Principal: Ros Curtis
Editor: Wendy Johnston
Writers: Pru Reed, Wendy Johnston
Graphic
Photography: Victoria Nikolova, Kateryna Sobolieva, Michael Marston, Mitch
The St Margaret’s community acknowledges the Traditional Custodians of the land upon which we gather each day. We pay our respects to the Elders past and present, for they hold the memories, traditions, culture and hopes of Aboriginal and Torres Strait Islander peoples across the nation.
The story of our foundation and our past St Margaret’s community tells us who we are, where we’ve come from, and where we are going.
Like all other institutional stories, it is not a perfect story. However, on balance, it is important to acknowledge the 130 years anniversary of St Margaret’s, as heart, effort and deep thought have gone into producing the great school we now know.
This year, as we celebrate our school theme, Community and Connection, we are all committed to telling the St Margaret’s story. Much of it is a Sisters of the Society of the Sacred Advent (SSA) story, and it is important to not let go of the past but, rather, use it to inform the future. That is why it has been so exciting to restore Community House into a fully functioning space for students and staff. It is a physical manifestation of taking the best part of the leadership and teaching from the past and using it to create the school of today and the future.
As I began the school year, I could not get out of my head that old song In the Year 2525 by Zager and Evans. Of course, I am 500 years early, but all eight verses are a little prophetic and haunting, particularly with the reference to human beings losing their agency. Here is just a small reminder of some of the lyrics about the future:
In the Year 2525
‘Ain’t gonna need to tell the truth, tell no lies
Everything you think, do, and say Is in the pill you took today
Your arms are hanging limp at your sides
Your legs got nothing to do
Some machine doin’ that for you
I’m kinda wonderin’, if man is gonna be alive
He’s taken everything this old earth can give
And he ain’t put back nothing Woah-oh
After 130 years of operating, what would the St Margaret’s song be for 2025? My aspiration for all students at St Margaret’s is that they come to understand, through the opportunities and the experiences the school provides them, the need to take responsibility for their own role in ensuring their strong and happy educational experience at St Margaret’s. The exciting thing about this year’s theme is that it gives both students and staff the opportunity to explore the role we all play in building community,
what our responsibility actually looks like, and how we show our gratitude for the benefits of such a supportive network of people in the St Margaret’s community.
St Margaret’s offers many and varied experiences for the students at this school. This reflects the SSA educational philosophy, which is an important and intentional focus of the day-to-day operations of our school. Of course, there are many elements to this philosophy, but the last dot point is ‘to have each student take part in as many aspects of school life as possible, thus making all students better persons and the school a richer place’. That is a wonderful aspiration and one that we continue to pursue.
So now, back to the question: What would the St Margaret’s song be for our 130-year celebration? For those of you who know the Zager and Evans song (and apologies to them), you should sing along at this point in the text (from the second verse of the original song):
In the Year 2025,
We will keep our community alive, by treating the past with respect, and rejoicing in our strength and best We should seize all opportunity And not just focus on me
For we have spirit and integrity
And the Sisters’ Philosophy
Yes, my lyrics are lame, but the point is made (I hope). The past is always with us – a highly aspirational past founded on a set of core values, and it is that very past which helps determine the experience of today’s student.
I hope you enjoy this edition of the Flyer as it provides insight into the 2024/2025 chapter of the story of St Margaret’s as everything our community does and what we celebrate on these pages reveals our identity and fuels the narrative of our past and present.
Ros Curtis AM
Principal BA(Hons),
DipEd, MLitSt, MEd(Leadership and Management), ASDA, FACELQ, FIML, GAICD
I am grateful to have the opportunity to pen a few words to the wider St Margarets community in my capacity as Chair, an appointment I took up towards the end of last year.
At the outset, I would like to acknowledge my predecessor and sincerely thank her for her outstanding service to the school. Deb Smith was a member of the School Council for 10 years and Chair for five. Across that time, she served on the Finance, Audit and Risk Management Committee, Nomination and Remuneration Committee, Master Plan Working Group and on the School Trust (during her tenure as Chair of School Council). It was a time of considerable change and growth in the school’s development and her wise counsel has helped deliver bold visions while also charting some rocky waters, such as the COVID pandemic.
It has been my privilege to serve on the St Margaret’s School Council for six years now. I am a Chartered Accountant and Graduate of the Australian Institute of Company Directors. My professional expertise is in financial and performance management (as an accountant) and strategy and governance.
When the School Council was seeking an independent director with my skillset in 2019, I eagerly accepted the appointment, as it aligned with my deeply held interest in educating and empowering young women.
During my time on Council, I have been Chair of FAARM, a member on the Master Plan Committee and a member on the SMAP Capital Campaign Subcommittee and am looking forward to my time as Chair, collaborating with fellow directors and the school’s wonderful educators and administrators.
It is my belief that there is no greater key to unlocking a person’s potential than through a good education, and I have witnessed this so powerfully at St Margaret’s. The impetus to fulfil the Sisters’ vision to educate the whole child remains as strong today as it was 130 years ago.
The school’s holistic approach is embedded
in the current Strategic Plan under the goal of ‘Strengthening the St Margaret’s Experience’, with a strategy to ‘encourage the sporting, service and performance aspirations of students through a rich and relevant extra-curricular program’.
The provision of a facility such as the magnificent sports centre, the enrichment around clubs and activities, the sophistication of school philanthropic opportunities and the always incredible offerings of the music program continue to provide the all-round education for which the school is renowned.
We have known for some time now that the music program has punched above its weight in terms of outcomes against the available facilities such as rehearsal and performance spaces, and many in our community will be aware that the next major development at the school will be a Performing Arts Precinct, which will serve music, drama and so much more.
The delivery of this next stage in the school’s new Master Plan is subject to State Government approval of an amendment to the existing, approved master plan. The extensive consultation phase of this process is coming to a close, and we look forward to being able to share more news with you in the coming months.
That we are even able to contemplate this next significant development, so relatively soon after the provision of the multimillion-dollar sports precinct, extensive restoration of Community House, and the superb Forest and Canopy Café, is testament to the strength of the school. Enrolments are at a all time high, we are able to attract the best staff, with many recognised in national awards, and our programs continue to evolve and be refined as we seek to always enhance our educational offerings.
I hope that many of you over the course of the year may be able to have a look
through Community House. The first and for some years only building on the Ascot campus before Mooloomburram was purchased, its restoration is absolutely beautiful, and we are blessed to have this grand home returned to its former glory.
The Sisters were originally sent to Brisbane from England to minister to the welfare of women and children, so it seems entirely appropriate that the building is now a dedicated Student Wellbeing Centre.
This year sees the final year of our current strategic plan – ‘A local school with a global outlook’. The plan contained an overarching ‘Envisioned Future’ that stated:
‘By the end of 2025, St Margaret’s will be known as an innovative school which has a global outlook and encourages aspiration and resilience in its students. St Margaret’s will continue to promote academic excellence, provide a wide range of extra-curricular activities, and offer relevant and inspirational student wellbeing programs focused on developing the skills and strengths students need to meet the challenges and opportunities for post-school life.’
I am confident that collectively we have achieved what we set out to, and that is due to all the members of the immediate and wider St Margaret’s community.
We look forward to communicating the next five-year Strategic Plan – 2026 – 2030, later this year. Who could have predicted in 2020 that AI would be where it would be and that must certainly feed into our next five years, together with incremental improvements, pioneering innovations, and bold visions for our students’ futures.
It is going to be an exciting time, and I look forward to taking the journey with you all.
Ms Lisa Worner
Chair – St Margaret’s School Council
St Margaret’s aims to provide its staff with the opportunity to continue to grow professionally and to achieve highly in their fields of endeavour. To recognise the work of staff, the school offers two staff awards which are presented annually at Speech Night.
In 2024, the Award for Excellence in Teaching and Learning was presented to Regina Brennan.
Regina has worked at St Margaret’s since 2010, firstly as a parttime singing tutor, then, from 2011, as a singing teacher four days a week. In 2017, she accepted her current role of primary music teacher/music program coordinator and choral coordinator (Prep to Year 12).
Attend any performance of one of Regina’s choirs and you begin to appreciate the effort which goes into the always excellent standard on display. Apart from having her choirs ready for all manner of performances throughout the year, including Open Day, Soaring Upwards and MAYO Arts festivals, Classics in the Cathedral, Speech Night, Thanksgiving Service and many other school and community events, Regina is a full-time teacher from Prep to Year 6, with the ability to transfer her teaching skills from the early years to the upper primary with ease. St Margaret’s students love their music lessons and Regina has a warm rapport with all students while also having high expectations of their behaviour and outcomes. Regina is highly respected as a teacher and colleague, who is always willing to share her knowledge in staff meetings and happy for others to observe her lessons.
Regina said it was truly humbling to learn her peers had nominated her for the Excellence in Teaching Award.
‘Teaching at St Margaret’s has never felt like just a job; rather, it is a profound privilege to be part of a vibrant and supportive community.
‘Throughout my years here, I’ve come to see St Margaret’s as more than a workplace. It’s a space where I can share my skills, engage meaningfully with others, and strive to make a difference. One of the most rewarding aspects of my role is fostering connections among staff, students, and families through the power of music. It is a joy to witness how music not only enhances individual lives but also strengthens the bonds within our community.
‘I am constantly grateful for the extraordinary environment in which I teach. The professionalism and support of my colleagues, the enthusiasm and curiosity of our students, and the dedication of parents all contribute to making St Margaret’s a truly exceptional place. This recognition reaffirms my belief in the value of our shared efforts and inspires me to continue working with passion and purpose.’
Service Learning Coordinator and secondary teacher Katie Flanagan received the Service to the School Community award. Katie’s teaching career spans 22 years, with twelve of those being at St Margaret’s. She commenced at the school in 2012, working in Learning Enhancement. From 2014 to 2022 she was a Head of Year, before taking on the role of Service Learning Coordinator. Katie has also taught English, Drama and Religious and Values Education throughout her time at the school.
As the Service Learning Coordinator, Katie collaborates extensively with staff across all aspects of the school and can be found at a myriad of activities, taking a very hands-on approach, often tong in hands turning sausages on the barbeque. Katie has developed great relationships with a wide variety of students and staff, and in her time in this latest role, she has grown the profile and scope of the program and increased student participation, putting a spotlight on the role of Service Learning in living out the St Margaret’s mission and values. She truly goes above and beyond, supporting a variety of activities outside of the service learning scope.
Katie said she was ‘so humbled to receive this award’.
‘I am perpetually in awe of the achievements of all my colleagues, and it was very special to be nominated. One of the things that I enjoy the most about St Margaret’s is the value that is placed on learning and growth for staff, as well as for the students. The service learning role is very special to me, as I am able to observe our students assisting in the community and making a difference in the lives of others.
‘I have enjoyed connecting the students with a wide variety of charities that help our community through both fundraising and acts of service and volunteering. Seeing the Year 12 Philanthropy Leaders really connect with a particular cause is so exciting, and my hope is that they will continue to support these causes in their lives post-school or actively seek other charities that particularly resonate with their values.
‘During my time in this role, St Margaret’s has supported Stride for Mental Health, Zig Zag Young Women’s Resource Centre, Eat Up Australia and, in 2025, Little Wings, which provides sick children and their families throughout regional Queensland with free ongoing flight and ground transport during the treatment process.’
St Margaret’s was once again named a Five Star Employer of Choice in 2024 for the fourth consecutive year. Education is an intensely human endeavour and a school’s biggest asset is its staff.
St Margaret’s biennial staff survey through independent education consultants MMG consistently returns excellent results and pleasing benchmarks across nationally similar schools. In 2024, the school launched its Professional Learning Framework, which outlines a structured approach that guarantees consistent and impactful professional development across the school and ensures that all staff, regardless of experience or position, achieve meaningful, professional growth, which leads to improved educational outcomes and a culture of excellence at the school.
Throughout 2024, St Margaret’s and its educators received national recognition with eight awards and one very special individual honour for our Principal, Ms Ros Curtis AM.
In the 2024 King’s Birthday Honours List, Ms Curtis was awarded a Member of the Order of Australia General Division for significant service to education and professional associations.
Ms Curtis has been Principal of St Margaret’s since 2011. In that time, the school has flourished – from increased enrolments (by almost 80% across her tenure), the enhancement of the campus and provision of outstanding facilities to
In 2024, St Margaret’s Head of Performance, Brad King, was named a ‘Most Influential Educator’ (The Educator magazine).
Brad is a much-loved staff member, who throughout his time at St Margaret’s has influenced hundreds of music students. Many he has helped inspire and mentor to international success. Brad leads the Music Department which oversees the Extracurricular Performance Program and the peripatetic music teachers. He is also a Years 7 and 8 classroom teacher, conducts ensembles and accompanies choirs at major events, and provides music for the school’s year level chapel services, assemblies, and boarder chapels. He is the music director for the biennial school musicals and arranges and escorts the school’s regular overseas music tours. (See page 27)
While it can only be said that the St Margaret’s Music Program is a symphony of success under Brad’s leadership, it’s his care for and genuine interest in each and every student for which he is held in the deepest regard by the St Margaret’s community.
the enrichment of the student experience through improved quality of programs and student offerings.
Ms Curtis says she was humbled to have received the award but also immensely proud that the vital importance and significance of educators and of education had been recognised through this award.
Later in the year, in October, Ms Curtis also received a Queensland College of Teachers TEACHX, Excellent Leadership in Teaching and Learning Award. She was among only 31 Queensland teachers recognised for outstanding contributions to their school communities and the profession.
Late in 2024, our Dean of Studies, Chris Dunn, was named on the 2024 Educator’s Hot List, placing him among some of Australia’s top educators who have demonstrated expertise in linking theory and practice and designed and implemented innovations that provide students with high-quality educational experiences.
Chris is leading innovative change in the school on several fronts. He has been collaborating with curriculum leaders on ways to implement AI in assessment. In 2023, he introduced the St Margaret’s SOAR Program, which equipped students in Years 7 to 12 with study and organisational strategies to assist them to become stronger learners. In 2024, he worked to bring these study strategies into the Academic Advising Program. Chris engages relevant speakers for the biannual Trends in Education series, implements termly TeachMeets focused on our educators sharing evidence-based ideas to inspire their practices, and led the development of the St Margaret’s Professional Learning Framework.
The Australian Educator Awards is one of Australia’s foremost prestigious awards for schools, attracting thousands of entries across Australia each year in numerous categories. To receive an Excellence Award (essentially to be a finalist) is an accomplishment of significant note.
Last year, St Margaret’s was among a select group of schools to receive four or more Excellence Awards, being successful in these categories: Primary School Teacher of the Year (non-government); Secondary School Teacher of the Year (nongovernment); Best STEM Program; and Boarding School of the Year.
Primary music teacher and choral coordinator Regina Brennan (Primary School Teacher of the Year (nongovernment) has had a significant impact on shaping the musical journey of students and in contributing to the school’s vibrant co-curricular program. Regina has worked with staff to develop the instrumental music immersion program offered to students in Years 3 to 6 and has established a unique music language swing program for students in Prep to Year 2, where students study 20 minutes of a language followed by 20 minutes of music four times a week.
Regina also coordinates St Margaret’s choral program for students in Prep to Year 12. She is committed to the incorporation of Indigenous perspectives in the music curriculum and is a member of the St Margaret’s Reconciliation Action Plan Committee.
Secondary School
Teacher of the Year (non-government) Colette Anderson teaches Science and STEM across Years 5 to 12, the STEM elective in Years 9 and 10, and two Year 12 senior chemistry classes. As a second career teacher, Colette brought her professional experience as a scientist and an academic to the school.
Under Colette’s guidance, St Margaret’s has widened STEM participation at the school and broadened the scope of the program from the more traditional engineering physics space to also encompass design thinking skills for students, a context which better suits girls.
Colette applied for and was successful in being awarded a St Margaret’s Innovation Award, with which she started a STEM Club, particularly targeted towards Years 7 and 8 students, who now every Thursday lunchtime are engaged flying drones or solving problems using 3D printing.
The St Margaret’s STEM Program was also an Excellence Awardee. At St Margaret’s, the STEM program, along with the curriculum subjects of science, maths and technology, involves dedicated STEM subjects and activities. Primary students from Pre-Prep to Year 6 are exposed to STEM through a creative maker space, and continued STEM interest is promoted in Years 7 and 8 through a
STEM Club, before Years 9 and 10 students can take the STEM elective.
Access to the elective has been made more accessible based on a low level entry –high level exit strategy, providing equally rigorous outcomes but using scaffolding to build STEM skills. This strategy has made the study of STEM more enjoyable for girls.
Additional clubs and activities include an esports program and robotics club in secondary and robotics and Minecraft clubs in the primary school (read more about the St Margaret’s esports program on page 52).
As one of Australia’s leading boarding schools for girls – the second largest in Queensland and the largest Yalari school in Australia – the boarding house has been a two time winner of Boarding School of the Year (2019 and 2020) and an Excellence Awardee in 2022 and 2024.
Boarding is an intrinsic and integral part of the St Margaret’s community. Around 20% of students in the secondary school are boarders, and this has a direct influence on the character of the school. The enriching diversity that the boarding house offers the school community is one of the reasons many families will choose to send their daughters to the school, even as day girls. The record high boarding enrolments currently enjoyed speak to the calibre and reputation of the boarding program, which is helmed by specialist boarding staff who create a wonderful home-away-from-home environment for our boarders.
Congratulations to all our 2024 award winners.
To say that St Margaret’s is in the DNA of new Deputy Principal Nicole Devlin is possibly an understatement. St Margaret’s runs through the veins of the generations before and after her, so it’s no surprise when she says ‘it feels like I’m home’.
Mrs Devlin’s personal association with St Margaret’s extends back almost 40 years when she first walked through the gates as a fresh Year 8 student, ready to commence in the secondary school, yet her connection to the school spans decades. Her mother was a senior student in 1964, and her sister – Louise Gustaffon (‘87) –attended three years her senior. Nicole’s daughter Lilly graduated in 2018, having spent her entire schooling years at the school from Prep.
Mrs Devlin immediately dived into an education degree after school, while simultaneously returning to the school to help train swimming and netball teams – sport being a particular passion.
Graduating as a secondary teacher, Mrs Devlin nonetheless commenced her teaching career as a preschool and PE teacher at John Paul College before joining the St Margaret’s primary school in 2004 as Director of Planning and Organisation, a position she enjoyed for the next ten years.
Despite Mrs Devlin’s passion for the school, she also realised that to grow as an educational leader she needed to seek experiences in other contexts and organisations. She spent a year at All Hallows’ as Head of Middle School before returning to St Margaret’s to take up secondary leadership positions as Dean of Studies then Dean of Academics, after which she took up the position as Deputy Principal at St Hilda’s for three years.
When the opportunity arose to once again work with St Margaret’s Principal Ros Curtis AM and the leadership team as Deputy Principal, it was too good to pass up, so she was thrilled when she was appointed to her current role.
‘I am a big believer that we are placed in gardens where we grow the best, and this really feels like where I need to be,’
Mrs Devlin said.
‘One of the things I appreciate most about the school is the staff; they are always so professional and willing to look outside the box to ask what it is that we need to do to ensure our girls are getting the most they can from their education.’
And one of the most important things for Mrs Devlin, alongside all the academics and extracurricular programs, is community.
‘Schools teach people to be in community.
‘We put a whole lot of people together all day on campus and we all need to find a way to get along.
‘That’s so important for a school, for society and the whole world, really. It’s a vital part of what we do, and one of the reasons we focus on personal development as a key tenet of a St Margaret’s education and developed the principles espoused in The St Margaret’s Way.’
Mrs Devlin says personally she is guided by three key values: integrity, passion and joy.
‘You have nothing if you don’t have integrity, which is such a core value to uphold in all you do.
‘I also believe that to have integrity, you need to be passionate about what you are doing. And we need to be able to laugh.
‘If I don’t laugh every day or find something to smile about, it’s not worth it, so I really want to impress on the students that this is one of the best times of their lives. School should be about having fun as much as it is about learning.
‘We should not lose sight of the joy of life,’ a smiling Mrs Devlin concluded.
Charlotte Swarbrick and Ebony Okonkwo are the 2025 St Margaret’s School Captains. They share their St Margaret’s journey thus far and their hopes for this year.
Since joining St Margaret’s halfway through Year 6 in 2019, I’ve had countless opportunities to thrive and grow within this dynamic community. Over the past six years, my fondest memories revolve around the heart of our school spirit. Whether it’s shouting war cries at QGSSSA, leaping out of my rowing boat at Head of the River, cheering at send offs on Circular Drive, or chatting with younger girls, I leave each day feeling grateful for this vibrant sisterhood.
As we step into the 130th year of St Margaret’s, I am thrilled to lead the school alongside the 2025 cohort. I aim to foster unity, inspire everyone to embrace opportunities, and strengthen our bonds, leaving a legacy of empowerment and connection for all.
Ebony and I are extremely excited for 2025, so watch this space!
From the moment I began my journey at St Margaret’s in 2020 as a Year 7 student, I was welcomed into a vibrant school community that instantly felt like home—a place filled with spirit, support, and a strong sense of sisterhood.
Reflecting on my time as a proud Maggies girl, I realise how these values have woven themselves into my experiences, creating cherished memories that will stay with me forever. On days where the spirit runs high, such as the Soaring Upwards Festival and QGSSSA Athletics, the community never fails to make you feel at home, and the support I’ve received from teachers, staff and students is like nothing I’ve ever felt.
As we celebrate the 130th year of St Margaret’s, alongside my peers and Charlotte, I am privileged to serve as a leader during this significant milestone. I’m committed to enhancing the sense of belonging for every girl and ensuring that our school spirit continues to thrive. With the support from all members of our community, I’m sure this can happen.
At St Margaret’s, we have come to cherish the connections that bind our school community, enabling every student to feel a sense of belonging and purpose. These connections, fostered through our shared experiences and values, serve as the foundation for our St Margaret’s sisterhood. In 2025, we aim to celebrate and strengthen these bonds, creating an environment where every student can thrive together.
As introduced by Ms Curtis at the beginning of the year, a key focus for 2025 is ‘community and connection’. With the refurbished Community House open and thriving, we remember that our sisterhood is built upon the community that started this institution: the Sisters of the Society of the Sacred Advent. It was these women 130 years ago who began to educate young women, and as such, built the foundation of our school, St Margaret’s Anglican Girls School.
Inspired by these courageous women, the senior cohort of 2025 has chosen the theme ‘Together we thrive in 25’ as our guiding legacy for the year. This theme reflects our belief that when we stand united, supporting and uplifting one another, we can achieve remarkable growth and success.
As Helen Keller once wrote, ‘Alone we can do so little; together we can do so much.’ In 2025, our vision as senior leaders and the graduating class is to truly embody this sentiment—not just in words, but in action. Since the Sisters of the Society of the Sacred Advent began educating women in 1895, this spirit of togetherness has shaped the foundations of St Margaret’s. Now, we will harness this same courageous spirit to leave a legacy where every girl feels connected, valued, and embraced within these hallways.
Yet, togetherness is not simply about presence; it is about shared purpose. It is about lifting each other up, celebrating every triumph, and standing side by side through the challenges. This is no small task, but we have full faith that the Class of 2025, with its ambition and unwavering spirit, will leave an enduring mark built on the strength of unity, compassion, and the power of being together.
‘Thrive’ is a present-tense verb, signifying active and ongoing development. In 2025, as seniors and leaders, we aim to actively grow by pushing beyond limits, embracing challenges with enthusiasm, and striving for excellence in all that we do. However, true thriving doesn’t happen in isolation – it requires an environment that nurtures and supports that growth. At St Margaret’s, we are uplifted in every aspect of our journey, from the connections we build with peers to the encouragement we receive from our community. Inspired by the Sisters of the Society of the Sacred Advent, we embrace resilience, passion, integrity, and purpose. This creates a space where every student is empowered to grow, succeed, and make a meaningful impact on the world.
In this environment, together we will thrive in ’25.
Fulfilling the St Margaret’s vision to always be an outstanding day and boarding school for girls requires that we regularly survey our stakeholders. Once every three years, St Margaret’s puts itself under the scrutiny of the entire parent body by inviting them to respond to a confidential and comprehensive survey. Since 2018 (and in 2021 and 2024), the survey has been conducted by independent education consultants MMG. One of the reasons we partner with MMG is their benchmarking capacity against like schools across the nation, in addition to tracking our own progress over time.
The ‘MMG Wheel’ and table below shows parents’ scores compared with the MMG Parent Benchmark Database average in key areas. This includes a total of 13,768 parents in top tier girls’ schools throughout Australia.
Overall, the parents’ score is ‘very high’ (83%) and is 2% above the MMG Benchmark average score of 81%. The table indicates that St Margaret’s is operating at either a high or very high level in 12 key areas. The detail provided in the report helps the school to improve operations in those areas.
Parents were asked the importance they placed on reasons for choosing St Margaret’s for their daughter.
The five most important of the 20 reasons for choice were:
1. Quality of teaching (98%)
2. Focus on student wellbeing (97%)
3. Balanced education (96%)
4. School leadership (93%)
5. Academic Standards (92%)
Parents were also asked if their expectations were met or exceeded in these areas. St Margaret’s overall percentage across all areas was 93%, 3% above the MMG database average score of 90%.
In the top five reasons parents gave for choosing a school, all five areas had an expectations met/exceeded score well above the 80% target. Pleasingly, education of the ‘whole child’ is one of the key hallmarks of St Margaret’s, and one that dates back to the Sisters’ philosophy. In this area, expectations were met/exceeded by 97% of parents.
Expectations met or exceeded – top five areas
MANY OF THE OPEN-ENDED COMMENTS SUPPORTED THE HOLISTIC EDUCATION PROVIDED BY THE SCHOOL:
The school is focused on each individual student and helping them achieve the goals and aspirations they have. It is well rounded in all aspects of academic, sporting, cultural and musical opportunities and offerings.
We chose St Margaret’s over other schools we visited for its community, grounds/facilities, balanced focus (beyond academics), presence of a boarding school, and friends and family experiences through the school.
A real sense of community and a vested interest in the arts. It has a high-quality boarding house with wonderful experiences and opportunities offered for girls and delivered by high school quality staff. It has been lovely to watch my daughter grow as a Maggies girl.
All round differential curriculum education. A great balance of academic, sporting, cultural, social. Fantastic community, lasting lifelong bonds. Caring staff, teachers and leadership.
The boarding community. I enjoy the smaller boarding environment among a large secondary setting. I also value the approach St Margaret’s takes in growing well balanced, caring and compassionate girls/young women.
We thank those parents who responded to the survey. The above results are high level insights into key areas. Those who completed the survey will be aware that the questions drill down into all areas of the school and provide us with more detailed information and feedback that we can act on to continuously improve our offerings. We are most appreciative of your time.
Congratulations to the graduates of 2024 on their exceptional academic results.
At St Margaret’s, we pride ourselves on providing a holistic education that allows students to excel both academically and beyond the classroom.
The infographic above outlines some of the more significant markers representing both our ATAR and Portfolio Pathways students.
We are thrilled with their achievements; 63.1% of the cohort achieved an ATAR of 90 or above. Additionally, our boarders performed exceptionally well, with 43.5% earning an ATAR of 95 or above.
39 students studied the Portfolio Pathway,
combining academic learning with work experience, ensuring they gained valuable real-world skills and industry experience. Of these students, the school is aware that 34 have accessed tertiary study. Armed with their diploma, many received early offers to QUT.
Every student successfully obtained a Queensland Certificate of Education (QCE), preparing them for their tertiary education journey. Furthermore, students graduated with a St Margaret’s Plus portfolio, which showcases the skills they have developed alongside their academic program. This portfolio aims to provide a comprehensive view of each student, promoting engagement and well-roundedness to enhance their employability as they graduate.
Under the ATAR system, students have the option to withhold their results from the school. Therefore, these statistics represent 122 of 123 ATAR eligible students.
St Margaret’s Scholars’ Assembly is a special occasion on the school calendar where the recently graduated high academic achievers are honoured for their commitment and persistence while simultaneously inspiring the next generation of St Margaret’s students to follow in their footsteps.
Early in Term 1 we welcomed and celebrated 55 Scholars and subject prize winners from a cohort of 80 2024 graduates who attained an ATAR of 90 and above. The assembly also recognised the 2024 QCE Subject Prizes winners and celebrated the external Proxime Accessit to the Dux and Dux.
These bright young women are set to embark on diverse study and career pathways across a wide range of industries at institutions locally, interstate and overseas. They will pursue pathways including medicine, law, engineering, agriculture, commerce, economics, advanced studies, actuarial studies, architectural design, business, international relations, property economics, education, science, mathematics, dental surgery, nursing, medical laboratory science, biomedical science, physiotherapy, computer science, communications, journalism and music.
Congratulations to the two recipients of the Dux Award, Beijiao Chen and Caitlin Wiliams, as well as Proxime Accessit to the Dux, Imogen Simpson.
Caitlin, who also received the highest ATAR award and the Physics prize, will this year study a Bachelor of Science at The University of Sydney and shared her advice for achieving academic success. She encouraged students to lean into the challenge: ‘Achieving good results isn’t about studying when you feel like it. It’s about sitting down and putting in that extra work even when you don’t want to. Year 12 is a marathon, not a sprint, so it’s important to pace yourself. Good results in externals can’t come from a short burst at the end but from a long, consistent effort.’
Imogen Simpson will this year study a Bachelor of Science and a Master of Engineering at The University of Melbourne and recommended finding a balance between study, extracurricular, and a social life to optimise productivity and motivation. ‘My hobbies acted as enjoyable breaks from study and as small motivational stepping stones between the tasks I had to complete.’
Boarding alumni Olivia Feltham will embark on a Bachelor of Medicine/Bachelor of Surgery this year and had this advice for boarders.
‘Learn to appreciate the independence that comes from being away from home and use it to your advantage. It’s much easier to stay on track and succeed when you take control of your own learning. Believe in yourself and know that you deserve the success that will follow your hard work.’
We wish our 2024 Scholars every success and look forward to seeing their future contributions as confident, compassionate and capable women.
The opportunities Goondiwindi girl Olivia Feltham (’24) availed herself at St Margaret’s has set her up for a bright future in medicine.
In making the decision to attend St Margaret’s, Olivia was struck by both the academic and personal opportunities that were not available in her hometown.
After four years in the boarding house, and a string of academic and extracurricular honours to her name, Olivia gained entry into a Bachelor of Medicine and Bachelor of Surgery at James Cook University, commencing this year.
Olivia credits the networking and mentoring opportunities, coupled with the support of incredible teachers and staff, in helping to set her up for the future.
‘Being surrounded by a cohort of girls with such high expectations has inspired me to be the best version of myself and motivated me to achieve more than I ever thought I was capable of,’ she said.
Olivia’s cohort included not just her year level peers, but a sisterhood in the boarding house of some 190 plus girls for the four years she attended St Margaret’s.
‘The aspect of boarding I loved most was meeting so many girls from different backgrounds who taught me things I will carry with me throughout my life.’
Also important for Olivia was the academic support available in the boarding house.
‘There was never a moment when you couldn’t access academic support. Teachers attend evening prep, tutors are available if needed, and girls in older year levels are always reaching out to guide the younger girls. My own peers were my biggest help,’ she said.
Academically, Olivia has graced the stage at every Speech Night presentation winning honours awards and has had leadership opportunities as a boarder prefect and year level leader.
‘These positions helped me gain a new sense of responsibility that have made me more confident and willing to step up as a leader in the future,’ Olivia said.
Among the experiences which have guided Olivia on her future pathway were the USA Science tour and the school’s awardwinning Mentoring Program.
Having never left Australia’s shores before, Olivia embarked on the Science tour to have an overseas experience and explore international opportunities in STEM.
‘From visiting the Kennedy Space Centre to watching a Broadway Show in New York City, it was an extremely eye-opening experience and inspired me to have a more global outlook and to travel as much as I can in the future,’ Olivia said.
In Year 12, Olivia was mentored by Old Girl and past boarder Dr Sally Magoffin, who currently works in obstetrics and gynaecology and is completing surgical training.
‘She also did her Bachelor of Medicine & Surgery (MBBS) at James Cook University and has been an inspiration to me considering I also have interest in surgery,’ Olivia said.
Olivia also valued the chance to row throughout her time at St Margaret’s.
‘The dedication and time management rowing required not only allowed me to become a better rower, but also a better student.
‘Apart from physical fitness, the community and social aspect of it supported my mindset and mental health.
‘I was thrilled to receive the St Margaret’s Spirit Award and Crew of the Year Award in 2023 and the Crew of the Year Award and Service to Rowing Award in 2024. We also won our division in Year 12.’
The reasons behind the names of certain buildings, rooms and even lawns reveal the evolution of the school’s development. This journey through the names we have uttered – some for 130 years – shines a light on the school’s expansion and the enduring legacy of some of the significant people who have contributed to its growth.
Eton Hall: Built in 1949 and extended in 1968, Eton Hall inherited its name from the original name of our school – Eton High School for Girls, located in Nundah. Eton Preparatory School was established by William and Isabella Boyd as a private school for boys in Nundah. In 1893, the school buildings at Nundah were first leased then later purchased by the Sisters of the Society of the Sacred Advent as an orphanage [Home of the Good Shepherd later known as Tufnell Home]. Two years later, in the cottage on the property, the Sisters opened the Eton High School for Girls, which was to be the birth of St Margaret’s School.
Community House: The building we know of as Community House was the first building purchased by the Sisters for the Ascot campus. Considered a grand mansion in its day, the home was built in 1886 for pastoralist Patrick Durack, who named it Maryview. In 1890, the home was sold to Frederic Horwood and renamed Roslyn after his family home in England. When John Dunmore Campbell purchased the property in 1901, he called it Donatello. When the Sisters purchased it in 1910, they named it St Margaret’s House and it accommodated the entire school, including the Sisters, classrooms, chapel and boarders. In 1928, school operations permanently vacated the building and the Sisters were then able to claim it as their
own. They renamed it Community House and it has kept that name ever since. In 2025, Community House was restored and opened as a student wellbeing centre (read how The St Margaret’s community made this possible on page 64 and how this will benefit our students).
Mooloomburram: Purchased by the Sisters in 1919, Mooloomburram, was built in 1886 for Andrew Lang Petrie. After the Petrie’s sold the house, a succession of tenants followed and another wellknown family, the Cameron’s, made it home in 1910, calling it Avoca. When the current school building called Avoca was built in 1975, it adopted the name in reference and deference to this part of the school’s history.
When St Margaret’s purchased Mooloomburram, it was simply known as The Hall for many years, and the older generations of alumni returning to the school will still refer to it as such, but it is now formally known as its original name Mooloomburram. The name comes from the Maroochy Aboriginal dialect combining ‘mooloom’ meaning shady tree, with ‘burram’ meaning parrot.
A 1981 extension of Avoca contains the Wearin Room, named after much-loved Miss Vera Wearin, a senior mistress at St Margaret’s for many years.
Geography dictated the names of the boarding house wings – East Wing and West Wing – and individual dormitories were named after Australian women whose characteristics and achievements embody the values of St Margaret’s. The latest dormitory – Longman – opened in 2015 and was named after Irene Longman, who was the first woman to be
elected as a Member of the Queensland Parliament. Other dorm names came from a 1999 naming competition and include: Mackillop (Mary Mackillop), O’Neil (Susie O’Neill), Sutherland (Dame Joan Sutherland), Macarthur (Elizabeth Macarthur), Chisholm (Caroline Chisholm), Durack (Mary Durack) and Kenny (Elizabeth Kenny).
West Wing: Built in 1927-1928, West Wing was the first new purpose-built school building. It contained the present dining room and West Wing, which included classrooms and dormitories.
In the 1930s, St Margaret’s became a beneficiary of the Darnell Estate, enabling the construction of the Darnell Art Room (1933) – also known as the Pixie Hut for its steep gabled roof – and the Darnell Music Room (1936). West Wing was connected to the Darnell Art Room by a staircase with twisted Baroque columns, known to generations of St Margaret’s girls as the Barley Sugar Stairs, as they were reminiscent of the Barley Sugar twist lollies of the day.
In 2014, when the gravelly site of some old courts and the previous tuckshop building was beautifully landscaped between the Chapel and West Wing, an arbour was created, the columns of which mirrored the columns of the Barley Sugar Stairs. The garden was called the Barley Sugar Garden and the arbour the Godlee Arbour (2013), after the Godlee family whose generosity enabled the creation of this cherished green space.
Dalhousie: Built in 1960 and extended in 1962, the southern primary wing pays homage to the name of the house which originally stood on the present Dalhousie land. The owners of the house sold it to the school on the condition that the Scottish name ‘Dalhousie’ was retained.
Chaseley: Built in 1992, the primary wing on the northern boundary of the primary school was named after Sister Chaseley-Anne (SSA), who was professed in 1958 and died in 1990. Sister Chaseley spent numerous years working in many of the SSA’s institutions, and in the later years of her life was Head of Boarding at St Margaret’s. Many boarders remember her with great fondness.
Toorak, opened in 1970, was named after Toorak House in Hamilton, which the Sisters leased from 1907-1910, before the purchase of Community House. Toorak initially contained a new library on the upper floor, and science labs and the staff room on the first floor. Once the Eunice Science and Resource Centre was built, the library was converted to the Year 7 Precinct when Year 7 became part of secondary schooling, and the vacation of the science labs permitted a much-needed extension to the staff room.
The Jackson Wing (1984) was named after former student Lorna Jackson (1942 – 1953) who passed away in her late 20s and her family left a generous donation to the school. This wing contains the Sister Helen Orchestra Room which was named after Sister Helen Marie SSA who was Headmistress of St Margaret’s from 1973 to 1977 and a talented musician.
On the third floor of the Jackson Wing is The Loft – a collaborative lecture theatre opened in 2018 – the name of which had its origins in an actual hayloft.
Part of the original Mooloomburram property included stables and a coach house, above which was a hayloft. The ground floor of the coach house became an assembly hall and classrooms and the loft a gymnasium and library. The coach house was demolished in 1963 and a new Boarders Recreation Block – called The Loft – was completed in 1964, with the school library on the top floor. The library was moved out in 1970 (when Toorak was completed) and the building had various uses over the years – art, dressmaking, a Seniors Room and staff room – before it was demolished in 2013 to make way for the Barley Sugar Garden.
When the new lecture theatre was remodelled from older classrooms in the lofty heights of Jackson Wing’s third level, it took the name of The Loft to again honour St Margaret’s history. Appropriately, it overlooks where the original lofts once stood.
The Eunice Science and Resource Centre: Opened in 2012, this two-storey building housing the secondary library and science laboratories was named after Mother Eunice – a much-loved Mother Superior of the SSA [from 1982]. Mother Eunice, who passed away on 14 June 2021, joined the SSA in 1965, at 29 years of age, and was professed in 1967. She is remembered as a compassionate, caring, friendly, humble and unassuming woman. The Science Centre was named in her honour in recognition of her significant contribution and influence within the St Margaret’s community for over 50 years.
Durack College (2015-2024) was named after Patrick Durack, a grazier from Thargomindah with pastoral interests in South West Queensland and in the Kimberley’s in Western Australia who originally built Community House. The college consisted of two cream brick wings, called Clewer and St Raphael, which originally housed the SSA. St Raphael was purpose built in the 1940s as a frail care centre for the aging Sisters of the Order. Two decades later, Clewer wing was built as a home for Sisters who taught at the school.
After undergoing a transformational refurbishment, the College opened and served a decade of young women as a boutique residential accommodation for young women pursuing tertiary studies in Brisbane. It was demolished in 2025 to make way for a growing school and the development of the St Margaret’s Art Precinct.
Daphne Mayo Art Centre (now the Supplies Shop) and the MAYO Arts Festival are named after Old Girl Daphne Mayo, Queensland’s first significant woman sculptor and acknowledged as one of Australia’s most important sculptors, who attended St Margaret’s from 1907-1908.
The Philip Harris Sports Centre was opened in 1996. Philip Harris played a vital role in the development of St Margaret’s.
He was President of the P&F (1980/81), Chair of School Council (1987-2001) and St Margaret’s Patron (2006). The school was honoured that, while ailing, Philip was able to attend the opening of the new sports precinct in August 2020, which included the new gym still bearing his name. He sadly passed away just a few months later in November 2020.
In 1980, Churchill, a large house, which fronted Lapraik Street and which had been used by the school over the years as classrooms and even a dormitory, was demolished. When a primary playground and green space was established on the site, it took the name of the house – the Churchill Lawn. The concrete dragon constructed in the playground was affectionately called Winston, which was also the name of another house on Towers Street, commonly known as ‘The Cottage’ and often used as boarding accommodation. The Jubilee Library was also attached to this building, which was demolished to make way for Toorak.
As it turns out, there is much in a name. Keeping the significant names in the school’s development through the generations provides great insight into the school’s past and acknowledges and honours the history of the area upon which the school has grown and pays homage to the people who have helped it grow.
On Saturday 23 November, a service was held in the Sisters’ Chapel to decommission Community House and Durack College.
Special guests in attendance included Sister Gillian SSA, Bishop
Murray Harvey, St Aidan’s Chaplain The Reverend Sister Gillian Moses SSA, The Reverend Sister Jan Crombie SSA, and Friend of SSA Karen Spiller OAM. Also in attendance were Principal Ros Curtis AM and past College Directors Dr Kylie Armstrong, Kelly Alford, Ellena Papas and past Durack staff member Marie Bosiljevac.
The College presented two gifts to the school – a framed Durack Family tree gifted by the family and a signed first edition of the book Kings in Grass Castles, written by Mary Durack, which contains remembrances of the building of Community House. Both items will be thoughtfully displayed within Community House.
Our primary students have experienced the magic of storytelling and the joy of reading firsthand, thanks to a series of visits from inspiring authors and illustrators who brought their books to life.
Authors Jacqueline Harvey (Alice Miranda, Clementine Rose, Kensy and Max, Willa and Woof), Katrina Nannestad (The Travelling Bookshop series, Olive of Groves series, All the Beautiful Things), Beulah Castan (L’tle Cuddle Bear), Karen McKinley (My Dog Bruiser Swallowed a Scooter) and David Walliams (Fing, The Midnight Gang, Mr Stink) were among those who visited St Margaret’s recently along with author/illustrators Megan Forward (Jacaranda Magic, Scribbly Gum Secrets) and Lauren Briggs (Little Pago).
Each generously answered questions about their storytelling, creativity, character development, the power of words and the writing process, visual literacy, storyboarding or design, as well as reading their stories, or passages from their books.
Head of Primary Angela Drysdale said the benefits of author visits had a powerful impact on students’ reading.
‘Meeting “real authors” and the brilliant minds behind the students’ favourite books has numerous benefits including enhancing literacy skills and reading culture, while also opening students’ eyes to real-world writing careers, a career pathway they may not have even considered.
‘These authors’ books fly off the shelves of the primary library following their visits – very tangible evidence of their impact on reading culture.
‘It was a record year for our Millionaire Readers too with students in Years 3 to 6 reading over 289,540,106 words and many individual students reading 4, 5 and 6 million words each,’ Angela said.
Millionaire Readers is an initiative designed to encourage students to read and make the most of the Accelerated Reader program, which tracks students’ reading skills and growth.
In addition to author visits, primary students experienced books coming to life in many other ways throughout the year.
• During Book Week, favourite characters leapt out of the pages of books and onto the stage for the Book Character parade.
• Students in Years 1 to 4 attended La Boite Theatre to see a musical production of Fancy Long Legs based on the children’s book of the same name by Brisbane author Rachel Burke.
• Students in Pre-Prep to Year 2 joined students across the country to read the beautiful picture book Bowerbird Blues, written and illustrated by Aura Parker as part of National Simultaneous Storytime.
• Pre-Prep and Prep 2025 students were gifted books to share with their families at home.
• Teachers in all classrooms regularly read aloud to students or model reading themselves.
• The Years 5 and 6 Book Club fosters a love of reading with staff regularly sharing their favourite picture book and novel and participating in interviews on a range of book related topics.
• Students in Years 3 to 6 undertake novel studies, digging deep into a story under the guidance of their teacher, to understand themes, character development and explore a range of topics.
• Two book fairs were held throughout the year.
By bringing books to life in the primary school, St Margaret’s younger learners are enjoying the true treat that is reading, consolidating and enhancing their literacy skills, and laying the foundation for a lifelong journey of learning and imagination.
A special thank you to Cholm Johnson, owner of local bookstore Bright and Early Books, who assisted in arranging many of last year’s author visits, supporting St Margaret’s goal to inspire students’ reading for pleasure and help connect students to the names on the covers of their favourite books.
Early this year, we welcomed much loved English author, actor, comedian and television personality David Walliams, who was visiting Australia for the filming of his children’s book title ‘Fing’. David read excerpts from his books, shared the origin stories of some of his most memorable characters, and hosted a very energetic Q&A from the audience. Cholm Johnson, owner of Bright and Early Books, Ascot, was among the audience and beautifully captured the heart of the event with these words.
It is a wonderful thing when kids are excited to attend school. Often the youngest and smallest are the ones who find it hardest to hide this excitement. Little legs want to bounce up and down, the volume of voices increase, and the grin from ear to ear is the most obvious giveaway. All three of these tell-tale signs were on show as students from Years 2 to 6 made their way into the hall to listen to world famous comedian and author David Walliams.
From the outset, it was clear that Walliams was a performer on stage well before he put pen to paper for his books. The girls were immediately entranced as Walliams joked away, refusing to sit on seating provided, instead opting to walk and talk on the go. He began with a trip down memory lane, where we learnt of his love for acting and performing. There were hilarious stories he shared of his sister, from whom he seems to have acquired much of his humour. The Boy in the Dress was Walliams’ first book, written to inspire kids to embrace our uniqueness. Walliams’ stories are regularly created from real-life stories that he has lived or encountered. His key tip about writing ideas: always keep your eyes and ears open, as you never know where your stories could come from.
Not only did his stories come from real-life scenarios, so too did many of his characters. Take the main character from Ratburger. He was created after a rather forgettable performance on Britain’s Got Talent of a man who thought eating live cockroaches was something people wanted to see. Gangsta Granny, his most successful book, was inspired by his own grandmother, whom Walliams spent much time with as a child while his parents went on date nights.
The theatrical genius and skill was there for all to see with extracts of both World’s Worst Children and Gangsta Granny read to the students. The girls were having a magical time, but this reading also showed that Walliams too was thoroughly enjoying himself. Large sections of the book weren’t even required as he seemed to know every word off by heart.
The show rolled on as he shared some heartfelt and hilarious fan mail in the form of letters from years gone by. A highlight was a letter from a fan, informing David
that she didn’t like his book, Billionaire Boy. Another fan mentioned how she was impressed by his ‘slightly fat’ frame, and a final fan felt it necessary to inform Walliams that he was her second favourite author.
Question time allowed for more candid comments from Walliams. He spoke of his hero, Roald Dahl, and how he’d be happy if he was just 1% as good as Dahl. ‘All you can be is the best you can be’ was regularly reiterated, a positive message for all. He delved into why he became an author. It wasn’t rocket science, but he merely had a story he wanted to tell, and he wanted kids to laugh, but also to learn a message.
He finished with a wonderful line: ‘You have given me lots of great ideas.’ For a man who never seems short of something crazy or magical or hilarious or heartfelt, this was his tip of the cap to the interest and energy that the girls brought.
When we as parents and educators look back at our schooling days, there are only a handful of moments in our primary years that we tend to hold on to, remembered for certain reasons. It’s certain that ‘the day that David Walliams visited our school’ will be one of those days spoken of in future years by the girls from St Margarets.
Last year, the primary school embarked on a new program – Community, Care and Camp week – aimed at providing a consolidated schedule of activities focused on students’ personal development and cross curriculum learning.
The first pillar – community – aligns with the Australian Curriculum for Humanities and Social Sciences, which aims to develop ‘a sense of wonder, curiosity and respect about places, people, cultures and systems throughout the world, past and present, and an interest in and enjoyment of the study’.
Under the second pillar – care – students are introduced to and have the chance to further develop the skills required for the sequential camp program such as self-regulation, teamwork and independence. Students discover how to be a leader, be adaptable and problem solve, work with others and have persistence and resilience.
The camp pillar relates to students in Years 3 to 6 who participate in camp adventures. Each year level’s program builds on the previous years by increasing the number of days and escalating activities that require more self-regulation.
Prep to Year 1
Students immerse themselves in learning through play as part of Under Eights Week, while also developing their friendship skills. They grow their understanding of their personal worlds and the places they belong to by writing letters and delivering them to letterboxes in the local community.
To enrich their learning of the Brisbane community and aid in their exploration of connections between the past and present, students visit a museum. They are also introduced to mindfulness activities to help develop their self-regulation skills.
Students are introduced to camp through a classroom campsite day, complete with tents, and a BBQ dinner on Circular Drive. Throughout the week, they also participate in team-building games and yoga to promote mindfulness and self-regulation skills. A visit to Australia Zoo develops their understanding of places in their wider community and enhances their connection with the natural world.
Students explore the history of Brisbane and its changes over time through map making and hearing from visitors in our community about their diverse careers. They also participate in activities to further develop their dispositions of teamwork and friendship skills required for camp in Term 4.
Students dedicate a day to building their teamwork, collaboration and leadership skills, then head to Mt Tambourine for two nights of team building and problem-solving activities and exploring the natural world.
Students participate in an immersion day, designed to prepare them for their trip to Canberra and develop their understanding of our nation. While on camp, they visit landmarks including Parliament House and the Australian War Memorial, connecting their classroom learning to their real world understanding of Australia’s social, economic and political environment, both past and present.
Historically, St Margaret’s has enjoyed a strong brother-sister school relationship with Churchie, a mutually beneficial partnership for the students and communities of both schools.
Both offer single-sex education from PrePrep to Year 12 (with the exception of boys in Pre-Prep at St Margaret’s), providing a unique education. Yet for both schools, it is important to provide opportunities for meaningful collaboration between genders.
St Margaret’s students thrive in an allgirls’ environment that is specifically catered to their needs, the benefits of which include stronger academic results, increased participation in STEM subjects, empowered leadership opportunities and an overall improved sense of wellbeing.
However, there are also important benefits that come from collaborative learning opportunities with their male counterparts, including practising the confidence to have a voice and speak out and developing empathy and social skills.
Each year, there are many opportunities to enhance the school’s connections in a deep and meaningful way, hosted by each school alternately. Students in Prep engage in a collaborative learning experience, while the Year 6 students participate in joint team building and leadership activities. The two schools collaborate in faith too – students in Years 4 to 6 gather for the annual joint Baptism and Admission to Holy Communion Service at St John’s Cathedral.
Ongoing opportunities for secondary students include the Year 9 Aspiring Leaders’ Summit, Sony Camp, joint Duke of Edinburgh expeditions, the annual St Margaret’s vs Churchie netball match, Red Cross collections and joint boarding socials.
St Margaret’s students also benefit from sister school relationships with St Aidan’s Anglican Girls’ School and Konan Elementary, both of which are based on friendship, connection and cultural understanding.
Year 6 students participate in friendly debating competitions with St Aidan’s students, while Year 4 and Year 8 students attend the annual combined Mother Emma service at St John’s Cathedral. Students from both primary schools also come together for a friendly swimming ‘Sisters Meet’.
Staff also benefit with shared resources and collaborative opportunities, combined professional development days and joint internship opportunities for undergraduate teachers.
The long-standing partnership with Konan Elementary affords opportunities for students to develop their global outlook by meeting and connecting with students from Japan and learning about their life at home. Konan is a co-educational school and so St Margaret’s students benefit from interacting with both boys and girls.
Last year, St Margaret’s primary school students welcomed their Japanese counterparts for the first time since 2019, due to the global pandemic. Konan visited again in Term 1 of this year. Through sport, food and music, the girls shared some aspects unique to Australia. The experience will be reciprocated when St Margaret’s students visit Konan in September this year.
Whether brother, sister or international school partnerships, St Margaret’s primary students are afforded many opportunities to deepen their understanding of different perspectives, cultures, traditions, lifestyles and become globally aware citizens.
‘Play is often talked about as if it were a relief from serious learning. But for children, play IS serious learning. Play is really the work of childhood.’ This quote by Fred Rogers emphasises the fundamental role of play in a child’s cognitive, social and emotional development.
When children play, they learn. Play fuels curiosity, sparks creativity and develops a child’s understanding of the world around them. It also develops essential skills such as problem solving, creativity and social communication skills. For girls in particular, play can foster confidence, leadership and collaboration. It provides a safe space to try new things, make mistakes and grow from them.
St Margaret’s play-based Pre-Prep program ensures that our inquisitive four- and five-year-olds have ample opportunities to engage in play and develop the skills they need to thrive in their futures.
Pre-Prep teacher Belinda Knowles completed her Masters in Play Therapy last year and implements play therapy in the classroom
to make academic learning more engaging while supporting our youngest learners to build their emotional and social skills.
‘In the classroom, play can serve therapeutic purposes by providing a safe and controlled environment where our Pre-Preps can express themselves and practise their social skills. Play-based activities can foster collaboration and teamwork, emotional expression, and problem solving.
‘In play therapy, toys are the children’s words, and play is their language. We are giving them tools to express themselves in an age-appropriate way,’ Ms Knowles said.
Unlike regular play, which is often spontaneous, play therapy can be either teacher or child-led, with examples listed below.
• Storytelling, role-play, and cooperative games encourage children to explore different perspectives, manage conflicts and develop empathy. Storytelling also reinforces language skills while encouraging self-expression.
• Sensory play activities and pretend play support students’ emotional regulation development. For example, sand or water play might be used to calm a child experiencing stress or anxiety, while role playing scenarios allow a child to act out feelings they may be struggling to verbalise.
• Group games or a cooperative puzzle activity might be used to help children practise self-control, turn-taking, sharing and negotiation.
• Creative play, such as art or music, gives students the opportunity to communicate their emotions non-verbally, helping to build resilience and a sense of safety.
• Mathematics games can be setup as collaborative tasks to build teamwork and persistence.
• Integrating play into science learning helps students explore concepts in a way that also nurtures emotional resilience and curiosity.
The therapeutic powers of play align with St Margaret’s commitment to student wellbeing and the school’s overarching, holistic education philosophy, which values the development of the whole child.
St Margaret’s youngest learners are benefiting from the nurturing of their emotional intelligence and social skills to significantly enhance their educational experience and personal growth.
There can be much deliberation among families about when to start their child’s primary and secondary school journeys, much of it centred around Years 5 and 6, which in the Brisbane school landscape is shaped in varying ways across different schools.
At St Margaret’s, we proudly offer Years 5 and 6 as the pinnacle years of our primary school journey, where students prepare to lead (Year 5) and then lead (Year 6) the entire primary school, which now stands at over 500 students.
Our Years 5 and 6 students become the leaders they once looked up to, helping younger students navigate the early years of primary school, and are important ambassadors for the school when, for example, they act as tour guides at open house events.
More than anything, these leadership experiences are all opportunities for personal growth, where students are encouraged to step outside their comfort zones, building independence and resilience, which will help them enormously when they step up to secondary school.
But the benefits don’t stop there.
At St Margaret’s, there are certain rites of passage our girls enjoy. The Year 6s look forward to receiving their Year 6 shirt, and at lunchtimes can finally don the iconic Panama, signalling their leadership position in the primary school.
Special magical milestones include the Years 5 and 6 Arts Spectacular – an oft quoted ‘fave’ – and the chance to walk across the Speech Night stage at QPAC to receive an award. The end of year milestone celebrations are very special for our Year 6s –signalling the end of their primary journey and on the threshold of becoming secondary students, always a much-anticipated joyous occasion by students and parents alike.
As amazing as the St Margaret’s campus is, with full access to the secondary school facilities, the fun is not confined to the classroom or the campus.
In Year 5, the students continue the primary camp program, heading to Mt Tambourine, and in Year 6, the chance to go on the Canberra trip with their close-knit cohort is a significant milestone and much anticipated by the entire grade.
Every two years, the primary school conducts a trip to Japan. This is a great preview for what participating in the school’s Year 10 Global Exchange Program might look like, giving students the confidence to apply to spend a term abroad, including Japan, when they are older.
All Years 5 and 6 students at St Margaret’s make music. For some, the Year 5 band program will be a continuation of the Years 3 and 4 strings program; for new students, some may be picking up an instrument for the first time. Regardless, everyone explores music, and some of our young musicians have even made it to the international stage, having first experienced music making at St Margaret’s primary school.
St Margaret’s students love their sport! Our Years 5 and 6 athletes can play the full plethora of Andrews Cup sports offered at the school – 10 in all – along with club netball and club water polo (Year 6 only).
Many also take advantage of the myriad clubs and activities on offer – 22 in total of both lunchtime (free) activities and some afterschool (paid) pursuits. Students can try their hand at everything from the garden, strategy and chess clubs to robotics, Minecraft and yoga and mindfulness, to name just a few.
Hiding in plain sight of all the fun that interhouse activities provide are endless opportunities for personal growth and leadership. All Year 6 students become House leaders across the eight houses and are heavily involved in organising all the house activities with their house members from Prep to Year 6. They work as a team to inspire students to participate with enthusiasm and spirit. There are also opportunities to mix with and be mentored by their secondary counterparts – an experience all students enjoy
An important part of getting ready for secondary school is the students’ personal development journey. St Margaret’s primary school offers a pastoral care program specific to this age group called Open Parachute, which helps students understand and manage their emotions, builds resilience and explores coping strategies for issues that can arise in this stage of their development.
Years 5 and 6 is about becoming an independent learner. Students are introduced to continuous assessment so they learn how to use the teacher’s feedback to improve their work and learning analytics to track their results and help with goal setting and establishing good habits as they progress to Year 7.
The Year 6 students are also allocated a locker to learn the skills of using it to be an organised learner.
An unbroken learning journey will allow the Years 5 and 6 girls to either continue or commence their language learning in Chinese or French, setting them up for a seamless transition into the secondary school.
By Year 6, St Margaret’s teachers really KNOW our students well and work with St Margaret’s secondary school staff to give the girls the best chance of a successful start to their secondary schooling years.
Whether you are a current or future family, or still considering the best path for your child, please take every opportunity to explore the school. Even if you are a current primary family wanting to know more about secondary school, you may not realise you also are welcome to take a tour with primary or secondary students at any of our open house events and chat with our staff or book a tour with our admissions members. Our next Open House events are Open Morning on Tuesday 20 May from 8.30am to 11.30am or Thursday 14 August.
Enquire more at admissions@stmargarets.qld.edu.au or call (07) 3862 0777.
A mind that is stretched by a new experience can never go back to its old dimensions.
Oliver Wendell Holmes Jr.
New experiences can reveal possibilities we never knew existed, expanding our horizons and giving us fresh perspectives on our worlds and future pathways.
In 2024, two international tours afforded St Margaret’s students incredible opportunities designed to inspire tomorrow’s STEM leaders and musicians and develop their global outlook.
Twenty-three students from Years 10 to 12 travelled to both the west and east coasts of the USA for the Space Tour. Kicking off their adventure in Orlando, the girls spent three days at NASA’s Camp Kennedy Space Centre immersed in the science and history behind space exploration. They participated in astronaut training and experienced what it would be like to work on the international space station, be an astronaut on Mars, land a rover on the surface of Mars, and launch a shuttle into outer space. They viewed the Space Shuttle Atlantis exhibit and visited the launch pads, learning about the Apollo space missions, which included seeing the real Saturn V and hearing from astronaut Brian Duffy, who spoke about his four trips into space. An unplanned bonus while in Florida was witnessing a SpaceX Falcon 9 rocket launch.
History and culture were also on the menu, with visits to the Smithsonian, the National Museum of African American History and Culture, the American Museum of Natural History and the 9/11 Museum. Through these learning experiences, students came to truly appreciate that STEM is everywhere. At the 9/11 Museum,
they learnt about the innovative engineering technique used to construct the two World Trade Centre buildings as well as the complex design and engineering of the 9/11 Memorial. Similarly, at the American History Museum, the girls observed incredible artefacts that demonstrated the evolution of American industries and the machines and technology that enabled this transformation. And of course, a trip to the USA would not be complete without watching an NBA game and seeing a Broadway musical – in this instance, Wicked.
Dean of Studies Chris Dunn said it was an eye-opening experience for the students who are considering future pathways in STEM.
‘The experience showcased to the girls a diverse range of STEM pathways from aeronautics and space engineering to horticulture, technology, design and engineering.
‘It illustrated that science doesn’t have to be a linear trajectory into research or medicine, but there are so many exciting STEM-based career opportunities.
‘The Jurassic Paleobotany experience at Universal Studios was perhaps one of the most eye-opening. Who would have thought you could be a horticulturalist and work at a theme park, researching plants and environments of the past to create authentic, immersive and themed environments for park visitors?’
Mr Dunn said.
Students also visited New York University, participating in laboratory workshops and hearing from freshman through to senior students about study pathways and the niche research projects they were working on.
‘The university visits were fascinating and highlighted the possibility of study abroad and the opportunities that exist for scientific research in the US as opposed to Australia. Throughout the space tour, many of the girls expressed that they could see themselves studying there one day,’ Chris said.
The St Margaret’s Music Tour is like a backstage pass to Europe, says Head of Performance Brad King, who together with three other staff members and 34 young musicians from Years 8 to 12 spent two weeks exploring the crème de la crème of European music venues in spaces to which average sightseers would never have access.
From performing in the Mirabell Gardens in Saltzburg, Austria, (yes, the location of iconic Sound of Music scenes) and St Martin’s Cathedral in Bratislava, Slovakia (consecrated in the 15th century!), to visiting Mozart’s birthplace and being in the space where he practised and wrote his music, the uniqueness of this experience, says Mr King, is hard to articulate.
‘You develop a wonderful sense of connection that is truly amplified by creating music together in special places.
‘We get to witness many beautiful and remarkable sights, and when you combine that with the heightened sense of excitement and emotion that performing music naturally creates, it really feels like something very magical happens on these trips,’ he says.
Another special highlight for the students was the opportunity to meet other young musicians from around the world as part of the Bratislava International Youth Music Festival and hear them perform, connecting deeply through the shared language of music. Many will remain connected across the globe for years to come.
Quite apart from the sightseeing aspect and being in amazing places and spaces, and meeting amazing people, an international tour such as this brings many other opportunities for growth.
‘Like so many things, growth comes with challenges, and with 34 girls from different year groups on a busy schedule in a foreign country, there are lots of challenges and opportunities for personal growth,’ Mr King said.
From homesickness, dealing with different food, new roommates and friends all in close quarters to full days of sightseeing or rehearsing followed by the nervous anticipation of performing, the students do need to approach the experience with maturity to successfully manage any issues that might arise.
‘They certainly rose to the challenge,’ Mr King said, ‘and their personal growth was very evident, returning from the trip with an increased level of both maturity and resilience, and a wonderfully heightened sense of community.’
Of course, as musicians, the students’ artistic skills also blossom.
‘There is an intense rehearsal schedule even before we depart, then with incredible performance opportunities, additional rehearsals and a professional music workshop, together with being immersed in music and surrounded by musicians from around the world, the musical improvement can be quite dramatic,’ Mr King said.
Despite busy schedules, there was plenty of time for shopping, icecreams, river tours and enough memory making to last a lifetime! Apart from the pandemic years, the music tour has departed every two to three years, with expressions of interest called the year prior.
From a bevy of Barbie’s and an ensemble of Elsa’s to a whole dynasty of Disney characters, the annual music dinner is a much-anticipated visual feast celebrating a year of auditory delights produced by our St Margaret’s musicians.
The actual origin of the now iconic and much-loved event on the music calendar is unclear, but its evolution over the years is evident, transforming from a more subdued occasion to a fun and festive extravaganza that truly celebrates the joy and magic of music making.
Head of Performance Brad King says the entire music community awaits with bated breath for the theme to be announced early in Term 3, after which a flurry of planning for costumes and table decorations occurs.
‘The Music Support Group take responsibility for the table decorations, and they are phenomenal,’ Mr King said.
‘The students can’t wait to enter Eton Hall, which is totally transformed, and everyone is always amazed by the elaborate and imaginative settings.’
The occasion is attended by staff, students and parents, who embrace the theme in a colourful display of creativity.
A formal part of the evening acknowledges the efforts that everyone has injected into the year and achievements both large and small.
‘We remember and recognise the successes of the bigger events like the musical and Classics in the Cathedral as well as the smaller wins, such as someone overcoming stage fright to perform solo, for example.
‘All our music captains address the audience, and we announce the achievement awards – most improved, outstanding commitment and rising star in each section [band, strings and choral], as well as the winners of the Friends of Music Perpetual Trophies for Outstanding Achievement in Brass, Choral, Percussion, Strings, and Woodwind,’ Mr King said.
Quite apart from the visual banquet, a few staple favourites have emerged over the years.
The dessert is always a stunning culinary masterpiece, produced at the hands of Chef Scott. From recreations of Harry Potter’s Golden Snitch and the Evil Queen’s Enchanted Apple from Snow White through to last year’s pink heart-shaped Chanel handbag carried by Margot Robbie in the Barbie movie, dessert is always served to a chorus of oohs and aahs.
In the past few years and now permanently locked into the program is a staff performance as the Year 12s enter Eton Hall. In 2024, the staff performed Dua Lipa’s Dance the Night from the Barbie soundtrack, complete with dance moves, much to everyone’s delight.
The Year 12s then get their turn and surprise with a secretly rehearsed musical number that showcases the talent of all its members.
If ever there was an event that spoke to this year’s theme Community and Connection, the Music Dinner truly embodies these fundamental values which have always been woven through the fabric of the St Margaret’s experience.
AI itself produced a reasoned response to this query:
That’s a profound question. Many people feel that with the rapid advancement of technology and the fast pace of modern life, we might be losing touch with some aspects of our humanity … like empathy, face-to-face communication, and a sense of community.
However, it’s also important to recognise that technology can bring us closer together in new ways and help solve many human problems. For example, social media allows us to stay connected with loved ones across the globe.
Well said AI, and yet, the world over, there seems to be a rising tide of individualism and entitlement (think fighting for car spaces, road rage, skipping queues), and increasing cruelty over social media. Sadly, the behaviour is very often led by adults.
At St Margaret’s, we have always embraced the balanced use of technology in the classroom, and with the advances in generative AI, students have been learning how to use AI ethically, safely, and responsibly (see our story on page 31).
In personal development programs, there has been much education over the years around staying safe on social media and using it responsibly, and the St Margaret’s Values and St Margaret’s Way have underpinned how we aspire to behave and treat others.
Before generative AI really took the world by storm, Principal Ros Curtis was looking to intentionally embed in the curriculum coursework and conversations about what it means to be human, and importantly, what it means to be human well.
In examining the curriculum, it was evident that while Religious and Values Education had much of this content already, a rebranding of RVE to OBH (On Being Human) could bring the content more explicitly into focus and make it more accessible to students who might tune out, claiming they were ‘not religious’. Importantly, content is still examined through a faith lens, given this is still very much a part of the human experience.
The curriculum – first rolled out to Year 7s in 2024 – explores our beliefs and values and what it means to live by them; how to connect well with others and have meaningful relationships; how to recognise, name and own our emotional reactions; how we can intentionally choose our actions and behaviours; and how we can discover our purpose in the world.
In 2025, RVE has been rebranded to OBH and the curriculum appropriately revised across the remaining secondary year levels.
The South African concept of Ubuntu is often rightly invoked in this space, which emphasises our connection: ‘My humanity is bound up in yours, for we can only be human together’. OBH helps us to explore how we can best realise this important profundity. Discussions centre around real-world scenarios; for example, lunchtime/friendships issues and what it means to truly live out the St Margarets’ Way and the St Margaret’s Values, and building a community in which we can all thrive and ‘be human together’.
If AI’s sophisticated chat function is showing us more kindness than our community, there is a risk that people will turn inwards, relying on machines instead of humans for connection.
The lessons we learn in OBH can help ensure we continuously create and maintain a community in which looking outwards to that community for connection is safe and nourishing for all.
Simply put – to be human well means we must all strive to be musketeers where the cry ‘all for one and one for all’ drowns out any echo of ‘all for me and not for thee’.
According to Microsoft and Linkedin’s 2024 Work Trend Index, 84% of Australian workers now use generative AI in the workplace, surpassing usage rates in Europe and North America. The World Economic Forum’s Future of Jobs Report 2025 highlights that AI is reshaping industries and tasks across all sectors, with an increasing demand for AI skills.
Research indicates that while AI is set to create new career opportunities, it will also transform many existing roles. Employees who lack AI skills may find themselves at a disadvantage.
St Margaret’s is committed to equipping students with the necessary skills to participate, thrive and lead in a global economy. A key part of this commitment is developing students’ AI literacy.
Students are engaging with AI technology across various year levels and subject areas. Year 10 STEM students are learning to develop designs for 3D printing using a combination of traditional drafting tools and prompt engineering to instruct AI to create drawings based on their design constraints. Year 2 students have used AI tools to enhance their design solution sketches, transforming them from drawings into stunning realistic photos and animations.
‘By converting 2D sketches into 3D renderings, students can vividly depict their concepts as if they were already constructed in the real world,’ Assistant Head of Primary Mrs Kate Frewin said.
English as Additional Language (EAL) students have benefitted from using AI image generators to create visual representations of mythical creatures, which they then use as prompts for their writing. Students are also being instructed to use AI as a drafting and feedback tool to improve their original work.
One concern about integrating AI into education is that these tools can also make it easier for students to undermine assessments.
St Margaret’s Dean of Studies Chris Dunn emphasised the importance of teaching students to use AI while maintaining academic integrity.
‘We have introduced AI guidelines for students to safely, ethically and responsibly use AI in their assessments. We have also redesigned assessment tasks to take advantage of AI without compromising the authenticity or the validity of the assessments.
‘Tasks are designed so that AI can be used for certain aspects, but there is still an opportunity for valid assessment of students’ understanding. Students use AI to create opportunities but must still assess and justify the best option. This requires critical thinking, a skill essential for the future, especially a future with AI,’ Mr Dunn said.
Just as students are integrating AI into their learning, St Margaret’s educators are using it in their teaching practices to support personalised learning, to enhance lesson engagement through content creation and to streamline administrative tasks, including proof reading, feedback and data analysis. Last year, St Margaret’s educators also commenced a trial to explore the effectiveness of AI in assessing student work and providing meaningful feedback. The trial, which rolled out across the Science, English and Global Studies faculties, included using AI to help calibrate benchmarking processes and provide teachers with deeper analytical insights into individual student performances.
Recognising the critical importance of AI proficiency for future success, St Margaret’s is dedicated to equipping students with the skills and knowledge needed to excel in an AI-driven world. Our comprehensive approach ensures that students not only learn to use AI tools effectively but also develop a deep understanding of the ethical, practical, and innovative applications of AI. By integrating AI into the curriculum across all levels, we are preparing our students to be leaders and innovators who can navigate and shape the future landscape. St Margaret’s is not just teaching students to use AI; they are being empowered to harness its potential to solve real-world problems, drive progress, and make meaningful contributions to society. Our commitment to fostering AI literacy will ensure that our graduates are wellprepared to thrive in a rapidly evolving global economy, equipped with the critical thinking, creativity, and ethical grounding necessary for a future with AI.
St Margaret’s ongoing commitment to reconciliation took a delicious turn in 2024, with the publication of the school’s third First Nations authored anthology, Yumi Kaikai, Yumi Stories (Our Feasts, Our Stories), in which our First Nations students from Pre-Prep through to Year 12 shared their own stories, including stories of food and Indigenous recipes.
The anthology was launched amidst NAIDOC Week celebrations, when we were very fortunate to have Songwoman Maroochy, our Turrbal Elder, perform a Welcome to Country at a special assembly. Members of our First Nations students’ families also attended to share in the occasion.
Secondary English teacher Margot Shave was again the driving force behind the anthology, this time joined by Natalie Grant. In the publication’s introduction, they revealed that the theme for this third anthology was borne from a desire for the students to share their own stories. Sharing stories about food and recipes emerged as a strong thread to weave through the anthology – hence the title that translates to ‘Our Feasts. Our Stories’.
Charli Jones (’24) writes: ‘Food is an important factor in bringing people together for a multitude of reasons. It can break down barriers, preserve cultural traditions, and create a sense of community. Whether it’s a small family dinner or a large communal celebration, the act of eating together has the power to foster personal connections and create lasting bonds. In a world where we are often divided by differences, food has the remarkable ability to unite us and bring us closer together.’
In the anthology, we find stories about gathering the food –particularly in Torres Strait Island (TSI) stories where the sea is such an integral part of TSI culture and diet. Stories tell of favourite memories of fishing and returning home with fresh hauls of trevally, turtle, dugong and crayfish, learning how to scale and cook fish, and prepare the sand with rocks and coconut husks to cook turtle. Curry features as a favourite, cooked with both chicken and deer.
Our Aboriginal students from NT tell of catching barramundi, where they are so abundant ‘you don’t even really have to be good at fishing to catch one’. Other traditional recipes include Kangaroo Casserole.
The stories are more than food though. Some students tell of their journey to St Margaret’s – the excitement of gaining a Yalari scholarship, coupled with the nervousness of being somewhere new and much bigger and busier than they are accustomed to, and the challenges of homesickness and straddling two cultures.
The anthology once again has been distributed throughout the school and used appropriately to access stories from our First Nations students to gain further understanding of their culture on our journey to reconciliation.
Yumi Kaikai, Yumi Stories is published on our website.
Another RAP initiative has been several Kaikai events, where the Indigenous students have guided both staff and students to cook up traditional Indigenous recipes across several sessions throughout 2024 and continuing into this year. Using the school’s Masterchef worthy industrial kitchen, those involved have thoroughly enjoyed the process of not only preparing, cooking and eating the food but have appreciated the students sharing the stories behind the food.
Beyond nourishing our bodies, food reflects our identity and culture. The dishes we prepare and the flavours we savour tell stories of our traditions, values, and history, and have the power to bring people together, ignite conversations, and bridge gaps between different cultures.
It is important to remember that, when recipes and dishes are shared by First Nations people, the dishes are not to be recreated without the permission or supervision of a First Nations person who has knowledge of that dish. As a school community, we need to be respectful towards First Nations people and their families’ decisions to allow us to learn and appreciate how traditional foods are made, but not to replicate the dishes without appropriate permissions.
If food brings us together, so too is sport a unifying tradition. In 2024, St Margaret’s participated in the Indigenous round of the Autumn fixtures competition and also hosted the Anglican Schools Commission Traditional Aboriginal Games competition at Windsor Park, where ten schools gathered to compete in traditional Aboriginal sports of Keentan and Buroinjin.
During Reconciliation Week, the school celebrated Jersey Thursday, with students encouraged to wear a jersey or team colours of their favourite team and participate in activities on Circular Drive, including face painting, keyring making, singing and dancing. Money raised on Jersey Thursday goes towards the Pay It Forward campaign, where Year 10 Yalari students from around Australia raise money to fund a scholarship for a Year 7 Yalari student.
Izzy Gordon and Tilly Charlton will lead the boarding house as Captains this year. Here, they share their perspectives on life in boarding and what they hope to achieve in 2025 as leaders.
From Injune in South West Queensland, Izzy commenced boarding at St Margaret’s in Year 7.
Izzy says one of the highlights of her time at St Margaret’s has been the opportunity to expand her global horizons. In Year 10, she participated in the Global Exchange Program, spending three months attending school in New Zealand, an experience she says helped develop her confidence and independence. More recently, Izzy travelled to Japan as part of the school’s ski trip.
Through the school’s careers development program, Izzy has earned a Certificate II in Hospitality and Certificates II and III in Nursing and is currently studying a Diploma of Business. She plans to continue to pursue a pathway into nursing when she graduates.
For Izzy, her favourite thing about boarding is the close bonds she’s established with her fellow boarders and staff. ‘It’s not just a community, it’s a family. Everyone is always there for each other no matter what,’ Izzy said.
In her role as joint Boarding Captain this year, Izzy hopes to build on this sense of family. ‘I want to ensure everyone feels included and encouraged to be themselves.’
Like Izzy, Tilly also joined St Margaret’s boarding community when she was in Year 7.
Tilly has embraced the school’s many opportunities in the sporting arena having tried her hand at touch football, lifesaving, netball, swimming, rowing and water polo. ‘I wanted to do rowing, because of St Margaret’s reputation as a great rowing school. I also played water polo at home and have continued playing as part of St Margaret’s highly regarded water polo program,’ Tilly said.
When the opportunity arose to experience a Global Exchange to Shawnigan Lake school in Canada, Tilly jumped at the chance.
For Tilly, communal living has been a wonderful experience: ‘I love boarding. I really like socialising and it’s been great living and learning alongside people from different backgrounds and cultures.’
Tilly is excited to take on the leadership role of joint Boarding Captain alongside Izzy this year, looking forward to continuing to foster the connectedness of the boarding community that she herself was so drawn to.
Boarding at St Margaret’s draws families from near and far and includes girls from many backgrounds and lifestyles, both domestically and overseas, creating a vibrant tapestry of culturally diverse backgrounds. From remote properties to local coastal communities, and overseas, students bring unique perspectives, experiences, and traditions to the boarding house, which seeks to celebrate this diversity through cultural celebrations and everyday interactions.
Differences can also present challenges and opportunities for growth, yet in addressing these challenges comes invaluable lessons in empathy, adaptability, and collaboration.
Opportunities that celebrate these differences and foster the gift of understanding include the closed boarders’ weekend – the ‘See my Difference, See my Worth’ festival– as well as events such as the day boarder weekend.
The benefits gained from these experiences are profound, as students develop a deeper appreciation for global cultures and build skills that prepare them for a diverse and interconnected world. Our boarding house is not just a place to live and learn; it is a microcosm of the world, where every challenge is an opportunity for growth and every difference is a chance to learn.
Whether partaking in turtle curry on Hammond Island, kicking up the dust in Pittsworth at the High Schools Camp Draft, or teaching netball skills to bush kids in Mount Isa, understanding the backgrounds of our students and families is tantamount to creating a strong, connected and culturally aware boarding house.
Each year, when time and circumstances allow, our senior boarding staff visit the areas from which our boarders hail, connecting with current and past students and families, and meeting with others who may one day entrust St Margaret’s not only with their daughter’s education, but also the stewarding of their personal growth during their time away from home.
In 2024, senior boarding staff and/or senior leadership team members travelled north to the Torres Straits, south to Tamworth and west to Mt Isa to reach out to our extended St Margaret’s community.
‘It is so important for us to understand where each and every one of our boarders come from to ensure that we can create relationships built on mutual understanding and cultural awareness,’ Head of Boarding Ms Lesa Fowler says.
For the first time, Ms Fowler, Head of Senior House Ms Gracemere Mataia, and Head of Junior House Mrs Angela Crowe journeyed to the Torres Strait to connect with our First Nations students, their families and the communities in which they live.
The experience was wonderfully enriching, further expanding our staff’s understanding of the cultures of the Torres Strait Islanders and providing invaluable insights into the challenges faced by students straddling two very different ways of life between their home and the boarding house.
The first eye-opener was the commitment it takes the girls and their families just to reach the boarding house and return home. Travelling with 16 girls from the region, the journey entailed a twohour and 30-minute flight to Cairns, a stopover, another two hours to Horn Island, a bus from the airport to the water taxi rank, then a 15-minute ferry ride to Thursday Island. For our staff, setting out from the boarding house to feet up at their Thursday Island accommodation was roughly an eight-hour sojourn – and that was without any delays.
‘We certainly gained a new appreciation of why the girls might be a little weary from their travels when they arrive in the boarding house, despite returning from holidays,’ Ms Crowe laughed. ‘We were exhausted!’
It wasn’t long before our staff members got a glimpse into life in the Torres Strait.
On arrival at Horn Island, 2024 graduate Dulcie Loban immediately donned her family’s company work shirt –representing Torres Strait Tours / Rebel Tours (Dulcie even appears on the home page of their website - https://www. rebeltours.com.au/). She proceeded to assist with passengers’ suitcases, helped a family member who drove the ferry to Thursday Island (where Dulcie lives) and then Dulcie’s grandmother met our staff at the wharf in her taxi and drove them to their accommodation.
Gracemere Mataia said witnessing the girls in their own environment, whether at work like Dulcie, where she was able to show her family’s working life, or in joining the cultural and recreational pursuits they were able to experience, further helped their understanding.
‘The girls were so proud to share every part of their lives and be seen in their own environment, surrounded by their friends and family in this most beautiful part of the world.
‘They really are saying to us “this is me”, and that can be quite different to how we experience them in the boarding house out of their home environment,’ Ms Mataia said.
The First Nations families wrapped their arms around our visiting staff members, taking them sightseeing and sharing their culture and food. Both present and past students and parents joined them throughout the stay, expressing their gratitude toward the school.
Our staff members visited Our Lady of the Sacred Heart Catholic School on Thursday Island during NAIDOC Week celebrations, enjoying year levels performing traditional song and dance and Elders telling stories.
2020 graduate Nadia Seriat spent the day with them as they toured the whole of Thursday Island, including Government House, the cemetery, high school and Green Hill Fort, a heritage listed fort from which you can see the whole island. The fort is important in Australian military history as a strategic coastal defence installation, built in the 1890s, but serving no military purpose after WW2.
St Margaret’s families joined the boarding staff for a sunset meal on Green Hill, where the special bonds between our extended St Margaret’s community were very evident.
The following day, our staff ventured to Hammond Island where they went sardine fishing with our families, coming back and enjoying a feast of fresh deep-fried sardines, damper and vegetables from the gardens.
Later, they were treated to more traditional food including raw and fried fish, cassava cake, simi simi chicken, curried turtle, taro and coconut rice.
‘Being able to see the girls at home with their families and being so warmly welcomed to celebrate and join with them in their customs was a truly special gift,’ Ms Fowler said.
Ms Crowe said they learnt so much, but more importantly, they formed stronger connections and relationships with all the families and furthered their understanding of what it is like for the girls and their families to be so far apart and for them to be entrusting the school with their daughters’ care in a world far removed from the one they grew up in where they are surrounded by strong family networks and their traditions and culture.
Ms Fowler said that as educators, but more importantly, as the stewards of the students’ wellbeing in their time away from home, it is so important for the school to understand their culture and what home looks like.
‘If we can adapt practices from their home – such as customs, traditions, foods – and implement this into our boarding culture, we can make the transition from the Torres Strait to Brisbane, from home with family to boarding school with their second family, all the more seamless.’
St Margaret’s boarding staff sincerely thank our extended community in the Torres Strait Islands for their warm welcome and hospitality, knowing their time there will help them guide the girls’ boarding school journey with greater insight and understanding.
After an incredible 40 years of dedicated service, the heart and soul of St Margaret’s laundry services, Shirley Mill, retired last year.
Known for her expertise in ironing skirt pleats and her sunny disposition, Shirley ensured that every St Margaret’s boarder always looked their best by washing and ironing an astounding average of 200 Middies each day.
Shirley’s journey at St Margaret’s began in the kitchen, where she assisted with breakfast service for the boarders. She then transitioned to cleaning the boarding house and the principal’s house before taking over the laundry operations, which she has run smoothly ever since.
‘I have seen a lot of changes over my time here and the school has really progressed,’ Shirley reflected. Over the years, laundry equipment and uniforms have evolved. Where boarders once changed into tea dresses after school, Shirley now washes street clothes. The sports uniform has undergone a transformation too – gone are the days of the tunic and bloomers, replaced by more modern uniforms. ‘The Middies haven’t changed much though,’ she noted.
During holiday breaks when the boarders go home, Shirley would also take on the monumental task of washing all the boarding house bedding, including nearly 200 doonas.
When asked what kept her at St Margaret’s for most of her career, Shirley responded, ‘It’s the people, more than anything in the world. It’s the feeling of being part of something and the culture of care. The girls and the staff. They’ve helped me through some difficult times. There’s something special about the St Margaret’s community.’
As for retirement, Shirley plans to embrace her love of being active and enjoying the great outdoors. She is excited about pilates, personal training sessions, and, after years of tackling mountains of laundry, a newfound passion for mountain climbing.
‘I’m looking forward to just appreciating life and, after some health challenges, embracing looking after myself,’ Shirley said. Shirley’s dedication and cheerful presence will be greatly missed.
30 April – 1 May
Goondiwindi
1-2 May Boarding Schools Expo
Emerald
2-3 June – ICPA State Conference
St George
3-5 June – Farmfest
Toowoomba
7 June Muttaburra Stock Show
Muttaburra
8 June Longreach function
Longreach
25-26 July Boarding Schools Expo
Narrabri (BSE) and Moree (Dinner)
2 August – Sunshine Coast Education Fair
Sippy Downs, Sunshine Coast
September (date tbc)
Dalby, Chinchilla, Miles, Roma
December (tbc) – Mt Isa Bush Kids
Mt Isa
St Margaret’s in on the road in 2025, with our senior staff members connecting with current and future families and alumni across Queensland and New South Wales.
If you would like further details about the above visits, please contact our admissions team members. Email admissions@ stmargarets.qld.edu.au or call (07) 3862 0777.
‘Even when it is not fully attained, we become better by striving for a higher goal.’
Viktor Frankl
The school theme for 2024 was ‘striving’ and there was perhaps no better example of this than the lofty goal set to celebrate ten years of the Ponytail Project. With over $700,000 raised for Cancer Council Queensland and the Minotti Trust in the nine years since the project first commenced in 2015, $1M seemed like the logical if not ambitious target.
Despite not quite making it to the milliondollar mark, in the striving towards that goal, we did raise a record amount in 2024, with wide-spread participation which included, for the first time, Old Girls and parents, along with the staff and students.
The chop was rocked across Australia, extending all the way to Western Australia, where 2018 Prefect and Music Captain Penny Crothers lopped her locks – as she did in 2018. It’s not surprising given Penny won the Foundation Award in 2017 and was a part of Toc H in her senior year that
she continues to live her philanthropic values. Penny raised an incredible $1782 towards the project.
Also in Western Australia, Eva Matyear, 2022 Choral and Music Captain, joined the cause participating for the fourth year since 2018. Putting the call out to friends at her tertiary residential college, Eva gathered four others to join her in cutting her ponytail and together the group raised $1009.
After having her ponytail cut as a Year 12 student in 2023, Nicola D’Abreton, 2023 Strings Captain (a very strong association with music is emerging here), returned to join the cause again cutting her ponytail at the lunchtime chop event.
At last year’s 60+ reunion, the Class of 1960 led by Rosemary Petersen, all agreed to wear their house colours either as hats or headwear and raised $1910 from the event towards the Ponytail Project.
Adele Congram (’15) put her hand up to have her ponytail cut live on Seven’s Sunrise program and attended the assembly and main lunchtime event, raising $390.
We were also thrilled to welcome back Sam Fraser (’89) for whom the Ponytail Project first started. Sam joined us for the live Sunrise cross and was among the crowd of several Old Girl supporters, including one of the project founders, Beth Flint (’15).
Beth had earlier joined another two of the four original co-founders, 2015 seniors –Annabelle Crossley and Meg Fraser – in contributing to a video to rally support for the cause in the lead up to the event.
Old Girl Melissa Booton (nee Allison, ’08), herself a young cancer survivor, who although graduating before the Ponytail Project was first conceived, reached out to share her story about how much the project means to her, the great support Cancer Council Queensland offers cancer patients and also what it means to be able to receive a wig after suffering hair loss.
On the day, Tuesday 30 July, over 200 students, 14 staff, two Old Girls and three current parents rocked the chop to make wigs and raise funds for those affected by cancer. Our primary students as always made a valuable contribution to the day wearing their crazy hair and donating to the cause.
The final ten-year tally was over $945,000. While shy of the $1 million target, we feel like we reached for the stars and landed on the moon.
In the words of American writer Coretta Scott King: ‘The greatness of a community is most accurately measured by the compassionate actions of its members.’
Congratulations to the entire community for their wonderful support. We look forward to smashing the million-dollar mark in 2025.
On a stunning winter’s day in July last year, St Margaret’s was thrilled to host the MAYO Arts Festival.
opportunity for our community to come together and appreciate the artistic endeavours of our students through exhibited visual art and performances in drama, dance and music.
The southern end of the campus was brought to life with carnival amusements whizzing and whirling on Petrie Street, the smell of delicious eats wafting from the line up of food trucks on Circular Drive, and the sounds of ensembles, bands, choirs, and rock groups filling the air until after the sun set.
There were moments to wander and appreciate the artistic expression of our St Margaret’s students exhibited in various locations around the festival precinct, as well as local artists and artisans selling their works as part of the market spaces in the Arts Centre Foyer and Eton Hall.
festival was an inspirational Q&A style conversation between one of Australia’s foremost contemporary artists and sculptor Lindy Lee AO and arts writer, curator and past St Margaret’s parent Alison Kubler.
Last year’s event took on a new format to previous years’ festivals, with a greater emphasis on showcasing and celebrating the artistic talents of our students, aligning with the school’s commitment to arts in education.
Exposure to the arts develops creativity, teamwork, collaboration and critical thinking skills, important proficiencies that contribute to students’ learning in all other fields and are desirable traits for the future workforce.
The MAYO Arts Festival is an important fundraiser for the school, and last year’s event was a resounding success raising over $40,000. These proceeds will go towards enriching the art education experience of St Margaret’s students through the acquisition of new artwork and the maintenance and restoration of the school’s existing art collection, inspiring today’s and future generations of St Margaret’s students.
Thank you to our generous sponsors Comiskey Distillery, Allclear Print & Signs, Village Voice Brisbane and the Lord Mayor’s Community Fund, as well as the many families and businesses that sponsored a stall, donated prizes towards the raffle or donated items towards one of the stalls. A special mention also to the many volunteers who gave up their time in the lead up to and on the day of the event, manning stalls and assisting in the event organisation.
We are already looking forward to next year!
As part of the festival, secondary students were invited to enter a Student Art Competition submitting a 2D work using the theme ‘vibrant’ as the stimulus.
Phoebe Johnson’s (Year 9) work was selected as competition winner with her creative design featured on the MAYO festival t-shirts. Finalists included Jennifer Wang (Year 9), Ella Wright (Year 10), Gina Lee (Year 10), Chelsea Bashforth-Harmston (Year 11) and Margot Fraser (Year 12).
The 2024 Sports Captains motto for last year was ‘Roar and Soar in 2024’, with the aim of demonstrating that St Margaret’s sport is about giving your best, challenging yourself and reaching new heights.
Looking at the incredible participation rates, together with many pennants, premierships and podium places, Maggies athletes undisputedly roared loudly and soared high last year.
On average, 89% of students participated in 21 sports, with 95% of boarders and 94% of the Year 8 cohort truly loving their sport with the highest participation rates. Across the sports, netball, touch football, cross country, rowing, swimming and water polo had the highest participation rates.
The school celebrated 18 team or age group pennants, which included swimming, QGSSSA netball and touch football, rowing, water polo and club netball, and there were podium placings aplenty.
St Margaret’s placed second in both the QGSSSA swimming aggregate and percentage cups, with the 12-year medley relay team breaking the QG record. The 12-year 50m freestyle A-Division and 14year D Division records were also broken by St Margaret’s. Our young freestylers showed their age-group depth winning the 13-year A team and 14-year A and B teams relays.
Our water polo players again made a splash last year with 13 of the 15 teams advancing to the finals, nine progressing to the semis, six earning a grand finals berth and three coming away with premiership wins (16 years orange, 14 years orange, and 14 years brown).
It was the inaugural year of the QGSSSA AFL competition last year and our players were not far off a podium place with the Open and Senior A teams finishing fourth.
The A and B grade artistic gymnasts placed second while young Year 8 gymnast Nicole McNeill gained the highest score of all QGSSSA competitors in vault.
Netball – one of St Margaret’s flagship sporting programs – enjoyed another year of remarkable success. The 2024 QISSN team won ten consecutive games to clinch the prestigious Candice Adams Trophy as Division 3 premiers, with individual accolades going to Aaliyah Poihipi, who was named St Margaret’s Player of the Tournament, and Lauren Packer, who earned a spot in the QISSN All Stars team.
89% of students participated across 21 non-compulsory sports
95% of boarders participated in 94% Year 8 recorded the highest of participation.
75% of Year 12s participated in in balance with their academics. SPORT PERFORMANCE Summer Team of the Year Middle Years All School Water Polo Team Queensland Premiers Autumn Team of the
of
In QGSSSA netball, from the 12 teams competing, half ended on the podium, with two earning third place (7A and 9A), three placing second (Senior A, Senior B, and 10B) and the 7A team securing the pennant.
Over 300 players participated in club netball, fielding 33 teams. Over a third of those teams (13) qualified for semi-finals, nine made it all the way to the grand final, and six of those (STM5, STM 8, STM 9, STM10, STM11 and STM12) secured premierships.
Our rowing program continued to shine out on the water. At the Head of the River, the shed celebrated a series of impressive podium finishes, with our senior rowers achieving notable success with the Senior First and Second VIII both proudly securing second place, the Senior Third VIII rounding out the podium with a well-deserved third and the Senior Four clinching a first-place victory. The final point score of 748 was just 12 points shy of the 2023 total of 760, earning St Margaret’s second place in both the aggregate and percentage cups.
Cross country was the most popular sport with our Years 10 and 11 runners in 2024 –and it was the 16 years category that shone at the championships with the age group placing third and Coco Fidler (Year 10) and Charli Spies (Year 11) racing in a league of their own to come in first (Coco) and second (Charli) in this age group. Likewise, while not finishing on the podium overall, the athletics team had plenty to be proud of at the QGSSSA athletics championships. The 14- and 17-years teams secured second place, and many athletes clinched top honours in their events with some record-breaking victories. On the track, Erin Grimshaw took honours in both the hurdles and
200m, breaking the 14 years age group school record in the 100m hurdles. Georgia Hopwood also dominated the hurdles and the 100m and broke the 16 years age group school hurdles record.
Coco Fidler took first place in the 1500m (16 years), while in the 17-year age group Leah Cox secured top honours in the 400m, and Ebony Okonkwo broke the school record in the 200m.
In the field, javelin throwers Annabelle Spall and Lucy Rawlings each won their divisions in the 14 years javelin, Lucy
equalling a 9-year-old record in the process. In discus, Annabelle broke the 14 years school record.
Ashley Blackman soared to victory in the high jump, breaking the 15 years age group school record, while Lily Hicks broke her own school record in the triple jump in the 15 years and over age group.
Over 240 girls took to the touch football fields in 2024, with seven of the 11 representative teams finishing inside the top three, four of those placing second (8A, 8B, 9B, 10B) and the 10A team taking home the pennant.
Our students are enthusiastically embracing badminton, with an impressive 94 students representing the school across 16 teams from Years 7 to 12 last year. Our 9B team made it on to the podium in third place.
In other sports, many girls signed up to play cricket, basketball, hockey, tennis, rhythmic gymnastics, and volleyball in 2024, and while not enjoying podium finishes, there was no lack of match wins, exciting tussles, skills improvements, team camaraderie and lots of fun. Our lifesavers were all prepped and ready for their championship day on the Sunshine Coast, which was sadly cancelled due to pool conditions, but nonetheless, they enjoyed the training and refining of their skills throughout the season.
For some of our students, sport is all about participation, fitness and fun; others aspire to representative honours and sporting pathways in overseas colleges.
Forty-one student athletes represented the state in 2024, while six went on to represent Australia. Several graduates were awarded scholarships to top NCAA Division 1 universities (the best colleges for sports in the USA) to play their chosen sport and commence tertiary studies.
Congratulations to all St Margaret’s athletes for their outstanding efforts last year and for living out the motto ‘roar and soar in 2024’.
For St Margaret’s new Director of Sport Anne Louise Williams, saying yes to opportunity has been the hallmark of a global career that has been led by her passion for sport.
An all-round student athlete, whose sports included netball, swimming, dance, rugby and water polo, Anne Louise pursued a human movements and science degree followed by a Dip Ed in Physical Education. One of her goals was to work in the world’s biggest sports marketing agency IMG, and when such an opportunity arose in their Sydney office, she said ‘yes’. This was the start of a career that has taken her all around the world, and has seen her, for the past 20 years, living in the UK and Europe, working for big events and names like rugby world cups, the All Blacks, and the All-England Lawn Tennis Club – aka Wimbledon.
For almost eight years, prior to her return to Australia in 2024, Anne Louise worked for the World Academy of Sport. In this role, she collaborated with schools all around the world that were supporting elite student athletes, helping to ensure there were programs in place providing these athletes with opportunities to balance their sport and education.
Once Anne Louise has had the opportunity to get her feet under the desk at St Margaret’s, she is looking forward to applying her experience gained in that space overseas to help further refine the St Margaret’s Flyers Program.
It has been a whirlwind start for Anne Louise, commencing in one of the busiest sporting terms and understanding the machinations of school life and intra and interschool competitions.
‘There is such a big community involved in the sports program here – from the fantastic sporting department, all the teacher assists and coordinators, to the facilities, catering and transportation teams – who all help deliver the sporting experience to our girls.
‘Such a nice aspect of working in a school like St Margaret’s is that you are part of a bigger mission where everyone is trying to provide the very best opportunities for students,’ Anne Louise said.
‘I genuinely believe sport is such a great opportunity for girls.
‘I am living proof that it can take you anywhere, around the world even, and you don’t have to be an elite athlete; there are many other ways to take your passion for sport and participate in what is a really exciting industry.
‘Just say, yes!’
The annual sports awards is the night of nights for the St Margaret’s Sports Program, celebrating all 21 sports and our state and national representatives.
The Most Valuable Player in each team is announced, together with Rising Star and St Margaret’s Spirit awards for each sport. Special sports awards and trophies across most sports are conferred, along with Awards of Distinction – Captain of the Year (Lucy Piggot - Athletics), Coach of the Year (Tim Castley – AFL), and Service and Contribution to Sport (Gayle Coutts –Head of Netball).
In 2024, six schoolgirl athletes represented Australia on the national stage, and 38 athletes across 41 sports represented their state.
Each year an accomplished sportswoman is interviewed at the Sports Awards, and in 2024, that athlete was Old Girl and Olympian rower Lily Alton (’15), who had made her Olympic debut earlier in the year in Paris. Lily had a stellar schoolgirl rowing career, winning the Alan Williams Trophy for Junior Oarswoman in 2013 and going on the St Margaret’s College, New Zealand Rowing Exchange Program in the same year. In 2015, she was appointed joint rowing captain and took out the Tony Elliot Trophy for Senior Oarswoman.
Since leaving school, Lily has been a state and national representative, competing on the international stage in World Rowing Championships and Rowing World Cups. She currently rows for the University of Queensland Boat Club, and made the state team in March, competing at Lake Barrington in Tasmania at the Australian Rowing Championships, which facilitates selection of the Australian representative crews. We wish Lily well on her continuing representative rowing journey.
Our primary students enjoy a wide range of sporting opportunities throughout the year, participating in the Andrews Cup competition in 11 sports (against nine other member schools) and can also play club sports in netball and water polo, as well as join the St Margaret’s Swimming Club.
The benefits of participating in these sports together with interhouse events are many, providing students with the chance to train and aim for personal improvement, learn the skills around both winning gracefully and bouncing back from disappointment, learn important life skills such as teamwork, discipline, and resilience, and importantly, have fun!
In 2024, the swimming team placed on the podium in third in the Andrews Cup competition, as well as winning the prestigious Springfield Cup for the fourth consecutive year. The eight years age group made a strong contribution to the tally, placing first, together with the 11- and 12year age groups who came second.
In the cross country championships, St Margaret’s placed third in the aggregate cup, fifth in the percentage cup, and fourth in the Noel McBride relay.
Seventy-six primary athletes from Years 2 to 6 participated in the Andrews Cup athletics competition in the big arena of the Queensland Sport and Athletics Centre where the 4 x 100 relay team placed first in the Sue Pavish Relay (Sue Pavish OAM nee Jowett (‘74) is a past St Margaret’s student). The 12-year age group placed a commendable third overall.
Our junior netballers performed very strongly in both the Andrews Cup and Club Netball competitions. In Andrews Cup, seven out of eight teams placed in the top three: Junior A Grade (Blue) and D Grade (Blue) first, A Grade and B Grade (White) second, B Grade (Blue) and C and D Grade (White) third. Thirteen teams participated in Club Netball where STM21 (12 Yrs Div 1) made it to the semifinals and STM29 was undefeated until their final playoff.
Highlights of other team sports include a first for the Junior A and Senior C1 soccer teams, a third from the Year 4 Andrews Cup tennis team, a third from the C grade Andrews Cup Touch Football team, a second placing for the Junior A Andrews Cup basketballers and a win for the Senior B team.
In AFL, St Margaret’s fielded three teams across Years 5 and 6 – the most in the competition – with the B grade team securing third place.
Late in the year, our cricketers took to the field at the Valley District Cricket Club, enjoying the company of Brisbane Heat and Australia Under 19s women’s player Bonnie Berry, who watched them play and shared tips throughout the game.
Congratulations to all our young athletes for another great sporting year in 2024.
St Margaret’s is at the forefront of eSports in girls’ education, creating opportunities for girls in competitive gaming and creating pathways for girls into the eSports industry.
Research indicates around 90% of worldwide female internet users aged between 16 and 24 years play video games yet only 5% of gamers in organised eSports are female. The data suggests that while there is a growing presence of female gamers and competitors, the eSports arena is still largely male-dominated.
Both locally and globally, the games industry is booming.
According to the Australian Government Business Envoy February 2022: ‘Digital games development will be a crucial pillar of a modern, digital, and creative Australia. Making digital games involves every type of media, from animation, to sound, music, and cinematography. In addition to the direct economic benefit, games production adds complexity, talent and a range of transferable skills to the economy.’
In response to this, St Margaret’s is ensuring our students are wellequipped to access the myriads of career opportunities, either in eSports or other technology related fields.
Head of Faculty – Digital Design and Innovation Kerry Daud says St Margaret’s eSports program is modelled on industry to create pathways for students.
‘Our aim is to cultivate career interests and facilitate opportunities for students to pursue a pathway as a gamer, a designer, a coder, a marketer or a caster [commentator].
‘Through initiatives like the Girls in Gaming tournaments, the girls are starting to understand the many career pathways involved in eSports from story writers, graphic artists, musicians, voice actors, coders and renderers in the game creation side to marketers, media and commentators,’ Ms Daud said.
Last year, St Margaret’s hosted two interschool eSports competition days, offering girls the chance to demonstrate their gaming skills and compete in a safe, inclusive, supportive and supervised environment.
More than just a platform for female-friendly competitive gaming though, these events provided fitness support, access to professional coaches, showcased the diverse careers in the industry and connected students with industry mentors.
The first Girls in Gaming tournament was held in June with over 100 students from St Aidan’s Anglican Girls’ School, Brisbane State High School, Ipswich Girls’ Grammar, Moreton Bay College, St John’s Anglican College and St Margaret’s competing in Minecraft Education, League of Legends and Valorant competitions
At the second tournament held in October, students from nine schools, including St Margaret’s, competed, and on this occasion, the tournament was expanded to include primary students in Years 5 and 6.
The ‘ethletes’ participated in Minecraft competition rounds and also benefited from the knowledge and skills of a number of eSports experts. The QUT women’s League of Legends players ran workshops and coached scrimmages, while an exercise physiologist, who has special interests in the health and performance of female eSports athletes, guided the girls through physical warmups and exercises.
Outside of the Girls in Gaming events, our eSports players have been busy. For the first time last year, our eSports team represented St Margaret’s in the Queensland eSports and Gaming Festival at the Ekka. Also, our Years 5 and 6 students can now train with a dedicated Minecraft Education coach three times a week.
‘Minecraft is a great strategy-based game for young students to learn all the skills required for eSports. It gives them the foundational skills to enable them to step up to more challenging games such as League of Legends or Valorant,’ Ms Daud said.
This year, St Margaret’s plans to again host two Girls in Gaming tournaments with one of these to feature screen casting workshops for those students keen to develop their skills in sports commentary.
Ms Daud says she also hopes to continue to connect St Margaret’s students to the QUT women’s gaming community.
‘eSports is not just about gaming and competition. It’s fostering skills like communication, teamwork, critical thinking and problem solving, skills that benefit the whole girl, and the QUT female gamers are authentic role models for our students to engage with. They understand the challenges faced by girls and women in technology’.
The success of the 2024 Girls in Gaming events would not be possible without school partner Yabbr, whose support has boosted the initiative and provided students with access to industry mentors who are truly championing our students to continue to pursue their interest in technology and gaming.
Yabbr founder James Stewart said: ‘The Girls in Gaming AU initiative provides a much needed safe gaming environment for young women interested in gaming and the wider tech industry to compete, socialise and thrive.
‘Evidence shows that the earlier children get exposed to industries the more likely they are to pursue a career in that field. The tech industry is grossly underrepresented by women, and yet women earn more on average and have a longer average tenure. Promoting the tech industry to school-aged girls will ultimately benefit the wider industry, delivering more choices for employers in a vacancy rich sector.’
Ms Daud said: ‘Yabbr’s support of St Margaret’s eSports has made a radical difference in terms of how we can grow and how we can show the rest of Queensland what a school community can do in this space’.
Reference
Statista (2024). Global gaming penetration Q1 2024, by age and gender. https://www.statista.com/statistics/326420/consolegamers-gender/#:~:text=A%20survey%20conducted%20in%20 the,that%20they%20played%20video%20games
Australian Government Department of Foreign Affairs and Trade (2024). The booming Australian digital games industry. https://www.dfat.gov.au/about-us/publications/trade-investment/ business-envoy/business-envoy-february-2022/boomingaustralian-digital-games-industry
As one chapter ends, another
Ten years ago, Durack College (then St Margaret’s College) opened its doors as a boutique accommodation facility for young women studying at Brisbane universities. It was situated adjacent to the school in two building wings called Clewer and Raphael.
Durack College was a unique offering aligned with the beliefs and vision of the Sisters of the Society of the Sacred Advent that one of the best gifts we as a society can give young women for an empowered future that contributes to the common good is an education.
It also positioned St Margaret’s as an innovative institution. No other school had established a ‘Year 13’ program.
Its original name, St Margaret’s College, caused some confusion between the school and the college, so the name was changed to Durack College, after the Durack family who originally built the heritage listed Community House next door to the college. Raphael, named after the saint of healing, was purpose built in the 1940s as a frail care centre for the ageing Sisters of the Order, while Clewer, named after the origin of the school’s founder, Sister Caroline Amy, was built in the 1960s to house the Sisters who taught at the school. Both had stood empty for a few years after the remaining sisters vacated and moved to nearby Cairnmore, in Petrie Street.
It was at this time that the school developed a new vision for the buildings. Raphael and Clewer were perfectly suited to a tertiary college facility, and the school already had the right infrastructure to service the college, including onsite catering, and facilities and cleaning teams who serviced the boarding house 24/7.
It was an innovative step forward for the school with residents benefiting from the safe, inclusive community and a strong focus on scholarship with academic support under the guidance of the College Directors (Dr Kylie Armstrong (20152018), Merryl Wheaton (2018), Kelly Alford (2019-2023) and Ellena Papas (2024). At least 80% of residents also took advantage of employment opportunities at St Margaret’s, working as Supervised Study tutors, boarding house supervisors or Ms Café baristas.
For past St Margaret’s boarding student Ella Counsell (’22), becoming a resident at Durack College seemed like a logical next step, having called the boarding house home for so many years. Ella was a resident in 2024 while studying a Bachelor
of Occupational Therapy and also worked as a boarding house mother. She described her experience living at the college as ‘a learning curve, fun, safe and supported and vibrant. It was definitely memorable – one for the books!
‘It’s sad to see the college close, but I understand the importance of the next phase of infrastructure and building better facilities for the next generation of St Margaret’s students to continue their academic endeavours,’ Ella said.
Madeleine Brassington moved to Durack College from Toowoomba and said the college ‘offered the perfect balance of independence and support, allowing me to grow, mature, and build confidence while also providing a safe and nurturing environment.
‘My time at Durack College truly felt like a one-of-a-kind experience, and the bonds I have made with the other residents are ones that I will forever cherish.’
After two years living at Durack, Madeleine and another resident Katelyn moved out of college to live together as roommates, demonstrating the strength of friendship bonds formed at the college.
From small beginnings, the college grew to capacity and became a ‘home away from home’ for many university students from rural and regional locations, including St Margaret’s graduates.
However, the growth of the school over the past ten years has meant it is now time to close this chapter of the school’s history to pave the way for a new one, the
development of a world-class Arts Precinct to benefit current and future students.
For some time, the school’s successful music and performing arts programs have punched well above their weight, despite having outgrown the school’s existing infrastructure. The new precinct will provide music performance, rehearsal and teaching spaces befitting the outstanding quality of our students’ output.
In the ten years of Durack College, incredible opportunities and friendships flourished, and St Margaret’s continued to build on the Sisters’ commitment to educating young women. It is a proud legacy and an important decade long chapter in the school’s 130 year history.
The enduring bonds formed at school were clearly evident at the 2024 Reunion Weekend in July last year.
Over 450 Old Girls from the Classes of 2014, 2004, 1994, 1984, 1974 and 1964 walked through the school gates to reconnect and reminisce with their year groups, while 130 Old Girls gathered on the Sunday for the Old Girls’ Day Chapel Service and Morning Tea and the VIP 60+ Reunion Lunch.
This year, reunion celebrations for the Classes of 2015, 2005, 1995, 1985, 1975, 1965 and the VIP 60+ year luncheon will be held over the weekend of Saturday 26 and Sunday 27 July. For further details, contact the Development and Community Office via email developmentandcommunity@stmargarets. qld.edu.au or phone (07) 3862 0768.
My journey with St Margaret’s has been one of deep gratitude, dedication, and enthusiasm. While 2024 marked my final year as Chair of St Margaret’s Foundation, as both an Old Girl who graduated in 1992 and a past parent, my connection to this school is enduring.
I first joined the St Margaret’s Foundation Board as a Director in 2017 and became Deputy Chair in 2021. Reflecting on my tenure with the Foundation Board, I am filled with pride at the philanthropic legacy we are building within the St Margaret’s community. Our students are at the forefront of this culture, inspired to make a difference in the world. They enthusiastically champion the school charity, participate in Giving Day, and rock the chop for the Ponytail Project each year.
During my time with the Foundation, our community has come together to achieve significant improvements through donations to the Building Fund. These include the Loft, M’s Café, Toorak Gardens, the Senior Studies Centre, the Sports Precinct, the Circular Drive Classrooms, The Canopy Café and the Forest. A recent highlight was our 2024 Giving Day, where we united to transform Community House into a Wellbeing Centre for our students and support financial needsbased bursaries. Community House holds a special place in everyone’s hearts, and this campaign resonated deeply with me and many Old Girls who gave in honour of the Sisters and their legacy. As a student, I cherished my own time at Community
In departing from my position as Chair of Foundation, I extend my heartfelt gratitude to our wonderful and generous school community for their unwavering support and participation.
House on quiet weekends, making this restoration a full-circle moment.
Supporting St Margaret’s financial needsbased bursary program remains a priority, and I am deeply grateful to those who have contributed to the Panama Fund. In 2024, thanks to the growing generosity of our donors, the Foundation was able to support 18 students in accessing or completing their St Margaret’s education.
It has been wonderful to witness growth in the St Margaret’s Endowment Fund. Starting with a donation of $500 in 2012, the fund now has a balance over $700,000. Growing this fund remains a strategic priority for the Foundation, which is designed to future-proof our school and the education it delivers for many generations to come.
I would also like to thank the members of our community who have chosen to leave a legacy through a gift in their Will. In 2015, we launched the Eton Society to honour and maintain a close connection with those who plan to leave a gift to St Margaret’s in their will. If you are considering making a gift to St Margaret’s, I encourage you to contact the Development and Community Office, who will thank you, and invite you to join this community who see education as a powerful tool to foster positive change for a student, their community, and our world.
As we look to the future, I hope you will be inspired to continue supporting St Margaret’s and our students. There is still much to do, and 2025 promises to be another exciting year. I warmly welcome
our new Chair, Mikaeli Costello, and Foundation Director, George Piggott, who, alongside the Foundation Board, will lead our community’s philanthropic efforts. You can learn more about Mikaeli and George and their ties to St Margaret’s in this issue of the Donor Impact Report.
On a personal note, I extend my thanks to Principal Ros Curtis AM, and to my fellow Foundation Board Directors, both current and past, for their leadership and commitment over many years. A special thank you to Lara Pickering, Director of Philanthropy & Stakeholder Engagement, and her team for their commitment to philanthropy and St Margaret’s future.
While my time as Chair of Foundation ends, I look forward to continuing to support the school as a donor, a past parent, and an Old Girl.
Thank you, as always, for your support of St Margaret’s.
Penny Wolff (’92) Chair of St Margaret’s Foundation
DONOR COMMUNITY
618
of which 209 were Old Girls
100% of St Margaret’s Foundation Directors donated
100% of St Margaret’s Senior Leadership Team donated
100% of St Margaret’s School Council Directors donated
$258,500
18 students received bursary support to assist with tuition fees to access or continue their St Margaret’s education.
Thanks to the generosity of our Boarding Bursary Donor Circle, along with bursary support for tuition fee assistance, girls in the boarding house received the support they needed to continue their St Margaret’s education and participate in key school activities with dignity.
• Music lessons for 3 students
• Taxis for students to participate in rugby
• Speech and Drama lessons
• Tickets to Year 10 Lunch, Year 11 Semi, Year 12 Formal
• Paid for girls to go on activities which have a cost associated so they could attend
• Uniforms and other school items
Essential items and clothing for all girls to access as required.
GIVING DAY
Fifth annual Giving Day raised $431,037 in 12 hours from 559 donations
BUILDING FUND
$597,812
raised for the refurbishment of Community House into a student wellbeing centre, and future projects including a new Arts Precinct and classroom and amenity upgrades.
Eton Society: 34 members of the community intend to leave a gift to St Margaret’s in their Will.
INVESTING FOR THE FUTURE
The Endowment Fund reached over $700,000
including contributions from two school partners Pitcher Partners and Yabbr.
Mikaeli Costello is a proud St Margaret’s parent, with both her son and daughter attending St Margaret’s Pre-Prep. Her daughter is now in the secondary school.
Mikaeli joined St Margaret’s Foundation as a Director in 2019 and has commenced the role of Chair of St Margaret’s Foundation this year.
She is Chief Community Engagement Officer at The University of Queensland (UQ), overseeing community engagement and events, marketing and communications, programming and events, as well as the annual fund and donor relations for the university’s 315,000+ alumni.
Mikaeli has worked extensively in marketing, communications, fundraising and stakeholder engagement within both public and private sectors in Australia, the UK and Europe.
What motivated you to join St Margaret’s Foundation Board and what are you most excited about as Chair?
Joining the St Margaret’s Foundation Board was driven by my passion for education and community service. My early volunteering experiences with the Professional Women’s Network (PWN) showed me the incredible impact that dedicated support and engagement can have. I was inspired to contribute more significantly to St Margaret’s, knowing that I could help shape the future for our students and community. The values of St Margaret’s resonate deeply with me, and I’m excited to uphold these principles in my role.
I feel honoured to be Chair! The opportunity to lead strategic initiatives and foster a culture of giving is incredibly exciting. I’m particularly enthusiastic about engaging with our vibrant community and driving projects that will make a lasting difference for generations to come.
George Piggott has two children, with his daughter now a St Margaret’s Old Girl (Class of 2024) and his youngest a pupil of Anglican Church Grammar School. George is the General Counsel and Company Secretary of Wilmar Sugar Australia Limited and a Director on St Margaret’s School Council.
As a senior executive with close to two decades of corporate/ commercial legal experience working across the mining, resources and the agriculture industry, George brings to the Foundation and Council extensive international legal and commercial experience and a passion for helping to shape the future of St Margaret’s. What inspired you to volunteer on St Margaret’s Foundation?
I feel strongly about the importance of giving back to the school and its community to provide opportunities that enrich the student experience. It is such a special place that has given my daughter, who graduated in 2024, a wonderful education and the confidence to go
One of the priorities for St Margaret’s Foundation is to help create a culture of philanthropy within our school community. In your time on Foundation, how has the culture of philanthropy evolved at St Margaret’s?
Creating a culture of philanthropy in schools is so important because it helps students develop essential life skills like empathy, leadership, and social responsibility. As parents and past students, it’s important that we lead by example. These values prepare young people to become active, engaged citizens who make positive contributions to society. It’s amazing to see our students grow into compassionate and driven individuals ready to make a difference in the world.
Our founders, the Sisters of the Society of the Sacred Advent, have educated thousands of women across Queensland through sheer persistence, determination, and hard work. They even rattled tins of coins and asked for donations to continue their mission.
Since joining the school as a parent over a decade ago, I’ve seen the culture of giving at St Margaret’s evolve tremendously. Significant milestones and initiatives, like Giving Day, Community House, The Canopy Café, and the Sports Precinct, have strengthened our community’s support, making a profound impact on the school and its students. Particularly close to my heart is the Panama Fund, which has ensured many current and past students have been able to access or complete their St Margaret’s education through the school’s financial needs-based bursary program.
I look forward to seeing the generosity of the St Margaret’s community continue to grow in the years ahead, ensuring a bright and prosperous future for all our girls.
out in this world with the view that she can do anything she puts her mind to.
A culture of philanthropy is consistent with the values of St Margaret’s and instils a sense of compassion and care amongst young people as they prepare for life ahead. The work of the Foundation is very much a vehicle for this.
In my role on St Margaret’s Council, I was tasked with looking at corporate partnerships and was keen to use that knowledge to contribute to the great work the St Margaret’s Foundation does. What is unique to you about St Margaret’s and the community?
The strong sense of community and pride in the school. It isn’t one single thing that has created this; it is the careful attention to and culmination of many different things, each important.
You feel part of a big family where the girls support one another and are led by a passionate team of educators who are guided by a set of school values and beliefs, which results in a very positive school culture.
Philanthropy is a core tenet of St Margaret’s holistic education of young women, hoping to inspire a lifetime of service to others and the wider community.
In alignment with this spirit of service has been the establishment of the St Margaret’s Foundation Prize, awarded annually at Speech Night to a student who has made an evident commitment to the philanthropic endeavours of St Margaret’s. Five hundred dollars from this award is donated to a charity chosen by the prize recipient. The 2023 prize recipient, Lily Alford (’24), chose to donate to the Pyjama Foundation due to its remarkable work with children in out-of-home care.
The Pyjama Foundation hopes to provide every child in care with unlimited opportunities, empowering them with confidence, connection and learning. The structures of early intervention, support, and mentoring for children in care are pivotal in making a life-long impact.
Lily presented the donation to the Pyjama Foundation on Assembly in May 2024 and addressed her fellow students sharing these words.
‘In Australia, approximately 46,200 children are in out-of-home care, often removed from their original homes due to abuse, trauma, and neglect. Lacking stable, nurturing family relationships and consistent schooling, by age seven, 92% of these children have below-average reading skills, and three-quarters fail to complete high school. Consequently, these children face severe long-term socio-economic challenges.
‘Upon exiting out-of-home care, 35% experience homelessness, encounter higher rates of mental illness and substance abuse, suffer greater unemployment or underemployment, and are more likely to engage with the criminal justice system as juveniles. Moreover, they are prone to early parenthood, compounding their struggles with stability and perpetuating a cycle of hardship.’
‘This Brisbane-based charity aims to enhance the life trajectories of these children through targeted interventions that build learning
capabilities, life skills, and self-confidence. The foundation’s Love of Learning Program enlists ‘Pyjama Angels’—committed volunteers who work one-on-one with children, engaging them in educational activities such as reading books, playing cognitive games, and assisting with homework. This program not only improves literacy and numeracy but also helps the children form and sustain healthy adult relationships, thereby boosting their confidence and enjoyment in learning.
‘By supporting The Pyjama Foundation, I hope to contribute to a cause that fosters not just individual growth but also seeks to break a pervasive cycle of disadvantage, thereby positively influencing the futures of these young individuals,’ Lily said.
As well as being the recipient of the Foundation Prize, Lily’s philanthropic endeavours have been extensive across her time at St Margaret’s. She was also the recipient of The Winifred Cawley Memorial Prize for Service and Loyalty and the ADF Long Tan Youth Leadership and Teamwork Award. She has participated in the Duke of Edinburgh’s Award Scheme as well as the Ponytail Project, marking a significant contribution to both the school and wider community.
In 2025, Lily was awarded the prestigious TJ Ryan Memorial Medal and Scholarship. This award recognises her strong commitment to high academic achievement and outstanding leadership in both the school and local community.
Lily’s longstanding philanthropic ethos will continue to guide her following her time at St Margaret’s, given her clear passion for service to others and her compassionate heart.
Between the Eunice Library and the Sisters’ Chapel stands Community House, a heritage building boasting tall sash windows, wrap around balconies, spacious rooms, exquisite timber details and a spiral staircase leading to a tower offering sweeping views of the city.
The Sisters of the Society of the Sacred Advent (SSA) acquired the home in 1910 –the very first building purchased for what would become one of Queensland’s leading schools, and it is from these foundations St Margaret’s flourished. It became the first building on our campus, with the ground floor used for school purposes and the upstairs level home to boarders and the Sisters.
In 1928, the West Wing of the boarding house was purpose built for the school, freeing up St Margaret’s House for the Sisters to claim as their own sanctuary and from this time it became known as ‘Community House’.
In recent years, the beautiful home has remained vacant, waiting to be given a new lease on life for its next chapter in the pages of our school’s history.
On St Margaret’s fifth annual Giving Day held in May 2024, our community of Old Girls, parents, students and staff answered the call to support its restoration through donations to St Margaret’s Foundation Building Fund.
Last year, work commenced to restore the grand old home, transforming it into a wellbeing centre for students, extending the Sisters’ philosophy to educate and care for the whole child. We believe that wellbeing is the central component of an exceptional education and sits at the heart of effective learning.
The building now houses the school psychologists, chaplain and careers educators and will be a space that promotes a positive sense of wellbeing. In addition, a dedicated memorial space will honour the legacy of the SSA.
In keeping with the school’s mission, values, and the legacy of the SSA, Giving Day also raised funds for St Margaret’s
bursary program, which provides needsbased bursaries to support young women to access or complete a St Margaret’s education – an opportunity that some girls believed would never be possible. Giving Day donations significantly contributed to the 18 bursaries awarded in 2024.
With thanks to the incredible generosity from our community, the 2024 Giving Day campaign raised an extraordinary total of $431,037. It truly was a whole community effort, and we thank each and every one of our 559 donors for their wonderful support. We also acknowledge the amazing efforts of our students.
A special thank you to our Matching Donors who matched donations dollar for dollar, ensuring those who gave during the appeal had their contributions doubled.
Anonymous (3)
The Carrick Family
Keri Craig-Lee OAM (’75) and Cartier Lee (’15)
The Cronin Family
Ros Curtis AM
Kaye (’95), Anthony, Ava, Juju and Mia Flynn
Stuart and Genevieve Fraser
The Lisle Family
The McDonnell Family
The Morales Family
Norwood Agriculture
The Sorbello Family
Society of the Sacred Advent
St Margaret’s Foundation Directors
St Margaret’s Old Girls’ Association
St Margaret’s P&F Association
St Margaret’s School Council Directors
Since 2013, a gift from past student and music identity
Helene Jones OAM (nee Baird ’34) has been supporting passionate and budding young music professionals at St Margaret’s now and into the future.
When Helene passed in 2013, she left a wonderful gift to St Margaret’s in her Will, in honour of her sister, Nora. The Helene Jones Foundation Trust for Nora Baird provides regular contributions to St Margaret’s Scholarship Fund for music scholarships and, to date, has supported 11 students.
Helene took such delight in the way other people exercised their talents, musical or otherwise, that her own achievements disappeared from her mind.
Helene’s own musical achievements were great. At the age of three in Ireland, Helene Baird was playing snatches of melody, often of her own making on the piano. At five, Helene was given a book of examination pieces, and although it was a momentous occasion, Helene did not realise it; instead, she saw so many more chances to make new music. She passed that First Steps, the
Primaries and the Elementariness of the Associated Board with Honours and this was all before she could read the titles of the pieces, when her ambition was to be able to reach the pedals!
Helene left Ireland when she was still a child, and her sister, Nora, who was a music teacher, did not join her in Brisbane until the following year.
Over time, Helene created quite the reputation for her Brisbane Eisteddfod work and was studying violin under composer Gwen de Grant while also studying elocution. Helene even took up dancing for a time.
St Margaret’s, then known as St Margaret’s C.E.H.S., was Helene’s alma mater for two years from 1931 – 1932. Nora secured a teaching position at St Margaret’s, retiring some years later in 1973.
While studying all the usual junior subjects, Helene still took many musical examinations in piano, violin and theory.
Helene reflected: ‘I got more fun out of my violin during those years. We used to play trios and the like for school concerts. One windy night, I had the idea of using a safety pin to secure our music to the stand. In the middle of the piece, we seconds had to stop while I un-pinned and re-pinned our music. Meanwhile, the firsts were half a page ahead!’
Helene went on to pursue teaching at the Teachers’ Training College where she received honours in the final grade, which entailed the reward of her entry to Licentiate of the Royal Schools of Music (L.R.S.M). During her studies, Helene received top marks in the state in each of the four diplomas. The first student to be awarded both, Helene was awarded the Broadwood and Whitehouse gold medals for her efforts. The University of Queensland (UQ) recommended Helene as this state’s most promising pupil in a national contest for a significant scholarship, where she placed second.
Helene had the honour of performing before Russian/Ukrainian born British pianist Benno Moiseiwitsch CBE and British born composer Dr Edgar Bainton. While she would have loved to have studied abroad, Helene felt there was much more she could do in Brisbane. It was that commitment to supporting a thriving musical scene locally that she took with her to Rockhampton in 1966 when she married Les Jones, Rockhampton City Council alderman. She immediately became part of a larger family with a stepson Neil and a stepdaughter Avis, together with Neil’s wife, Jean, and Avis’s husband, Paul. As each of these couples had children of their own, she became an instant grandmother. Her family grew to four grandchildren and seven great-grandchildren.
Although Les brought Helene in touch with new areas of interest, Helene continued her involvement in musical activities.
For someone who first won the Under 9 section at the Belfast Musical Competition when aged seven, interest and involvement in the Rockhampton Eisteddfod was entirely natural.
When the Rockhampton Chamber Music Society formed in 1973, Helene became a member. Rockhampton Youth Orchestra, Rockhampton Musical Union and Capricorn Silver Band all attracted her involvement and support as patron. Aware that the world of artistic expression extends beyond music, she was a Friend of the Pilbeam Theatre and Rockhampton Art Gallery.
Helene was the only person in the Rockhampton musical community who was surprised when in 1996 she was awarded the Order of Australia Medal for service to community music, particularly through Rockhampton Chamber Music Society, choirs and arts organisations.
Her sister, Nora, also made a great contribution to music in Queensland, as a teacher at St Margaret’s, foundation member of the Queensland Conservatorium, church organist, examiner and supporter of the Australian Broadcasting Corporation. In 1980, Nora was awarded an MBE for her work in promoting musical activity and appreciation.
*The content within this story has been reproduced from the Teleradio Newspaper article published in 1937 and The Morning Bulletin article published on 3 November 2012.
If you would like further information about leaving a gift to St Margaret’s in your Will, please contact Lara Pickering, Director of Philanthropy and Stakeholder Engagement, on +61 7 3862 0884 or email foundation@stmargarets.qld.edu.au
If you have included St Margaret’s in your Will, please let us know so that we can appropriately acknowledge your wonderful support.
St Margaret’s with the Foundation gratefully acknowledges the support of those who have donated in 2024 in support of our students.
+
Anonymous (5)
H and R Campbell
Mr John Shin and Ms Eunice Choi
Prue Galley (‘61)
Helene Jones Foundation Trust
Professional Women’s Network
St Margaret’s Old Girls’ Association
The Sheehan-Birrell Foundation
St Margaret’s P&F Association
$5,000 - $9,999
Anonymous (2)
Andrew and Natalie Brosnan
The Carrick Family
Keri Craig-Lee OAM (‘75) and Cartier Lee (‘15)
The Cronin Family
Ros Curtis AM
Kaye (‘95), Anthony, Ava, Juju and Mia Flynn
Stuart and Genevieve Fraser
The Lisle Family
The McDonnell Family
The McKay Family
The Morales Family
Joseph and Sarah O’Brien
Amelia Shaw
Society of the Sacred Advent
The Sorbello Family
$2,500 - $4,999
Shirley Bale
R and K Brown
Jaclyn and Michael Burke
The Comiskey Family
Margot (‘56) and Ron Finney
The Ji Family
The Newland Family
The Quinn Family
James Stewart
The Stobie Family
Helena Wang
Lisa Worner
$1,000 - $2,499
Anonymous (2)
Jo Morrow Aimandi
The Alford Family
Josephine Atkinson
Matt and Emma Beasley
The Braganza Family
The Briggs Family
Kay Bussey
George and Zara Callianiotis
Graeme Cassady
Annabelle Chaplain AM
The Chen Family
Meaghan and Matthew Clarke
Matilda and Zara Connolly
The Cooke Family
Heidi and James Cooper
Matt and Giulia Coorey
Julia Copley
Charlotte and Sophie Cosgrove
Lucy Coulson
The Court Family
The Cowley Family
Lucy Crowe
The Dayman Family
Elizabeth Drake
The Dunning Family
The Evans Family
Evesham Farming
Robyn Ferguson
Coco and Suki Fidler
The Ganim Family
Paula Gillam
Isabel Haqqani (‘18) and Dani O’Neill
Allegra Henderson
Carolyn Holland
Charlotte Jackson
M and E Jamieson
Ke Ke
The Kibble Family
Aila Knight
The Lamprecht-Simpson Family
Louisa Li
Claire Moran
Harle Mossman
The Mula Family
Natascha Page
The Parolin Family
Harley Pettirosso
The Piggott Family
The Pulitano Family
Emma Rawlings
The Segal Family
Robynne Siemon
The Su Family
The Sweeney Family
The Taft Family
The Traves Family
Tracey and Guy Vedelago
Mrs Penny Wolff and Mr Peter Wolff
The Lin/Yang Family
Stella Zhang
Lelin Zhong and Leshan Zhao
$500 - $999
Anonymous (9)
The Angliss Family
Lee Beanland
Bede Students
The Bothwell Family
Nicky Boynton-Bricknell
Andrea Bridge
Vanessa Browning
Mel Buttle
The Cannon Family
Chaucer Students
Laura Chen
Amanda Clarke
The Comino Family
The Crowe Family
Jill D’Arcy
The Dimitrijevic Family
Lucy Dunning
Susie Gladman
Tannas and Hughy Godfrey
The Groth Family
The Hartmann Family
The Heffernan Family
Herrick Students
The Hixon Family
The Ho Family
Val Horgan nee Hansen (‘63)
Pauline Irvine
Wendy Johnston (‘79)
The Jones Family
Erin and Joe Joseph
Kendall Students
Rosemary Lakshman nee Hart
Lawson Students
The Leggatt Family
Eva Liu
Lizhu Liu
The Loughrey Family
Manana Pastoral
J McAulay and T Waters
The McBride Family
Leigh McCready
Deborah Mckenzie
Jeremy Mckenzie
Milton Students
Ashleigh and Stella Minotto
The Mitchell-Cho Family
Benjamin Omowaire
Janis Paris
John and Catherine Pascoe
The Patino Pereira Family
Mary Peden OAM
Todd Penfold
Alison Quinn
The Read Family
Scott Richardson
Jenny M Robertson
Sue Ryerson
The Slogrove Family
Belinda Snow
Trisha Solomon
Spenser Students
The Stewart Family
Tanya and Graham Tanner
Tennyson Students
The Tritton Family
The Tulley Family
Charmaine Twomey
The Tydd Family
The Weaver Family
Michelle Weber
The Whitehead Family
Maggie Wu (‘16)
Tammy Tang and Sammy Xu
$2 -$499
Anonymous (113)
The Adsett Family
The Afifi Family
Michelle Alexander
The Allan Family
The Allen Family (Roma)
Greg Anderson
The Angelini Family
Ivy Atkins
Catherine Atkinson
Mr and Mrs Ball
Rhea Barber
Talai Barnier
Katia and Tom Barr
Lisa Barry
In memory of Merryl
Bassingthwaighte
Nikki Batty
Alasdair and Rebecca Begley
The Beikoff Family
Judith Bell AM
Helen Bernays
Olivia Birchall
Louise Birnzwejg
Mrs Libby Black (‘68)
The Blair Family
The Blake Family
Lara Bliss
Eleanor Bolton
Josephine Booth
Sophie Borthwick
Annette Box
Scarlett Brekan
Kylie Briggs
Sarah Brittain
Polly Brown
The Brown Family
Andrew, Kym, Sophie and Connor
Buck
Annika Buck
Alex F Burke
Rebecca Burrows
Talitha Burson
Kylie Butler-McIntosh
Diana Caie
The Canoy-Crompton Family
Mrs Marilyn Carr
Suzi Carson
Gay Carter
Shane Cassady
Ann-Louise Cecchin
A Chapple
Tatchai Charoensuk
Audrey Chen
Margaret Christiansen
Jamie and Priscilla Christopher
Bette Clay
Jane Cleary
Edwina Coggan
Cathy Cogill
Kate Coleborn
John and Sandra Colley
Mark Conroy
The Coombs Family
Desiree Coroneo
Esetia Cox
Heather Crompton
The Crowley Family
Kate Curran
Angela and Elspeth Darvall
Charlotte Davis
Claire Davis
Robyn Davis
Fabian De Clara
Margaret Deftereos
The Defteros Family
R Deng
Sarah Derrington AM
Carmelita Van Deventer
Amanda Devillers
Nicole Devlin
The Dew Family
Stewart Douglas
Jazz Dow
The Drysdale Family
Olivia Duce
Chris Dunn
Kylie Dunn
Annie and Billy Dunning
Marilyn Dunning
Anna Dunning
Stephanie Eastabrook
Marianne Edmonds
Noela Edwards
Sophie Evans, David and Alice Sutherland
The Evans Family - Rachel (‘98), India, Zara and Alex
Emily Everson
Lauren Ferguson
The Finselbach Family
Lindsay Fitzgerald
Lesa Fowler
Lizzie Fowler
Carole Francis
Laurel Fraser
Kate Frewin
Ruby Frewin
Brett Fuller
Helen Fullerton
Max and Kim Futcher
Joanna Glynn
Jessica Goodrick
Diarmuid Gordon
Karen Gorrie
Lynn Grantham
Lilly Gray
Joanne Greensill
Margaret Greenup
The Grimshaw Family
Celine Guan
Helena Guo
Suzanne Gurney
Louise Gustafsson
Elizabeth Gutteridge
The Hagenbach Family
Pam Hall
Margaret Hamilton
Jane Hanly
Sakura Hansen
Georgina Harris
Natasha Harris
Emma Harrison
Kate Hedges
The Heick Family
Amelia Hempel
Jules Hennock
Roslyn Henzell
Sandra Herman
Janice Hewitt
Isabella Hoffman
Jillian Holland
The Houston Family
Susan Howard
Hannah Hu
Sean Huang
The Hundt Family
Margaret Hunt
The Hutchins Family
Sharna Ingram
Amy, Chris and Maddie James
The Jamieson Family
Susan Jarmer
Sonja Jarrett
Jan Jenyns
The Jeraj Family
Victoria Jones
Charlotte Jones
Sofia and Valentina Katsanevas
Ravneet Kaur
The Kidd Family
Hu Joong Kim
Greta King
S King
The Klaassen Family
Angela Knight
Alisha Kolokas
Kool Gas and Plumbing
The Kovac Family
The Krook Family
Amanda Lacaze
Nicholas Lancashire
Katherine and Christian Lange
Winnie Law
Taneale Lawton
Lydia Lee
Chunmei Li
Megan Liberatore
The Lillicrap Family
Kefeng Ling
Holly Livingstone
June Lobegeiger
The Lord Family
The Love Family
A Lowe
Xanthe Lowe-Brown
Jenni MacIvor
Jane Maclean (‘62)
Libby Maiden
Sophie Malowiecki
Laura Manly (‘19)
The Manly Family
Jackie Marchant
Sally Massey
Marie May
Michelle May AM KC
The McBratney Family
Amanda McCabe
Caitlin McCluskey
Robert McConnel
Michelle McCourt
Annabelle and Gina McGagh
Molly McGrow
Lucy McGuire
Camilla McIntyre
Robyn McKinnon nee Hendy
Libby McLean
The McWilliam Family
Rosemary Meiklejohn
Jan Christina Miles
Damian Mills
Georgia Mitchell
Janice Moody (‘56)
The Moody Family
Primrose Morahan
Shea Morrison
Alice Mort
Wendy Mort
Anne Muggleton
Kathy Murthy
Sonya and Emily Nagl
Lucy Nankivell
Trudy and Martin Nearhos
Ren Niemann
George and Emily Nona
Lily Noorli
Courtney Novits
Carroll Nugent
Susan O’Hare Physiotherapy
Judith Overstead
Natalie Packer
Lisa Parry
Roxann Patterson
Kylah Pearson
The Peat Family
Paula Pech
The Peck Family
Dan Pedri
Robert Perel
Rosemary Peterson (‘60)
Lara and John Pickering
The Pieterse Family
Sarah Plowman
Helen Pointon OAM
Sven Polhammer
The Polley Family
Andrew and Libby Price
The Quinell Family
Janenne Rathie
The Raymond Fallon Family
Pett Rayner
Georgie Reddacliff
Patricia Reeve (‘60)
Toni Riordan
Sue Roberts
The Robey Family
Deb Robinson
The Robson Family
Jayne Rome
The Rome Family
Judith Ross-Smith OAM
Jodie Ryan
Louise Saporito
Raquel Sartor
Bennett Saul
The Schrodter Family
Robin Scott nee Begbie
The Selfridge Family
Loretta Serafini
Sofia and Lidia Serafini
Andrea Severa
Min Shan
Maggie Shao
Katrina Sheehan
Nadia Shewan
Alicia Massey Shrimpton
Da Si
The Simpson Family
Jodie and Justin Slaughter
Margaret Slaughter
Charlotte Smith
Emily and Lucy Smith
Jeb and Kerri Smith
Katie (‘09) and Sandy (‘11) Smith
Janette Snewin
Aria and Siena Sos
Fiona, Isabella and Josephine Spooner
Rosina Spowart
Tina Sprott
Craig Steen
Anne Stitz
Kate Stringer
St Margaret’s Pre-Prep Students
Charlotte Sutton
Sandra Svensen
Sean Tavener
Natasha Tergiakis
Kym Thomas
Kirsty Thompson
Allison Thorpe
Danielle Tomasel
C and K Toomey
Nikki Townsend (‘86)
Amanda Traill
H Le and H Tran
Benjamin Tu
Norma Tucker
Heidi Vavasour
Stephen and Summah Vick
Thea Vink
Joachim Vogelgesang
The Wagner Family
Robyn Wallace
Robert Wang
Zhaofeng Wang
Christina Ward
Kathryn Wark
Hannah Warriner
Naomi Wehl
The Wehl Family
Sherry Westaway
Sonia Widderick nee Steffen
The Wilde Family
C and D Williams
Toni Williams
Amelia Willims
Cheryl Wilson
Susan Wilson
The Woo Family
Lizzy (‘94) and Bonnie Wooderson
Natalie Wright
Jing Yang
Leo Yang
Yolande Yorke
Cheng-Chia Yu
CLASS GIVING
Class of 1964
Class of 1994
Class of 2004
Class of 2014
Helene Jones Foundation Trust
GIFTS IN KIND
Peta Landman and Michael Bogle
Patricia Cuppaidge
The Hutchins Family
Year Six Parents (‘22)
Please note, donations acknowledged in this list were received from 1 January – 31 December 2024. While much care is taken in preparing this list, occasionally there may be an error or omission. To discuss with St Margaret’s, or advise of an error or omission, please contact the Development and Community Office by emailing foundation@stmargarets.qld.edu.au or telephone +61 7 3862 0884.
The Professional Women’s Network (PWN) series delivered four popular breakfast events in 2024, where members of Brisbane’s corporate community were privileged to hear from another line up of exceptional executive female leaders across a diverse range of industries.
Joining the series as keynote speakers were: Rhyll Gardiner (’81), Non-Executive Director, Chair, Mentor and Coach; Patricia O’Callaghan, Chief Executive Officer, Tourism and Events Queensland; Emma Covacevich (’93), Chief Executive Partner, Clayton Utz; and Helen Moore, Chief Operating Officer, KFC Australia.
All our speakers candidly shared their career successes and challenges, the skills they required to effectively lead and what they believe is required to succeed in their industries today, and their insights into the future of work for those building their careers.
We were fortunate to have the support of the following companies once again throughout 2024: Pitcher Partners (Major Sponsor); Wolff Coffee Roasters, Downer, Clear Insurance, O’Reilly Shaw Lawyers, and Move Recruitment Solutions (Supporting Partners). Thanks to the support of our corporate sponsors and ticket sales, more than $40,000 was raised in 2024 and donated to St Margaret’s Foundation Endowment Fund to create long term support for needs-based bursaries for regional/rural and Indigenous students at St Margaret’s.
Many of our sponsors have been invested in this series for some time now, helping to connect the business community, create opportunities for attendees to collaborate, and to empower young women through education.
Connection, collaboration and empowerment are key themes that those who engage with PWN benefit from. Kylie Lamprecht from Pitcher Partners said the company was pleased to continue their sponsorship and support for PWN.
‘When surveyed, Queensland’s middle market business sector indicated that it values networking 52% more than practical tools and resources from professional services firms. Pitcher Partners are grateful to sponsor the PWN Series and support our clients with their own personal and professional development through hosting them at these events. PWN aligns with our values of making business personal and provides our clients the opportunity to leverage networks, build valuable relationships and personally connect with industry and likeminded professionals.’
Students from Years 10, 11 and 12 are also encouraged to attend the events. Immersing young women in an environment where they can build their networking capacity and be given the opportunity to foster relationships sits at the heart of an important St Margaret’s aim to empower young women through education.
If you are interested in sponsoring the series, please contact Georgia Mitchell, Assistant Director of Philanthropy & Stakeholder Engagement, on +61 7 3862 0777 or email developmentandcommunity@stmargarets.qld.edu.au
