Autumn Flyer 2019

flyer

Issue 18 Autumn/Winter 2019

St Margaret’s

Flyer Issue 18 Autumn/Winter 2019 Principal: Ros Curtis Editor: Wendy Johnston Journalists: Pru Reed; Victoria Nikolova; Wendy Johnston Graphic Designer: Pam Smiles Photography: Victoria Nikolova; Michael Marston Printing: Print Media Group

Contents From the Principal

SCHOOL COUNCIL From the Chair of School Council

LEARNING ATAR has arrived Educating to innovate QUT STEM Internships International Opportunities Putting girls in the mathematics F.R.A.M.E. Hard work opens up exciting pathways for our 2018 graduates Cultural greetings ringing in harmony Spotlight on careers From ‘ewww’ to ‘ahah’: Green Thumb Thursday SPORT Term 1 Sports Snippets Representative Honours

MUSICAL A musical comedy, The Addams Family

STAFF Personalised Pathways Staff Awards New Head of eLearning and Research Services FAITH Taking it to the streets The Lettering Project The Lettering Project

03 04

STUDENT WELLBEING Optimising wellbeing for student learning Bullying No Way

05 06 08 09 10

BOARDING A dream come true Strengthening support for boarders Boarding: Out and About

14 16 17 18 19 20 22 24 25 25 26 27

PHILANTHROPY Making the world a better place for all

FOUNDATION Sports Precinct update St Margaret’s Professional Women’s Network DURACK COLLEGE A Hidden Gem

COMMUNITY Mothers’ Luncheon Father Daughter Breakfast Mothers inspire through giving

OLD GIRLS Old Girls Representative Success Slaying the Slalom

28 30 31 32 33 33 34 36 37 38 39 40 42 43

From the Principal

Recently, I read a very interesting article by John Hattie, Laureate Professor of Education, University of Melbourne, in which he argued that we should not just judge a school on the narrow outcomes measures (such as NAPLAN, OP/ATAR or schooling generally with the Programme for International Student Assessment (PISA)) but perhaps consider a ‘basket of educational goods’ by which to judge a school, citing that merely focusing on academic results, although important, does not recognise the other domains which may be important for student success.

Relying on only one measure of excellence, means that not enough attention is paid to other areas which are important for a wholistic education.

So, if we were to adopt this broader basket of goods, what would we include in it?

If we were thinking nationally, then, rather than just a focus on Australia’s ranking in PISA, what about reporting an overall ranking based on domains such as Creativity; Equal Opportunity; Safety; Quality of Life; Physical Health; and Social and Emotional Wellbeing. We could have an interesting debate about what should be included to judge what makes for the best Australian education system.

If we applied this to our school, how should we best judge St Margaret’s? Certainly, educational outcomes are very important, but so too are a focus on developing 21st century skills; programs for developing a sense of responsibility; a leadership development program; and student wellbeing.

The Flyer demonstrates St Margaret’s commitment and achievements in all these areas. Currently, we are developing a program called St Margaret’s Plus so we can report to parents on the girls’ school achievements and experiences outside the classroom. We are trialling this reporting in Year 11, with a view to rolling it in to other years as we develop our approach.

Through the school’s extensive co-curricular program, which is evident in each edition of the Flyer and The Link (the school magazine), students are developing important and valuable skills.

A focus on both educational and social outcomes better reflects the needs and expectations of our society and by doing so we remain true to our mission: ‘to prepare confident, capable and compassionate young women able to contribute to a global society.’

Inspiration: Hattie, J 2019, ‘Implementing, scaling up, and valuing expertise to develop worthwhile outcomes in schools.’ Monograph No. 58, Australian Council of Educational Leaders, Sydney.

Ros Curtis Principal

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

03

SCHOOL COUNCIL

From the Chair of School Council Research (ACER) to conduct a review of the secondary curriculum using its National School Improvement Tool.

Six recommendations were returned to the school and embedded in our 2017 – 2021 Strategic Plan.

Since the 2015 announcement that the Australian Tertiary Admission Rank (ATAR) would replace the Overall Position (OP) scores for Queensland’s senior secondary school students, St Margaret’s and the School Council have set about to ensure our teachers are best prepared to deliver this change and our students and parents are best prepared for the change.

As reported on previous occasions, School Council has been working with the school to heighten and focus the pursuit of academic excellence as its number one priority. In 2017, School Council commissioned the Australian Council of Education

04

A natural extension of this focus on academic excellence has been to ensure our preparation for the arrival of the new curriculum and assessment requirements continues to meet this priority. For staff, this has meant ongoing engagement with school forums and professional development sessions conducted by the Queensland Curriculum and Assessment Authority (QCAA) and Queensland Tertiary Admissions Centre (QTAC).

The emphasis on staff professional development days has been on applying this knowledge to establish a consistent school-wide approach that is focused on improving student outcomes.

Features of the new QCE system include both internal assessment and common external assessment and new processes that strengthen the quality and comparability of school-based assessment. Internal assessment will be supported by a rigorous quality assurance process, where school assessments must be endorsed by the QCAA prior to use in the classroom.

Comparability of student results will be achieved through a process called confirmation.

The QCAA will require Queensland teachers to fulfil the roles of assessors for these new external quality assurance processes as well as marking of external assessment. Secondary school teachers at St Margaret’s will apply for these roles to ensure the school is building its own capacity around each of these processes. In addition, the school has set up its own internal quality assurances processes whereby assessments will be checked before being sent to the QCAA for endorsement.

In the new system, there is no reliance on the performance of the cohort (as with the Queensland Core Skills Test). QCAA maintain that the new system introduces greater consistency, fairness and transparency through the introduction of common assessments that are sat by students at all schools; in layman’s terms, a levelling of the playing field.

The preparation for ATAR has seen a lot of hard work happening behind the scenes, while the busyness of day to day schooling has continued unfettered.

I commend our staff for their diligence and application to ensure we have put our best foot forward for our 2019 Year 11s, who are the first to embark on this journey, and those who will follow, while also steering our current Year 12s through the final year of the OP system.

LEARNING

ATAR has arrived The new Queensland Certificate of Education (QCE) system is now a reality for the 2019 Year 11 students who, in 2020, will be the first to graduate with an ATAR (Australian Tertiary Admissions Rank) instead of an OP (Overall Position) score.

The ATAR is used throughout the nation to determine tertiary entrance and indicates, as the OP does, a student’s position in relation to other students. By moving to an ATAR, Queensland is becoming aligned with other states. While the OP is a number between 1 (highest) and 25, an ATAR is more finely tuned, being reported on a 2000-point scale from 99.95 (highest) down to 0, in increments of 0.05.

The 2019 Years 11 and 12 Curriculum Handbook available on the St Margaret’s website provides an excellent insight into the new system and is informative for all future students, not just those immediately advancing into those year levels. It also outlines the senior subjects offered at St Margaret’s and the combination of these subjects required to be eligible for an ATAR. St Margaret’s also offers an alternative pathway called a Portfolio Pathway, which gives students qualifications that allow access to work, apprenticeship and study options. Students selecting this pathway are not eligible for an ATAR. One of the key changes of the new QCE system is the way units of study are organised and assessed. The two years of study across Years 11 and 12 are divided into four units. Units 1 and 2 are taught in Terms 1, 2 and 3 in Year 11, while Units 3 and 4 are taught in Term 4 Year 11 and Terms 1, 2 and 3 in Year 12.

Revision and external examinations take place in Term 4, Year 12.

Units 1 and 2 are formative; however, they contribute to the award of a QCE and provide foundational learning.

Units 3 and 4 consolidate learning and include four summative assessments – three internal and one external – with results contributing to the award of a QCE and to ATAR calculations. There are fewer assessments than the girls have completed in most senior subjects in the past.

The new QCE system provides a high level of prescription about what should be learned and St Margaret’s teachers spent much of 2018 mapping the changes in assessment and curriculum across secondary subjects so that students in Years 7 to 10 can be prepared for the new system now, in terms of different assessment types, length and style of exams and subject matter.

Cognitive verbs are key components of the senior syllabuses for the new QCE system. Students explicitly taught the skills and processes of the cognitive verbs are better equipped to meet syllabus objectives and demonstrate their learning through assessment. To this end, both staff and students have been engaged in exercises around the teaching and learning of cognitive verbs since 2017.

Visitors to classrooms may have seen posters for many of these verbs - such as ‘analyse’, ‘justify’, ‘evaluate’ and so on – to keep them uppermost in students’ minds. The explicit teaching of cognitive verbs has also commenced in the primary school.

St Margaret’s school-wide approach will help ensure students have the best possible preparation and are ready to positively engage with the units of study in Years 11. Targeted activities for our Year 10 students focus on preparing them for tertiary and/or work pathways they hope to pursue.

In 2018, our then Year 10s were well prepared to make the right choice of subjects for them in Years 11 and 12 through a series of activities. Parents also were invited to information nights to help them walk alongside their daughters as these important decisions about their futures were being made.

In May, all Year 10s took part in Transition Day. In the morning, they attended the National Careers and Employment Expo with over 80 exhibits from universities, education, training and industry representatives, and Government organisations. Later, they participated in activities focused on subject selection, new senior assessment requirements, ATAR calculation and an

introduction to My Path, a free online tool QTAC designed to simplify planning for further study which provides direct access to the most up-to-date tertiary prerequisite information available.

After Transition Day, students undertook individual Senior Education and Training (SET) Plan interviews with the Dean of Pedagogy, Head of Boarding and the Head of Business and Pathways (now Director of Careers and Portfolio Pathways). These interviews focus on students selecting subjects that will enable them to maximise their ATAR and achieve their goals, or plan an alternative pathway in line with their work, study and career aspirations.

Students also consult with Careers Counsellor Liz Johnston to assist them in determining specific pre-requisite requirements for tertiary studies.

Before selecting subjects for Years 11 and 12, a Subject Selection evening in August provided students and their parents with information about the new QCE system, the subject selection process and new subject information. These sessions were recorded and made available on the POD and school website.

In February this year, the school held a New Senior Assessment Information Evening, which discussed the key features of the changes. All parents from Years 5 to 11 were invited to attend the evening to begin to see and hear the language and format of the new QCE system.

With a major change such as this, much work has gone on ‘behind the scenes’ to ensure the school is in the best position to deliver the new system. Our Chair of Council Alison Quinn talks more about this in her article on page 4.

05

LEARNING

Educating to innovate In 2013, then Chief Scientist Professor Ian Chubb said:

“STEM is everywhere. Our nourishment, our safety, our homes and neighbourhoods, our relationships with family and friends, our health, our jobs, our leisure are all profoundly shaped by technological innovation and the discoveries of science.”

A STEM (science, technology, engineering and mathematics) education encourages students to apply foundational concepts of science, technology, engineering and mathematics to approach real-world problems with tangible solutions.

This integrated learning journey develops the critical and creative thinking skills that are the bedrock to a strong STEM curriculum. Students develop skills in problem solving, critical thinking, project management, communication, teamwork, innovation and collaboration, equipping them with a skillset in demand by industries worldwide.

STEM careers are predicted to be some of the most indemand professions. No matter what the industry, the future of employment will be in jobs that require core skills and competencies in science, technology, engineering and mathematics to drive innovation. “Research indicates that 75 per cent of the fastest growing occupations now require STEM skills, and over 70 per cent of Australian employers identify STEM employees as being among the most innovative.” (PWC 2015) St Margaret’s Head of Science and Technology Mr Chris Dunn says St Margaret’s STEM philosophy is to develop the 21st century skills of critical and innovative thinking in our girls, equipping them with the skills required to succeed in their future careers and workplaces.

“We are developing critical and creative thinkers who can apply skills to a myriad of different scenarios. Our aim is for students to apply their conceptual knowledge to design, create, problem-solve and modify prototypes to help provide a practical solution to a problem or scenario posed. At the end of their time at St Margaret’s, we hope our STEM girls have the necessary skills, confidence and inspiration to embark on, and succeed in, a STEM-related career,” said Mr Dunn.

06

At St Margaret’s, STEM is incorporated into various student learning experiences from the early primary years through to the secondary school.

Head of Primary Mrs Angela Drysdale says components of STEM learning opportunities always take place as part of classroom learning in the primary school, especially through science, inquiry mathematics or through the use of devices such as iPads or laptops.

For the past three years, students in Prep to Year 2 have engaged in weekly coding classes for a term and in Semester 2 this year, all students will be offered the opportunity to develop and test their programming skills using Bee-Bot and Blue-Bot robots.

Next year, the primary school will integrate Technologies in to the curriculum drawing together the distinct but related subjects of Design and Technologies and Digital Technologies.

Learning in Digital Technologies will focus on developing skills in computational thinking and information systems while learning in Design and Technologies will focus on opportunities for students to apply design thinking and technologies to create designed solutions.

In preparation for these curriculum changes, students in Prep to Year 6 will be introduced to new engineering resources and materials this year. Budding “Lego Masters” will have the opportunity to design and construct creations with Lego and students in Years 3 to 6 will also use smart construction kits (SAM labs) which will incorporate a technology aspect into their inventions.

LEARNING

An ‘Atelier’ maker style space is also being developed in the primary school to nurture the innate curiosity of the school’s young learners. Within this environment students will be able to invent and construct and cultivate their creativity, social-emotional capacity, innovative thinking, problem solving, communication and design thinking. The Atelier has a temporary home this year and will move to a more permanent location in 2020, once the new sports precinct development is complete. Once this is opened, students will be offered many more resources and learning experiences that will enhance the students’ STEM abilities.

Mr Dunn said that over the past three years, St Margaret’s has increased investment in STEM in the secondary school.

“We have implemented a two-year STEM program for students in Years 9 and 10 following the success of the Year 9 program offered in previous years,” he said.

The STEM program involves more open-ended problems or scenarios requiring time for reflection and improvement of design, as opposed to the traditional science discipline.

“In Year 9 STEM, the prosthetic hand project, which runs throughout Semester 1, provides students with several checkpoints where refinement and ‘problem-solving resilience’ are necessary. While our science curriculum provides students with excellent hands-on practical opportunities that consolidate their conceptual understandings, our STEM projects allow students to apply their conceptual knowledge to create practical solutions to problem-based or enquiry-based scenarios. In this way, our Science and STEM curricula give our students a wonderfully holistic learning experience,” Mr Dunn said.

The secondary school curriculum also offers tailored subjects for students to build their skills in technology and coding – Digital Technologies for Years 8 to 10 and Digital Solutions for Years 11 and 12. Students build their digital literacy skills and develop solutions in real-world contexts from coding, graphic design, image manipulation and animation to games programming, database design and website creation.

Mr Dunn said a STEM Maker Lab was constructed at the start of this year to support students with their STEM projects.

“The dedicated space features a new EpiLog Laser Cutter, five 3D printers, a band saw, drill press, soldering irons and Arduino kits, among other equipment, exclusively used in the Years 9 and 10 STEM projects,” he said.

Students studying Digital Technologies have access to equipment including GoPros, a Chroma green screen, studio lighting and various computer software.STEM immersion opportunities are not just limited to the classroom context either.

“St Margaret’s has built an extensive external program of opportunities for students to participate in STEM immersion including the National Youth Science Forum, QUT STEM Internships, QUT STEM Camp, ConocoPhillips Science Experience, QUT STEM in Schools Workshops and the UQ Women in Engineering Explore Day. “Globally, an inaugural Science/STEM tour to the United States will be offered to students in Years 10 to 12 in 2020.

During the trip, students will embark on a three-day STEM camp at the Kennedy Space Centre in Florida as well as undertaking STEM-based workshops at New York University and Harvard University,” said Mr Dunn.

There are also several extracurricular clubs and activities where students can explore their STEM capabilities too, including Robotics and Astronomy clubs.

References Office of the Chief Scientist 2013, Science, Technology, Engineering and Mathematics in the National Interest: A Strategic Approach, Australian Government, Canberra.

PWC 2015, A smart move: Future-proofing Australia’s workforce by growing skills in science, technology, engineering and maths (STEM) /April 2015, viewed 10 April 2019, https://www.pwc.com.au/pdf/a-smart-movepwc-stem-report-april-2015.pdf

07

LEARNING

QUT STEM Internships

08

LEARNING

Year 12 students Samantha Morgan and Megan Roxburgh were among 40 of Queensland’s high achieving STEM students selected to take part in the Queensland University of Technology, High School STEM Internship Program.

The fully-funded internship program took place on the Gardens Point campus from Monday 8 to Friday 12 April and provided students with access to QUT’s state-of-the-art science and engineering facilities where they experienced life as a QUT undergraduate, enjoying student campus life, accessing facilities and online resources and undertaking practical and written assessment to prepare them for university.

QUT’s selection panel said the distinguished program generated significant interest with hundreds of quality applications received from students state wide, making the task of awarding placements challenging.

Samantha was among five students selected to take part in a project within the fields of biomedical science, physiology and molecular biology, where she participated in hands-on research investigating the genes involved in liver disease and iron disorders within the lab.

Megan was assigned an environmental engineering placement with 10 other students, exploring fields of environmental, civil and mechanical engineering, siphon physics and mathematics, where they prototyped and tested siphons and non-mechanical water pumps for application in developing countries.

The high school STEM internship offered Samantha and Megan the opportunity to explore their future career ambitions and see where their studies can take them. They gained insights and advice from undergraduates and experts in their chosen fields as well as an introduction to QUT’s STEM scholarship program should they wish to continue in the STEM fields at university.

St Margaret’s Head of Science and Technology Faculty Mr Chris Dunn said this opportunity had been memorable for both students.

“Samantha and Megan are two outstanding science and technology students who have consistently shown their enthusiasm for the STEM disciplines throughout their time at St Margaret’s. Each have honed their critical thinking skills within our STEM, Science Extension or Digital Technologies programs in Years 9 and 10 and both have made an exceptional start academically to their final year at the school.

“As a community we are so proud of their achievement in being accepted into this program and look forward to the exciting study and career opportunities this internship experience will undoubtedly provide each of them,” said Mr Dunn.

International Opportunities Justine Solomon (Year 12) has been selected to take part in the National Youth Science Forum International Program in late June 2019. Justine will travel to the United States to join the University of Michigan Math and Science Scholars Program where she will explore the range of science research currently being undertaken at the university. Justine was one of 600 students nation-wide to participate in the 12-day residential program held earlier this year and is one of only 20 students to be selected from this alumni to participate internationally.

The program is an exciting opportunity designed to give students a taste of the fields of science, technology, engineering and maths (STEM) and encourage them to seek pathways for international study and careers in these areas in the future.

09

LEARNING

Putting girls in the mathematics F.R.A.M.E. The process of teaching and learning is ever evolving. The latest research and teachers’ own observations constantly inform and refine their practices to further empower our learners. In this article, Head of Faculty – Mathematics Ms Vicki Strid explores an evolution in the way the faculty is teaching Mathematics at St Margaret’s.

F.R.A.M.E. is the approach to teaching and learning which has been adopted by the Mathematics Faculty at St Margaret’s this year. This approach has evolved from a need to answer questions or challenge beliefs which continuously arise in relation to the teaching and learning of Mathematics, especially in the context of girls.

“My daughter is no good at maths; I think she gets that from me” is an oft-echoed sentiment. However, neuroscience research has found unequivocally there is no neurological basis for this belief. The brain will absorb anything it is fed.

The more it is fed, the more connections it can make. So, with these initial beliefs debunked, we can be confident that correct practice and willing application can lead to new learnings.

There are many other elements associated with neuroscience we consider in our approach to teaching and learning; for example, the role of emotions in learning, spaced practice and

10

frequency of testing. While research shows girls in general underperform in later years in mathematics compared to boys, the causal factor is not gender, but self-efficacy. Boys with low self-efficacy experience similar difficulties with mathematics.

The research does indicate, however, that despite progress made in gender equality, there are still social beliefs regarding the abilities of males and females, especially in relation to mathematics. These social beliefs remain significant factors which contribute to the low self-efficacy of girls.

When “second chance testing” was introduced at St Margaret’s five years ago, its primary purpose was to target low selfefficacy. We believed if students saw improvement from the first test to the second test, then outcomes would be linked to effort and application rather than innate ability. This would, in turn, help students develop a growth mindset rather than a fixed mindset.

While we have been very pleased with the results of second chance testing, it has not had the desired effect for all students and has not been a panacea for low self-efficacy. F.R.A.M.E. has emerged from our reflections and research around issues which second chance testing has not addressed and articulates the process of learning how to learn. Of course, it is written as a mathematical formula!

F.R.A.M.E. encompasses the dichotomy of teaching and learning and while there is a discrete F.R.A.M.E. process for teachers and students there is also a high degree of

LEARNING

interconnectedness. In our context, feedback refers to the information and data obtained through diagnostic testing and formal testing as well as that which is a result of being “present” in the teaching and learning domains. It is the both the “data” and the “experience”. It is not limited to the feedback given by the teacher, although this may be an element.

material being covered. This list is also available to the students on our learning management system, the POD, as an electronic spreadsheet. Beside each learning intention is a scale for the students to rate their level of confidence regarding this learning intention as well as a list of resources relating to it. An example is provided in Diagram 2 on page 12.

While researchers such as John Hattie (2007) rate feedback as having a large effect size on learning, it is our view that reflection is the key in the learning process. When a teacher provides a student with feedback, the teacher is active, and the student is passive. Unless the student engages with the feedback and actively reflects on what is said, the benefits to learning, in my opinion, will be limited. If the students are required to reflect on their results, interpret what they see and determine what needs to be done, they become active participants in the learning process and the learning becomes more meaningful and more effective. While action is identified as a unique variable in the formula, it underpins the whole process. Without action, nothing will change.

Students are encouraged to reflect on their level of confidence at various intervals – after the diagnostic test, after the revision quiz and after the first test. The yellow in Diagram 2 shows the first reflection the student makes; the green shows the second. It is very clear this student acted to remediate the areas in which she was weak.

The process is quite simple but requires students to be engaged and active. Teachers provide booklets for each unit, in the front of which is a list of learning intentions which reflect the

Parents were telling us their daughters were becoming disheartened because hours were spent studying but test results were still poor. We realised that while we had been industriously preparing copious quantities of revision sheets, students were lacking a process to target their weak areas.

If students follow the process outlined by the F.R.A.M.E. methodology, they can use their time more efficiently by focusing on their weak areas.

Continues over

F.R.A.M.E.

FEEDBACK + REFLECTION + ACTION + MASTERY = EMPOWERED NO FEEDBACK

Check your understanding

REFLECTION

Did you understand the lesson?

Record level of confidence

How did you perform on the quiz/exam?

Plan for mastery

Could you do your homework?

Identify areas of confusion

MASTERY

YES

ACTION

Practice makes permanent

EMPOWERED Practice makes permanent The more you know the more you can learn

ACTION

Challenge your deep understanding

11

LEARNING

Vicki Strid Head of Faculty – Mathematics References Hattie, J & Timperley, H 2007, ‘The Power of Feedback’, Review of Educational Research, vol 77, no 1, pp.81-112.

Pekrun, R 1992, ‘The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators’, Applied Psychology, vol 41, no 4, pp. 359-376.

12

1.01

Pythagoras' Theorem

1.02 1.03 1.04 1.05 1.06 1.07

Learning Intentions

0

Student should be able to: Understand and recall Pythagoras' Theorem Determine whether a set of three numbers represents a Pythagorean Triple/Triad Determine whether a triangle is a right-angle, acute or obtuse.

Use Pythagoras’ Theorem to find the length of hypotenuse Use Pythagoras’ Theorem to find the length of a shorter side Apply in 2 dimensions Level One Apply in 2 dimensions Level Two

1.08

Apply Pythagoras' Theorem to 3 dimensions

1.09

Problem solving and reasoning

Diagram 2: Revision and Reflection Spreadsheet

Term Year 1 9

Subject Mathematics Assessment Criteria Knowledge and Understanding Problem Solving and Reasoning

Pythagoras' Theorem

Learning Objectives

Result

Test One Max 23 46 12 31

Question

Max Marks

Understand and recall Pythagoras' Theorem

1.02

Determine whether a set of three numbers represents a Pythagorean Triple/Triad

1.03

Determine whether a triangle is a right-angle, acute or obtuse.

1.04

Use Pythagoras’ Theorem to find the length of hypotenuse

2(a)

2

1.05

Use Pythagoras’ Theorem to find the length of a shorter side

2(b)

2

1.06

Apply in 2 dimensions Level One

16

3

1.07

Apply in 2 dimensions Level Two

28

3

1.08

Apply Pythagoras' Theorem to 3 dimensions

1.09

Problem solving and reasoning

1

2

20

4

Total Marks for this Section Total Percentage for this Section

16

2.01

Convert between 12-hour and 24-hour time

2.02

Perform operations involving addition and subtraction of time

5, 19

2.03

Convert between metric units of length

6(a)

1

7

1

17, 21, 22

8

Perform the 4 operations (+, -, ÷, ×) involving recall applications of length

2.05

Determine numeric values or algebraic expressions for the perimeter of polygons Determine the circumference of circles and perimeter of sectors and solve problems involving these.

Determine numeric values or algebraic expressions for the perimeter of compound shapes Understand how to determine the conversion factors for area and convert between units of area Understand the significance of the rules for the areas of polygons and use these rules to solve problems.

2.07 2.08 2.09 2.10

Determine the area of compound shapes and solve real life problems involving them.

2.12

Identify characteristics of right prisms, right pyramids and right cylinders.

2.13

Compare right prisms, right pyramids and right cylinders with each other.

2.14

2.17

Draw nets of right prisms, pyramids and cylinders Determine the surface area of right; prisms and pyramids using the sum of the area of the faces.

Determine the surface area of a right cylinder and solve problms involving surface area of cylinders Determine the TSA of a prism using the rule and solve problems involving TSA of prisms.

2.18

Convert between units of volume and capacity

2.16

Student Result

0

3 5

8, 18

7

6(b)

1

9, 15, 27

13

11

1

10,12, 26

9

24

6

13, 14, 23,25

6

Determine the area of circles and sectors and solve problems involving these.

2.11

2.15

50.0 38.7

0% 3, 4

2.04

%

2.19

Determine the volume of right prisms, and solve problems involving them.

2.20

Determine the volume of right cylinders, and solve problems involving them.

Total Marks for this Section Total Percentage for this Section

Diagram 3: Test Reflection Spreadsheet

Result 40 25

Test One

1.01

2.06

Measurement

Diagram 3 shows an example of a test reflection spreadsheet which students complete after the first-round test, then again after the second round.

The aim of this document is to help students translate the feedback from the test into the specific learning intentions. When students enter their results for the criteria – knowledge and understanding, and problem solving and reasoning – a graphical representation is displayed. When they enter the results for their second test, it shows the comparison for each criterion – the first test in green, the second in blue.

We ask the students to write a summary of what they need to do to improve, because we feel it is important for the students to articulate this as a precursor to action. They then re-evaluate their level of confidence on the previous spreadsheet (Diagram 2.). The revision and reflection spreadsheet and the test reflection spreadsheet are different tabs in the same spreadsheet file.

F.R.A.M.E. provides students with the tools to provide specific and targeted feedback on their level of mastery of each individual learning intention. The materials developed – the unit booklets, the EXCEL spreadsheets, the revision quizzes and the system of second chance testing – provide students with a roadmap they can follow to reach mastery of the learning intentions.

There are two key elements necessary if this is to be successful for individual students – engagement and action.

Having said that, these are underpinned by resilience and persistence. Too often students give up on the learning process because they do not have instant learning gratification. Students need to be patient with their learning. It will happen, but they need to persist.

LI Booklet Reference

Unit

Year 9 Mathematics

61

0 0%

Question

LEARNING

Reflection and Consolidation Level of Confidence

Core

0 = I do not remember anything about this 5 = I feel very confident about this

0 5

0

1

2

3

4

5

0

1

2

3

4

5

0 0 0 0

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

0

1

2

3

4

5

0

1

2

3

4

5

0

1

2

3

4

5

Challenge

Web Links Khan

Exercise

Questions

3A

1, 2

3A

16

Khan Khan

3A 3B 3C

4 to 14 1 to 6 1 to 5

Khan

3C 3D

Exercise

Questions

Booklet Pythagorean Triads - POD

3A 3A 3B

17, 18, 19 7 to 13

Questions at the end of the booklet 3D 7 to 12 Questions at the end of p210 P's and C's Q's 1, the booklet 5, 7 3C 9, 10

6, 7 1 to 6

100.0

Percentage

80.0 60.0

Test Two Max 46 31

40.0

% Change

% 87.0 80.6

0.0

Test Two Max Marks

Student Result

20.0

Change 0

Knowledge and Understanding

Problem Solving and Reasoning

Reflection After Test 2

Reflection After Test 1 What do I need to do.

What did/didn't I do.

What was the outcome?

Pythagoras' Theorem

0 0 0 0 0 0 0 0 0

0

0

#DIV/0!

#DIV/0!

0

Measurement

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0

0

#DIV/0!

#DIV/0!

13

LEARNING

BACK: Left to Right: Hannah O’Brien, Laura Gatenby, Paris Hall, Isabel Haqqani, Isabelle Simpson, Lillith Bartlett, Natasha Licina FRONT Left to Right: Genevieve Whitehead, Jordan Small, Kealey Griffiths, Lara Crouch, Charlotte Caro, Katerina Marshall, Meg Armstrong

Hard work opens up exciting pathways for our 2018 graduates Three-year-old Crosslyn Vest, dressed in a pink tutu, riding hat and boots, stands beside her Shetland pony, Bo, clutching his mane with one hand and jumping up and down as she endeavours to mount him. After 16 attempts, finally, she sits proudly atop her pony, a wide smile on her face.

This YouTube clip was shown at the 2019 Scholars Assembly where Principal Ros Curtis challenged the audience of staff and students, including 15 of our 30 OP 1 to 5 2018 graduates and their parents, to ‘see’ the learning in the video.

“Note,” said Ms Curtis, “that while there is a female adult present [filming the action], she does not interfere; she has facilitated the learning, but the little girl does all the work.

“It’s up to her,” she emphasised.

Ms Curtis pointed out that if one way didn’t work, the child tried another way; she kept changing her strategy and persisted… and finally succeeded, proud of her efforts.

The learning lessons were very evident for all to see and were mirrored in much of the advice offered by the 2018 graduates,

14

such as: embrace the challenges of learning; be resilient, be persistent; back yourself; approach tasks with a stubborn mindset; really strive towards a particular goal, envisage your goal and dedicate everything you can to get there – a lot like the little cowgirl in the video who never wavered until she got where she wanted to go – astride her pony, Bo! The 2018 graduates also shared the next steps in their learning journey which included tertiary study in Queensland, Australia and overseas. Degrees being studied at UQ, QUT or Bond University included Biomedical Science; dual degrees of Science/Arts, Science/Economics and Law/International Relations; and Bachelors of Architectural Design, Psychology and Business.

2018 School Captain Xanthe Lowe-Brown sent a video greeting from the University of Melbourne where she is studying a Bachelor of Music, followed by a Masters of Music Therapy.

LEARNING

some students graduated with both an OP score and an additional qualification). Our 2018 seniors also achieved very highly on the Queensland Core Skills Test, with 72.4 per cent awarded an A or B. All seniors received a Queensland Certificate of Education (QCE).

Of the 83 domestic students who applied for a Semester 1, 2019 course, 99 per cent received an offer; and 100 per cent of overseas full-fee paying students also received a Semester 1, 2019 offer. Almost 70 per cent of graduates received their first preference and over 90 per cent received their first, second or third preferences.

L to R: Isabelle Simpson and Genevieve Whitehead Two of our 2018 graduates present – Isabelle Simpson and Genevieve Whitehead – are headed off to the USA on sporting scholarships. Isabelle, who in January finished her junior golfing career as the number one junior player in Australia, will be attending Colorado University on a golf scholarship and undertaking a Bachelor of Engineering, majoring in chemical engineering.

Isabelle said she had researched a few schools and found that Colorado University – the best engineering school in the world – was also in the top 20 golf schools in the world. She said getting accepted into the university was a lengthy process that took from the middle of Year 10 to the middle of Year 12.

Ensuring all bases would be covered, Isabelle revealed she would be trying to turn pro within four years.

“But if for some reason that doesn’t happen, an engineering degree is my back up,” she said.

The two major Queensland universities dominated the offers with 43 per cent receiving an offer from The University of Queensland and 31 per cent from QUT. Other offers came from Griffith, Bond, ACU, University of Sydney, University of Melbourne, University of NSW, USC, UNE, USQ, JCU and MQ. The three most popular areas of study were Health (medicine, science, pharmacy etc - 28%), Society and Culture (law, economics etc – 28%) and Management and Commerce (21%).

Principal Ros Curtis said the 2018 cohort should be very proud of their achievements.

“We wish them the very best for this next stage in their learning journey and hope they stay in touch with the school and one day return to share more of their story with our community and help inspire and inform the next generation of St Margaret’s students,” said Ms Curtis.

If you would also like to be inspired by our determined little learner in the pink tutu, you will find her at this link: https://www.youtube.com/watch?v=04cs8yk1tI4

Genevieve Whitehead will study a four-year Bachelor of Business Administration majoring in Finance, Investment and Banking at the University of Wisconsin-Madison and will join the highly successful ‘Badger’ rowing program which has produced 18 female Olympians.

She hopes to make the first Novice Eight in her freshman year and the ‘Badger’s’ famous first Varsity Eight by her senior year.

“Wisconsin’s rowing program is one of the elite programs in the States,” said Genevieve.

“It offers exceptional academics, a superb rowing program, a magnificent campus and, very importantly, a strong, spirited culture.

“It will mean many hours of hard work and sacrifice but I can’t wait to be a ‘Badger’!”

The results of the 2018 Year 12 cohort which have led to these many and varied pathways were outstanding. The 30 OP 1 to 5 graduates represented 41.09 per cent of the cohort – ranking St Margaret’s in the top 20 in the state at this measure. Almost 99 per cent of our graduates received an OP 1 to 15 and 36 per cent of students received a VET qualification (which means

15

LEARNING

Cultural greetings ringing in harmony Morning roll call in Year 4B is a daily celebration of cultural diversity.

Nineteen of the 24 student cohort are either bilingual or multilingual, and there are more than 16 languages between them, including Scottish, Danish, Indonesian, Italian, Japanese, Korean, Arabic, French, Mandarin, Sinhalese, Tiwi and more.

Each student has inherited knowledge of another culture and language either through their parents, grandparents or having their own experience of life in a country outside of Australia.

Seizing the opportunity for students to share their cultural dexterity, teacher Mrs Janice Emmett, a Scottish-born Australian, begins the morning with the students standing to greet the class in a language of their choosing.

When asked how she enjoyed the international greetings, Sienna says it helps to imagine the places she learns about in history or geography if she knows she can ask a friend about their own experiences. “It feels good to share with the class. Sometimes I will try one of the other languages,” she said.

The discovery that so many students in this class had this bank of cultural knowledge came about organically.

16

Having an extensive career teaching and travelling abroad, Mrs Emmett has always had a passion for languages and cultures and about three years ago began asking her students to pick a language to respond in.

“It is quite a remarkable coincidence that so many students within this class had other languages to share, many of which were taught to them by their parents or grandparents,” she said.

Mrs Emmett says the activity has blossomed into a valuable learning opportunity.

“We began celebrating and showcasing other cultures and languages as a point of reference to expand their learning.

“The morning greetings fall within the ‘Visible Thinking’ module of their studies and helps students make connections between the world they live in and the content they are learning in class.

“It also serves as a special pastoral care opportunity. The activity is not only expanding students’ intellectual connections but also fosters connections with one another. Students develop a curiosity for their classmates and have a foundation to form new friendships.”

Minuli says the opportunity to share the greeting taught to her by her parents makes her proud.

“It makes me feel special. It’s nice when we listen to each other.”

The Year 4 students had the exciting opportunity to take their special bond-building exercise to the whole primary school during a St Margaret’s Way assembly, where they stood and announced their different cultural greetings to the other year levels.

Serendipitously, on the same day, the students were able to fully embrace the recent National Harmony Day theme of ‘Cultural Diversity’, with the arrival and welcoming festivities for St Margaret’s sister school, Konan Elementary, from Japan.

Students from Years 4 to 6 attended a special assembly where students from both schools performed musical pieces showcasing their homelands. After a formal gift giving ceremony, students enjoyed a sausage sizzle in the shade of the Bunya Pine before heading to the classroom were St Margaret’s hosted various games and activities designed to highlight the diversity of Australia’s heritage and habitat.

LEARNING

Spotlight on careers “Ignoring the process of career development in childhood is similar to a gardener disregarding the quality of the soil in which the garden will be planted.”

Kashefpakdel, Rehill and Hughes (2018 p 3)

An inaugural Careers Week in the primary school gave our youngest students many opportunities to broaden their horizons and gain a greater understanding about career options and pathways and the world of employment.

According to the Hands Up for Gender Equality study conducted by The University of Queensland: “Research indicates that some of the causes of continued gender disparity in certain industries, and in gaining access to senior leadership roles in particular, can be traced to influences surrounding the experiences and decisions made in childhood and early high school years by boys and girls.” (2018 p 6).

Throughout the week, the primary students heard from female role models who are leaders in their field who spoke about why they chose their particular careers, what motivates and inspires them, and the challenges they have faced along their journeys.

Author Sarah Brennan shared her experiences as an author and publisher, meeting with each individual year level and encouraging students to find their passion. She shared her personal experience of swapping a law career for her own passion – life as an author.

Students in Prep to Year 3 heard from three women with careers in the construction industry – two of our parents, engineer Pam White and architect Kirsti Simpson, as well as project manager and Old Girl Emily Wilks (’12).

Their insights provided an opportunity to link classroom learning with possible career options. Prep to Year 2 students spent Term 1 studying “change through the windows of our school”, observing the evolution of the new sports precinct.

Hearing from the construction industry female leaders helped contextualise the many and varied jobs involved in this project and highlighted future career options for the students, while also breaking down gender stereotypes.

Virgin Australia pilot First Officer Megan Thompson engaged the Years 4 to 6 students with a presentation on her career, background, why and how she got into flying, and a typical day in her life as a pilot.

Head of Primary Mrs Angela Drysdale said young children are thinking about gender professions and exposing them to female role models now would help address workplace gender inequality in the future.

“Each of the speakers was inspirational and contributed to breaking down possible gender bias by bringing reallife, authentic success stories to our students,” said Mrs Drysdale.

Careers Week, which appropriately culminated in International Women’s Day, provided many valuable opportunities for the primary students to be inspired by female role models who have challenged gender bias in the workforce, and helped them gain a sense of what they could do in the future.

References: Fitzsimmons, TW, Yates, MS & Callan, V 2018, Hands Up for Gender Equality: A Major Study into Confidence and Career Intentions of Adolescent Girls and Boys, AIBE Centre for Gender Equality in the Workplace – The University of Queensland, Brisbane, Australia.

Kashefpakdel, Dr E, Rehill, J & Hughes Dr D OBE 2018, What works? Career-related learning in primary schools, The Careers & Enterprise Company, London, UK.

17

LEARNING

From ‘ewww’ to ‘ahah’: Green Thumb Thursday If you venture down to the Advent Centre on a Thursday morning, our Pre-Preps will proudly show you their two green thumbs as they wait in line to fill up their watering cans.

They are ready to tend to their herb, flower and vegetable garden which is thriving beneath the dappled sunlight of the giant trees providing shade relief in their large outdoor play area.

They know the drill: water the plants with water and worm juice, and feed the worms in the worm farm.

The worms are slimy and wriggly, the worm juice has an unbecoming odour, and food scraps are smelly, all of which, says Pre-Prep teacher Katie Bryant, were greeted with many ‘eeewwws’ when Green Thumb Thursday was first introduced.

Now, however, the students are one big green machine as they go about attending to all their gardening jobs, including handling all the previously labelled ‘disgusting’ worms and scraps, without batting an eyelid. As they do, they happily share their gardening knowledge: how worms are the most important thing in the garden as they aerate and break up the soil helping roots to spread, and how the ‘worm juice’ – the worms’ castings – nourishes the plants and introduces worm eggs into the soil.

Ms Bryant says the Pre-Preps will now regularly bring food scraps to feed the worms and newspaper to keep them warm, without being asked.

“These three and four-year-old’s are thinking about the garden when they go home and asking their parents for the materials they need to tend the garden and care for the worms.

“There are no notes going home; they are remembering and acting with great independence for ones so young,” she said.

Passionfruit, strawberries, rosemary, basil, mint, lettuce, carrots and peas are all progressing, as are the flowers in the fairy garden. They have also just planted sunflower and watermelon seeds.

Soon they will be harvesting their crops, which will produce food scraps which in turn will be fed to the worms, which will produce worm castings that will feed the plants that will grow and be harvested.

“They will see the full sustainability cycle and most probably know more about gardening than many adults,” said Ms Bryant.

Ms Bryant said they have been most grateful for the support of Mr Nick Williams (a Year 1 dad) who comes in most Thursdays to lend his expertise around worm farms and gardening.

18

SPORT

Term 1 Sports Snippets St Margaret’s is well known for its strong sporting tradition and levels of participation. In Term 1 this year, there were 100 girls in the secondary swimming squad – equating to 14 per cent of the secondary school population, 75 girls in the cross country team training for the QGSSSA championship day (ten per cent of the population), while students playing summer sports (water polo, cricket, softball and artistic gymnastics) equated to 22 per cent. Those signed up to play Autumn fixtures now underway make up just under half of the secondary school population at 47 per cent.

In the primary school this term 58 girls (Years 2 to 6) were involved in Andrews Cup Swimming, and across Years 4 to 6, there were 53 girls playing Andrews Cup Touch Football and 28 girls taking up a racquet for Andrews Cup Tennis.

Lifesaving Our lifesavers took out the Sheena Dyason Shield (RLSA Champion Female School) for the 21st consecutive year and regained the Judith Beale Shield (for overall RLSA Champion School) which the school had won for four consecutive years prior to 2018.

Involvement in sport provides immense benefits – from fun and fitness to developing perseverance, resilience, and teamwork and leadership skills. Accepting the challenges of sport and striving for personal bests are all part of learning to be the best version of oneself; lessons that are transferable to the classroom and to life.

Artistic Gymnastics

QGSSSA Swimming The secondary school swimming team enjoyed resounding success in March at the QGSSSA Swimming Championships held at the Chandler Aquatic Centre, finishing third place in the Mollie Gould Aggregate Cup and second in the Sheena Dyason Percentage Cup. Division A first place highlights were: • • • • • •

Portia Creevey: 12 Years 50m Backstroke Stella Stuart: 13 Years 50m Breaststroke Sophie Martin: 14 Years 100m Freestyle Tahlia Thornton: 16 Years 100m Backstroke/50m Backstroke 12 Years 4 x 50m Freestyle Relay team 13 Years 4 x 50m Medley Relay team

At the QGSSSA Artistic Gymnastics competition our 7i team came away with a win, while the A grade and Year 7ii teams placed second. Stephanie Gerber (Year 7i team) and Year 10 student Julia Elks (A grade team) scored the most points of any gymnast in their grades.

Andrews Cup

In Andrews Cup Swimming, the eight-year squad won its division and the team achieved fourth in the Aggregate Cup. On the day, Chloe Nheu broke two records – the 8 years 25m Division A Breaststroke and 8 years 25m Division C Freestyle, while Charlotte Rhode broke the 9 years 50m Division B Breaststroke.

Andrews Cup Touch Football was held in Toowoomba this year, where the Junior A Touch Football team placed second.

Andrews Cup Tennis saw the girls head out to The University of Queensland, where they put in some great performances.

19

SPORT

Representative Honours

Athletics Six St Margaret’s athletes competed in the 2019 Australian Track and Field Championships, at the Sydney Olympic Park Athletic Centre in April: Tayden Tomich and Isabella Harte (Year 8), Maicey Lynch (Year 9), Tyla Proctor and Chloe Fenwicke (Year 10) and Bella Donaldson (Year 12).

Isabella took out a gold medal in the U15 girls 1500m and 3000m.

Prior to nationals our athletes had a good outing at the Queensland Athletics State Championships. Best results included Tyla Proctor (1st in the U17 100m Hurdles), Isabella Harte (1st in the U15 1500m and 3rd in the 800m), Maicey Lynch (2nd in the U15 800m) and Bella Donaldson (3rd in the U17 1500m).

Aquathlon

Year 7 students Matilda Lee and Annabel Bright have been selected to represent Queensland in the School Sport Australia Triathlon National Championships at Kawana in May in the Aquathlon, due to their recent performances at the state titles in Hervey Bay. Aquathlon consists of a continuous, two-stage race involving swimming followed by running.

20

Artistic Swimming (Synchronised Swimming) Julia White (Year 8) recently competed in 2019 Artistic Swimming Australia Open and Age Group Championships in April representing Neptunes Synchronised Swimming Club (based out of Albany Creek Leisure Centre). Julia’s open team came third in the Asia Pacific Region and her duet placed 11th in Australia. Individually, Julia placed 39th in Australia and 59th in the Asia Pacific Region for figures. Julia has been competing in synchronised swimming for almost three years. After leaving dancing, she wanted to find a new sport that was still artistic but a little different. Julia trains three to four times a week for three to six hours at a time.

She says she would like to progress to the national teams being The Joeys (13 – 15), then on to the Oceanias (junior/ senior) and hopefully one day the Corals (Olympic team).

SPORT

Lucy Bourke

Cricket

Meg Mettam

Lucy Bourke (Year 8) and Meg Mettam (Year 10) represented Queensland in the U15 female national cricket championships in February. Meg was subsequently selected for the U15 Australia Academy Squad; she will go to a training camp in September and vie for a spot on the U15 Australia team.

Brooke took out one gold medal and one fourth place at the recent Queensland State Aerobics competition. She has been selected to the Queensland state team to compete in the national titles in May, the fifth consecutive year she has represented her state.

Rowing

Sophie Gerber (Year 12) and Sophia Wightman and Priscilla Russell (Year 10) represented Queensland at the 2019 Sydney International Rowing Regatta at the end of March with excellent results. Sophie placed first in the U19 four and B final of the U19 single scull, and second in the U19 eight and interstate youth eight. Sophia placed 3rd U17 quad scull, 4th in the U17 double scull and 6th in the U17 Single scull. Priscilla is a coxswain and steered her crews to third place finishes in the U17 coxed quad and parra mixed coxed four.

Swimming

St Margaret’s was well represented at Hancock Prospecting Australian Age Swimming Nationals held in Adelaide in April this year with Tiffany Mackay, Tahlia Thornton, Kydeesha Crawford and Catherine Herbert (Year 11), Lauren Walker and Abigail Shearer-Smith (Year 10), Isabella Martin (Year 9), and Year 8 students Evangeline Phillips, Sophie Martin, Sienna Timms and Olivia Peck all competing.

Lucy White

Gymnastics

Sarah Stephenson

Despite sustaining an injury and sitting out the first few 2019 competitions, Lucy White (Year 8), on the back of her 2018 results, has earned a position on the 2019 Queensland State Team to compete at the Australian Gymnastics Championships in Melbourne in May as a Level 10 individual. Lucy will be taking on the best in Australia and challenging for a position on the Australian team to compete in New Zealand at the end of the year.

Sarah Stephenson (Year 8) competed at the recent State Championships in Level 7 and has been selected to represent Queensland at the Border Challenge competition in Caloundra at the end of June.

Rhythmic Gymnastics / Aerobics

The Lane sisters – Alexis (Year 11) and Brooke (Year 9) – have had recent success in their respective sports of rhythmic gymnastics and aerobics. Alexis took gold with her senior international team at the Rhythmic Gymnastics Queensland Cup earning herself a spot in the Queensland state team for the eighth consecutive year. She will be representing Australia in World Cup events in Tashkent (Uzbekistan), Baku (Azerbaijan) and Spain.

St Margaret’s swimming coach Kev Sargent said it was the best performance by St Margaret’s swimmers that he can remember in his 20 plus years at the school with almost every girl swimming at least one PB, and seven girls making it into the finals.

Tahlia Thornton, who won silver in both the 16 years 100m and 200m backstroke and made the finals of the 100m and 200m butterfly, has been chosen to represent Australia at the world junior swimming championships in Budapest in August.

Sophie Martin came away with an incredible two gold and five silver medals, winning the 100m breaststroke and 13 years 200m IM. She came second in the 100m, 200m and 400m freestyle, 400m IM and mixed 13-17 years 4 x 50m medley relay.

Sienna Timms competed in freestyle, backstroke, individual medley and relay events, swimming a PB in every event and making a finals berth in the 200m IM (5th), 200m backstroke (6th) and 100m backstroke (9th). Swimming backstroke in the medley relay final, her team placed second in Australia.

Other finalists included Olivia Peck (800m freestyle); Tiffany Mackay (200m IM), Isabella Martin (100m Fly) and Catherine Herbert (200m breaststroke).

21

MUSICAL

A musical comedy, The Addams Family The 2019 school musical was the Broadway hit The Addams Family.

Over 70 St Margaret’s students in Years 8 to 12 were involved in the cast, orchestra and behind the scenes, supported by an expert team of passionate and creative staff and generous parent volunteers.

Together they brought the stage show to life which played to sold out audiences at three shows at The Roundhouse Theatre.

Based on The Addams Family characters created by Charles Addams, the production followed Wednesday Addams, the ultimate princess of darkness, who has grown up and fallen in love with a sweet young man from a respectable family; a man her parents have never met. Wednesday confides in her father and begs him not to tell her mother. Gomez Addams must do something he’s never done before – keep a secret from his beloved wife, Morticia. Everything changes for the whole family on the fateful night they host a dinner party for Wednesday’s “normal” boyfriend and his parents.

Director Annette Box said the storyline of the musical espoused relevant and appropriate values.

“Family first, acceptance and openmindedness and honesty were messages portrayed within the production.

22

“We also chose this musical because the characters lent themselves to being played by males or females which is ideal when you have an all-female cast.

It also portrays some really strong female characters,” said Ms Box.

In the orchestra pit, the performers were accompanied by an ensemble made up of students and professionals and conducted by Director of Performance and Musical Director Mr Brad King.

The cast and crew spent only 13 weeks putting the show together. The leading cast members rehearsed three times a week whilst the dancers and chorus rehearsed twice a week. There were also some full day rehearsals for the leads as well as technical and dress rehearsals for the entire cast in the venue.

Ms Box said the cast were “dedicated, passionate, genuine, good-humoured and fun”.

“The school musical brings together many different parts of the school community and provides a unique performance opportunity for students to experience the magic of live theatre,” said Mr King.

The set design team, led by secondary art teacher Lisa Smith, comprised eight students from Years 9 to 12 including the Year 12 Art Captains.

MUSICAL

“I valued their feedback immensely and in moving out of my comfort zone, I found I appreciated and got so much more out of my schooling experience.

This year’s musical is one of the happiest times I can remember, and I can easily say that the memories made will forever have a place in my heart.”

The orchestra play an equally important role in the production. Claudia Bosworth (Year 12) played the cello and said being involved in this year’s production was incredibly important to her as it is her final year of school.

Together, they created an original set design involving a sinister hanging tree under which much of the show’s action took place.

The tree was sketched by Ms Smith and laser cut by James McHugh from the school’s facilities team.

The design team made paper lantern orbs as well as painted the set pieces and worked on various props including dismembering a very cute teddy bear for Wednesday Addams’ character.

The lighting and special effects used throughout included the use of gobos, spotlights, fresnels and profile lights along with LED and strip lighting. The paper lantern orbs were lit from within and a haze machine and hand-held hazer created a gloomy, eerie mood. The gauze scrim curtain hanging across the back of the stage allowed the orchestra to glow from beyond the grave as well as creating a canvas for casting shadows.

Eva Campbell (Year 11) who played Gomez said being part of a St Margaret’s school musical was a brilliant chance to challenge yourself, with the professional singing, acting and choreography taught by truly talented teachers.

Isobel Barry (Year 11) played Grandma and said she would definitely encourage other girls to participate in the musical in 2021 as the friendships, memories and excitement that come from performing was so rewarding and the experience overall was simply magical.

“I have always tried to make the most out of the extra-curricular activities offered at St Margaret’s, and feel it is a great privilege to be involved in such an amazing production.

“It allows you to experience a glimpse of what it is like being in a professional environment when it comes to musical productions,” said Claudia.

The father of Wednesday Addam’s boyfriend – Mal Beinekes – was played

by Year 11 student Eloise Matyear, who said she valued the precious moments with the rest of the cast backstage creating those special memories of laughter.

All who attended would attest to the incredible professionalism of the production; a huge credit to every single person involved.

“Also, being able to go outside my comfort zone and sing in front of an audience was something I thought I would never do,” she said.

23

STAFF

Personalised Pathways One size does not fit all when it comes to education, and St Margaret’s is always looking for ways to personalise its offerings to ensure students receive tailored advice, support and careerreadiness opportunities.

the subjects they took to get them where they wanted to go.

The appointment of a Director of Careers and Portfolio Pathways is one of the school’s responses to further empowering young women and personalising the learning journey for all students. Ms Naomi Holley took up this position in January this year and says the school is looking to raise aspirations, build career awareness and equip students with significant career support before they leave school.

“They are also not much older than our students and have quite recently walked in the shoes of our girls, so it’s a very relevant and timely activity for them to engage in.

“Due to the changing workscape, young people are challenged to play a greater part in the construction of their careers, so it is important to expose students throughout their secondary schooling to as many career opportunities as possible to do this,” said Ms Holley.

Ms Holley said that she was most excited about the introduction of a Careers Week for Year 10 students in 2019 to increase their exposure to a range of career pathways and opportunities.

During the week, experienced and early career professionals, recent school leavers, and tertiary institutions have been invited to present to the girls through a variety of panels, workshops and lecture style sessions. This week is a perfect opportunity to raise aspirations, broaden horizons and highlight the changing nature of work and its impact on Australians. It is also an opportunity for our current students to be exposed to role models who are our past students and other members of our extended St Margaret’s community, including the Durack College students who are in the very early stages of their career journey.

Ms Holley said panel sessions have been arranged with the Durack collegians.

“This is an informal situation where the tertiary students can share what they are studying, how they reached their decision regarding what to study, and

24

“Durack College residents are from different schools all over the state which can also provide our students with different insights.

Ms Holley said the school would also love to engage our Old Girls and members of our wider St Margaret’s community who are more advanced in their careers to come in on evenings such as the planned QTAC Careers Evening in Term 3 to talk with our senior students about their career pathways.

Other initiatives planned for 2019 include specialised evenings for Years 10 to 12 students including a showcase of representatives from different universities and an information night regarding the scholarships available to interested students. A networking breakfast for Year 12s at the end of the year will capstone their school careers journey where they will get tips and practice on networking and on building their personal brand as they prepare for the world of work.

There will also be lunchbox sessions which are planned throughout the year with topics such as “taking a gap year” and topics derived around the Foundation for Young Australians new job clusters. An inaugural U.S. College Mini-Fair in mid-May will be perfect for any student who may have aspirations of attending college in the USA to learn more about what’s involved in pursuing this remarkable pathway. Students will have the opportunity to talk directly to the American Admissions Officers representing eight US colleges including: • College for Creative Studies • Embry-Riddle Aeronautical University

• • •

•

Hofstra University School of Visual Arts University at Buffalo, The State University of New York University of Hawaii at Manoa

The term ‘Portfolio Pathway’ within St Margaret’s is for those students who choose not to pursue an ATAR but rather will study three general subjects and take either a Diploma of Business or Project Management and other courses and certificates which will give them work-ready skills or set them up for further study.

“We offer very personalised support in assisting the students to fill up their ‘backpack of skills.’ Whether it’s a Certificate II in Animal Studies, a barista course for part-time employment, or a first-aid certificate, we can source appropriate courses for our students based on their needs and interests, to help them get a head start on their career journey,” said Ms Holley.

“It’s all about the individual’s journey,” she said, citing the example of a student who is currently completing a Certificate III in Early Childhood. The student expressed an interest in completing further work experience to build upon her practical skills and knowledge to prepare her for life after school, so we arranged for her to access work experience in the St Margaret’s Pre-Prep Centre and a local early childhood centre, which she is relishing.

St Margaret’s careers counsellor, Ms Liz Johnston, is integral to all these activities and works with Ms Holley to ensure the students are well versed about all the opportunities and options available to them post-school and are best prepared to take advantage of them.

If any members of the wider community are interested in becoming involved in the careers program, please contact Naomi Holley via email: nholley@stmargarets.qld.edu.au or call (07) 3862 0728.

STAFF

Staff Awards

At St Margaret’s, we believe the success of our school is due to the sum of the skills, energy and efforts of our people.

St Margaret’s is very well served by its staff who not only bring qualifications and experience, but who are also passionate about making a difference in the lives of young women.

“Receiving the St Margaret’s Staff Award for Excellence in Teaching and Learning was a truly humbling experience. I am fortunate to work in a school surrounded by gifted educators, energetic students, visionary leaders and a supportive community – I stand on the shoulders of these giants and I am grateful for everyone’s individual contribution to the symphony that is St Margaret’s,” said Mathew.

Each year, St Margaret’s formally recognises the contribution of one academic staff member and one professional staff member on Speech Night. Staff are nominated by their peers and reviewed through an award process conducted by our Principal, Ros Curtis.

Morgan Rowe is the Primary Sport and Activity Coordinator and has been recognised with an Award for Service to the School Community for her supportive and encouraging attitude to all students and her positive, organised, efficient interactions with parents and staff.

Mathew Stein is Head of Faculty – Global Studies and was nominated for the Excellence in Teaching and Learning Award for his leadership in the introduction of an innovative elective unit designed to introduce Years 9 and 10 students to the worlds of economics, business, accounting, entrepreneurial skills and critical and creative thinking.

Morgan’s dedication to providing the very best activities program for the primary school and her involvement in the secondary school rowing program have made her an outstanding and respected member of the school community.

Her work shows her commitment to ensuring the best program is offered to all students in both the primary and secondary schools.

Mathew has also fostered the development of a mentorship and advising program that will enable students to work with mentors from within the community to assist students to develop business plans and skills.

New Head of eLearning and Research Services The new Head of eLearning and Research Services Alison Scott feels she can truly identify with the St Margaret’s community given her life experiences to date.

Raised on a cattle-grazing property near Toowoomba, Alison has a real affinity for the boarders. She has spent the last 14 of her 17 teaching years at Fairholme in Toowoomba – also an independent day and boarding school for girls.

‘It is an honour to receive this award. St Margaret’s provides endless opportunities both inside and outside of the classroom and I love being involved. Sport teaches the girls many life skills and to be able to help facilitate this on a daily basis is extremely rewarding and that is why I love my job,’ said Morgan.

“I am very passionate about girls’ education and an all-girl environment where we can target our learning and empower women across the board.”

and Research and Learning, which creates ‘Pearls of wisdom’. Alison is very proud this organisation has continued beyond her stewardship.

Alison said there were so many great examples of female empowerment at St Margaret’s.

The St Margaret’s Head of Faculty role entails overseeing the library and its resourcing and encouraging a culture of reading, but will most predominantly be focused on elearning.

“This school walks the talk. From a strong female leadership team to events such as the Professional Women’s Network, and the example of Durack College, which is providing incredible opportunities in the tertiary arena beyond merely a place to live for its allfemale residents,” said Alison.

Alison’s previous role before taking up the elearning helm at St Margaret’s was as Head of the Greta Centre and Centre for Innovation and Pedagogy at Fairholme, where she was in charge of the library facility and piloting Schoolbox – the learning management system also used by St Margaret’s.

She encouraged and administered professional learning apps for teachers and established a regional network for education across the Darling Downs call PEARL – Professional Enhancement

Alison says she is looking forward to building on the good work already commenced in Schoolbox (known at St Margaret’s as the POD), and seeing it reach its full potential in the pedagogical space.

“I also keep up to date with current technological trends and examine what benefits we can find in using them to deliver our curriculum.

“The next frontier is virtual reality and augmented reality and the school has started to engage in this space, and we look forward to finding further ways in which these tools can enhance traditional learning models, which will be exciting for both teachers and students to explore,” she said.

25

FAITH

Taking it to the streets When the Reverend Canon Nicki Colledge talks about leaving St Margaret’s for her new position as Parish Priest of St Mark’s Anglican Church, Clayfield, her eyes mist over and her voice shakes just a little.

Reverend Nicki says she has valued being a member of the educational and senior leadership teams where key decisions across pastoral and academic and whole school matters are discussed.

The desire to apply for this local opportunity to be a parish priest “took me by surprise” she says.

“Being a parish priest is another leadership opportunity I am looking forward to,” she says.

“It was almost a physical sensation; the message was ‘now’s the time to take it on the road’.”

In 2018, Reverend Nicki was made an Honorary Canon of St John’s Cathedral, a way of recognising her many years of working in schools in the diocese (she has also worked at St Hilda’s and St Paul’s). She says this position entails doing some morning services in the holidays as well as having the honour of being part of the cathedral procession for the larger services held there.

Fortunately for the St Margaret’s community, Reverend Nicki won’t be too far away, and is still very much a part of the school with two children still in attendance.

“It will certainly be a change in the way of being a priest,” says Reverend Nicki.

“The pastoral needs will be very different with visits to hospitals and aged care facilities and the like, and I will very much enjoy bringing God into suburban life and taking on the challenge of dwindling numbers in the church.”

At St Margaret’s, Reverend Nicki says she has relished being a representative of the church and showing how church can be.

“Religion has changed with the times and it’s been important for me to meet the students where they are at; whether they are into religion, mildly curious, or even ambivalent, there are ways to make it relevant and share with them what it means to be in a relationship with God and live an authentic spiritual life.”

Among Reverend Nicki’s favourite memories of St Margaret’s are the crazy Christmas and Easter dramas in the sports hall.

She says she has also been awed by the impact of the Dadirri Prayer Spaces (you can read about her latest prayer space – the Lettering Project – in this issue of the Flyer on page 27).

The innovation of the RVE Masterclass – a double lesson once a term, for Years 11 and 12 students – has been very valuable, she feels.

“While this might seem like less RVE, the longer lesson and ability to delve deep into a subject has been illuminating for me and I hope we have shone a light on relevant issues for the girls, too.”

26

Principal Ros Curtis said: “For over 12 years Reverend Nicki has brought her very thoughtful, kind, caring, engaging, entertaining and often innovative ministry to the St Margaret’s community; she has made wonderful contributions as a member of the school’s leadership teams; and I know she has ministered to many individuals in times of great need.

“We are as sad as we are excited to see Reverend Nicki embark on this new calling, and wish her every blessing for the future.”

FAITH

The Lettering Project The faint buzzing timbre of kazoos could be heard echoing around the grounds at lunchtime during Term 1 as Year 11 ‘Posties’ announced their arrival with hand-delivered letters to every student and staff member within the school community.

The letters were written by students in the Chapel during RVE classes throughout the two-week ‘Dadirri Prayer Space’ – a dedicated time each term when the Chapel becomes an ‘everyone invited’ space accommodating various activities that encourage quiet time and reflection.

All hands on desks Coordinating hundreds of hand-written letters to be couriered to everyone in the school is an ambitious task – and the seed was planted years ago says the Reverend Canon Nicki Colledge.

Having seen a similar community letter writing project in the past and taking inspiration from a film she used in her Year 10 RVE class, The Letter Writer, Reverend Nicki knew the concept of writing and receiving letters of encouragement, support and love could be an amazing ‘whole school experience’ if implemented correctly. She decided to pool resources and dedicate the Dadirri Prayer Spaces to the project.

“The Dadirri Prayer Spaces have been happening for three years now, so much of the structure was already established as part of the school culture. Once the Chapel was physically set up with writing desks, lamps, pens, paper, envelopes and lounges with coffee tables, class groups from Pre-Prep to Year 10 were timetabled to visit,” said Reverend Nicki.

It was important that every student and staff member received a letter. The names of every current student, plus teaching and professional staff, were printed onto little pieces of paper by school support to be randomly pulled out of a box, one by one.

“It was critical to keep an eye on this so that each name pulled out did actually have a letter written. There were the occasional interrupted letters!” admits Reverend Nicki.

All mail, once in the envelopes and labelled, was posted in the letterbox.

This filled up rapidly after each lesson.

Then came the sorting. Students in Year 11 were invited to take an active role in the project, committing themselves to the tasks of general assistance, supervision, but also the delivery service.

“The ‘Posties’, with their spotty red scarves and kazoos, were a wonderful sight around school during the two weeks of the Lettering Project,” said Reverend Nicki.

“There seemed to be a lot of excitement, that’s for sure. Once the concept caught on and the first few people had received their anonymous letter of support and encouragement, there was a flood of visitors to the Dadirri Space, all wanting to give somebody else that same feeling,” she said.

Students in Years 11 and 12, and a large number of staff, all called into the Lettering Space in their spare time to contribute to the project.

Unsigned, Sealed and Delivered When canvassing the community on how the letters made recipients feel, replies such as ‘wonderful’, ‘loved’, ‘important’ and ‘awesome’ were most common. The fact it was from a secret person, or certainly someone who didn’t necessarily know them, didn’t seem to change how they felt.

Year 9 student Ella Gouldthorp says taking part in the project was an enriching experience. “Being able to receive wonderful letters from the school community and also write positive and motivational letters to my friends was uplifting,” she said.

“Writing a positive message but signing it anonymously gave us a sense of self-validation in having done something kind.

“When I would receive a letter, a smile would immediately spread across my face. The Lettering Project occurred in the lead up to exams and throughout this time I received three letters which encouraged me to keep going and to remember to be confident in myself and know that I will succeed if I try my best and say focused. These positive messages really assisted me during my exams.

“Writing letters was a great way to spread positivity throughout the school, to connect the school as a whole body, spread kindness and make students feel good about being thoughtful,” she added.

Letter writing on the part of a busy man or woman is the quintessence of generosity – Agnes Repplier As the desks and lamps are packed away and the Chapel pews are neatly returned to order, Reverend Nicki reviews the outcomes of the latest Dadirri Prayer Space reflective activity.

“With the Lettering Project, Dadirri Prayer Spaces seem to have well and truly become part of the fabric of the school community. There was a real sense of ownership and determination from staff and students alike in ensuring that everyone received a real gift of time, energy and encouragement.

“I loved seeing the delight on the faces of students who posted their letters – I don’t think some students had ever done that! My heart sang to hear the kazoos and the squeals of delight as people received their letters. I loved being able to personally deliver, with true pomp and ceremony, those last few ‘lost’ letters which finally found their way to their recipients.

“These letters were written and delivered with love. Where there is love, there, too, is God.”

27

ata n u S olar Per V being ell ORK ent W W d u t E S M FR A

te

STUDENT WELLBEING

Optimising wellbeing for student learning

nds d

At St Margaret’s, an emphasis on student wellbeing forms the foundation of the beliefs and behaviours which shape our culture. This philosophy can be traced to the school’s early beginnings and its founders, the Sisters of the Society of the Sacred Advent, who actively sought to educate “the whole personality, physical, mental and spiritual that the girls may live to their fullest capacity”.

In January this year, the school launched the St Margaret’s Student Wellbeing Framework designed to articulate the established beliefs, aims and practices which relate to the facilitation of student wellbeing at the school.

Establishing connection with students, celebrating difference and diversity, and teaching students strategies to manage their wellbeing are just some of the ways in which our teaching staff are helping our girls to pursue continued growth and wellbeing.

28

Six Aspects of Wellbeing

AL TION G O M IN E LBE WEL

T DEN STU EING LB WEL

IAL SOC EING LB WEL

L UA G IT IN IR BE SP LL E W

The physical aspect of wellbeing is fostered through the Health and Physical Education Program and opportunities such as extracurricular sports. Intellectual wellbeing is fostered through classroom teaching and learning. The social aspect of wellbeing is supported through extracurricular activities, service learning, The St Margaret’s Way and opportunities such as the Global Exchange Program. Students’ spiritual wellbeing is developed through Chapel and worship and the school’s Religious and Values Education classes. The variety of

Dean of Students Nikki Townsend says one of the many ways St Margaret’s enhances this sense of connection is through our signature Academic Advising Program where students in Years 9 to 12 meet with their assigned academic advisor during timetabled sessions twice a week, either individually or in small groups of no more than ten.

AL IC NG YS EI PH LLB E W

Fundamentally, wellbeing is multi-dimensional and there are a range of interrelated aspects across which an individual’s wellbeing is experienced. At St Margaret’s, student wellbeing is recognised as constituting six domains: physical, intellectual, social, spiritual, vocational and emotional.

Put simply, a student’s wellbeing involves having a healthy mind, body and heart.

For students to engage effectively in the classroom and for learning to flourish, a strong sense of connection and belonging must be established. “The real core of education is the relationship between the teacher and the student, and the extent to which that relationship nurtures the longing of the child to matter in the world.” (Durlak et al 2015)

INT EL WE LECT LLB U EIN AL G

In the context of a school environment, wellbeing is intrinsically linked to student engagement and a student’s capacity to learn at an optimal level.

The Student Wellbeing Framework was developed to complement St Margaret’s Quality Teaching and Learning Framework, with its focus on the five pillars conducive to effective learning: connection, differentiation, motivation, challenge and feedback. Whilst closely associated to all the pillars, the Student Wellbeing Framework is most closely paired with the pillar of connection.

VO C WE ATION LLB A EIN L G

“Wellbeing is a state in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.” (WHO 2014)

subject offerings, the Careers Portfolio Pathways Program, as well as the St Margaret’s Plus Portfolio are designed to build students’ vocational wellbeing. Finally, the school’s six core values and The St Margaret’s Way guide students to develop their emotional wellbeing.

STUDENT WELLBEING ACADEMIC CARE

The Five Areas

“Advisors remain assigned to their students for the duration of their schooling at St Margaret’s, helping to ensure every student is known and nurturing a strong sense of connection between academic advisor and student.

“While these sessions primarily focus on the intellectual aspect of a student’s wellbeing providing opportunities to set goals and monitor and evaluate academic progress, they also allow advisors to check in on other wellbeing aspects that might impact student engagement in the classroom.

“They might notice if a student looks tired and delve into what situations might be impacting sleep or guide them through social/emotional hurdles such as dealing with friendship issues.

“When a student’s wellbeing is at an optimum, they are more engaged in the classroom and ultimately learn more effectively. Our main focus is helping the girls be the best they can be,” Ms Townsend said.

Aside from academic advising, there are many other touchpoints for fostering each dimension of wellbeing in the classroom, on the sports field or in daily interactions with teachers and other students.

Head of Primary Mrs Angela Drysdale says there are a number of wellbeing initiatives in the primary school implemented to develop all wellbeing aspects in our younger learners.

“We offer activities such as after school yoga as a way of fostering physical/emotional wellbeing and our Health and Physical Education classes also address students’ physical wellness.

“This year we introduced a journal called ‘My Health Journal’ which is used in Health and Physical Education classes and our pastoral care program, to help students focus on the importance of being healthy, not just physically but mentally as well.

“Our ‘You Can Do It’ Program is intended to teach students about getting along with others and our camps also provide another learning opportunity when it comes to developing and maintaining relationships with others.

“The Careers Week which recently ran in the primary school was implemented to help develop students’ vocational wellbeing and there are plans to run entrepreneurship programs.

“Service learning also begins in the primary school with each student engaged in service activities and projects as part of their service learning passports.

“Intellectual wellbeing is fostered in the classroom through concepts such as The Learning Pit,” said Mrs Drysdale.

The Student Wellbeing Framework categorises the school’s wellbeing practices into five areas: academic care, ageappropriate student focused programs, staff and students, service to others, and care of boarders.

Ms Townsend describes the wellbeing practices that fall within each category.

“Academic care acknowledges that classroom teachers, as much as specifically appointed pastoral staff or leadership staff, have a responsibility for student wellbeing. All teachers seek to make meaningful connections with each of their students in order to support their progress in the classroom.

STAFF AND STUDENTS

WELLBEING

SERVICE TO OTHERS

AGEAPPROPRIATE STUDENT FOCUSED PROGRAMS

CARE OF BOARDERS

“All students engage in age-appropriate student focused programs such as a variety of bolt-on pastoral care courses designed to address the specific developmental needs of each year level. These are in addition to programs embedded through the year level, academic advising, and form and classroom contexts. A sequential outdoor education program from primary through to secondary also forms part of these age-appropriate programs.

“All staff are committed to the wellbeing of students at St Margaret’s and this is best served by The St Margaret’s Way initiative which guides the community. Also falling into this category is forming a successful partnership between St Margaret’s and parents, based on open and respectful communication between school and home.

“Service to others is a key focus for our students and is manifested through opportunities including community service passports, service through leadership passports and charity fundraising led by the students and the philanthropy group. The opportunity for young people, whether they are primary or secondary students, to contribute to the community and be involved with something bigger than themselves and their needs is a key element in fostering wellbeing.

“For boarders, specific programs are offered throughout the year, prioritising the emotional health and wellbeing of boarding students, staff and their families. The main focus for our boarding house is to provide the highest level of care to each individual,” said Ms Townsend.

The introduction of St Margaret’s Student Wellbeing Framework emphasises the school’s focus on ensuring every student is known, valued and monitored, creating an environment in which they can flourish and be the best they can be. It fulfils the school’s commitment to preparing confident, compassionate and capable women who are able to contribute in a global community.

References: Durlak, JA, Domitrovich, CE, Weissberg, RP & Gullotta, TP (eds) 2015, Handbook of social and emotional learning: Research and practice, The Guilford Press, New York.

World Health Organisation 2014, Mental health: a state of well-being. viewed 21 December 2017, http://www.who.int/features/factfiles/ mental_health/en/

29

STUDENT WELLBEING

Bullying No Way The National Day of Action against Bullying and Violence (NDA) is held in schools across the country on 15 March and is an opportunity for St Margaret’s students in both the primary and secondary schools to mark the occasion with a pledge to stand against bullying throughout their lives.

Primary school members of the School Representative Council addressed their peers during assembly to raise awareness of what constitutes bullying, to reinforce St Margaret’s zero tolerance of bullying behaviour and remind students about the course of action to take if anyone experiences or witnesses bullying.

30

Students also took part in a variety of special activities that promoted an inclusive and supportive school environment including writing pledges of support and encouragement in chalk on Circular Drive.

PHILANTHROPY

Making the world a better place for all

“In a time where the world can feel quite disconnected and when we are bombarded by media which says that young people are disengaged and selfcentred, we want to challenge that narrative – because Maggies girls are neither of those things.

We care about our community and we are committed to making it a better place for all.”

Hilary McKie Year 12 Philanthropy Prefect.

St Margaret’s Philanthropy Group comprises a small group of Year 12 students who are awarded this position through the leadership application and selection process. In 2019 those students are Rose Biddulph, Elizabeth Fowler, Laura Manly, Hilary McKie and Matilda Palmer. The group takes responsibility for the logistics of hosting a series of fundraising activities in the school calendar. These students see their role as not only raising funds for worthy causes, but part of a greater ambition to serve.

“Philanthropy is more than just fundraising; we see it as an act of service and as a means to contribute towards something bigger than yourself,” said Philanthropy Group prefect Hilary McKie, when calling for support in a Term 1 assembly address.

and is looking at the Philanthropy Group fundraising activities for their pragmatic value.

“The Philanthropy Group aims to spearhead students for leadership development, fostering their sense of social justice and community engagement while giving them the opportunity to learn the practical skills that drive these important endeavours,” says Ms Argent.

“By committing to philanthropy campaigns, students learn fundraising and entrepreneurial skills including choosing and researching a charity, making a case to their peers and external stakeholders, and carrying a campaign to completion.

“They learn to appreciate the insights and perspectives of others, gain confidence in public speaking, decisionmaking and leadership skills, and expand their tolerance and empathy through working collaboratively and constructively as a group.

“This year we are looking at initiatives that are near and dear to us, particularly those which represent women, local causes and charities with threads that spread throughout the St Margaret’s community.”

“We truly believe the quote by Howard Zinn – small acts, when multiplied by millions of people, can transform the world – and we can start with our world here; we can start with small acts here, and together, we can make a difference,” she said.

Philanthropy Group member Elizabeth Fowler applied for this role seeking a way to immerse herself with a group of people with the same ambitions to contribute to the lives of others in a meaningful way.

Teacher and group coordinator Ms Cass Argent is excited by the passion these students are bringing to the group

“This year, the Philanthropy Group has chosen

to focus their fundraising efforts on the Children’s Tumour Foundation in honour of Olivia Campbell, a member of the 2019 senior cohort who passed away in 2017 after her battle with neurofibromatosis.

“As a group, we hope to spread awareness of the condition and to commemorate the memory of Olivia and her enduring importance within our cohort,” said Elizabeth.

“In addition, our first free dress day in Term 1, along with the Prefects’ Valentine’s Day efforts, raised a total of $2,725 for the Sisters of the North, a charity formed by a group of women raising funds for families affected by the devastating floods in North West Queensland.

“Hosting events such as our interhouse swimming carnival sausage sizzle and the Open Day bake sale have allowed us to engage with both our peers and the wider St Margaret’s community as we support these deserving charities.

“The willingness of the girls to support the groups and organisations that resonate so deeply within our community has been an elating experience we hope to continue throughout this year,” said Elizabeth.

31

BOARDING

A dream come true In 2017, then Year 9 St Margaret’s boarder Emily Curr from Yelvertoft Station, north west of Mt Isa, organised the inaugural High School Campdraft Percentile Cup. Emily wanted ‘her sport’ to become part of high school competition for likeminded peers.

“Many girls at St Margaret’s are from the bush and may not always be the best at the traditional sports, but when it comes to riding a horse we can excel,” she said.

Campdrafting involves the horserider selecting and ‘cutting out’ one ‘beast’ (a steer or heifer) from the mob of cattle in the yard or the ‘camp’ before opening the gates to the arena and attempting to direct the animal around a figure of eight course in an allotted time period. Points are allocated for the ‘cut out’, horse work and the course.

The first campdraft held in Warwick attracted 52 students from eight schools across Queensland and New South Wales.

By 2018, the word had passed around and over 300 riders from 26 schools flocked to Pittsworth Campdraft Grounds on November 10 and 11 for the second annual high school campdraft.

“I was very shocked but excited that my idea was now becoming of value to the sport of campdrafting,” said Emily.

Watching these young accomplished riders makes one realise the unique and highly accomplished skill sets many of our boarders possess that can go unseen in their city domicile. Their horsemanship was absolutely mesmerising for us metropolitan dwellers, but it was second nature for them as they courageously corralled their beasts around a difficult and dusty course.

In the very closely contested teams event, St Margaret’s placed second with 878 points, just behind Rockhampton Grammar School on 886 points and ahead of The Southport School on 870 points.

Year 7 student Jordi Dowling from Round Oak Station, Cloncurry, placed third overall in the individual component.

In the first round, Emily placed first with a 91, Georgia Curr (2018 Year 12) placed second with a 90 and Pip McNamee (2018 Year 12) placed third with an 89.

Great distances were travelled to support the campdrafters, with some St Margaret’s families travelling from as far away as Mt Isa – some 2400km – with trucks and horses to support their children.

Many families helped support the event and worked behind the scenes with setting up and working the cattle.

“We had great cattle donors in the McNamee family and Damien Curr, Riverina horse feed, the Ryan family and many more,” said Emily.

“St Margaret’s provided prizes and gave a donation which was used to support costs of the event and we were very grateful for this.

“The high school draft will be happening again in 2019 in Millmerran as it is very close to our brilliant cattle donors.

In 2020, we are hoping to hand the event over to the Australian Campdraft Association.

Emily said she was so humble and proud of the way the event has grown.

“A special thanks to St Margaret’s for believing in me and letting me grow a dream of mine.”

32

BOARDING

Strengthening support for boarders This year, a new structure has been created in St Margaret’s boarding house to meet changing needs and to strengthen the support network for boarders.

The new boarding house model incorporates a Head of Junior House who oversees Years 7, 8, and 9 and a Head of Senior House overseeing Years 10, 11 and 12. Each works closely with the Head of Boarding, the Pastoral Care Coordinator and housemothers to nurture and support the girls through their different stages of academic, emotional, social and spiritual development as well as stewarding their increasing independence.

Head of Boarding Ms Lesa Fowler is finding the new model to be a positive change that has enhanced the caring environment of the boarding house and ensured it is responsive to each girl’s needs.

“With 175 girls living together there is always something happening, and the introduction of the Heads of House has really strengthened the support network for both the girls and staff, said Ms Fowler.

The Heads of House meet the girls when they get home from school in the afternoons, assist at dinner and with prep, and then help to settle the girls back in the boarding house after prep.

Having extra sets of hands in the evenings has also given the housemothers the ability to have more in depth and frequent communication with parents about their daughters, a critical component of our pastoral care philosophy.

Both Heads of House have several years’ experience working in the St Margaret’s boarding house.

Ms Fowler said: “Their knowledge and understanding of the boarding house operations have been a tremendous advantage as they’ve seamlessly moved into their new roles.”

Meet Mrs Fiona Spooner

Meet Mrs Gracemere Mataia

Head of Junior House

Head of Senior House

As a past student, daughter of an Old Girl, current parent and former boarding house supervisor, Fiona Spooner is delighted to be working in her new role as Head of Junior House.

After joining the Royal Australian Navy, Gracemere Mataia worked with asylum seekers and their families whilst also studying child and family psychology – experiences and knowledge she brings to her role as Head of Senior House.

Having spent some years living in Texas, Queensland, the mother of three can empathise with families who are sending their daughters away to boarding school.

“My children were going to board, so I understand what it is like for parents.

I love having a connection to the girls and like to think that I am someone that the girls can turn to, that I can make their boarding life happier and more like home. I always think to myself if this was my daughter, what would I expect,” said Mrs Spooner.

With a background in business, Fiona fell into a career in the education sector starting out as a teacher aide at Texas State School.

“I knew then, I wanted to continue working in schools. I enjoyed the positive environment and the fact you can make a difference,” said Mrs Spooner.

Mrs Spooner said she was enjoying working with the exceptionally caring team of boarding staff under the new boarding house model.

It was during her studies that Gracemere resolved she wanted to pursue a career working with children.

She started as a casual boarding house assistant at St Margaret’s close to five years ago, later becoming a housemother and most recently, stepping into her new role as Head of Senior House.

Gracemere is relishing the opportunity to apply her child and family psychology skills under the new structure, providing support to girls and their families.

“Our culture here at St Margaret’s is so diverse and supportive and this new structure allows us to be even more supportive to parents and staff.

“I’ve seen girls I knew in Year 8 graduate and it is so fulfilling to see them become who they are now – independent, strong women. I can say I was there when she was just opening the doors and tiptoeing in,” said Mrs Mataia.

Boarding: Out and About It’s very important to St Margaret’s that we regularly travel to the rural and regional centres of our families and prospective families, to understand more about where our boarders come from and for future families to get to know us a little better as the people who will be caring for their daughters.

June 5/6

ICPA Charters Towers

June 13

Cloncurry - Cattleman’s Dinner

So far this year, St Margaret’s representatives have travelled to Hong Kong, Toowoomba, Goondiwindi, St George, Kingaroy and Longreach. Our travel dates for the remainder of the year are as follows:

July 26-27

June 10 - 12 June 20-22 July 18

July 19/20

July 28 - 29

Mount Isa

AGGROW – Emerald Darwin

Katherine Show

Tamworth - Boarding Schools Expo

The nature of these visits can vary; sometimes we will host a function, other times we will have a presence at a show, sometimes both. If you, or anyone you know, are interested in catching up with us while we are in these centres, please let us know by emailing admissions@stmargarets.qld.edu.au or by calling Judy Robinson on (07) 3862 0762.

Narrabri and Moree

September 3-6 Miles, Chinchilla, Dalby Date tbc

Roma, Charleville

33

FOUNDATION

In her words Sporting participation has long been a hallmark of a St Margaret’s education. In 1908, St Margaret’s (known then as the Eton High School) was one of the three founding schools of the Queensland Girls’ Secondary School Sports Association (QGSSSA). In the early years, teams competed in tennis and netball. St Margaret’s also rowed.

While the number of sports available and the facilities have evolved significantly since then, the passion and dedication to sport and physical education remains unchanged.

With a new sports precinct on the way, we sat down with three of our current students, Adelaide Bothwell (Year 4), Daniela Sorbello (Year 7) and Sophie Leggett (Year 11) to hear what they think of the plans for the new facility…

What is it about the new sports precinct you are most looking forward to?

Daniela: I am looking forward to the heated pool and the rock-climbing walls.

Now we will be able to swim all year round without that feeling of diving into a freezing cold pool and I really enjoy the challenge of climbing up a wall.

Adelaide: Yes, definitely the new swimming pool, and the indoor basketball courts.

34

Sophie: I can’t wait to see the new integrated gym and ergo training facility.

The designated areas will enable the girls to focus solely on their exercises without interruption. The new view from the rooms will be an added motivation to attend training. The café for after training is also a highlight of the new precinct. It will provide us with the important nutrients required to fuel Maggies sportswomen.

What are your personal goals for the sport, or sports, that you are participating in?

Adelaide: My goals are to make the Andrews Cup netball and cross country teams.

Sophie: I am hoping the new facilities will encourage more girls to attend more training, which will benefit our teams and contribute towards our success.

More girls at training will also create a fun atmosphere which is a highlight of participating in school sports.

Ultimately, these factors will contribute to an improvement in personal and team performances.

Daniela: To put 100 per cent effort into each sport, have a great attitude and to make my favourite team – rhythmic gymnastics.

What is your favourite sport and why?

Adelaide: My favourite sports are AFL and swimming. AFL is fun and you get to run around with your friends and kick the ball. Swimming is fun because you swim with your friends while getting fit.

Daniela: I have two favourites – gymnastics and dancing. I like them because you need a strong core strength to compete well and I love the costumes.

I am really looking forward to rhythmic gymnastics, which will essentially combine both of my favourite sports.

Sophie: My favourite sport is swimming. Swimming is considered an individual sport; however, the Maggies girls prove otherwise. Every girl is encouraged by another to push harder, and when a personal best is achieved, the whole team celebrates. At the QGSSSA competition, all the girls are trying their best for the success of the team. The atmosphere at the swimming competitions is always so exciting and contagious.

Is there an athlete that you very much admire?

Adelaide: I like Michael Phelps because he is great at sport and is calm when he is under pressure. He also speaks nicely about the people he competes with. He keeps healthy and runs his own swimming school.

FOUNDATION Daniela: I admire the athletes who put in 100 per cent effort when they participate in their training and sporting events.

Sophie: I admire Bronte Campbell, who has attended three Olympics and two Commonwealth Games for swimming.

Bronte is commonly known as ‘one of the Campbell sisters’, as she swims alongside her older sister Cate. Both sisters are very successful in the pool; however, Cate typically dominates the 100m freestyle. In 2018, I had the privilege of attending the swimming events at the Commonwealth Games.

Here, I watched the women’s 100m freestyle final where Cate was ranked first and Bronte was ranked third.

At halfway, Cate was leading, and Bronte was in third place. During the final 50m of the race, Bronte sped up and overtook the other swimmers to place first and produce a games record.

As a swimmer, I know how it is very difficult to improve on your position during a race. Bronte’s performance was inspiring as it shows how the ‘underdog’ can push hard to change the outcome.

Never underestimate anyone.

What do you think separates St Margaret’s teams from the rest?

Adelaide: I think we have the most encouraging teachers and coaches.

Daniela: In my opinion the St Margaret’s teams stand out from the others because of the enthusiasm, not only displayed by the students, but also shown by our teachers in their dedication to helping us succeed.

Sophie: I believe the St Margaret’s spirit separates us from the other schools.

The energy and enthusiasm at sporting competitions is incredible, and the brown, white and blue of the Maggies supporters is a beacon for any competitor on the field. The support from the grandstands is so encouraging and contributes significantly to the outcome of our performances. The St Margaret’s community and the spirit they possess makes us stand out from our other QGSSSA competitors.

How do you think the new sports precinct will help you improve your health, fitness and sporting performance?

Sophie: The new sports precinct will include many amazing training facilities for all different sports. These facilities will all contribute to increased fitness and health, which will benefit our sporting outcomes. For example, the tennis court now includes lights, which will allow the tennis players to train at night. The increased training time will ensure our girls are ready for the competitions and ready to win for St Margaret’s.

Adelaide: With the new precinct there will be more opportunities and more space to keep fit and get better at the sports we love.

Daniela: The new sporting precinct will allow me to train very conveniently at school, which means I can train more often and it will help me improve my health, fitness and sporting performance.

We’ve talked a bit about competitive sport and training, but the sports precinct is also very much about health, physical education and wellbeing. How do you think the new sports precinct will change HPE classes?

Adelaide: Having more equipment and space will mean that we can try new sports and activities in HPE. Daniela: It will give us more variety in the sports we can do at school during HPE time and the new classrooms will be great!

Sophie: The new sports precinct is amazing because it includes all sporting facilities in the one area. This will mean that HPE classes are able to focus on more than one sport at a time, as they can transition from one area to another.

This will be the same for the Health classes. The new HPE rooms are in close proximity to the pool and sports hall, meaning what is discussed in the classroom can be easily demonstrated in person. This will heighten the students’ understanding of concepts and ideas, furthering their education.

We’re going for Bold!

So far, thanks to the generosity of our community, including past students, parents and staff, we have raised just over $899,000 of our $1 million goal to help build the new sports precinct.

Make your tax-deductible donation to St Margaret’s Foundation Building Fund via the reply-paid donation envelope in this Flyer or online via the school website.

We are so close, but it will be the collective support of our community at all levels that will enable the school to achieve this.

To discuss giving options, please contact Lara Pickering, Director of Philanthropy and Stakeholder Engagement, on +61 7 3862 0884 or email foundation@stmargarets.qld.edu.au.

A permanent Donor Wall will be erected in the precinct with the names of those who have given $1,000 or more. Here your contribution will be etched into the school’s history of giving.

35

FOUNDATION

St Margaret’s Professional Women’s Network The first of St Margaret’s 2019 Professional Women’s Network events was held in March with more than 160 business professionals, staff, alumni and students gathering to hear Susan McDonald share her career experiences and insights.

She concluded with these wise words, primarily aimed at the students amongst the audience: “It’s very important to figure out what it is you are good at and what it is you enjoy because if you do what you enjoy you never work a day in your life.”

Susan, managing director of Super Butcher, director of Beef Australia, a Queensland divisional councillor of the Retail and General Industry Group of Australian Meat Industry Council (AMIC) and treasurer of the Queensland RNA, spoke about her early realisation there are not a lot of women in ‘top jobs.’

The Professional Women’s Network series provides valuable opportunities to immerse students in Years 10-12 in an environment where they can test their networking skills, be given the opportunity to build relationships and imagine a future where they can be leaders in whatever it is they choose.

“I think that’s the most important thing we can do – is stand up and fill those roles,” said Susan.

All proceeds from the Professional Women’s Network events are directed to the St Margaret’s Foundation Endowment Fund which supports a number of bursaries and scholarships for regional, rural and Indigenous students based on financial need.

And stand up she has. Susan, whose roots are deeply embedded in rural Queensland, recognised the need for more women in politics and the need for representation for the regions and the bush, so is standing as an LNP candidate for the Senate at the next Federal election.

In her refreshingly raw and honest account, Susan spoke about her career experiences and the constant juggle women in the workforce face balancing family, work, relationships and the feeling of ‘always running.’

Susan inspired audience members and the students in the room revealing that grit, hard work and determination would open doors and uncover opportunities.

“Be true to who you are and what you’re good at. Be yourself, but, most importantly, show up. Show up, everyday. It doesn’t matter what you’re doing – do it to the very best of your abilities, whatever job it might be.

“If you do your best job you will always be the right person for the next opportunity that comes along,” Susan said.

Do what you enjoy and never work a day in your life

36

The Professional Women’s Network series truly embodies St Margaret’s commitment to empowering young women through education.

The success of the series is largely due to the support of our highly valued sponsors including associate partners Pitcher Partners and McCullough Robertson, and supporting partners Downer, NAB and Programmed Property Services.

Join us at remaining Professional Women’s Network events for this year on 15 May, 20 August and 17 October. Further information is available online at www.stmargarets.qld.edu.au where you can also listen to audio of Susan McDonald’s presentation.

DURACK COLLEGE

A Hidden Gem -

lighting the way for trail blazing young women Durack College is a quiet haven, set in a leafy enclave high in the hills of Ascot. The college provides residency for young women pursuing tertiary studies in Brisbane.

In addition to providing a full boarding experience in a safe and supportive environment, the college also offers complementary programs that focus on academic and employment opportunities and mentorship for students.

In January, the college welcomed Kelly Alford as the new Director who says she is eager to bring the shining features and programs of the college into the spotlight.

Kelly has spent 20 years in the education sector, specialising in pastoral care and the wellbeing of young women.

Before taking up the role of Director of Durack College, Kelly had taught at St Margaret’s since 2010 (also holding an earlier position in the boarding house from 1998 – 2000). With a Bachelor of Education and Masters in Educational Leadership and Management, Kelly taught English, Drama and Physical Education at the school and also held the leadership positions of Service Learning Coordinator, Head of Year, Acting Dean of Students and Acting Dean of Academics. She is also a St Margaret’s parent.

What have been your first impressions of Durack College since taking on the role as College Director?

What a hidden gem! I would have loved to have lived here as an undergraduate.

When I left school, I moved interstate.

I knew nobody in Brisbane. It was daunting but exciting. Having the pastoral and academic care that Durack College provides would have made the transition from home to independent living much more manageable.

The young women here are driven, focused and determined. The collegiality

is palpable. Often there are groups of girls gathered around the oversized table in the student lounge studying together and helping one another. Later the same day another group can be seen around the same table sharing a meal or a laugh over a boardgame. Durack offers a strong community in a homely environment. Privacy and solitude are possible in the same space as company and fraternity. Durack College is an incredible facility that fosters a positive culture of community, scholarship and opportunity.

How do you see your skills and experience contributing to the strategic development of Durack College?

Durack College is built on the idea that a balanced society needs the voices of educated women. I feel very privileged to be carrying on the work and mission of the Sisters of the Society of the Sacred Advent as the new Director.

I believe in the ethos on which the college was founded and understand our niche market of a boutique tertiary residence. Working with young women for 20 years has allowed me to bring an understanding of the wholistic needs of females to the role. I have held several positions in the education sector, of most relevance was as a member of the Senior Leadership Team at St Margaret’s as Acting Dean of Students and Acting Dean of Academics. Both roles presented opportunities to develop programs and initiatives for the growth and benefit of the students, academically and pastorally. I am determined, focused, and passionate about the wellbeing of our youth and the power of education.

I am excited about the future of Durack College and am utilising my leadership and management skills and experience to drive the strategic direction we are taking.

What are the challenges you see young women facing as they move toward adulthood and build a career?

The changing world of work has disrupted the traditional understanding of a career. I think the shifting landscape of the workplace presents challenges but

also opportunities. There is uncertainty around the concept of a ‘career’ in contemporary society; careers are becoming known as simply ‘tours of duty’. On average, new degree-holders have twice as many jobs in their first five post-tertiary years now as they did in the mid-1980s. It is predicted that a millennial will probably have 17 jobs across five different careers. And then there’s the famous prediction of 1999 that 85 per cent of jobs that will exist in 2030 haven’t been invented yet and 65 per cent of children starting school will one day hold jobs that do not exist as of now. While I am sceptical that in just 10 years this dramatic shift in the job market will come to fruition, even if the percentage ends up being closer to 50 per cent, that’s a lot of learning, training and upskilling.

What advantages does residency at Durack College offer these young women?

Durack College offers much more than a place to live. We are a vibrant living and learning community that strives to prepare young women for the future workplace. We have a signature program, the Student Success Program, which incorporates a personalised mentoring and leadership program, academic support through peer tutoring, a social responsibility program and extensive opportunities for employment through St Margaret’s. This year we launched our CollegeConnect series of networking events. The series is designed to introduce the residents to a variety of professionals from a range of industries, who are keen to share their insights and expertise with the students. Additionally, our Professional Mentoring Program connects final year students with industry specialists, who can assist the residents by providing real world experiences, including building leadership skills, networks and pathways for job-ready graduates. These are just a few of the offerings Durack College provides to combat the shifting face of future employment.

37

COMMUNITY

Mothers’ Luncheon A generous room of over 330 mothers raised a record $25,000 at the annual Mothers’ Luncheon, held once again at the Hotel Grand Chancellor.

Four tables of Year 12 mums gathered for what would be, for many, their final luncheon, while first-time St Margaret’s mothers were welcomed at this much-loved event, which will hopefully become one of their favourite traditions. Others travelled a great distance, with three mothers from New South Wales and nine from regional Queensland, one as far away as Sarina, near Mackay.

Thank you to all who purchased raffle tickets and those companies and individuals who generously donated prizes.

A limited ticket raffle conducted on the day presented ticket holders with a one in 100 chance of winning a Marco Bicego 18ct yellow gold Jaipur link semi-precious gemstone bracelet, valued at $1,895 and kindly donated

by McKinneys.

First prize in the general raffle was a $2,500 ski suit donated

by Snowscene, while second prize was a 2-night deluxe stay at the new Calile Hotel in James Street, Fortitude Valley.

Artist Julie Whitehead also donated one of her pieces, ‘Temptress’. This bold and vibrant canvas was won by Kate Hansen, mother of two daughters in the day school, who thought it would make a wonderful addition to the Garden Room in the boarding house, where it now takes pride of place.

Special thanks to Anthea Damman and Angela Pratt for coordinating the event and the many mothers who gave their time to help on the day.

38

COMMUNITY

Father Daughter Breakfast The annual P&F Father/Daughter Breakfast on the last day of Term 1 is always a joyous occasion and this year we welcomed over 170 dads and significant adults to the school.

It was delightful to see how happy each student was to share this occasion with her father and friends with over 383 guests in total filling Eton Hall for good conversation and delicious food.

Congratulations to the Year 9 student who took home the first prize raffle, a 6th Generation iPad kindly donated

by Datacom.

Special thanks to the P&F for hosting such an enjoyable occasion.

39

COMMUNITY

Mothers inspire through giving With hearts for service and an unyielding compassion and determination to make a difference in their communities, these St Margaret’s mothers are inspirational role models for St Margaret’s students.

Juliette Wright

Founder and Director – GIVIT Driven and inspired entrepreneur, philanthropist and St Margaret’s mother Juliette Wright OAM is on a mission to alleviate the effects of poverty across Australia.

Juliette is the founder and director of GIVIT, a trailblazing national not-forprofit connecting those who have with those who need. The online portal allows charities to list what they need for their clients, and donors to list what they have to donate. GIVIT supports almost 2,600 charities and community groups across the nation to access vital items for impoverished, marginalised and vulnerable people.

Following the birth of Juliette’s second child in 2008, she was surprised at the difficulties she encountered trying to donate second-hand baby clothes to someone in need.

Juliette quickly realised it wasn’t about overloading charities with items but instead recognising the specific needs they had to help pull their clients out of poverty.

From humble beginnings, the entrepreneur created an online platform where every Australian charity could obtain exactly what they needed through the act of someone’s generous gift. The first item donated was a microwave for a man who had just lost his wife and was unable to cook hot food.

40

In 2011, when Queensland was hit by devastating floods, GIVIT became the state government’s official website for matching donations – with 1.8 million hits resulting in more than 33,500 goods matched over a three-week period.

This then led to the establishment of GIVIT’s Disaster Recovery Service.

GIVIT is the official partner of the Queensland Government managing offers of assistance after disasters on its behalf and has distributed over 200,000 donations in the wake of 2019 Queensland flooding.

Juliette is also passionate about encouraging children to consciously give and so GIVIT Schools has been launched providing a safe online platform enabling children to donate their items they no longer need to meet the urgent, material needs of children living in poverty.

“GIVIT Schools shows children what is really needed in their community and also in rural and remote schools. It is connecting schools with big hearts, to schools who have needs,” said Juliette.

St Margaret’s boarding is pleased to be working in partnership with GIVIT to support families affected by drought and the recent monsoonal floods, providing assistance with flights home during the holidays, vouchers and other necessary school items such as extra uniforms for students.

Earlier this year, GIVIT celebrated two huge milestones – the coordination of one million donated items to people in need and a decade of successful operation.

In January, Juliette received national recognition for the momentous impact she has made to people’s lives, receiving a medal in the Order of Australia for

COMMUNITY

service to the community through charitable initiatives. In 2015, she was awarded Australia’s Local Hero by the National Australia Day Council.

Juliette is a firm believer that giving is an important part of our humanity and should be an everyday part of what we do.

“Giving doesn’t have to be about money; it can be about time, items and kindness. Picking up rubbish and making a place more beautiful or donating clothes that no longer fit to another child that is having a tough time are conscious ways of giving back with kindness,” said Juliette.

To the budding entrepreneurs among our St Margaret’s students, Juliette says that starting a social enterprise is an exciting way of helping people, animals or the planet.

“You don’t have to start a charity to make a massive difference. You can choose to be a not for profit or a forprofit business. My best advice about starting a business is to never ever ever ever ever give up. Everyone told me GIVIT was never going to work and yet, this month, we have facilitated over 1,250,000 donations.

She says she is motivated by this quote from L.R.Knost: Do not be dismayed by the brokenness of the world. All things break. And all things can be mended. Not with time, as they say, but with intention. So go. Love intentionally, extravagantly, unconditionally. The broken world waits in darkness for the light that is you.

A true inspiration, Juliette is an exemplary role model showing how courage, compassion, passion and persistence can contribute to real social change.

Rebecca East

Co-Founder – Girls Got Heart Keen cyclist, philanthropist and St Margaret’s mother Rebecca East is passionate about making a difference to the delivery of better health services for country Queenslanders.

Rebecca, together with her friend Keely Mancini, is the co-founder of Girls Got Heart, which raises funds to assist the delivery of critical health services to rural and regional Queensland.

It was at a 2016 charity event for the Heart of Australia in Western Queensland that the two women were inspired by cardiologist Dr Rolf Gomes who shared his passion and determination to get the Heart Bus on the road in rural communities.

The two women learnt of the struggles of limited medical support in rural and isolated Queensland communities. This touched their hearts and, consequently, Girls Got Heart was launched as a platform to create awareness of this issue and create change where possible.

They do this through creating and coordinating challenging cycle events for women, covering multiple days travelling through rural Australia.

“Girls Got Heart has become so much more than we expected. In the beginning, we thought our contribution would simply be raising money and giving it to the bush. The most rewarding and beautiful thing that has transpired, though, is the connection we have built between country and city.

“We physically rode into the towns, sat in the communities, talked to the children, slept in local accommodation and spent our money in their shops.

“We were educating city people about the life of a country person and the challenges they face. We were able to build awareness on so many levels,” said Rebecca.

Rebecca believes giving is about listening to others less fortunate and really hearing them as well as giving them encouragement.

“It’s about valuing another person and it is rewarding beyond belief. Giving, to me, is also about encouragement: if I can encourage one person to not give up, to keep going, to spur someone on and embrace the challenge, then I feel I have succeeded,” she said.

The Girls Got Heart co-founder said: “Taking a philanthropic idea and making it happen is incredibly rewarding. Giving to others who wouldn’t otherwise be able to give to themselves is powerful, beautiful and pleasurable. You become something bigger than yourself.”

Her advice to St Margaret’s students: “I strongly encourage you to be brave and inspire others with your leadership and you never know what could happen or where it could go. Anything worthwhile is hard work.”

Now in its third year, Girls Got Heart has raised over $225,000 for rural health.

41

OLD GIRLS

Old Girls Representative Success Rowing St Margaret’s tradition of rowing representation continues this year, with one surprise omission being the decision of Olympic rower Maddie Edmunds (09) to step away from rowing. She is instead pursuing an AFL career and hopes to one day make it into the AFLW competition. Maddie has relocated back to Brisbane where she is playing for Wilston Grange AFC women’s team in the QAFLW and also coaching Years 8 and 10 crews at St Margaret’s.

Rowing Regatta each year. 2019 marked the centenary running of this event. Stephanie has also coached at St Margaret’s since 2016, and is currently coaching the Year 9s. She is completing her Bachelor of Science at QUT this semester and intends to complete post graduate studies in Occupational Therapy next year.

Meanwhile, back on the water, sister Jacinta Edmunds (’11) continues to train at the National Training Centre. Jacinta had recent success at the 2019 Sydney International Rowing Regatta winning a bronze medal in the Open Women’s Coxless Four and placing fifth in the A final of 2nd Open Women’s Pair.

At the same event Lily Alton (’15) rowed in multiple events securing a berth in many finals with her best results being a win in both the A Final of U23 Women’s Single Scull and U23 Women’s Quad Scull and second place in the U23 Women’s Double Scull.

Lily (U23 women’s sweep) and 2017 graduate Wallis Russell (U23 Women’s Lightweight Scull) were both on the Invitation List for the 2019 Underage Selection Trials, held at the end of April in Penrith.

A coxswain’s career

Where would many a boat be without its coxswain?

Old Girl Stephanie Long (’14) coxed the First VIII for two years at school and has continued to have great success in both women’s and men’s rowing. Stephanie’s skills as a coxswain have opened up many opportunities for her to compete at club, state and masters levels in the years since leaving school.

After a gap year working for a UK boarding school in 2015, Stephanie returned to attend QUT and trialled for the Queensland rowing squad. She was named coxswain of the 2016 QLD Women’s Youth VIII crew, winning gold at the Bicentennial Cup that year. In 2017, Stephanie was chosen to make the change from women’s to men’s rowing, and was named cox of the Queensland Kings Cup VIII, a position she has held for the past three years. The Kings Cup is the national open Men’s VIII race that concludes the Sydney International

42

Running all over the world Lucinda Crouch (’17) donned the green and gold as a member of the U20 Australian women’s team competing in the IAAF World Cross Country Championships, in Aarhus, Denmark, recently. Lucinda was the number two Australian across the line, placing 38 of 150 finishers and her team placed eighth out of 26 countries represented. The course was described by many as the toughest cross country course of all time and included running up the steep angled roof of a museum. Lucinda followed up with a fantastic 3000m steeplechase race event at the Bryan Clay Invitational in Azusa, California, on April 19. Her personal best time of 10:22:14 – just outside an Australian under 20 all-time top10 time – makes her the current number one freshman in the USA for that event. Lucinda is studying Business at the University of Wisconsin in Madison.

OLD GIRLS

Swimming St Margaret’s Old Girl, two-time Olympian and one of Queensland’s and Australia’s finest swimmers, Brittany Elmslie (’11), announced her retirement, farewelling swimming with these heartfelt words on Instagram in April: “Thank you swimming. It was challenging to have to summarise my swimming journey. After 12 years of dedicating my mind, body and soul to the pursuit of excellence I can proudly announce that my competitive swimming journey has come to an end. I can’t put into words the amount of respect I hold for the sport and the incredible people who I have shared this chapter of my life with. Two Olympic Games, two World Championships, a Commonwealth Games, a Pan Pacs, a World Short Course, multiple World Cups, multiple junior AUS teams and countless domestic competitions are just the surface of the opportunities I have been fortunate enough to experience. I am incredibly proud of the medals I won throughout this journey yet the thing I am most grateful for are the unforgettable memories I made with so many amazing humans.

The positive impact swimming has had on my life is overwhelming which is why I will still be passionately involved with giving back to the sport that gave me so much. Life is too short to waste any days not challenging yourself. Sometimes that means letting go of something that once was the spark of your purpose but as you grow as a person I have learnt that the spark shifts and you owe it to yourself to continue chasing what makes you feel most alive!”

Brittany has come a long way since winning the St Margaret’s AGS Senior Swimming Trophy in 2011. As at August 2018, she was ranked in the Australian all-time top 10 rankings (long course) in the 50m freestyle (10), 100m freestyle (8), 200m freestyle (7), 50m butterfly (6) and in the short course (as at December 2018) in the 50m freestyle (9), 100m freestyle (5), 200 m freestyle (10), 50m butterfly (10) and 100 m butterfly (10).

All of the St Margaret’s community congratulate Brittany on her stellar swimming career and wish her well as she chases what makes her ‘feel most alive’.

Life is too short to waste any days not challenging yourself

Slaying the Slalom

2016 graduate and boarder Lucy Christie from Bellata in NSW has continued to carve up water skiing courses across the world.

Since graduating from St Margaret’s Lucy worked and saved to go to the US travelling, where she also coached and skied for four months. Her father, Phil Christie, said she grew a lot in confidence throughout the experience, adding that he believed her participation in the school’s global exchange program gave her the confidence to travel by herself all over the US and get the best out of her experience.

Upon returning to Australia, Lucy commenced a dual degree in Agriculture and Business at the University of New England, where she became an inaugural member of their new Sports Academy launched in May 2018.

The Sports Academy was established as a high-performance pathway for competitive athletes choosing to complete their studies at UNE. Much like the St Margaret’s Flyers Program of which Lucy was a member while at school, the academy assists student athletes balance their studies whilst meeting the high demands of representative level sport.

Mr Christie said he and Lucy often reflect on how great St Margaret’s was in helping her combine her studies and still train and follow her love of skiing while at school.

In 2018, Lucy won gold competing for Australia in the Under 21 women’s slalom event at the Under 21s Oz Kiwi Water Ski Challenge, held at Whanganui, New Zealand.

She continued her winning form to take out the 2018 Women’s Under 21 slalom Queensland state and national titles, both held at Goondiwindi.

This was the fourth year Lucy had won a state title, however the first time she had received gold at nationals.

Earlier this year Lucy added another gold medal to her collection after winning the Under 21s Women’s Slalom event at the 2019 Mastercraft Australian Junior Masters, held on her home turf – Moree Water Park.

In April, Lucy once again took out the 2019 Women’s Under 21 slalom Queensland state title, held in Bundaberg.

43

St Margaret's Open morning 8am - 11am THURSDAY 15 AUGUST 2019 Register online at www.stmargarets.qld.edu.au For all enrolment enquiries call our Admissions team (07) 3862 0777 or email admissions@stmargarets.qld.edu.au

OLD GIRLS’ DAY OGA Chapel Service Sunday 28 July Followed by Morning Tea

9:30am

10 Year Reunion

6:30pm

St Margaret’s Anglican Girls School 11 Petrie Street Ascot QLD 4007 Australia Telephone: +61 7 3862 0777 Facsimile: +61 7 3862 0701 mail@stmargarets.qld.edu.au www.stmargarets.qld.edu.au

ALUMNI REUNIONS

Friday 26 July

20 Year Reunion

Friday 26 July

6:30pm

30 Year Reunion

Friday 26 July

6:30pm

40 Year Reunion

Saturday 27 July

12noon

50 Year Reunion

Saturday 27 July

12noon

60 Year Reunion

Saturday 27 July

11:30am

VIP 60+Luncheon

Monday 29 July

12noon

OGA BRUNCH

ACF Sunday 27 October

9:00am

St Margaret’s School Council Ltd ABN: 69069684019 CRICOS Code: 00511K A School of the Society of the Sacred Advent Facebook “f ” Logo

CMYK / .eps

Facebook “f ” Logo

CMYK / .eps