Grammar Gazette- Issue 1, 2012

Managing the uncertainty of transition 1912–2012 Centenary of lifesaving gazette Brisbane Girls Grammar School Autumn 2012 Introducing our Philosophy of Teaching

Building academic fitness in Year 8

Features 3 7 9

Classical to the contemporary: New lessons in Latin Dr Amanda Bell, Principal Building academic fitness in Year 8 Ms Samantha Bolton, Dean of Studies Managing the uncertainty of transition Ms Sarah McGarry, Dean of Student Transition Introducing our Philosophy of Teaching Mr Trent Driver, Dean of Academic Development Caring for the mental wellbeing of teenage girls Mrs Jody Forbes, School Psychologist Towards a culture of failure Mr Stephen Woods, Director of English Celebrating 100 years of lifesaving Mr Stephen Fogarty, Director of Health Studies

Marrapatta Open Day Sunday 10 June, from 11 am

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Letters

We are so happy to have our daughter at Brisbane Girls Grammar School. We love the academic rigour, the nurture that is given within the House Group system and the wonderful encouragement by so many of your staff for her to strive for her personal best. We are particularly impressed with the many valued extras offered to the girls through Innovative Design and Enterprise Management. We appreciate the individual assistance provided as assignments are prepared with regular progress reports required and advice given. She is happy to go to school every day and loves being a Grammar girl. I would like to thank Brisbane Girls Grammar School for all the assistance and care it has given my daughter over the past five years. She has had a wonderful experience at the School and has enjoyed so many opportunities, all of which have contributed to her growth into the beautiful, confident, engaging young woman she is today. The last year went by too fast, especially for me, but it has given my daughter memories that she will reflect on for a long time. It was especially lovely to see the thoughtful, poignant Mr S & Mrs J Wisenthal (Year 11 2012 parents)

letters she received from girls in younger years—evidence of the opportunities the School encourages in developing friendships and mentoring between Year levels. Dr K Boon (Year 12 2011 past parent) Our daughter was fortunate to attend Brisbane Girls Grammar School up until the end of Year 10 before our family relocated to the UK. After a gruelling selection process involving four entrance exams and six interviews, I am thrilled to advise that she has been offered a place at St Paul’s Girls School in London where she will complete her senior school years. St Paul’s has an excellent reputation with three quarters of their cohort last year being accepted into Oxford and Cambridge. I would like to thank the wonderful teachers at Brisbane Girls Grammar School for providing our daughter with the foundation and rigour she needed to manage the selection process. Many English students are specifically coached for these exams and interviews whereas our daughter was able to rely on her Girls Grammar education. Ms L Alcorta (Year 10 2011 past parent)

Join us to celebrate the 25th anniversary of Marrapatta, our Memorial Outdoor Education Centre, on Sunday 10 June 2012. The School’s dedicated outdoor campus is situated in the beautiful Mary Valley at Imbil, approximately two hours drive north of Brisbane. The Outdoor Education programme encourages girls from Years 8 to 10 to set personal goals, to meet challenges and to gain a greater appreciation for the environment. Marrapatta Open Day allows parents, past students and the wider Grammar community an unrivalled opportunity to explore the wonderful facilities at the campus, hear from campus staff and enjoy a picnic or purchase a barbecue lunch in the tranquil surroundings.

For more information bggs.qld.edu.au/enrolments/open-day/

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In an address to US university students, Ronald Reagan declared, ‘There are no such things as limits to growth, because there are no limits to the human capacity for intelligence, imagination, and wonder’ (1983). This quotation encapsulates the motto chosen by the Student Council for 2012. There will be no limits to learning about ourselves, our School and our world. This year, every Grammar girl will be challenged to push her boundaries, reach her potential, exceed her expectations and make her dreams happen. This motto is only limited by one’s imagination, because it will mean something different to every student. Our vision is to motivate each girl to approach all aspects of her school life with courage, optimism and resilience. The motto for this year will no doubt accommodate the Brisbane Girls Grammar School aspiration, to be a leader in exceptional scholarship. At the start of this year, the School introduced a new Year 8 subject, Philosophy of Learning. It will make Year 8s more aware of their learning capacity and kick-start their first year at our School. The girls can also benefit from use of the School’s learning management system to access extensive academic resources. As the Student Council discovered on its leadership camp, this system is also a great way to connect students by publicising forthcoming events and building school spirit. Equipped with this sense of unity, the Year 12s will be well on their way to ‘owning QCS’ in September—which is truly a ‘team sport’ with every Brisbane Girls Grammar senior a player on the field. There are limitless opportunities on offer at Brisbane Girls Grammar School, and this year students are encouraged to immerse themselves within the School community with passion and an open mind. Home to dedicated, spirited and supportive sisters, the Brisbane Girls Grammar experience is unique. Whether this is witnessed within the thunderous

cheers from our supporting crowds at QGSSSA events or at annual fundraising occasions, an infectious level of energy is always generated by our student body. On Valentine’s Day this year, the School was decked in red and radiated enthusiasm to raise money for a worthy cause. This mentality encourages our Grammar girls to contribute to the world with wisdom, imagination and integrity. Every Grammar girl’s journey is only complete with the friendship of her Grammar sisters. This year, there will be no limits to friendship. We believe that relationships are an integral part of the beauty of school life. It is important for our girls to establish a support network of honest friends with whom they can share the diverse experiences of secondary school. This friendship extends to Brisbane Girls Grammar School’s multicultural community both here and abroad. Girls are able to attend summer school programmes, venture with Antipodeans, or stay with host families at sister schools, as we both did last September. Sitting around a French dinner table among chaotic conversation or climbing the Eiffel Tower alongside your Girls Grammar sisters, truly are once in a lifetime experiences. We are looking forward to welcoming students from our international affiliate schools to Australia throughout the year. This will bring the world to Girls Grammar as well as take our School to the world. Individually, there are no limits for our girls to be themselves, strike a balance, serve others and stay true to their values. This will ensure that as a team, we will be running faster, pushing further, singing louder and debating longer. Phoebe Tronc and Tanvi Karnik Head Girls

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Classical to contemporary: New lessons in Latin

Planning for a new Year 7 curriculum at Brisbane Girls Grammar is an exciting prospect. With the School’s history sited firmly in a grammar model extending back centuries, it was timely to reflect on the value to our current thinking of the School’s foundational touchstones. One of these was a firm commitment to the classics—and in particular a continuous history of teaching Latin. Today, Brisbane Girls Grammar is one of a very few secondary-only girls’ schools in Queensland, and is the only girls’ school with courses in Latin available from Year 8 to Year 12. In Neville Morley’s preface to Antiquity and Modernity (2009), he observes that aspects of classical antiquity can be interpreted as modern because of their resemblance to contemporary experience. This is illustrated many times over through literature, art and philosophy where reference to classical ideals forms a foundation for interpreting the human condition. The classical philosophers believed the intellectual enquiry and struggle needed to solve the big questions of the physical world and man’s existence in it was intrinsic to being a scholar. In an era where the dynamics of mobile information and immediacy replaces a static model of access, the idea of scholarly enquiry, trans-disciplinary learning and the value of debating big ideas becomes paramount in contemporary education and considerations for curriculum design. In a current education landscape of government focus on literacy improvement, an Australian Curriculum promoting history as a compulsory subject and a renewed pedagogical interest in the interrelationships between subjects for enhanced knowledge and understanding, an appropriation of relevant classical tenets for a modern context is overdue. For our School, this means a fresh look at our subject suite and, in particular, our strongly held traditions and aspirations in a contemporary context. In August 2011 the School’s Dean of Studies, Samantha Bolton, was asked to lead a project committee to investigate the rationale and research to support the introduction of Latin as a compulsory foundational language in Year 7 at Girls Grammar, as well as exploring

the possibilities of Latin as a trans-disciplinary core subject for the Humanities. The committee’s findings confirmed the School’s view that Latin and the classics remain pivotal to a scholarly, liberal and yet contemporary education. Edited highlights from the committee’s final report explain much of why we believe this is an important initiative in our preparations for Year 7 in 2015, and further, demonstrating our School’s courageous leadership in educational theory and practice. Latin provides an excellent foundation for the development of literacy and language learning. Also widely acknowledged is the notion that Latin provides students with a window into contemporary society through its links with areas such as law, medicine, science and theology. As one of the classics emerging from the world of the ancient Romans, Latin provides opportunities for developing cultural literacy and acts as a focus for the Humanities. Such a focus is particularly important when one considers the responsibility of schools to educate students for life in a broad and complete sense. Historically Latin has been the language of scholars so it is appropriate to use it to lay the foundation for scholarship that is built upon in later years at the School. The beneficial effects of learning Latin for students’ general levels of literacy are the utilitarian rationale for most Latin courses. In The Latin-Centred Curriculum (Campbell, 2006) it is asserted that classical language study significantly improves English vocabulary and facilitates an understanding of English grammar.

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The results of a significant amount of research outlined by DeVane (1997) support the notion that Latin education is linked to improvements in general English literacy relating to reading skills, grammar and comprehension. As well as allowing greater understanding of English grammar, classical languages also facilitate the study of a second foreign language. In fact, Hill (2006) recommends Latin for students who experience difficulty with foreign language learning. Similarly, Campbell (2006) articulates that a Latin education makes it easier to learn the grammar and vocabulary of the modern romance languages, while also assisting with the study of other inflected languages such as German. German schools (Gymnasien) argue for Latin being the first foreign language to be taught in high school (Lise-Meitner-Gymnasium Unterhaching). Latin, including as it does a focus on Graeco-Roman culture and history, promotes an understanding of the Western cultural traditions which developed from classical civilisations. English and European literature emerging after the collapse of the Roman Empire continued to use classical illusions and literary conventions to a significant extent. The great artistic and musical works of the Renaissance also drew heavily from classical works and ideas. Similarly, the theatrical traditions of the Graeco-Roman societies have left a considerable legacy for modern thespians and audiences. Contemporary political systems, including democracy, emerged from the governments of ancient times. Another less commonly appreciated benefit of a study of Roman society and language relates to the insights it can provide into contemporary society. The Roman Empire at its height was an ancient superpower equally as sure of its place in the world and its permanence as, for example, the United States of America is in modern times. It could be seen as the world’s first multicultural society. Certainly many of the challenges facing humanity in the twenty-first century played out two thousand years ago in the ancient Roman world. Latin then as a core curriculum subject has the advantage of being more than a foreign language—its cultural and historical dimensions remain evident in specific ways. Given these connections between classical culture and contemporary Western culture, the subject is a logical choice for educators interested in developing trans-disciplinary programmes within schools, as well as for those who see its value as a foundational subject which has much to offer as part of an academically rigorous curriculum.

In summary, Campbell’s belief that a classical curriculum results in ‘exceptional intellectual discipline’ reinforces the value of the subject as a mechanism to promote effective learning behaviours, while Simmons’ (2002) assertion that ‘every lesson in Latin is a lesson in logic’ lends further support to this idea. Van Tassel-Baska (1987, p.160) terms the classical language as a ‘verbal analogue to the teaching of mathematics as a cumulatively organised subject area’. DeVane (1997) cites a range of sources that further emphasise the value of Latin as a subject which addresses the needs of contemporary learners. She writes that while ‘modern languages require logical reasoning, they focus on the four proficiencies of reading, writing, speaking and understanding the language ... (however) ... the study of Latin requires that students use the higher order thinking skills, like analysis, synthesis and evaluation while translating at greater levels of difficulty’ (1997, p.6). This highly persuasive set of arguments presented by the committee illustrates the unique qualities inherent in Latin as a foreign language choice of study. The thoughtful and considered research undertaken by Samantha Bolton and her colleagues has informed the School’s decision that introducing the study of Latin as a compulsory core component of our new Year 7 curriculum will significantly enhance the education and scholarly journey for our new young students—an exciting development in the School’s aspiration to be a leader in exceptional scholarship. Barrett,V. (n.d.). The comprehensive advantages of learning Latin . American National Committee for Latin and Greek. Bolton, S. (October, 2011). Latin Project Committee Report . Brisbane: Brisbane Girls Grammar School. Campbell, A. A. (2006). The Latin-centred curriculum . Louisville: Non Nobis Press. De Vane, A.K. (1997). Efficacy of Latin studies in the information age. PSY 702: Educational Psychology . Valdosta: GA Valdosta State University. Lise-Meitner-Gymnasium Unterhaching. (n.d.). Retrieved October 17, 2011, from http://www.lmgu.de/html/lfachprofil.html. Morley, N. (2009) Antiquity and modernity . United Kingdom: Blackwell Publishing. Preface retrieved March 27, 2012 from http://books.google. com.au/books?hl=en&lr=&id=ltcxKBrpo4QC&oi=fnd&pg=PR9&dq=an tiquity+and+modernity&ots=HNPV166KOY&sig=KfVYOSOwHAFyC- QWFiYESg6G90o#v=onepage&q=antiquity%20and%20modernity&f=false. Simmons, T. L. (2002). Climbing Parnassus . Wilmington: ISI Books. VanTassel-Baska, J. (1987, February). A case for the teaching of Latin to the verbally talented. Roeper Review , 9, 159-167. Dr Amanda Bell principal References

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The limits of language mean the limits of my world. Ludwig Wittgenstein (1922) International Studies

Today’s increasing interdependence of countries means that people in many spheres of life have to be able to negotiate experiences and meanings across languages and cultures. Learning a language broadens the horizons of students to include the personal, social and employment opportunities that an increasingly interconnected world presents. At Brisbane Girls Grammar School, language learning has always played an important role in the education of young women. From the very beginning students were educated in a wide range of subjects including Latin and either French or German. With the addition of the Asian languages of Japanese and Chinese to the curriculum, in 1972 and 1989 respectively, students have had the opportunity to develop an international perspective to their learning. Since the release of The Shape of the Australian Curriculum: Languages at the end of 2011, there has been much debate within the broader community about the learning of languages, particularly which languages are relevant and what should be taught. However, many of these discussions focus on purely economic reasons and consequently overlook the richness that language learning offers students. Learning languages provides students with opportunities to engage in the linguistic and cultural diversity of humanity, to reflect on their understanding of human experience in all aspects of social life, and on their own participation and ways of being in the world. Significantly, studies have shown that students who are able to develop a high level of skill in two or more languages derive benefits in their general cognitive function. That is, they can think about their other subject areas more creatively (Lo Bianco, 2011). Language learning is more than just learning about grammar and structures, form and function, more than economics and careers. Language is both a social and cultural practice. The concept of intercultural language learning is one that the International Studies Faculty seeks

to promote in all of its language programmes. Intercultural language learning involves developing with students an understanding of their own language and culture and where this sits in relation to the additional one that they are studying. Students are then encouraged to develop a reflective stance towards language and culture. By being able to reflect on the differences and similarities between their own language and culture and another, students start to develop a sense of empathy. They begin to view the world from different perspectives. The role of technology in providing access to a wide range of contemporary material in the target language and about the target communities has been invaluable for learning languages. Websites, emails, video conferences, podcasts, music and video streaming are a few ways in which students today are able to interact with speakers of the language they study. Interaction with students from our international affiliate schools, through our home- stay programme and study tours, provides students with opportunities to experience their language studies and cultural understanding beyond the language classroom. It is through language learning that students are able to develop their sense of empathy and begin to view situations from multiple perspectives. Language learning extends the limits of their world and encourages them to contribute in a meaningful way.

Ms Natalie Smith Director of international studies

References Department of Education, Employment and Work Place Relations (DEEWR). (2011). The shape of the Australian curriculum: languages . Sydney: ACARA. Lo Bianco, J. (2011, October 1). Language teaching in Australian schools (Audio podcast). Retrieved February 20, 2012, from http://www.abc.net.au/radionational/ programs/lifematters/2009-10-01/3061600

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European languages

Bringing these ‘distant’ languages into the lives of our students involves a multi-dimensional approach. As with any language learning, words form only part of the story. Cultural elements play a key role in communication. This may include learning the French art of baguette making and the decoration of traditional German gingerbread houses in Year 8 and, in later years, appreciating contemporary music, film and television segments via the internet. Such segments reflect common issues across our cultures and provide contexts and language for discussion. Regular visits to and from our French and German affiliate schools personalise the language learning even further. The classical separation of languages and culture by distance is no longer relevant in a world in which communication and engagement have gone beyond geographical boundaries and in which leisure and employment play out in many forms. Therefore, the raison d’être for the School’s students to learn the languages of our European neighbours is as resonant today as it was in 1875. Culture is embedded in language and the Asian language curriculums are enriched with a diverse range of cultural activities which allow the girls to practise their language in authentic contexts. These learning experiences include accessing popular media and entertainment, communicating with other students using a variety of current technologies, observing important cultural festivals and annual events, cooking and food tasting, opportunities to dress in traditional clothing, visits to restaurants and temples, virtual tours, and interaction with students from our affiliate schools. Asian language students are invited to venture outside of their comfort zone and try new things, take risks and overcome challenges in their language learning. The inherent differences between Australian, Japanese and Chinese cultures mean that the girls are compelled to compare, question and come to appreciate an alternative way of living and viewing the world. The quest to understand others develops their ability to move between cultures as a global citizen. Tutors provide an authentic link with the language and culture within the classroom allowing for more informal discussions with students as to what it is to be Japanese, German, French or Chinese. For teachers, having an assistant language tutor provides the opportunity to keep abreast of the societal changes in the culture and its impact on the language itself. fine arts, mixed with the modern phenomena of manga, animation, ‘cute culture’ and cutting edge technologies.

When Brisbane Girls Grammar School opened its gates in 1875, French and German were among the earliest subject offerings. This made sense with the colonial settlement’s close links to Europe. But why in the twenty-first century do we continue to offer languages that are so far beyond of our geographical zone? As a nation settled largely by Europeans, this continues to be part of our heritage and it is also testament to the cultural and intellectual contributions of France and Germany. The early German settlers brought their vines, art and science, and the French, who missed raising their flag on our shores by just three days, brought film, literature, philosophy and art.

Asian languages

In the world of globalisation and new technologies, acquiring intercultural competence and skills in Asian languages has never been more relevant. China and Japan are Australia’s two leading economic trading partners. In more recent times, the relationships between our countries have strengthened and expanded beyond strong commercial links to other spheres such as culture, tourism and scientific cooperation. Japan and China are culturally rich countries which offer a fascinating combination of ancient traditions, modern technology and popular culture. Through studying these languages, our students are opened to a world of elaborate ceremonies, colourful festivals, exotic foods and ancient The School’s commitment to languages is supported with the provision of assistant language tutors in each of the languages classes. Language students in all year levels are able to have regular interaction with a native speaker assistant. These tutors provide an invaluable resource for both students and teachers alike. For students there is the opportunity to communicate in the language, practise and master the language structures and forms covered in class. Assistant language tutors

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Building academic fitness in Year 8 Learning is not attained by chance, it must be sought with ardour and attended to with diligence. Abigail Adams (1780)

Beginning secondary school is an exciting and challenging time for young people. A new environment, new routines and new opportunities characterise this anxiety-provoking and rewarding. Many girls embark upon new pursuits; they trial for new sporting teams, time making it simultaneously

to excel in the sporting arena or as a musician. We then applied these ideas to their academic work, exploring the concept of academic fitness (Martin, 2010). To improve their academic fitness students need to train; they need to persevere in the face of difficulties and accept that sometimes they will fail. Equating the effort needed to learn well with the effort needed to be an exceptional musician or athlete is empowering for students. It enables us to discuss the behaviours and attitudes that characterise effective learning in a way that is accessible to young adolescents. Using this platform, the Philosophy of Learning curriculum focuses on a number of key concepts—reflection, mindset, resilience and metacognition—linking them to the overarching theme of academic fitness. To ensure that these ideas are understood and internalised by the Year 8 girls, the concepts are embedded into the content of the wider curriculum. This allows the theories to be reinforced, making them meaningful to students and increasing the rate of transfer from one context to another. A student’s capacity to transfer material has been established as a key tenet of effective learning (Bransford, Brown & Cocking, 2000, p.51). Each Year 8 girl has a learning journal which she takes to all her lessons. This journal provides a tangible and visible medium for the conceptual links we are promoting. The practice of self-reflection in learning is inherently valuable because of its strong connection to meta- cognition (Bransford et al., 2000, p.97). This is alluded to in numerous educational texts, but Costa (2008) emphasises the importance of ensuring that students are assisted in developing the appropriate strategies to engage meaningfully with it. We have incorporated reflection into the curriculum of our new subject, linking it to academic fitness by equating it with ‘training’ for learning. Most students have been asked to reflect upon various events throughout their primary school education but many seem to lack an understanding of what it means to reflect and

they begin learning a new musical instrument or join a new club. For others the transition to Year 8 means an invigorated approach to continuing activities—a more systematic practice schedule for their music or renewed determination to improve their fitness and develop their sporting prowess. Similarly the girls’ approach to learning is very often more positive than it has been for some time. They have new books, new teachers and in some instances new subjects to study. It is important that we, as educators and parents, capture this enthusiasm and take advantage of the opportunity it provides for growth in all dimensions. There is no better time to be talking to students about the possibilities for learning, thinking and intellectual development than in Term I of Year 8. year—the introduction of a new subject, Philosophy of Learning. Each Year 8 class has a fifty minute lesson once a fortnight for the entire year. As the name indicates, this subject is about learning, but it is about learning in its broadest form allowing links to be made between subjects and activities. In the first session the girls discussed the importance of practice and perseverance when endeavouring With this in mind, Brisbane Girls Grammar School has embarked upon an exciting initiative this

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Equating the effort needed to learn well with the effort needed to be an exceptional musician or athlete is empowering for students. It enables teachers to discuss the behaviours and attitudes that characterise effective learning in a way that is accessible to young adolescents.

of its value. Discussions in Philosophy of Learning have allowed us to emphasise the importance of reflection by focusing on its cognitive benefits. Encouraging students to adopt a reflective approach to their learning in Year 8 will reap significant rewards in terms of their future learning. Another major focus of the School’s new subject is that of mindset. We seek to address the issue of learning mindsets through the use of neuroscientific understandings relevant to learning and the promotion of a positive approach to the cycle of challenge and feedback. Teaching girls a growth mindset, characterised by the belief that intelligence is something that can be developed through persistent and dedicated application, allows them to take the risks necessary for effective learning because they are less avoidant of situations that may result in failure (Dweck, 2006; Blackwell, Trzesniewski & Dweck, 2007). This is reinforced if they are able to view their teachers as learners who face the same difficulties as them. Kort, Reilly and Picard (2001) suggest that the practice of teachers only providing information to their classes in a polished form that omits the natural steps of making mistakes and recovering from them, means that they are not teaching students that negative feelings such as frustration, confusion and anxiety are part of learning. Students need to be able to sit with uncomfortable feelings such as these if they are to achieve their learning potential. Developing such academic resilience is a key element of the Year 8 Philosophy of Learning subject. Philosophy of Learning provides a springboard for discussions of resilience and its place in the learning cycle of challenge. It is clear that for an optimal learning environment to exist, teachers must make the promotion of academic resilience part of their responsibilities and where possible make it specific to their discipline (Nadge, 2005). This means that failure becomes an opportunity for learning and is seen as part of the learning process. This is particularly important in the education of girls as they

tend to ‘generalise the meaning of their failures’, while boys, in contrast, appear ‘to see their failures as relevant only to the specific subject area in which they have failed’ (Pomerantz in Sax, 2005, p.81). Given this propensity of girls to generalise negative feelings it is important that a uniform approach to the promotion of resilience is adopted. Accepting that failing and getting things wrong is an essential part of the learning journey allows the girls to build their academic fitness by embracing challenge. Understanding how the brain learns and how learning can be maximised is the first step in a continuous and difficult journey. The new Year 8 subject ensures that every individual is exposed to the important principles relating to this understanding. It establishes an excellent foundation for our students to embrace the life wide learning of exceptional scholarship.

Ms Samantha Bolton Dean of Studies

References

Blackwell, L., Trzesniewski, K.H., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development , 78(1), 246–263. Bransford, J. Brown, A., & Cocking, R. (Eds.). (2000). How people learn: brain, mind, experience and school . Washington D.C.: National Academy Press. Costa, A. (2008). The school as a home for the mind . California: Corwin Press. Dweck, C. (2006). Mindset . New York: Random House. Kort, B., Reilly, R., & Picard, R.W. (2001). An affective model of interplay between emotions and learning: re-engineering educational pedagogy – building a learning companion. Paper presented at IEEE International Conference on Advanced Learning Techniques . Madison, WI. Martin, A. (2010). Building classroom success . London: Continuum International Publishing Group. Nadge, A. (2005). Academic care: building resilience, building futures. The Journal

of the National Association of Pastoral Care in Education , 230(1). Sax, L. (2005). Why gender matters . New York: Broadway Books.

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The Dean of Student Transition is a newly created senior executive role responsible for managing the introduction of new students at all Year levels, and in particular Year 7 and Year 8 in 2015. Ms Sarah McGarry brings a wealth of experience in student care and curriculum across both primary and secondary schooling contexts to this key leadership role. Here she writes about the notion of transition, and provides an insight into the preparations underway for the introduction of Year 7.

Change, in one form or another, is inevitable, as

Queensland into line with most other Australian states. This move has significant positive implications for families moving interstate, and better positions Queensland students in terms of the Australian Curriculum. Most importantly, however, this move provides Brisbane Girls Grammar School with the opportunity to respond most appropriately to the learning needs of early adolescents. School founder Sir Charles Lilley’s vision to provide girls with the same educational opportunities as their brothers was far ahead of its time, and the way in which we introduce Year 7, 140 years later in 2015, will be consistent with the School’s long tradition of demonstrating initiative, adaptability and educational leadership. This is not the first time our School has embraced a change of this sort. When the School first opened in 1875, the ages of the forty pupils ranged from 12 to 20 years. In 1934, the Upper Sixth Form was confirmed, offering girls an extra year at the end of their schooling journey, preparing them for the transition to university. In 1964, for the first time, Year 8 students commenced their secondary schooling and became known as Form II. Much is made of the break from primary to secondary school as a transition of some significance and some potential danger for students. Divergence of opinion exists as to what form of structural sequence is most appropriate for students

life is never about maintaining stasis. Change evokes a range of emotions, from anxiety, uncertainty and fear to optimism, hope and excitement. Our individual and collective beliefs and attitudes towards change vary. Sometimes change is

optional, sometimes it is externally imposed, and periods of transition provide opportunities for us to develop our individual and collective identity and explore new territory. So it is for all of us, the entire School community, in this new chapter in our history. We have adopted a considered, collaborative approach to take full advantage of the opportunities presented by such a process of change.

In June 2010, then Premier Anna Bligh announced that Year 7 would move to secondary school in 2015, bringing

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but there is a pervasive belief that the differing cultures of primary and secondary schooling may be potentially problematic. Primary schooling is portrayed as operating with ‘care and control’ whereas secondary schools are seen to be driven by ‘academic orientation, student polarisation and fragmented individualism’ (Schools Council, 1993, p.52). It is argued that while this may be a difficult concept to change, there is a need to break down these traditional attitudes so that a more unified approach to learning and teaching can be developed.

As we enter into exciting new territory, we have already begun turning our minds to the academic programmes most appropriate for students of this age and developmental stage. With the introduction of the Australian Curriculum, students will require specialist facilities and instruction, and an increased focus on the learning needs of this age group, consistent with best practice for early adolescents, is already evident in our School. The commitment to a metacognitive approach has led to the development of the new Philosophy of Learning subject for Year 8 this year. Likewise, the inclusion of the Engagement in Learning rating on Student Reports in 2011 was designed to call attention, quite deliberately, to the learning

‘ ’ We strive to achieve that very delicate balance between providing sufficient reassurance for nervous parents and enabling student independence and identity development.

Other research has suggested that one of the paradoxes of the transition from primary to secondary schooling is that

it represents both a step up and a step down in terms of socially- reflected maturity (Hallinan & Hallinan, 1992). In physical size and know-how, these students go from being the oldest and the ‘experts’ to being the youngest and the ‘apprentices’—that familiar ‘little fish in a big pond’ analogy.

process rather than just the product (a mark or grade). Careful thought has been given to options for appropriate improvement of buildings and facilities, and our preparations in terms of identifying, developing and attracting

Transition from primary school to secondary school comes at a time when students are experiencing changes associated with their movement from childhood to adolescence, and these periods of transition can be unsettling. During the years of early adolescence, girls begin to take their first steps into what Deak (2002) calls the rich and risky contemporary landscape and begin to define and grow themselves with confidence and courage. We simply cannot underestimate the tremendous growth experienced by individuals through navigating this uncertainty, and the development that occurs when parents and students alike are open to the benefits that change brings. Research suggests that girls possess a much better chance of reaching their academic potential if they do experience at least some of the discomfort and challenge inherent in a process of change (Ungar, 2008). Our work as teachers and parents of these young people is about supporting their growth and development and empowering them to achieve their potential. Most students negotiate this process well—but our focus is on ensuring that the psychological adjustment for students is stable. Students are generally eager to leave behind the closer attention and ‘caring’ of primary school but they are also nostalgic for this initially—as are their parents. We strive to achieve that very delicate balance between providing sufficient reassurance for nervous parents and enabling student independence and identity development. Thorough design and testing of Student Care programmes and structures that best support and encourage the personal and academic development of our students is ongoing.

specialist staff are well underway. These preparations include both the reshaping of current spaces and creation of future spaces, to cater for the changing needs of our School community. We know that learning spaces transcend physical classrooms and so the ‘imagining’ of social spaces, where adolescent girls are able to interact, play, connect and learn, is vital. The physical—with aesthetically-pleasing, flexible classrooms and versatile configurations—is considered alongside the virtual, the headspace for exchanging and debating ideas, reflecting and relaxing. With our careful planning, future-focused outlook and co-ordinated approach, the introduction of Year 7 at Brisbane Girls Grammar will simply be the next natural step in our School’s journey.

Ms Sarah McGarry Dean of Student Transition

References

Deak, J. (2002) Girls will be girls: raising confident and courageous daughters . New York: Hyperion.

Hallinan, P. & Hallinan P. (1992). S even into eight will go: transition from primary to secondary school. The Australian Educational and Developmental Psychologist , 9(2), 30–38.

Schools Council. (1993). In the middle: Schooling for young adolescents. Project paper No.7, Compulsory Years of Schooling Project, NBEET. Canberra: AGPS.

Ungar, M. (2008). Putting resilience theory into action: five principles for intervention. In L. Liebenberg & M. Ungar (Eds.), Resilience in action (17–38). Retrieved March 20, 2012, from http://www.thelearningpartnership.ca/document. doc?id=81.

Grammar Gazette Autumn 2012 10

Introducing our Philosophy of Teaching

Brisbane Girls Grammar School parents will scoff at the suggestion that their girls’ learning happens only in classrooms, or the only place that lessons occur are in rooms with tables and chairs. Anyone who has spent any time around the School knows that not to be true. The formative experiences for our students occur in diverse locations and contexts and so, therefore, does the teaching. It may be on a mountain bike on a trail in the Noosa hinterland through an outdoor education programme, or in a South East Asian rural village as part of an Antipodeans expedition. It may

the School faces, that future cohorts leave equipped with the same confidence, wisdom and integrity.

But, too often, these ambitions can be lost in the noise that surrounds debates about education and schooling in this country. While much of the noise generated by the release of the Gonski report concerned the politicking of financial modelling, too often overlooked was its rationale, underpinned by the 2008 Melbourne Declaration on Educational Goals for Young Australians . That is, that confident and creative individuals,

‘ ’ The philosophy challenges the School’s teachers to create authentic and empowering learning environments.

be in a rehearsal room, a drama theatre, a pool or on a court. It may be in a place where girls and teachers are together in a room exchanging ideas and learning from each other or it may be in a virtual space in an online environment.

informed citizens and successful learners must come from high- quality schooling. The key element in that equation is the quality of teachers and the approaches they bring to their work. Professor John Hattie’s research in 2003 and 2010 argues that over thirty per cent

Irrespective of where and with whom learning occurs, Girls Grammar aspires to more for its girls than to cursorily cover a syllabus topic or satisfactorily complete a unit. We aspire for them to be scholars, indeed exceptional scholars, and embody the values of scholarship. However old- fashioned an idea of a scholar is, as our students leave us for uncertain futures we want them to leave with many of the things that a scholar would have. We hope they leave with an innate interest in ideas and a desire to ask questions and the skills to find the answers. We hope that they leave us with confidence to construct new ideas and seek new perspectives. We hope that they leave us with the skills to be heard. These are what generations of Grammar girls have taken from their time at the School, and we would hope that whatever social, technological or regulatory challenges

of the variance in student achievement is due to the work of a teacher with a student. Similarly, Dr Ken Rowe’s (2003) benchmarked analysis of the determinants of student success concluded that teacher quality and its role in building environments that met the cognitive needs of students was the most influential factor. However, as Ladwig (2005) argues, those schools with a coherent and explicit view of what effective teaching is have the most significant ability to improve student outcomes. It is with this in mind the School has asked what it believes are the foundations of the type of teaching practice that exploit the best of the School’s educative traditions and practices, and set us the challenge of taking the best advantage of emerging technologies and pedagogies.

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The result has been the development and adoption of the School’s Philosophy of Teaching, a frame of reference for all teachers in all the contexts where our girls learn. The philosophy challenges the School’s teachers to create authentic and empowering learning environments through providing experiences for girls that: • Foster rigour and deep understanding • Promote higher order thinking skills • Engage in disciplined and critical inquiry • Create connectedness across different contexts • Engage students with their learning and the learning process, and • Develop sustained and substantive communication skills . The philosophy was developed from contemporary research into effective teaching practices and their impacts upon student achievement, with each of its elements supported by considerable bodies of work. In itself it is a scholarly basis for all of the School’s teachers to reflect upon how they deliver a curriculum to our students. The broad intention, to create authentic and empowering learning environments, summarises the ethic and atmosphere of how Grammar girls learn. Teaching is meaningful and purposeful and deals with significant concepts and skills at each stage. It equips girls with the ability to cope with the intellectual, physical and emotional demands they will face beyond the security of the School’s gates. This intention recognises that contemporary learning places are wide and varied irrespective of where or what they are. Each of the six key elements challenges us as educators to develop experiences that we know will work to maximise the achievements of our students and develop in them the skills of life-wide learning.

The philosophy has been a key focus for the start of the 2012 academic year. Prior to the girls returning to School, it was the stimulus for wide-ranging cross-faculty discussions about best practices in teaching and learning. It drew together an extensive analysis of what each of the philosophy’s elements entails for Brisbane Girls Grammar School and provoked the creative conversations that lead to innovative teaching. As teachers, it allowed us to reflect on the strategies that best focus our girls on drawing the most from themselves and required us to question how we can develop the School’s curriculum and our delivery of it. Brisbane Girls Grammar School has always sought to walk the fine line of upholding its traditions and embracing the challenges of the future. Irrespective of how or where girls will be taught and lessons will be learned, we can be confident that they are all experiences worth aspiring to have.

Mr Trent Driver Dean of academic development

References

Hattie, J. (2003). Teachers make a difference: what is the research evidence? Paper presented at the ACER Research Conference . Melbourne, Australia.

Hattie, J. (2010). Visible learning . Oxford: Routledge.

Ladwig J, (2005). Monitoring the quality of pedagogy. Leading and Managing , 11(2), 70–83.

Oxley D., (2008). Creating instructional program coherence. Principal’s Research Review , 3(5), 1–7.

Rowe, K. (2003). The importance of teacher quality as a key determinant of student experiences and outcomes of schooling. Paper presented at the ACER Research Conference . Melbourne, Australia.

Grammar Gazette Autumn 2012 12

Caring for the mental wellbeing of teenage girls

Physically healthier than ever before, Australian youth are suffering from increasing rates of mental health issues. The incidence of mental health disorders in young people is now well documented and is shown to be the highest of any age group. The question may be asked, are young people becoming more emotional or are we simply recognising it more?

The developmental stage of adolescence presents many challenges including identity development, emerging sexuality, separating from parents, and making decisions for the first time, along with significant physical, intellectual, and hormonal changes. These stresses can present differently

Professor Patrick McGorry, who is a leading expert in the field of mental health and was the 2010 Australian of the Year, believes our current generation of young people are precariously walking a tightrope with an inadequate safety net below them. He challenges the notion that our society is over-medicalising its response to the mental health of young people and asserts that as little as thirteen per cent of young men and only thirty-one per cent of young women are accessing the care they need (Sawyer et al., 2000). Meaning thousands of young people who are struggling with mental health issues are falling through the gaps. I was privileged to listen to Professor McGrorry at the annual School Counsellors and Psychologists Conference in Melbourne towards the end of last year. Stretching over two days, this conference covered a breadth of topics including self harm, school shootings, childhood obesity, bullying, computer based treatments for anxiety, and the neurobiology of addiction. The varied topics and calibre of presenters involved indicates the emergence and significance of the school counsellor/psychologist’s role in education. Professor McGorry recommends that young people should have the same access to quality care for mental illness as for physical illness and that the age of onset of mental health issues should be the key parameter in structuring services. He believes that a twenty-first century approach to mental health means that responses to mental illness from family, friends, workmates and health

from boys to girls. Studies demonstrate that teenage girls have considerably higher rates of depression, anxiety disorders, eating disorders, and adjustment disorders than teenage boys, who have higher rates of disruptive behaviour disorders (beyondblue, 2010). Although most young people will weather this developmental stage, it is important to recognise that the majority of anxiety and mood disorders first emerge during this period. In fact, seventy five per cent of all mental health disorders have surfaced by the age of 25 years, and the Australia’s Health 2010 report indicated that mental health disorders accounted for half the burden of disease for young people. Nine per cent of primary school aged children and twenty-six per cent of adolescents experience a mental health issue.

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