Our focus at St Aidan’s is to develop and promote
and CREATIVE women who value reason, imagination, truth, compassion and responsibility.
From the Principal
4 Blueprint I St Aidan’s Anglican Girls’ School
As another year commences, we also pause to reflect on 2025, a year of which we can be immensely proud. The pages of Blueprint capture a community that excelled academically and culturally, with opportunities that were made available through art, sport, music and many other activities, locally and abroad. These achievements remind us that success at St Aidan’s is never confined to academic pursuits alone. We encourage our students to emerge as whole people, equipped with the skills and values that shape lives of purpose and impact.
This commitment is reflected in the introduction of the St Aidan’s Medal in 2025. This award recognises students who demonstrated excellence not only in their academic achievements but in reflecting the Society of the Sacred Advents values of wholeheartedness, faithfulness, resilience, compassion, courage, and humility.
In my address at the Senior Student Leadership Investiture in 2025, I reflected on the idea that we can imagine the future not as something on the distant horizon, but as something that is happening now. What we create together at St Aidan’s is grounded in the knowledge that the future can be found in the next choice we make, the next conversation we have, and the courage we bring to each moment.
This is the essence of leadership in a girls’ school: students are nurtured, and they learn to take risks, to lead with authenticity, and to embrace the courage that change demands. The students of St Aidan’s inherit a proud legacy from the Society of the Sacred Advent, of care, kindness, hard work, and wholehearted commitment. But this legacy is not
static; it is alive in every decision we make.
Looking forward, it is exciting to introduce Engineering Studies into our senior curriculum for the first time. This is a powerful demonstration of our ongoing commitment to preparing our students for a world that demands critical thinking, creativity, and collaboration.
Our program will give Year 11 and 12 students handson experience in design and technology projects, building skills that open doors to university pathways and careers in STEM. By partnering with initiatives such as UQ and QUT’s Women in Engineering programs, we will ensure our students are equipped to thrive in the jobs of the future.
And as we speak of building the future, we cannot overlook the exciting progress of our Ministerial Infrastructure Designation (MID). This initiative represents a significant investment in the future of learning and opportunity across our Junior and Senior School campuses, as well as our sports precinct at Ambiwerra, creating spaces that inspire collaboration, innovation, and wellbeing.
I am proud of the students at St Aidan’s who have the opportunity to build a future that honours tradition and the past, while embracing possibility. Our students are creating the world they want to see, in a future that begins now.
Ms Toni Riordan
Principal BEd,
MEd (Leadership), FACEL, MACE, GAICD, FIML
Ethos
6 Blueprint I St Aidan’s Anglican Girls’ School
The Ethos of St Aidan’s Anglican Girls’ School is derived from the Ethos of the Society of the Sacred Advent (SSA), its founding religious order. Over the past year, the SSA has itself been reflecting on how its ethos is unfolded in our everyday being and doing. One of the questions we have asked ourselves is “how do we show up as the SSA?”. It is a question worth asking ourselves as a school, also: How do we show up as St Aidan’s? How does our showing up speak to the ethos that shapes us?
We show up as a compassionate and caring community. We see this through service activities such as those led by Interact, and the Clothing Swap run by Anam Cara. We see it in the generosity of our school community in response to collections for Open Doors Youth Service, the Anglicare Women’s Shelter and the Anglicare Christmas Drive, when boxes and boxes of nonperishable food, toys and other useful items are donated to these worthy causes. And we see this through the activities of our Year 10 students who have completed 20 hours of service by volunteering this year, in completion of a VET qualification.
We show up in care for the environment, whether that be through Earth Angels and Earth Guardians, the Interact Peace Garden initiative or the Junior School Nature Lab, which brings our students into proximity with the rest of nature, helping them to see their place in the natural world. The Interact Peace Garden is a growing testament to the longstanding commitment between Interact and the Jindalee Rotary Club, which in 2025 was of 40 years’ standing.
Most of all, we show up as people caring for one another in daily life. As I walk around the school grounds, or interact with students in class, chapel or on playground duty, I see students looking out for one another, including others in play, greeting one another in passing, helping each other to study and achieve great academic results, as a shared goal. I see teachers expressing their joy in teaching and walking alongside the young people in their care. I see joy, and peace on the faces of those around me. These are special moments that absolutely characterise life at St Aidan’s. The SSA encourages the school to continue to show up in ways like these for many years to come.
Reverend Gillian Moses Chaplain and Co-leader of the SSA BA, LLB (Hons), BTh (Hons)
From the Chair of Council
Blueprint I St Aidan’s Anglican Girls’ School
It is with pride and gratitude that I reflect on the aspirations and achievements of our students and staff across 2025. Our students have demonstrated remarkable commitment to learning and personal growth, supported by the unwavering dedication of their teachers and the invaluable partnership of parents. Together, this community continues to shape an environment where young people flourish academically, creatively, and ethically.
The School Council’s role in providing governance and strategic direction is strengthened by the vision and leadership of our Education and Senior Leadership Teams. Their collaborative efforts ensure that every decision is guided by a commitment to excellence and the holistic development of our students. I also acknowledge the contributions of the Foundation Board and the Parents and Friends Association, whose support underpins so much of what we achieve.
Innovation and opportunity defined the year. The opening of our new Science Laboratory for Years 7 to 10 reflects our investment in world-class learning spaces, and St Aidan’s students impressed when they were selected for the national finals of the Australian Space Design Competition (ASDC) for the 18th consecutive year.
The European Music Tour broadened horizons and deepened cultural understanding. Our athletes in the Junior School and Senior School excelled across QGSSSA competitions, Andrew’s Cup, equestrian and rowing events, embodying resilience, and teamwork. Equally inspiring was the introduction of the Certificate I in Active Volunteering for Year 10 students, a program that reinforces our ethos of service and social responsibility.
Our partnerships remain a cornerstone of our identity. We celebrated 40 years of collaboration with Rotary, where through Interact, generations of St Aidan’s girls have championed global causes. These are examples where our students are encouraged to achieve beyond academic excellence, growing and achieving in line with the values of the Society of the Sacred Advent at the core of our identity.
Recognition as one of Australia’s 5-Star Employers of Choice affirmed our commitment to supporting staff and fostering a culture of professional excellence. Looking ahead, the approach of our centenary in 2029 is a powerful catalyst for transformation. Our Ministerial Infrastructure Designation application envisions facilities that will define the next chapter of St Aidan’s, with an aquatic centre, university-quality learning spaces, and playgrounds part of an enduring vision, designed to spark curiosity and connection.
The best is yet to come. Thank you for your continued support as we nurture caring, confident, creative, and connected women who will shape the future with courage and purpose.
Mr Stephen Green Chair of Council BE Civil (Uni NSW)
Junior School
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Building a Community of Learners
This year, the Junior School has focused on fostering inquisitive and engaged learners by extending learning beyond the classroom and providing students with real-world, immersive experiences.
Students engaged in coding and computational thinking using Micro:bits, Bee Bots, and Blue Bots to apply mathematical concepts. The Science lab, Library, Art, and Music rooms became vibrant hubs of inquiry and creativity, where students tested ideas, explored literature, and produced art and musical works showcased at the Art Exhibition and Music Gala Concert.
Participation in swimming lessons, language programs, and enrichment opportunities in the Arts, Mathematics, Science, English, and Technology, including competitions such as the Da Vinci Decathlon, extended and challenged student learning.
Our Nature Learning Lab at Ambiwerra and community gardens provided hands-on opportunities to connect with the environment, enhancing Science through the study of plants and living things and Geography through mapping environmental changes.
Pastoral care remains central to all we do, with a student-centred approach and programs like UR Strong supporting students’ social, emotional, and academic growth. Leadership opportunities were provided across all year levels, from the Early Years Leadership Toolbox in Prep to Year 4, to the Character Builders Leadership Development Program in Years 5 and 6, supporting our distributed leadership model.
Our music program thrived, with growth in the Year 2 String Immersion Program, Year 4 Beginner Band and Junior Singers, among other ensembles, achieving excellent results at Music Fest including Platinum, Silver, and Gold awards.
All Junior School students participated in first aid training, and we celebrated National Reconciliation Week and NAIDOC Week. Collaborations with First Nations artist Ambrose Killian and Aunty Sharon Mirri Bell enriched students’ learning through creative workshops and interactive concerts.
Our Earth Angels Environmental Club and the Student Representative Council led impactful sustainability initiatives, including tree planting at Sherwood Arboretum on National Tree Day and campaigns like “Wrapper Free Wednesday”. Participation in Brisbane City Council’s Active Travel Program Extracurricular programs such as the KIDpreneur program enabled students to develop and manage businesses that donated profits to the Make-A-Wish Foundation, while our partnership with Origin Energy in the Solar Buddy project had students from Prep to Year 6
Junior School
assemble 500 solar lights for children in Papua New Guinea, blending hands-on STEM learning with global citizenship.
Chess Club, Debating, Public Speaking, and Philosophy Club offered opportunities to explore complex ideas and included connections with local boys’ schools and nationwide philosathons. The Student Representative Council (SRC) engaged students from Year 3 to Year 6 in social initiatives such as Containers for Change.
Our Sports Development Program, in partnership with AFL Queensland, the Sporting Wheelies, Queensland Roar, and Netball Queensland, supported the development of sporting skills, coordination, teamwork, and game sense. Outdoor education activities—including canoeing, orienteering challenges, high ropes, and a visit to Canberra—brought civics, citizenship, and teamwork to life.
At St Aidan’s, high expectations are combined with a genuine enthusiasm for learning. Our teachers inspire curiosity, resilience, and connection, ensuring each student feels valued, engaged, and challenged.
This commitment to nurturing curious, resilient, and connected learners lies at the heart of all that we do.
Dr Jenny Crome Head of Junior School
PhD, BA, MEd (Leadership & Management), GradDipEd (Primary), GradDipEd (Early Childhood)
2025 Senior Outcomes
The Year 12 cohort of 2025 ensured that their voices counted. The exceptional academic results across such a wide range of subjects displayed both their individual and collective talents.
St Aidan’s fosters excellence in a range of disciplines. Mastery across a breadth of areas is evident by 100% outcomes in a scope of eight subjects, including Accounting, Biology, Drama, English, English and Literature Extension, Literature, Modern History and Visual Art.
This cohort’s excellence in a wide variety of academic pursuits has displayed the range of their voices, and 29 students received QCAA Certificate of Academic Commendation, and 12 received Subject Achievement Commendations.
With 44 students achieving the Royal Chemistry Institute Excellence Certificates and 28 receiving the Australian Institute of Physics certificates of Excellence, our student attainment in Science continues to keep St Aidan’s in the spotlight.
In the Arts, one of our students claimed the Creative Generation Excellence Award for Visual Art and two students received Commendations.
The introduction of recent new subjects at St Aidan’s includes English and Literature Extension, Philosophy and Reason and, from, 2026, Engineering.
The academic success of this cohort will come as no surprise to our community. Their focus, ambition, confidence, and drive led them to their well-deserved successes. They were supported by our St Aidan’s
community and their connectedness both as a collective cohort, and as part of the fabric of our wider school, was vividly apparent. Teachers supported and walked with them every step of the way and it was a joy to watch the moments of connection as girls were supported by teachers during the External Assessment period. This cohort didn’t just know how to speak up; they knew how to listen. The voice of their support systems and the voices of our teachers counted.
The Class of 2025 knew what they wanted to study and what drove their passions, interests, and future pathways. They used their voices, and we responded to ensure the pathways selected were individualised for their goals and passions. They adapted their preferences and goals as they grew in confidence, cementing their belief in the power to choose their own paths and not be influenced by others. Our guiding voices counted.
Whilst we are exceptionally proud of our Honours students, we are equally proud of every individual girl in this cohort. When we look at their results, we don’t just see their name as a data set, we take genuine joy in seeing their individual successes. We see their journey, and for some, we see the hardships that they have endured, the barriers that they have had to overcome, or the curveballs that life has thrown in their paths. We see all of this and celebrate every voice.
We look forward to hearing the echoes in the legacy that the graduating cohort of 2025 have left at our school and their continued association through their alumni status. We are proud of them: their voices counted.
Mrs Laura Cooke, Dean of Studies MA (Hons), PGDE, CELTA
St Aidan’s continues to be one of the top performing independent schools in Queensland.
Data Consent
Australian Tertiary Admission Ranks (ATAR) are calculated and released by Queensland Tertiary Admissions Centre (QTAC). The decision for students to share their ATAR result with their school is optional and St Aidan’s only has access to the individual ATARs (Australian Tertiary Admissions Rank) of our Year 12 students where consent has been granted by those students when registering in the ATAR Portal. 94% of the cohort has provided consent to the School. Of the 107 graduating students in the St Aidan’s class of 2025, 102 were ATAR eligible.
16 Blueprint I St Aidan’s Anglican Girls’ School
Why do we tell stories? The most immediate answer is simple: because it’s enjoyable. We enjoy listening to stories, whether they be about heroes on epic quests, young people navigating the challenges of growing up, or characters whose experiences broaden our understanding of different times and cultures. Yet this answer overlooks the more fundamental role stories play in the constitution of our humanity and our society. Stories help us make sense of our history, our identity, our place in the world, and our values. We need them to understand who we are and who we might become.
As English teachers, although we love reading, we also love exploring stories as a means of engaging with, understanding, and questioning our reality and our society. Unlike other disciplines of knowledge, English engages with literary texts that are less about answering questions than asking questions. And when we teach English at St Aidan’s, we teach far more than writing mechanics or reading strategies: we teach students to think critically about the stories that shape their world, nurturing their independence and autonomy as readers, writers, and thinkers.
Guided by this purpose, we have made a number of enhancements to our Years 7–12 curriculum this year. For example, we introduced a study of Zara Fraillon’s The Bone Sparrow into the Year 7 program. This powerful novel is about Subhi, a boy who has spent his entire life in an Australian immigration detention centre and who preserves his humanity through imagination and fierce loyalty to his friends. In Year 10 English, we added a unit on the Australian Gothic, exploring stories in which familiar landscapes become strange and unsettling, illuminating our nation’s ongoing negotiation with its complex colonial past. In Year 12, we introduced a film study of Little Miss Sunshine, a sharp critique of the superficial
notions of success fostered by a materialistic, consumer-driven society more focused on winning than on genuine human connection. We have very much enjoyed these new units, and reading our students’ considered and creative responses to these new texts.
We also re-introduced 10 Amplify English this year. Nearly fifty Year 10 students chose to take this elective, extension course, in addition to their regular Year 10 English studies. This course focused on developing students’ appreciation of literary texts and imaginative writing skills. That we have had so many students eager to do extra English is a testament to the thriving reading and writing culture that we have at St Aidan’s.
This is our second year of running English and Literature Extension, having re-introduced this course into St Aidan’s in 2024. This year we had a bigger class of seventeen students, and they embraced the challenge of this difficult, academic subject with enthusiasm and a determination to succeed. Their outstanding achievements speak for themselves.
We also farewell a valued colleague, Ms Nicola Seddon, who has been a much-loved member of the English department for the past two years. Nicola’s passion for teaching and her dedication to her students have been deeply appreciated, and she will be sorely missed.
Finally, a very big thank you to all the incredible English students of St Aidan’s, who make teaching English such an interactive, engaging, and rewarding experience. We can’t wait to read even more of your work in 2026!
Dr Christopher Boerdam Learning Area Leader BA, BEd, MA, PhD
Science and Technology
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Incorporating Junior & Senior Physical Education, Junior & Senior Digital, Design and Technology subjects, Juniors Science and the Senior sciences (Biology, Chemistry, Physics, Psychology, Science in Practice), and all associated clubs and activities.
2025 has seen the introduction and enactment of new syllabi for all Year 7-11 science and technology subjects. Students have enjoyed contemporised and updated resources that met the changed requirements of syllabus documents. A cornerstone to this has been the deliberate inclusion (across the breadth of all science, PE and digital classes from Years 7-12) of classroom approaches that move students forward to greater independence and ownership of their learning journey. A key approach that we have instigated is the use of scheduled consolidation opportunities in-class within every topic, so that every fortnight or so, students have a chance to step back from learning new content, and develop a recap (via Cornell summarising approaches) as a device to track their learning throughout each unit of work. Other approaches have created opportunities for girls to access optional resources that allow them to extend their knowledge and skills, or to consolidate their current understanding – this is part of a wider shift in the learning area of moving away from the setting of homework (a teacher-driven structure) to providing scaffolding and resources for students to complete work outside of the classroom that serves to consolidate or extend their learning (a learner-driven structure).
Across all subjects in Years 7-10, we have worked to actively engage students, with deliberate linking of learned content with applied outcomes and opportunities for application. Digital, Design and Technology classes by nature are actively explorative, and PE classes thrived with active learning that
strengthened connections between theoretical concepts and practical performance. In the Junior Science subjects we have taken advantage of the updated syllabus to deliberately shift towards embedded and integrated experimental-based approaches in the classroom - overall, science classes have conducted over 900 experiments throughout 2025, twice as many compared to 2019, and almost 250 more than 2024.
This year, our students have participated in a much wider range of competitions, broadening their skill sets and STEM awareness. These include Ekka competitions (soft-cheese making, kombucha brewing, ginger beer brewing), Spaghetti Bridge Building, sunflower growing, and the National Titration Competition. In the digital, design and technology space, girls have competed in coding and robotics competitions, the annual Australian Space Design Competition, and the Australian STEM Video Game Challenge, in which Year 10 student Sarah Warburton was named National Runner-up.
Many thanks to our Sciences and Technology teachers who have wholeheartedly embraced the many and varied classroom, club and competition activities this year, and to our lab technicians for providing the significant support required to ensure that classes and teaching staff were well prepared.
Mr Shane MacDonald
Learning Area Leader - Science and Technology
MEdSt(Curriculum), GradDipEd(Phys,Maths), BSc(Phys)
Mathematics
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Mathematics is probably the most complained about subject all over the world. As a major cause of stress, the mathematics student cannot be a passive learner. Going to class, listening to the teacher and doing the homework is not enough. The student must be an active participant in the process. In short, practice, practice, and more practice!
For both the senior and junior maths classes, the focus this year has been to develop study techniques that aid in learning, retention and understanding. Spaced practice and interleaving have been the focus of the department this year with teachers modelling and embedding the practice in daily lessons through activities such as “Brain Bounce”.
Maths tutoring at St Aidan’s occurs daily in both formal and informal settings. Many teachers may be found helping students in their classrooms during spare moments throughout the day or before school and at lunch times to help satisfy an immediate need. I applaud their generosity and commitment to the girls. A special thanks to the teachers who regularly give up their mornings and lunch times to provide regular assistance in tutoring sessions. Many girls regularly made use of the opportunity this year not only for extra help but also to catch up on homework and for exam preparation.
In 2025, the Year 7s investigated area and design by costing a tuxedo made from Australian bank notes. Year 8s had to use ratios and proportion to modify a recipe of their
choice to cater for a large number of guests. Year 9s used catapults to investigate parabolas as well as comparing two ski hire companies to better understand linear relationships. Year 10s investigated trying to predict how long Usain Bolt would take to run a marathon. The aim of which is to help the girls understand the assumptions that are made when any investigation takes place.
I would like to congratulate the girls that competed in the Australian Mathematics Competition this year. We had 70 students across Years 7 to 12 compete with high proportion of students achieving a credit or above. A very special mention to Karen Zhong in Year 8 for receiving the “Best in school” award as well as a prize and medal for her outstanding achievement. Also receiving a “High Distinction” were Yibei Li in Year 8 and Momoka Sahashi in Year 9. We congratulate them for their outstanding performance.
The success of all our students, whether they be competition winners or those for whom Maths is not their best subject, is undoubtedly due to the expertise and dedication of the maths teaching staff. I feel privileged to work with a highly professional and talented group of Mathematics teachers who are supportive of their students and each other, in any way possible.
Mr Adrian Corrado
Learning Area Leader BEd (Secondary)
Business,
The Business, Economics and Social Sciences (BESS) Learning Area offers a dynamic blend of subjects designed to deepen students’ understanding of people, places, and systems that shape our world. Central to this learning journey are transferable skills that empower students to think critically, collaborate effectively, and apply their knowledge across disciplines—skills that extend far beyond the classroom and into life beyond school.
This year saw the implementation of the Year 7 and 8 Humanities and Social Sciences, fostering curiosity through studies of Deep Time Australia, including examination of mysterious fossils from Western Queensland, and a foray into the strict societal divisions within Shogunate Japan. Year 7 particularly witnessed the real-life application of mummification and their investigation into liveability in our area culminated in the debating of a proposed bill in the St Aidan’s Youth Parliament.
The rich programs of History and Geography in Year 9 and 10 continued to provide opportunities for students to develop their analytical skills in both source and data analysis. The Industrial Revolution and World War One provided fertile ground for our budding Year 9 modern historians who embarked on an exploration of Australian experiences of the Great War. The challenge of sustainability was a target of this year group, addressing issues of global and local food insecurity with data-informed recommendations. Year 10 scrutinised the Pacific theatre of war and the role of Australian foreign policy in diplomatic relationships before looking at the impact of our globalising world on the modern day. Coastal change on the Gold Coast was a focus for our Year 10 cohort, resulting in comprehensive
field reports, and Year 11 recommended sustainable planning for Fortitude Valley. Our Senior School historians and geographers continued to explore our changing world, including sustainable planning of urban areas, revolutions and Australia’s involvement in Vietnam. The new addition to the BESS suite of subjects, Philosophy and Reason, proved very popular this year and will continue to grow in 2026.
Economics and Business provided a vibrant platform for students to showcase their entrepreneurial spirit and financial literacy throughout the year. Our Year 9 students impressed with an array of creative business ventures at the annual Christmas Market, offering delicious treats like homemade cookies alongside handcrafted products such as bracelets. Their efforts raised an incredible amount for their chosen charities, demonstrating both innovation and community-mindedness. Meanwhile, Senior Economics students delved into current economic trends and decisionmaking models, developing expertise in explaining Australia’s responses to international trade. In Accounting, students sharpened their problem-solving skills, equipping themselves to tackle any challenge with confidence and precision.
Ms Melissa Alexander Learning Area Leader LLB, GradDipEd (Sec) and MEd (Ldshp)
Arts
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At St Aidan’s, the Arts Faculty is a hub of creativity where dedicated educators foster imagination and empower students through diverse artistic disciplines. The faculty nurtures individual talents while encouraging free creative expression.
Curriculum Music flourished this year with the implementation of Version 9 Arts Curriculum and a strong focus on musicianship skills through Kodály-based instruction. Everyday Music (Kindy to Year 3) gave our youngest learners the chance to build musical skills during their most receptive stage. This early approach nurtured essential abilities such as singing in tune, developing beat and rhythm, and collaborating as an ensemble, while deepening understanding of key musical concepts.
Year 2 and Year 4 students joined co-curricular string and band programs, drawing on prior knowledge to transition smoothly to playing instruments they may continue through private tuition. Senior music students expanded creative expression using composition software and Digital Audio Workstations, producing exceptional works showcased in The Advent. Year 11 and 12 students collaborated with a Topology representative, gaining insights into sustaining the compositional process. Students from Years 7 to 12 explored varied repertoire and delivered outstanding vocal and instrumental performances spanning Baroque to Contemporary genres.
Drama in 2025 inspired creativity, confidence and critical thinking as students explored, created, performed and analysed drama across diverse styles. The program encouraged artistic risk-taking, authentic collaboration and purposeful communication through dynamic performance work. Year 7 students engaged with Jessica Bellamy’s Compass, developing ensemble skills and characterisation through improvised and scripted performance. Year 8 explored Alison Carr’s Tuesday, creating Contemporary Melodrama using stock characters, heightened physicality and comedic conventions.
A major highlight was Shake & Stir Theatre Company’s live performance of Animal Farm, viewed by Years 9 to 12. This striking adaptation exemplified Physical Theatre, multi-role performance and symbolic design. Year 12 students analysed how the production re-imagined Orwell’s allegory for modern audiences, deepening understanding of theatre’s power to convey layered social commentary. Year 9 students devised original Physical Theatre works on contemporary issues, while Year 10 created Collage Drama pieces combining script, movement and multimedia to explore themes relevant to young people. Across all year levels, students developed confidence, empathy and a deeper appreciation of the human experience through drama.
Visual Art offered meaningful opportunities for creative engagement through inquiry, research and reflection, with emphasis on process and investigation. Years 7 and 8 examined responses to real and imagined worlds, developing storytelling skills. Years 9 and 10 extended this through synectics and themes of growth and identity, inspired by contemporary Australian female artists. Art rooms provided safe spaces for creative risk-taking and authentic expression. Students in Years 9 to 11 participated in workshops with artists Leigh Schoenheimer and Wendy Winsley, fostering real-world engagement.
Senior students investigated artmaking within personal and contemporary contexts, exploring strength and fragility, identity and environmental issues. Their inquiries culminated in outstanding achievements, including three Year 12 students receiving Excellence Awards in Creative Generation Visual Art, with one selected to exhibit at GoMA next year.
Mrs Sue Figliano
Learning Area Leader – Arts | Curriculum Leader –Music and Music Extension
B Mus (Hons 1), A Mus, GradDipEd (Secondary), M Mus St.
French
Throughout the year, our French students have immersed themselves in the vibrant world of French culture through food and engaging activities. In the Junior School, Kindy students enjoyed a croissant-tasting excursion at a local bakery, complete with handmade berets. Years 4 to 6 showcased their creativity by performing short French plays. Year 8 students delighted in a traditional French breakfast, sampling treats like macarons and hot chocolate. Senior students in Years 11 and 12 experienced classic French cuisine at Boucher, enjoying dishes such as cheese soufflé and duck à l’orange. We are also proud of seven students from Years 5 to 12 who earned Gold awards in an online French speech competition. These experiences have provided meaningful opportunities for students to engage with the French language in authentic and enjoyable ways, fostering cultural appreciation and a lasting love of learning.
Chinese
Chinese language students participated in a range of meaningful learning experiences and cultural celebrations. Students from Years 5 to 10 explored the Mid-Autumn Festival by learning the legend of Hou Yi and Chang E, with many tasting mooncakes for the first time. Year 5 students crafted paper dragon boats, while Year 6 created colourful lion heads from playdough in preparation for Chinese New Year. Years 8 and 9 engaged with Chinese Opera through mask painting, gaining insights into colour symbolism and the traits represented by each mask. Senior students in Years 11 and 12 attended a Chinese hotpot dinner, where they learned traditional dining etiquette and deepened their understanding of Chinese culinary culture. These activities provided students with authentic opportunities to connect with Chinese language and traditions in engaging and memorable ways.
Japanese
2025 has been a rich and rewarding year for our Japanese students. They learned through real, everyday experiences, like ordering food, finding their way around Japan, visiting the doctor, shopping at convenience stores and exploring personal style. Along the way, they welcomed exchange students and Japanese pre-service teachers, forming genuine connections through shared language and culture. Both Junior and Senior students also took part in the MLTAQ online speech contest and achieved outstanding results. By engaging with authentic Japanese and stepping beyond the textbook, language learning became something lived and meaningful. These experiences encouraged independence, collaboration and a sense of purpose which went well beyond the classroom. Their learning this year has embodied what it means to grow into confident, connected young women. Kato-sensei and I are deeply proud of all our students and what they have achieved.
Mrs Nat Dawes
Learning Area Leader
BA (Geography), Master (Geography), GrapDipEd (French/Geography), MLTAQ French
Extra-curricular Activities
“Where every voice shapes our community”
At St Aidan’s, we continue to value participation and excellence equally, offering programs that support students to grow as confident, creative, and connected young women. In 2025, more than 40 clubs and activities operated across Junior and Senior Schools, providing diverse opportunities for engagement.
STEM and Innovation
Our Australian Space Design team qualified for the National Finals for the 18th consecutive year, the only Brisbane team to achieve this milestone in 2025, with the competition now dominated by interstate schools. Robotics also excelled, with the Jurassic Adventures RoboCup team placing second at both State and National Championships in the Open Division, reinforcing the School’s strength in STEM.
New Clubs and Enrichment
Several new clubs enriched the program with Sprouts Nature Club, The Star Magazine and Podcast, and Tinker Club in the Junior School, alongside the Studio Collective Art Club in the Senior School. Enrichment activities expanded through Marie Curie Science Club, while Public Speaking achieved notable success in the Ethics Olympiad, UQ Philosothon, and Lions Youth of the Year. Debating recorded its highest level of participation, with multiple teams advancing to finals, and two Senior School teams qualifying for the State Finals of the Readers Cup Competition.
Leadership and Service
Our Interact Club celebrated its 40th anniversary under the theme “Uplift the Magic in Every Voice.” Students raised approximately $10,000 for local and international causes including the Melanoma March, Krispy Kreme Drive, the Senior School Athletics Carnival and the annual QuizIT trivia night. The opening of the Interact Peace Gardens at Ambiwerra, the dedication of a Peace Pole gifted by the Rotary Club of Jindalee, and the privilege of hosting the 2025 Rotary District 9620 Conference were standout moments for the Club.
Arts and Publications
STAGE Dance continued its strong performance, earning multiple placings at DanceLife Unite, Ipswich Performers Dance Festival, and Evolution Dance Competition. The Advent launched its second edition, showcasing student creativity and initiative.
These achievements reflect a dynamic and diverse extra-curricular program that give our students a voice through innovation, creativity, leadership and service activities. Each opportunity ensures that every voice is heard and contributes meaningfully to the life of our School.
Mrs Kate Atkin
Director of Extra-curricular Programs
BComm, BSc (Mathematics), Grad Dip Ed (Secondary), MEd (Leadership & Mgmt), JP(Qual), MACEL
Extra-curricular Music
The music program is designed to enable each and every student to reach their musical potential whilst also building meaningful relationships with other like-minded students across year levels and most importantly have fun along the way. The highlight of 2025 was undoubtedly the European Music Tour where we saw this in full flight. Over two weeks, 55 students from Ensemble Volar, Symphonic Winds, and Paganini Strings performed in some of the world’s most iconic venues, including Salzburg’s Cathedral, Melk Abbey, St Stephen’s Cathedral, Salvator Church and St Pauli Ruins.
While abroad, students also participated in inspiring musical collaborations, including two combined concerts with overseas ensembles and interactive sessions with professional musicians. They even conducted the Vienna Philharmonic (virtually) at the Haus der Musik.
In addition to performing and working on the world stage, friendships and memories were built to last a lifetime.
Along with the tour, this year featured the wonderful Autumn and Gala concerts at Riverlife, which continue to showcase all our musicians in one concert while providing an opportunity for a community event prior, through the Music Support Group. Student sign-up continued to grow in the Performing Arts Recitals, and we had another successful workshop with the Ambrose Treacy College students, held this year at their campus in Indooroopilly.
Students also continued to support the Living Faith and community areas within the school and further afield within the broader community.
We continue to have multiple students who challenge themselves in external ensembles outside of school such as the Australian Youth Orchestra, Qld Youth Orchestra, Qld Young Conservatorium, Australian and State Honours Ensemble Program, as well as other smaller well established music organisations. In 2025 at Music Fest, our junior and senior students collectively earned 5 Platinum, 6 Gold, and 1 Silver award at Music Fest, and at the Redlands Eisteddfod achieved a 3rd Place.
The program has strengthened community engagement and provided students with opportunities to develop confidence, teamwork, and musical excellence.
Ms Shannon Tobin Head of Performance
BMus, MMus (Res), MMus(Perf), Grad Dip Teaching
Extra-curricular Sport
Throughout the 2025 sporting year, our students truly embodied the Year 12’s Leadership Theme – Every Voice Counts. Whether cheering from the sidelines, offering advice after tough games, speaking up for fairness, or listening to teammates’ strategies, our girls demonstrated that every voice matters both on and off the field.
Despite a challenging start to the year, with extreme weather forcing the cancellation of many events including the Junior School’s Andrews Cup Tennis and Touch Football Championships, our athletes responded with resilience and determination. They channelled their disappointment into exceptional performances across the remaining Andrews Cup competitions, finishing the year with five premierships – A Grade AFL, Junior A Basketball, Open A Cricket, Open C Cricket, and Senior A Football. Their teamwork, spirit, and enthusiasm showcased exactly what makes our sporting community so special.
Across the Senior School sporting program, St Aidan’s girls excelled, setting new benchmarks and achieving historic milestones. Our Touch Football Program enjoyed an exceptional season, securing four premierships, while the Open Football team claimed the first football premiership in our school’s history – a testament to their unity and perseverance. Our tennis players also shone, with the Open Tennis team finishing the QGSSSA season undefeated and premiership winners.
Beyond Andrews Cup and QGSSSA, our commitment to Club Touch Football and Club Netball remained strong. Seven touch football teams competed weekly in the Brisbane Metropolitan Touch Association, while fourteen netball teams participated in the Western Districts Netball Association. The growth of players within these competitions highlights the value of regular fixtures in developing skills, fitness and confidence, all while strengthening connections with schoolmates.
We also celebrate the outstanding achievements of our district, regional, and state-level representative athletes. Their success across a variety of sports reflects both their individual dedication and the depth of talent within our sports program.
Behind these accomplishments stand our passionate coaches, whose encouragement, expertise, and commitment helped shape not only skilled athletes but confident, connected and resilient young women. As we celebrate one of the most successful sporting years in St Aidan’s history, we thank everyone involved and look forward to more landmark moments and personal bests in 2026.
Ms Cherie Andersen Head of Sport BEd
Governance and Leadership
SCHOOL FOUNDERS
Society of the Sacred Advent
SCHOOL COUNCIL
Mr Stephen Green, (Chair), BEng.Civil (Uni NSW)
Mr Reece Walker, (Deputy Chair), LLB, GradDipAppFin, FFin, GAICD
Ms Alison McGuigan, BA (Psychology) (UQ), LLB (UQ), MBAInnovation &Global Leadership(MIT), Dip.Ed. (Speech/Drama), MAICD
Ms Rachael Cronin, BCom, LLB, MBA
Mr Scott Douglas, BUrbDev(ProEc), BEcon, GAICD
Dr Anne Kruger, PhD (HKU), MA Research (QUT)
The Rev. Canon Dr Marian Free, BA, Dip.Ed, PhD
Dr Chelsea Ho, MD, BMedSci
Dr Shaneen Leishman, BSc(Hons), PhD
Ms Anne-Maree Keane, BBus(Dist), GradDipAppFin&Inv, FCA,
SFFin, MAICD
Mr Simon Petie, BArts(Politics), Grad.Dip (Strat.Leadership), FAIM
Ex Officio
Ms Toni Riordan, BEd, MEd (Leadership), GAICD, FACEL Qld, MACE, FIML
Mrs Geraldine Ebbrell, BEd (Secondary), MEd (Leadership and Management)
Ms Toni Williams (Company Secretary), BBus (Accounting), BBus (Information Systems), GAICD
EDUCATIONAL LEADERSHIP TEAM
Ms Toni Riordan, BEd, MEd (Leadership), GAICD, FACEL Qld, MACE, FIML
Reverend Gillian Moses, BA, LLB (Hons), BTh (Hons)
Mrs Geraldine Ebbrell, BEd (Secondary), MEd (Leadership and Management)
Mrs Laura Cooke, MA (Hons), MEd (Leadership and Management), PGDE, CELTA
Mrs Meg Bishop, BEd (Science), MEnv (Hons)
Dr Jenny Crome, PhD, BA, MEd (Leadership & Management), GradDipEd (Primary), GradDipEd (Early Childhood)
Mr Joel Gunn-Glazebrook, BEd (Political Science), BJourn(Hons), DipEd, DipA (Philosophy)
ST AIDAN’S FOUNDATION
Dr Anne Kruger, (Chair), PhD (HKU), MA Research (QUT)
Hon. Justice Christopher Johnstone, BA(Hons) LLB, LLM, Graduate Diploma
Mil Law (ANU)
Mr Craig Lennon, BBus, CAANZ, AICD, AGIA, Graduate Diploma Applied Finance (FINSIA), Graduate Diploma Applied Corporate Governance (GIA)
Ms Lucy Hirst, BHTM, Dip Project Mgmt
Mr Patrick O’Connor, BA, LLB, Chartered Institute of Secretaries, JP
Mr Hamish Bonifant, B.Econ (UQ), Graduate Diploma Applied Finance (SIA)
Professional Diploma Stockbroking (Deakin University). Master Practitioner
member Stockbrokers & Investment Advisers Association, MSIAA
Ms Fiona Richardson, BA (UQ), Grad Dip Applied Finance (FINSIA)
Mr Scott Douglas, B.UrbDev(PropEc), B.Econ, GAICD
Ms Fiona Himstedt, BBus (Mgmt HR)
Ms Toni Riordan, (Principal), BEd, MEd (Leadership), GAICD, FACEL Qld, MACE, FIML
Mr Ryan Stevens, (Company Secretary), CA B Com (Hons), BCompt
P&F ASSOCIATION EXECUTIVES
Mr Kris Whitehead, (President), B Bus, International Business, B Bus, Management Chartered Banker
Mr Carl Quarterman, (Vice President), BSc, Dip Leadership & Management, Cert IV Engineering, GAICD, JP(Qual)
Ms Emma Bristow, (Treasurer), BCom, BEc, CA
Ms Chloe Appleton, (Secretary), BInfoTech (Advanced)
St Aidan’s Anglican Girls’ School
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 31 074 999 527
CRICOS Provider Number 01194k
