Autumn Flyer 2017

flyer

Issue 14 Autumn/Winter 2017

125

YEARS

OF THE SSA

St Margaret’s

Flyer Issue 14 Autumn/Winter 2017 Principal: Ros Curtis Editor: Wendy Johnston Journalists: Victoria Nikolova; Pru Reed;

Wendy Johnston Graphic Designer: Pam Smiles Photography: Victoria Nikolova; Michael Marston;

Thomas Oliver; Wendy Johnston Printing: Screen Offset Printing

Contents From the Principal

03

STAFF 04 St Margaret’s welcomes new deputy principal 04 Awarding staff excellence 06 Teacher revels in international school experience 07

LEARNING 08 Being in the pit, doesn’t have to be ‘the pits’!

Learning’s great outdoors Performance enhancing data St Margaret’s joins a select group of global innovators Robotics Club St Margaret’s primary students help clothe and feed Kenyan children

08 10 12

Yalari Volunteer Awards Tackling Olympic dream Boarding tradition

16 17 18

The St Margaret’s Way

19

13 14 15

BOARDING 16

THE ST MARGARET’S WAY

19

MUSIC 20 “An experience like no other”

20

FAITH 22 125 years of the SSA A sanctuary of stillness, silence and space Journey of faith for sacristan Ordained Old Girls

22 23 24 25

A new community hub

26

The art of learning MAYO with a French twist!

Art scholarship

28 29 29

M’S CAFE

26

ART 28

SPORT 30 FOUNDATION 32 Challenge to demolish gender bias Paying it forward

32 33

Father Daughter Breakfast Mothers’ Luncheon

34 35

Community contribution honoured Scholars share secrets to success A new Old Girl President

36 37 38

COMMUNITY 34

OLD GIRLS

WHAT’S ON

36

39

A beautiful flower: Vale Olivia Campbell (Year 10) There once was a child who said to his mother, “Mother, why do the best people die young?”

His mother replied: “Son, when you are in a field, which flowers do you pick?”

“The most beautiful ones,” he responded.

“Exactly,” his mother said.

Olivia Campbell was an enthusiastic and courageous girl who will forever hold a special place in all our hearts.

Through her perseverance and determination, she taught us that a positive attitude and a constant smile can help you get through even the toughest of situations. Olivia’s cheeky smile and witty sense of humour will never be forgotten by all those who knew her. Year 10 girls grieved with the wider school community in late February; Olivia touched so many lives throughout her eleven years at St Margaret’s. She was an unbelievably special part of our community and will be sincerely missed by all.

By Amira Ryan, Ella Leavey and Varsha De Silva Year 10

From the Principal

Recently, I read a research report commissioned by the Independent School Council of Australia (ISCA), which listed the factors influencing parents when choosing a school for their child.

This research revealed the outcomes parents wanted for their children differed between primary and secondary school parents.

In primary school, parents with children at all types of schools (Independent, Government and Catholic) prioritised an academic outcome; for Independent school parents this means giving importance to children attaining essential reading, writing and numeracy skills.

For secondary school parents, learning essential reading, writing and numeracy skills was the most important outcome for Government school parents (38%) and Catholic school parents (39%). In contrast, only 15% of Independent school parents considered this outcome to be one of the most important from secondary school. Instead, Independent school parents placed greater importance on their child being able to think for themselves and for them to be happy. The researcher concluded that this change from primary school aspirations highlighted the start of a transition phase where parents are beginning to target outcomes which complement their child’s growth into a more independent person.

Unsurprisingly, preparing children for employment was also deemed as one of the most important outcomes for long-term education from a high proportion of parents with children across each of the school types (40% Independent, 49% Government, 36% Catholic).

The research revealed that Independent school parents chose an Independent school to support a well-rounded school experience for their child. This includes reasons such as good teachers (53%), educational excellence (50%), good facilities (47%), supportive and caring environment (45%) – important aspects of schooling that I believe are evidenced in this edition of the Flyer.

The first term of the 2017 academic year has already passed and the school has started well with record enrolment numbers and a relentless focus on improving academic outcomes for all students. No doubt the size of our student roll reflects the ongoing attention St Margaret’s is paying to employing and growing outstanding teachers, teaching and learning excellence, providing good facilities and creating a nurturing and supportive environment.

As you peruse the pages of the Flyer, you will read about a very active community of students, staff, parents and past students all engaging in activities that support a focus on developing deep-thinking students and on the provision of broadening experiences which create a happy and nurturing environment.

Ros Curtis Principal

MEd(Leadership&Mgt), MLitSt, BA(Hons), DipEd, ASDA, FACE, FACEL, FAIM, GAICD

Since completing school, our daughter has demonstrated to us that her education and personal development have been the start of her successful journey into adulthood. She received an OP result above her expectations, was offered her first choice at university, got her drivers licence and her first job, and is now happily juggling a very busy life. We could not be more proud and we thank everyone involved from St Margaret's for her achievements so far. Per Volar Sunata!

2016 Year 12 Parent Exit Survey

03

STAFF

St Margaret’s welcomes new deputy principal The students, the staff and the parents truly own the community, they are proud of it and truly uphold its values.

St Margaret’s welcomed a new Deputy Principal – Ms Karen Gorrie – to the school in January. Ms Gorrie has over 20 years experience teaching Japanese to both primary and secondary students, and has also taught Geography and Religious and Values Education. Most recently, Ms Gorrie was a member of the Educational Leadership Team at St Aidan’s Anglican Girls’ School, where she held the position of Dean of Students and Academic Welfare (7-9) from 2014, after previously being the Associate Dean of Studies.

Karen recently shared her views on girls’ education and leadership with the Flyer.

1. How does St Margaret’s holistic approach to learning create an optimal learning environment?

At St Margaret’s we educate the whole student. Academically, we have exceptional teaching and learning frameworks in place, excellent teacher training and a focus on empowering teachers to be the best they can be for their students.

Linked with that are the extracurricular activities that help to build a St Margaret’s girl, such as the sporting and cultural activities in which students can partake, which are just phenomenal.

Upon arriving at St Margaret’s, I was particularly struck by the ‘St Margaret’s Way’; even before I learnt about it, I sensed it. There is an incredible sense of generosity that’s at the core of this community.

04

2. As an educational leader, how do you ensure that pedagogy and practice are attuned to the variety of ways necessary to inspire and empower students to learn?

The leaders in this school, including myself, and this is one of my true beliefs, truly notice and understand our students and we can adapt their academic programs to suit individual needs, interests and learning styles.

We empower students to set and monitor their own learning goals and it is my role as an educational leader to guide and support students on their individual learning journey.

Our pedagogical approach is focused on providing opportunities for students to achieve their immediate and future learning goals, laying the foundations for a successful journey well beyond St Margaret’s.

3. What are the best methods for teaching students effective learning techniques and empowering them with critical and creative thinking skills?

St Margaret’s Quality Teaching and Learning Framework identifies the learning process from surface understanding and deep understanding to deepest understanding.

In terms of these methods, we are committed to guiding our students from their surface learning into their deepest learning.

In essence, it’s about teaching our students to know what to do when they don’t know what to do. It is giving them the skills to truly analyse a situation, subject or question and being able to apply the skills and techniques to solve that problem themselves.

4. Why is it important to cultivate leadership opportunities within the educational framework? What opportunities help students to develop good leadership skills?

I don’t believe everybody is born a leader, but everybody has the capability of developing into a leader, whatever that means for them.

The behaviours that constitute leadership can be demonstrated in a variety of ways. Sometimes a student displays leadership qualities by engaging with their community and upholding the values of that community. For example, the student who notices another student sitting alone in the library every lunchtime, sensing something is not right and taking steps to engage and assist that student. That is a leader.

Then there are the more overt leadership opportunities with titles and specific roles within those positions.

St Margaret’s provides a platform for building our leaders for tomorrow.

Society needs more great women leaders. With only a small percentage of female leaders in the top companies, it is evident we need to ensure our students develop the skills to pursue leadership positions if they want to.

Whether within our pastoral care programs, in the classroom, on the sporting field or through service to others, St Margaret’s is adept at developing students’ leadership skills.

5. When considering approaches to girls’ education, would you say a teacher’s greatest challenge is to connect with each student and to have them successfully engaged in the education process?

Yes, a good learner is an engaged learner; however, to me, an even bigger challenge is to ensure our girls are willing to take risks with their learning in the classroom.

Many girls don’t like to take risks; they often don’t like to be wrong and sometimes being wrong can be seen as failure. They want to make sure they have totally analysed something before they’re willing to take that jump. However, for learning, often you need to be able to take a risk to fail, learn from those mistakes and then succeed. That to me, is an even bigger challenge in terms of ensuring that our girls are willing to take those risks with their learning in the classroom.

An all girls’ learning environment means students can take those risks and not be criticised or not be mindful of not wanting to embarrass themselves in front of those around them. All girls’ educational environments are far more nurturing and supportive of students making mistakes and learning from them.

6. It must be an ongoing challenge to understand how girls learn. How is that process catered for here at St Margaret’s?

7. St Margaret’s is a local school with a global outlook. How does the school enable students to contribute to a global society?

St Margaret’s is a diverse school.

Having day students and boarding students means that we have a large diversity within our own school population and this broadens our students’ understanding of the cultural, geographic and economic diversity of Australia and our position as part of a global community.

In addition, opportunities like the Year 10 Global Exchange Program help to expand students’ cultural and ethnic awareness. We also have students from our international sister schools attend St Margaret’s, providing a consistent reminder we are part of a global society.

Our curriculum also has a global outlook with languages taught from primary to Year 12. Many of the subject disciplines also focus on global concepts.

8. How does a strong pastoral approach support and nurture students?

A student’s education entails not just an academic focus; it needs to be about educating the whole child.

No matter what our future pathway, relationships and how we deal with them will form the foundation of what we do.

Ensuring that our students are nurtured means they’re going to engage with others in a positive way.

Our pastoral care team builds programs that cover topics relevant to our students throughout their schooling. Our Heads of Year move through the year levels with their cohorts, which ensures they truly know the students in their care, and can build relationships with their students’ families as well.

9. What do you think are the desired qualities in a student who graduates from St Margaret’s?

I think it’s a student who has the school’s six core values of spirit, faith, integrity, courage, respect and passion embedded within them; traits I have certainly seen evident in our current students and those past students I have been fortunate to meet.

In addition, it’s a person who continues to want to contribute to their community. Community service is a strong focus at St Margaret’s and when students graduate and exit this community they are going to enter another community and they will contribute there.

Past students I have met possess a drive and a motivation. They are very confident young women who look you in the eye and introduce themselves and they display those great qualities of an accomplished young woman who is well on the way to becoming even more accomplished. These are very impressive and desirable qualities to have.

St Margaret’s caters for this through an ongoing professional learning program that assists teachers in areas such as understanding how girls’ learn effectively.

The school is also a member of the Alliance of Girls’ Schools Australasia, which support us by providing professional development opportunities, networks and resources to help us to continually understand and develop girls’ learning.

In addition, our staff engage in professional networking opportunities with other people who have a vested interest in girls’ education.

We are continually striving to ensure we are at the forefront in girls’ learning.

05

STAFF

Awarding staff excellence Each year the school celebrates the professional commitment of two staff members for their excellence in teaching and learning, as well as their dedicated service to the school community. Staff are nominated by their peers and reviewed through an award process conducted by our Principal, Ros Curtis. They are presented with their award at Speech Night.

Lisa Beeney is Assistant to the Dean of Pedagogy and Dean of Studies and was recognised for her dedication to her role. Lisa is often required to communicate with staff, students and families and consistently demonstrates initiative and a thorough approach to enhancing student learning.

I was extremely honoured to receive the St Margaret’s Staff Award in 2016. I enjoy working at St Margaret’s and having the opportunity to provide support, encouragement and assistance with the administration of the girls’ academic plans.

It is a privilege to get to know the girls and I enjoy helping fellow staff members and parents with any problems or questions they may have. Hopefully, I make a positive difference to their day, however small it is.

06

Tom McCormick was recognised for his outstanding commitment to the Humanities program and his leadership in curriculum development within the school.

He has made a positive impact on student engagement and consistently demonstrates a reflective and dynamic approach to his pedagogy.

I was greatly humbled to receive this peer nominated award, especially as I have the pleasure of working with inspirational, caring and dedicated colleagues every day, who are all equally deserving of such an award. I am also blessed with an amazing and very supportive family. To have the opportunity to work in such a diverse and professional environment, and one which is full of learning, makes coming to work such a positive experience each day.

STAFF

Teacher revels in international school experience

Since 2015, St Margaret’s has offered teachers the opportunity to apply for a reciprocal exchange scholarship with teachers from Emma Willard, Troy, New York State. The main objectives for participating in a teacher exchange is to compare and learn about different education systems, to exchange ideas and knowledge, and to contribute to the professional development of themselves and fellow teaching colleagues.

In 2017, the scholarship was renamed The Amanda Minotti Teaching Fellowship, in memory of much loved and respected teacher and Old Girl Amanda Minotti (née Irvine), who passed away in 2016. Amanda Minotti was a highly reflective practitioner committed to professional growth and a leader among teachers. It was appropriate that this professional growth opportunity be named in her honour.

Head of The Arts and Design Faculty John O’Sullivan Williams shares his experience of his exchange in late 2016.

“I was very fortunate to receive The Amanda Minotti Teaching Fellowship to attend Emma Willard, a private girls’ school approximately two hours west of New York. The exchange provided me with the opportunity of attending the school over a three-week period leading up to their Christmas break and involving myself in classes and co-curricular experiences.

While at Emma I engaged in a variety of curriculum experiences focused on student learning, pedagogy and external assessment. As my time at the school coincided with the end of term, I observed the girls engaging in their

final external exams and preparing for their tertiary education. Within this area, I participated in a variety of meetings where the girls began the process of narrowing down their college preferences from over 3500 institutions nationwide to a top-ten list. Seemingly, students have a very clear idea of their desired tertiary destination, with many prepared to study across the other side of the country or follow in the footsteps of their parents.

lines from a full length play, attend acting and dance rehearsals and have their costumes fitted. Initially I thought such a short space of time was ludicrous – insane even; however, it’s amazing what can be achieved within a short and focused time frame.

Much to my amazement, for our final dress rehearsal, lines were learnt and stage action memorised – ready for three performances. All 102 girls were prepared and ready to present to parents, alumnae and current students.

In a co-curricular context, coming from an arts background, I was interested in Emma Willard’s delivery of their curriculum and co-curricular offerings. One such experience was being involved in Revels, a production that takes place at the end of each year, involving the entire senior cohort of the school. An original script was written by an English teacher over 120 years ago, and each year the same script is used, albeit with some very minor changes to incorporate current events and changing student numbers.

The girls audition for their role in the previous month and then are provided with their character a week before the performance. During this time, the girls keep their roles completely secret, yet invite students from younger grades to guess who they are playing.

What I was not prepared for was the response of the students watching the performance. I can honestly say that I have never experienced such excitement (and noise) from an audience. Girls were literally screaming each and every time a student entered the space. Initially, I was caught up in this excitement, yet after three hours it became apparent that the teacher recommendation to wear ear plugs was clearly not an exaggeration. I have never seen such joy and excitement from an audience – keeping the spirit and tradition of this event alive.

What was fascinating with this production was the preservation of the traditions and the immense joy that it brings to the senior class.

Original costumes, dating back over one hundred years are kept in a purpose-built facility, expertly tailored by a full-time seamstress and used for performances. Regardless of their ability and/or interest in the arts, the girls acknowledged that this performance is a highlight of their schooling life and revel in the experience it brings.

In participating in this process, I was to work as the assistant director.

Remarkably the girls finished their exams on the Thursday afternoon and then began rehearsals that ran for five days (only!). During this time the girls were expected to learn their

So, what did I take from the experience of Revels? I feel that tradition plays a large part in school culture. To Emma Willard students, this production was a rite of passage and was relevant clearly to this school. I also learnt that the provision of time doesn’t necessarily provide quality. That is, although the girls had only five days rehearsal, this was used in a very focused and deliberate manner. This rings true here at St Margaret’s where we rehearse and present a musical under a term, a process which would normally take at least six months. More time doesn’t mean greater quality. This focused time can be a positive influence, encouraging girls to persevere, and be resilient and determined.

Having my family join me and share in what was a career highlight was wonderful, with the added bonus of experiencing our first White Christmas!”

07

1

LEARNING

Ready for Learning – You may feel uncomfortable or excited by new learning and challenges. Know the learning intention so you are ready to face the challenge.

2

The Learning Pit

Making Connections – Make connections with what you have learned in the past and remember to draw on a Growth Mindset.

3

4

Deep Learning – You are now constructing new meaning and thinking deeply to analyse and to clarify your thinking.

In the Pit – You may feel confused or overwhelmed, even frustrated and this is when your resilience, determination and perseverance are needed in order to try different strategies and not give up.

5

Success – You are now experiencing the sense of pride and achievement that comes with successful learning and feel confident to get back into the pit for the next challenge.

Adapted from a resource by James Nottingham

Being in the pit, doesn’t have to be ‘the pits’!

You start to feel a little uneasy; new pieces of information are whizzing around inside your head but nothing is making sense; you really want to just leap up from your desk to flee from the discomfort of not knowing. You are in the pit.

You look around for someone to throw you a rope – in the form of the answers – an easy escape, but knowing the answers does not necessarily mean you have learned anything. It’s only when you find the answer for yourself that you will have your Eureka moment (‘Eureka’ is a Greek word which translates to ‘I found it!’).

The St Margaret’s Primary School has adapted the model of The Learning Pit from British educator and researcher James Nottingham. Mr Nottingham is the founder and executive director of Challenging Learning, whose passion is in transforming the most up-to-date research into strategies that really work in the classroom.

Assistant Head of Primary Trudi Edwards said The Learning Pit was a metaphor for helping students to understand the learning process, including the range of emotions we experience when faced with not knowing.

08

We start with a ‘problem’ – new information or a new concept that we know, but need to apply. If we don’t know how to do it, at first we can easily become confused, be unclear about what to do next, maybe even feel uncomfortable and a little stressed. It’s at this point we identify with being in the pit. This is where we get down and dirty as we wrestle with the problem. In doing this we think about what strategies we can use to find the answers.

We can firstly call on our resilience.

We can adopt a growth mindset, firm in the belief that while we don’t know the answer yet, we will be able to solve this problem. We call on our strategies and we can change strategies; we can collaborate – another important learning strategy.

When the problem is finally solved or the concept understood is when we pull ourselves out of the learning pit and onto the other side and experience that ‘Eureka’ moment.

Mrs Edwards said The Learning Pit was a valuable tool to teach students to embrace challenge; to understand that effort plus learning equals success, when sufficient effort is expended on the challenge.

“The saying of ‘I can’t do it... yet’, captures this concept succinctly.

“If you can’t do it yet, you are in the pit; however, if you embrace the challenge, adopt a strategy, make the effort, that can soon change to “I can do it” at which point you have climbed out the other side. This is where students experience a genuine sense of accomplishment that comes with embracing a challenge and sticking with it through to completion,” Mrs Edwards said.

“We are teaching our students that the pit is not a bad place to be; it’s a necessary phase of the learning process and actually where deep learning takes place.

“Being in the pit not only encourages deep learning and understanding, but also develops and draws upon the dispositions needed to successfully embrace challenge. It is these dispositions and learning strategies that will serve our girls well throughout the primary and secondary years and beyond. You are never too young, or in fact too old, to get into the learning pit.”

LEARNING

Specialists to heighten learning in the primary school Primary Maths Specialist Kelly Lewis is drawing on her 11 years of teaching experience to create more handson learning activities in her classrooms, which reinforce concepts and aid in the cognitive process.

“It’s high impact learning and you can see the level of engagement the girls display in the classroom, as they move from desk to desk at the maths centres created for them, with the different activities at each station. The maths centres also provide opportunities for students to learn from each other and engage in deep conversations,” said Ms Lewis.

With the classroom overlooking the tennis courts, you will often find Ms Lewis’ lessons taking advantage of this space as well.

“Lots of engaging activities can extend and challenge our learners and our girls are more than happy to be stretched.

“However, it’s also about getting the basics of numeracy embedded in their learning as early as possible. As a specialist, my job is also to support and coach other staff in implementing the Maths curriculum, find teachers’ resources and work collaboratively with them.”

“Our teachers will be supported in their subject areas with professional development to help them develop extensive specialist knowledge,” said Ms Edwards.

Ms Edwards said this will also give teachers the opportunities to draw on their strengths and areas of interest, with their passion for their specialist area helping to further inspire students’ learning. In Years 1 to 6 there are speciality areas in science and humanities and in Years 5 and 6 there is the addition of pastoral care and religious and values education specialists.

Another important outcome of this initiative is that it more effectively facilitates a spiralling curriculum from the primary grades through to the secondary school.

Secondary subject teachers and faculty heads will be able to connect with primary subject specialists to help ensure that the learning skills and knowledge the younger students are being taught are providing the best preparation for secondary schooling.

Working it out by doing these activities, rather than doing it in my head, helps me learn.

Mariana Breslin | Year 4 I like to learn, but working with my friends while doing these activities is really fun and makes me want to learn even more.

Milly Coleman | Year 4

Ms Lewis also provides professional development to all primary maths teachers, shares and undertakes research, models best practice, refines and develops curriculum and teaching programs, analyses student data to inform practice and assists in setting and moderating assessment.

Assistant Head of Primary Trudi Edwards said the appointment of a primary mathematics specialist was part of an initiative to introduce more specialised teaching into the primary school and as one of the STEM strategies.

“Traditionally, primary school teachers will often teach across up to eight or nine subject disciplines.

“What we want to do is to bring a higher level of expertise to our primary classrooms by having subject specialists.

09

LEARNING

Learning’s Great Outdoors

Hiking through dense vegetation, pausing to sense the sudden drop in temperature that the shelter from the rainforest canopy provides; racing through thick white sand to be the first to dive for the baton; or sliding down a giant inflatable water slide at the Sunshine Coast’s Aqua Fun water park: these are some of the experiences that make living in such a vibrant country as Australia one of the greatest places for learning and discovery in the great outdoors.

Despite such a diversity of activities on our doorstep, a recent report by Active Healthy Kids Australia (AHKA 2016) ranked Australian children as some of the least active in the world when it comes to physical exertion.

Studies show that outdoor active play is decreasing among young people when compared with previous generations, with a significant proportion of children spending less than half an hour a day playing outdoors after school (Wen et al. 2009). Many respected professionals – doctors, mental health experts, educationalists, sociologists – are beginning to suggest that excessive screen time has significant implications in the promotion of outdoor physical activity in children (Yu and Baxter 2015).

Families today encounter a number of obstacles to allowing children time in nature, stemming from anxiety around supervision, safe access and time management. Yet, there is an increasing body of evidence that suggests time spent outdoors is critical for the development of the child, with benefits that extend well beyond improving physical activity levels.

10

Play in the outdoors also benefits children cognitively, boosting mood, problem-solving skills, focus and self-discipline. Socially, it improves cooperation, flexibility and selfawareness, as well as positively influencing how the next generation view their relationship to the natural world.

St Margaret’s has long recognised the need to facilitate experiential learning in the outdoors and hosts a broad range of outdoor education camps for students across Years 3 to 10. Camps foster the social and emotional development of the child and offer meaningful opportunities for students to engage in applied learning experiences. From climbing, kayaking, hiking and swimming, students of all abilities and experiences have the chance to develop an appreciation of, and competency in, many different outdoor pursuits. A long hike or bush survival activities nurture a curiosity for nature and introduce students to the concept of environmental stewardship; rock climbing, high ropes or giant swing activities promote resilience and physical and mental awareness; team building activities and leadership responsibilities encourage collaboration, empathy and independence.

Experiential learning offers students an opportunity to develop an awareness of themselves and their capabilities.

Assistant Head of Primary Trudi Edwards said: “Not only is a child learning through new physical and emotional experiences but they are also developing a learning reference point.”

Mrs Edwards said these experiences shaped good learning dispositions in students and developed transferrable cognitive and physical skills that can be applied to the classroom and beyond.

“Attainable challenges and strategically designed obstacles, such as those offered on camp, heighten a students understanding of good learning dispositions. Teaching them that resilience, effort, determination, and persistence are key strategies for tackling new or difficult situations.

When a student feels tired, yet continues to push through to the end – that is where real self-esteem is grown – not through the removal of obstacles, but through intentionally tackling attainable challenges and discovering the skills to overcome discomfort and work towards an objective,” said Ms Edwards.

These experiences – how students learn and develop their attitudes, characters and core beliefs – will determine how they act and make decisions throughout their lives. This gives students a sense of belonging and purpose, within their peer groups and the natural world, as well as providing an opportunity to reflect on their actions and interactions and learn possible consequences and outcomes of their endeavours.

Audrey Denton from Year 7 returned from camp early in Term 1 and said she was excited to learn more about her capabilities.

“My favourite activity was by far the giant swing because it pushed me to my limits and taught me that I can overcome my fear. I think everyone learnt something about themselves on camp,” she said.

Mia Reinhardt, also returning from the Year 7 camp, says sleeping in a tent was an exciting experience for her, giving her the opportunity to make new friendships and fortify existing bonds.

“Sleeping in a tent helped me make a new friend and get to know another friend even better. I learnt my new friend is a boarder and where she’s from, as well as what her life is like when she’s at home. I see her quite a bit now through playing soccer with her,” said Mia. Ms Nikki Townsend, Dean of Students, who oversees the secondary camp program, summarises the benefits well: “Camps are more than an opportunity for students to get active outdoors, have fun and broaden friendship groups.

While St Margaret’s students certainly return from camp with fond stories and a closer connection to their peers, camps provide students with social, emotional and physical experiences that foster a greater awareness of themselves, their peers and the world in which they live,” Ms Townsend said.

References: Active Healthy Kids Australia 2016, Physical literacy: do our kids have all the tools?

On physical activity for children and young people, viewed 14 March 2017, http://www. activehealthykidsaustralia.com.au/ report-cards/ Wen, L, Kite, J, Merom, D & Rissel, C 2009, ‘Time spent playing outdoors after school and its relationship with independent mobility: a cross-sectional survey of children aged 10–12 years in Sydney, Australia’, The International Journal of Behavioural Nutrition and Physical Activity Vol. 6, no. 15, pp. 6-15 Yu, M, Baxter, J 2015, ‘Australian children’s screen time and participation in extracurricular activities’, The Longitudinal Study of Australian Children Annual statistical report 2015, pp. 99-125, viewed 23 March 2017, http://www.growingupinaustralia.gov. au/pubs/asr/2015/asr2015e.html

11

LEARNING

Performance enhancing data Elite athletes are routinely hooked up to various machines so data can be gathered about their progress. This then informs their subsequent training regimes. In the world of sport, the use of data to enhance performance is a long established practice.

Schools also routinely draw on data for feedback and to inform teaching and learning practices. However, until now, the interrogation on that data has been mainly in the hands of teachers. The next step on the St Margaret’s learning journey is to better empower individual students to understand what their own data means. Through this they can better understand how to adjust their homework (training) regime or overall approach to their learning, just like an athlete hoping to improve their performance by evaluating the data.

It has long been known that effective feedback can be very impactful to students’ learning. However, many students do not use or do not know how to use this feedback to assist them to improve their learning and its outcomes.

Tucker (2015) writes about the need to educate students to use data to personalise their learning, by ensuring data, and therefore feedback, is ongoing, informative and about the student’s own needs.

Dean of Studies Ms Nicole Devlin said with the implementation of continuous reporting across the school, St Margaret’s was in the perfect position to commence this journey with the students.

12

In educational settings students are provided with feedback that can be either performance oriented (grades and comparison against others) or mastery oriented (focusing on developing and improving skills).

Ms Devlin said continuous reporting provided students with a hybrid of performance and mastery orientation, which enabled them to focus on individual improvement; facilitated the personal evaluation of results; and gave student’s responsibility and ownership of their learning.

“To enhance the continuous reporting process for students, a Student Academic Mentoring Portal has been developed to assist students to transform the grades and feedback provided through continuous reporting into a useful tool to assist learning,” said Ms Devlin.

“Engaging students with their own data allows them to gain a better understanding of their strengths, their weaknesses and how to improve.”

Complementing the portal will be a mentoring process between a student and her form teacher to support each girl academically and to build a strong foundation for successful learning.

LEARNING

St Margaret’s joins a select group of global innovators St Margaret’s began the year by becoming an accredited Microsoft Schools Program School, just one of 1000 schools globally to gain such accreditation.

Head of eLearning Peter Cottle said this was an exciting development in the school’s digital transformation journey that is underpinned by the tablet program and use of pens/digital ink.

“We gained this accreditation by being able to demonstrate our innovative use of technology to support our teaching and learning framework.

“The accreditation gives the school access to a great many resources and training tools, and expands our capacity to further develop our teachers in the use of digital technology,” said Mr Cottle.

Teachers can join the MS Educator Community and undertake self-paced tutorials on how to use all of the MS tools, and by completing all the modules can become an accredited Microsoft Innovative Educator, training that Mr Cottle put himself through in 2016.

“There has been a profound change in teacher pedagogy through the use of digital tools.

“Importantly, pedagogy remains the driver, but the tools we now have access to can really enhance our ability to deliver lessons in ways that are more engaging, more efficient and more effective,” said Mr Cottle.

By using Microsoft Office 365, and particularly OneNote, teachers can more efficiently engage with students by providing real-time feedback in a variety of ways while also offering them access to classroom learning materials 24/7.

The use of these cloud-based technologies also allows for real-time collaboration among students as well; for example, a group of students could all be working on a project, PowerPoint or presentation at the same time.

OneNote also allows for lessons to be saved and referred to at a later date.

One simple example where this can be very effective is in Mathematics.

“Imagine a complicated Maths equation that has been written out by the teacher using the digital pen, in a particular lesson,” says Mr Cottle.

“Using OneNote, the teacher can save these workings, and very easily pull up the same equation for revision in

a future lesson, as opposed to rewriting it on a whiteboard; again an example where the use of these digital technologies can make classroom time so much more efficient and effective.”

Skype is another Microsoft tool that can be used in myriad of ways to bring the world into the classroom, whether that be with other students in classrooms in another country, or with experts in a particular field of study; perhaps even a real-time discussion with a museum curator while being escorted on tour of the museum half a world away.

It’s not just the students’ learning which is enhanced by being part of the Microsoft Schools program.

Staff also can interact with other educators involved in this global program, learning from and collaborating with leaders in education from around the world.

13

LEARNING

Robotics Club When you enter the classroom where the St Margaret’s Robotics Club hold their weekly meetings, you’ll see faces of studied concentration staring at screens dotted with different coloured squares; you’ll hear animated discussion as the girls collaborate together, accompanied by a whirring sound as they try out their robot’s next move; and you’ll probably even smell lunch – because as Head of Science Trish Kirkpatrick will tell you, the girls can’t wait to get here every week and absentmindedly eat their lunches, while excitedly chewing over the latest challenge that has been set for them.

The girls are working with Lego’s Mindstorm robots that can be programmed to move, respond to touch, be taken for a spin, and even talk.

Ms Kirkpatrick says the girls are learning a lot more than just how to program robots.

The day the Flyer visited the Robotics Club, students who had mastered the latest set challenge had designed their own challenge for their robot to perform.

Elizabeth Barakat (Year 6) and Elizabeth Hancock (Year 7) were programming their robot to sing Ode to Joy, while spinning around. They were troubleshooting how to make the song audible when the robot spun, as the motion created a loud whirring sound that was drowning out the song.

Elizabeth already has her sights set on studying technology and robotics at university.

“They exercise important learning skills they will use in any subject, such as creativity, problem solving, thinking and collaboration, to name just a few.

“The girls are incredibly enthusiastic; they don’t view it as learning; it’s more like fun,” Ms Kirkpatrick said.

The students – in Years 5, 6 and 7 – firstly learn how to program their robots, dragging and dropping different coloured programming blocks onto a timeline to create a series of movements, actions or sounds.

Each week a challenge is set for the robot to perform a series of movements; for example, go forward, go left, turn around and so on.

14

Ms Kirkpatrick said the Robotics Club is a place where the girls are encouraged to explore and take an interest in technology, take risks and develop more confidence with the use of technology.

“Our aim is for the club to become student driven but in a supportive environment, where the girls are encouraged to share their experiences and developments with other members of the club, and where older girls can become mentors to the younger club members.

“It’s a place where learning, fun and collaboration are emphasised rather than competition.”

LEARNING

St Margaret’s primary students help clothe and feed Kenyan children In 2016 St Margaret’s Year 6 primary students could hardly believe what they were being told, when the founder of One Horizon spoke to them about the organisation’s initiatives.

One Horizon is a not-for-profit humanitarian aid organisation based in Kenya and South Africa, which focuses on alleviating poverty by feeding, clothing and educating children in need.

The students heard that some Kenyan children walk kilometres to get to school by 5.00am just so they could be fed one boiled egg; they live in basic houses with dirt floors and no windows or doors; and many own only one set of clothing each, often ridden with parasites due to not being washed, which in turn makes the children ill.

“One Horizon feeds over 2000 children a day; within Kenya, 25 per cent of children are chronically underweight and suffer the debilitating effects of malnutrition,” said the One Horizon founder.

“With 50 per cent unemployment and no safety nets (in terms of social services), grandmothers carry the burden of raising their grandchildren as HIV has devastated communities.”

For Year 6 students at St Margaret’s, the idea children of a similar age to them were living in such conditions galvanised them into action.

“As part of the cornerstone project the Year 6 students undertake every year, they look at a particular issue and think ‘what could be done?’ After hearing this talk, the girls decided to try and help solve some of the problems occurring in Kenya,” said Year 6 teacher Miss Mary Surtees.

On learning of the $11,000 donation made in early December, the One Horizon spoke about being “so humbled by the living and breathing goodwill St Margaret’s exuded in its actions and behaviours towards the less privileged”.

“I am overwhelmed by what you have done and the impact your generosity will have on our children, in particular,” he wrote to Miss Surtees in an email.

“The fact that St Margaret’s has made this donation possible says something about the school, its community and its values.”

2017 update from the One Horizon Founder Our plans are to now use the funds across two centres. One of these is our centre in a place called BABA DOGO which is just in the outer suburbs of Nairobi. The centre is home to boys and girls who have been abandoned to the street. We pick them up, inform the authorities so that they are aware that the children are with us. They range from 18 months to 14 years. These children have no hope of going back to their parents as they have disappeared, died or just given up on life. So these children will be with us for whatever it takes. We intend to use the funds for breakfast, lunch and dinner and of course for all their medical needs. We conduct art therapy classes as many of the children have been traumatised by their abandonment and, after living on the streets, have been subjected to all forms of abuse. But thank goodness they are with us now, and of course with

some hard work, we can try to make them happy again. There are constant counselling sessions and a lot of love and care. They are the most delightful little kids you could ever meet.

The second centre is Kiambu where some of the initial clothing and resources (the boxes of goodies you gave us) have gone. There is a drought here, so the parents cannot get casual work in the tea and coffee plantations, and the families are evicted from their rooms and sleep on the street. So the children subsequently have very little to eat.

When you combine the lack of casual work and the higher prices for food as a result of the drought, the children and families are in desperate need. With your incredibly kind donation, we are upping the feeding program to include breakfast, lunch and a meal before they go home. There are currently 35 children at the centre and we believe that with the above, we can provide all their nutritional needs for the next year to 15 months. Of course we cannot do everything but having a full tummy is better than having nothing there at all.

The food program will stop the children rummaging through the garbage bins around town with all the inherent dangers this poses to their health.

So the school’s magnificent donation will have a great affect on restoring the health of the majority of the children.

I will keep you updated with images and how the funds are going. Thank those wonderful children of the school, their families and of course the entire teaching staff.

Students began their own cake stall and held a clothing drive – where they were able to gather 90 boxes of clothes for babies, children and adults.

Primary students from Prep to Year 6 also participated in a spell-a-thon which raised $11,000, with all proceeds going directly to One Horizon.

The clothing drive alone ensured many more children now have more than one set of clothing.

15

BOARDING

Yalari Volunteer Awards Last year, as part of the National Volunteer Week (9-15 May), Yalari announced the recipients of the Inaugural Yalari Volunteer Awards.

Queensland recipient and lawyer Nicole Brennan has been tutoring Indigenous students at St Margaret’s for the past five years.

St Margaret’s has proudly partnered with Yalari for the past six years to make the gift of education available to young Indigenous students, providing them with “the ideas and skills to help them pursue their goals and dreams, whatever they may be.” (http://www.yalari.org/ pages/how-it-all-started.php) Yalari identifies children who are doing well at primary school and gives them the opportunity to be educated at some of the best boarding schools throughout Australia. St Margaret’s currently has 16 Yalari students across Years 7 to 12.

Yalari states, “It takes a whole community to educate a child,” and among the many corporations, schools, organisations and individuals who play an important role in Yalari’s work are its volunteers, who help ensure the success of the program by contributing their experience in a range of professions and disciplines.

16

Discovering the Yalari tutoring program through her employer and Yalari supporter law firm Herbert Smith Freehills, her work at St Margaret’s has grown from three students when she first started to about 10 to 12 students regularly participating in mentoring sessions.

Nicole loves being involved in the program which sees her providing homework and assignment assistance as well as offering support and guidance through lending a listening ear.

“We’re not only helping them with homework, but also helping them to settle in and adjust to life in the big smoke of Brisbane. We ask the students about their families and home. Everyone is very connected,” said Nicole.

Year 7 student Bella Griffiths values the support of Nicole’s tutelage stating: “Even if we’ve finished our work, it’s good to talk to her. She understands me and helps me with everything and anything.”

Elyne Tighe, also in Year 7, said she appreciates Nicole’s time and “listening ear”.

“It’s really special to know Nicole is giving up her time to come and help us. She’s really helpful because she understands what it’s like for us. We can always talk to her even if we’re feeling upset about something,” said Elyne.

On winning the 2016 National Volunteer Award, which came as a complete surprise, Nicole said she was both grateful and very happy and was quick to acknowledge the team effort of her colleagues who assist on the tutoring roster saying “although I’m the organiser, I couldn’t do it without the team”.

When asked what she loved most about the program, Nicole said: “You get to experience this very positive outcome unfold before you, as you see the children flourish over the years.

You observe their growing maturity and confidence.”

It is this ability to witness how the Yalari program and her volunteering directly impacts the lives of the girls that keeps her coming back each week.

BOARDING

Tackling Olympic dream

With her recent selection in the Australian Women’s Rugby Youth Commonwealth Games 2017 Wider Squad, Year 11 boarder and Yalari student Rhiannon Revell-Blair is one step closer to her goal of playing in the women’s rugby sevens side for Australia, and, ultimately, representing her country at the next Olympics.

The close-knit and supportive boarding community helped transition Rhiannon from the little country town of Clermont to the big city of Brisbane. Being part of this community has also helped to instil values such as respect and consideration, which have assisted her when it comes to being part of a team and working well with her team mates.

Coming from a family of talented rugby players, it’s possible football runs in Rhiannon’s genes. Her father played representative rugby league, and her uncle, a former NRL player, currently plays in the English Super League.

Together, St Margaret’s and the Yalari program have helped Rhiannon identify her future goals and instil in her the belief she can achieve her dreams.

Playing her first game of rugby at age five, Rhiannon displayed exceptional talent early on, being the first girl selected to play league for Capricornia at age 12, and at 14 being chosen for the Australian U14 Rugby League team touring the UK and New Zealand.

Last year, Rhiannon transitioned to rugby union and is now one step closer to realising her Olympic dream.

Named in the National Indigenous Youth sevens team she competed at the National Youth Sevens Championships in Perth last December.

Dedicated to her passion, Rhiannon trains six days a week, mornings and afternoons. Each morning is spent either working out in the boarding house gym or going for a run.

Each afternoon Rhiannon trains with her cousin, a rugby league coach, who assists her with training and fitness. She is also a member of the St Margaret’s Open touch football team.

For Rhiannon, managing her rugby training commitments with academic studies is vital to realising her dream.

“The school and teachers have all been very supportive of my sporting aspirations. Last year, I was away a lot of days and I was given assistance and support to manage my schooling,” said Rhiannon.

St Margaret’s Regional Tours 2017 Members of St Margaret’s Educational Leadership Team (including senior boarding staff) will be touring to the following locations in 2017. For further information or to arrange a personal meeting time, please contact Judy Robinson, Admissions – Secondary and Boarding, on (07) 3862 0762 or email admissions@stmargarets.qld.edu.au Queensland Boarding Schools Expo, Goondiwindi: 5/6 May Mt Isa: 10 - 12 May ICPA Conference, St George: 8 / 9 June Westech, Barcaldine: 12/13 September Emerald: Date tba Toowoomba: Date tba Northern Territory Darwin Show, Darwin: 27 - 29 July New South Wales Boarding Schools Expo, Coffs Harbour: Friday 2 June International Vanuatu: 16 - 19 May

17

BOARDING

Boarding tradition

There are occasions when the lives of St Margaret’s women circle back to draw the threads of past and present together across the generations. For boarders, comparing their experiences decades apart can be startling in both the sameness and the contrasts. We asked three current boarders and their mothers who were also boarders to reflect on their St Margaret’s journey.

Yolande Black, nee Logan (‘94), studied at St Margaret’s at a time when coloured tea dresses worn ‘after hours’ and starched white chapel dresses for formal functions were everyday features within the fabric of the school.

One thing that has changed little through the years is the St Margaret’s Middy. It was witnessing her daughter, Ebony Black in Year 8, in this very uniform, that brought about a startling moment of joy de vivre for Yolande.

“I was sitting in the courtyard waiting to collect Ebony for the holidays,” Yolande said, “and caught a glimpse of her running towards me… this St Margaret’s girl, blond hair flowing from underneath her panama… her new uniform just that little bit too big… and all of a sudden I saw myself.

“She took my breath away. It was like looking at myself!” said Yolande.

Yolande is nostalgic about her time as a boarder at St Margaret’s, fondly remembering Boarder Mistress Sister June.

“We always respected the Sisters and knew our place, but I adored Sister June; she had such a warm presence,” she recalled.

18

Romy Poxleitner (’92), mother of Amelie Souilliart (Year 8), recollects her time as a boarder with the Sisters at the helm, recounting stories of being accompanied by the nuns to the dentist or being taught to play basketball.

For Romy, it was the atmosphere of community and kindness that made her connection to St Margaret’s unique, a connection she wanted for her daughter, Amelie.

“After school, life carried on and I was always focused on moving forward with my life. When I walked through the school gates with Amelie, memories of my personal history came rushing back; it was so unexpected but I was profoundly moved,” she said.

Memories of school friendships and afternoon adventures were vivid for Romy.

“I made some lasting connections at St Margaret’s. While life carried my friends and I in different directions, overseas or interstate, and the years passed by, I still value the lasting bonds I have formed with other Old Girls, the Sisters and teachers; they are bonds that have been indelible for me,” she said.

The Old Girl mothers share their recent impressions of how wonderful it has been for them to see the vibrancy in the boarding house today. On the occasions where they revisit the school, the women each recall having listened to the ambient sounds of happy boarding house life filter down from the dormitory windows – the laughing and the singing along to music.

Kim Bradshaw, nee Joyce (’87), reflects on her time at St Margaret’s and notes the changes she sees in the school through the experiences her daughter Georgia Bradshaw has today.

“The boarding house definitely has a very welcoming, friendly atmosphere and there are so many more activities in which the girls can participate.

There are opportunities within the school that appeal to such a wide range of personalities and this level of care seems to be encompassing of the holistic development of each individual,” she said.

Sitting down during breakfast time with Ebony Black, Georgia Bradshaw and Amelie Souilliart, the girls speak excitedly of their own school experience: the sports they play; the school subjects they enjoy; the boarding activities they take part in.

Georgia cheerfully volunteers she feels at home as a boarder. “I feel I have 188 sisters!” she said, a sentiment to which they all happily nod in agreement.

Amelie proudly shows the girls her mother’s school badge, pinned carefully on the collar of her Middy.

“I am following in my mum’s footsteps; this badge belonged to her. I wanted my own, but I can see that this one is special,” she said.

Each individual that passes through the halls brings their own unique story and their experiences form part of both the historic fabric of the school and its future, which they weave in this moment.

THE ST MARGARET’S WAY

The St Margaret’s Way When a member of the St Margaret’s community walks through the school gates, we want that person to ask themselves two questions. First, how do I want to feel when I walk into school every day? Second, what can I do to ensure that others feel this way?

This was the principal inspiration behind the formation of a consultative committee of St Margaret’s teachers and support staff. The committee wanted to acknowledge the unique atmosphere of St Margaret’s and identify what it is that we all contribute to the culture of the school. What is ‘The St Margaret’s Way’?

Meeting once per term, the committee sought to articulate the ways in which all members of the St Margaret’s community can, and do, make the school such a vibrant and inspiring place to be. Coupled with the production of brochures and posters (and later featured in the 2017 school calendar), the school invited the seniors of 2016 to launch The St Margaret’s Way to the student body at their final Prefects Assembly. The launch involved entertaining skits, rousing speeches and concluded in the cutting of the St Margaret’s Way ribbon, paving the way for a motivated start for when school resumed.

In 2017, The St Margaret’s Way committee has grown to include more staff representatives and a number of students taking up the baton, including the primary captains, all contributing ideas on how to champion ‘the way’ throughout the year.

Original committee member Director of Human Resources Kate Curran speaks of the impression the introduction of students has made to the committee. “I was blown away by their passion and enthusiasm. The girls’ ideas are remarkable beyond their years and have already brought wonderful results,” she said.

The 2017 senior students on the committee recently addressed the school in assembly with a wonderfully articulate message about what The St Margaret’s Way means to us all.

When we come to school, we all want to feel appreciated and like we are a part of a wider community. Together, in our brown, white and blue, St Margaret’s girls are a force to be reckoned with. The school community initiative, The St Margaret’s Way, launched last year, can help us become even stronger and more united as a community.

The St Margaret’s Way student committee is taking carriage of this initiative, by aligning ourselves with this message in our daily activities.

Here’s just a few things within The St Margaret’s Way that we can focus on to foster and protect our strong and supportive school community.

We want to be positive. By sending our positive energy in all possible directions, we can influence others and how they feel.

We want to be grateful. We are so lucky to have all the things we do. We attend a great school, have great friends and great teachers.

When we’re grateful for the things around us, they have so much more meaning and, by being more conscious of this and not taking it for granted, our lives can become fuller and better.

We should be authentic. We should be genuine in the way we talk to others, in how we approach our given tasks, and how we live our everyday lives.

It’s all well and good saying this, but how can we apply this? Let us show you The Way. Be positive. Flash a smile to everyone you see in the hallway, or even say hello. Don’t be a downer when it comes to doing school work and homework. There is always a silver lining to every cloud. Try this one out; it can make a huge difference.

Be grateful. Say “thank you” even for that double-sided worksheet that your teacher just handed you. Be grateful for the small blessings.

Be grateful for your home packed lunch; and for the great blessings we have at school, such as our pools and our spectacular view. Be grateful for your education.

Be genuine. Give compliments with purpose, and really listen when someone is talking to you. We’ve all had our ups and downs and you never know what someone is going through. Stay true to your values and the school values and don’t ever, ever hide your true self away.

Living The St Margaret’s Way will heighten the sense of connectedness and belonging within our school and help make these years some of the best years of our lives. So, to all St Margaret’s girls, we would like to say: Seize the day, and do it the right way – The St Margaret’s Way.

19

MUSIC

“An experience like no other” There are never enough superlatives to describe the experience of a St Margaret’s musical. At each of these biannual productions, we marvel at the collective talent of the girls to perform to such high standards. In the 2017 production of The Sound of Music the girls hit high notes that made us gasp, and mastered comedy that made us laugh. It was a great night out for any theatre-goer.

While sitting in the audience being thoroughly entertained, it was impossible not to also reflect on what a wonderful experience this must have been for all involved, and the extraordinary efforts undertaken by so many people to provide the students with this opportunity.

What a highlight for the performers – the chance to stage a timeless musical in a professional venue, such as La Boite, in front of appreciative audiences; and for the musicians, a taste of the orchestra pit and the experience of performing not just a single piece of music, but being a part of the complex arrangement that accompanies any musical production.

However, the benefits for participants extend well beyond the musical and performance skills developed.

Being in the musical made me feel that I was involved in something magical. It made me feel so proud and excited at the same time because I was part of something special. My involvement in the orchestra helped me make new friends at school who I didn’t know before. We all got on so well like a large family. Because our orchestra was small everyone relied on each other to play their part. It really was an experience like no other.

Monique Dodd Year 8 Double Base

20

To even contemplate auditioning for a part, maybe seeing someone else win a coveted role while you were relegated to the chorus, means extending yourself, being uncomfortable and perhaps overcoming disappointment.

Then you need to climb the mountain that must surely loom like Everest on that first day of rehearsal: you are required to remember your lines… your steps… your notes… your next costume change… and to help others when they falter, resisting the urge to judge, but to work as a team.

Overall the musical was a positive experience where we learnt many new skills which can help us in future performances. Through the long days and nights, we all became extremely close friends. Being backstage we could fully appreciate the experience the musical offered. The music was complex but after a lot of practice it felt great to master the music knowing you have accomplished something as amazing as the musical. It was a fantastic experience to participate in such a professional production.

Georgia Marshall Year 10 trumpet

I would like to thank the cast and crew of the recent production of “The Sound of Music” for their efforts in producing it.

The show was wonderful and we thoroughly enjoyed it. The girls were very professional and I was so impressed with the orchestra. It was hard to imagine such high standards.

Many thanks to the mothers who worked tirelessly at night sewing costumes and making alterations.

The tireless work and dedication of John, Vicki and Brad culminated in a superb production. It is these teachers who go beyond the call of duty that help to shape our daughters’ characters in later life.

Tam Lehman Mother of Susanna Lehman (aka Max Detweiler)

Ultimately, your team pulls off an amazing performance, worthy of a standing ovation.

You’re on top of the world, and when you have time to look back and reflect on how far you have all come, you will see clearly the lessons you have learned; you will feel how much you have grown through the experience; maybe you will have accomplished something you weren’t even sure you could do; and you most definitely will have forged new relationships with people you may not have even known before, but who now feel like family.

One of the most incredible and humbling aspects about the experience is who made it happen. So many members of St Margaret’s community facilitate an experience such as this – the teachers, music staff, dedicated parents, support staff, the facilities team and fellow students; because it’s not just a musical. It’s part of a rich education – the many important lessons that occur beyond the physical boundaries of a classroom.

These are the opportunities offered every day at St Margaret’s; if not in the form of a musical or the music program, then through the 18 sports on offer, the outdoor education program, community service activities, the personal development program, Global Exchange opportunities, the MAYO Arts Festival and so much more.

It’s a place where students are given the opportunity to follow many byways, and to begin to discover what their own unique dream might look like.

That… is the experience of a St Margaret’s musical.

To be a part of The Sound of Music, a story that I have known and loved since I was a little girl, has been truly incredible. With the staff and girls doing what they love and having fun, we have created memories and friendships that we will hold onto forever.

Christine Murr Captain von Trapp

21

FAITH

125 years of the SSA The work of the Sisters of the Society of the Sacred Advent was once described by the Archbishop of Brisbane in 1942 as “the most important institution in the Anglican Church in Queensland”.

Their work throughout Queensland – and not just in schools, for they operated hostels, hospitals, and orphanages – has positively impacted thousands of lives since Sister Caroline Amy, from the community of St John the Baptists in Clewer, stepped off a boat from England in 1892.

2017 marks 125 years since the Sisters arrived to give ministry and pastoral care to the girls and young women of 19th century Brisbane. It wasn’t long before they were working where they saw the most need, opening the Home for the Good Shepherd in Nundah for homeless children just six months later.

In March 1895, they formed a special class for girls wanting to do Junior Examination for Sydney University – so began Eton High School that would become St Margaret’s – the first of their many schools across Queensland, including St Aidan’s, which they established in 1929.

22

On Thursday 9 March this year, staff and student representatives of the two remaining SSA schools – St Margaret’s and St Aidan’s – gathered at St John’s Cathedral for a Eucharist in thanksgiving of 125 years of ministry by the SSA and for the life and work of Mother Emma SSA, who died on 9 March 1939, having been the Mother Superior of the order for 33 years.

Under her care, the work of the SSA expanded significantly, with the establishment of many schools across Queensland, and involvement in the nursing profession.

During the service, Mother Emma was remembered not only for her leadership of the SSA, but for her gentleness and great affection for children, her care of staff and the Sisters, and her deep prayerfulness and spirituality. On her death, Bishop Feetham wrote: “Of all the people that have lived in Queensland, there are few who have affected it so powerfully as Mother Emma.”

The Sisters were both pioneers and feminists – standing up for women and children (especially the disadvantaged), and with a strong belief in empowering young women through education. They remain today as strong examples of female leadership, characterised by compassion, warmth, dignity, determination and, above all, love.

Both St Margaret’s and St Aidan’s schools look forward to further opportunities throughout this special anniversary year to commemorate, celebrate and reflect on the Sisters’ enduring legacy.

FAITH

Writing the ‘Help’ stick and sticking it into the dirt was quite satisfying.

Ella

My favourite is the teapot. I thought it sounded silly, but then when I sat there I remembered my Grandma and I was sad and happy at the same time.

A sanctuary of stillness, silence and space

Sienna

Over the past few years, The Reverend Nicki Colledge has introduced the idea that “spiritual space” can be found within “everyday space”.

Using a combination of ideas, Rev Nicki has shared Travelling Church, Pop-Up Sacred Spots and Garden Church with the school community. In 2016, after inspiration from schools in England and Brisbane, St Margaret’s Prayer Spaces began.

Each term, usually for a week or more, the School Chapel is transformed into an open and hands-on collection of “stations” where each individual may engage with the theme or activity offered. In March, the fourth Prayer Space was held with around 20 separate classes from both the primary and secondary schools booking in for a visit.

Additionally, many more students and staff took the opportunity to use the Prayer Space before and after school and during breaks. In the Term 1 Prayer Space, the following stations for reflection were offered:

I loved the ‘Creation Space’ because holding the stones helped me to focus on my prayers to God. Naomi

“Holy Oddities” – a work in progress – because we are!! A space to embrace and rejoice in all our quirks and strangeness, celebrate our very being no matter who or what or why we are.

“Big Questions” – if you could pose a curly question to God or the Universe, what might it be? So many questions emerged such as, “Who made God?” and “Why don’t we help the starving children?”

“Garden of Gethsemane Help Station” – Just as Jesus asked for help in the Garden before his arrest, we too can pray for help. A tray of soil was created and visitors were invited to write their own “Help” thoughts and prayers on a paddle-pop stick. These were then stuck into the soil.

“Green Space” – A space to contemplate our place in creation, that we have come from dust and to dust we shall return.

Visitors were invited to build a stone cairn, take off their shoes, smell the fragrant herbs …

“Just Be” – A space to literally do nothing if you like. Or ponder the teapot.

Think about the everyday mundane things that we take for granted. Realise that in this moment we are blessed.

“Prayer Space Weeks” are in the school calendar and will be held once every term. Although held in the School Chapel, these could be anywhere within the school. Visitors are invited to engage with their soul, take time to be still and silent, perhaps reflect on their place in the world, and are sometimes encouraged to think and be challenged with concepts of social justice.

Prayer Spaces are for all faiths, no faiths and for those who identify with being a “searcher”. Each Prayer Space is different, just as we might all approach them differently each time! Our next one is planned for May 29 – June 6. All members of the community are welcome.

I love the Prayer Spaces because I feel lucky to be able to just take a few moments to be silent and by myself. Life is crazy!

Bella

23

FAITH

Journey of faith for sacristan For 2016 sacristan and Old Girls’ Prize recipient Bronwyn Ninai, faith was forever at the forefront of her St Margaret’s journey.

From Boroko in Papua New Guinea, Bronwyn commenced boarding at St Margaret’s in 2012 and quickly developed a genuine connection to her peers.

“I was a boarder from Year 8 and have always been enthusiastic about chapel.

I wanted to see more girls embracing the school’s religious spirit; that’s how I knew I wanted to become Sacristan.”

Bronwyn said she found herself always endorsing chapel and encouraging her friends to attend.

“I loved being a representative of the modern values of the school spirit and liked to demonstrate an approachable, everyday faith.

“My role as Sacristan gave me a sense of purpose and helped me connect with girls from all ages. The younger girls were curious and liked to reach out and ask questions, and the older girls were always willing to help out and participated respectfully and enthusiastically in chapel,” she said.

“I have always been inspired by my mother’s faith. To me, faith is a reflection of modern values and I found chapel at St Margaret’s to be open and inviting.

24

“As Sacristan, I was able to experience the spiritual life of the school from a different perspective, while also gaining a greater appreciation for what it requires to support and maintain the school’s spiritual life and wellbeing,” she said.

The Reverend Nicki College said Bronwyn worked with true courage and style in this leadership role.

Bronwyn’s commitment to the school and to upholding the school’s values through her faith did not go unnoticed.

The annual Old Girls’ Prize is voted for by Years 11 and 12 students and staff and is one of the most significant awards for a St Margaret’s student to receive. With a history dating back to 1911, it is presented to a Year 12 Prefect who best exemplifies the spirit

and vision of St Margaret’s and who, throughout the course of her life, will represent the school with pride and dignity. It is the final prize read out at Speech Night; the winner’s name is kept confidential until that moment. The audience reacted most enthusiastically when Bronwyn’s name was announced, and she was presented with her award by then OGA President Mrs Jan Moody.

Bronwyn is currently pursuing a Bachelor of Economics at UQ and is hoping to major in either International Trade and Finance or Economic and Public Policy. She believes her end goal is to work with emerging markets or in an area relating to economic development.

FAITH

Ordained Old Girls Twenty five years ago, St Margaret’s alumni Carlie Hannah (’69) was ordained priest in the Anglican Church. At the time of her ordination, on December 19 1992, Carlie joined a pioneering group of 48 women ordained before her.

The most recent, the Rev’d Karen Allen (nee Meulman ’82), was ordained deacon in December last year. The mother of two and registered nurse said the decision to enter ministry came to her one night.

The Rev’d Carlie Hannah was part of an important step towards equality in church leadership. According to 2015 figures cited by Melbourne author Dr Muriel Porter, 573 of Australia’s active Anglican clergy, or almost a quarter, are women. These figures do not include those forerunners who have now retired.

“It was overwhelming. I hadn’t thought about it before but the more I looked into it the more it felt right,” said Karen.

Though retired, Carlie’s spiritual journey led her to take a vow to live a single consecrated life last year.

Currently completing a two year curacy at the Bundaberg Anglican Church, Karen hopes to be ordained priest in December this year.

As a pioneer in 1992, Carlie Hannah became the first of many St Margaret’s Old Girls to join the ordained community including:

Karen was greatly influenced by the spiritual life and faith values whilst at St Margaret’s, finding the chapel inspiring and enjoying divinity classes. She recalls relishing talking to the Sisters, in particular, Sister Phillipa.

Jennifer Colbrahams (nee Cole ‘72) Rosemary Peterson (nee Fairbrother ‘60) Pam Hynd (nee Prentice ‘63) Lee Gauld (nee Prentice ‘66) Sarah Leisemann (nee Plowman ‘90) Deborah Hay (nee Brown ‘64) Avriel Green (nee Rivers ‘77)

The Rev’d Lee Gauld

The Rev’d Karen Allen

L-R: Rosemary Peterson (nee Fairbrother ‘60), Pam Hynd (nee Prentice ‘63), Carlie Hannah (‘69), Jennifer Colbrahams (nee Cole ‘72), Sarah Leisemann (nee Plowman ‘90), Lee Gauld (nee Prentice ‘66), Deborah Hay (nee Brown ‘64) . The stoles they are wearing were made by teachers Nikki Anderson and Tina Freestone. They have both the school crest and the Sisters’ cross embroidered on them.

25

M’S CAFE

C A F E

s‘

A new community hub

Generations of students will recall dissecting frogs and sharks in the Avoca biology laboratory, which overlooked a rather bleak landscape of bitumen that blanketed the space between Avoca, Toorak and the boarding house (or classrooms on the lower level if you go back far enough!).

Fast forward to 2017 and a radical transformation has taken place that brings with it so many benefits to the current community, as well as preserving some of the school’s rich history.

Now, in place of the old ‘biol’ labs, there is a new multipurpose space to enjoy in the form of M’s Café. With the functionality and flexibility to be anything from a fully operational café for hospitality students, a learning space or function room, M’s Café will have multiple uses for the St Margaret’s community to enjoy.

The interior creates a juxtaposition between old and new, incorporating contemporary design elements with a nod to the school’s heritage. Modern furnishings and bright pops of colour are intermixed with restored traditional style furniture once used by the Sisters in Community House.

26

A historical timeline features along one wall, commencing from the school’s inception in 1895 to the present day, making the St Margaret’s story very accessible to students, teachers and visitors.

The space has been transformed with contrasting materials; brick and polished concrete feature alongside soft drapings and floral furnishings. Even some of the lampshades pick up the school’s history with quotes from headmistresses and Old Girls and images of the school’s eight houses.

Bi-fold doors open out on to a covered timber deck, where cappuccinos, freshly frothed by hospitality students, could be sipped while overlooking a landscape now lush with greenery.

Running from the Boarders’ Gate right down to the Health Centre, the new landscaping creates a green pedestrian spine, as well as seating among the shade of newly planted trees and shrubs. It will be a wonderful addition for the boarders – not just to look out onto from their bedroom windows, but it will be a space to enjoy some peaceful reverie at the end of the day and on weekends.

The entire project – landscaping, Ms Café and the deck – has been made possible through the generous donations of parents and Old Girls to the “Enhancing Excellence” annual giving campaign, as well as substantial contributions from the P&F Association and the Old Girls’ Association.

Principal Ros Curtis says she is excited to see the impact the project will have on the community.

“Just as the Barley Sugar Garden and Godlee Arbour area has become a treasured space for recreation, musical concerts and as an outdoor classroom, the landscaping and addition of M’s Café will serve the community in many and varied ways; just having additional greenery in a place where we spend so much of our life is a boost to the wellbeing of all who live, work and study at the school,” said Miss Curtis.

27

ART

Mad About Coco CJ Pyle, 2013 ballpoint pen, coloured pencil and graphite on LP jacket sleeve 31.5 x 31.5cm

The art of learning Signature works by esteemed artists CJ Pyle (Mad about Coco - 2013) and Fiona Omeenyo (Going Each Way - 2013) adorn the classrooms of Avoca 205 and 206 as part of the Friends of Mayo project to integrate seminal artworks into the learning space for St Margaret’s students.

CJ Pyle is an American pen and ink portrait artist who creates unique woven-knot drawings, while Fiona Omeenyo is an Australian Indigenous artist who paints ancestral creation stories of her homelands.

The purpose behind exhibiting artworks in the classrooms is twofold. First – the aesthetics of place. Incorporating artwork into the students’ own learning environment adds vibrancy to the

Going Each Way Fiona Omeenyo, 2013 Acrylic on canvas 112 x 87cm

28

space, encouraging students to develop a sense of belonging: if the space is inspiring and inviting, young minds will flourish. Second, strong artworks inspire and intrigue, motivate and provoke, and the interpretation of art is enlivened by public discussion.

Students are accustomed to engaging in critical thinking and creative dialogue within the classroom, but are perhaps less accustomed to participating in these kinds of discussions in an art gallery context. Introducing strong works such as these into the students’ space encourages young people to feel confident to add their voice to the discussion and interpretation of artworks further afield.

This Friends of MAYO project was woven into the Year 10 English curriculum with students completing a short research project on the artwork Mad about Coco by CJ Pyle (2013). The collaborative task required students to profile the artist and his work, with the resulting didactics laminated and displayed beside the artwork.

The intention of the Friends of MAYO project is to continue to broaden the school’s art appreciation and invite young minds to engage in the discussion. Through their fundraising activities such as The Long Lunch, they will look to acquire works for more classrooms in the future.

ART

MAYO with a French twist!

We’ve ‘been to’ Italy and Greece... now this year’s MAYO Long Lunch guests will be transported to France with the adoption of a classic French theme for the event to be held on Sunday 6 August in the Art Centre Gallery.

Always a most convivial occasion, with the chance to meet and mingle with likeminded art buffs or foodies, guests will be dining on fine French cuisine, prepared by the St Margaret’s catering team, surrounded by artworks from the collection at Edwina Corlette Gallery.

There will also be the chance to purchase the last available 2013 limited-edition “Inspired to Fly” St Margaret’s Girl Marquette

by Liam Hardy.

The Long Lunch is an important fundraising vehicle to support the Friends of MAYO goal of building and shaping the school’s art collection and this year will feature the introduction of a new initiative called ‘The Postcard Project’. Artists, both new and renowned, have agreed to contribute small postcard sized artworks to be sold to MAYO Long Lunch guests and St Margaret’s students for a standard price.

On the day, the names of guests who have taken part in the purchase of postcard artwork will be entered into a special random draw and will take home one (or perhaps several) works from over 40 artists, including Wayne Singleton, Deb Mostert,

Sophie Munns, Deb Cohen, Elizabeth Palmer, Glenn Skein and Claire Stening.

The initiative will no doubt add an air of anticipation to the lunch and be the source of much delight as guests discover which art work they have secured.

While students will not be present at the lunch, they too have the chance to purchase a postcard at an accessible price, encouraging budding art enthusiasts to kick-start their own art collections.

The gallery event will be open to around 80-90 guests with tickets available via the Flexischool’s link on the school’s website.

Art scholarship Ayla Newman (Year 12) was one of only sixteen students throughout Australia selected to participate in the National Gallery of Australia’s National Summer Art Scholarship, held in January this year in Canberra.

Ayla was awarded the scholarship based on her submission artwork which explores the complex relationship humans have with the natural world.

The scholarship program gave the students an opportunity to spend one week behind the scenes, experiencing the workings of the gallery, discovering the national art collection and learning how works of art are acquired and exhibitions developed. The students also participated in sculpture and drawing workshops and received expert tuition from gallery staff, instructors from the Australian National University and professional artists.

Ayla, who was astounded by this unique experience offered by the Gallery, says the opportunity to see first-hand the workings of the Australian art industry had made an impact on her.

“It was a once in a lifetime opportunity; I felt so inspired and grateful to be surrounded by so many passionate and motivated people,” she said.

Ayla plans to move into the creative industries after school, saying the opportunity to be immersed in such a dynamic environment and to meet such a variety of visual arts professionals had shaped her perspective of the creative industries.

“It has definitely influenced my direction after school,” Ayla said.

29

SPORT

Sporting Snippets

Athletics

Basketball

Netball

At the recent Australian Athletics Championships, Lara Crouch (Year 11) placed fourth in 800m final; Tyla Proctor (Year 8) placed second in 90m hurdles; and Ciana Jamieson (Year 9) placed fifth in the 1500m.

Alice O’Driscoll (Year 9) has been selected in the U15 Basketball State Emerging team and will go to America in the June/July holidays.

Charlotte Preston (Year 11) has been selected in Australian Indoor Netball Team, while Old Girl Alexia Baker (2015) gained selection into the Queensland Fusion, the state’s secondtier elite team, which acts as a direct feeder to the Queensland Firebirds.

Lara has been selected in the Australian U18 Athletics Team to compete in the Oceania Athletic Championships to be held in Fiji in July, while Lucinda Crouch (Year 12) has been selected in the Australian U19 talent squad and will be training at the AIS in Canberra in May.

30

Gymnastics The Year 7s won the pennant at the recent QGSSSA gymnastics championship and our Division 1 placed second.

Softball At the end of 2016, the Year 9s – led by pitcher and Queensland representative Tyeena Pang – won the QGSSSA pennant. In 2017 the Open Softball had a successful season, placing third.

Tennis

Swimming The Andrews Cup swimming team swam well this year placing fourth with two swimmers setting records.

Evangeline Phillips broke the 11 years 50m A Butterfly record and Anna Lincoln broke the 10 years 50m B Freestyle Record. Both Evangeline and Anna have made the Queensland swimming team and will be competing at the Pacific School Games in December.

Last year’s swimming captain Sofia Cicchitti recently placed fifth in the 200m breaststroke at Open Nationals. Sofia also coached at the school this year, with St Margaret’s finishing second in the Sheena Dyason Percentage Cup and fifth overall in the Mollie Gould Cup.

Niamh Macfarlane (Year 11) was selected into the Queensland secondary schools tennis team to play at Nationals in Shepparton in Victoria later this year.

Kirrily Siebenhausen (Year 12) has been named in the Australian team to compete at the Junior World Championships held at Indianapolis in August this year.

Rowing St Margaret’s rowers – both current students and Old Girls - continue to make waves this year.

As the Flyer goes to print, current students Allison King (Year 12), Elizabeth Gooden (Year 11) and Katie Hill (Year 12) were in Sydney, as part of the Queensland Pathway Eight, trialling for the Junior Australian Women’s Eight at National Selection Trials.

At the recent Sydney International Regatta, current and Old Girl rowers had great success, often combining in the same crew for the win. The Under 19 Women’s Coxless Four, which included Georgia Warmington (2016) and Annabelle Needham (2015), came first, while the second placed crew included Eliza Gray (2012), Holly Gall (Year 12) and Madeline Wightman (Year 12). The Under 19 Women’s Coxed Eight came first and included Eliza Gray (2012), Annabelle Needham (2015), Holly Gall (Year 12) and Madeline Wightman (Year 12).

Open Women’s Single Scull, Open Women’s Double Scull and Interstate Women’s Single Scull. She also rowed in the Interstate Women’s Eight, which included Tyler Ferris (2013), which came third.

Twins Tyler and Miller Ferris (2013) combined for a first in the Under 23 Women’s Coxed 8 (coxed by 2010 Old Girl Stephanie Long) and a third in the Under 23 Women’s Coxless Four.

Old Girl Lily Alton (2015) enjoyed success coming first in the Open Women’s Quad Scull, second in the Under 23 Women’s Quadruple Scull, and third in Under 23 Women’s Double Scull. She also joined Georgia Warmington (2016) in the Interstate Women’s Youth Eight, which placed second.

Allison King (Year 12) came second in the Schoolgirl’s Single Scull.

Recent Old Girl Wallis Russell (2016) swept all before her with firsts in the Under 23 Lightweight Women’s races in the Single Scull, Double Scull and Quadruple Scull and a third in the Open Women’s Coxed Eight.

Olympian Maddie Edmunds (2011), who has been selected in the Women’s Sculling squad for the 2017 World Rowing Cups 2 and 3, had an outstanding meet with firsts in the Open Women’s Coxed Eight,

Old Girls Eliza Gray and Annabelle Needham combined with current students Holly Gall and Madeline Wightman to place third in the Club Women’s Coxless Four.

31

FOUNDATION

Challenge to demolish gender bias

“Whether you wear stilettoes or steel cap boots, unglue yourself from the sticky floor.”

This was the parting advice from guest speaker Penelope Twemlow at St Margaret’s Anglican Girls School‘s first of four Professional Women’s Network breakfasts, delivered to a very attentive full house at the school, which overlooks a city of glass ceilings still to be shattered.

A St Margaret’s past student and current CEO of Energy Skills Queensland, who was last year awarded the 2016 Telstra Queensland Business Women’s for Purpose and Social Enterprise Award, Ms Twemlow’s career has taken her from the Royal Australian Navy as a Warfare Officer and Military Police Investigator to the corporate consulting world. Fearless in the face of challenges, she spoke of resisting the urge to become the victim in difficult situations, but to reflect on the issue and make a cool, calm decision.

“How we deal with difficult situations and overcome challenges sets a pattern for our futures,” she said.

In her various roles today, which also include Founder and Chair of Women in Power, Penelope says she enjoys taking on the issues that must be solved, especially if it helps other women.

32

With less than six per cent of the world’s companies run by females, she challenged the diverse audience – from both male and female corporate leaders to senior St Margaret’s students – to demolish gender bias.

“Believe in yourself, believe in your gender and fight for equality,” she urged the females in the room.

Ms Twemlow recounted she had been in situations where she thought she couldn’t do a job, but upon reflection thought, ’no, it’s not that I cannot do it, it’s that I cannot do it alone’.

She advised the audience members to ‘surround yourself with your tribe’ – those that will give you unqualified support and affection.

The catch cry of St Margaret’s Professional Women’s Networking breakfast series is ‘share, support, inspire’ and it is all about creating synergies across organisations and between individuals; a place where one might even add to his or her tribe.

This year, Bond University is partnering with the breakfast series as the major sponsor across all four events.

Addressing the audience at the first breakfast, Robyn Kronenberg, General Manager Partner Schools Pathways and Partnerships, said Bond University was excited about its sponsorship of the network breakfasts.

I found the breakfast made me extremely excited and motivated for when I leave school.

One of the most important things I took away was to do what you love and create a “tribe” who you can trust and who will support you because you can’t do everything alone.

Lauren Butler Year 12

“We have much in common with St Margaret’s – Bond and St Margaret’s have strong regional connections in western Queensland. Parents at St Margaret’s are alumni of Bond University and encourage their children to go to Bond – this is a natural fit.

“Like St Margaret’s, we value girls’ education and for the girls that come to Bond, we respect that they seek to continue their journey to be the best they can be. We are a small university with only 5000 students – we are flexible and responsive in the same way that St Margaret’s is to their girls,” said Ms Kronenberg, Ms Kronenberg was speaking on behalf of Catherine O’Sullivan, Pro Vice-Chancellor Pathways and Partnerships, who was unable to attend the first breakfast; however, will be the next inspirational speaker at the second PWN breakfast on Thursday 18 May. All funds raised through the breakfasts go to the Foundation’s Endowment Fund.

FOUNDATION

Paying it forward The new Chair of St Margaret’s Foundation Kylie Lamprecht said that someone once exclaimed to her that she found it remarkable Kylie was giving up her time to volunteer her services to the school before her daughter was even attending the school.

It’s a question Kylie has pondered since it was posed to her. What does drive her to squeeze even more commitments into her busy life as the mother of two young children, whilst undertaking her role as Partner with Pitcher Partners Chartered Accountants?

From a working class family whose parents made ‘huge sacrifices’ to send her to St Margaret’s, Kylie said she has always been grateful and truly appreciative of the value of a good education.

“It was an honour to be invited to join the Foundation Board,” she said. “My education has meant so much to me, but to be able to give back and be a part of a group that was established to help ensure the school not only survives but thrives into the future is a great feeling.

Together we have the ability to deliver the best possible education to the next generation of girls and this is very dear to my heart.

“We should all want to leave the world in a better place than when we found it; I couldn’t think of a better place to give my time and energies than to a community who will educate girls and give them the confidence to go and change the world.

“I am forever grateful not only to my parents, but to St Margaret’s, not just for the education I was afforded, but, to use the words of our recent guest speaker at the first PWN breakfast series this year, Old Girl Penelope Twemlow, it’s where I found ‘my tribe’.

“My school friends have always formed a very large part of my tribe; through both the good and more challenging times, they are often the first people I will ring, or who will ring me,” said Kylie.

It was for all these reasons and more that Kylie has not only served on the St Margaret’s Foundation since 2014, but this year agreed to step up as Foundation Chair.

“I may not always have the time or resources to serve the school in this capacity, but I do at the moment and while I can give, I will give.

“As my children grow and become more involved in team sports and activities that require more of my energies and services as an Uber mum, ‘spare’ time may be a lot harder to find, so while I can, I believe I should.”

Kylie said as an Old Girl she has, over the years, often found herself coming back to the school for the MAYO Art Festivals, reunions, christenings and weddings – even her own.

“One of my personal highlights was getting married in the Sisters Chapel; it was very special.”

Kylie graduated from St Margaret’s in 1990 and studied a Bachelor of Business and Accounting at QUT. She is now a partner at Pitcher Partners (formerly Johnston Rorke) and is celebrating 15 years this year with this accounting practice.

Pitcher Partners has been a long-time supporter of the PWN breakfast series through sponsorship, raffle prizes and more than a few ticket sales.

“As a young woman in the corporate world, I really drew strength from the early Women in Industry Forums St Margaret’s held. There were not a lot of quality professional and business development opportunities for women in the corporate world in those days, especially for time poor career mums,” said Kylie.

“These events have grown in recent years, but the PWN really stands out now as a high calibre professional event for so many reasons… the wonderful people who you meet in the wider St Margaret’s community, the calibre of guest speakers, the ambience of the morning, the magnificent venue, plus the fact that all monies raised go towards the Foundation’s endowment fund and ultimately to creating the right learning environment for our children. It is philanthropy at its best – our speakers, spouses and supporters all give time and financial resources to promote financial independence for women.

“I use the PWN series as a networking opportunity for my own clients, and enjoy the magic of watching them connect with like-minded professionals at their table or really engage with what the guest speaker is saying.

“After any PWN event, I am inundated with thank yous by guests who I have hosted on my table or from other colleagues who I have encouraged to attend.

“They in turn will often bring guests to the next event; and it’s a pretty hot ticket now with two sold out events in recent months, and others almost at capacity.”

Kylie said she wants to really encourage community, corporates and the parent/ grandparent cohort to contemplate how we can all strengthen the capacity of St Margaret’s to ensure we keep delivering an excellent learning environment for a high standard of education now and into the future.

“There are some very exciting building projects in the pipeline but there is also our desire to make a St Margaret’s education accessible to more girls through scholarships and bursaries.

“Since serving on the Foundation, I have gained a far greater appreciation of the intricacies of running a school and the resources required to do so.

“We need everyone who can to participate to do so, to whatever degree is possible for them, in order to leave the school in a better place and pay it forward for future generations. It’s what people have done before us to build the Eunice Science and Resource Centre and the Arts Centre. It’s what the Sisters did decades ago when they rattled their tins through Brisbane suburbs, begging people to believe in the value of educating girls.

“We need to take up the Sisters’ mantle for current and future generations of St Margaret’s girls; the generations of women who will be our future workforce and be role models to their daughters.

“When a project does come to fruition, when a girl gains an education she would not have otherwise had, it’s nice to be able to say we made a contribution; we paid it forward without expecting anything in return, but with the knowledge we all made a difference.”

33

COMMUNITY

Father Daughter Breakfast Thursday 30 March 2017

The last day of Term 1 2017 was most memorable, not just for the teeming rain, but for the record number of fathers and daughters who gathered in Eton Hall for the annual P&F Father Daughter Breakfast, and the fact the school closed for the term immediately after the breakfast.

Unperturbed by the opening of the heavens, the fathers filled the hall with laughter and hearty conversation, relishing the opportunity to share in this dedicated father daughter time. Some of our boarder dads travelled from as far afield as Narrabri, Charleville, Barcaldine and Townsville for the occasion.

Unusually this year, most daughters departed the school with their fathers straight after the breakfast, after the government announced widespread school closures due to the ex-tropical cyclone Debbie causing a severe weather warning in the region.

Thank you to the P&F Association for again hosting this very special annual event.

34

COMMUNITY

Mothers’ Luncheon Friday 3 March 2017

A record crowd gathered beneath the sparkling chandeliers of the Marquee at Victoria Park Function Centre for this year’s P&F Mothers’ Luncheon in March.

Coming from as close as Ascot, and as far away as Fiji, over 330 mothers and friends enjoyed the wonderfully warm community atmosphere of this annual event. Among the guests was a large group of Year 12 mothers celebrating what will be the first of many lasts as parents of current students, while a good turnout of 1988 Old Girls augers well for their upcoming 30 year reunion in 2018.

This year’s fashion parade featured stunning designs by Cassandra Harper, beautifully modelled by St Margaret’s mothers Terrie Barakat, Jane Capelli, Hilary Coates, Pepita Hampson, Kate Hume, Lyn Lisle, Peta Madsen, Rebecca Malouf, Rachel Phillips and Phillipa Spork. Realskin Clinic once again donated the grand prize valued at over $1000, along with further signature facials as prizes to pamper other lucky winners.

Thank you to the many helping hands of the P&F Committee and volunteers, led by event organisers Anthea Damman and Miranda Dunning, and to all the women in the St Margaret’s community for once again supporting the Mothers’ Luncheon.

35

OLD GIRLS

Community contribution honoured St Margaret’s Old Girl Merilyn Luck (nee Beak, ‘51) has devoted much of her life to her local community, most notably in the arts arena. In 2016, she was recognised for her longstanding dedication and leadership of the Rockhampton Art Gallery, which included the naming of a wing of the gallery in her honour.

One of the inaugural donors to the gallery in the late 1970s, Merilyn’s generosity and commitment helped to establish the founding art collection.

She later became a Trustee (in 1994) and in 2007 was appointed chairwoman. Under her ambitious leadership, the gallery experienced tremendous growth, including the introduction of two biennial art prizes, the Gold and Baynton awards. The gallery’s collection is one of the most revered in regional Queensland, valued at more than $14 million and housing more than 1200 works, including that of notable artists Fred Williams, Russell Drysdale, John Brack, Margaret Olley and Vida Lahey.

Merilyn’s 22 year commitment to the Rockhampton Art Gallery Trust was honoured as she retired from her position as chair last year. It was her desire that the newly named Merilyn Luck Gallery should house works by Central Queensland artists.

“I think it’s very meaningful as there wasn’t anything dedicated to local artists previously. That has been my legacy,” said Merilyn.

36

In addition to her passion for the arts, Merilyn has devoted much of her life to her faith, and has been an active member of the Anglican Church serving as Lay Minister, Dean’s Warden and Parish Councillor, coordinating finance and planning between 1985 to early 2000.

Indefatigable in community work, Merilyn also became a Director of Central Queensland University’s Foundation in the late 1990s. In 2013 her contribution was recognised when the university bestowed on her an Honorary Award of Companion of the University.

Merilyn’s unwavering commitment to the Rockhampton region was acknowledged publicly in 2012 when she became the recipient of the Rockhampton City Council Australia Day Cultural Award.

Merilyn attended St Margaret’s from 1949 to 1951 and three generations of her family including two daughters and several granddaughters have since attended the school.

Many of the school’s core values have underpinned Merilyn’s own journey and that of many of her family members.

“The school has had a big bearing on so many lives in our family. I see so much of the St Margaret’s ethos in our children and grandchildren.

“There is a St Margaret’s spirit and I’m very proud of that. I do attribute that to the school and the leadership,” said Merilyn.

OLD GIRLS

Scholars share secrets to success Wallis Russell

Claudia Tomkins

St Margaret’s annual Scholars Assembly is dedicated to recentlygraduated, high achieving (OP 1-5) students to acknowledge their achievements and for them to share their advice with current students on the way they went about achieving such success.

From law, business and engineering to radiation therapy, physiotherapy and advanced science, St Margaret’s 2016 graduates have chosen to pursue a diverse range of career pathways.

This year’s scholars in attendance imparted practical words of wisdom to the students, of which there was a common underlying theme – sacrifice.

Whether it be time spent with friends, attending social events or enjoying hobbies, many of the girls acknowledged that the ability to sacrifice these simple pleasures in the short term would reap rewards in the long run.

The importance of time management also featured commonly among the insights shared by the girls. 2016 graduate and accomplished rower Wallis Russell emphasised the importance of harnessing this skill.

Wallis trained six mornings and four to five afternoons a week throughout her senior year and said her rigorous schedule led her to be proactive and use her time as best as possible.

“I would often set myself up on the spin bike with my textbook to read, have a voice recording playing on my phone, or I would have downloaded ClickView or YouTube videos to watch as I exercised.

“It sounds crazy, but I probably haven’t watched TV, except for the weather, in the past three years and don’t have Netflix; I know, what a horror!” laughed Wallis.

Wallis is studying a Bachelor of Pharmacy/ Management at the University of Sydney, where she has also joined the university’s rowing squad.

Wallis, who says she loves rowing immensely, has nominated for the Australian Junior and U21 rowing teams but hopes to be selected for the Australian U23 team where she could compete at the World Rowing Championships in Plovdiv, Bulgaria.

Earlier this year, Wallis would have caught selectors’ attention at the Sydney International Rowing Regatta where she came away with four golds, winning the U23 lightweight women’s single scull, double scull and quad scull finals as well as the interstate lightweight women’s quad scull.

Living at Women’s College in Sydney, Wallis has already connected with St Margaret’s Old Girls including Annabelle Traves (’14), Nicola Long (’15), Matisse Fox (Waters ‘14) and Rachel Haines (’11).

“It has truly amazed me just how effective and warm the St Margaret’s Old Girl community is and the everlasting connection I will have with these inspiring women,” said Wallis.

Reflecting on her nine years at St Margaret’s, Wallis said it had shaped her into the young woman she is today and helped prepare her for the next phase in her life.

“There is something truly magical about St Margaret’s that you just can’t quite put a finger on; it is what makes us a ‘Maggie’s Girl’. The St Margaret’s Way project helped me enormously in developing into a young woman and entering the world,” said Wallis.

Also expanding her horizons, graduate Claudia Tomkins has embarked on a journey to Canberra where she is studying a Bachelor of Engineering and International Security Studies at the Australian National University (ANU).

Claudia, who had wanted to move away to college for a long time, chose her dual degree not only because she had two very different interests but for the pathway opportunities each field of study could lead to, including potential opportunities with Facebook, Google and National Security Agencies.

At the Scholars Assembly, Claudia shared an important motto with the student body – “have fun, work hard”.

For Claudia, having a fun approach to class meant she was more willing to work hard.

“If you’re not engaging in the class you won’t get as much out of it,” said Claudia.

Claudia also found that involving herself in extracurricular activities, including sport, music and clubs, helped her to enjoy her time at school; the more she enjoyed her final year, the harder she worked.

The Scholars Assembly left an imprint of inspiration and motivation. After listening to each girl’s story, it was clear that passion and persistence prevails and hard work pays off.

2016 Year 12s at the 2017 Scholars Assembly

37

OLD GIRLS

A New Old Girl President The St Margaret’s Old Girls’ Association has been a part of the school community for over 100 years, since it was established in 1909.

Over the years, a small group of dedicated past students has served on its committee, helping to steer events, reunions and other activities to nurture the vast community of Old Girls across the globe. Their activities have also helped generate funds that have flowed back to the school, making vital contributions to such projects as the Eunice Resource and Science Centre, the restoration of the Reredos, and M’s Café, to name just a few.

This year a new president is at the helm – past student, current parent and Dean of Studies, Ms Nicole Devlin (’90). It is from this perspective as an educator and Old Girl that Ms Devlin hopes to strengthen the connections between St Margaret’s alumni and current students.

Ms Devlin says building on these connections gives students the chance to be informed and inspired by the pathways taken by those before them, to learn what that journey might look like, and to see what is possible.

38

“It provides our students with role models, perspective, insight and real knowledge,” she said.

“It can be difficult to know what a certain career entails, if you have had no real life experience or exposure to the profession or occupation. You might come from a family of lawyers and want to be a horticulturalist; or your relatives might all come from a corporate background but you want to be an actor.”

Ms Devlin said being a teacher at the school as well as serving in the capacity as President of the Old Girls’ Association meant she was probably in the unique position to be able to more easily facilitate these type of connections and opportunities for the students.

“We do currently give our girls opportunities to connect with past students, but I hope I can broaden our activities in that area.

“I was particularly inspired by last year’s past student awards dinner; sitting in the room with students and seeing the impact the stories of the award recipients had on them was quite profound.

“Our students came away feeling really connected to them; they had the chance to speak with them, and were saying things like ‘that’s exactly where I see myself’, and had a better understanding of how to get there.

They also learned of some of the struggles that had to be overcome and the strategies to do so,” said Ms Devlin.

Ms Devlin said the Old Girls’ Association would create a strategic plan to roadmap how the association can support students in this way, as well as continuing with the wonderful tradition of its annual brunch, chapel service and morning teas, and assisting the Development Office with reunion activities.

“I invite any Old Girls to contact me if they wish to share their stories with our current students or serve on the committee, as we continue the important work of this association,” said Ms Devlin.

Email: ndevlin73@gmail.com Tel: (07) 3862 0777

W

WHAT’S ON

omen’s PROFESSIONAL

N

E

T

W

O

R

MAJOR SPONSOR

ASSOCIATE SPONSOR

SUPPORTING PARTNERS

K

share • support • inspire

Networking Breakfast, Thursday 18 May 2017 with guest speaker

Catherine O’Sullivan EMPA (ANZSOG), DipEd, BA (UNE) Pro Vice-Chancellor, Pathways & Partnerships, Bond University

Time: 7.00am arrival | 7.15am start | 8.45am finish Where: Arts Centre Foyer | St Margaret’s AGS | 11 Petrie Street Ascot Street parking available Tickets: Corporate tables $650 for 10 | $60 Adult | $40 Students* (*Years 10 to 12/Tertiary) Purchase: via the Flexischools link under Quick Links on the St Margaret’s website www.stmargarets.qld.edu.au RSVP: Thursday 11 May 2017 (unless SOLD OUT prior)

Cloudland

641 Ann Street, Fortitude Valley Saturday 27 May 2017 Arriving 7.00pm to be seated at 7.30pm Evening close 11.30pm

P&F

St Margaret’s ASSOCIATION

SATURDAY 27 MAY 2017

Tickets | $190 each Includes 3 Course Dinner & Drinks Online payment only via www.flexischools.com.au Dress | Black Tie RSVP | Friday 10 May 2017 For Enquiries Please Contact Jane Capelli jscapelli@bigpond.com | 0417 883 400

OGA BRUNCH

Sunday 11 June - Arts Centre Foyer 9:00am

MILESTONE REUNIONS, BRISBANE

10 Year Reunion - Friday 21 July, 6:30pm 20 Year Reunion - Saturday 22 July, 12 noon 30 Year Reunion - Friday 21 July, 6:30pm 40 Year Reunion - Saturday 22 July, 12 noon 50 Year Reunion - Saturday 22 July, 12 noon 60 Year Reunion - Saturday 22 July, 12 noon VIP 60+ Luncheon - Monday 24 July, 12 noon

OLD GIRLS’ DAY

OGA Chapel Service and Morning Tea Sunday 23 July 9.30am Chapel Service, followed by morning tea in the Arts Centre Foyer

St Margaret’s

RACE DAY

SATURDAY 2 SEPTEMBER 2017 Hosted by the Parents and Friends Association

39

St Margaret's Open morning 8am - 11am TUESDAY 15 AUGUST 2017

For all enrolment enquiries call our Admissions team (07) 3862 0777 or email admissions@stmargarets.qld.edu.au Enrol online at www.stmargarets.qld.edu.au

St Margaret’s Anglican Girls School 11 Petrie Street Ascot QLD 4007 Australia Telephone: +61 7 3862 0777 Facsimile: +61 7 3862 0701 mail@stmargarets.qld.edu.au www.stmargarets.qld.edu.au St Margaret’s School Council Ltd ABN: 69069684019 CRICOS Code: 00511K A School of the Society of the Sacred Advent

Facebook “f ” Logo

CMYK / .eps

Facebook “f ” Logo

CMYK / .eps