2020 Annual Review

BRI SBANE GIRLS GRAMMAR SCHOOL ANNUAL REVIEW 2020

Brisbane Girls Grammar School Main Building 1922

Contents

WELCOME

2

From the Chair

2

From the Principal

3

The Board of Trustees

4

THE SCHOOL

6

PERFORMANCE

12

COMMUNITY

32

STAFF

40

ADDRESSES

48

Brisbane Girls Grammar School Annual Review 2020

1

From the Chair

MS JULIE MCKAY CHAIR OF THE BOARD OF TRUSTEES

This year Brisbane Girls Grammar School launched our updated Strategic Design 2020-2022 , which focuses on the importance of lifelong learning and highlights the exceptional work of the School in the areas of wellbeing and inclusion.

In the context of 2020, it has never been more important to ensure that our girls are prepared to take their place in, and contribute to, the world with resilience, passion and creativity. Despite the complexities faced by all, the Board of Trustees was pleased to see many projects completed and accomplishments achieved during 2020 that reflect the ethos of our School. Once again, the School’s academic results were outstanding in 2020—with 100 per cent of the Year 12 cohort eligible for an ATAR score, and more than 77.17 per cent of Grammar girls receiving an ATAR score 90 or above (equivalent of OP1-5). The individual achievements of our Grammar girls were also as diverse as they were impressive in 2020. The stories shared with the Board of Trustees during 2020 of students adopting technology to support their studies and perhaps more importantly, engaging with others in meaningful and new ways— to reimagine the BGGS experience—have been remarkable. In a year where we were often unable to physically meet, our community rediscovered the importance of connection to each other, and the School, as it continues to grow and evolve. Our Support Groups and volunteers expended hours revising plans, imagining new opportunities, and once we were again able to meet, ensured that everything was delivered in the safest possible way. Our alumnae also showed support for the School and their own communities. Grammar women continued to stimulate important conversations about women in leadership, and gender equality in the workforce—a timely discussion as the disproportionate impact of COVID-19 on women and girls around the world continues to grow. Alumnae also joined the campaign to support our frontline workers in 2020—dedicating time to work with Grammar girls to create personal protective

equipment for healthcare workers, recruiting patients to expedite COVID-19 research in Australia, and campaigning to fast-track vaccine testing. For the Board of Trustees, our responsibility lies in ensuring the School provides the best possible resources and facilities to support our girls’ learning, in alignment with the Strategic Design . In 2020, the School opened our new Science Learning Centre, an extraordinary learning asset that will act as a hub for the pursuit of scientific knowledge, supporting girls’ educational development by evoking questions and analytical thinking. It was an honour to be present at the official opening of the building on Tuesday 20 October 2020. The building’s construction—and the ongoing development of the School—is only possible with the generous support of our community, and I thank the many families connected to the School who contributed to this project. In 2020, we also celebrated 145 years of Brisbane Girls Grammar School, acknowledging that which makes us unique—our steadfast approach to an excellent education for girls and young women, our strong traditions and contemporary outlook, and our indomitable spirit. As always, I am thankful for the guidance and support of my fellow Trustees, the leadership of our Principal, Ms Jacinda Euler, and the professionalism of BGGS staff in responding to the many and varied changes necessitated, while ensuring our students continued to be educated with great expertise and care in 2020. This has been a challenging year for our society and our School. On behalf of the Board of Trustees, I thank our School community for your ongoing support of Brisbane Girls Grammar School. I hope you will join me in facing 2021 with optimism and determination in delivering our shared commitment of enriching girls’ lives through learning.

2

Brisbane Girls Grammar School Annual Review 2020

From the Principal

MS JACINDA EULER PRINCIPAL

The Brisbane Girls Grammar School Annual Review 2020 highlights the achievements of students, honours the expertise and dedication of staff, and outlines significant milestones reached by the School.

In the first phase of Brisbane Girls Grammar School’s Strategic Design 2020-2022 , the School focused on articulating Girls Grammar’s educational philosophy, capturing not only the activities we provide and subjects we offer, but the ideals we espouse and attitudes we inspire. Proudly, through the consistent effort and dedication of all in the School community—trustees, staff, students, parents, and alumnae—we have achieved our goals, and continued to deliver on the School’s strategic priorities in what was genuinely an ‘unprecedented’ year. Despite the enormity of the challenges presented throughout 2020, there have been some remarkable achievements at BGGS. After topping Queensland’s OP results in 2019, more than 15.76 per cent of Brisbane Girls Grammar School 2020 graduates achieved an ATAR score above 99 (OP 1 equivalent) in the new ATAR system, and 77.17 per cent of the Girls Grammar Year 12 cohort—all of who were eligible for an ATAR score—attained a score of 90 or above (equivalent of OP1-5). These results are testament to the girls’ commitment to their studies and our teachers’ ability to adapt their practice to a new system of senior assessment and remote learning. In 2020, the School remained committed to providing innovative teaching environments—at home and on campus—that facilitated genuine and deep learning. Brisbane Girls Grammar School delivered a new Science Learning Centre—ahead of time and under budget—an inspiring new building that nurtures and develops Grammar girls’ scientific skills, and signifies an exciting next stage in Science education at the School. The purchase of 89 Gregory Terrace, directly opposite the School’s Main Building, was a significant strategic acquisition for the School and will be incorporated into future master-planning activities. The property has the potential to support a range of educational functions and will significantly expand our physical resources.

Outside of the classroom, Grammar girls celebrated sporting success, creative accomplishments and practised principled behaviour. Significant achievements such as the School’s historic win at Head of the River, provided our community great reason to celebrate. This year’s Gala Concert— Ode to Joy —was one of the many positive initiatives to emerge at BGGS. In this magnificent virtual concert our students embraced and adapted to a new form of music delivery—a joyous compilation of stunning compositions that were celebratory and triumphant. It will be a precious record of the year, and shows what astonishing things can be achieved even in the most challenging of circumstances. Judicious and Ethical Action—one of the School’s Guiding Principles—took on a new meaning in 2020, in our academic programs, daily school life and most obviously, the School’s Service Program. Facing the possibility of losing many of their much-anticipated school milestones, Grammar girls looked beyond themselves to support those experiencing hardship, through an array of Service initiatives, including Notes of Hope and the Gift of Music Program (see p. 25). In 2020, the true resolve and character of our School community was apparent. The creativity and adaptability of our Support Groups was visible in so many ways, and our staff and students felt the unwavering support of the entire BGGS community. While there remain great challenges for so many in the world, education is the most powerful way to build a good and just society, and we are determined to ensure that our girls and young women are prepared to lead the way. I trust that you will enjoy reading about some of the achievements of Brisbane Girls Grammar School in the Annual Review 2020 .

Brisbane Girls Grammar School Annual Review 2020

3

Board of Trustees BRISBANE GIRLS GRAMMAR SCHOOL

MS JULIE McKAY (2000) BA, BBusMan, Fellow in Ethical Leadership, MPP, EMBA CHAIR Trustee since 2017, Chair since 2019

Ms McKay is a Partner and Chief Diversity and Inclusion Officer at PwC (PriceWaterhouseCoopers), and has also served as Gender Advisor to the Chief of the Australian Defence Force. Ms McKay was Executive Director of the Australian National Committee for UN Women for nearly a decade and was named Young Australian of the Year in 2013. She was Chair of Council at the Women’s College

within the University of Sydney from 2016 to 2019. Ms McKay is a past student of the School (2000).

MS KERRYN NEWTON LLB, LLM, MBA, MA, GradDip(Applied Finance and Investment), FAICD, FGIA, FIML

DEPUTY CHAIR Trustee since 2018

Ms Newton has more than 25 years’ experience in legal, management and commercial roles across private and public sectors. She is currently Chief Executive Officer at Directors Australia, a national board consulting and non-executive director recruitment firm. Ms Newton has served on the boards of private, public and not-for-profit companies across aged care, education, childcare, energy, property and housing. Previously a Non-executive Director of Energy Queensland Ltd, Ms Newton is currently a Board Advisor of Norco Co-operative Limited.

MS SOPHIE MOORE (1991) BBus, CA, FFin CHAIR OF THE AUDIT, RISK AND COMPLIANCE COMMITTEE Trustee since 2019

Ms Moore is Chief Financial Officer at Eagers Automotive Limited. Leading the company’s accounting, taxation, payroll, treasury and internal audit functions, Ms Moore is also an Executive Director of Eagers Automotive Limited, which is Australia’s oldest and largest listed automotive retail group. With more than 25 years’ experience as a Chartered Accountant, Ms Moore has previously held the positions of General Manager (Global Corporate Finance) at Flight Centre and Associate Director (Advisory/Transaction Services) at PwC. Ms Moore is a past student of the School (1991). MR TONY YOUNG BBus(Acct), FCA, CPA, FTIA, GAICD Trustee since 2006 Mr Young is a Business Services Partner with BDO—one of the largest professional services firms in Queensland—specialising in expert business, taxation and accountancy advice. He has more than 40 years’ experience as a Chartered Accountant, providing assistance to a diverse selection of clients with a focus on significant family-owned enterprises across a range of industries.

4

Brisbane Girls Grammar School Annual Review 2020

Brisbane Girls Grammar School’s Board of Trustees each bring extensive experience, knowledge and skills to their role of guiding the School to ensure the continued delivery of the broad, liberal education for which Girls Grammar is renowned.

PROFESSOR ADAM SHOEMAKER BA Hons, PhD Trustee since 2014

Professor Adam Shoemaker is one of Australia’s leading researchers in the area of Indigenous literature and culture. Prior to his current appointment as Vice Chancellor of Victoria University, he held senior leadership roles at a number of other Australian universities including Vice Chancellor of Southern Cross University, Academic Provost at Griffith University, Deputy Vice Chancellor (Education) at Monash University and Dean of Arts at the Australian National University. Professor Shoemaker is the author or editor of nine books in the area of Indigenous Australian Literature and Culture, including Black Words, White Page and Aboriginal Australians: First Nations of an Ancient Continent . Canadian by birth, he holds an Honours Bachelor of Arts from Queen’s University and a PhD from the Australian National University.

MR ANDREW KING Trustee since 2014

Mr King possesses more than 35 years’ experience in the Australian corporate property and funds management arena. Over this period of time, Mr King has created countless enduring relationships within the corporate community both locally, nationally and internationally. Mr King has held various directorships over many years of both not-for-profit and for profit organisations, together with various advisory boards and committees at all levels of government.

PROFESSOR JAMES NICKLIN MBBS, FRANZCOG, CGO Trustee since 2018

Professor Nicklin is the Director of Gynaecologic Oncology at Royal Brisbane and Women’s Hospital (RBWH) and a Visiting Medical Officer at Wesley Hospital. Professor Nicklin completed his specialty training in obstetrics and gynaecology in Queensland, followed by sub-specialty training in Sydney and the USA. Professor Nicklin is a Professor of Gynaecologic Oncology at The University of Queensland and has previously served as Chairman of the Australian Society of Gynaecologic Oncologists.

MS DIANA LOHRISCH (1989) BComm, LLB, FGIA Trustee since 2019 (and from 2013 to 2016)

Ms Lohrisch has been a corporate and commercial partner at a leading independent law firm for more than 15 years. She has more than two decades of legal experience advising on commercial transactions, capital markets, mergers and acquisitions and corporate governance across multiple market sectors. Ms Lohrisch’s clients include start-ups, SMEs, listed companies and well-established businesses and corporate groups. Ms Lohrisch is a past student and Head Girl (1989).

Brisbane Girls Grammar School Annual Review 2020

5

The School

Brisbane Girls Grammar School is one of Australia’s leading girls’ schools, established in 1875 as one of Queensland’s original Grammar schools. Girls Grammar strives to enrich girls’ lives through learning, creating the educational foundation for young women to contribute confidently to their world with wisdom, imagination and integrity. The School’s curious, adventurous, and principled students are nurtured by dedicated, expert staff, and supported by a community of parents, alumnae and friends that values the finest traditions and aspirations in education.

6

Brisbane Girls Grammar School Annual Review 2020

Brisbane Girls Grammar School Annual Review 2020

7

Identity and History

On 15 March 1875, six years before women were admitted to universities in Sydney and Melbourne, Brisbane Girls Grammar School was established— initially as a branch of Brisbane Grammar School— to provide girls the same educational opportunities as their brothers. The School opened in a two-storey house, located on George Street, catering for 50 students under the leadership of Lady Principal, Mrs Janet O’Connor. Within six months, the School outgrew these premises, and relocated to Wickham Terrace.

In 1882, the decision was made to separate from Brisbane Grammar School and operate independently under the Grammar Schools Act . Two years later, in 1884, the School relocated to its current site on Gregory Terrace. The original Main Building still stands proudly in Spring Hill, symbolising Girls Grammar’s unique heritage, its role in the development of education for girls in Australia and its unwavering commitment to establishing the educational foundation for young women to contribute confidently to their world with wisdom, imagination and integrity.

8

Brisbane Girls Grammar School Annual Review 2020

Historical Timeline 1875—Brisbane Girls Grammar School is established in a two-storey house on George Street. 1877—Sir Charles Lilley is appointed Chair of the Board of Trustees; Sarah Cargill is appointed Lady Principal. 1878—Mary Mackinlay is appointed Lady Principal. 1882—Sophia Beanland is appointed Lady Principal; Girls Grammar separates from Brisbane Grammar School. 1884—The School relocates to what remains its current Main Campus on Gregory Terrace. 1887—Sir Samuel Walker Griffith is appointed Chair of the Board of Trustees.

1889—Charlotte Pells is appointed Lady Principal. 1896—Eliza Fewings is appointed Lady Principal. 1899—The Old Girls Association is established. 1900—Milisent Wilkinson is appointed Lady Principal.

1904—Sir Hugh Nelson becomes Chair of the Board of Trustees, succeeded by John Laskey Woolcock in 1906. 1913—Mary Atkinson Williams is appointed Headmistress, succeeded by Jane Walker in 1914; the first School Magazine is published. 1915—Margaret Annie Mackay is appointed Headmistress; the West Wing opens as a single-storey building, housing an art room and three classrooms. 1925—Kathleen Lilley is appointed Headmistress; the first School uniform is introduced. 1952—Louise Crooks is appointed Headmistress; John England is appointed Chair of the Board of Trustees; the Parents and Friends Association is established. 1958—The Kathleen Lilley Library is opened. 1964—Year 8 students commence secondary schooling, known as Form II; the House system is introduced. 1968—Yvonne Bain becomes the first woman Trustee. 1976—Dr August Shaw Gerhmann is appointed Chair of the Board of Trustees. 1977—Judith Hancock is appointed Principal; the Fathers Group is established. 1986—The Gerhmann Theatre is built. 1987—Dr McCrae Grassie is appointed Chair of the Board of Trustees; the Marrapatta Memorial Outdoor Education Centre is opened at Imbil. 1995—The McCrae Grassie Sports Centre is opened. 1996—Dr Cherrell Hirst is appointed Chair of the Board of Trustees. 2000—The School song, Nile Sine Labore , is introduced. 2002—Amanda Bell is appointed Principal; the Boarding House is closed. 2007—Elizabeth Jameson is appointed Chair of the Board of Trustees; the Cherrell Hirst Creative Learning Centre is opened. 2013—Jacinda Euler is appointed Principal; the School unveils the Rangakarra Recreational and Environmental Education Centre at Fig Tree Pocket. 2015—Year 7 is introduced to the School and the Research Learning Centre is opened. 2017—The Dorothy Hill Observatory commences operation at the School’s Marrapatta campus. 2019—Julie McKay is appointed Chair of the Board of Trustees; the School officially named the Elizabeth Jameson Research Learning Centre. 2020—The School’s new Science Learning Centre is opened. 1971—Nancy Shaw is appointed Headmistress. 1975—The School celebrates its centenary.

Brisbane Girls Grammar School Annual Review 2020

9

Aspiration and Intent

Aspiration Lives Enriched by Learning

A Grammar girl is

CURIOUS Thrives in a vibrant environment that fosters deep and inquisitive learning

Intent Proud of our Grammar tradition, we are a secondary school that establishes the educational foundation for young women to contribute confidently to their world with wisdom, imagination and integrity.

PRINCIPLED Engages ethically and purposefully with the world

ADVENTUROUS Embraces the unexpected, following her dreams without fear

Our Guiding Principles Systematic curiosity in teaching, learning and research Judicious and ethical action Life-wide learning Stewardship and sustainability Belonging and wellbeing Purposeful community engagement

BALANCED Seeks diverse experiences and different perspectives

INDEPENDENT A confident young woman who inspires contribution to a greater purpose

10

Brisbane Girls Grammar School Annual Review 2020

Highlights—2020

• The School celebrated 145 years since its foundation in 1875.

• The School’s 2020 academic results reflect its longstanding reputation as Queensland’s leading girls’ school.

• Brisbane Girls Grammar School introduced the Australian Tertiary Admission Rank (ATAR), the new system of senior system.

• One hundred per cent of Year 12 2020 students were ATAR-eligible and 100 per cent of students who applied for tertiary studies received a placement offer.

• The Year 12 2020 cohort exceeded all Queensland state averages in the new ATAR system: 15.76 per cent received 99 and above; 26.63 per cent received 98 and above; 52.17 per cent received 95 and above; 77.17 per cent received 90 and above; and 90.76 per cent received 80 and above.

• The School’s expert teachers supported the uninterrupted delivery of an exemplary broad, liberal education remotely during the coronavirus pandemic—creating an online curriculum and developing support infrastructures.

• The new Science Learning Centre was officially opened.

• The School’s 20th recipient of the Maria Sulima Bursary commenced Year 7 in 2020.

• The School purchased 89-95 Gregory Terrace—Ruth Fairfax House—from the Queensland Country Women’s Association.

Brisbane Girls Grammar School Annual Review 2020

11

12

Brisbane Girls Grammar School Annual Review 2020

Performance

Throughout 2020, the School continued to achieve success in many areas: academic results; exceptional scholarship; co-curricular accomplishments; a commitment to student care; leadership; service to its community; and the judicious management of School resources. The following reports provide an insight into the performance of the School during 2020.

Brisbane Girls Grammar School Annual Review 2020

13

The Glue that Binds the Blue

MRS ANNE INGRAM DEPUTY PRINCIPAL

‘The ability to persist in the face of difficulty may be as essential to success as talent or intelligence.’ (Duckworth, 2013)

were still able to thrive while contributing to their local communities. Rural Aid’s Gift of Music Program, which usually sees student volunteers visiting rural schools and teaching music to students, was adapted to create a virtual concert that was shared with aged care facilities. In this way, our students were able to bring the gift of music to older community members who, at the time, were isolated from their loved ones. The Notes of Hope initiative aimed to connect with, and provide hope and support to, three key social groups in our community—farmers, aged care residents and frontline health care workers. Through this unusual year, many students have been involved in the School’s Service Program, in ‘hands on’ ways, strengthening and creating new community connections. Creativity brings with it flexibility, the ability to find a different path or take a different approach. When our students develop greater creativity, they expand their ability to generate multiple solutions to real life problems. In this most challenging of years, our Year 12 cohort stepped up to the plate, determined to make their final year one to remember, despite the disruption and uncertainty. Led by Head Girls, Arwen Dias-Jayasinha (12G) and Abbey Grice (12E), and supported by the Student Council, the cohort radiated creativity, resilience, hope and optimism and were indeed ‘the glue that bound the blue’. They created virtual assemblies, embraced remote learning, strengthened House spirit, supported their buddies and reimagined their Year 12 Formal, all while mastering a new system of senior assessment. They reminded us all to seek positivity in every circumstance and act with kindness. Their energy and passion for their school and its community was palpable.

Research in the social sciences has long made the observation that socio-political change often occurs in sudden bursts, as a response to an external shock, setting in motion a new trajectory. In times of fundamental crisis, windows of opportunity for change inevitably open up, and sometimes, can be leveraged in a purposeful way to change a course of action. The COVID-19 global pandemic could be viewed as such an external shock, that has, over the course of 2020, fundamentally reshaped some areas of how we live and how we, as a school, function. As we find ourselves, hopefully, emerging from the worst of the pandemic, rather than simply bouncing back and reverting to a ‘pre-coronavirus’ state, some of the changes that have been put in place throughout the year, those ‘COVID keepers’, may become more long lasting. As the pandemic held us to account, the School placed a priority on student and staff wellbeing, creating as many opportunities as possible to foster resilience in our School community, which served to ameliorate the adverse effects of COVID-19. Upon reflection, as a community, we drew great strength from a variety of sources—a sense of purpose, creativity, hope, self-care and positive relationships. Purpose helps us to understand the importance of our role in the community and appreciate that what we do matters to people other than ourselves. For girls especially, a sense of purpose is a key protective factor that can lead to enhanced happiness, self esteem and life satisfaction. Through the School’s Service Program, our students develop a deeper understanding of the world and its complexities. There is great power in community-based learning. Throughout the pandemic, while original plans for the year were significantly changed, our students

14

Brisbane Girls Grammar School Annual Review 2020

We wanted the year to be me and you, you and me, working together, supporting each other, all uniting under the blue. And, unbeknownst to us, our motto—2020—me and you, be the glue that binds the blue—could not have encapsulated the spirit and disposition needed to succeed and thrive in this current world climate more perfectly. (Head Girls, 2020) Social support is a critical component of resilience. Girls who have high-quality, close relationships with friends, and positive relationships with their teachers enjoy lower levels of stress. Strong social connection and self-care strategies during the pandemic have been protective factors for students and staff alike. During the period of remote learning, the School was committed to providing wellbeing support to the entire School community. Students were offered virtual counselling sessions, mindfulness activities, at-home physical workouts, House Pod connections and a range of co-curricular offerings. Through Zoom, students were able to see and speak with their teachers and

classmates, albeit virtually. A balanced approach to technology use was encouraged, with girls involved in both online and offline activities throughout their day. Staff were provided access to a Staff Wellness Group, weekly wellness emails, in addition to mindfulness activities and yoga sessions. Ever aware of the key role that parents were playing through the period of remote learning, connections were made with families, regular updates and communications were provided and parent support sessions were available for booking through the School Counselling Service. In the aftermath of 2020, we can reflect on a year done well, and we look toward the year ahead with a sense of optimism and hope. 2020 has provided rich opportunities for resilience-building. By seeking purpose, embracing creativity, while working to maintain strong social connections with a spirit of hope, the BGGS community has much to celebrate from this past year, and much more to look forward to in 2021.

REFERENCES Duckworth, A. (2013). The Power of Passion and Perseverance. https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_ and_perseverance?language=en Dias-Jayasinha, A. and Grice, A. (2020). Embracing 2020. Gazette. 2020. Brisbane, Brisbane Girls Grammar School.

Brisbane Girls Grammar School Annual Review 2020

15

Educating for Today and Tomorrow: Our Concept of a Broad-Based Liberal Education

DR BRUCE ADDISON DEPUTY PRINCIPAL (ACADEMIC)

2020 was an extraordinary year. In Australia, we started the year with bushfires. Everything turned on its head with the emergence of COVID-19.

When the clock turned 12.00.01 on January 1 2020, no one could have foreseen what was going to unfold. Who knows what the future will hold; to some extent, the only certainty will be uncertainty and the reality that life will remain very different from what it was before. As I write this article, trade tensions and problematic diplomacy is emerging between China and Australia. Nationalism and protectionism will shatter and perhaps has helped to shatter, the idea of globalisation—an idea that promised much but perhaps failed to deliver. The world has had an American President who rejected precedent by not accepting the will of the people gracefully. Social media platforms, such as Twitter and Facebook, continue to give voice to unprecedented ignorance and extremism—ignorance and extremism that is being used both knowingly and unknowingly to destabilise liberalism and democratic freedom. Climate change has not gone away. Neither has its partner extreme weather. Insurers are refusing to insure or are charging prohibitive premiums. This could change settlement patterns significantly, reshaping our lifestyles dramatically. In the midst of all of this, schools continue to do what schools have always done. We have classrooms with four walls, there are buildings, there are ovals and there are green spaces. Teachers teach and students learn. It all seems ageless. Those who understand classrooms know that they may look similar but are in fact very different. There is now a broad arsenal of empirically-based teaching strategies available to teachers. The alchemy still ultimately rests on ‘effective’ teaching and the willingness of students to engage with their learning. Nowadays we know that there are many reasons for seeming non-engagement, whereas yesterday

‘carelessness’ was all too readily used as a destructive descriptor. Contemporary methodology, by design, helps to encourage visible thinking and learning (Ritchhart, 2015; Ritchhart and Church, 2020). Digital technology, in its many guises, has had a massive impact on our classrooms. The laptop can now seem to be as indispensable as the lunch box, the calculator and exercise book. So much is at the fingertips of students, especially if they live in the right postcodes. This divide is still palpable and is becoming wider and increasingly problematic (Hargreaves, 2020). Technology is a blessing yet it is also an unhelpful disrupter. The effect size of digital technology on student learning still remains tenuous (Hattie, 2020) and great care must be taken when weaving its magic and wonder into the curriculum. Some scholars are now emphasising the importance of slow looking and learning into the realm of curriculum design, teaching and learning methodology (Tishman, 2018). Those who ignore the problems associated with ascribing multitasking too prominent a place in the lives of young people are manifestly ignorant and are doing this generation of young people a huge disservice (Poljac, Kiesel, Koch and Muller, 2018). Realistically, kindness and relationship remains the fundamental glue that binds everything we try to achieve together. Complexity reigns from the global geo-strategic level, right through to the local school level. Who knows where it will end. The future will be both challenging and difficult but is also laden with an array of wonderful opportunities. What does this mean for Brisbane Girls Grammar School? One thing we treasure dearly is our articulation of our concept of a broad-based liberal education.

16

Brisbane Girls Grammar School Annual Review 2020

As we look down the straight to our 150th anniversary, how should we articulate this? In 1875, The Courier Mail advertised the following subjects for the newly established Brisbane Girls Grammar School: English; Latin; French; German; Political and Physical Geography; History; Arithmetic; Mental Arithmetic; Mathematics; the Elements of Natural and Physical Science; the Elements of Political and Social Economy; Drawing and Vocal Music. Instrumental Music shall be an extra subject (The Courier-Mail, 1875). In 2020, we offer a broad range of core and elective subjects. History has remained a core foundation of our curriculum. Without a thorough grounding in the past, there can be little hope of understanding the future. Science naturally remains pivotal, now domiciled in the beautiful new Science Learning Centre. The ability to wonder at the beauty of the universe is possible using our remote telescopes at the Marrapatta Memorial Outdoor Education Centre. Such technology could not have been imagined in the world of nineteenth century Brisbane. Mathematics has a new home in the newly refurbished Centre for Mathematics. This new space will provide a beautiful learning environment as the girls learn to hone their computational and problem-solving skills. After all mathematics is said to be the language of the twenty-first century. English continues to develop through our understanding of textual interpretation. Language is the way in which we encode and record the thinking of our civilisation—an encoding that requires persistent interpretation and reinterpretation. This foundation is core to our articulation of a contemporary broad-based liberal education. Also of importance is the suite of subjects that complement

this foundational core. Languages, the Arts, Physical Education and Technology studies contribute significantly to this space. In 1875, no one could have foreseen that robotics, design and digital studies would become such essential components of a Girls Grammar educational experience. When conceiving our articulation of a broad-based liberal education, we have been very careful to keep fad at bay. It has been important to remain true to our core understandings while remaining nimble in thought and practice. Such an approach will help us to ensure that lives continue to be enriched by learning. Simultaneously, it is our goal to produce citizens capable of contributing significantly and courageously to the complex world confronting them. In doing all of this, we need the skills and adventurism of both a Captain Cook and a Captain Kirk. We need the courage to stretch known boundaries as we contemplate hitherto unknown frontiers while remaining true to our core verities and values. This remains one of the major challenges confronting all educators. It is particularly enervating for those who see the continued development of a vibrant and relevant broad-based liberal education as fundamental to their educational core. The road leading to our 150th year will be laden with uncertainty in a world racked with challenges, many of which will continue to be of our making. No matter what the future, our schools, in which young people are prepared for tomorrow, by a cadre of experienced and talented teachers whose daily practice is founded on bedrocks of relationship and kindness, will continue to play a pivotal role.

REFERENCES Hattie, J. (2020). Lets’ Bring Back Better from COVID to create a new syntax of learning . ACEL National Conference. Vimeo.com/475337417/fdfc9b0496. Hargreaves, A. (2020). Moving: A Memoir of Education and Social Mobility. Bloomington:, Solution Tree Press. Pojac, E. Kiesel, A. Koch, I. and Muller, H. (2018). New perspectives on human multitasking. Psychological Research , 82, 1-3. doi:/10.1007/s00426 018-0970-2 Ritchhart, R. (2015). Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. San Francisco: Jossey-Bass. Ritchhart, R. & Church, M. (2020). The Power of Making Thinking Visible: Practices to Engage and Empower All Learners. San Francisco: Jossey-Bass. The Courier Mail , 5 January, 1875. Tishman, S. (2018). Slow Looking: The Art and Practice of Learning Through Observation. New York: Routledge.

Brisbane Girls Grammar School Annual Review 2020

17

Tertiary Placements

The School is exceptionally proud of its students’ academic achievements and the valuable contributions our alumnae go on to make in their lives beyond School. The School is academically non-selective (with places offered for Year 7 in strict date order), offers no scholarships and is one of the few schools in Queensland whose entire Year 12 cohort is ATAR eligible.

2020 Tertiary Offers All Year 12 2020 students who submitted a tertiary application received at least one offer.

OFFERS

PER CENT OF GIRLS GRAMMAR COHORT

Tertiary Places Offered

100%

Bachelor Degree

100%

Year 12 2020 Australian Tertiary Admission Rank Results The 2020 Year 12 cohort attained outstanding results in the new Australian Tertiary Rank (ATAR) system, continuing the School’s history of strong results in the previous Overall Position (OP) system.

ATAR RANGE

PER CENT OF GIRLS GRAMMAR COHORT

PER CENT OF STATE COHORT

APPROXIMATE OP EQUIVALENT ^

99 and above

15.76%

1%

1

98 and above

26.63%

2%

1-2

95 and above

52.17%

5%

1-3

90 and above

77.17%

10%

1-5

80 and above

90.76%

20%

1-10

Median

95.55%

^The OP to ATAR equivalency is based on the QTAC conversion table as provided for the 2019 exit cohort as a similar table is not available for the 2020 cohort. The ATAR to OP boundaries are not at whole numbers and thus the table represents approximates only; for example in 2019 an OP 1 covered ATAR down to 98.85; an OP 2 covered an ATAR range through to 97.30.

18

Brisbane Girls Grammar School Annual Review 2020

Brisbane Girls Grammar School Annual Review 2020

19

A Connected Community

MRS EMMA LOWRY DEAN OF STUDENTS

This year has been like no other—a year during which life for everyone has changed. The girls and young women of BGGS have been creative and resilient in responding to changing routines, the move to remote learning and the disappointment of some cancelled sporting seasons, musical performances and milestone events.

While it would have been easy to lament the year that ‘wasn’t’, Grammar girls instead developed a new sense of appreciation for their educational experience and facilitated a connectedness that inspired the BGGS community. At Brisbane Girls Grammar School, our community has remained committed to an important and shared goal for more than 145 years—providing girls with a broad, liberal education that equips them to contribute to their world, in full and rewarding ways. Throughout 2020, this united purpose was visible in the smaller, everyday moments at Girls Grammar, as much as it was during larger School events and activities. The importance of inclusion was not underestimated this year. We know that wellbeing and learning outcomes of young people are enhanced when they feel connected to others and experience safe, trusting, and authentic relationships. Inclusion—one of the five elements identified by the Australian Education Council as a pillar of the Student Wellbeing Framework—is also an essential factor to ensuring that school communities promote student wellbeing (Education Services Australia, 2018).

The framework emphasises that schools must foster an inclusive culture that values diversity, and positive and respectful relationships. Moreover, it highlights the importance of students building and sustaining connectedness. This year our Student Council and Year 12 cohort led by example, displaying attributes of selflessness and togetherness to ensure the inclusive BGGS environment was maintained while girls learned remotely. We witnessed House dress-up days on Zoom, online exercise workouts, creative manifestations and a passion series dedicated to showcasing the diverse interests and talents of students. A sense of belonging, while always important in educational settings, was paramount during remote learning. With the need for social distancing and learning from home, it took a more focused intention and new strategies to support students’ sense of belonging. Young people who feel they belong at school report a greater overall sense of psychological wellbeing and feel happier than young people without this sense of belonging (Bizumic, Reynolds, Turner, Bromhead, & Subasic, 2009). Sanches, Colon and Esparza (2005) found that a sense of school belonging significantly increased academic self-efficacy, motivation and effort.

20

Brisbane Girls Grammar School Annual Review 2020

Listed below are reflections from Year 12 2020 Grammar girls on their most memorable experiences of their final year at the School. ‘Although the looming COVID-19 pandemic could have dampened our spirit this year, it instead radiated, as girls were given their chance to develop their creativity, resilience, and positivity.’ – Arwen Dias-Jayasinha (12G) and Abbey Grice (12E) ‘It was so warming to return to learning on campus and seeing everyone around me so thankful and fortunate to be together again.’ – Year 12 student ‘The overall spirit and atmosphere that the School creates to provide a sense of community is my most memorable BGGS experience.’ – Year 12 student ‘My most memorable experience at Grammar was the walk up Gerhmann Lane on our last day of Year 12. This experience encapsulates the strong sisterhood we have at BGGS and how much we truly value each other. It displays the connections between girls in all Year levels and the significant impact the School has had on Grammar girls.’ – Year 12 student I am immensely proud of the efforts of our students in 2020. Their creativity, adaptability, determination, perseverance and optimism have ‘been the glue that binds the blue’. There is a strong sense that the School is more united than ever. I look forward to seeing how our staff and students build on this environment in 2021.

In addition to improved academic outcomes, research suggests that students who feel they belong are more engaged and more likely to join school organisations and establish connections with their peers and community (Murphy, Boucher & Logel, 2021). Indeed, our students looked beyond themselves and collaborated to support those experiencing hardship throughout 2020. Our Service Captains, Gia Cayas (12G) and Eva Seet (12B), worked tirelessly with Director of Service, Mrs Lynne Mungomery, to create several initiatives including Notes of Hope and The Gift of Music Program. Another way culture and inclusiveness is evident at Girls Grammar is in the routines of school life, the rituals that occur regularly such as House Group, Year level and House assemblies. Similarly BGGS has special events, traditions and activities throughout the year that are also a manifestation of our school culture. Grammar girls embraced the opportunity to reimagine the usual ceremonies synonymous with a BGGS education—Blue Days, Diversity Day, and Interhouse challenges were revamped resulting in activities such as a Year 7 to 12 picnic on the Pool Lawn. Such initiatives reiterated the importance of community and school culture in influencing girls’ wellbeing.

REFERENCES Australian student wellbeing framework (pdf). (2018). Education Services Australia Bizumic, B., Reynolds, K. J., Turner, J. C., Bromhead, D., & Subasic, E. (2009). The role of the group in individual functioning: School identification and the psychological well-being of staff and students. Applied Psychology, 58(1) , 171-192. Murphy, M., Boucher, K., & Logel, C. (2021). How to Help Students Feel a Sense of Belonging During the Pandemic. Greater Good Magazine . Berkeley University of California. Sánchez, B., Colón, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence , 34(6), 619- 628.

Brisbane Girls Grammar School Annual Review 2020

21

22

Brisbane Girls Grammar School Annual Review 2020

BGGS Opens New Science Learning Centre

The School’s Science Learning Centre (SLC) was officially opened by His Excellency the Honourable Paul de Jersey AC, Governor of Queensland, on Tuesday 20 October 2020.

Completed more than three months ahead of schedule, the SLC was open for Grammar girls to attend classes on the first day of Term 4, Tuesday 6 October. From the breathtaking central void, and fish tanks that offer a glimpse into life under the sea, to colour schemes that echo the lifecycle of stars, the building itself is a scientific experience for Grammar girls. The SLC significantly increases the number of laboratories at BGGS, offering dedicated floors and specialised equipment for each scientific discipline (Biology, Chemistry, Physics and Junior Science).

It also provides five new general learning classrooms, a generous Health and Physical Education Undercroft, and a multi-function space that seats up to 600 guests. Designed by m3architecture, the building is imbued with ‘teachable moments’ that allude to astronomical concepts, including the central void, which provides light and cooling functions, and is based on drawings of Einstein’s space-time continuum. The inspiring new building will nurture and develop Grammar girls’ scientific skills, and signifies an exciting next stage in Science education at the School.

Brisbane Girls Grammar School Annual Review 2020

23

Life-wide Lessons

MS ELLENA PAPAS DEAN OF CO-CURRICULUM

Despite the ‘unexpected adventure’ of 2020—a year of shifting parameters, experiences lost, and opportunities gained—the School’s Co-curricular Program continued to provide a diverse range of experiences for girls to discover new, or strengthen existing, talents.

Education at Girls Grammar has always been much more profound than the delivery of curriculum and this year was no exception with 93.47 per cent of students participating in the School’s Co-curricular Program. In light of COVID-19, stadiums, auditoriums and venues closed, and around the world, sporting events, performances, and gatherings were cancelled. These mandated changes also necessitated changes to our Co-curricular Program. However, it was remarkable to witness the agility and adaptability with which our community embraced the modified delivery of activities throughout the year. Thanks to the resolve, innovation, and creativity of our staff and students, Grammar girls were able to continue with a wide array of activities—physical, social, and cultural—while learning from home. Upon their return to School, students resumed many of their much-loved activities, embracing the opportunity to reimagine the BGGS experience where necessary, and creating another year of life-wide learning at the School. In 2020, Grammar girls experienced many successes across co-curricular activities. Instrumental Music The School’s signature Gala Concert— Ode to Joy — delivered as a video recording, required Grammar girls and staff to draw on resources in new and unchartered ways. While paying homage to the 250th Anniversary of Ludwig van Beethoven’s birth, the concert celebrated the joy of music, featuring stunning compositions that were triumphant, celebratory and festive. For the first time in Gala’s history, all of the School’s ensembles were included in the concert, performing breathtaking pieces that delighted and entranced the BGGS community.

The Cathedral Concert and Instrumental and Vocal competitions were also conducted virtually. Grammar girls used their musical talents to reflect on the unusual school year and connect with others in the School community. For example, Abigail Lui (12O) found a special way to share her thoughts on the COVID-19 pandemic while learning remotely, recording a stunning performance in conjunction with acapella group, Vocal Australia. There were also great individual achievements in the Instrumental Music Department in 2020. Ten students were selected in the State Honours Ensemble Program held at the Queensland Conservatorium of Music, four of whom progressed to the Australian Honours Ensemble Program. Clubs and Activities Students embraced the opportunity to engage in a wide variety of clubs, activities and extension groups, allowing them to support their interests and enhance their skills. The BGGS First Tech Challenge Robotics team won the Bechtel Engineering Motivate Award at the State Championships, and progressed to the National Competition in December where they placed sixteenth. The Girls Grammar Chess team competed in the Queensland Interschool Girls Chess Championships, placing third overall. Our debaters found success in the Mooting court, with our Year 11 team placing second in the Queensland University of Technology’s Law Society Schools Mooting competition. Virtual Art Walks transported BGGS art enthusiasts across the world to view the works of Edward Hopper in the US and Vincent Van Gogh in Amsterdam, and At-Home Workouts, designed by the Sport Department and led by Student Council members

24

Brisbane Girls Grammar School Annual Review 2020

were offered each morning throughout remote learning, keeping girls moving and in touch as they navigated home learning. Creative Arts Our staff explored new and exciting ways to deliver creative experiences for our girls, including the annual student-led Arts Fest that was re-envisioned to facilitate a mix of virtual and live events, to engage students at home and on campus. While the cast of the Year 9 and 10 Drama Production, Trailer by Vanessa Bates, enjoyed performing to live audiences in October, the Drama Studio experimented with an entirely new performance medium. Understanding virtual performances were becoming the ‘new normal’, students sought to find innovative ways to enhance the audience experience and incorporate interactive elements into their project, The Chronos Chronicles . Exploring the concept of time travel, the students’ journey led them to discover lesser-known, yet incredible women of substance from diverse backgrounds whose impact was profound in the twentieth century. Designed to allow the audience to navigate their own journey through the work, threads of the storyline were revealed in multiple ways, positioning each viewer with a different perspective on their journey to understanding the whole. Service Perhaps one of the greatest positives to emerge at BGGS from the COVID-19 pandemic was Grammar girls’ deepened desire to contribute to a greater purpose through the School’s Service Program. Through a number of initiatives, such as Notes of Hope and the Rural Aid’s Gift of Music Program, Grammar girls reached out to connect with those in need as a result of drought, bushfires and the global pandemic. Through Notes of Hope, Grammar girls sent more than 500 cards to those in our community who needed support during such challenging times: farmers; residents in aged-care homes; and frontline workers. After COVID-19 disrupted Rural Aid’s Gift of Music Program, in which volunteers visit rural schools to teach music to students, Grammar girls compiled

musical performances by some of the School’s most talented musicians into a virtual concert and shared it with Rural Aid. In 2020, the Grammar Environmental and Conservation Organisation (GECO) and Grammar Goes Green (GGG) Service groups introduced an incredibly impressive array of sustainability initiatives that have already made a substantial impact within the School. LED lights, organic waste management, recycling initiatives, compacting and redirecting waste, solar panels, composting, a worm farm, and water and energy efficient systems were installed as part of the School’s commitment to sustainability. Students also gave their time and abilities, reading and tutoring—online or via phone at times—local primary school students; donating personal items as part of the Share the Dignity campaign; preparing food and coffee for local community members experiencing homelessness through the Ecumenical Coffee Brigade; and assisting Brisbane women facing hardships through the Second Chance Programme. Sport The School continued to offer 18 competitive sports in 2020, however competitive seasons were impacted. Only four of the 18 sports were able to hold a season where pennants could be awarded—and in 2020 BGGS secured six pennants. Thirteen students were selected in Queensland squads; two girls represented Australia; and five students were selected in Queensland merit teams that would have represented the state at Nationals if competitions were able to proceed. BGGS rowers claimed a historic victory in Rowing’s Head of the River’s First and Second VIII events— the first time the School has won Head of the River. A culmination of a very successful rowing season, the wins perfectly encapsulated the indomitable Girls Grammar spirit that strives to achieve mastery and personal best. My sincere thanks go to staff, parents and students for their commitment to the School’s Co-curricular Program in 2020.

Brisbane Girls Grammar School Annual Review 2020

25