St Aidan's Blueprint
AUTHENTIC CARING CONFIDENT CREATIVE CONNECTED
VOLUME 2
I JANUARY 2021
C o nt e n t s 04 06 08 10 12 14 16 18
From the Principal
20 22 24 26 28 30 34 36 38
Mathematics
Ethos From the Chair of School Council Knowledge Innovation Research ATAR 2020 English Science
Socio-Cultural Creative Arts and Design Music Languages Junior School Junior School Sport Senior School Sport Governance and Leadership
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From the Principal Just like an architect’s building plans or a designer’s conceptualisation of ideas, this second edition of the Blueprint contains the record of information that is needed to build or make something. When we build a strong foundation, we are positioned to face the future with confidence. At St Aidan’s, we build excellence in education,
As this most extraordinary year draws to a close,
ensuring that each individual is nurtured and
we acknowledge our hard-working and resilient
shaped by the values of Christian faith and
senior cohort of students. Our 2020 cohort of
that she has the opportunity to reach her
senior students have received ATAR results for
aspirational potential. The Blueprint provides
the first time in Queensland, our young women
the space for our school leaders to share the
have steadfastly met the demands of a new
on-going work, the building of our school,
QCE/ATAR system, completed external
mapped against our school’s vision, values and
examinations in all of their General Subjects, and
the strategic objectives.
all the while demonstrating authentic leadership
St Aidan’s focus is to develop and promote authentic, caring, confident, creative and connected women who value reason,
the way our senior leaders helped us accept the ‘Next Normal’.
imagination, truth, compassion and
Leaders in our school, in every year of St Aidan’s
responsibility. The values of the Society of the
history enrich and enable others; they help
Sacred Advent; humility, courage, compassion,
‘build’ an environment in which compassion
resilience, faithfulness and whole-heartedness
and courage shape all our learning. They lead
inform our daily school life. It is my hope that you
with strength and responsibility to care for
will recognise these learner attributes, values
the wellbeing of all at St Aidan’s, to make a
and beliefs, woven into the stories and reports
positive impact in this community and to make a
contained within the Blueprint, each year.
difference more broadly to society.
While the extraordinary events of COVID-19
As you read the reports, stories and
presented significant challenges for all in our
acknowledgements, which form this year’s
school community, they also paved the way for
Blueprint, I am confident that you will join me in
review and reflection on the way we have always
being incredibly positive about the future.
delivered education. Through the need to adapt and be flexible, great strength in innovation and imagination has emerged.
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in disruptive and uncertain times. Each step of
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Ms Toni Riordan Principal BEd, MEd (Leadership), MACEL, MACE, GAICD, FIML
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When we build a strong foundation, we are positioned to face the future with confidence.
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Ethos We will look back on 2020 with mixed
especially for the most vulnerable in our midst,
emotions, and for St Aidan’s it has been a
is at the heart of all decision-making. We have
year for confirming the importance of our
needed courage and resilience in spades, and
identity. As the school has responded to the
the community has provided them at every turn.
challenges of the year, we have done so from
Wholeheartedness, the valuing of all the aspects
an understanding of our story and our past.
of our shared life from the most mundane to the
This knowledge has enabled us to respond with
most glorious, helps us to give our best to all that
confidence in the Ethos of the school as a living
we do, while faithfulness to the good news of
and thriving reality.
Jesus Christ is the gold thread that runs through
We have drawn strength from the values of the Society of the Sacred Advent: humility,
What could have been a year of struggle, then,
compassion, courage, resilience, faithfulness
turned out to be a year of wonders. Staff and
and wholeheartedness. As we have wrestled with
students alike can look back on a year where we
significant changes to teaching and learning,
stepped out of our comfort zones and flew, just
come to grips with a new senior assessment
as we were ‘born’ to do. We were more creative,
system and overlaid that all with our response
more independent, more adaptive and more
to the pandemic, it would have been easy to feel
flexible. We solved problems, built and nurtured
overwhelmed. Yet when we have intentionally
relationships, and all the while we had fun.
reflected on our responses, we have traced the values of the SSA underpinning our decisions, often quite subconsciously. This is a sign of integration of values, of walking the walk.
Our faith reminds us that this is the pattern of resurrection which bursts forth at unexpected moments. When we expect to struggle, we thrive, and when we expect death we find life,
As we closed off our 90th birthday year last year,
not scraped together and barely breathing, but
we looked forward with a sense of anticipation to
abundant, joyous, full and overflowing.
what our 91st year might bring. Perhaps this time around we feel a little more apprehensive about looking too far forward. The Ethos of the SSA stands us in good stead going forward. Humility reminds us of the importance of simplicity in our planning and living, while compassion,
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every other aspect of life at school.
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This is the image and promise we hold onto as we close out this remarkable year. Reverend Gillian Moses Chaplain
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This knowledge has enabled us to respond with confidence in the Ethos of the school as a living and thriving reality.
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From the Chair of Council The end of any significant stretch of time always
name in these trying times. Their work this year has
feels to me like the perfect time to give thanks,
exemplified what it means to operate collaboratively,
to look back on the wins, losses, achievements,
and with our girls’ safety at the forefront of all
hardships and everything in between. It’s a time
decisions and actions.
to look back on all of these and express gratitude for the times we’ve enjoyed, and perhaps even more importantly, to express our gratitude for the moments that taught us lessons we wouldn’t have been able to learn in easier times.
presented unprecedented challenges. There is no school year that is without its difficulties, hardships and obstacles to overcome and there is absolutely no diminishing the size and significance of what a student
And hasn’t this year been the perfect expression of
needs to achieve and conquer in any given year. The
that idea? I think 2020 has probably taught many of
difference this year though, is that you don’t have the
us more about ourselves than any other year in our
same frame of reference as past students did.
lifetimes. But more than what it has taught me about myself, it has confirmed without a shred of doubt what I always believed about St Aidan’s, and about every person who makes up this school community.
Under normal circumstances, when struggling with anything from study to sporting commitments to the challenge of trying to live a balanced life, all of us have at least been able to look to those who came before us
This year has provided hard evidence of just how
for advice and inspiration. Students have been able to
adaptable our wonderful teachers and staff can be.
look to girls in the grades above them, teachers have
How dedicated they are to our girls’ education. We
been able to look to their more experienced peers. But
have all seen the lengths that we always knew our
this year, we have all had to be the example. There
staff would go to if the status quo changed. I wish to
have been pandemics before, but none so serious
thank all of you for the extraordinary effort you have
in recent times. This year has presented challenges
made this year.
that do not come with a handbook, nor come every
2020 has also shown us the excellence of our leadership team. The School Council’s year has been, as you would expect, focused primarily on the fundamentals of ensuring the school and everyone in it are as safe as possible. That work would have been immensely more difficult without the assistance of the leadership team who have truly lived up to that
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I wish to thank the students of St Aidan’s. 2020 has
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year. And yet you have done the seemingly impossible and at the same time the so distinctly St Aidan’s thing- you have put your heads down, accepted what’s out of your control and worked your way around it. You have done an astonishing job at adapting to the fast-tracked transition to online learning. You have refocused on your education in a time where focusing on
anything outside of COVID-19 has been incredibly challenging. And most of all, you have supported each other. You have put your peers, your teachers and your families before yourselves and ensured that you’ve done everything you can to keep everyone in this community healthy, safe and able to return to what it is we are here to do. To parents and families, your response to the challenges of 2020 has been amazing. You have adapted, assisted, and supported online learning in the home, gaining an insight into the work of our teachers. Your support of our St Aidan’s community through the Giving Day reinforces the strength of our school community. To all members of our school I wish to thank you for demonstrating the strength of the St Aidan’s community. Thank you for caring for others, thank you for seeing yourself as one part of a much bigger whole. Mr Stephen Green Chair of Council
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KNOWLEDGE INNOVATION Research is the linchpin of our professional learning culture at St Aidan’s. The importance of published academic research in evidence-based practice is well established. “Good quality decisions should be based on critical thinking and best available evidence,” (Jones, 2016). Additionally, consideration of how evidence relates to the specific context is crucial. St Aidan’s’ approach to research is centred on establishing reciprocal partnerships with universities, where the relationships mutually benefit the university-based academic and school-based practitioner. From the initial partnership with the Science of Learning Research Centre at the University of Queensland, the St Aidan’s Research Program has grown to include a range of partnerships across faculties in three of Australia’s leading universities. The appointment of a Dean of Research and Engagement and the establishment of the Karen Spiller Fellowship point toward an exciting future. Next steps include an investigation into the impact of Covid-19 on our school community and a four-year project that will explore best practice in Mathematics pedagogy. Ms Karen Madden Dean of Research and Engagement Jones, G. (2016). Evidence based practice: A handbook for teachers and school leaders. Amsterdam: Centre for EvidenceBased Management. Retrieved from https://cebma.org/ resources-and-tools/
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Student development Girls Empowerment Project
Pedagogy
Student Development
Pedagogy
St Aidan’s
St Aidan’s
Girls’ Empowerment Project
Junior School Thinking Curriculum Project
Junior School Thinking Curriculum Project
Technology
The Nano-Tribe Project
Social Justice
Improving Diversity and Strengthening Relationships Project
Community
People, Purpose and Prayer Project
Research Extensions
Karen Spiller Fellowship Review of current Australian/NZ empowerment of girls programs Outcome Scope and sequence St Aidan’s Girls’ Empowerment program (K-12 SEL implementation).
Review enrichment, extension and gifted programs Outcome Development of a Junior School Thinking Curriculum scope and sequence.
Lifelong Learning The St Aidan’s Research Program has grown significantly over the past three years to include projects that involve School Council, school leadership, teaching and support staff and students. This snapshot provides a brief overview of some of the projects we are engaged in at the moment.
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Research lead Deb Koh St Aidan’s
Research lead Kirby Egan St Aidan’s
Technology
Social Justice
Community
Research Extensions
The Nano-Tribe Project
Improving Diversity and Strengthening Relationships Project
People, Purpose and Prayer Project
Work and Research in Applied Psychology (WRAP)
Explore contemporary social media issues such as cyberbullying, image sharing, photo editing, body image norms, and other emerging social media trends Outcome Plan and design social media resources supporting safe online practices for primary school-aged children. Research lead Dr Roberta Thompson Griffith University
Engage in reflective practice on how to strengthen the school’s relationships with local Indigenous communities Outcome Review St Aidan’s Reconciliation Action Plan (RAP) and marketing positioning. Research lead Associate Professor Liz Mackinlay UQ Eylania Naawi Gender Studies Student UQ
Exploring mission, social justice and generational change as part of a not-for-profit, faith-based school ethos Outcome Reflect upon how our established ethos positions our response to generational change.
Research lead Associate Professor Richard Niesche UNSW Guy De Villiers PHD candidate UNSW
Outcome University students develop research-based Senior Psychology curriculum resources in consultation with teachers.
Research lead Dr Natasha Matthews UQ
Higher Research
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2020 and the introduction of the ATAR in Queensland Our 2020 graduands are the first cohort to sit
Maths and Science subjects, results on these exams
externally set, subject based exams in Queensland
were worth 50% of the overall subject result. For all
in more than 30 years. They are also the first cohort
other subjects, including Arts, Humanities, PE and
to receive an Australian Tertiary Admissions Rank
Languages, the external exams contributed 25% to
(ATAR), rather than previously awarded Overall
the subject result. St Aidan’s students sat a series of
Position (OP). Graduating our first students in the
practice exams in September, they then consolidated
ATAR system represents the culmination of planning
their learning prior to undertaking the external exams
that began at St Aidan’s in 2016.
over a three-week period in October and November.
Whereas the OP used 25 ranks, the ATAR is a notional
St Aidan’s teachers have also been deeply involved
percentile rank, with a high of 99.95 representing
in the implementation of ATARs, with 75% of Year 12
performance in the top .05% of students in the state.
teachers having roles as assessors in the new system.
Increments of .05 separating ATARS result in a finer
This ongoing partnership with the QCAA develops the
grained measure of student achievement. The rank is
expertise of our staff while supporting education in
notional as the calculation includes all students in the
Queensland.
age group, regardless of whether they achieve an ATAR or not.
Students received their subject results and ATARs on 19 December 2020. We will celebrate their successes
For the graduating class of 2020, a key focus of
early in 2021 at our much-anticipated Honours and
the year was preparation for external exams. These
Academic Awards Ceremony.
were exams set by the Queensland Curriculum and Assessment Authority (QCAA) for each subject, sat by all students in the state at the same time. For
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Ms Lynda Wall Dean of Studies
ATAR Results Our 2020 Year 12 students are to be congratulated on their outstanding subject results. The ATAR results show St Aidan’s continues to be one of the top performing independent schools in Queensland with a median ATAR of 92.90. We are also proud to share: • All students received a passing grade in every subject. • 100% of subjects had a median result of A or B • 3 students achieved perfect subject scores of 100%.
ATAR OF 99 OR HIGHER
ATAR OF 95 OR HIGHER
12.5% OF STUDENTS
ATAR OF 98 OR HIGHER
20.0% OF STUDENTS
36.5% OF STUDENTS
ATAR OF 90 OR HIGHER
69.0% OF STUDENTS 97% of St Aidan’s senior cohort was ATAR eligible.Actual performance may be higher, as the small number of students who did not release data to the school have been included as having achieved below 80.
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English 2020 has been a very busy year in the English
studied Barbara Kingsolver’s The Poisonwood Bible,
Faculty, as we introduced many new topics and
considering how she shapes her readers’ perspectives
texts into our program in order to provide students
on themes such as colonialism, spirituality, identity
exposure to a range of stories that reflect the world
and the power of guilt.
around them, or to encourage them to challenge their perspectives on the world.
Our Essential English students have explored the
In Senior English, students compared the
prepared for their first Common Internal Assessment
representation of fear in both The Crucible and
task – analysing representations of these themes
Stranger Things and wrote feature articles on topics
through both visual and written texts. They also
such as our fear of losing power; how those in power
explored female and indigenous perspectives through
may exploit our fears to control us and how fear drives
the film The Sapphires.
us to act either irrationally or with great courage – all topics that the students found particularly relevant to 2020! This contemporary relevance was further explored as the students presented TED talks on social issues that reflect our collective fears, such as climate change, vaccinations and artificial intelligence. They finished off the year by studying George Orwell’s 1984, preparing for their external exam by reflecting on his representations of themes such as surveillance,
themes of personal and group resilience as they
In Junior English, we had the pleasure of welcoming Tristan Bancks, virtually, to our school to talk about his novel Detention. Our Year 7 students studied his novel in Term 4 and it was a wonderful opportunity for the students to have an open dialogue with him to better understand how and why he wrote this story. Once again, we hosted our annual Poetry Graffiti competition and Poetry Film Festival to showcase the
power, humanity and love.
creativity and insight that our students demonstrate
In Senior Literature, we introduced, for the first time,
Film Festival was the culmination of our focus on
King Lear by William Shakespeare, exploring what
Project Based Learning in Term 4, where the students
the Bard has to say about the forces that shape who
independently planned, organised and ran the event
we are. Students were required to shift his play into
themselves - teaching them invaluable skills in
a different context – the contemporary corporate
collegiality, problem-solving and organisation.
world; a rural family dynasty in outback Australia and the modern political arena - to name a few. They then
in the work they complete in English. The Poetry
Mrs Samantha Doig Head of Faculty
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Science The world of Science is filled with discovery and at St Aidan’s, new discoveries occur every day in the science laboratories. With the introduction of two new electives in Junior Science, students are able to extend their view of the world. In Physical Sciences, students were challenged to design, develop and construct a table centrepiece, a desk ornament or hung piece with integrated lighting. The highly interdisciplinary fields of Cognitive Science combines science and technology and how they have influenced society. By combining the fields of neuroscience and forensic science, students have been able to investigate how perception, memory and learning are determined by the brain, whilst examining technologies associated with forensics. These two new electives coupled with existing electives, serve to engage girls in the wider STEM program without the constraints of the traditional curriculum. Students explore the curiosities of science through numerous lunchtime clubs and events like The Marie Curie (MC2) Club, immersing them in applied scientific activities. With engaging activities such as the disappearing Gallium spoon and the exploding watermelon challenge, students are constantly able to interact with reallife science, encouraging them to explore the complexities of scientific concepts. In Physical Education, students learn to be physically literate and health literate. Students begin their journey as lifelong, active participants in physical and recreational activities, becoming well-informed, ‘health promoting’ decision makers. Students analyse their own and other’s movement performances, ultimately developing movement competence. They continue to explore personal, social and community health issues to develop the knowledge and skills required to make appropriate and informed decisions about their own health and others.
Mrs Sylvia Hicks Head of Faculty
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Physical Science
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Mathematics In 2020, the St Aidan’s Mathematics teachers and students were adaptive and embraced technology like never before! When learning moved online at the end of Term 1, we were ready with pre-recorded lessons for teaching content and live tutorials offered via Microsoft Teams throughout the week. Students in years 8 and 9 participated in our first ever online maths exams and Year 8 students were guided through a Problem Solving and Modelling Task (PSMT) with explanation videos stepping them through each aspect of the task, where they were considering what kind of athlete makes the best triathlete. While we were so proud to see the independent learning happening in students’ homes, everyone was happy to get back to the classroom towards the end of Term 2. Semester 2 saw Year 7 students complete their first PSMT, determining the relationship between the surface area of an ice cube and melting time to understand why hyperthermia affects children more than adults. Preparations began in Term 3 for external examinations for the Year 12 students. Teachers and students alike worked hard, using practice exams to identify content that needed revising and developing individual study plans. Similarly, the Year 11 students were preparing for their first ever year-long examination while the Year 10 students adapted to their senior subject choices. There were many students who competed successfully in the ICAS and AMC competitions and we look forward to the reintroduction of the Enrichment Stage in 2021. Ms Caitlin McCluskey Head of Faculty
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Socio-Cultural The Socio-Cultural staff and students adopted
Geography students were involved in a variety of
online teaching and learning in Term One and Two
learning activities to gain deeper geographical
and continued to complete engaging activities in
knowledge of their local area, and problems in other
languages, humanities and business subjects. These
countries. Year 7 Geography classes participated
experiences broadened the students’ awareness,
in class role play to suggest how the Murray Darling
understanding and perspectives on Australia and
River could be managed for the future. This activity
other countries. Senior teachers worked hard
was part of the unit ‘Water in Our World’. As part of
to prepare the Year 12 students to confidently
their studies of ‘Landforms and Landscapes’ in Term
approach their external examinations and be
1, the Year 8C and 8D Geography classes travelled to
pioneers in the new curriculum and assessment.
Mt Tamborine. The Year 9 and 10 Geography students
In Business subjects, students developed essential financial literacy skills, including ways to manage
investigated a variety of research topics which focused on human welling issues in different countries.
consumer and financial risk. Year 10 students saw
In History, Junior students explored the rise of China
great success in the Office of Fair Trading’s Buy
and the might of the Roman Empire. Senior historians
Smart Competition. Students in Year 9 developed
surveyed the great revolutions of the world: America,
their enterprise skills and entrepreneurial mindset by
France, Russia and China, followed the rise of the
exploring a range of business environments and ideas.
Nazi Party and the battle against fascism in WWII.
In addition, the ASX share market game facilitated an
The Cold War was the focus of the last part of the year
investigation of the impact global events had on our
and the Year 12 students approached their final exam
economy with students producing a recommended
on the Vietnam War with justified confidence in the
portfolio for future investment. Year 11 and 12
knowledge and skills they had acquired.
Accounting and Economics students demonstrated their skills in solving authentic accounting problems and evaluating economic outcomes.
The Socio-Cultural faculty will remember this year as a challenging but successful year for teaching and learning. Mrs Marcia Forness Head of Faculty
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Creative Arts and Design Studies Many of the top skills recognised by business
Design and Innovation Studies students focused
and educational institutions as being essential
on the application of digital technologies using 3D
for success (cognitive flexibility, negotiation,
printing to develop solutions to problems submitted
creativity, emotional intelligence, co-ordination
by teachers.
with others, critical thinking, complex problem solving, judgement and decision making) are truly
Six teams of girls between Years 5-8 entered the
embedded in our faculty’s objectives. They are
Techgirls Competition with one Year 8 team receiving
explicitly taught through the curriculum, and the
a highly commended. The girls were fortunate to
implementation of new senior syllabuses provided
work with mentors to develop apps to solve problems
a pivotal point to critically reflect on previous
aligned with the United Nations sustainable
practices, renew resources, and consider our role
development goals.
in the academic and pastoral well-being of our students.
Adaptations to our Drama program during blended learning allowed students to embrace technology
In Visual Art this year, students and teachers were
in the creation of their performances in ways we
challenged by online learning requiring teachers
had never trialled before. Live streaming, recorded
to adopt a ‘practice what you preach’ approach
performances and digital enhancements became
to problem solving. We had to devise and deliver
our new norm as we navigated ways to perform in
inventive portals of learning, often thinking outside
online spaces.
the square. This allowed many year levels to engage both deliberately and serendipitously with nature, homes, and domestic environments as sources of inspiration, unconventional art materials and imagery. Cross-curriculum in Year 8 has proven to be an incredibly successful, robust and creative conduit linking Art, Science and Engineering. Digital Solutions as a senior subject also saw the first cohort of girls successfully through. Year 8
Prior to the shift to blended learning, Year 10 students participated in a series of workshops with Queensland Theatre Company to develop their skills as directors, mentored by Michelle Miall (1997), a St Aidan’s Old Girl and professional director with the company. Senior students also had the chance early in the theatre season to see The Neighbourhood, a La Boite production about the concept of home, identity and belonging. Ms Gaye Brown Head of Faculty
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Music The year of flux that has been 2020 has created a
The junior program begins with the everyday music
unique situation where the music department has
program in Kindergarten to Year 3 based on the
had to make significant changes and adaptations to
Kodaly concept of music education. The musicianship
its education delivery to continue to excel in class,
skills that are taught in the classroom program provide
solo and ensemble pursuits. Technology has been an
the foundation for students to excel not only within the
invaluable aid to learning for students this year, with
music classroom but also within the extra-curricular
the inclusion of professional and practice recordings
music program and state-wide extension ensembles.
for student use, online platforms to allow virtual lessons to continue, online work submissions for
Students involved in the St Aidan’s choirs, bands
review and teacher feedback to ensure continued
and string ensembles have showcased their ability
progress, a virtual choir project with the assistance
to adapt to change with their willingness to self-
of a sound engineer and recordings to provide
manage their learning throughout much of Semester
families access to concerts and performances.
1. The changes around spacings in ensembles made rehearsals and performances far more challenging.
Despite interruptions, the Year 12 students have
Despite this, students were able to perform a diverse
engaged with the new curriculum to develop a
range of music genres and continue to produce
complete understanding of the elements of music
high standard performances whether these were
through development of personal musicianship,
undertaken as recordings or live concerts. Many of the
performance, composition and analysis skills along
students were successful in gaining entry to honours
with transferrable skills such as critical and creative
ensembles within the Queensland Conservatorium
thinking and ethical and intercultural understandings.
State Honours Program and the Queensland Youth
Some Year 12 music students received early offers
Orchestra. St Aidan’s Music continues to have a place
from Universities both in Australia and abroad in Music
for all students wishing to engage in life-long learning
and dual degree programs.
and music making whilst maintaining the continued standard of excellence for which the school has
This year also saw the introduction of compulsory Year
become renowned.
7 music. This program has enabled new students to sample the classroom music curriculum while existing students have had the chance to hone advanced musicianship skills developed through the Junior School music program.
Mrs Sue Figliano Head of Music Curriculum Ms Shannon Tobin Head of Music Performance
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Languages Although the Chinese language students could not travel to China this year, they brought China to their classrooms. During online learning, Year 10 and 11 students were given a cooking task to prepare a meal and to share Chinese cuisine with their families. Year 8 and 9 students drew delicate Chinese paintings on canvases and fans as part of their end-of-term activity. These colourful paintings were placed in the classroom where they were enjoyed by everyone. French language students also engaged in a variety of cultural activities online. In Term 2, Year 5 and 6 French students took a virtual tour of Paris, researching and exploring the City of Lights in an online WebQuest. Throughout Semester Two, Year 4 French students rehearsed and presented a French-language play based on The Three Little Pigs, while students in Years 9 and 10 wrote and presented ghost stories in French. Nagoya University work experience students visited St Aidan’s in February and assisted with Japanese classes from Kindy to Year 12. They introduced their hometowns, hobbies and shared many other cultural activities in lessons. Junior and Senior students attending the weekly Wasabi Club and continued to learn about different cultural aspects of Japan, including the wearing of the yukata/kimono, writing calligraphy, and playing traditional Japanese games. Japanese language students achieved high standards in the annual online Education Perfect World Championships. Mrs Marcia Forness Head of Faculty
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Junior School Enriching Environment In addition to the learnings that take place at school, another important dimension to learning and achieving success are the girls’ achievements beyond the classroom. Outdoor education contributes some of the building blocks for social understanding and an awareness of giving and contributing. Outdoor education is uniquely placed to address the general capabilities and cross curriculum priorities of the Australian Curriculum, in particular personal and social capability, critical and creative thinking, ethical understanding, Aboriginal perspectives of land and country and sustainability. At camp, girls learn a great deal about community by forming and working in teams, making decisions for the good of the team and the communal group. This includes solving problems in groups, even for the simplest everyday tasks. Our camps are also preparation for community by helping girls develop greater self-confidence and a focus on teammates, instructors and teachers, and the broader social fabric to whom they belong or might be familiar with. Camps provide opportunities for students to understand more about the natural environment by experiencing natural landscapes at first hand. They gradually understand biological complexity, the need to care for environments in an informed manner, and to respect the challenges of the Australian bush and seashore.
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Camps are also undoubtedly all about making informed and wise choices when operating out of one’s comfort zone. This year, our year levels enjoyed a variety of outdoor education opportunities including: Year 1 – Year 1 Late Night enabled the students to experience the starry night. They created personal telescopes and ate under the stars. Year 2 – The theme of ‘all things fluro’ was highlighted at the Year 2 Late Night. Outdoor play, indoor physical activities and fluro art were enjoyed by the girls. They worked in teams to create a balloon rocket and created a firework art piece to take home. Year 3 – Our Year 3 students travelled to Camp Kindilan and the focus at the camp was to encourage the girls to try new tasks and make new friends. Team initiatives, possum glider and canoeing enabled the girls to spend time in the great outdoors and participate in traditional camp activities. Year 4 – Year 4 embraced all things outdoors at Maroochy Waterfront camp and learned how to work in a team to solve problems. Teams worked together to navigate their way around the grounds of the Maroochy Waterfront and they completed a series of complex stages involving obstacles, physical, cryptic, and academic challenges. Year 5 – The Outdoor Education Centre that the Year 5 students visited was at Mt Tamborine. Students participated in a range of nature inspired activities including archery, nature workshop and bush skills. A highlight for the girls was creating fire and making damper. Year 6 – Our Year 6 Leaders faced new challenges at camp and were encouraged to step out of their comfort zone in a number of physical activities ranging from rock climbing and team building skills to flying fox and zipline.
St Aidan’s Anglican Girls’ School I B luep r i n t 31
Junior School Inspiring Professionals A goal of St Aidan’s is to develop inspiring and
She is currently developing a Thinking Curriculum
engaged staff and support them in their fields of
scope and sequence and is also completing her
interest. Our Junior School teachers are assisted
Highly Accomplished Teacher Accreditation through
in their academic endeavours through study leave,
Independent Schools Queensland.
and they also have the ability to work with our Dean of Research and Engagement, Karen Madden, who
Mrs Deb Koh, Year 5 teacher, was the successful
supports staff with research and can provide access
recipient of the Karen Spiller Fellowship for 2019
to university partnerships. A large number of Junior
and is working towards creating an evidence-based
School staff either have their Masters Degree or are
framework for an Empowerment Self Defence (ESD)
currently studying their Masters of Education. This
program that can be used to support our students
year, a number of teachers completed research that
across both the Junior and Senior School. Mrs Koh is
ultimately benefits students and staff at St Aidan’s.
researching current programs in schools around the world, and hopes an ESD program will empower our
In 2020, Ms Cath Grant, Year 4 classroom teacher,
students to feel powerful in their decisions and have
led the E-Safety Committee and was instrumental in
the skills and competencies to be and do anything.
the school being accredited as an E-Smart School. To gain this status, a school must demonstrate strong
Mrs Jackie Child, our Technology Coordinator,
policies, practices and procedures in place to help to
presented at the Independent Schools Queensland
students be responsible digital citizens and to keep
Big Ideas Summit in August. At the summit,
themselves safe whilst navigating the online world. Ms
teachers shared their innovative curriculum ideas
Grant is a nationally recognised Highly Accomplished
through a formal presentation cycle followed by all
Teacher and is currently undertaking her accreditation
participants taking part in a design thinking process
for Lead Teacher.
to pursue a topic of interest. Mrs Child presented the topic ‘Capture them young! Engaging students in
Year 2 teacher, Mrs Kirby Egan researched critical thinking and provided valuable professional development to staff in embedding critical and creating thinking into the curriculum.
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B l uep r i n t I St Aidan’s Anglican Girls’ School
technology (STEM)’. Ms Kelly Swan Head of Junior School
St Aidan’s Anglican Girls’ School I Bluepr i n t 33
Junior School Sport The Chinese Proverb says, “The gem cannot be
offered in the Junior School competitions – and more so
polished without friction, nor man perfected without
then ever after COVID-19 threw chaos and uncertainty
trials.” Such a quotation epitomises the tremendous
into the environment.
spirit, dedication and resilience of our St Aidan’s Junior School sportswomen as they took to the
With optimism high and a determination like no other,
sports fields, courts and gymnasiums.
staff ensured that sport triumphed with its return to the school calendar rolling a full years’ worth of competition
Faced initially with adversity due to the COVID-19
into one Semester. With the sporting prowess plentiful in
pandemic, our girls looked to the 2020 sporting season
the St Aidan’s Junior School, the 2020 year saw our young
with defiance that no obstacle was too big and they
sportswomen reach success, grasp every opportunity and
held an optimism that through such trials, success as
courageously pursue their dreams across the track, fields,
an individual, as a school and as a community would
pool courts and gymnasium.
be achieved. Whilst 2020 was a year like no other, our St Aidan’s Sport, whilst sometimes viewed as just a simple game,
students dedicated themselves to the opportunities
is much more than that. It can teach you about winning,
presented to achieve results which each can be
losing, disappointment, failure, excitement, improvement,
extremely proud of.
teamwork, humility, and selflessness. These life lessons are regularly practiced in the diverse range of sports
34 Bl uep r i n t I St Aidan’s Anglican Girls’ School
Ms Tracey Jeanes-Fraser Head of Junior Sport
Representative Queensland
Andrews Cup Basketball • B Division – 1st Place • C Division – 1st Place • D Division – 2nd Place
Equestrian
Andrews Cup Gymnastics • A Division – 3rd Place • C2 Division – 3rd Place • D2 Division – 2nd Place Andrews Cup Netball • A Division – 2nd Place • B Division – 1st Place Andrews Cup Swimming • 11 Years – 1st Place • Percentage Cup 3rd Andrews Cup Tennis • A Division – 2nd Place • B Division – 3rd Place
Bethany Williams
Metropolitan West Aquathon
Isabelle Mortensen
Hockey
Caitlin Memory
Swimming
Zoe Bristow Penelope Bale Eloise McLellan Stephanie Pettigrew
Eastern Taipans AFL Neve Hewson Charlotte Parker Hockey
Charlotte Parker Bethany Williams
Swimming
2020 Junior Sport Highlights
Andrews Cup Athletics • 11 Years Age Group – 2nd Place
Estella Menzies
St Aidan’s Anglican Girls’ School I Bluepr i n t 35
Senior School Sport 2020 certainly provided many challenges and opportunities for students to demonstrate both perseverance and resilience and St Aidan’s girls are to be congratulated on their unwavering commitment to school sport. Unfortunately, the QGSSSA Cross Country, Autumn Fixtures, Artistic Gymnastics competitions were cancelled, and St Aidan’s did not compete in the modified BSRA Rowing season due to COVID-19.
Spirit of Sport Award The Spirit of Sport Award is a pinnacle award introduced in 2020 to recognise exceptional effort and commitment to sport at St Aidan’s. It is awarded to one student in each year level who has actively participated in a range of school sporting activities and demonstrated a conscientious commitment to improving their skills. Recipients of this award demonstrate respect for teammates, coaches, opposition and officials and motivate and inspire confidence in their teammates through their actions. Additionally, the Spirit of Sport award recognises students who consistently prioritise representing St Aidan’s and proactively contribute to the sporting culture of the school. A student may only win this Award once during their time at St Aidan’s.
Athlete Mentoring Program In 2020, St Aidan’s launched the full Athlete Mentoring Program, with 17 students in Year 7 to 11. The program is based on the
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belief that sporting excellence and academic achievement are not mutually exclusive. By providing tailored support and guidance for students who are also elite athletes, participants are empowered to reach their academic and sporting potential. The program fosters the development of a ‘toolkit’ of skills that would see participants become more proactive, and more self-managed, as they progress through the program.
Participation In 2020, St Aidan’s fielded a record number of teams in QGSSSA competitions, with over 75 per cent of Senior School students representing St Aidan’s in at least one team. The strength and conditioning space continued to grow, and the internal Rowing program was very well supported. St Aidan’s was also well represented in Equestrian Queensland events and local Club Touch and Netball competitions. Mr Andy McGregor-Lowndes Head of Senior School Sport
Core Sport
Aggregate Trophy
Percentage Cup
Event Wins
Top 3 Places
Athletics
4th
1st
8
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Swimming
9th
6th
0
1
Team Sport Results Team Sport
Number of Teams
Premierships
Top 3 Places
Badminton
16
0
2
Hockey
5
1
3
Netball
15
2
6
Softball
5
1
3
Tennis
6
0
1
Volleyball
8
0
1
QGSSSA has 10 member schools
2020 Senior Sport Highlights
Overall results in QGSSSA
QGSSSA Premiership Teams
Open Hockey 8A Softball (shared) 8B Netball 8C Netball
St Aidan’s Anglican Girls’ School I Bl uep r i n t 37
Governance SCHOOL FOUNDERS Sisters of the Society of the Sacred Advent
SCHOOL COUNCIL Mr Stephen Green (Chair), BEngCivil Ms Rachael Cronin, BCom, LLB, MBA Mr Scott Douglas, BUrbDev(PropEc), BEcon, GAICD Ms Chelsea Ho, BMedSci Ms Toni Riordan, BEd, MEd (Leadership), MACEL, MACE, GAICD, FIML The Rev’d Michael Stalley, DipAppliedSc – Pod, BTh, GradDipMin (Distinction)
Mrs Cecile Wake, LLB (Hons), BEcon Mrs Toni Williams (Company Secretary), BBus (Acc), BBus (InfoSys), GAICD, GIA Affiliated
The Reverend Paul Bland, BA (Hons), DipEd, BEdStud, MLitt, FACE, FACEL
ST AIDAN’S FOUNDATION Mrs Rachel Sakurai (Chair), GAICD, AdvDip (Japanese), AdvDip (International Bus), GradDip Finance
Mrs Rebecca Brice, BCom Mr David Goffage, B LLB (Honors), BCom, CFA Mrs Susan McDonald, BA, DipEd Ms Toni Riordan, BEd, MEd (Leadership), MACEL, MACE, GAICD, FIML Mrs Leah Saul (Company Secretary), BComm, CA, DipMgmt Mrs Kim Wiegand, BBus
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Bl uep r i n t I St Aidan’s Anglican Girls’ School
P&F ASSOCIATION EXECUTIVES Ms Verity McGregor (President), DipBus (PR), Dip Prof Writing & Editing
Mr Ben O’Dwyer (Vice President), BCom, GradDip Applied Finance and Investment
Ms Kate Thomas (Secretary), BEd (Secondary) Mr Reuben Saayman (Treasurer), BCom (Hons), CA
EDUCATIONAL LEADERSHIP TEAM Ms Toni Riordan, BEd, MEd (Leadership), MACEL, MACE, GAICD, FIML Mrs Louise Bender, BFA (Hons), BEd Prof Hons (Leadership), Grad Dip Ed, Grad Cert RAVE, Grad Cert Ed (Leadership), MACEL
Ms Lynda Wall, BArts, PGDipEd, MEd Ms Holly O’Sullivan Williams, BA (Drama), BEd (Secondary), MEd (Research), MEd (Leadership & Mgmt), MACE, MACEL, ACEL Qld Fellow
Ms Jennie Robinson, DipT, BEd, MEd (Guidance and Counselling) Reverend Gillian Moses, BA, LLB (Hons), BTh (Hons) Ms Kelly Swan, BCI (Med and Comn), MEd (MYS) Ms Karen Madden, BTeach, GradDipEd (RE), MEd (Leadership)
Anglican Girls’ School
St Aidan’s
11 Ruthven St, Corinda Qld 4075 Australia P +61 7 3373 5999 E reception@staidans.qld.edu.au www.staidans.qld.edu.au A School of the Society of the Sacred Advent ABN 71079817981 CRICOS Provider Number 01194k