Flyer Issue 12 2016

flyer Issue 12 Autumn/Winter 2016

St Margaret’s

Contents

From the Principal

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Empowering the next generation to transform lives Staff Awards

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Learning front and centre Teaching gets moving Back to class and loving it Diverse pathways for top graduates Science and Engineering Challenge National Youth Science Forum Learning the finer points of food and nutrition 3D Printer In class with David Suzuki

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Second exciting year for St Margaret’s College

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Dancers dazzle ‘You can’t stop the beat’

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MAYO Workshops

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Big Sister Program Regional Boarding Tours Dimity Harris – Deputy Head of Boarding

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Admissions team

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Beyond borders

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STAFF 04

ACADEMIC 06

ST MARGARET’S COLLEGE 16 DANCE | DRAMA

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MAYO 19 BOARDING 22

ADMISSIONS 26 INTERNATIONAL STUDENTS 28 SPORT 29 The truth and beauty of training and blisters 29 Pre-season rowing wrap 29 Sport news in brief 30 Artistic Gymnastics 30 #RoadtoRio 30 Swimming 31 Tennis 31 Champions of the world 31

COMMUNITY 32 Father-Daughter time

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Mothers’ Luncheon

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FOUNDATION 34 With a little help from our friends Make the future your own Eton Society

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2016 Past Student Awards 100 dreams A novel approach Community connections

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The Sisters’ new home

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OLD GIRLS 36

SISTERS 38 DATE CLAIMERS 38 Alumni reunions

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Flyer Issue 12 Autumn/Winter 2016 Principal: Ros Curtis Editor: Wendy Johnston Journalists: Wendy Johnston; Victoria Nikolova Contributors: Samantha Bolton; Lu Wishart; April Butler;

Abigail Tucker; Elizabeth Goakes Graphic Design: Pam Smiles Photography: Victoria Nikolova;

Michael Marston; Wendy Johnston;

Marc Pricop, Lesa Fowler, Kylie Armstrong Printing: Print Media Group

Open Day

From the Principal

A new year is a new beginning; it is like having a blank canvas in front of us and no one knows what the year will bring. As is the case with all beginnings, what follows is the result of people’s choices. How good the year is, will be the result of choices made.

So it is with the Flyer. St Margaret’s is a very busy school and the photographs and stories in this magazine have been chosen to provide information about the very essence of the school, highlighting the diversity of the student experience.

What we hope you will see is that, at St Margaret’s, students are challenged and inspired inside and outside of the classroom. With thriving sports, arts and community service programs, and with an engaging and interesting teaching and learning program, each student has the opportunity to broaden their horizons and to find their interests and passions. You will also see evidence of a community-based school, one where nurturing relationships with parents and past students is as vital to the operation of the school, as is the interaction with students and staff. In fact, this community focus, which is greater than many other schools, is one of features of the St Margaret’s ‘difference’.

J K Rowling, author of the Harry Potter books, tells us: “It is our choices, that show what we truly are, far more than our abilities.” Eleanor Roosevelt, a former US First Lady, stated that: “One’s philosophy is not best expressed in words; it is expressed in the choices one makes… and the choices we make are ultimately our responsibility.”

As you read the following pages you, too, will make choices – which articles to read and which photographs you will study in greater detail and, of course, which ones you will only skim or pass over. Your interests and passions will be evident in your choices.

By the time you read this article, the first third of the year will have passed and our students, staff and community have been living their choices through involvement in an extensive extracurricular program. Our reporting on these aspects of school life should reveal to the reader something of the philosophy of our school. Our mission is to prepare confident, capable and compassionate young women able to participate in a global community. The choices we make as a school are always about promoting this mission.

Ros Curtis Principal

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

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Empowering the next generation to transform lives The moral purpose of educators is to improve the achievement of each and every single student, each and every single day.

St Margaret’s new Assistant Head of Primary School, Ms Trudi Edwards, is a passionate educator who is committed to ongoing professional learning and research in order to have the maximum impact on the learning outcomes for students through her work with curriculum and staff.

“There is exciting educational research available to us drawing on the fields of neurology and sociology, and we need to be applying this and pursuing an unwavering commitment to evidencebased teaching and learning to produce the best outcomes for our students,” Ms Edwards explained.

Ms Edwards says one of her most oft-used phrases is “the days of ‘I reckon’ are long gone”.

“Instead, modern teaching practices are based on, ‘I know’, ‘I can prove’, ‘evidence and research validates’.

“Today, education is as much about teacher learning as student learning; if teachers have the greatest impact on outcomes, then we must look at the science of learning and best practice pedagogy,” she emphasised.

Ms Edwards said she believes in a system where teachers are overtly engaged in professional and ongoing conversations about learning and improving their teaching by asking the question: ‘What effect did my teaching have on outcomes, and how can I prove my impact on student achievement?’

“In the St Margaret’s Primary School I have been delighted to observe the staff’s genuine commitment and attentiveness to each child’s learning, engagement, development and academic achievement.

“Coupled with this is that each and every day I witness pure joy. If ever I need a pick-me-up, I head to Pre-Prep or Prep which have to be some of the

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happiest places on the campus; here I find unbridled joy in abundance, together with constant curiosity and celebration that our youngest learners have for life’s every moment.”

Prior to arriving at St Margaret’s at the start of the year, Ms Edwards had served in curriculum leadership positions at Churchie Preparatory School as Deputy Head - Curriculum, as Head of Curriculum at Hale School, Perth, and as Director of Curriculum at Saint Kentigern Girls’ School, Auckland. She has also been an advisory teacher in early literacy, a classroom teacher, and from 2011 to 2014 wrote for Circle’s CSM Learn journal, a monthly publication for leaders of teaching and learning.

At the first St Margaret’s Trends in Education series for the year, Ms Edwards was asked to share her curriculum expertise and some of latest thinking around evidence-based pedagogical approaches and the impact they have on student achievement, including the role of mastery learning and its relationship to higher order and critical thinking skills.

“To put mastery learning in simple terms, it means that in order for our brain to have space in its working memory for higher order thinking, it needs to have mastered the fundamentals – such as certain aspects of literacy and numeracy – so that these are automatic and not taking up space in our working memory.

“It is sometimes referred to as ‘automaticity’, where the skill is performed with minimal awareness.

“If the brain is still trying to work out the basics, such as number facts or spelling every time it arrives at them, it simply doesn’t have the space in working memory to engage the higher order thinking skills we require in order to analyse, synthesis and problem solve.”

Ultimately, for Ms Edwards, the most important question is: “For what are we educating this next generation?”

“I truly hope we are educating them to be compassionate adults with habits of integrity, determination and justice. We live in a world of inequality and occupy a privileged space in that world. If we could, in our daily life, live in such a way that ensures we have the character to act with integrity, the disposition of kindness towards others and the ability to face challenges with determination and grit, born out of a confidence in doing what is right, as well as tackling the difficult issues head on – we can begin to transform lives.

“I see the wonderful work of many St Margaret’s girls, past and present, who are doing this spectacularly. It certainly makes me proud to call myself an Old Girl and proud to be educating the next generation of young women who will go out and be the change the world needs to see.”

Final thought: Childhood should not be the absence of problems or challenges.

It is the preparation ground for developing the social and emotional intelligence needed to flourish even in the face of challenges.

“As educators and parents, we shouldn’t be cutting a path through the jungles of this world ahead of our children so they can pass unchallenged. We need to be putting the tools in their hands, the knowledge in their heads, the courage in their hearts, and the ability to problem solve, so they can create their own unique path that they could potentially miss if we try to do it for them.

“That would be the greatest injustice we could deliver to them.”

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Staff Awards Award winning teacher – Tamara Garvey Walking into the 1B classroom on any given weekday, visitors will find a group of eager young students happily engaged in the business of learning. From the quiet reading time, to handson activities and group projects, each student moves about the space with an endearing air of confidence and purpose, deeply occupied with important matters.

St Margaret’s staff make great things happen—whether as teachers, or as members of our professional and support teams—by supporting a commitment to excellence in educating tomorrow’s women. Always seeking to grow and develop in their careers, our staff are dedicated to guiding new discoveries, working with new technologies, and enriching lives through learning. Each year, the school acknowledges the commitment of two staff for their excellence in teaching and learning, as well as their service to the school community. Staff are nominated by their peers and reviewed through an award process conducted by our Principal, Ros Curtis. Awards are announced to the community in a special presentation on Speech Night.

IT customer support officer Jack Hudson has been awarded for his excellent service as a part of the IT team and is recognised for his focus and professional demeanour. He has shown outstanding commitment to the function of the school’s IT services and is always a respectful and friendly personality within the school community. Jack has been employed at St Margaret’s since 2011.

The most enjoyable thing about working at St Margaret’s is the day to day appreciation you receive from the students when showing them how to use IT resources or assisting them with their IT issues. It was lovely to receive this award, not only because it was voted on by my peers, but also because of the quality of other support staff in our school. The awards night was also a great night to see and to be a tiny part of.

Jack Hudson

Primary teacher Janice Emmett is a highly qualified professional who has been acknowledged for her dedication to teaching and learning.

Her classroom is always a welcoming, fun and enriching environment where the girls feel secure to accept challenges and celebrate achievements.

Janice is always willing to offer insight and mentorship to her peers, and her participation in school life beyond the classroom is commendable. Her dedication to her role is evident in the time, patience and warmth she shares with her students and her colleagues. Janice has been employed at St Margaret’s since January 2006 and has been actively involved in Oaktree, athletics training supervision, and the Self Improving Schools Committee, among other outside school events and professional development studies.

I was extremely delighted and humbled at the same time when I received a staff teaching award last year. The colleagues I work beside are inspirational and dedicated professionals and are all deserving of this award as they contribute above and beyond to ensure their students are given the best education possible. Every day at St Margaret’s a different challenge is faced and every day the girls give back more than I expect, whether it is through their wonderful enthusiasm, their willingness to learn or to take on new challenges and succeed. Janice Emmett

It’s little wonder the person at the helm of this operation is a 2015 ASG, National Excellence in Teaching Awards State and Territory Award (NEiTA) recipient, Tamara Garvey. The ASG’s NEiTA honours exemplary teaching throughout Australia and New Zealand, providing communities with the opportunity to formally recognise and thank outstanding teachers and leaders.

Ms Garvey says the key to innovative teaching means, in part, being ‘adaptable, flexible and responsive to student needs’. Believing that teaching extends beyond term planning and developing learning content, it is this philosophy that is at the heart of the vibrant atmosphere of class 1B.

The research tells us that teaching is the single most powerful in-school influence on student achievement.

Independent Schools Queensland

Initially, Ms Garvey pursued a psychology degree at university. During her final year, she had the chance to spend more time working with children.

It was then that she discovered a passion for teaching, which has sustained her throughout her 10 year career. She has spent the past four of those years at St Margaret’s.

Ms Garvey’s interest in the learning outcomes of the individual student has seen a variety of classroom initiatives that meets students’ needs and learning goals. As well as addressing the curriculum requirements, her determination and enthusiasm for fostering an engaging and active learning environment means she has never taught the same unit twice.

She embraces the use of a classroom blog to provide engaging classroom activities and involve parents in their children’s learning, which reinforces student learning and encourages communication between home and school.

The St Margaret’s community congratulates Ms Garvey for attaining this most deserved recognition.

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A framework of quality teaching and learning

By Samantha Bolton Dean of Pedagogy and Enhanced Learning

St Margaret’s is a quality school which prioritises deep learning. In January this year we launched our own learning framework – the St Margaret’s Framework of Quality Teaching and Learning. This document is the result of several years of dedicated endeavour focused on identifying and promoting the factors considered fundamental to good learning. As a starting point, the question “What constitutes quality learning?” was asked. Once we had agreed upon a shared understanding of this, we were able to more effectively articulate the elements necessary to achieve it. These were categorised in terms of learning environment, learning process and pedagogy. When these three dimensions are considered with a view to fostering high quality student and teacher engagement, then deep learning is the outcome.

A significant amount of research was accessed to inform the St Margaret’s Framework in its final iteration.

While it does not follow any one approach, the tenets which underlie it are founded in studies from around the globe. In particular, the work of Ron Ritchhart, Carol Dweck, Usha Goswami, Dylan William, John Hattie and Guy Claxton has informed the thinking which underpins our philosophy, our practice and ultimately the framework itself. The literature consistently emphasised that it is the successful transfer of a student’s understanding to an unfamiliar context which is the measure of quality teaching and learning (Claxton 2012; Hattie 2009; Mazur 1997; Ritchhart, Church & Morrison 2011; Ritchhart 2015; Stobart 2014;). This assertion, combined with the premise that

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every student can make meaningful progress given optimal opportunities to engage in the deep learning which fosters transference, sits at the core of education at St Margaret’s.

An optimal learning environment satisfies both the cognitive and emotional needs of learners. Research has established that students need to feel safe and connected (Kort, Reilly & Picard 2001; Stobart 2014) before they can engage in the intellectual exercise necessary (Claxton 2012; Hattie 2009; Mazur 1997; Ritchhart, Church & Morrison 2011; Ritchhart 2015; Stobart 2014; Wiliam 2011) for deep and sustained learning. Our framework crystallises this thinking by identifying five pillars fundamental to the creation of such an environment. The pillars – connection, differentiation, motivation, challenge and feedback – provide a structure for the learning culture of the school as well as guidelines for teachers as they construct a productive environment within their classrooms.

We believe that motivation is the key to learning well and that it is fostered by instilling students with the belief that they can learn. Such a mindset is an essential precursor to engaging students in a level of challenge which will allow the thinking necessary to make meaningful intellectual progress. The work of Professor Carol Dweck from Stanford University has become synonymous with the concept of growth mindset (Blackwell, Trzesniewski & Dweck 2007; Trei 2007; Dweck 2006), drawing together the significant relationship between the psychological and cognitive elements of learning. Motivated students will persist more readily when difficulties

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Learning front and centre

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MOTIVATION

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emerge and thus are more likely to benefit from the cycle of challenge and feedback (Merzenich 2013; Stobart 2014, Wiliam 2011), which is the basis of building understanding. Learning is experiential (Goswami 2006), thus its quality depends on the nature of the experiences students have.

The second dimension of the St Margaret’s Teaching and Learning Framework involved the creation of a Taxonomy of Learning. This is based on the idea that learning is essentially building understanding and involves stages which move from surface understanding to deep understanding.

Students need to be aware that learning happens inside their own heads – nowhere else. Learning then requires thinking. This is both an empowering and frightening notion, reinforcing the importance of psychological factors such as mindset to the facilitation of high quality learning experiences.

Providing students with an insight into the different ways that people think, and allowing them to identify and practise these, gives them a more highly developed capacity to think deeply and consequently to progress to a greater depth of understanding, which will ultimately allow for transfer and application. While the taxonomy has elements of a hierarchy of thinking as is evident in Bloom’s Taxonomy (Paul 1985; Ritchhart 2015), the intention is to engage students in the process of reflecting upon their thinking and most importantly practising it, so that it results in deeper levels of understanding. An example of this is evaluation which sits in the middle band of our taxonomy, but can be implemented at a low cognitive level

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SURFACE UNDERSTANDING

What input am I providing?

Literal comprehension

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IN An EPER alys TAND ing U ing • I NDERS • Evaluat nterpreting DEE

Do the students understand?

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Syn PEST UNDERSTANDIN ing thesis rr ing • Creating • Transfe

and a sophisticated one, depending on the context within which a student is operating. Creating too can be a low level activity, although it is most often labelled as the pinnacle of intellectual operation (Krathwohl 2002; Paul 1985; Ritchhart 2015). Essentially what is important is the notion the students are being steered in the direction of metacognition as a mechanism for fostering deep understanding of their learning.

Teaching and learning is a dynamic process and consequently the pedagogy through which it is fostered must also be fluid. Despite this, there are some factors which may be regarded as essential to the facilitation of deep and

How will I engage students in the learning?

WHAT IS THE LEARNING INTENTION OF THE LESSON?

What learning dispositions are students developing?

How effective was the lesson in achieving the intention?

What thinking am I requiring of students?

sustained learning from a pedagogical perspective (Claxton 2012; Stobart 2014; Wiliam 2011). Within our framework these are framed as seven pedagogical questions.

1. What is the learning intention of the lesson?

2. How will I engage students in the learning?

3. What thinking am I requiring of students?

4. What input am I providing?

5. Do the students understand?

6. What learning dispositions are students developing?

7. How effective was the lesson in achieving the intention?

Thus our aim is to ensure that pedagogical practices are devised in a way which always keep the purpose of the learning front and centre. Claxton’s work on learning dispositions (Claxton, 2012) has been significant in the formulation of our ideas surrounding pedagogy and the way in which it can direct students to specific priorities.

This is an exciting time to be a teacher or a learner at St Margaret’s. We are building a culture which allows both staff and students to strive for excellence. The implementation of our Framework of Quality Teaching and Learning has allowed us to put a spotlight on what excellence looks like within a school community, a staff room and a classroom.

References Blackwell, L, Trzesniewski, K.H & Dweck, C.S 2007, ‘Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention’, Child Development, vol.78, no.1, pp. 246-263.

Claxton, G 2012, ‘School as an epistemic apprenticeship: the case of building learning power’, The 32nd Vernon-Wall Lecture presented at the Annual Meeting of the Education Section of the British Psychological Society, viewed 15 April, 2016, http://www.winchester.ac.uk/ aboutus/lifelonglearning/CentreforRealWorldLearning/Documents/ Claxton%20(2013)%20School%20as%20an%20epistemic%20 apprenticeship%20(Vernon%20Wall).pdf Dweck, C.S 2006, Mindset, Random House, New York.

Hattie, J 2009, Visible Learning, Routledge, New York.

Kort, B, Reilly, R & Picard, R.W 2001, ‘An Affective Model of Interplay Between Emotions and Learning: Reengineering Educational Pedagogy – Building a Learning Companion’, IEEE International Conference on Advanced Learning Techniques.

Goswami, U 2006, ‘Neuroscience and Education: From Research to Practice’, Nature Reviews Neuroscience, vol.7, pp 406-413, viewed 15 August 2015, http://www.nature.com/nrn/journal/v7/n5/full/ nrn1907.html

Krathwohl, D.R 2002 ‘A Revision of Bloom’s Taxonomy: An Overview’, Theory into Practice, vol. 41, 4, pp. 212-218 Mazur, E 1997, Understanding or memorization: Are we teaching the right thing, in J Wilson (ed.), Conference on the Introductory Physics Course on the occasion of the retirement of Robert Resnick, Wiley, New York Mazur, E 1997, Peer instruction: a user’s manual, Series in educational innovation, Prentice Hall, New York.

Merzenich, M 2013, Soft Wired: How the New Science of Brain Plasticity Can Change Your Life, Parnassus, San Francisco.

Paul, R.W 1985, ‘Bloom’s Taxonomy and Critical Thinking Instruction’, Educational Leadership, May 1985, pp. 36-39.

Ritchhart, R, Church, M & Morrison, K 2011, Making Thinking Visible, Jossey-Bass, San Francisco.

Ritchhart, R 2015, Creating Cultures of Thinking, Jossey-Bass, San Francisco.

Stobart, G 2014, The Expert Learner, McGraw-Hill, Berkshire.

Trei, L 2007, ‘New Study Yields Instructive Results on how Mindset affects learning’, Stanford Report, viewed 22 September 2015, http:// news-service.stanford.edu/news/2007/february7/dweck-020707.html Wiliam, D 2011, Embedded Formative assessment, Hawker Brownlow, Melbourne.

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Microsoft Education recently published an article about the collaborative work our Head of eLearning Peter Cottle has been doing with teachers and technology to enable a more flexible teaching style.

We republish it here, with Microsoft’s permission.

What happens when you untether teachers from the front of the classroom? In 2015, Head of eLearning & Research at St Margaret’s Anglican Girls School, Queensland, Peter Cottle, finally got to find out when teachers started to combine WiDi (wireless) projectors with stylus tablets.

“I’ve spent many years researching the learning space and last year we installed the technology mix that lets us finally cut the cord between teachers and their desks,” says Peter. “With the ability to work on projected images of class books using digital pens – and from any part of the classroom – we’re seeing a quiet revolution in teaching styles.”

The power of teaching from the back of the class According to Peter, one subject where teaching is becoming radically different is maths.

“Our head of faculty, Vicki Strid, has been teaching mathematics for more than 30 years, but from the moment she became untethered she started to move around far more,” he says.

Teaching gets moving Today, Vicki’s classroom looks nothing like a traditional maths class. Her desk is at the back and she spends most of her teaching time moving between students, switching rapidly between one-on-one coaching and group learning.

According to Peter another benefit is class collaboration. With the maths teacher in total command of the visual space at the front of the class, she can direct groups of students to work together to solve problems.

“Untethering from a fixed position at the front of the classroom has been liberating,” says Vicki. “I can annotate notes and diagrams which I am projecting from my computer – either directly onto the whiteboard or on the touch screen.

“Today, the space at the front of the class is where students visually collaborate,” he says. “In effect, she’s surrendered the space, but increased control.”

“If a student is having difficulty, I can take my computer, sit beside her, and conduct part of the lesson from her desk.”

According to Peter, Vicki uses a combination of enabling technologies: the GeoGebra maths tool, which she uses to demonstrate geometry and algebra; OneNote Class Notebook Creator; which helps her to quickly compile lesson plans; and Intel’s WiDi technology to wirelessly project her tablet screen onto the whiteboard.

Turning the tables on students From her new vantage point, the maths teacher is also directing girls to assume a pedagogy role as a way to re-inforce learning. Seated at the back of the class, she can observe what’s going on in the physical and digital space around her.

She can instantly seize opportunities to challenge girls to reprise a solution and teach it to the rest of the class.

“It’s great: I just give my tablet to students, and they are able to project their ideas onto the white board,” says Vicki.

Reference: Microsoft Education Australia (2016, April 18). Microsoft Developer: Teacher’s classroom reshaped by untethered WiDi technology. Retrieved 22 April 2016 from https://blogs.msdn. microsoft.com/austeachers/2016/04/18/classroomuntethered/

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The impact is difficult to quantify, but from what he’s seen, Peter confirms estimates that the combination of digital pens, tablets and WiDi instruction delivers an increase in students’ ability to create spatial content, which is sometimes considered the foundation of thought.

Redefining the teacher–student relationship For St Margaret’s, the decision to create a more fluid physical environment in classrooms reflects a subtle shift in how knowledge flows. The school wants students to be active learners by instinct.

Upending the traditional classroom layout makes that point as powerfully as anything can.

“If a teacher spends the majority of class time standing at the front of the classroom facing students, that expresses the didactic idea that knowledge still comes from teachers,” says Peter. “By creating collaboration spaces at the front of each classroom, we’re democratising the learning process.

“Now, teachers position themselves so that they are on the learning journey with their students. This represents a significant shift in our thinking.”

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Back to class and loving it It is widely accepted that the quality of teaching at a school has one of the greatest impacts on student outcomes; as such, teachers are committed to developing professionally across their careers.

Much of the research reveals that teachers are their own greatest resource in terms of ongoing professional development. Watching and learning from one another conducting their craft is proving to be a powerful tool, and St Margaret’s has embraced this concept over the past two years.

Operating as a pilot in 2015, the teachers have again embarked on the program this year. Working in a group of three across faculties and incorporating both primary and secondary teachers in each group, teachers are learning from and with each other through a process of observation, feedback and collegial professional conversations.

Deputy Principal Kim Cohen says that classroom observation makes teaching and learning more visible and encourages colleagues to collaborate to improve teacher practice and student learning.

“I had been teaching for over 20 years before I was observed by another teacher in the classroom, and while for some it can initially be a little confronting, it can be a deeply rewarding process of professional learning, collaboration and even validation of one’s own practices,” she said.

Last year St Margaret’s developed its Framework for Quality Teaching and Learning and, in this year’s peer to peer professional learning classroom observations, teachers have been asked to focus on three of the seven pedagogical questions contained in that framework: • • •

How will I engage students?

What is the learning intention?

What thinking am I requiring of the students?

You couldn’t find a more diverse group than a Head of eLearning, senior chemistry teacher and a primary classroom teacher.

Head of eLearning Peter Cottle admits he hasn’t been in a senior chemistry class since he was a senior, but in this case, it’s not the subject matter that actually matters.

“In addition to the pedagogical questions we are being asked to observe, my particular interest lies in how teachers across different disciplines and year levels use their allocated teaching space. How the fusion of space, pedagogy and technology impact on teaching and learning is my passion, so I am excited to observe this across different areas of the school,” explained Mr Cottle.

Mr Cottle and senior chemistry teacher Claire Bloomer also agreed that it was enlightening to be exposed to other’s teaching methods in different subject areas.

“Because we are not focused on curriculum content, but rather, on the method of delivery, we can closely observe the how and why of teaching practices, without being distracted by the what,” said Ms Bloomer.

At the time of writing, Ms Bloomer and Mr Cottle were looking forward to visiting Tamara Garvey – the third member of their group – to observe her Year 2 Maths lesson.

“Primary and secondary staff don’t often have the opportunity to be involved in each other’s classroom practices so we are excited that these professional discussions are extending across the whole school,” said Ms Bloomer.

Later in the same week in a Year 11 visual art class, secondary art teacher Jenny Lishman talks to the class

about taxonomies of learning and the assessment rubric for an upcoming assignment.

Observing at the back of the room are primary music teacher Deb Cohen and secondary science teacher Alison Davis. This is their first observation for the year.

Ms Davis says that she finds these observations helpful to gain ideas and strategies to enhance her own teaching.

“It allows you to see how someone else might deal with the same experiences you may have had in the classroom. If you share some of the same students, it is also enlightening to observe how they learn and engage with a different teacher and subject area,” she explains.

Mrs Cohen said taking the professional learning out of familiar subject areas allows her to gain a broader knowledge of student learning, including methods and strategies used by her peers.

“I am also looking forward to the feedback conversations with my colleagues after lessons have been observed,” she said.

“It’s a wonderful opportunity to collaborate to improve teacher practice and student learning.”

On being observed, Mrs Lishman commented: “Though I have always felt entirely comfortable having other teachers in my classroom, it does give one pause for thought that the finer elements of the lesson are being analysed by peers. This particular lesson reviewed the importance of a structured and rigorous reflection on a completed unit of work, which is of course common to any learning.

“As an experienced teacher, I appreciate the opportunity to visit other classrooms to challenge some of my habits and provoke productive pedagogical discussion.”

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Diverse pathways for top graduates Every year St Margaret’s acknowledges the achievements of our top academics (OP1 to 5) from the previous year at a special scholars’ assembly. It is an opportunity for St Margaret’s to honour their achievements, seek inspiration and advice for fellow students, and discover the pathways they are choosing in the next stages of their education.

With such ambitious girls as inspiration, Principal Ms Curtis briefly interviewed them for advice they might have for the girls following in their footsteps. Some common themes emerged, including: start straight away – don’t procrastinate; and keep up with the extra-curricular activities you enjoy, as you are more organised and achieve more when you are active and busy.

The 2015 cohort are a diverse group, moving toward areas such as acting, business, engineering, law, medicine, music, and writing.

Twenty-one of our 27 OP 1-5 scholars joined us for the special occasion. The spoke with the ‘Flyer’ about life after school..

Maria Cobain: Bachelor of Physiotherapy – UQ. ‘It is my hope to work in paediatrics in the future.

This decision came about after an incredible experience at Sony Camp in 2014 where I discovered my passion of caring for children with physical disabilities.’

Bridie Davis: Bachelor of Business (Marketing) / Bachelor of Creative Industries (Fashion Communication) – QUT. ‘As someone not entirely sure about what they want to do, I opted for a double degree where I can combine two areas of interest that can give me a broad knowledge base and provide useful qualifications for numerous occupations. It is my hope that through further studies in my chosen areas of business and fashion, I will discover my ideal career.’

Molly Duhig: Bachelor of Engineering and a Diploma of German – UQ. ‘My decision to study engineering was quite spontaneous as by the end of Year 12 I didn’t really know what I wanted to do. I knew that I loved physics and maths so I decided to give it a go. I hope to be able to find a career in environmental engineering, as I am passionate about creating a sustainable future for all. I’m also hoping that my diploma allows me to study or even work in Germany, which is one of my favourite countries.’

Claudia Fitzpatrick: Bachelor of Biomedical Science – Griffith University. ‘I hope to find my passion somewhere in the field of medicine.

Naturally drawn to the area of human anatomy and physiology, I continue to be inspired by my older brother who has almost completed his Doctor of Medicine degree, also through Griffith. I’m excited about a future in an area of endless possibilities.’

Beth Flint: Bachelor of Fine Arts (Creative and Professional Writing) – QUT. ‘I have always loved reading and writing, and I really wanted to explore where they could take me. I have absolutely no idea what I want to do in the future, but I’m hoping university will help me figure that out.’

Meg Fraser: Bachelor of Fine Arts (Acting) – QUT. ‘This course has 16 people from around Australia.

I have known that I wanted to be an actor since I was young, as I have always enjoyed performing and entertaining people. Acting has always been a part of my life and always will be. I was so fortunate to be accepted into this prestigious course. Once I graduate I hope to begin working in both Australian and international films and theatre. This is what I love and I have always believed that if you do what you love and work hard enough you will be successful.’

Mercedes Frew: Bachelor of Business and Law – QUT. ‘I’m interested in this course as I understand the content in how it relates to the real world.’

UQ – The University of Queensland QUT – Queensland University of Technology

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Emily Garner: Dual Degree of Business and Commerce – UQ. ‘I was interested by the corporate world and would like to work in either human resources or marketing. I am still not sure where my future studies will lead me, but I definitely want to do a university exchange overseas in my second year.’

Jessica Griffiths: Dual Degree of Economics and Business Management – UQ. ‘Being completely honest, I don’t yet have any career goals. Instead, I’ve gone into uni with an open mind and as many different things as I can in my degree until I can find something that I love and want to pursue further.’

Sienna Larsson: Bachelor of Music with Honours – UQ. ‘I have always been interested in studying music. I have been singing for all my life and in school I was Choral Captain and really thrived in Éncorah. So far my study has been really amazing at UQ. They have great training and it has really helped to progress my voice.’

Angela Lingard: Accepted into Bachelor of Engineering – UQ. ‘I wasn’t entirely certain where my interests lay so I have decided to take a gap year and work out what I want to do.’

ACADEMIC

Emma Peacock: Bachelor of Business Management/ Bachelor of Arts – UQ. ‘My passion is working with people and building strong relationships. I feel this degree would prepare me for a career where I can leverage my interpersonal skills in a business environment. At present, I am thinking of a future role as a customer relationship manager or possibly a sports player agent in cricket or Australian Rules Football. These sports could benefit from female input into the culture of their organisations.’

Georgina Quayle: Dual Degree of Law and Arts – UQ. ‘Law teaches critical thinking and problem-solving skills and the Arts aspect of the degree balances nicely with the more formal law subjects, allowing me to explore my creative side. The skills that this course works to develop could lead to employment in a range of diverse and interesting fields as the ability to think critically and assess information is a vital one in any modern workplace.’

Pippa Redcliffe: Bachelor of Engineering – UQ. ‘I became interested in bridging the gap between medicine and engineering during Year 12. I am hoping to major in electrical and biomedical engineering in pursuit of becoming a medical engineer.’

Alice Robertson: Bachelor of Commerce/ Laws (Honours) – UQ. ‘The broad applicability of the course was what attracted me to it as I am unsure of whether I am leaning more towards commerce or law. The goal is to one day be a barrister or perhaps an investment banker. We shall see!’

Gabrielle Sachs: Bachelor of Veterinary Science (Hons) – UQ. ‘Veterinary science is such a perfect combination of two things I’m extremely passionate about – animals and science.

I’m absolutely loving my degree so far and I can’t wait to see where it takes me in five years – whether it’s small animal practice or something I would never expect.’

Holly Sachs: Dual Degree of Nursing and Midwifery – UQ. ‘I have always had a fascination with babies and childbirth, and I would love to be involved with the care of women in such an amazing and life-changing time of their lives.’

Yasmin Samson: Dual Degree of Media and Communications with Business – QUT. ‘I did the Business Diploma while at school which gave me the skills to go further. I wasn’t entirely sure what I wanted to do and I decided the double degree would give me more options in the future. I understood that media and communication is increasingly important to businesses and having digital communication and social media skills will be really valuable. I really enjoy the courses and am happy to be mixing up the two courses.’

Josephine Shannon: Dual Degree in a Bachelor of Business and Commerce – UQ. ‘I hope to study abroad next year and travel to Germany through UQ’s exchange program. I am interested in my chosen degree because I have a passion for managing people and hopefully I will work one day in a once male dominated industry.’

Nina Wildman: Bachelor of Music – Queensland Conservatorium, Griffith University.

‘Since Year 5 I have wanted to be a classical performer so moving into this field after school felt like a natural progression for me. I am excited to be accepted into the Conservatorium and am loving the experience. It is everything I expected and more; it has been intense but very rewarding.’

Phoebe Wright: Bachelor of Arts and a Bachelor of Law – UQ. ‘This double degree encompasses the two subjects I enjoyed most in school, English and French. While I am unsure of what I would like to do career wise with my degree, so far I have enjoyed my studies and am confident I will find a career that I am passionate about.’

St Margaret’s is delighted with the achievements of all our 2015 graduates and we look forward to keeping up to date with the progress of our newest Old Girls.

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ACADEMIC

Science and Engineering Challenge The stage is set for a showdown.

We are at the University of Newcastle’s annual Science and Engineering Challenge, hosted by the University of Queensland. Four St Margaret’s students take their places behind a podium.

Before them, an audience of Years 9 and 10 students from across the region eagerly watch as the prototype bridge the girls have constructed is put through a series of nail-biting incremental tests.

The bridge is mounted to a testing platform where a small vehicle is loaded with weights ready to roll down a ramp and across the bridge. At the command of the UQ moderator, the vehicle is released causing the girls’ construction to experience a greater load and more downwards force from the hurtling vehicle. The crowd of fellow competitors hold their breaths, their hopes crumbling when, with each successful pass, the St Margaret’s bridge does not.

This was the scene in early March as the last event of the day unfolded. The bridge testing is a high-stakes activity, where the overall winner of the series of team challenges can be decided based on how the bridges perform.

All day the St Margaret’s students had been competing against seven other schools, across eight different hands-on STEM activities.

Understandably, there was much tension in the air as the ‘super ingot’ – the weight that had caused every other bridge in the competition to crumble – was loaded onto the vehicle. The St Margaret’s team collectively held their breath, as they watched their bridge successfully bear the weight of the

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coveted payload, sealing their fate as the winners of this challenge, and helping to earn St Margaret’s the title of overall winners of the day, with earlier success in the ‘mission to mars’ challenge, boosting the team across the line. Scores settled and it was time for fun, with the girls agreeing to have the vehicle stacked high with an unsteady tower of weights in a ‘bridge buster’ round.

The University of Newcastle’s Science and Engineering Challenge is a nationwide STEM (Science, Technology, Engineering and Mathematics) outreach program presented in partnership with communities, Rotary clubs, universities and sponsors. This year more than 600 students from 24 schools participated at the UQ event across three days, having the chance to experience aspects of science and engineering which they may not see in their school environment.

In 2016, more than 50% of the participants in UQ’s Challenge were female and UQ’s Women in Engineering Program Development and Marketing Coordinator, Ms Stephanie Crawley, was delighted with this level of attendance.

“While engineering has traditionally been a male field, engineers are society’s problem solvers and the best

engineering team must therefore be as diverse as the society they work in,” said Ms Crawley.

The Science and Engineering Challenge requires students to work in teams to develop engineering solutions to problems and to create innovative ways to resolve issues. Points are awarded to schools for their innovation and creativity. St Margaret’s Xanthe LoweBrown (Year 10) said she was so grateful for the opportunity to immerse herself in an array of engaging activities at UQ and work together with her fellow peers.

“Our team’s task was to build a mini hovercraft out of recycled materials.

This was a challenge, but through problem solving, great team work, adjustments, final touches and overcoming navigation issues, our hovercraft was a success, making for an eventful and enjoyable day,” she said.

A total of 27 St Margaret’s girls engaged in inventive engineering activities and exercised their problem solving skills, relishing the chance to build hovercraft, Mars rovers, bionic hands and catapults, electrical grids, earthquake resistant buildings and load-bearing bridges.

ACADEMIC

National Youth Science Forum April Butler and Olivia Millard, both in Year 12, were selected to attend the National Youth Science Forum (NYSF) in Canberra in January this year, an opportunity reserved for students passionate about STEM and a chance for the girls to immerse themselves in the possibilities of their future careers. To be selected, the girls had successfully progressed through a series of activities, which included Well, the 2016 NYSF really didn’t live up to my expectations at all – it exceeded them, and in the best kind of way. When you picture yourself on a 12-day camp with 200 like-minded scientists and mathematicians, it’s hard not to become nervous about what you’re about to embark on. But I could not have been more mistaken. The NYSF was the most treasured, invaluable experience I’ve ever had in my life; never have I felt so comfortable and so accepted by such a large group of people, not only from all around Australia, but also the world.

We were extremely privileged to have presentations and lectures from highly distinguished scientists, and be granted opportunities to visit and feel a part of the many diverse organisations and centres throughout Canberra and its surroundings.

If I had to decide on my favourite aspect of the NYSF, I would have to choose the incredible people, including staff, students, Rotarians and scientists. We were put in interest groups – mine was called Carson, after Rachel Carson, an American marine biologist and conservationist whose book, Silent Spring, and other writings about the earth and environmental science are credited with advancing the global environmental movement. We all became very close, and I loved the system of having a group as a support network when meeting new people.

Our interest group remains close and in contact well after the end of the forum.

We also had our floor group within one of the colleges of Australian National University, which we’d meet with at the end of each day over a tub of ice cream and milo, as well as a buddy

endorsements, a ten minute presentation at Bond University, panel interview and observations of group work. The12 day forum incorporated field trips and lab visits, including a visit to the National Deep Space Communication Complex and the Geoscience Centre. April, a boarder from Goondiwindi, recounted her experiences for the ‘Flyer’.

who neighboured us. Unquestionably, the ‘staffies’ (staff members who had previously been on an NYSF session themselves) established the most intense and high-energy atmosphere, which consistently entertained and engaged 200 teenagers.

We had the chance to meet some of Australia’s and the world’s most astonishing scientists and role models.

Lab visits for my interest group were centrally based around the earth and environmental sciences; excursions to privately owned fossil sites led by highly-renowned paleontologist Alex Ritchie, tours through Canberra’s Deep Space Communication Complex, and incredibly detailed activities schemed by Geoscience Australia and the MurrayDarling Basin Authority were among the extraordinary visits. Alongside these interest group specific lab visits, NYSF prides itself on exposing participants to all areas of science, regardless of their interests. I am a practical learner, and found I was kept extremely busy in all lab visits in one way or another, a favourite of mine being an activity run by students and teachers of the Australian National University, where we created our own fluorescent slime and ice-cream using liquid nitrogen.

Not only did the 12 days include ‘lab visits’ almost every day, but also lectures and presentations. Some that sparked my interest were conducted by Professor Tanya Monro, who had me highly engaged and even delighted

by her work in photonics and stories of her path leading to success, despite struggling with the concepts, and Ranjana Srivastava, oncologist and Melbourne-based writer, who also enlightened an area of science I had not considered. My fondest memory from the presentations was having the privilege of talking to Dr Rolf Landua, a research physicist at CERN – the European Organization for Nuclear Research, in Switzerland, via Skype, regarding the future plans for CERN. Through these and many other presentations, NYSF illuminated numerous pathways and opportunities we as young scientists have, while keeping our dreams in sight. Never have I ever been so inspired to pursue a future in science and work hard to reach my full potential.

I am so grateful for the slightly stressful and intimidating application process for the NYSF, as I couldn’t have imagined the 12 days with any other group of students. I have made incredible friends and had amazing experiences.

I cannot thank enough those students, the Goondiwindi Rotary Club, who supported my fundraising efforts to fund the trip, St Margaret’s, and all the people who coordinate and make the NYSF so special, for gifting me this life-changing opportunity. I found the session an incredible experience and am certain it will help to shape my future.

L to R: April Butler and Olivia Millard

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ACADEMIC

Learning the finer points of food and nutrition You’d be forgiven for thinking you were on the set of a Master Chef or MKR food challenge when you step inside the St Margaret’s new food technology kitchen.

The day the Flyer paid a visit to this gleaming galley, the Year 10 Food and Textile Technology students were giving the stainless steel bench tops and industrial ovens a ‘round the world’ work-out, cooking up san choy bau, pork noodles, souvlaki, chicken salad, beef kebabs and banana muffins.

The food technology classes are all part of a unit focusing on good food choices, nutrition education and the critical evaluation of the proliferation of information to be found around these topics. Students in the Year 10 cohort are already making independent food choices and will be equipped in this class with the decision making skills that help them to do this so they cater for their own food needs and those of their friends and family.

“The path to good health and wellbeing can be enhanced when students are able to interpret the messages they receive and determine their validity and authority before applying this knowledge to their own food choices. All dietary choices need to be undertaken advisedly and it is especially vital that teenagers have a supply of a variety of foods and nutrients,” said Home Economics Subject Coordinator Ms Nikki Anderson.

Ms Anderson says the best place to start is the Australian Dietary Guidelines and its recommendation of a varied diet, instructing serving quantity and portion sizes.

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There are many reasons people adopt a particular food regime. Sometimes, it’s purely a lifestyle choice; for others with diagnosed food intolerances, allergies and other medical ailments, particularly around intestinal and digestive issues, food choices may be the path back to good health.

In the past, for those suffering food intolerances, avoiding these foods while eating out was challenging; however, the marketplace is slowly responding to these needs and increasingly offering menu choices that are gluten or dairy free, vegan and so on.

As part of this unit of study, the Year 10s recently visited Primal Pantry in Nundah. Undoubtedly delicious, the visit was about exploring how food establishments cater for various dietary needs by sampling a mouth-watering selection of their foods with a view to learning to think critically about the pros and cons of adopting such a dietary choice long term.

By the end of this unit, students will have gained valuable knowledge about diet and nutrition and will have enhanced both their critical thinking around this topic as well as their culinary expertise to prepare nourishing, good food choices that supply all the required essential nutrients for their developing minds and bodies.

ACADEMIC

In class with David Suzuki

Suzuki book winners Sally Marples and Liliana Tarabay

3D Printer Learning in the library took a technological turn recently when it became home to a new 3D printer, which has taken pride of place on the library information desk, and sparked many a discussion between curious students.

While the school has other 3D printers in curriculum areas, the idea behind this purchase was to pique the interest of students in a field where every week we hear of amazing breakthroughs in their application.

It was a tour stopping attraction on Open Day as it churned out delicate blue vases, and has since birthed robots and unicorn heads!

The girls have been attempting to produce phone cases and even a sundial; however, the successful designs for these items are still being prototyped.

The students have been fascinated with the mechanics of 3D printing and eagerly anticipate the latest creation when they venture into the St Margaret’s library.

If you’re a student passionate about the planet, an audience with Dr David Suzuki is like encountering environmental royalty. In March, 16 of our Year 12 geographers had the incredible fortune to participate in an international live stream event – In Class with David Suzuki – featuring presentations and interviews with this most celebrated scientist, broadcaster and author.

Hosted by Australian Science Channel, students were given the rare opportunity to submit questions to Dr Suzuki about his long career and lifelong commitment to environmental preservation and activism. The girls focused their questions on some of the major issues affecting the planet, including the loss of species diversity, increasing urban populations and the effects of global warming.

During the hour long presentation, Dr Suzuki answered five of the questions submitted by St Margaret’s students, and acknowledged them as thoughtful and poignant.

After each of these events, the Australian Science Channel rewards students who submitted the best question, or asked a question that garnered the best answer. For In Class with David Suzuki, the best questions selected earned the student a copy of Dr Suzuki’s book Letters to My Grandchildren.

The Australian Science Channel decided not one, but two of the questions submitted by St Margaret’s students deserved a book: Liliana Tarabay for her question, “With all the challenges facing the environment at the moment, how do you keep a positive outlook?”, and Sally Marples for her question, “Is it practical to spend time and resources on sustaining endangered species, or should that effort and resources be spent on other environmental issues?”

Head of Faculty – Humanities AnneMarie Gerlach said the world’s most recent climate data shows we have just experienced the warmest year on record and the warmest month ever recorded.

“The world’s climate is rapidly heading towards a point where significant action needs to be taken or un-rectifiable damage will occur. Understanding the significance of this issue will be the focus of our class work throughout Term 2,” explained Ms Gerlach.

“This will put our students in good stead for meeting the challenges head on at a personal level, as well as developing their global understanding of environmental issues. This event has certainly inspired them all to more thoughtfully consider their actions and their impact on the Earth’s environment and our future as a species.”

15

ST MARGARET’S COLLEGE

Second exciting year for St Margaret’s College 2016 marks the second year of operation for St Margaret’s College – a boutique accommodation facility for young woman pursuing tertiary education in Brisbane. From a small handful of residents in its inaugural year in 2015, word of mouth about the incredible opportunities the college facilitates for young women spread rapidly, and the population has now soared to 17, with only a few rooms left to be filled.

The corridors are now buzzing with young women who hail from all over Queensland and New South Wales, including former St Margaret’s boarders who have made the seamless transition to university life by simply relocating next door.

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College Director Dr Kylie Armstrong said: “We have a vibrant community of incredible young women who are studying a diverse range of tertiary courses. They have all settled well into college and university life and are taking every opportunity that comes their way to develop meaningful relationships and true intellectual capabilities.”

Below, two of the College’s newest residents, Abigail Tucker from Toowoomba (a Glennie School graduate), and Eliza Goakes, who attended All Saints Anglican School in Northern New South Wales, share their early experiences with the Flyer.

The beginning of the year has been an exhilarating one for the St Margaret’s College residents. For

many of us, the college has been an exciting and nurturing environment for our first out-of-home experience. On move-in day, our early apprehension disappeared with the distraction of a fun itinerary, thoughtfully planned by the returning residents. We discovered our way around Ascot, conquered our nerves at MovieWorld, kayaked along the Brisbane River and attended high tea in the city, along with numerous other activities. By our end-of-week cocktail party, we well and truly felt at home and were ready to conquer our first weeks at university.

The St Margaret’s College residents have taken the initiative to create a service committee. Through participation in fun runs, charity

ST MARGARET’S COLLEGE

events, and volunteering, we plan on engaging the whole college in our vision to serve our local community and actively support and participate in college life. A media committee has also been formed to manage the college’s media activities. This committee provides residents who are studying communicationbased degrees to gain experience in journalism and social media, as well as informing the community of the college’s ongoing development.

St Margaret’s College has had an amazing start to the year. Residents have settled in beautifully and are feeling at home. While many of us are still getting used to living away from our families in an unfamiliar city, it is lovely to come back to college at the end of our day and know we all have a community where we belong.

We are certainly excited to see what adventures the year ahead brings for all the residents.

I absolutely love living at St Margaret’s College. The residents are the kindest and most focused women I have ever had the privilege to meet.

New resident Tien Kelly

A highlight of life at St Margaret’s College are the formal dinners and networking events. We have already had the pleasure of attending the commencement dinner, where we met the former senior residential assistant and several board members. This wonderful company, paired with the amazing food prepared by the St Margaret’s chefs, made the evening a truly special occasion. We are looking forward to the networking events being organised for this year, which will give many residents the opportunity to network with professionals in their field and gain insider knowledge of their chosen industries.

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DANCE | DRAMA

Dancers dazzle Synergy and Fusion – the first dance troupes to be added to St Margaret’s already rich list of extracurricular activities – attracted a host of girls to audition for the new dance program late last year.

This year around 35 students across Years 8 to 12 have been carving it up on the dance floor, as they prepare routines for the upcoming MAYO Arts Festival.

The dance program caters for all levels of experience and dance background, allowing students with ambitions for excellence to have their skills refined in the Synergy troupe, while also welcoming students interested in the ‘Fusion’ of fitness and fun that comes with breaking in a new routine. Both groups rehearse fully choreographed routines, which are a synthesis of modern, jazz, contemporary and lyrical moves, taking direction from coaches Nikita Short (Synergy) and Abbey Geran (Fusion).

‘You can’t stop the beat’ Harvest Rain’s Brisbane production of Hairspray set records as the world’s biggest production of the musical with over 900 people on stage, including seven of our very own St Margaret’s stars: Halle Batchelor (Year 6), Sophia and Naomi Colledge (Years 8 and 5), Nina Conomos (Year 9), Jordan and Sienna Small (Years 10 and 5) and Evie Stafford (Year 10). The show also included some principal cast names,

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Coordinator Angela Bowen says the girls are making great progress on their routines. “The girls are loving it.

They are working hard and showing great commitment.”

The Synergy troupe train Friday mornings, while Fusion rehearse on Thursday afternoons. Auditions for the 2017 program will occur in the second half of 2016.

Don’t miss the groups’ dazzling performances during the MAYO Arts Festival on Saturday 28 May.

My ‘Hairspray’ experience was incredibly motivating.

The encouragement I received was uplifting and the friendships I made there will last a lifetime! ‘

including Christine Anu, Simon Burke, Tim Campbell, Amanda Muggleton and Wayne Scott Kermond, along with musical theatre graduates and hundreds of school-aged students singing, acting and dancing with stars in their eyes.

Auditions were held at the end of August last year with intensive rehearsals running through the Easter holidays. The hard work and dedication culminated in a five-show spectacular held at the Brisbane Convention Centre at the end of the Easter holidays. The girls worked exceptionally hard and shone bright for St Margaret’s. Sophia Colledge spoke highly of her time in the production: “My Hairspray experience was incredibly motivating. The encouragement I received was uplifting and the friendships I made there will last a lifetime! I enjoyed working with such incredible choreographers and I’m still

singing and dancing around the house.

After being part of a previous massensemble performance in 2014, Cats, I couldn’t wait to audition for another.

It was great to work with such a nice, professional cast. They have also inspired me to continue following my dreams.”

The Harvest Rain’s epic mass ensemble production of Hairspray continues on national tour in an irresistible salute to the over the top glamour of the sixties, providing a spectacular experience for students across Australia to get a taste of musical theatre life.

MAYO

On Friday 27 May and Saturday 28 May, St Margaret’s biennial MAYO Arts Festival will once again take its place in Queensland’s cultural calendar.

This popular festival is named in honour of prominent sculptor and St Margaret’s Old Girl Daphne Mayo, one of Australia’s finest sculptors,who throughout her life was an energetic and tenacious advocate of the Arts in Queensland. The MAYO Arts Festival has, since its inception in 2008, built a reputation for showcasing emerging local and national artists as well as engaging the wider community in the vibrant and inspiring atmosphere of this arts spectacular.

The 2016 MAYO Arts Festival will be no exception, hosting a stellar line up of artisans with a focus on exhibiting three-dimensional art across various

disciplines including: jewellers Barbara Heath and Old Girl Alice Yeung; glass artist Jo Bone; awardwinning ceramicist Peter Biddulph and celebrated Japanese-born ceramic artist Kenji Uranishi; as well as sculptors Carly Scoufos and Michael Eather, and many more.

The festival will be officially launched on Friday 27 May at the opening night cocktail party, officiated by the Institute of Modern Art’s Marie-Louise Theile.

The St Margaret’s Arts Centre Foyer will provide a spectacular backdrop for this ticketed gala event where attendees are invited to soak up the breathtaking views of the city as they mingle with esteemed guests and artists. This event will be the first opportunity for guests to purchase their favourite piece of art from the magnificent collection on exhibition.

On Saturday 28 May, midday ushers in the festival in full swing with a range of free and ticketed activities, rides, workshops and entertainment for all ages. Guests can roll up their sleeves and prepare to release their inner artist with a variety of workshops hosted by some of our most talented artists and community members. Workshops also offer guests the chance to create their own jewellery; stitch or weave a colourful keepsake; assemble a micro-climate terrarium, and even design their own wearable floral head piece. The children have an exclusive program with the opportunity to take part in circus performance training and hula hoop games. For the quiet observer there is the opportunity to simply browse the artisan markets and purchase quality handcrafted gifts, jewellery and homewares, or simply take in the creative atmosphere, and magnificent sights and sounds of this family-friendly event.

Adding to the festival atmosphere will be a steady stream of musical and theatre performances as well as gourmet food and wine offerings in the new food laneway, where festival goers can taste the flavours of international cuisine, or simply nibble on sweet and savoury snacks from sideshow alley.

Bookings for the cocktail evening, workshops and ride bands are available on Flexischools, via the St Margaret’s or MAYO festival websites. The full program will be released early to mid-May, and will be available from www.mayofestival.com.au

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MAYO

WORKSHOPS

ARTS FESTIVAL

Science Lab Eunice Science and Resource Centre

Supplies Shop Lawn

Eton Hall

12.00 noon 12.30pm

Wired Wild Flowers

1.00pm

1.30pm

Creative Sewing and Weaving for Kids

Textured Earrings

2.00pm

Textured Earrings

Shibori Fabric Dyeing

2.30pm

Steampunk Jewellery

3.00pm

Join the Circus (Lower Primary)

Live the Circus (Upper Primary)

3.30pm

4.00pm

4.30pm

Unlock the beauty in Plastic

Taste Circu (Seconda

COME AND TR 5.00pm

Decorate a

Bookings can be made via Flexischools on our website: www.mayofestival.com.au Adults attending classes to provide parent 20

MAYO

12 noon – 4.30pm, 28 May 2016 Eton Courtyard

Fun & Games with Hoops

V103 Art Centre

V104 Art Centre

V105 Art Centre

Light up your Life – celebration Glass mosaic Tea Light

Terracotta Twitter Birds

Circular Drive

Barley Sugar Garden

Rides Area

Terrarium making Recycled for Kids!

“Djembe Jamming” Drum Workshop Flowers to Wear

Funky Phone Cases

Crazy Candles

Flower Art Terrarium Making for Adults

Decorate a Vanilla Pod Cupcake

e of us ary +)

why not also try your hand at: RY WORKSHOPS are offered throughout the day so Crazy Candles – Rides Area ($11 - $13) NO BOOKING 0) ($1 den Gar ar Sug ley Funky Phone Cases – Bar per cupcake or $10 for 4) Vanilla Pod Cupcake – Barley Sugar Garden ($3.50

REQUIRED

u • Enquiries regarding the workshops can be made by calling +61 7 3862 0777. tal supervision may do so with no charge.

21

BOARDING

We also know that we will be there for each other when the going gets tough, because that’s what sisters do.

Big Sister Program

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While former St Margaret’s boarders will most often reflect upon their boarding experience as some of the best days of their lives, and carry the friendships made in the boarding house for a lifetime, living away from home in those adolescent years can, at first, be challenging.

programs this year,” said Ms Fowler.

While many girls will naturally take up the charge of ensuring our newest members feel welcomed and included, these programs formalise these efforts with resources, activities, training and recognition. The structured programs involve:

Head of Boarding Lesa Fowler says it those very challenges that perhaps bring the greatest life-long benefits to boarders. Boarding provides the opportunity to develop independence, self-regulation, self-discipline and tolerance, as well as the interpersonal skills required for students from all over the country and the world to live together in a close-knit community away from home.

• interviewing those with a genuine desire to help younger students

“Our job, as specialised boarding staff, is to provide all the girls with the support to thrive in this environment, which is why we are very excited to have introduced the more structured ‘big sister’ and ‘buddy mentorship’

• ensuring open communication between all parties involved.

• training to give students the right techniques to ensure relationships develop positively • assigning staff to support and monitor progress • outlining commitments and events in which each student must participate

Ongoing training empowers the mentors to understand what it means to be a role model, how to give praise, and how to coordinate different activities that will nurture a genuine relationship with their mentee. Mentors have access to staff for debriefing and advice, and are given insight into developmental needs of different age groups. They are taught ways to pre-empt some of the demands that may be placed on them by their buddies and meet the expectations designed for building trusting relationships.

“The ‘big sister’ must rise to the challenge of becoming a positive role model,” explains Ms Fowler. “She must accept ownership and run activities herself, take on a leadership role, show empathy and understanding, and importantly, learn important communication skills”.

BOARDING

Regional Boarding Tours

Representatives from St Margaret’s senior boarding and academic staff will be travelling to these locations in the coming months.

Month

Date

Location

May

16 - 19

Roma, Charleville, Cunnamulla and Mitchell

July

7-9

AGGROW, Emerald

21-23

Darwin Show

29 - 30

Narrabri, Boarding Schools Expo

August

17 - 19

Longreach

September

6-7

Barcaldine and ICPA Conference Alpha

If you would like further details about meeting with one of our representatives on these tours, please contact Judy Robinson - Admissions and Community Relations – Boarding and Secondary on (07) 3862 0762 Already this year, the girls participating in the programs are embracing these leadership opportunities.

Year 11 ‘big sister’ Phoebe Coates said the program had provided a great support system for her and her ‘little sister’.

“We both know the next two years will be filled with tonnes of fun, assessment, sweets, stress, dinner sittings, academia, closed weekends and plenty of visits to each other’s rooms. We also know that we will be there for each other when the going gets tough, because that’s what sisters do,” she enthused.

For many ‘big sisters’, simply being the person someone can turn to gives them a pride of belonging. Christine Murr in Year 11 said she felt very fortunate to be a part of this program.

“It gives the younger girls someone to fall back onto, or someone to hug when they’re feeling low. It also gives

us an insight into how diverse our boarding house is, and how different all our lifestyles are. I hope this program continues to benefit all the girls and ensure that everyone feels a part of the boarding family,” said Christine.

The levels of satisfaction being generated from the peer mentoring programs are proving beneficial not only for those students directly involved, but are also being felt across the whole school. The mentoring system adds an extra layer to the pastoral support offered by the school and reinforces what is special about St Margaret’s: this is a school that cares about each individual.

Ms Fowler said it was critical the sense of belonging and feeling part of a welcoming community was fostered from the outset.

“This helps new boarders and younger girls feel a deeper sense of connectedness to the boarding house and school. They feel safer,

their academic achievements can be positively affected, and their social integration skills and their attitude to boarding and school life may be improved,” she explained.

Primrose Carrigan (Year 7), mentee to Phoebe Coates, remembers meeting her ‘big sister’ on orientation day.

“It was awesome. I couldn’t wait to get started at school because Phoebe sounded really fun and interesting,” she recalls.

The period of transition into a new school or into boarding is a pivotal moment in a young girl’s life. The ‘big sister’ and ‘buddy mentorship’ programs offer vital support to younger students who enjoy drawing on the experience of older girls, often relating to their ‘big sister’ in a trusting way and looking up to them as a source of wisdom. For the mentor, being entrusted with this level of responsibility and citizenship presents a powerful opportunity for personal growth.

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BOARDING

Dimity Harris Deputy Head of Boarding I am now embracing a career within the vibrant world of boarding, so I can further become a successful and significant role model to young women, be able to assist girls at St Margaret’s who are living away from home, and to ultimately gain experience in systems and operations through my role as Deputy Head of Boarding.

What would a day in the life of the Deputy Head of Boarding look like?

Tell us a little bit about your background.

I am originally from Sydney, but my parents moved to Saudi Arabia for work. I spent two years in ‘Junior High’ at an American International School before attending ‘Headington School’ in Oxford (UK). Here, I was a firsttime boarder, arriving as an Australian from the Middle East, to a British girls’ school, speaking with an American accent! These early years were incredibly influential in terms of developing long lasting friendships and my understanding of the world around me.

My parents returned to Australia to live and work in Walgett (NSW) and I continued as a boarder, completing my secondary schooling at St Hilda’s, Southport. I went on to study a double degree in Arts/Education at UNSW and have since been teaching for almost 20 years. My first year out was incredibly enriching, predominantly working with Indigenous students at Delroy High School in Dubbo (NSW).

I thoroughly enjoyed that year, but my sights were set firmly on returning to the UK. I moved to London on a working holiday visa and ended up staying for six years, teaching and travelling extensively. When I decided to move back home, I lived in Melbourne where I worked at Wesley College for 11 memorable years. Whilst there, I completed a Master of Education at the University of Melbourne to qualify me in Special Education – Specific Learning Difficulties. My interests are theatre and film and I have taught English and Drama; however, I have spent most of my time supporting secondary students and building upon my leadership skills through roles such as Head of House.

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There’s no hiding the fact that the St Margaret’s boarding house is a busy place to be. There is non-stop activity through personal interactions in the dormitories and common areas about social events, sports or music; then there’s our bustling dining times, fun weekend activities and important prep time. I have absolutely loved meeting the girls and have been impressed by the positive culture and warmth with which I have been welcomed thus far. It truly feels like I am working in the heart of St Margaret’s; one big community – energised, caring, polite and always ready to help others. My duties within my role include always ensuring we have consistent staff across the year levels engaging and interacting with the girls, and helping them to develop daily routines and regulated homework habits. Our brilliant house supervisors and assistants are all suitably trained and extremely experienced. I also regularly consult with Lesa Fowler, our ever efficient Head of Boarding, to ensure we are focused on improving our practice and management. The Garden Room reception area is an integral part of the boarding house and I thank everyone who works both upstairs and downstairs for their assistance and patience as I learn more about the St Margaret’s way. Our goal in the boarding house is for absolutely every girl to be happy and this is certainly achieved on a daily basis through the wonderful work of Sandra Johnson, the Pastoral Care Coordinator. I have witnessed some admirable achievements and ongoing care in helping girls overcome homesickness, build resilience and believe in themselves, so they can be the best they can be.

What are you most looking forward to in the year ahead?

I look forward to getting to know all the boarders most of all. I’m also excited by the events on the calendar, as each and every function will be a ‘first’ for me.

I intend to cultivate many and varied professional relationships with staff across St Margaret’s. When I settle in a little more, I know I will find comfort in the rewards of my courageous career move into boarding and will be suitably confident to further assist Lesa’s work with maintaining the wonderful reputation St Margaret’s has within the broader community.

What are some of the qualities you see in the boarding community that you enjoy or believe contribute to the whole community?

I consider myself a very communityminded person, which has certainly led me to this role. The fact that all year levels reside in one house certainly adds to its charm. There is a family feel with sisters living in close proximity, which has already proved to be an asset. The senior house girls, in particular, have been generous with their time in helping others, especially with the younger and new members of our ‘family’, while also conscious of their academic focus and personal goals for the year. The Yalari girls bring a beautiful quality to our community, both as inspiring individuals but also a culturally connected group who engage in exciting and significant activities throughout the school year.

What has surprised and delighted you most about St Margaret’s girls?

The girls present beautifully in their uniform and I love the way the prefects are respected and have responsibility for ensuring the younger ones exhibit personal pride in the school. I have appreciated the initiative the girls have shown in engaging in dialogue with me about how I am settling in. I am also thrilled to be teaching a lovely group of Year 7 students. My teaching role means that I am very much a part of the day school as well, ensuring I am completely aware of the routines and expectations surrounding the academic domain of a St Margaret’s student.

BOARDING

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ADMISSIONS

Admissions team Excellence in customer service is second nature to Judy having worked all over Australia, including Alice Springs, Sydney and Surfers Paradise, as well as in Asia, with luxury hotel groups Marriott and Sheraton, in various Director positions in sales and reservations.

Helen Lobegeiger Head of Admissions and Community Relations As a past student, teacher and now future parent, former Head of Sport Helen Lobegeiger is relishing the chance to step into this new role of heading up the admissions and community relations team.

“I’m excited to be introducing families to the St Margaret’s, as I really do know, firsthand, the wonderful experiences they can have here and what a great community it is to be a part of.

“Having been a classroom teacher and head of sport, I know how hard all the staff work to give the girls some great life and learning experiences both in and outside the classroom, and equally how enthusiastic the girls are in making the most of all the opportunities. It’s a great combination that sees the girls highly engaged in their learning, while also really enjoying the vibrant extracurricular program, which boasts high levels of participation, as well as the competitiveness (in sport) of the QGSSSA competition.”

Ms Lobegeiger said she was thrilled to be working with the talented team of individuals in the new admissions model, which separates the enrolments function into three separate areas: primary and outside school hours care; secondary and boarding; and international.

“We are all working hard to optimise our admissions processes and communications with prospective families, as well as ensuring the opportunities for them to learn all they need to know about St Margaret’s to make this important decision about their child’s education are all they can be.”

A significant feature of the new admissions model is a community relations component, which promotes an extension of each team member’s interactions with the students and families beyond the first day of school.

“Often we have been in contact with families for many years before they join the school. This community relations focus gives us the opportunity to continue that relationship, ensuring they have settled in well, catching up on the sporting sidelines over the years, and eventually being present at the Year 12s final breakfast to wish them well. That’s what it means to be a member of the St Margaret’s community.”

The mother of triplets – two boys and a girl – Ms Lobegeiger can’t wait for the day her own daughter dons a ‘Middy’ and begins her journey as a St Margaret’s girl.

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Judy Robinson Admissions and Community Relations – Secondary and Boarding Having been raised in Roma, Judy Robinson is delighted to be specialising in the boarding area of the admissions team.

“Whilst it’s been many years since I lived in regional Queensland, your heart never really leaves the country, so I enjoy having the opportunity to connect with our new boarding families, the majority of whom hail from the regional, rural and remote areas of both Queensland and Northern New South Wales.

“As a mother myself, I have a great deal of empathy and respect for the families who are making the difficult decision and the sacrifices to send their daughter away from home for their schooling, and I certainly know all the questions I’d like answered if I was in their shoes, so I try and take that journey with them,” said Mrs Robinson.

“I joke that my role is still to ‘fill the beds in the hotel,” laughed Mrs Robinson, “but of course we are really in the relocation business – from your home to ours – and we try as much as possible to create the nurturing environment of a ‘second home’ for our girls, in addition, of course, to a great education.”

With strong enrolment numbers, Judy’s days are kept busy with personalised tours and phone and email enquiries. Where possible, Judy said, she encourages families to come in and tour on a school day and see the school in action, and take the opportunity to discuss one-on one their daughter’s interests and how St Margaret’s can best serve their needs.

“We have a beautiful campus with a very happy atmosphere. The staff and girls are most welcoming when I pop in on tours and love to chat to our visitors. I can take two or three tours every day and never tire of showcasing the school and chatting about young people’s futures.

“The phrase I hear most often these days when I talk to families, and it was certainly very noticeable at our last Open Day in March, is “we’ve been hearing a lot of good things about St Margaret’s”.

“I couldn’t agree more!”

ADMISSIONS

I am excited about the future, especially seeing the young children I have enrolled grow and mature and get the most out of their school days...

With her office located within the primary school administration, Elizabeth loves being at the heart of all the primary school buzz and getting to know students and families. Elizabeth says helping new families transition into the St Margaret’s community has been very rewarding.

Elizabeth Hook Admissions and Community Relations – Primary A past student (2005), Elizabeth Hook is excited to be back at the school and working with the primary school team to both enrol and foster the journey of our youngest students through the school.

“Starting at a new school can be quite a change and challenge for both students and parents, so being there to support families as they transition and ensuring they have a positive start to their St Margaret’s experience is so important,” said Miss Hook.

“I am excited about the future, especially seeing the young children I have enrolled grow and mature and get the most out of their school days, as well as continuing to cultivate strong and positive connections with our families.”

Miss Hook says she has been inspired by the primary school teachers and their commitment and dedication to their young students. stint as an international student liaison officer, together with a passion for the on-boarding process in the corporate world, for Angelin Achari, the role of coordinating both the global exchange program and international admissions combines many of her professional interests and areas of expertise.

“I believe very strongly in a world where we are all getting to know and appreciate the wonderful cultural diversity of this planet,” said Ms Achari, “so being part of two programs that facilitate this for young people from all over the world is quite inspiring and rewarding.”

Angelin Achari Admissions and Community Relations – International and Global Exchange Coordinator With her own exchange experience while studying at an international secondary school (Fiji) and as an international student at university (Wellington, New Zealand), including a

I believe very strongly in a world where we are all getting to know and appreciate the wonderful cultural diversity of this planet

“They are amazing educators – evidenced by the way the children respond to them,” she said.

Miss Hook’s natural empathy and love of connecting with people led her to study a Bachelor of Behavioural Science.

She then went on to open and grow a new Outside School Hours Care (OSHC) Centre – perfect experience for her new role where she is also assisting with OSHC enrolments and program development. In her most recent job, Miss Hook analysed large traffic data sets. Although it was quite different from her previous role, it was a position which thoroughly appealed to her love of Maths (her favourite school subject).

“I am enjoying transferring those skills into our admissions processes.

Building efficiencies through better use of technology has many flow on benefits, one of which is being able to provide an improved and more personalised customer service to our prospective families.”

“Whether they are international students here for a number of years, students from our 11 global exchange schools, our own Year 10s who take the exchange journey, or the school population in general who benefit from the flow of students from different backgrounds, it is exciting to witness the social and cultural development and world learning that occurs.”

In a previous corporate role, Ms Achari was involved in the on-boarding process for staff, similar to a student orientation process, and says the value of a welcoming and comprehensive beginning for all newcomers can never be underestimated.

“I started out in customer service, and my desire to deliver exceptional customer service has always been a part of my professional practices; in that way I feel honoured to be serving the St Margaret’s community by ensuring its new members feel warmly welcomed and are best prepared to get the most out of their experience with us,” said Ms Achari.

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INTERNATIONAL STUDENTS

Beyond borders St Margaret’s is a smaller-sized local school in suburban Brisbane, but with a very forward thinking global perspective. For many years St Margaret’s has operated its Year 10 global exchange program, embarked on international touring opportunities across academic disciplines, service learning and extracurricular endeavours, and has welcomed boarders from across Australia and overseas. In addition, some of our international students choose a home-stay option for an immersive family experience.

The school currently welcomes students from 13 different countries.

Coordinator of International Students Lisa Chadwick said it’s quite a brave journey that our international students embark upon.

“They arrive here to a different language, different school system and without friends, family or familiar support systems, so from the first day, we aim to support them across all those areas, whether they are homestay or living in our boarding house.

The girls very proudly show off their cultures when the chance arises at school events like Open Day and the MAYO Arts Festival, as well.

In Term 4 this year, St Margaret’s is hosting other international students from schools across Brisbane to extend our girls’ networks and share experiences.

“It’s wonderfully rewarding to see our girls go from taking their first tentative steps in this ‘brave new world’ away from home, to growing in confidence and ready to take on the world after graduation,” said Mrs Chadwick.

The Flyer recently asked three of our international students about their St Margaret’s experience.

Yonnie Zheng, Year 12.

Minh Nguyen, Year 12

Sammy Kyung, Year 12

My parents are both from Hong Kong but I grew up in the Solomon Islands, where my father works.

My parents are both from Vietnam.

My parents are both from South Korea.

I’m a very positive person. I believe everything happens for a reason and even if something seems negative, I believe something good can come from it.

My favourite subjects are IPT and Art. I enjoy art. I wouldn’t say I am very creative, but I appreciate feeling inspired by others and enjoy creating something while I am surrounded by other artists. I am influenced by the people around me, my parents and my friends.

I have a sense of belonging at St Margaret’s, especially in boarding. I have been at St Margaret’s since Year 8 and for five years now I have come to know everyone and the school. In Year 12, we are given more space to be grown up. We have been given more trust and responsibility and that makes us feel like we are contributing something to the spirit of the school. I enjoy being a senior and looking out for the younger girls; they see us as adults and they look up to us.

I try to remember the saying, “When you sleep early, you wake early – better for your health.” It reminds me to look after myself and invest in tomorrow, today.

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“Apart from being here for the students on a daily basis if necessary, we have weekly meetings, regular outings, and get together to celebrate their cultures throughout the year, both at school and at events throughout Brisbane such as Chinese New Year,” said Mrs Chadwick.

Last year, in Year 11, I wanted to apply for International Captain but I hesitated because honestly I didn’t think that I’d get it. When I talked to my mum, she said, “Try your best in everything. If you get it, that’s good but if you don’t, so what. So I thought, Yeah! I should just go for it!” After all, you get out what you put in and I thought, if I put in good effort – I will get good results. As a result, I was made the international captain with Vicky Wan. This outlook helps me to support my friends too. I like to encourage my friends and pass on this advice to them when they feel stressed or worried.

Chinese New Year celebrations

SPORT

Pre-season rowing wrap Australian Rowing Trials

Ten current St Margaret’s rowers – Katie Hill, Holly Gall, Emily King, Georgia Warmington, Campbell Young, Grace Campbell, Evie Sullivan, Eliza Gray, Annabelle Needham and Wallis Russell – trialled for the Australian Rowing Team at the invitational Australian Rowing Trials held at the Sydney International Regatta Centre (SIRC) in the Easter break.

Wallis Russell was named in the Under 21 Australian Rowing Team to compete in New Zealand in the annual Trans-Tasman Regatta for the Rusty Robertson Trophy.

Australian Rowing Championships, Sydney International Regatta, Penrith, NSW

Lily Alton (‘15): Gold – U19 Women’s Double Scull and U19 Quad Maddie Edmunds (’09) visited the school to offer advice and inspiration to the rowers before heading off to Europe for the Rowing World Cups.

The truth and beauty of training and blisters Beauty and truth are not words you often hear people talk about in relation to sport, but for St Margaret’s new Head of Rowing Jared Bidwell, they are the essence behind his lifelong passion for rowing.

“For me there is nothing more beautiful than being out on the water as dawn breaks; exercising in the outdoors and enjoying either the solitude of a single scull or the camaraderie of a crew.”

It’s a commitment to those early morning starts and often gruelling training sessions that will reap rewards, says Jared.

“That is the truthfulness about rowing that I believe you can’t get to the same degree in most other sports. You reap what you sow and the rewards are a very truthful reflection of your efforts,” he said.

For Jared there has been plenty of success over the years, having progressed from schoolboy rowing at Churchie, where he enjoyed numerous Head of the River victories, through to state and national representation, including world championship rowing and the 2012 Olympics.

Like most sporting journeys of that calibre, he has navigated some rough waters through illness, injury and disappointment, but they are all part of the character building and life lessons that come through commitment to any sport or passion, and this is equally true whether you’re on the world stage or down at the St Margaret’s shed at Albion.

The beauty of school rowing, says Jared, is that rowers start their career on a very level playing field.

“When our girls think about trying rowing for the first time, everyone is in the same boat!” he said.

“Most girls will not have experienced rowing before, but if they like it, and want to really commit themselves to the sport, their trajectory, if they so choose, can be swift.”

Jared has travelled a similar path to many of St Margaret’s top rowers, like Rio contenders Sally Kehoe (‘03) and Maddie Edmunds (‘09), and the many other Old Girls competing on the national and world stage. Past and present St Margaret’s rowers recently enjoyed a very successful outing on the water at the 2016 Australian Rowing Championships, with our current students contributing to a medal haul of two gold and six silver medals.

Such strong results from our senior rowers augers well for the season ahead, but Jared admits to being nervous about continuing the strong legacy of the shed’s success, which includes five consecutive Head of the River victories.

Allison King: Silver – U17 Women’s Double Scull

Georgia Warmington, Annabel Needham, Eliza Gray and Campbell Young: Gold – U19 Women’s Coxless Four Wallis Russell: Silver – U23 Lightweight Women’s Double Scull and U23 Lightweight Women’s Quad Bridgette Court (‘14): Silver – U21 Coxed Four

Allison King, Holly Gall and Katie Hill: Silver – U17 Quad

Georgia Warmington, Annabelle Needham, Lily Alton (’15), Eliza Gray and Campbell Young: Gold – in U19 Women’s Eight.

Maddie Edmunds (’09) and Sally Kehoe (’03): Gold – in Open Women’s Quad

Georgia Warmington, Annabel Needham, Eliza Gray and Campbell Young and Katie Hill(cox): Silver – A Final – Schoolgirl Coxed Four. Also racing in the same A Final – Emily King, Evie Sullivan, Holly Gall, Grace Campbell and Anna Gooden (cox).

Interstate Regatta

Sally Kehoe (‘03): Silver – Women’s Single Scull; and with Maddie Edmunds (‘09): Silver – Queensland Women’s Eight Wallis Russell: Silver – Queensland Lightweight Women’s Quad Scull

Lily Alton (‘15), Tyler and Miller Ferris (‘13) and coxswain Stephanie Long (‘14): Gold – Queensland Women’s Youth Eight

“I do feel the pressure of stepping into such a successful shed built by Jono Voller over many years. However, having coached the (successful) Year 10 First Quad last year and gaining an insight into the working of the shed and the great rowing community at St Margaret’s, I am excited to be leading the program.

“I am looking forward to working with the girls at all levels. Whether they are just starting out and want to try this great sport or they are seasoned rowers with international aspirations, I want to encourage and assist them all to reap the rewards rowing can offer.”

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SPORT

Sport news in brief Madison Young

Meg Armstrong

Artistic Gymnastics It takes a tremendous amount of athleticism to put the ‘art’ into artistic gymnastics – to leap as gracefully as impala and to effortlessly twist, turn and spin while flying through air. It also requires untold determination and courage, and countless hours of training.

We congratulate Madison Young (Year 11), who will head to Nationals in May to represent Queensland following her performance at the Gymnastics Queensland State Champions. Madison was the Level 10 state champion for individual vault, floor, beam and overall state champion.

At the recent QGSSSA gymnastics, Madison won the floor in the open individual apparatus.

Emi Watterson

Ashaya King

Also at the State Champions, Senior Elite gymnast Emi Watterson (Year 11) was awarded silver on the bars, and took out first place on the same individual apparatus at the QGSSSA competition.

Meg Armstrong (Year 10), also in the St Margaret’s Open team, competed for her first time in Senior States at Level 7 at the State competition.

Rounding out the St Margaret’s Open Artistic Gymnastics team this year was Ashaya King in Year 11 who was a previous State representative.

#RoadtoRio All St Margaret’s eyes will be turned towards Rio with another strong contingent of St Margaret’s Old Girls likely to be competing for their country at the 2016 Olympic Games in Brazil.

Swimmer Bronte Barratt (‘06) is off to her third Olympics, competing in the 200m freestyle event and 4 x 200m freestyle relay, while Britt Elmslie (’11) has secured her second Olympic Games berth as part of the 4x100m freestyle relay team.

As the Flyer goes to print, Sally Kehoe (’03) and Maddie Edmunds (’09) will be headed for Europe to compete at various Rowing World Cup events in the Women’s Double Sculls and the Women’s Quad Sculls respectively, where their performances will hopefully confirm their places on the Olympic rowing team.

Come August, St Margaret’s social media channels will be keeping you posted on all things Rio. We wish all our Old Girl athletes a most wonderful Olympic experience.

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Sally Kehoe, Maddie Edmunds, Britt Elmslie

SPORT

Champions of the world Six St Margaret’s students recently outran the world at the 2016 ISF Cross Country World Schools Championship in Budapest. Up against 139 female competitors from 24 nations, not only did three of our runners place in the top five (including first), St Margaret’s took out team honours on the very picturesque 3.6km course around Budapest’s Margaret Island.

Crouch sisters Lucinda (Year 11) and Lara (Year 10) placed first and third respectively, with Isabella Burdon (Year 11) fifth. Also in the first half of the field were Brianna Campton 28th (Year 10), Annabel Kennedy 31st (Year 11), and Alexandra Clements 65th (Year 12).

The St Margaret’s team had a considerable five point margin to second place holders College Bir Inzarane from Morocco.

St Margaret’s is the first Australian school team to ever achieve this spectacular result.

Swimming Following some great racing at the Australian Age and Australian Open Championships recently, Ariarne Titmus (Year 11) and Kirrily Siebenhausen (Year 11) have both been selected in the Australian Swimming team to compete at the Junior Pan Pacific Championships in Hawaii in late August.

Sofia Cicchitti

Ariarne Titmus

Ariarne Titmus made the final of the 400m freestyle at Olympic trials at the Australian Open Championships, placing seventh.

At the Australian Age Swimming Championships in Adelaide, Sofia Cicchitti (Year 12) took silver in the 200m breastroke; Ariarne Titmus won gold in 15 years 800m free, silver in the 400m free, and bronze in the 200m free; and Kirrily Siebenhausen secured silver in the 16 years 200m free.

Kirrily Siebenhausen

Tennis St Margaret’s travelled to Toowoomba in February to compete in the Sacre Coeur tennis competition for the second year. They returned with a slightly heavier payload having secured first position shields in the Open B and Years 9/10 divisions, and placing second overall.

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COMMUNITY

Father-Daughter time

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Setting aside some dedicated time to celebrate the special place that dads and other significant ‘father figures’ have in a young girl’s life is always appreciated by dads and daughters alike, evidenced by the always crowded Eton Hall at the annual Father Daughter Breakfast. Held in March every year, the hall is always filled with the buzz of stories and sound of laughter as the men in our community connect with their girls, their friends and other fathers over the always sumptuous fare provided by our chefs.

COMMUNITY

Mothers’ Luncheon 4 March 2016

The annual P&F Mothers’ Luncheon was on the move this year – to the stylish Marquee at Victoria Park Function Centre. Enhanced and beautified by the many helping hands of our Year 12 parents, led by Miranda Dunning and Karen Stebhens, the scene was set for this always much anticipated event on the school’s social calendar.

The P&F welcomed over 265 current mothers and friends of the school, who enjoyed magnificent views across Brisbane, fine food, and the conviviality of a warmly-connected community. For some that journey is just beginning; for others cherished friendships have been cemented across the course of sharing their daughters’ education together.

The gathered crowd got right behind some wonderful raffles that were generously donated, with some very delighted prizewinners. Realskin Clinic donated the grand prize of 12 facials, valued at over $1500; the lucky winner can look forward to some serious pampering.

On behalf of the P&F, a big thank you goes out to all the women in our community for their continued support of this annual event.

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FOUNDATION

With a little help from our friends Many of our readers will have already received some communication around St Margaret’s Annual Giving Appeal. This is a year-long appeal and the launch of our five year Enhancing Excellence Campaign. The primary focus of this appeal is participation; we are asking for a little help from all our friends. Our plans, however, are big, so we are hoping for maximum participation!

Here are the exciting projects upon which St Margaret’s is embarking:

Careers of the future are enabled early.

That is what the Atelier primary ‘tinker’ or ‘maker’ space is all about. The Atelier will honour the innate curiosity of our young learners through reallife experiences in food technology, tinkering, robotics, environmental studies, media studies, design, science, and materials technology.

While indulging in what will seem like enormous fun, the students will be advancing higher-order thinking, creativity, social emotional capacity, innovation, problem solving, skilled communication and design thinking.

These activities will be creating a confidence around skills used in mathematics and engineering. Latest research is indicating that it’s more likely to be around the ages of nine or 10 that students are putting themselves on an engineering or maths path, rather than in secondary school. The engineering industry still struggles to attract enough professionals to meet demand; coupled with this is the underrepresentation of women in all science and technology careers.

The Atelier is designed to provide the opportunity for all our young girls to gain the best possible start in acquiring the aptitude for these more maths and science-based disciplines, which will be the basis of many future careers.

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Collaborative 120 Seat Lecture Theatre The current business rooms in Jackson will be ‘reimagined’ into a large ‘lectorial’ space with the flexibility to enable team teaching, lecture style presentations and group work – all in one lesson. Fusing spatial flexibility with advanced technology will create an exciting 21st century learning environment.

Atelier - Primary Tinker Space $517,000

Café Deck (Avoca) and Extensive Landscaping From the boarders’ gate right through to the ‘Pixie Hut’, this landscaping and building project will provide much needed green space, outdoor seating and meeting spaces. A Café Deck articulating with the commercial kitchen will enable a student-led café and many other real-world hospitality opportunities. Already the P&F, through their industrious fundraising activities, have donated $70,000 towards this project for which we are very grateful.

School fees and government subsidies can only cover so much; providing a school of excellence takes continued investment from this generation for our children – the next generation.

Please consider a tax deductible donation to either the building fund or the scholarship fund. To do that, complete your donor details on the envelope inserted into this issue of the Flyer, or on online at: www.stmargarets.qld.edu.au/ SchoolCommunity/Foundation/ Pages/OnlineDonationContact.aspx

Collaborative 120 Seat Lecture Theatre $850,000 TOORACK

TERRACE LANDINGS. STEPS.

STEPS.

COMPLIANT 1:14 RAMP. EXISTING FIRE HYDRANT.

ARTIFICIAL GRASS.

SEATING ALCOVE.

SEATING ALCOVE.

EXTENDED DECK. EXISTING DECK.

ADJOINS SK 02

Atelier - Primary Tinker Space

Excellence E N H A N C I N G

ARTIFICIAL GRASS. SEATING. PLANTER.

EXISTING COLUMNS. TREE FOREST.

EXISTING GATES.

LAWN AREA. LEGEND

PATHWAY / BUGGY ACCESS.

SPHERE SCULPTURES. SEAT.

EXISTING TREE To be retained

LAWN AREA

EXISTING TREE To be removed

ARTIFICIAL GRASS

FEATURE TREE

WEST WING NON COMPLIANT RAMP/ BUGGY ACCESS.

SHADE TREE

PALM TREE

GRASSED TERRACES.

SCREEN TREE

SEATING WALLS.

GARDEN BED

ST. MARGARETS TOORAK COURTYARD - Landscape Concept

COLOURED CONCRETE / EXPOSED AGGREGATE PAVING COLOURED CONCRETE / EXPOSED AGGREGATE PAVING

EAST WING NON COMPLIANT RAMP / BUGGY ACCESS.

CLIENT ST. MARGARETS ANGLICAN GIRLS SCHOOL SCALE 1:100 @ A3 ;1:50 @ A1 DATE SEPTEMBER 2015 DRAWING 2014-128 SK01 ISSUE [B]

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JEREMY FERRIER LANDSCAPE ARCHITECT

Café Deck (Avoca) and Extensive Landscaping $450,000 (less $70,000 P&F) = $380,000

P: 07 3844 0700 E: jeremy@jeremyferrier.com.au

SEATING WALL PLANTER WALL METAL SEATING RENDERED WALLS

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FOUNDATION

omen’s PROFESSIONAL

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Major Sponsor

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share • support • inspire

PWN Guest Speaker – Philippa Spork (left) and Catherine O’Sullivan, Bond University (right) pictured with Year 12 students who also attended the event.

Make the future your own Driven by the enthusiasm and zest of Catherine O’Sullivan, Bond University’s Pro Vice-Chancellor – Pathways and Partnerships, the union of two outstanding educational facilities came together through the major sponsorship of the St Margaret’s Foundation’s first 2016 Professional Women’s Network breakfast event held on Wednesday 9 March.

Appointed in early 2013 to the then newly created position, Ms O’Sullivan’s role is to expand Bond University’s engagement with community and industry groups across Australia.

This collaboration saw exactly that put into action.

Creative engagement specialist and current parent Philippa Spork was the event’s guest speaker, with all attendees

delighted to receive a copy her book Rules of Social Engagement. Philippa was awarded Telstra Business Woman of the Year (2002 and 2003), amongst other numerous achievements, and regaled the audience with the highs, lows and lessons of a successful career and finding the courage to forge one’s own path.

Both St Margaret’s and the Foundation wish to thank Philippa and Bond University for joining us in empowering women in both business and education.

Join us at remaining PWN events for the year on Friday 13 May, Wednesday 17 August and Thursday 20 October.

Details available on our website www.stmargarets.qld.edu.au

Eton Society Stories flowed at the second annual Eton Society gathering, as Old Girls exchanged stories of life at school and beyond.

At an intimate morning tea hosted by Principal Ros Curtis, Foundation Director and third generation Old Girl Francis Becker (’02) discovered she was seated next to Glen Cameron (’54) who fondly remembered her grandmother Merilyn Luck (Beak, ’51).

Francis and her grandmother were both boarders from Rockhampton, while Glen was within walking distance from the school; their affection for the school has remained firm through the decades and its future close to their hearts.

The Eton Society honours those people who have made a bequest to the St Margaret’s Foundation in their Will. The Society meets annually to acknowledge the generous gifts of its members and keep them abreast of future plans for the school. For further details about bequests to the school, please contact Director of Philanthropy and Engagement Ms Lu Wishart on (07) 3862 0884 or email foundation@ stmargarets.qld.edu.au

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OLD GIRLS

2016 Past Student Awards

The second annual Past Students Awards were announced at a formal dinner held in the Arts Centre Foyer on Friday 15 April. This year’s winners – Professor Desley Deacon (Straker, ’59) and Nisha Srinivasan (’00) – were most humbled to be nominated and honoured to receive this recognition.

Both made the trip from Canberra and Melbourne respectively to accept their awards. Their names are now permanently etched into St Margaret’s rich history of successful graduates on an Honour Board erected last year in the Arts Centre Foyer. They join last year’s inaugural winners Keri CraigLee (’75 – Distinguished Past Student) and Gwyneth Olsen (’00 – Young Past Student of Distinction Award).

Principal Ros Curtis said it was important to acknowledge the achievements of our past students.

“Having walked the same halls and corridors as our current students they can be a great source of inspiration,” Ms Curtis said.

“The oft used saying, ‘if you can see it, you can be it’, is so true, therefore celebrating past students as role models for achievement and contribution is of great value to the school and to every student.”

2016 - Young Past Student of Distinction Award - Nisha Srinivasan 2016 Distinguished Past Student Award – Professor Desley Deacon Born in 1941, Desley Deacon was brought up in Cooran, north of Brisbane. She was a boarder at St Margaret’s from 1956 to 1959, when she was captain of Bede. She graduated with honours from the University of Queensland and completed her PhD at the Australian National University, where she was appointed Professor of Gender History in 2001. She was President of the Australian Historical Association from 2004 to 2006. She is the author of many books and articles on women’s lives, including a biography of the American feminist anthropologist Elsie Clews Parsons: Inventing Modern Life. She retired from the ANU in 2009, but is busy writing a biography of the actress Dame Judith Anderson. She has two sons and two grandchildren.

Nisha Srinivasan is passionate about the social and economic inclusion of disadvantaged communities. She has over ten years’ experience in social policy, advisory and project management in the Australian public service, overseas in international development, and in the university and not-for-profit sectors. She is currently a manager at Cancer Council Victoria, working with disadvantaged communities to prevent and detect cancer early; and a board member at 100 Story Building, a social enterprise improving the self-esteem and literacy skills of disadvantaged children. Nisha has tutored and mentored refugees and migrants, counselled young people through lifeline, led disadvantaged youth on Edmund Rice Camps, supported the disabled to participate in society, and volunteered at domestic violence crisis centres. Nisha has a degree in commerce/psychology and a Masters of International Development.

Nominations are now open for the 2017 Past Student Awards. If you wish to nominate a deserving graduate of St Margaret’s in either category, please download a nomination form from the alumni section of the website www. stmargarets.qld.edu.au. Nominations close Monday 13 March, 2017, with winners announced and honoured at a dinner on Friday 21 April 2017.

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OLD GIRLS

100 dreams A novel approach

will change your mind, maybe even fail a subject, or change your course.

Old Girl Pip Harvey Ross (’10) took the Year 11s on an honest and inspiring personal journey when she addressed the group in Term 1 – from the St Margaret’s girl mad about music, who discovered she didn’t have the passion to turn it into a career, to her love of law – a relationship that was slow to blossom. At the heart of her story was Tanzania.

Pip was “Broadway bound’ until she completed a year of undergraduate Speech and Drama and ‘hated it’.

Time out to rethink her future took her to Tanzania. Having been to South Africa with the Year 10 Global Exchange Program she had read about the volunteer programs and chose Tanzania and initially spent three months in a school.

Perplexed as to why her young charges slept so much at school, it was explained to her that the children walked the three kilometres to school – some as young as two years old – just so they would get fed. Pip went into fix-it mode – climbing Mt Kilimanjaro to fundraise enough money to buy a school bus. She felt she needed to do more, so established the not-for-profit organisation Many Shades with the aim of opening a series of children’s homes.

By 2015, she knew where her heart lay – it was in Law and she was ready to learn.

“Law had interested me; but I wasn’t ready to study after school; but at 21, I was committed to learning,” she said.

“Some of you will have a dream and go for it,” she said to the Year 11s. “Others

“It’s OK!” she emphasised.

“Write down a 100 dreams list…’One day I want to…’. Write down little things and big things; don’t be afraid to change your mind, but having thought about them, you are much more likely to achieve some of them.”

Pip said among the three dreams she has already crossed off was coming face to face with a cheetah, bungee jumping over a river of crocs and hippos, and climbing the fourth highest mountain in the world.

Pip continues her busy life of study in Brisbane and continues to fundraise – with one eye always on Tanzania. If the St Margaret’s community would like to help this inspiring Old Girl fulfil her dream of helping to house the children of Tanzania, you can follow her journey on Facebook. www.facebook.com/ manyshadesorg/

St Margaret’s 1991 School Captain Christine Wells (nee Diehm) has just launched her latest novel The Wife’s Tale, published by Penguin Australia. It is billed as “an unforgettable novel that transports the reader from modern-day Australia to the windswept Isle of Wight and the courtrooms of London in the 1780s”.

While at school, Christine won a halfscholarship to Bond University in a mooting competition and became a solicitor, working for city law firms advising on capital raising and mergers and acquisitions, before exchanging contracts and prospectuses for a very different kind of story.

Christine first set her sights on publication in the United States, where British-set historical romances were highly popular. A keen devotee of Georgette Heyer novels, she decided to give these a try.

Ten years later, she is an award-winning author with ten novels published by major New York publishers, St. Martin’s Press and Penguin.

These novels have been translated (variously) into German, Japanese, Dutch, Spanish, Russian and Portuguese.

The Wife’s Tale is a change in direction and combines Christine’s abiding interest in the law and her passion for English history in one novel.

Community connections

When 2011 Dux Amanda Goh was in Year 10, she toured St George, Goondiwindi and Roma with the music program. She shared her abiding passion for music with St George boarder Lucy Bardsley (2011), so when the time came for her eight week medical rotation as a third year student of medicine, her first preference was to head back to St George, where friendly faces and familiar places would be found. The planets aligned for Amanda and she was able to do her placement at St George Hospital where Lucy’s father, Dr Cameron Bardsley, is the Medical Superintendent.

She completed her rotation earlier in the year so was thrilled also to be able to share time with Lucy who was home on university holidays. Dr Bardsley and wife Sue-Anne have been long-time supporters of St Margaret’s and were delighted they could continue to offer their support – both personally and professionally – to a St Margaret’s past student.

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SISTERS

In the late 1990s, aware that there may come a time when the SSA did not exist, the Sisters developed a considered plan which led to the establishment of The Society of the Sacred Advent Schools Pty Ltd, the Trustee of separate Trusts to hold and operate each of their Schools, St Margaret’s and St Aidan’s.

The Sisters have ensured that the Trust arrangements preserve for the future certain fundamental features, including: • the purpose of the Trusts for the advancement of education, including spiritual, moral, social and physical training; • the support of the Society and its charitable work; and • the requirement that the Schools must be conducted at all times into the future in accordance with the Philosophy of the Society.

The Sisters’ New Home “We were stopped the other day when we were on campus by a girl from St Margaret’s College who reassured us that all the young women at the College were taking good care of St Raphael and Clewer [wings] for us, which was nice of her,” said Sister Gillian, as we sat around the dining table of the Sisters’ new home at Symes Grove in Taigum.

“Yes, that was lovely,” agreed Mother Eunice. “Leaving Community House and Raphael was probably harder for us than making the move from Petrie Street to here. It was our home for so many years.”

Despite the recent move, and finding a new place for everything in a smaller abode, and with a few boxes still to unpack, the Sisters’ always loving presence could make any place feel like home. Before we sat down to enjoy a cuppa, Sister Gillian had been stacking a few more books into shelves into their new Oratory – very cleverly converted from one of the garages, but looking nothing like a garage and every bit the perfect place and space for prayer and reflection.

We’re in one of the two independent villas, which sit adjacent to each other, that Mother Eunice and Sisters Gillian and Sandra moved into in March; their beloved Cavoodles Barney and Dom are patiently awaiting their afternoon walk, the second of their two daily outings.

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There would be many at St Margaret’s missing the familiar sight of Mother Eunice and Sister Gillian of an afternoon taking the pups for their regular sortie around the grounds.

“We still stop and talk to a lot of people along our route here and are getting to know all the regulars also out walking,” said Sister Gillian. “The neighbours are all lovely.”

With just three Sisters remaining in the Order, everything feels different but somehow the same.

Principal Ros Curtis said there was no denying the collective sadness that for the first time in the school’s 121 year history there are no longer any Sisters on site on a daily basis.

“As the first Principal of St Margaret’s to experience this new era, I am cognisant of the importance of ensuring that the Sisters’ philosophy of education continues and that their legacy is cherished and honoured,” said Ms Curtis.

“Their spirituality is part of the fabric of our school; it will never fade, and St Margaret’s will continue into this next phase of its history to educate with the Sisters’ philosophy and values at the forefront of the school experience. It is what sets us apart from other schools; it is our difference and we are proud to be a school of the Sisters of the Society of the Sacred Advent.

“Across the course of this year, we will also be capturing some conversations with the Sisters about their most significant impact on the lives of young women across Queensland and hope to share this at Speech Night,” Ms Curtis said.

To say there are thousands of Old Girls who hold a special place in their hearts for the Sisters would be no exaggeration. Many still visit regularly, including 99 year-old Olive Healy, long time St Colomb’s Clayfield parishioner, but educated by the Sisters at St Anne’s in Townsville.

Olive recently joined 18 other Old Girls from the northern schools to partake of some of the Sisters’ traditional hospitality.

Mother recently wrote in the Sisters’ newsletter that their intention was “not to retire (Religious Sisters don’t retire) but to move at a slower pace, to become more of a prayerful community of listening and giving more of a prayerful presence, just waiting upon our Lord and being led by the Holy Spirit. We would love to see our friends, whoever they may be, for a visit”.

Barney and Dom didn’t look like slowing down anytime soon, as they set the pace for a brisk stroll, enjoying the sights and smells of their new surrounds, and eager to begin the afternoon’s explorations.

DATE CLAIMERS

Alumni reunions LONDON REUNION Friday 1 July

MILESTONE REUNIONS, BRISBANE

10 Year Reunion - Friday 22 July, 6:30pm – Eunice Science and Resource Centre - Library 20 Year Reunion - Friday 22 July, 6:30pm – Eunice Science and Resource Centre - ILC 30 Year Reunion - Friday 22 July, 6:30pm – Arts Centre Foyer

40 Year Reunion - Saturday 23 July, 12noon – Arts Centre Foyer

50 Year Reunion - Saturday 23 July, 12noon – Eunice Science and Resource Centre - ILC 60 Year Reunion - Saturday 23 July, 12noon – Boarders Dining Room VIP 60+ Luncheon - Monday 25 July, 12noon – Arts Centre Foyer Tickets can be purchase online www.flexischools.com.au.

All ticketing and event enquiries are welcomed at the Development & Community Office on (07) 3862 0765.

OLD GIRLS’ DAY

OGA Chapel Service and Morning Tea

Sunday 24 July 9.15am arrival for 9.30am Chapel Service, followed by morning tea in the Arts Centre Foyer This event is free of charge, but for catering purposes rsvp online via flexischools would be appreciated.

OGA BRUNCH

Sunday 23 October - Arts Centre Foyer 9:00am

St Margaret’s

RACE DAY

SATURDAY 3 SEPTEMBER 2016 Hosted by the Parents and Friends Association

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MAYO ARTS FESTIVAL Friday 27 May 2016 MAYO ARTS FESTIVAL Opening Night Cocktail Party - Tickets $50pp Saturday 28 May 2016 MAYO ARTS FESTIVAL 12noon - 5.30pm Come and experience St Margaret’s renowned MAYO Arts Festival – a showcase of local and interanational artists. Take in the breathtaking views of the city as you explore the range of free and ticketed activities, workshops and entertainment for all ages. Browse market stalls, stroll down Food Laneway to taste the delights of a variety of gourmet food, beer and wine, visit sideshow alley, and soak up the atmosphere as you immerse yourself in the world of art.

27& 28

M AY 2016

ARTS FESTIVAL

FREE ENTRY! For more details, workshop bookings and ride band purchases, visit our website

www.mayofestival.com.au For general enquiries call 3862 0777

St Margaret's

pen morning

THURSDAY 11 AUGUST 2016

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

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