St Aidan's Blueprint (Volume 2 - January 2021)

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

36

Bl uep r i n t I St Aidan’s Anglican Girls’ School

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

38

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