Grammar Gazette- Issue 1, 2011

fuffiWWffiffiffi Thank you so much for inviting us to the GaLa Concert last Saturday. It was a wonderful evening and an amazirLgly professional show for a secondary school - well for just about anyone! A great success!! PROF PAUL GREENFIELD AO & MRS LOUISE GREENFIELD (Past Parents) My recent experiences have only served to furth er reinforce my firm belief that Girls Grammar is the right school to create the leaders of tomorrow by creattng an ethos where the girls arc expected to maintatn a high standard of uniform, decorum and behaviour whilst in the public eye; encouragement is given to the girls to challenge socially constructedbarriers, glass ceilings and other gender- influenced blocks to success and for not apologising or minimising the successes ofwomen in our society. DR FIONA HAWTHORNE (Current Parent) Our reunion daywas a lot of fun but also atrme for reflection and for recognition of the web of connection that exists among us, however far apart in space and time our subsequent lives may have been.The School is in many ways far difrerent from the one we attended, yetwe were able to see that tt rctarns so much of the spirit we knew. But what most would agree was truly astonishing was the new Cherrell Hirst CreativeLearning Centre. We felt that this outstanding facthity,with its impressive music and arts studios, was testimony to the School's commitment to the value of a strong humanities education Ln prcparing students to lead wise, ethical and productive lives. DR RUTH BLAIR AND Ms JUNE FoX (Class 0f 1960)

I thought you would like to know about one of your lovely girls who helped out at a fundraising High Teawe held last weekend for apatientof mine. It is reassuring for me to see such a sense of kindness and selflessness in our youth. This is no doubt a reflection of the values thx are passed on to her at home and school. Service to others,I find, is one of the greatest builders of self esteem and tt comes in the reahsationthat each of us has the power to make a difrerence. She was a great example of the calibre ofyoung women coming out of your school. Congratulations. DR NICOLA LARWILL I am absolutely amazed at the change in the School. The development has been phenomenal. It is really a mini-university! Education has developed so much since the days I was at school. Young people in western countries have so many opportunities nowadrys - andyet there are still people in other parts of the world who lack basic needs. I was hupry to see there is a programme to sensitize the girls to the needs of people among them, and give them a chance to reach out to them (each form used to knit two squares thatwere sewn into arugt in our daysrto be sent to the "mission s" , at least we did know about the disparity in life opportunities). SR MARY MAGDALEN O.C.D. (Desley Frost, Class 0f 1960) Thank you so much for sending me the Grarnmar Gazette, and for welcoming me back into the alumni community.

Cover lmage Photography: Greg Gardner

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FROM THE PRINCIPAT

LIFE-\MIDE LEARNING: AN EDUCATIONAL CONSTRUCT FOR THIS CENTURY ln a time of tragic natural disasfers on a

bombing tragedy, she illustrates how we draw collective strength from adversity through thoughtful, quick and efrective actton. Summers believes if we can do it when under duress, why not routinely with our economy, infrastructure and creatle industries. We should stop chancing our hand and use our intellect for continual improvement - no matter what the circumstance or scale. Our Humanities F aculty at Girls Gramm ar - comprising Modern and Ancient History, Geography, Economics and Study of Religion departments - is profiled in this edition of the Gramm ar Gazette. The Faculty is well-placed to lead the investigations and debates in classrooms associated with critical world events and the impact they have had and may yethave on Australta and its people. Philosophical and ethical questions underpinning class discussions arc paramount to the processes of critical thinking and problem solving at tncreasingly sophisticated levels. While the stimulus material from the beginning of 2071. may be tragic, the lessons to be learned will extend far beyond factual understanding. This School's purpose as a place of knowledge buildin gt crtttcal thinking, problem solving, human connectedness and world cittzenship is undisputed. But a leading educational place will heed the fwenty-first century demands and possibilities for its learning commu ntty in phys tcal,virtual, spiritual, cultural, social, international and intellectual spaces. Life-wide learning - critical and position aI - is an educational construct for this century and relevant for every home, school and its community. In creating the best combination of spaces and people - i.e. places for \earning - our young women can neg ottate their roles and responsibilities towards what Erica McWilliam describes as self-agency - an enviable attribute increasingly valued and expected in all aspects of personal, societal and professional life now and, no doubt, in the future.

national scale, the focus of media3 attention moves quickly from the human tragedy to debates on the manipulation of taxes, levies and government balance sheefs. (Trent Driver, Grammar Gazette p.7) Australians, custodians of the so-called lucky country, find themselves not only Ln a time of coping with natural disasters at home, but in a pacific region impacted by unfoldi ng catastrophic events. The call for disaster relief and assistance locally and internatrc",nally tests the resilience and depth of our national and personal humanttftas well as our faith in the capactty of others to endure heartbreaking misfortune - albeit often watched from a distance, repeatedly on television or reported in newspapers. Critics suggest the 'disaster specials'screened by media outlets desensitises us from empathising with those sufrering the most. The counter argument to this surely is that awareness and information allows for communities and countries to mobilise quickly in support of each other phenomenon we all witnessed with the Brisbane flood, but which we have seen the lucky country in 1,964, it was not to promote our good fortune but rather to alert us to our collective complacency and suggest that as a nation we look more closely at our responsibility to actively engage with our neighbours and the world. Perhaps owing to our geographic independence, rich natural resources, a comparatlely small population and general pfosperity,we have come to believe the c1ich6. In 2008, Anne Summers wrote On Luck in which she challenges us to cease relying on fate and take control of our destiny. Citing our aid and recovery response to the 2002 BaIi repeated in New Zealand and now Japan. When Donald Horne wrote about AustralLa ^s

DR AMANDA BELL

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FROM THH SCHEOL LMADARS

A FORCE MORE POWERFUL THAN GRAVITY

Somefrrnes / feel like throwing my hands up in the air; I know I can count on you. Sometimes / feel like saying, Lord I just don't care, but you've got the love I need fo see me through. Florence, frorn the British band, Florence and the Machine, has encapsulated in her songrYou',tte got the Lowe, the sense of belonging and community which thrives within this School. Perhaps it becomes evident when a student is running that final stretch in cross country and she rounds the last bend to see a flock of blue on the side line, or when a girl is haHway through that challenging oral and she looks up to make eye contact with her smili.g class or perhaps it is simply when aYear 8 is lost and someone shows her the way to class. The Student Council believes that these experiences of compassion and spirit make Gramrnar unique.

momentum as the girls continue to advance into the future. It is a pil, almost like Savity, keeping us grounded. One role of the Student Council is to devise a theme to shape the year ahead. This group of nventy-six girls determines the aspects of the School they would like to focus on and develop. At Student Council camp at the start of 20'1,1, il girls were very enthusiastic about the year ahead. When fiscussing their aspirations for Grammar, these School leaders soon fiscovered that th"y all shared a common vision: a more unified school, where girls from arry year group can comfortably interact with other yeffi groups. The Student Council has therefore decided to borrow the scientific term for gravity and dub our Grammar Force - the G-FORCE. Therefore, this yeffi the students are encouraged to conquer 20II with the help of the motto: Feel the G-FORCE; be the G-FORCE; embrace the Sisterhood. best of your ability in this School and its amazing opportunities, to make Grammar girls known as a driving force in the communiry both locally and globally. And most importantly, there is Embrace tlte Sisterltood.The ultimate goal is to unite as one and support our Grammar sisters. The love of your friends and School is crucial, especially to the Year I2s as they undertake their final year. The Student Council believes in a simple philosophy that the better the relationships within and between year groups, the better the school experience. The student leaders hope that the theme will build upon this and, in turn, make 201I ayear to remember. ANGELIQUE SWEEP AND LUCINDA TONGE - HEAD GIRLS Each aspect cannot be achieved without the others. To feel the G-,F'ORCE is to feel School spirit, to be immersed in "Grammarosity". To be the G-F'ORCE is to be involved to the

There is something special at this School, a force that

There is something special at this School, a force that connects all girls once th"y step through that white picket fence. It is what makes a Grammar girl a Grammar girl. This force encourages a trafition of independent,

connects all girls once they step through that white picket fence

capable women. It promotes wisdom, imagination and integrity. It is a spirit evident when the entire School decks itself in red for Valentine's Day, when the students donate time and energy to supporting worthy causes or when over 1000 girls j*-p in unison to the war cry. It is the spirit, the life of the School, the love of the School and it is powerful. It is simply: the Grammar Force. For 136 years now, this Grammar Force has connected girls, like a family. The students, the sisters of this Gramm ar farrriy, care for and support each other, no matter what year groupr they work hard and, most importantly, share this time of their lives together. This force within sustains the sisterhood and gains

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LEADERSHIP

INTERNATIONAL CONVENTION EMPOWERS Wffiffiruffi Wffifuruffiru ANNABELLE COOK, ANGELIOUE SWEER LUCINDA TONGE AND LAUREN TURNER (Year 12 Students)

In November last year, we were given the exciting privilege of attending the International Convention for Youth Leaders (ICYL) to enhance our skills as 20Il school leaders. The theme for the five days, based at Raffies Girls'School (RGS) in Singapore, was 'Empowering women to L.E.A.D a change.'L.E.A.D stood for

Special School and Mrs Lim Hwee Hua, the only female minister in the Prime Minister's office. On the second day (Embrace), we met women leafing in their careers as we toured Singapore. Talks ranged from youth leadership to womeris leadership in the workforce, from changing the world to living ahappy and fulfilling life. All the

while, we were encouraged to reflect on what was discussed within our groups and talk about our own experiences at home. It was interesting to hear about the issues of the other girls and notice the similarities. Other highlights included an excursion around the country, campaigning

the sub themes of each day,Lead, Embrace, Act and Dedicate, and shaped the activities and talks we were to participate in. We were inspired before the conference even began when we discovered the entire convention had been organised by a dedicated team of fifteen yer old RGS students.

It was interesting to hear about the issues of the other girls and notice the similarities

in the city and International Friendship Night where all the delegates wore their national dress. One of the most important things we learnt and that we will strive to remember this yeur is to "\A/alk the Talli', a philosophy that Dr Shirley Lim, President of Research Communication International, was very passionate about. The idea is that while it is important to have values and visions, it is imperative to act on these and this is very relevant as we aim to be a proactive student council in201,1.

On the first duy we were split into groups of ten girls. We were the only Australians attending, other delegates came from Singapore, China, Taiwan, Thailand, India, Malaysia, South Korea, Vietnam, Indonesia and one girl from New Zealandwho we quickly adopted as an honoruryAustralian. Friendships were formed as we shared similar values and interests, despite the range of nationalities and backgrounds. We heard from leading women in Singaporean society including Ms tinaLiang, President ofLINIFEM Singapore, Mrs Leaena Tambyah, founder of the Asian Women's WelfarcAssociation

A GIFT OF KNOWLEDGE: APPLICATIONS FOR MARIA SULIMA BURSARY FOR YEAR 8 zAN "Don't waste any opportunities you've got, knowledge is the best thing that you can have, and always, always, strive for your goal." Dr Maria Sulima

Dr Maria Sulima was a remarkable woman and although she was not a student of Brisbane Girls Grammar School, she left a bequest to the School to establish the Maria Sulima Bursary. The bursary allows talented students from less-privileged families access to the gift she held high above all else: knowledg. through education. Dr Sulima was adamant that the girls selected for a bursary would have the character, talent and academic ability to allow them to take full advantage of

the many opportunities offered to them by the School. The bursary is awarded on the basis of overall merit and financial need. The bursary is strictly means-tested and only families who would otherwise experience difficulty in paying the School's tuition fees should apply.The families of girls who are short-listed will be required to provide detailed financial records, including tan returns, for external assessment. If you aLre aware of a family whose daughter mny be eligible to apply for the Maria Sulima Bursary for entry into Year 8 in 2012, they

can register to sit for the ACER scholarship test by following the procedure outlined on the School's website under the Enrolments/S cholarship section. Applications close Friday 8 April 201L, and the examination will be held on Saturday 14 May 20L1. Overseas students are not eligible to apply. Enquiries: Mrs Machelle Flowers-Smith, Enrolments Manager (T) +617 33321386 (E) enrolments@bggs. qld. edu. au

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HUMANITIES FACULTY

ffiffiffiruffi MffiM&Mx ffiffiffiWffiruffi &ruffiWffiffiffi Wffi WMffi ffiffiffi ffiffiffiffiWffiffiruffi MS ALISON DARE, Director, Humanities Faculty Studies in the humanities at Brisbane Girls Grammar School have a long history and have always played an important role in providing our students with a broad-based liberal education.

example, saw knowledg" as integrated and the various subject disciplines such as mathematics, logic and geography as branches of the new humanistic curiosity in a world which offered endless possibilities for enlightenment. The famed 'father of history' Flerodotus embodied this curiosity in that he is also purported to be the first to write amajor work on geography and ethnogruphy. Today as knowledg" has become more complex, it has also fragmented and lost some of this grand and unified vision. While the Humanities Faculty does not claim a monopoly on a broad-based liberal education, it is nevertheless well placed to explore the dynamic links between different areas of knowledg" as well as being able to think about the ultimate purpose of education as a.way of realising our shared hum anity in all of its various historic aI, religious, socio-economic and geogrlphic dimensions. In asking the question of what it is that makes us human, we are compelled not only to look for commonalities between different societies but also to explore the 'otherness'of groups who seem so remote from us. The Humanities Faculty is united by a common goal - to see our students equipped with the means by which to make sense of the increasingly complex world in which they find themselves. The means bywhich such seemingly lofty

This clear vision is perhaps more important now, in a climate where the content of school curricula on a national scale are up for political'grabs', for it has enabled us to stand firm in our conviction about what a humanities education should entail. As its name suggests, studies in the humanities explore questions of whatit means to be human and the complexity that goes with such questions; it is about how we act and the forces that shape us to accomplish both great and terrible things. Underlying this is the premise that the process of 'becoming human' involves inter play between the individual and his or her society and environment. .Although it can be argued that all true education is ultimately about enabling the individual to become more fully human, humanities education is perhaps more explicit in this objective. This is attributable to the unique w^y in which a humanities framework conceives of the world. Recognising that humans are more than the sum of their parts is a distinguishing characteristic of humanistic study and it is this approach which sets it apart from many other fields of knowledge which focus on knowing 'about'human a process which is inherently reductionist. This approach is hardly new; indeed from an historical perspective all education was once humanities education. Some of the earliest schools in Ancient Athens for

aspirations can be achieved rest firmly with the development of creative and critical thinking skills. Subjects in our faculty approach the development of these skills through avariety of methods tailored to specific contexts. They are mindful of the need to balance relevance and immediacy with an appreciation of knowledg. for its own sake. Ultimately, the most significant legacy for our humanities students relates to their understanding of the humanity they share with others regardless of time and place. References: Strassler, R.B. (Ed.). (2008). The Landmark Herodotus. London: Quercus. McCutcheon, F. (2006). Educatron as a Humanrsrng Activity. [conference paperl. Dialogue Australasia Conference. White, P (interviewee). (November 30,2003). Humanities. Radio National IRadio Transcript]. Australian Broadcasting Corporation.

STUDY OF RELIGION MR ALAN DALE, Dean {schoot

The Study of Religion syllabus, which has bee n avaTlable at this School since 198L, does not promote arry particular viewpoint or religious tradition but is designed to be an appropriate field of study for all students irrespective of the existence or level of individual religious knowledg. or beliefs. Study of Religion seeks to develop students' knowledge, skills and values and understanding through critical inquiry, debate, reflection and empathetic engagement with the standpoint of others. It draws on many fields of knowledge and inquiry, focussing core components in the nature and significance of religion as a universal cultural and historical phenomenon, Australian religious perspectives and the variery of world religions. As an academic discipline it adopts an educational

approach, grounding five of the seven key learning competencies and develops and assesses student achievement in the domains of knowledge and understanding, evaluation and research and communication. Contemporury Australia is a pluralist society. Studying religion helps students to become aware of the beliefs of others and to further understand their own. These studies also help students become effective global citizens and promote cross-cultural harmony, tolerance and mutual enrichment by enhancing understanding of the ways in which particular cultural contexts have influenced and continue to influence the formation of an individual's world view.

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HUMANITIES FACULTY

G EOG RAPHY MR JEFF wHEArLEy, Head of Geography

the local community and most import antly, utilising various field trips within the learning process. In its broadest sense, geography is an education for life and for living.At understanding and enthusiasm for geography, and the development of geographical knowledge is essential for the twenfy-first century in a world where population growth, rapid development, global environmental change, social and economic inequality, and resource depletion threaten the very planet on which they live. As an outcome of their studies in geography, students are able to make a more informed, active and responsible contribution to the local and global community.

The discipline of geography brings together the natural and human dimensions of the world in the study of people, places, and environments. Geography connects student learning to the realworld. Geography is a dynamic subject. Students are given opportunities to observe, investigate, understand and evaluate human and natural phenomena and their complex interactions from a spatial perspective. This is achieved by providing an affay of learning experiences for the students such as the integral use of technology, the application of GPS and Geographic Information Systems as well as Web 2.0 applications, using different forms of multimedia, the sharing of ideas, accessing guest speakers from

ECONOMTCS MR TRENT DRIVER, Dean ofAcaden'tic Development

global economy? Such questions of our standard of living, our environment, welfare, international trade, our currency, interest rates, government policies or even how to measure our confidence in the future should provide valuable insights. Economics is about understanding models and theories of how individuals and groups behave and interact, but more importandy it asks whether or not those theories help us understand the issues that face us individually and nationally on a daily basis. John Maynard Keynes suggested that we are all 'slaves of some defunct economist'whether we know it or not. In this way, as a discipline economics is paradoxical (but also places it firmly in the realms of the humanities): economic ideas may exist in a book, but the impacts and study of those economic ideas are played out in society every duy. Understanding how and why they are played out is the holy grail of this branch of the humanities.

In a time of tragic natural disasters on a national scale, the focus of media's attention moves quickly from the hum an tragedy to debates on the manipulation of taxes, levies and government balance sheets. This underlines the influence and prevalence of economic ideas in our society. The rights and wrongs of different approaches, of equity and fairness and of what is best to support populations at risk, emphasise that questions in economics are not just questions of money and finance but questions of choices, costs and benefits to society on a broad scale. Studies in economics asks why people, businesses, governments and even societies make the choices they do and to evaluate their impacts. Why do consumers behave the way they do? What challenges does Australia's changing population pose? How do governments make the decisions they do, and how will they affect us? Where do we sit in a fluid and fluctuating

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HUMANITIES FACULTY

ffiffiffiWffiffiW &ruffi WMffi ru&Wffiffiru&fu ffiffi ffiffiffiffiffi fuffi M MSJULTE HENNE'' Ey,HeadofHistory For the first time in Australia's history, there is a national curriculum that describes what all students f rom Foundation to Year 10 should learn in English, ffiathematics, science and history.

CE), Year 8: the Ancient to the Modern \A/orld (c.650 CE - c.I750),Year 9: the Making of the Modern World (1750 - 1918) and Year 10: the Modern World and Australia (1918 - present). The Flistory Department at Brisbane Girls Grammar has played an active and ongoing role in the consultation process to inform and shape the history curriculum in Years 7 to 10. It has begun the task of reviewing, revising and rewriting its current curriculum to bring it in line with the scope and demands of the national curriculum. The History Department is committed to delivering a first class history curriculum curriculum designed to do more than just teach students about knowledg. and ideas but also how to think about knowledge and ideas, and their place in the world.

December 2010, focuses on World and Australian Flistory, the analysis and use of sources and historical interpretation. Through the history curriculum students investigate broad questions such as: FIow do we know about the ancient past? What k"y beliefs and values emerged and how did they influence societies? How did the nature of global conflict change during the twentieth century? These provide a framework for developing students' historical knowledge and understanding and skills. The curriculum is wide in scope covering an expansive chronology aimed to help students understand broad patterns of historical change. Year 7 focuses on the Ancient world (c.60,000 BCtr - c.650

History's inclusion in the first four subjects in the national curriculum is recognition that historical knowledge is fundamental to understanding ourselves and others, and that it is central to who we are as a nation. The place of history as a core compulsory subject has been long recognised at Brisbane Girls Grammar where it receives the same timetabled allocation as English, mathematics and science. rds a consequence, the School is well placed to implement the new curriculum in history. While the current Australian Curriculum for history is not without its detractors and flaws, it provides a starting point in the journey to develop a rigorous, world class curriculum. The current curriculum for history in Years 7 to 10, released in

ffifuffiffi&fu ffiffiWffiffiffiruffiMffiffi ffiru WMffi MffiffiWffiffiW ffifu&ffiffiffiffiffiM At the end of every school yea[ Year 10 students gather together to stage a mock United Nations forum in the Gehrmann Theatre. Inspired by the opening lines of the

were arriving on Australian shores) and in 20L0, democracy in Burma (after the release ofAung Sun Suu Kyi from house detention). The United Nations forum provides students with the opportunity not only to learn about important global issues, but also the workings of the IJnited Nations, the history, government and policy positions of participating member states and the nature of international diplom acy and power play.

United Nations' Charter'We the Peopl.', they come together in a spirit of goodwill and co-operation to discuss, debate, lobby and eventually vote on a topic of international importance. Each year the topic of debate is chosen to reflect an import a nt, and often controversial, global issue of the time. In 2008 the topic was capital punishment (the year the Bali bombers were executed); in 2009, the rights of asylum seekers (a time when record numbers of boatpeople

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STAFF PROFILES

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MS ALISON DARE ptRECroR, HUMANIIES FAcuLry

ln 1993 I joined the Humanities staff at Brisbane Girls Grammar School after com pleting my stud ies at The U n iversity of Qu,eensland in the previous year. Being a new graduate, I was acutely aware of my inexperience in regard to the teaching profession yet the intimidation that this brought with it was tem pered by a sense that a greal opportunity had befallen me. As a teacher of classroom H istory, I taught in the Junior School as well as in the a reas of Sen ior Ancient a nd Modern History. Working alongside highly skilled educators during this period enabled me to ref ine my own practice a nd develop a model of pedagogy which could meet the

cha llenges im plicit with in the dyna m ic a nd evolving lea rn ing environ ment that is Girls Grcmmar. ln 2004, my career took a new turn when lwas appointed Head of O'Connor House. Th is role, wh ich I fou nd im mensely rewa rd ing, ena bled me to deepen my understanding of the interface between the social and emotional well being of adolescent girls and th eir academic development. lt was a lso a chance to explore the many dimensions of the School beyond the classroom. After working in the area of student ca(e for six years, I took up the Directorship of the H u ma n ities Facu lty. Th is opportu n ity to steer the faculty has presented many exciting challenges which involve not only keeping a breast of the latest trends in h u ma n ities ed ucation but a lso playing a leading role in these. B risba ne G irls G ra m mar School has opened ma ny professiona I doors to me. I have had the opportunity to participate in rich and varied professional development and look forward to the new chapters that lie a head in my ca reer.

MR TRENT DRIVER DEAN OF ACADEMIC DEVELOPMENT

My journey to Girls Grammar had taken me through classrooms in state, Catholic and lndependent schools, and has seen me wield my whiteboard marker in NSW with stints in Vietnam and China along the way. Undergraduate studies at the University of Sydney and postgraduate work at Macquarie and Newcastle Universities both star[ed me on this course and provided some formative side-trips along the way. My last stop before Gregory Terrace was at Newin$on College in Sydney as Head of the Economics Department over the past eight years. As a large independent boys' school, I had the opporlunity to work with the boys in many varied contexts - coaching debating and volleyball teams, leading outdoor education expeditions and being parl of the school's service programme among them. As a teacher I have always enjoyed teaching the elegance of economic theory, but the time in class exploring the grey areas of economic ideas have always been the most rewarding. I have feared that economists and policy makers too often hide or couch their ideas in an arcane language or lry and reduce them to a lowest common denominator for a fifteen second sound bite. Being able to explore the reasoning, logic, bias and values that are inherent in any debate I have always believed is an important tool to leave school with and is something I hope that I have been able to teach my ciasses to value. It is the classroom that has drawn me to Girls Gram mar. The opporlunity to teach and work in an environment where learning is valued and where teachers and students alike are excited about the ways in which it can occur is rare, and exciting in and of itself. ln my role as Dean of Academic Development I am looking fonruard to being involved in shaping the curriculum of the School's future and the chance to work with the innovative and passionate teachers in the School's classrooms in exploring how it can be delivered in a changing world. For me, they are exciting times indeed.

MS ABBY HILLS CLASSROOM THACHf; R, HUMAF{ITIES

When I first emerged from my undergraduate degree, lwas initially quite dismissive of the idea of a career in teaching; I wanted to explore the world, embark on exciting adventures and get as far away from institutions as possible. I pu rsued a career in the visua I a rts both here in Australia and the United Kingdom, working in printma king stud ios a nd as a com mercia I scu lptor. Du ring th is period I learned a greal deal about myself and the big wide world, and it proved a very stim u lati ng and rewa rd ing time in my life. It wasn't until I had somewhat of an epiphany in my mid 20s when I found myself working with children in a tutoring capacity that I realised I actually thoroughly enjoyed teach ing, it im med iately seemed very natural and 'right' for me, I was soon enrolled in a teaching degree, and after graduating I was eager to explore the ways in which my life experience would inform my teaching practice and how my practical skills might be applied to the classroom.

ln 2008, I joined the staff at Brisbane Girls Gram rnar School as a teacher of Art and History. Straddling the Humanities and Creative Ar[s Faculties proved to be informative to my pedagogical platform which has been enriched through the dynamic links that exist between these two knowledge areas. Since midway through 2008, I have co-ordinated the Second Chance Committee, a group dedicated to supporting the plight of Brisbane's homeless women, The opporlunity that this position has afforded me in helping to guide our students to make a meaningful difference within the community has been immensely hearl-warming and humbling.

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IN!TIATIVES

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TWENTY.FI RsT CENTU RY CLASSROOMS

ln 1986, the Gehrmann Building classrooms and theatre, named for Dr August S Chair of the Board 1976 - 1986, were opened and have served the School well. imaginative plans to significantly transform these classrooms were approved with completed over the 2O1O/ll holiday break.

Gehrmann, ln 2O1O work being

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INITIATIVES

The School regards aesthetics as important in the nurture of youthful imagination. Considerations of colour, lighting and acoustics have all played a significant role in this refurbishment. Noise from air-conditioning, varying levels of lighting for different purposes and neutral colour schemes to assist students to focus have all been included in the design process. Multi-purpose classrooms will no longer have posters or maps on walls; teachers

Armed with a more sophisticated understanding of the learning needs of contemporary students, it was decided that atotal refurbishment was required to create the flexibility needed for twenty-first century pedagogy. Classroom structure and facilities are critical elements in the learning environment. For today's networked and connected students and teachers, the stereotypical

use audio-visual projectors to display material, leaving walls uncluttered for the successive

classrooms of the 1980s no longer provide an ideal learning space. Students these days have different learning need they are likely to be more collaborative and social learners. In the fifteen newly designed classrooms, fluid and flexible seating arrangements

Classroom structure and facilities are critical elements in the learning environment

classes. Enhanced wireless and laptop facilities ensure superior connectivity through the complex.

Later in the year, Gehrmann Theatre which presently seats an audience of two hundred will also underg o a major up-grade including new seating, lighting and AV equipment. Teaching and learning is being transformed by the re-working of these buildings with optimal facilities, ergonomics and aesthetics all supporting the connectivity of students and a collaborative approach to teaching within a networked learning community.

encourage students to interact with each other, rather than being focused on the teacher at a central point. The ability to combine classrooms enabling two or more teachers to work collectively with alarge group of students is a key feature of the new facilities. The new configurations also allow easy transitions from small groups, interactive learning in class settings and lecture sffle presentations.

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COMMUNITY SERVICE

ANTIPODEANS ABROAD: CAMBODIA ln December 2O1O, Brisbane Girls Grammar School farewelled its fourth Antipodeans Abroad Expedition headed for Cambodia. Antipodeans Abroad draws together and extends the themes of outdoor education, personal challenge, community service, teamwork and leadership into the Senior School through its planned programmes in developing countries around the world.

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COMMUNITY SHRVISE

STUDENT REFLECTIONS When I first signed up for this experience at the end of 2009 I never would have imagined the adventure that lay ahead of me. A whole year of activities in preparation for our trip to Cambodia seemed to just fly by - and we were, all of a sudden it seemed, sta nd ing in the m idd le of Ph nom Pen h I nternationa I Airport wondering "hcw will we get to our guesthouse"? We travelled for 1B days, in three groups of about 15 students, a nd a ll com pleted th ree legs of the exped ition - trek, community project and sightseeing. The temples of Angkor Wat, the Killing Fields and Tuol Sleng Genocide Museum were just some of the incredible sights we visited, learning about Cambodian culture and understanding more about the com plexities of the Ca m bod ia n people's h istory. The highlight for many of us was working with the community of Sampov Loum Village in Kralanh - a little village in the north of rural Cambodia. My Grandfather's House, or 'Pteah Ta Knyom' in Khmer, provides free supplementary education and capacity building for local children and villagers and helps to show the local community that learning is fun, and that you should stay at school as long as you can so that you have more options for your life going forwards. We loved seeing our fundraising money go to good use, as we created two new classrooms, drainage pipes, a brand new library and a generator for the school - all in about 15 days! And of course, we made lots of new friends and had very interesting discussions about the social and economic realities of Cambodia today. You can check out the progress at www.mygrandfathershouse.org Nothing grows self belief and confidence quite like being put in new situations in a developing country. The programme allows you to take control of the trip but in a way that is safe and protected. We made all our own decisions about where to stay, what to eat, how we'd get from one place to another, how we'd manage our budget - it truly is a unique and inva I ua ble experience. I discovered that I am a lot tougher and more adaptable to situations than I previously thought. I think I have grown as a person from this program as lwas given a chance to lead the group and listen to everyone's ideas and work with girls who I had never worked with before participating in this programme.

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CURRICULUM

wMffi &ffiffiwffi&tuffi&ru ffiffiffiffiffiffiffituffiMx WMffi ffiffiffiffiffiruW ffiW&Wffi ffiffi ffifu&W MS SAMANTHA BOLTON, Dean of Studies

One of the most hotly debated political topics in recent years has been the merits of a national curriculum and the subsequent form such a curriculum would take were it to be embraced. Paradoxically the prospect of a standardised Australian Curriculum offers an exciting opportunity for innovation while also having the potential to limit and standardise what happens In classrooms across the country. Certainly the notion of what Peter Hill, that initial curriculum design should focus the ChiefExecutive Officer ofthe Australian on the disciplines of English, mathematics, Curriculum, Assessment and Reporting science and historywith geography, Authority (ACARA) terms "the languages and the arts being part of a later development and implementation of a phase.The specific details ofthe curricula wodd-class Australian curriculum that for the Phase 1 subjects are now available will prepare young people for life in the atwww.australiancurriculum.edu.au and 21st century" (Hill, 2010) is a laudable are accessible to all. stuclents rt rs our cnauenge as a Jchool to . ----o- :IT:"i?::::.""11'.ryT::: ^'}T:* phases. rn December 20 10 at a meeting tne Dest elements or tne new cufrrculum of the Ministerial Council for Education, documents and comt rne them wrth next practicemoders.fp.*g:gt: w- engaged ir this phase-of thinking, planning 'c.rrric,rla irf.i,ffis;tBffi;#r:il1];H The basic principles undedying the achievement standards were not. ACARA development oftheAustralian Curiculum has been asked to resubmit these for are framed on the Melbourne Deelaration on approval, along with any alterations to the Educational GoalsforYoungAustralians content by October this year (ISQUpdate (2008). These goals were identified as 4February2071). It is expected that these being, "to promote equity and excellence" Phase I subjects will have been implemented and to assist all Australians to become, in schools by 2013 from Foundation (the "successful learners, confident and creative term used to refer to the year preceding individuals and active and informed Year 1) to Year 10. In Qreensland the citizens". Education ministers determined expectation is that science, maths and fo, English, mathematics, science and development this year' and history was approved but the aspiration. In order to continue providing exceptional learning opportunities for our . ,," ------. ;- ,.- -limelines have been established for the developmentandimplementationofthe

trnglish implementation will occur in 20I2.At this stage the senior curriculum is still being developed so timelines for implementatio rt arre undecided. As recognised leaders in secon dary education, it is not suprising that several of our senior staffmembers have been invited to contribute to the Australian Curriculum at a number of stages. Mr Greg Bland, Director of Mathematics, through his involvement with the Qreensland Association of Mathematics teachers Qreensland Studies Authoriry (Q$A) and ACARA in the last two years, including a detailed workshop on the proposed senior mathematics curriculum. His faculty has provided extensive feedback on junior mathematics and all four senior subjects. In terms of implementing the requirements of the new curriculum, the faculty has audited the subject programmes f,or Years 8, 9 and 10, resulting in revisions and refinements to ensure that requirements are met and that students continue to be challenged to maximise their learning. Mr Stephen Woods also has led the English Faculty in a review of the requirements of the Australian Curriculum. As part of the journey towards implementation the faculty has introduced the use of

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CURRICULUM

The process of curriculum development is a dynamic one. It encompasses much more than questions regarding classroom content. The Preamble of the Melbourne Declaration (2008) asserts that "a"s a nation Australia values the central role of education in building a democratic, equitable and just sociefy society that is prosperous, cohesive and culturally diverse, and that values Australia's indigenous cultures as a k"y part of the nation's history, present and future". For such an assertion to be upheld we must always build our curriculum for the creation of thinkers who can do more than absorb knowledg".This requires a vigilant approach to the consistent review of our programmes and an acknowledgement of Peter Hill's claim that "curriculum work is never done" (2010). References Hill, P. (2010). An Australran Currrculum to promote 2lst century learnrng. Education Services Australia. http://www,eqa.ed u.aulsite/ a na ustra I ia n c u rric u I u mto pro mote2 1 stcentu ry. htm I The Melbourne Declaratron on Educatronal Goals for Young Australtans. (2008). Australian Curriculum Assessment and Reporting Authority (ACA RA). www .acara. ed u,a u/defa u lt.as p/ The Shape of the Australran Currtculum v2 (2010) http ://www. aca ra . ed u . a u/c u rri c u I u m . htm l# 1 Stephens, S (August 2O1O). The Australran Science Currrculurn: A house or a heap of stones? BGGS News

heap of stones, considerably more than are required to build a house. And, with its attempt to foreground inquiry skills, it can be argued that the new science curriculum has also provided a quantity of the'mortar'teachers need to construct their curriculum. Still, science educators arc faced with the huge task of creating the cap acity to build the "house" (Stephens, August 2010). 2011 will be a year of planning and refinement, culminating in implementation at Year B in 2012 MsJulie Flennessey, Head of Historlt has had extensive involvement in both the state and national consultation process for the history curriculum. It is testament to her professional ability that she has been asked to participate in the professional development of other educators to assist them in embracing the new curriculum. The department is engaged in planning and designing new study units and partialimplementation is occurring at Years 9 and 10. The greatest challenge for the Humanities Faculty remains strikin g abalance between a commitment to an agreed core body of knowledg. and a rigorous skill-based inquiry approach. This will continue to be negotiated when the geography curriculum is tabled.

L0 English there has been a comprehensive cross-match of the national programme and the one currently followed at Brisbane Girls Grammar School. Overall, a considerable overlap between the two has been identified. Several members of staffhave attended ACARA conferences designed to update educators and Dr Natasha Mayne co-ordinated a faculty response to the documents in 201,0. Dr Sally Stephens, Director of Science has been heavily involved in the consultation process regarding the senior physics curriculum having been invited by both the QSA and ISQto contribute in a range of contexts. She travelled to Sydney as an lSQrepresentative to ACARA. In addition, the faculty has reviewed its current curriculum documents and begun the process of devising new units which will incorpo rate the national requirements and maintain the rigour and engagement essential for good learning. Planning and refinement will take place this yeur, culminating in implementation at Year 8 in 201,2. Dr Stephens'article on the Australian Science Curriculum provides an excellent framework for thinkirg about what is provided by the curriculum writers. She concluded: "So, is the Australian Science Curriculum a house or a heap of stones? There is no doubt that curriculum writers have given the science teachers of Australia alarge

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ACHIHVEMENTS

WHERE CI\N AN OP TI\KE YOU? MR JIM SEAHA, Director of Post Secondary Planning

It is common knowledge that an OP score is the mechanism by which high school students gain entry into Qreensland tertiary institutions. In fact, in 2010 , 9 6 per cent of the cohort used them for that very purpose. It is, however, noteworthy that a number of students in the 2010 cohort used their OP to gain entry into a number of interstate universities. And, increasingly, Grammar girls, armed with strong OP scores are taking on the world by gaining direct entry into some of the world's most prestigious universities.

Brisbane. As students, our girls are encouraged to think of themselves as global citizens. In increasingly growing numbers, they participate in international forums such as the Girls Grammar United Nations Club, the International Young Physicists' Tournament, the US Space Camp and Biotrech, an interactive laboratory research trip which travels to the Seattle Biomedical Research Centre in the USA. Large numbers of students are also involved in Antipodeans Abroad, a community aid

to involve themselves in the Oxbridge Academic Programme which offered an academically challengng and intensive four week summer school opportunity at Oxford, Cambridge and UAcad6mie de Paris. In 201,1., the programme has grown to include twenty five students and one teaching fellowship as well as student travel to Columbia University in New llork City and La Academia de Espafra in Barcelona. With growing student participation in such a wide variety of global secon dary school experiences, the Office of Post Secondary Planning is lookirg forward to assisting more students with international university applications.

focused international leadership experience

NATASHA KAMINAGA (2O1O): "Dear Mr Seaha , in developi"g.ountries I bring good news! I was accepted into Waseda University, around theworld, as School of lnternational Liberal Studies. The interview was well as the Girls wonderful. They asked me so many interesting questions Grammar Affiliate and I found myself speaking like a Gram mar girl - Schools Programme thinking globally and thinking women participating globally." which offers cultural and educational connection to our sister schools in Japan,

In recent years, Grammar girls have been accepted into Princeton and Brown Universities in the USA as well as Cambridge University in the UK and Waseda University in Japan. It isn't surprising that more girls are considering tertiary options outside of

China, Germany and F'rance. The number and variety of international experiences are increasing as Girls Grammar continues to seek a more internationalised secondary scho ol experience for its students. Last yelr an inaugural group of ten students chose

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ACHIEVEMHNTg

COMPOSERS IN THE LIMELIGHT

Ha n na h Ca meron, Sen ior of 2008, retu rned to Brisbane Girls G (ammar School in Februa ry to perform for cu rrent students. As a student, Hannah was renowned for her sensitive performance style and her sublime song writing skills. Hannah has gone on to hone her craft at Victorian College of the Arts and has recently returned from a trip to New York where she immersed herself in the music scene. Hannah has been writing and recording in Melbourne in 2010 and will be releasing a five track EP recording of her most recent songs later this year.

Older students in the audience recalled Hannah's final solo performance in the Gala concert of 2OOB. The girls thoroughly enjoyed Ha n na h's stu n n ing perfo rmance. Com posers Clu b a nd Song Writers Stud io both meet weekly to provide students with skills and an avenue for dialogue about their own music making. lt was wonderful for the girls to see where hard work and

passion ca n ta ke them. MR ANDREW PENNAY Head of Classroom Music

GLOBAL CIT'ZENS lnitiated in 2007, the United Nations Club reflects the intent of the Brisbane Girls Grammar School Strategic Design by creating and maintaining relationships with the broader community and working in a global context. The United Nations Club developed in response to an overwhelming interest by students in international relations and the global com m u n ity in genera L The clu b has close aff iliations with the United Nations Youth Association (UNYA), UN Women and other community organisations and is growing in strength and popularity with in the School. Pri marily a n awareness-ra ising clu b, it facilitates the opportunity for students from Years 10 to 12lo discuss current international, national and local issues that affect their world. ln 20II, the club is again offering the chance for students to meet d iplomats, politicia ns, u n iversity lectu rers a nd other mem bers of the global community through a range of public and school-based events. The year will also see the continued participation of club mernbers engaging with other young adults from schools across Queensland at conferences and UNYA competitions. The United Nations Club is one of the many ways the School fosters students' interest in the world around them and their future as the leaders of tomorrow.

Last November members of the United Nations Club were invited to attend the officiai book launch of Lazarus Rrsrng, an autobiography by former Australian Prime Minister, the Honourable Mr John Howard no, UN Club member Cassandra McConaghy valued the opportunity to speak personally to Mr Howard and listen to his perspectives on his time as prime minister, "l geined an understanding of his personal and politicaljourney through the scope of Australia's transforming identity. lfound his perspective on multiculturalism and the 'Stolen Generation' pa rticu larly informative", she sa id. MISS ISABEL SMITH Co-ordinator

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Each year, nearly every student in the School enters the Australian Mathematics Competition, a prestigious international problem solving contest now in its fourth decade. ln 2010, two of our Year 8 girls - Serena Edwards (pictured above left) and Gabrielle Bennett (pictured below left) - achieved the highest honour in this competition, as part of the top 0.3% of students in the country to win a prize. The photos show Serena and Gabrielle being awarded their prizes from Professor Helen McGilvray, of QUT. Our students enter a number of mathematics competitions throughout the year, with some outstanding results in previous years. The girls are to be encouraged and warmly commended on their efforts. MR RICK BOWMAN Fa cu I ty of M a t h ern ati c s

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