we dance?
Ipswich Girls’ and Junior Grammar School is thrilled to announce a new and very special partnership that will provide exciting opportunities for our dance enthusiasts. From 2018, IGGS and Junior Grammar will be working with premier dance studio Ikin Dance to develop a first-class co-curricular dance program. Ikin Dance is one of Queensland’s leading Dance and Fitness studios with more than 15 years of industry experience. Founder and director Anthony Ikin, the younger brother of former Queensland rugby league player now rugby league commentator Ben Ikin, said the program will commence in Term 1 of 2018. “We can’t wait to get started,” Anthony said. “We will be using all the skills, knowledge and experience we have to ensure the IGGS and Junior Grammar program is incredible. The kids will be learning from our best teachers in a wide range of styles.”
SPECIAL FEATURE
“We will be using all the skills, knowledge and experience we have to ensure the IGGS program is incredible.” Anthony Ikin is a National, Australasian, European and World Aerobic Champion. He was a soloist in the world famous cabaret Moulin Rouge in Paris, performed alongside Natalie Bassingthwaighte and John Farnham in Grease the Arena Spectacular and was a top 10 finalist in the first season of the Channel 10 reality hit So You Think You Can Dance (SYTYCD). “SYTYCD was such fun and really hard work,” Anthony, 36, said. “At that point I had never done ballroom or krump, or street dance, and had never worked on a TV show before so it was so great to learn all of those new facets of my industry. But my favourite part of it all was to work with Australia’s and the world’s biggest and best choreographers; that was just incredible! I learnt so much from them.” Anthony has also been support dancer and choreographer for artists all over the world, including Australian entertainment heavyweights Jessica Mauboy and Guy Sebastian.
“I have danced for and choreographed for Jess a few times,” he said. “She is such an amazing girl with a huge talent. My last time dancing for her was in Glasgow, Scotland at the 2014 Commonwealth Games. We did the handover to the Gold Coast performance in the Closing Ceremony and it was such a great gig to be part of!” Anthony now devotes his time between managing Ikin Dance and choreographing for productions both here and across the globe. “It is a very exciting time to be in the dance industry,” he said. “There are more shows around the world, more dance studios to teach at, more jobs to choreograph for and dance at primary and high schools is becoming much more popular.
“Ikin Dance is my second home and I am so proud of what it has become and all the amazing experiences and opportunities it offers,” Anthony said. “The teacher team is the best in business and so many past students have gone on to have the most incredible dance careers.” He said as the IGGS and Junior Grammar Dance program develops there will be lots of opportunities for our students to train and gain experience. “I can’t wait to start offering your students some of the performance opportunities Ikin Dance gets,” he said. “These opportunities range from corporate functions, charity balls, football games, carols and so much more. I think giving the kids performance opportunities outside of dance comps or Eisteddfods is the key to developing talent and experience.”
Despite his very busy schedule, Anthony said he will have a very hands-on role developing the IGGS and Junior Grammar program, making sure it runs brilliantly and overseeing what styles are delivered.
In 2018, not only will our Co-Curricular Dance program develop and become stronger so will our classroom Performing Arts offerings. After a generous bequeath from an IGGS Old Girl, plans have been drawn up for the renovation and expansion of our Music & Drama Department. The project includes new rooms, a keyboard lab, interactive smart boards and Apple Mac computers for composition, instrument storage space, a stage area and performance lighting and a multipurpose room. “It will be a first class space for our students to immerse themselves in the Australian curriculum,” Head of Music Mrs Nerida Atkinson said. The renovation will involve a three-stage build, with the first starting in 2018.
@GRAMMAR. ISSUE 14. SUMMER 2017/2018. 5.
ALUMNA
“IGGS also taught me that being genuine, resilient and hard working are the keys to real success and fulfillment.”
Bringing happiness into hospitals Juiced TV founder Phillipa Russell was inducted into the IGGS Hall of Fame at our 2017 Speech Night. She said she thoroughly enjoyed returning to her old stomping ground to celebrate the achievements of our Senior girls. “I loved seeing so many girls be recognised for their hard work and to be inducted into the Hall of Fame was icing on the cake,” Pip, who now lives in Mount Gravatt, said.
Pip graduated from IGGS in 2003 and went on to study at the University of Queensland for a year, then changed to the Queensland University of Technology where she studied for six months before getting a full-time job with Network Ten. “I only completed 18-months of Uni across two different degrees so I never got the full Uni experience,” Pip said. “But studying my Communications degree did help me get my first interview at Channel Ten for a junior PR role.” After nine years working in children’s television on shows like Totally Wild and Toasted TV, Pip left to pursue her dream
of producing the first-ever Australian television show made by kids in hospital, for kids in hospital. “It was a big call, but I think the fact that it was such a dramatic change in direction made it easier to do,” Pip said. “I had a lot of support from my family, friends and co-workers which helped me have the courage to take the jump and give it 100 per cent.” Pip launched a crowd funding campaign to raise $15,000 to kick-start basic production. “The crowd funding campaign was a great success; we doubled our target,” Pip said. “We also secured a wonderful partnership with the Children’s Hospital Foundation.” Two years on and Juiced TV is an Australian-first entertainment initiative that benefits the health and wellbeing of sick kids and their families in hospital. The program began in January 2015 at The Lady Cilento Children’s Hospital and directly touches the lives of patients and their families by improving the hospital journey and creating a unique way for
ALUMNA
them to engage and communicate with one another. Each week, Juiced TV produces a 25-minute high quality kids TV program that gives patients and their siblings the chance to star in their own show. It’s broadcast throughout the Lady Cilento Children’s Hospital in each ward via the Patient Entertainment System. Each episode is also made available online via the Juiced TV website and YouTube channel. The content from each episode ranges from cooking and animal encounters to hospital staff profiles to giving patients the opportunity to meet their favourite celebrities and go on experiences outside the hospital walls, which have included swimming with dolphins and private behind-the-scenes tours at major concerts, stage shows and film sets. “The kids host their own segments or join the junior crew on location at the hospital,” Pip said. “To see them grow in confidence, become role models and heroes for other kids in hospital, and to see them smile is why Juiced TV exists.”
Pip explained the hospital community – kids, families, staff – have all embraced the program, which has helped it have such a positive impact.
a very genuine visit, which he initiated. Chris Hemsworth and Tom Hiddleston from Thor were also so wonderful with the kids and parents.”
“We’ve had more than 1,850 patients and their families take part in the filming of our episodes, created more than 150 episodes and more than 85 experiences outside of hospital walls,” Pip said.
Reflecting on her secondary school experience, the former Carter House girl said IGGS allowed her to create lasting and genuine friendships and taught her skills she still draws on to this day.
Pip and Juiced TV have created many wonderful moments where they have taken patients to do red carpet interviews at major events like the Logies, ARIA’s, Thor Ragnarok, Trolls and Pitch Perfect 3 premieres. There have also been visits from Hollywood heavy hitters including Chris Hemsworth, Tom Hiddleston and Johnny Depp.
“I made friends that I am still so close with and who have been by my side through all of the ups and downs,” Pip said. “IGGS also taught me that being genuine, resilient and hard working are the keys to real success and fulfillment.”
“Johnny Depp’s visit as Captain Jack Sparrow was fantastic,” Pip said. “That was the first time we saw first-hand the positive difference that a visit like that could make, and the ripple effect of excitement and positivity that was felt throughout the hospital in the days that passed. He was so present, even in his role as cheeky Captain Jack, and it was
Pip said if she could pass on some words of wisdom to the IGGS student body it would be that everything happens for a reason, at the right time. “There are lessons to learn in every situation, both the positive ones and the challenges, and sometimes it might take a few years for you to see what the lesson was,” she said.
@GRAMMAR. ISSUE 14. SUMMER 2017/2018. 7.
Academic Achievements
IGGS’s tertiary entrance offers, and senior academic, literacy and numeracy results, are continually among the best in Queensland.
A consistently high percentage of students are OP eligible year-to-year, reflecting our focus on academic achievement. Six IGGS 2017 Seniors received OP1s. Median OP was 7. More than half our OP-eligible students received an OP 7 or better.
Overall Position (OP)
Eighty-six per cent of our students were OP-eligible, indicating their strong desire to enrol in tertiary studies.
IGGS 2017
All QLD 2017
1-5
37%
22%
1 - 10
76%
53%
1 - 15
96%
82%
An additional 16 students successfully completed one or more vocational qualifications, completing either Certificates I, II or III. of 2017 OP eligible students attained either an A or B grade on the QCS Test - the School’s best result since the OP system commenced in 1992. IGGS was credited with achieving the greatest threeyear academic gains of any independent school in Queensland from Year 9 (2013) to Year 12 (2016).
NEWS
Iggy‘s Place top tuckshop
Congratulations to Mrs Lorie Robinson, and our tuckshop, IGGY’S Place, on being named finalists in the 2017 Tuckshop of the Year (TOY) awards. We also won a commendation award for Tuckshop Team of the Year. The Queensland Association of School Tuckshops (QAST) runs the TOY Awards. School tuckshop menus are submitted and given a rating from 0 to 5 stars, 5 being the best (this is based on the Smart Choices Food and Beverage Strategy for Queensland Schools). Smart Choices is mandatory in State schools and, although not mandatory in independent schools, is encouraged for the health of students. Only 4and 5-star menus are invited to nominate for TOY Awards. Our current tuckshop menu is rated 5-star, which means at least 75 per cent of our menu is composed of GREEN (best choices for a healthy school canteen) foods.
We’re a Microsoft School
We have also: Established an E-STEAM Centre in the Secondary School and a Bright Sparks Centre in the Junior School for students to learn more about entrepreneurship, robotics and coding along with science, technology, engineering and mathematics.
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Supplied every student from Year 4 to Year 12, and all teachers, with a personal laptop computer.
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Provided Early Learning to Year 3 students with access to class sets of iPads and desktop computers.
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Equipped every classroom with interactive whiteboards.
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Rolled out wireless connection devices to connect laptops to display devices in some classrooms.
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Employed a Digital Learning and Teaching Coordinator to assist Prep to Year 12 students and staff to fully utilise the capabilities of their digital devices to enhance teaching and learning. @GRAMMAR. ISSUE 14. SUMMER 2017/2018. 9.
Ipswich Girls’ and Junior Grammar School continues to make a significant investment in providing digital technologies to enhance learning, teaching and work. Global technology firm Microsoft has recognised our School’s current and future efforts to integrate technology into lessons, classrooms and buildings by naming us a Microsoft School. Microsoft Schools are focused on leading and learning. Our School uses a variety of applications to enhance learning and teaching, including Word, Excel, PowerPoint and Outlook in the Office 365 suite. Some teachers are also starting to use Teams: a tool that can bring people together to discuss programs, projects, issues, etc. OneDrive enables sharing and collaboration and students and teachers are learning to use OneNote and Class OneNote to transform the way teachers can deliver the curriculum and provide feedback.
Our school is progressing well along our journey of integrating digital technologies into our daily practices and we are looking forward to further embedding technology in our efforts to provide a positive, personalised education to our young women, girls and boys by expert staff in engaging learning environments.
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Early Education
From the Director We are very excited to announce that the EEC is commencing 2018 with a full licensed capacity of 119 children per day. Full capacity has been achieved through the dedication of the amazing educators of the EEC, the recommendations of our current and past families and the continual support of the Ipswich Girls’ Grammar School and Ipswich Junior Grammar School.
We invite the whole family to join the EEC when we enrol a child. We build strong, genuine relationships with the families and offer strength and support when needed. We genuinely understand how hard it is for parents to leave a child while they go off to work and we know our role in their absence is to nurture, care and keep their child safe with genuine care and love.
At the beginning of 2017, we introduced additional families and educators to the EEC. We are proud our philosophy and vision didn’t change. Instead, it became stronger and reached new heights with the introduction of seven new educators with different strengths, cultures and experiences, and the welcoming of 43 children and their families, that bought a deeper understanding of different cultures, deeper relationships and partnerships in learning and understanding about commitment to communities and the environment.
The EEC has always maintained an outstanding reputation and is highly recommended by current families.
When reflecting on why the EEC continues to be the Early Childhood Education program of choice in our region, I asked my team to highlight our strengths (the EEC way):
Our EEC educators are passionate and we all believe in the same philosophy and vision (we are all on the same wavelength). Therefore, as a team, we are always striving to improve and reflect on current practices. We are always learning with the children. We are unique. The way we provide provocations to the children, the way our days look, the environments we provide, the natural play spaces our children can engage in, the specialist lessons available and the expectations that we have of the children and ourselves. Our rituals and traditions that we establish with the children.
EEC
The continuity of care provided by our educators – set roster and the low turnover of educators. We call it the EEC way. Everything offered at the EEC has thought and process behind it. These offerings are based on the children’s voice. The amazing educators. We all genuinely love what we do. This is not a job for us it’s simply who we are, and we are honoured and privileged parents welcome us into their families for the two years their children are at the EEC. The educator’s ability to really listen to the children and provide varied opportunities for variety of learning styles displays the genuine interest and understanding of children in our classes. The main feedback we receive from our families is that we offer something so beautiful and unique with a consistent approach to delivery. So, as we welcome new families to the EEC in 2018, we would love to thank those families who continue to recommend and support us in the community. You will always remain a part of our family.
—Mrs Kirsten Edols
@GRAMMAR. 13. JULY 2017. 11. @GRAMMAR. ISSUE 14.ISSUE SUMMER 2017/2018.
FEATURE
Y o u ‘ v e got a friend
Learning how to be a good friend is an important life skill. Parents can help their little ones learn to play well and be a good friend. Here’s how.
FEATURE
Children who are on their way to developing a healthy social life have good self-control skills, work easily with small and larger groups, follow directions and cooperate with others. If they are happy socially they tend to be more engaged in their learning, too. If your child is starting daycare, Kindy or Prep this year, use opportunities at home to model good social behavior. By giving them lots of opportunities to take turns, join in and start to think empathetically it will help them learn good friendship skills and hopefully transition into class and group settings more easily.
Taking turns
Children learn a lot about the give and take of relationships simply by playing together, and they need a lot of opportunities to learn to work things out for themselves. When you see a conflict, try not to jump in too soon. Give children a chance to resolve their own conflicts.
Joining in
Some children find it easy to join in but for others, joining in a game can be very challenging. As a parent, you can help your child learn to play by talking to them about ways they could initiate play and invite others to join in. For example, “Can you help me build a fort?” and “Can you see if anyone else will help us make our fort bigger?” Read stories about other children or storybook characters making friends (see box, right). Talk about what the characters in the stories say and do to solve their friendship dilemmas and how your child can try to do the same. Look for your child using these skill and reinforce them as much as possible.
Empathy
Children don’t have the cognitive skills to understand the concept of empathy until they are around eight or nine years of age but younger children are
highly aware of fairness and being treated appropriately. Your little one will be able to manage their emotions much better if they can recognise their feelings, so put a name to their behaviour as often as you can. For example, “It was very kind of you to share your toy with that girl playing by herself. She might have been feeling lonely.” Similarly, encourage your child to talk about their feelings, and yours, so they learn that adults have feelings and emotions, too and that they are part of everyday life.
Role play
Role-playing how to join a game will help children learn how to build friendships and negotiate new environments. Role-playing helps you show ideas and solutions in action, which are much easier for a child to grasp than just hearing you talk. Give your child ideas about what to say when joining in such as “What are you playing?” or “How do I join in?” rather than “Can I play with you”, which may result in a definitive “No!”.
Playdates
Kindy and Prep-aged children want to play with other children a lot of the time. This is a good time for lots of playdates and sometimes having more than one child over to play, helps the children learn how to negotiate and play in groups. Planning some play dates with a few children from Prep or Kindy might help your child feel more confident about playing with everyone.
Conflict resolution
Most people don’t get along with everyone they meet. They also feel a little lonely at times. Children need to learn that all friends make mistakes and their friends will not always agree with them, or do what they want them to do. If your child talks about problems playing with friends at daycare, Kindy or Prep, it’s a good idea to talk to your child’s carer or teacher as they will be able to keep an eye on what’s happening and follow up with stories, conversations and activities.
Books about friendship Books are a wonderful resource when helping children through challenging times and to learn new skills. You will find these in good book stores and online. • Making Friends is an Art, by Julia Cook (Boys Town Press, RRP $19.99) • Do You Want to be My Friend?, by Eric Carle (Penguin Books Australia, RRP $16.99) • Jessica’s Box, by Peter Carnavas (New Frontier Publishing, RRP $24.99) • Pearl Barley and Charlie Parsley, by Aaron Blabey (Penguin Books Australia, RRP $16.99). @GRAMMAR. ISSUE 14. SUMMER 2017/2018. 13.
EEC NEWS
We have a new playground! Planning commenced for the EEC’s new Pre-Prep playground in 2017. Like everything at the EEC, the playground design started with a conversation with the children. Our EEC staff asked the Pre-Prep children what they would like to see in their play space. During these discussions ideas were shared, research took place and the children prepared a list of materials required to purchase for the project to commence. These types of conversations support the engineering process in STEM (Science, Technology, Engineering and Mathematics) education. Ideas provided by the children included: a big tree to sit under, a bike track, a hill to roll down (like at the Junior Grammar Foundation Centre), our own rainforest, pretty colours, lots of flowers, a place to plant vegetables, a cubby house and a mud pit for digging. After the children’s information was gathered, EEC Director Mrs Kirsten Edols asked the EEC educators to look over the suggestions, add to them, and an initial plan was formed. “I then met with our Facilities Manager Mr Shayne Dargusch, known as Bob the Builder to our EEC children, to go through our plan and make sure everything was viable,” Mrs Edols said. We are delighted to realise the completion of this project in readiness for the start of 2018, and want to thank the 2017 Pre-Prep classes for their important input into this wonderful play space.
The Q&A Mrs Robyn Hertrick is our EEC Kindy B Lead Educator. Q: What did you want to be when you grew up? A: I have always wanted to be a Kindy Teacher as I only attended Kindy one day due to them advising my mum I didn’t like it and would be better if I didn’t return. I spent the day bonding with a gate and wouldn’t leave it. The memory has stayed with me and gives my passion to do my best to ensure all children bond with staff, to allow them to build the confidence to enjoy learning without separation anxiety.
Q: How would the EEC children describe you?
A: Obliging. Last term, on my arrival one day I got my usual welcome cuddles from Lexie, Henry K and Charlotte. They presented me with a Santa hat and Lexie said: “You have to wear this because it will make you perfect.” So, of course, I was obliging, as I could not refuse an offer to be perfect.
Q: What is your favourite EEC activity?
A: Music and movement, as the children get to dance and have fun while enhancing skills that assist development into all areas of learning.
Q: What is your EEC superpower? A: Storytelling and singing rhymes, with at times having to add verses to incorporate children’s interests.
Q: What are three things we don’t know about you?
A: My husband and I love comedy, my favourite thing to do in my spare time is to clean my jewellery and I do not cope well with anyone who doesn’t iron their clothes.
Junior Grammar
JUNIOR GRAMMAR
the
BrightSparks Workshop
Passion Based Learning
Our E-STEAM program at Junior Grammar aims to unlock your child's passions through exciting real world problem based learning. Students access innovative resources, professionals and inspirational learning opportunities. While inspiration comes from the curriculum, these units of work engage our students to work beyond the curriculum and explore their passions.
Digital Play
Pre-Prep
Prep
Digital Play
Digital Play
One
Two Pollinators
Three
Four
e-cards
Five
Rockets
Lighting Systems
Waterslides
Six
JUNIOR GRAMMAR
From the Head of Junior School
Throughout a child’s life, there are many transitions they experience. Some of these transitions are more profound for a child’s parents, but many are extremely memorable for the children as well. At Junior Grammar, we aim to support individual children and their families through the various transitions experienced at school.
Research has identified the transition to school, and into a different stage of schooling, as a time of potential challenge and stress for children and families. It involves negotiating and adjusting to many changes including the physical environment, learning expectations, rules and routines, social status and identity, and relationships for children and families. While it can be a time of great excitement, it is not uncommon for children to experience some distress and adjustment difficulties during this period. (Hirst, Jervis, Visagie, Sojo, and Cavanagh, 2011)
Working in partnership and developing positive relationships between and among a range of stakeholders including children, parents and carers, school staff and the wider community provides a solid foundation for transition, as well as fostering a sense of belonging and connectedness to our Junior Grammar School community. This sense of belonging is not only important during the transition, but is also a protective factor for children’s mental health throughout their school experience. (www.kidsmatter.com.au)
At Junior Grammar we invest in the valuable time of making connections with one another—staff and families, staff and students—to join together in the partnership of a child’s formal school learning journey. While our School events are enjoyable activities to be a part of, they also present the ideal environment to build positive relationships between
home and school. It fosters a greater understanding of what our parents/ caregivers want for their children, and what they are hoping for from our School. Throughout the year there are many opportunities for families to be a part of their child’s school life. Some Term 1 events include: new families Orientation Morning in January; the Parent Welcome BBQ and Classroom Information Evening in February; a Twilight Swimming Carnival; a Prep and Year 1 Playdate Afternoon; Leadership Assembly; Interhouse Cross Country Carnival; and of course, finishing off the Term with Parent Teacher Feedback Sessions. We invite our families to be as actively involved in their child’s School life as is possible for their family. I wish all our new and returning families a smooth and positive start to the new school year in 2018!
—Mrs Nicolee Eiby
In 2018 we welcome more than 50 new Prep students, new staff members, and 30 new families to our Junior Grammar School community. Prep is not the only transition that students make while at Junior Grammar. There is also the transition from the Brockwell Gill Foundation Centre as students move into Year 2 in the Mavis Parkinson Building and beyond, and of course as all our students move onto the next year level in the Junior School. The Junior Grammar focus is on quickly developing familiarity, a sense of belonging and students’ confidence in the expectations and routines of the School. It is important to alleviate anxieties and support our students as they develop resilience for change and new experiences.
@GRAMMAR. ISSUE 14. SUMMER 2017/2018. 17.
FEATURE
Full E-STEAM ahead In 2018 Ipswich Junior Grammar School will continue to innovate in digital learning with the growth of one of our signature programs.
In the 21st century, scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalisation and a knowledge-based economy. By teaching Junior Grammar students the Australian digital technology curriculum via high-quality E-STEAM (Entrepreneurship, Science, Technology, Engineering, Arts and Mathematics) opportunities and allowing them to explore E-STEAMrelated concepts, our boys and girls develop the skills and capabilities to succeed in this new information-based and highly technological world. Junior Grammar E-STEAM education has always been ahead of the curve, but will leap forward in 2018 with plans to further develop and extend our highly regarded digital program. “To bring innovation to E-STEAM we need to encourage interest and passion for these areas in the next generation of students,” Head of Junior School Mrs Nicolee Eiby said. “The changes we
have made in this area demonstrates our commitment to growing E-STEAM opportunities in the formative years of our students’ education.” Junior Grammar teacher Mr Luke Wild will step into the newly created position of Head of Digital Innovation to lead and further develop the Junior Grammar E-STEAM program. “More than 70 per cent of 21stcentury jobs will involve elements of Entrepreneurship, Science, Technology, Engineering, Arts and Maths,” Mr Wild said. “Our E-STEAM program, primarily delivered in our purpose-built Bright Sparks Workshop, provides a unique opportunity for our Junior Grammar boys and girls and ensures they are equipped with the necessary skills and knowledge to succeed in a rapidly changing world.” Each Junior Grammar class, from Pre-Prep to Year 6 will have a dedicated E-STEAM lesson prepared and delivered by Mr Wild in the Bright Sparks Workshop, each week.
Mr Wild said the key point of difference at Junior Grammar is the practical nature of lessons and activities that enable our students to apply their skills to real-world problems. “Our lessons are developmentally appropriate for each year level and designed to be engaging and interesting to motivate the children in their learning,” he said. “Delivering relevant and interesting content helps to harness our students’ natural curiosity and engagement with the world around them.” By offering a rich and varied E-STEAM program Junior Grammar students develop critical thinking, creativity and problem-solving skills. “Research has shown that students who study STEM are more creative, flexible and able to take advantage of the changes that are predicted in the workforce and the workplaces of the future,” Mr Wild said. The Junior Grammar E-STEAM program focuses on fun and offers opportunities to solve real-world challenges.
FEATURE
“The changes we have made in this area demonstrates our commitment to growing E-STEAM opportunities in the formative years of our students’ education.”
“By making activities relevant to our students’ lives they tend to be more receptive to the experience and motivated to solve the problem,” Mr Wild said. In 2018, Junior Grammar will introduce more forward-thinking and innovative academic programs to motivate and engage our young learners and develop their education and experience. “We have a lot more scope to try new things with robotics, technology, coding, filmmaking, science, artificial intelligence, 3D printing and so much more,” Mr Wild said. “It’s a very exciting time as we are now in a position where we can innovate and continue to excel in E-STEAM education.” The Junior Grammar Bright Sparks Workshop will also continue to build on its extensive range of resources, including Sphero and LEGO robotics, Bee-Bots, drones, virtual reality and green screens to help students develop 21st-century skills. “Giving students lots of opportunities to learn with different tools and equipment
broadens their knowledge, interest and experience,” Mr Wild said. Co-curricular opportunities are also an integral part of increasing interest and passion for E-STEAM subjects and Junior Grammar will continue to offer Coding and Robotics Clubs, Days of Excellence and various competitions to students who are interested in enriching their skills in these areas. Mr Wild will also be responsible for developing sponsorship opportunities and professional development
workshops for other schools in the region. “Sponsorship is important as it will enable us to develop our programs further and buy new resources, while the professional development workshops allow us to share with other schools and members of our wider community what we are doing at Junior Grammar,” Mr Wild said. Businesses and individuals interested in partnering with the Bright Sparks Workshop in 2018 should contact Luke Wild at lwild@juniorgrammar.com.au.
Key features of our E-STEAM program include: •
Focus on Entrepreneurship, Science, Technology, Engineering,
•
Creative, innovative, engaging, hands-on lessons with the latest educational tools and equipment;
•
Opportunities for collaboration with real-world experts;
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A range of co-curricular E-STEAM opportunities;
•
Personalised monitoring and tracking of student learning.
Arts and Mathematics education with a specialist teacher in a purpose-built learning space;
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ACADEMIC
Supporting our 21st century learners The demands of the 21st century require a new approach to education to fully prepare young students for secondary school, university, careers and citizenship.
At Junior Grammar, we seek to balance our strong academic focus with a wide range of social and emotional learning opportunities that support the development of confident, well-educated, holistically developed boys and girls. Our “whole child” approach to learning means we are not only focused on our students’ academic learning but also their overall development. We support policies and practices that ensure our boys and girls are healthy, safe, supported, challenged and engaged. “Whole child, or holistic, education means we aim to help students be the most they can be,” Deputy Head of Junior School Mrs Lezah Semple said. “We address not only intellectual capability but also emotional, social and creative potential, too.”
“Our students have an enormous range of options available to them and we encourage them to give things a go and explore their talents,” Mrs Semple said. Junior Grammar students learn and explore in an environment that is engaging as well as physically and emotionally safe so they are supported and encouraged to take risks and develop strong self-esteem and confidence. “We offer our students rich and appropriate learning opportunities and not just in the classroom,” Mrs Semple said. “Often, classes will get outside into the Junior Grammar rainforest to learn in a different environment, or participate in an incursion or excursion to reinforce and extend learning opportunities. Our teachers are always looking for ways to support, encourage and engage our boys and girls.”
Junior Grammar students have a wide range of opportunities both curricular and co-curricular that seek to compliment our academic program and develop the whole child. These include a broad health and physical education program, our E-STEAM program and Bright Sparks Workshop (see Full E-STEAM ahead, page 18), a comprehensive Arts program as well as community service and individual and team sport opportunities.
“… feeling safe, supported and challenged at school translates into higher academic achievement, increased wellbeing and greater engagement.”
Junior Grammar students have personalised learning programs specifically tailored to their individual needs (see Individual learning plans, right) and are highly engaged in learning by the use of interactive projects, creative lessons and the use of technology. “Many studies have shown that feeling safe, supported and challenged at school translates into higher academic achievement, increased wellbeing and greater engagement,” Mrs Semple said. We live in a global economy that requires young learners to be prepared to think both critically and creatively, deal with massive amounts of information, solve complex problems and communicate well. “A well-rounded approach to learning better prepares our students for these challenges and the opportunities of today and tomorrow,” Mrs Semple said.
ACADEMIC
Indi vi d u al l earni ng pl a n s
One of Ipswich Junior Grammar School’s key features and one we will continue to develop even further in our new, five-year strategic plan is our personalised learning approach. “Personalised learning is identifying what every student is good at, and what they need help with, and then doing something about it,” Intervention and Extension teacher Mrs Jenny Hurd said. “Sometimes this might be boosting confidence and facilitating a growth mindset, but it is also about working with students to set themselves specific measurable goals, using the SMART – Specific, Measurable, Achievable, Relevant and Time-based – approach.” Mrs Hurd said in 2018, her role as Intervention and Extension teacher will be to assist teachers and teacher aides to help students achieve their goals. “Students will be grouped according to their goals, and teacher aides and myself will work with these groups on a two to six-week program,” she said. “At the end of this time, formative assessments will be used to evaluate student progress and reset goals.” Mrs Hurd said the 2018 school year will start where 2017 finished. “Teachers will be given a detailed handover which itemised their students' continuing goals,” she said. “These goals have been set from triangulating data collected from multiple sources including external specialist reports, PAT assessments, NAPLAN assessments, spelling audits, in-class assessment and work samples and more. Students new to Junior Grammar will have their goals developed in consultation with their teacher using the same process.”
The Q&A Mr Michael Duce joined us in 2017 and is our Junior Grammar Head of Sport and Health & Physical education (HPE). Q: What did you want to be when you were in primary school? A: A racing car driver.
Q: What was your favourite sport as a child? A: My favourite team sport was football. However, the sport I excelled in was swimming.
Q: What do you enjoy about your role at Junior Grammar? A: The ability to be a positive influence on students’ lives over a sustained period. Watching students grow and develop from Prep to Year 6 is immensely satisfying and rewarding.
Q: What is your teaching highlight, to date.
A: Several of my past students have gone on to achieve significant milestones in their chosen sporting fields. I’ll be cheering on a former student, Matt Hauser at the Commonwealth Games Triathlon event next year. It all started with some gentle encouragement from his PE teacher to enter something called an aquathlon. After that, he was hooked.
Q: What are three things we don’t know about you? A: I’m a terrible singer, I can’t dance and I’m a car enthusiast.
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NEWS
Junior Grammar celebrates Christmas Our Junior Grammar community came together at the end of 2017 to celebrate all things festive at our annual Christmas Carol Concert. The Junior Grammar rainforest was a sea of red and green as we shared a BBQ dinner and listened to the boys and girls sing their favorite Christmas Carols for parents, grandparents and friends. It was a wonderful way to wrap up a very successful 2017 and celebrate our very special Junior Grammar school community.
Oh, the places you’ll go Each year, our Year 6 cohort looks forward to spending their last days at Ipswich Junior Grammar School celebrating with their friends and primary school community. On their final day, the cohort gathered in the Ipswich Girls’ and Junior Grammar School Phoenix Room to share fun, fellowship and an early morning meal. Head of Junior School Mrs Nicolee Eiby shared memories of the students’ first day at Prep and the inspirational Dr Seuss poem, Oh, The Places You’ll Go. Also during the last week of term the Year 6 cohort went up against the Junior Grammar staff in the annual Year 6 v Teachers Netball Competition. It was a hotly contested, hugely fun match with the Junior Grammar teachers just scraping in with a 15-12 win. We wish our 2017 Year 6 students every success as they start their first weeks in secondary school and look forward to seeing how the next chapters of their lives unfold.
Family-friendly service for busy families
OSHC
Our popular OSHC program is back again in 2018, as well as vacation care available in the school holidays.
During the school term, OSHC runs a safe, supervised, accredited service for our Prep to Year 6 students, offering before and after school care. “We have a lot of children before school and we provide breakfast with lots of healthy options like fruit, cereal, toast, scrambled eggs and juice,” OSHC Coordinator Mrs Tricia McInally said. After school the children have afternoon tea in the School Dining Hall and then go and explore the varied OSHC activities. “What we do – all our activities and programs – are very much driven by what the children want and by watching them play and then extending those activities,” Mrs McInally said. At the end of 2017, Mrs McInally said the children were obsessed with handball, home corner and playing air hockey on the OSHC Air Hockey table. The Junior Grammar OSHC holiday program is always packed with fun things to do. “Our Junior parents have peace of mind that their children are well cared for and having lots of holiday fun with friends while they are at work,“ Mrs McInally said. One of Mrs McInally‘s favourite vacation care activities is Messy Day. “We have shaving cream and mix up mud and the kids wear old clothes and get as messy as they like,” she said. “It is such a fun day and the delight on the children’s faces is enough reward to warrant the clean up.” For new Junior Grammar parents (welcome!) there is more OSHC information and enrolment forms on our website www.juniorgrammar.com.au/our-school/oshc.
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Girls‘ Grammar
STUDENT SPOTLIGHT
Confident, well-educated young women The 2017 Seniors delivered the School’s highest Queensland Core Skills Test outcomes since the OP system commenced in 1992 with 72 per cent of students attaining either an A or a B grade on the QCS Test (compared to 48 per cent in the state). Six students attained an OP1. More than half of our OP-eligible students attained an OP7 or better. Eighty-six percent of our students were OP-eligible, indicating their strong desire to enrol in tertiary studies.
Shared Dux of School 2017 Majella Cassidy, who earned an OP1, said hard work and perseverance were contributing factors behind her outstanding result. “There were also elements of sacrifice and belief,” Majella said. “You have to sacrifice things in your life for study but it is up to you to decide what your priorities are.” A gifted athlete, Majella opted to do her senior school studies over three years so she could balance her academic load with her training. “I studied four subjects each year instead of six,” she explained. “It extended my secondary school time but I wanted to maintain good grades as well as train and achieve in my sport, so that was my decision, my sacrifice.”
Support from her teachers helped Majella she had come as a young woman and how much she had achieved during her juggle three busy senior years while time at IGGS. remaining engaged and interested. “They were so passionate about their area of expertise it was hard not to get excited about learning,” Majella said. “My teachers would go out of their way to help me with challenging content whilst maintaining I stay independent and selfmotivated.” Majella said it was in the final throws of her senior year that she was able to reflect upon and understand just how far
“I realised that you no doubt have to sacrifice things in your life to achieve success,” she said. “You must believe in your abilities. I know its cliché, but if you don’t think you can, you won’t.” To read more about our Academic Results go to www.girlsgrammar.com. au/2017academicresults.
FEATURE
“IGGS also taught me that being genuine, resilient and hard working are the keys to real success and fulfillment.”
Sailing through secondary school Every school has a pastoral care program, so what makes our personal growth approach so special? IGGS Deputy Principal and Head of Senior School Mrs Jayne Acutt explains…
to another,” Mrs Acutt said. “From one achievement to the next, each student will create a memory that will connect her to her school and her past, and propel her into her future self.”
Mrs Acutt and her pastoral care team have developed a new rites of passage program based on a ‘7 Cs’ approach, which was inspired by Positive Psychology advocate, Robert Biswas-Diener’s Sailboat At Ipswich Girls’ Grammar School we have Metaphor (see above, right). created a rich program of rites of passage “I really like the idea of the sailboat for our students so that at every year representing a young person’s journey level, from 7 to 12, our girls have a point through school, as each will have to on the horizon to which they can travel, navigate a range of academic and social emotionally, socially and academically. challenges,” Mrs Acutt said, “and each will “It’s a point in time which signifies that need to attend to their weaknesses and each has moved from one social role draw on their strengths to get through.”
“The new ‘7 Cs’ program was created to develop and affirm a strong sense of self and confidence within each IGGS girl. “Each ‘C’ is used as a signpost at different year levels, and underpins the formation of character at that time but also connects to the idea of navigating the seven seas – the broad range of experiences that each girl will have in her quest to become a participating global citizen – in effect, a well-educated young woman fit for the world beyond school,” Mrs Acutt said. The signposts at each year level are: Character (Yr 7), Community (Yr 8), Challenge (Yr 9), Change (Yr 10), Choice (Yr 11), Citizenship (Yr 12) and Connection (Yr 13). Each year level rite of passage contributes to the confidence building that is so essential in a young woman’s development and advances the previous year’s social and emotional learnings. The program is not one that endorses a superficial ‘feelgood’ approach to life, for, as we know, the formation of character requires challenges and risk taking. Each signpost, represented by a theme, is implemented through the IGGS Life Skills program,
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Year 7 Character
Gro wt
ychology ve Ps siti Po
Growth M ind se t
Maintaining change
Navigating the 7 Cs
Year 11 Choice Interplay between mindset and school achievement
which is embedded into the girls’ weekly curriculum. “Once a week the girls have a Life Skills lesson,” Mrs Acutt said. “So, for example, the lessons for our Year 7 girls will focus on our first C, which is Character, throughout the year.” Life Skills lessons are taught by Mrs Acutt, Ms Mayes, and our Heads of House, however, all IGGS staff are familiar with each year level’s Life Skills program so they can frame conversations and learnings around it when they engage with students in their curriculum areas too. Our pastoral care program is enhanced by IGGS’s unique one-to-one interview system. Each student has a minimum of three interviews each year with a member of the pastoral care team. “We have a brilliant one-to-one interview process that enables us to really know each and every student; who they are, their strengths and areas for improvement, and how they are progressing at that particular time.
Let’s pretend you are a sailboat. But, unfortunately, you have a leak. Let’s call that leak your weakness. You cannot ignore that leak, that weakness, because you will sink. You are urged to attend to that leak. In fact, it is critical that you do. In the real world. Our leaks – our weaknesses – can make us capsize or sink unless we take care of them. Even if you take care of the leak 100 per cent, you will still not be able to get anywhere. It is your sails – your strengths – that actually give you forward momentum. You need to hoist your sails to catch favourable wind and move forward. Focusing only on your strengths, or only weaknesses is not sufficient.
Year 9 Challenge Creating an ideal self
Pos itiv e
Year 12 Citizenship
CONFIDENCE
Mindset wth Gro
Gatherings and Reunions
Robert Biswas-Diener’s Sailboat metaphor
Strengthening Kindness to self character and and others wellbeing Positive Ps ych set olo nd gy Mi h
ogy hol yc Ps
Year 13 Connection
Year 8 Community
Year 10 Change
A view from the two mindsets
“The size of our school allows us to do this and our commitment to the one-onone approach is something of which we, as a team, and a school, are very proud.” Mrs Acutt said the pastoral care team spend much time talking individually with students, monitoring their progress academically and equipping them for growth in that area, supporting and resourcing them in the social and emotional aspects of their lives, as well as promoting involvement in co-curricular and service activities. “These interviews are a student’s moment with us to talk candidly about where they are at and where they want to be, and to obtain the necessary resources, strategies and motivating impetus to move forward,” she said. This is accomplished through targeted discussion and the use of customised software which displays a student’s analytic dashboard (PATMaths, PATReading and General Ability scores, NAPLAN results, Report Cards, Learning Habits – Conduct, Participation, Effort and Task Completion, as well as many other aspects of a student’s life at school).
“We must remember that it is not only the sharing of information that is important here though”, said Mrs Acutt. “From this one-on-one time together comes an Action Plan that is created jointly by teacher and student. Each girl is very much a part of creating the plan for her future self. This is about building capacity in each girl; she can see what story her data is telling, she can see where her strengths can be best utilised, she can articulate her specific steps to make improvement in the required areas, and she knows that she is supported in human and other resources to reach that goal.” Today’s world is a complex one and the more that IGGS can enable our girls to navigate the unchartered waters of it with self-knowledge, self-confidence, and selfdirection, the better. If you would like more information about pastoral care at IGGS, including the ‘7 Cs’ program, please contact the School on (07) 3454 4447.
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NEWS
Flynn in national STEM finals
The Q&A
Mrs Kylie Keegan is one of our IGGS Science Teachers. IGGS Academic Scholarship Student Flynn is a finalist in the prestigious 2017 Indigenous STEM Awards. Presented by the CSIRO in collaboration with the BHP Billiton Foundation, the awards were open to all Aboriginal and Torres Strait Islander students in Australia and Flynn (Year 12) is one of only six finalists selected! The Indigenous STEM Awards recognise, reward and celebrate the achievements of Aboriginal and Torres Strait Islander students who are studying in the science, technology, engineering and mathematics (STEM) field. Award winners will be announced nationally in March.
Move over Mozart
Q: Single? Married? Children? A: Married with two girls, Sophia, 7, and Anna, 5. I also had a son who was stillborn, his name was Oliver.
Q: What did you do before teaching? A: I was an Anaesthetic Technician here in Australia and worked as an Operating Department Assistant in the United Kingdom.
Q: What do you like most about your job? A: A sense of autonomy that allows me to indulge my creative nerdy side while sharing what I love.
Q: What is your superpower? A: Finding a carpark close to wherever I need to be every single time.
Q: What are two songs that would be included on the soundtrack of your life? A: At The Zoo and The New Periodic Table Song (all my students will know about my ‘slight’ obsession with science songs).
Mai-Lien Olsson (Year 11) has achieved a coveted Licentiate of Music Diploma (LMusA), on piano. The LMusA diploma is incredibly hard to achieve and considered the benchmark for exams across Australia and New Zealand. Usually, only 10 per cent of candidates pass this exam, with most of those being fully established professionals, so to achieve this result at such a young age is amazing. Well done Mai-Lien!
NEWS
Clean sweep for Hunt Congratulations Hunt House, who took out the 2017 Interhouse Principal’s Cup and the Dorothy Marsden Cup for Academics! The Principal’s Cup is an aggregate of all Interhouse competitions including sport, theatresports, Battle of the Choirs and any other interhouse competitions that take place throughout the year. IGGS has five Houses named after former headmistresses: Armitage, Carter, Connell, Hunt and White. All IGGS students are allocated to a House Group, which provides an important connection for students across different year levels and promotes friendly competition and House pride and loyalty. Now it’s game on as each House gears up for a chance at the 2018 Cups!
The magic of community In Term 4, the School hosted an IGGS and Ipswich Grammar School (IGS) Polynesian cultural event, Island Nights. Events such as these reinforce our School’s commitment to promoting understanding of other cultures and supporting our students to become confident, well-educated, global citizens.
The evening started with a delicious Polynesian buffet dinner in the Breezeway. After dinner, families filled the Katherine Carter Theatre to enjoy the magic of Polynesia and some joyful dance performances. The event raised funds for Navunisea District School in Fiji, which was severely damaged by Cyclone
Winston. With the money raised, the students were able to buy 15 laptops for the Navunisea District School and IGGS students Michelle Dreu, Leana Reid, Indira Rakuita, Lupe' Tuu'U, Nayoka Woolla and Miriam Peni will travel to Fiji in 2018 to deliver them and volunteer.
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BOARDING
New Head of Boarding announced Ipswich Girls’ Grammar School is pleased to welcome Ms Lisa Wolff to our School community. Ms Wolff will be our new Head of Boarding following Mrs Carole Ward’s resignation at the end of 2017. Ms Wolff is a Numeracy Specialist Teacher and has moved from Tasmania to take up the position. She has a Diploma of Teaching, a Bachelor of Education and recently completed a Graduate Certificate in Education – Mathematics. “I've been a teacher for more than 25 years in Queensland and Tasmania,” Ms Wolff said. “I've taught Maths, Science, Home Economics, Agriculture and
Horticulture. I’ve worked in a Special School, in a hospital as a school teacher based in the Children’s Ward, as an Education Advisor for Aboriginal and Torres Strait Islander Education, as a guest University lecturer, lived and worked in a Boarding School, and, most recently I've been one of 11 Numeracy Specialist Teachers working in Tasmanian schools.” She has three children: Sam, 22, who is working his way through a chef’s apprenticeship and 15-year-old twins Imarnie and Matthew. “Imarnie was a boarder at IGGS in Term 4 of 2017 and will become a Day Girl in 2018,” Ms Wolff said. “Her twin brother
Matthew will become a boarder at Ipswich Grammar School in 2018.” Ms Wolff will live on-site with our boarders. She said she was looking forward to the role and its challenges. “I've been really fortunate to have worked in different roles in a variety of educational settings,” she said. “Each role has enabled me to develop different skills and has provided me with wonderful opportunities to see and experience different perspectives and ways of working. I've learnt that there is usually more than one way to solve a problem, and it is important to work together to find solutions.”
OLD GIRLS ASSOCIATION
Always connected in our community Regardless of age and stage in life, the Ipswich Girls’ Grammar School (IGGS) Old Girls’ Association (OGA) is a means for past IGGS students to support each other in their post-school lives. “We now have more than 3,000 Old Girl members scattered across the world,” OGA co-president Mrs Helen Pullar (Armitage, 1961) said. The IGGS Old Girls are a remarkable group of women and a much-loved part of our community who “friendraise” for the School, enhance our reputation
and support our events and activities. They maintain and pass down the traditions of Ipswich Girls’ Grammar School, including our Year 12 OGA badge presentation and bell ringing, and facilitate opportunities for Old Girls to maintain, develop and strengthen friendships with each other and build new ones through networking events. 2017 marked 120 years since our first Headmistress Miss Fanny Hunt established the Old Girls Association in 1897.
“To the best of our knowledge, it is the oldest such organisation in Queensland,” Mrs Pullar said. With another year of fun and fellowship planned for 2018, past students of Ipswich Girls’ Grammar School are encouraged to update their details via our website www.girlsgrammar.com.au or email ogaiggs@gmail.com. “Membership is open to all past students locally, nationally and internationally,” Mrs Pullar said.
Farewell Year 12
Our Year 12 students said farewell at their final roll call of the year. There was love and laughter, tears and cheers throughout the assembly for the girls, their parents, IGGS staff and our School community. Each student walked into our Mervyn Patterson Assembly Hall armin-arm with their buddy. The younger students then presented their older buddies with presents and flowers before saying goodbye. After the assembly concluded the girls made their way outside for their final School war cry. Farewell 2017 Year 12—you were inspirational role models to our younger students and you will always be part of our very special IGGS family. @GRAMMAR. ISSUE 14. SUMMER 2017/2018. 31.
SOCIALS
The Long Lunch
Our inaugural Long Lunch – Feast Beneath the Figs was a huge hit that saw the event organisers release 100 more tickets than anticipated due to demand! More than 300 people attended the afternoon of fun and fellowship with funds raised from the event helping to restore our heritage-listed Main Building. The Long Lunch will be back in 2018 so get in early so you don’t miss out!
Thank you
In Term 4, we gathered our friends and School sponsors to say thank you for their help and generosity. Sponsorship gives our school and students many opportunities and we are truly grateful for our community and their support.
Ipswich Girls’ and Junior Grammar School would like to say thank you to the following sponsors for their support in our 125th year.
2018 Events
■■ Monday 5 February, P&F Welcome BBQ Immediately following the Junior Grammar Meet the Teacher and IGGS Head of House information evening. ■■ Saturday 17 March, Open Day Don’t miss our annual School Open Day, Saturday March 17 from 9am to 1pm. Students will take you on a tour of the classrooms and facilities and you can meet the teachers and learn about everything our School offers. It’s a great day out, with free rides, food stalls and more. ■■ Saturday 11 August, OGA Annual Dinner Our OGA Annual Dinner is a great opportunity to reconnect with former school friends and network. ■■ Saturday 1 September, The Long Lunch - A Feast Beneath the Figs Our inaugural Long Lunch was a huge hit in 2017, so you will need to get in early to avoid missing out. Save the date! ■■ Tuesday 6 November, Melbourne Cup Luncheon Gather a group of friends and join us in our scenic Phoenix Room for the race that stops the nation. There will be a delicious lunch, sweeps, Fashion Parade and more. Hosted by the OGA. ■■ Monday 12 November, IGGS Speech Night A night to recognise our students who have excelled in different aspects of their all-round education. ■■ Friday 23 November, Junior Grammar Carols Night A much-anticipated afternoon of fun and fellowship plus musical performances from our Junior Grammar boys and girls. ■■ Tuesday 27 November, Junior Grammar Presentation Night A night of joy and entertainment that celebrates the achievements of our young learners.
Choose, own & use your car with confidence! Llewellyn Motors 246 Brisbane Road, Booval
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