Grammar Gazette- Issue 1, 2019

33

VOLUME

BRISBANE GIRLS GRAMMAR SCHOOL / AUTUMN 2019

IN THIS ISSUE

PAGE 10 / CONFIDENCE IN ADOLESCENCE

PAGE 12 / GROWTH THROUGH SERVICE

PAGE 20 / YOUNG LEADERS FORUM

PAGE 24 / THE BAGGY BLUE

CONTENTS PAGE 01 / FROM THE PRINCIPAL by Ms Jacinda Euler PAGE 02 /

LETTERS

I would like to say thank you to each and every person at BGGS, who have all contributed to a wonderful five years of not just schooling, but life in general for my daughter. TRACEY JACKSON (PAST PARENT) Thank you for hosting the Parent Information Evening for the Year 7, 2022 enrolments. We thoroughly enjoyed the evening and found the presentations to all be very informative and comprehensive. We particularly enjoyed the presentation from the two Head Girls. They certainly did themselves, their families and their School proud. MEGAN O’DWYER (FUTURE PARENT)

FROM THE CHAIR by Ms Julie McKay PAGE 04 / APPOINTMENT OF THE NEW BOARD OF TRUSTEES PAGE 06 / EXCEPTIONAL FUTURES: A NEW SCIENCE LEARNING CENTRE FOR GIRLS GRAMMAR PAGE 08 / OFFICIAL NAMING OF THE ELIZABETH JAMESON RESEARCH LEARNING CENTRE PAGE 09 / LOVE, GRATITUDE, SPIRIT by Martina Marrama (12G) and Jessica McLeod (12M) , Head Girls 2019 PAGE 10 / DEVELOPING CONFIDENCE IN ADOLESCENCE by Mrs Anne Ingram PAGE 12 / STUDENT GROWTH THROUGH SERVICE by Mrs Lynne Mungomery PAGE 14 / GAZETTE GALLERY PAGE 16 / RESEARCH AT GIRLS GRAMMAR: IN SEARCH OF NEW KNOWLEDGE PAGE 20 / INTERNATIONAL YOUNG LEADERS FORUM PAGE 21 / AWARDS AND RECOGNITION PAGE 22 / THE POWER OF CONNECTING THROUGH MUSIC by Mrs Emma Dron PAGE 24 / WEARERS OF THE BAGGY BLUE WITH STRONG POTENTIAL PAGE 26 / HOLOCAUST AND THE HUMANITIES by Ms Alison Dare PAGE 27 / THE OLD GIRLS ASSOCIATION by Mrs Julie Caton PAGE 28 / GRAMMAR WOMEN by Ms Antonia Swindells PAGE 30 / COMMUNITY SPIRIT PAGE 32 / CREATING IMPACT THE 40TH ANNIVERSARY OF THE CHRISTMAS CREEK BUS ACCIDENT PAGE 18 /

On behalf of our patients, surgeons, breast care nurses and all Mater staff—thanks for your support of the 2019 International Women’s Day Fun Run! MATER GROUP

You inspired me and drove my lifelong love of the Arts, Donald Pincott. Thank you. KIM SKUBRIS (1989)

Front cover: Architect’s impression of the Science Learning Centre, courtesy of m3architecture.

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FROM THE PRINCIPAL

of a broad, liberal education. We are firm believers in the importance of a holistic environment—where there is rigour in learning, depth in the acquirement of knowledge and ever-increasing sophistication in the development of girls’ ability to think critically, creatively and collaboratively. To deliver this goal, we must constantly reflect upon and assess our teaching, our facilities and our approaches to caring for students. Ambitious projects, within schools or the wider world, are tangible representations of our commitment to the future. They reflect the yearning for knowledge beyond ourselves, the desire to learn and know that is central to our humanity. It is this quest for knowledge that underpins the School’s commitment to delivering a new Science Learning Centre in 2021. Girls Grammar students maintain an inherent aptitude for, and interest in, Science. Contemporary laboratories and classrooms are essential to nurturing this interest, and to spark curiosity in the minds of Grammar girls. The new Science Learning Centre will transform Science education at Brisbane Girls Grammar School. Though its myriad benefits to students are as detailed and complex as the work they will undertake, the impact of this building is simple: it will enable staff and students to explore, experiment and more effectively utilise modern methods of teaching and learning. With a well-founded enthusiasm for enquiry and life-long learning, we seek to prepare Grammar girls for tertiary study and the world of work beyond that, but also to pursue meaningful lives and maintain an open-minded outlook. I hope that you enjoy reading more about the new building on page four, and look forward to learning more about this exciting project and our commitment to inspiring curiosity and wonder in learning.

AUTHOR Ms Jacinda Euler Principal

Since the dawn of time, humans have longed to predict the future. Certainly, a degree of educated anticipation has always been necessary, however, in the modern world, attempting to know the future has become a seemingly empirical exercise. As a society, we obsess with mapping and monitoring trends to predict economic peaks and troughs, political situations, climate fluctuations, and of course, changes in the job market. As educators, our awareness of the future is constant— indeed, in every interaction with students, teachers help shape the future by supporting girls to attain the skills, knowledge and confidence that we anticipate will be useful in their lives beyond school. At the forefront of the minds of educators, policy-makers and businesses is the role of the ubiquitous disciplines of Science, Technology, Engineering and Mathematics. With their focus on rational enquiry, experimental study and critical thinking, there is no doubt that these disciplines will form an essential foundation for careers in a future that, by all predictions, will be increasingly complex. The School is aware, however, that there is more to a Girls Grammar education than preparing a ‘workforce for the new economy’ and we proudly defend the proven value

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FROM THE CHAIR

AUTHOR Ms Julie McKay Chair of the Board of Trustees

Firstly, I believe that the best way to help girls navigate an uncertain and changing world is to do what the School has always done. For the past 144 years, Brisbane Girls Grammar School has prided itself on equipping young women not just with the skills they need to navigate the world around them, but with the tools to thrive in a changing world and uncertain future. Secondly, the School is putting at its very core the quest for knowledge and the sense of wonder and awe that can come with this. We are helping girls to become excited by the possibility of the unknown, to look into space, to ask big questions and to challenge how we understand the world works—from its molecular to its political structures. We have seen this with the opening of the Dorothy Hill Observatory in 2017, which has given our students the unique experience of being able to explore their universe in a whole new way. We will continue this journey through the construction of the Science Learning Centre this year, which will act as a hub for the pursuit of scientific knowledge, supporting girls’ educational development by evoking questions and analytical thinking, while inspiring wonder and awe. The new building is one component of the School’s Master Plan, and throughout 2019 Girls Grammar will continue to plan for and implement other initiatives to maintain our position as one of Australia’s leading girls’ schools. This planning is underpinned by the Strategic Design , which outlines the guiding principles that determine the strategic priorities of the School. This year, the Board looks forward to working with the School community to develop the next iteration of this important document (2020-2022). A thoughtful, measured and consistent approach to a Girls Grammar education relies upon good governance, strong leadership and a dedicated staff committed to a common purpose. As a student, alumna, Trustee and now Chair of the Board of Trustees of this School, I have seen firsthand this commitment from all within the School community. Past chair, Ms Elizabeth Jameson, demonstrated this throughout her time on the Board of Trustees, her affection and respect for the School evident in her unwavering commitment as a significant ‘custodian of the School’s cultural flame’. This commitment was honoured last month with the School officially naming the Elizabeth Jameson Research Learning Centre, acknowledging Ms Jameson’s extraordinary contribution to Girls Grammar and her important role in the history of the School. I feel privileged to be in a position to contribute to the next chapter in Girls Grammar’s history—to protect

I am delighted to be writing in the Gazette for the first time as Chair of the School’s Board of Trustees. It is a privilege to be taking over the role at such an exciting time in the life of the School and to be following in the footsteps of Ms Elizabeth Jameson, a woman whom I feel very honoured to call a colleague and friend. From 1996 to 2000 I was a student at the School and I am conscious of how the School has helped shape me, my values, my outlook on life and my friendships. I have spent the majority of my career working to advance gender equality and women’s empowerment. Many aspects of this work remind me constantly that we live in a world where systemic barriers to women’s leadership, their independent economic security and at times their safety, remain. However, whenever I visit the School, I always feel more optimistic. This is partly because the School radiates an almost infectious sense of enthusiasm— there is an energy and excitement from being surrounded by hundreds of girls enjoying themselves, pushing themselves, supporting each other and fulfilling their potential. More importantly, it is because I know the world in which students will live and work will be very different from the past and even from today. Gender inequality won’t disappear overnight but we will live in a world that increasingly values different attributes and places greater emphasis on achievement, expertise and knowledge. It is almost impossible to predict how the world will unfold over the next decade—we are at the start of a technological revolution that will see us conquer new frontiers of artificial intelligence, medical research and scientific innovation. This in turn will unleash new forms of artistic expression, new entrepreneurial opportunities and new moral challenges for us to navigate. This prospect of change can pose some fundamental questions about the purpose of schools. It is growing increasingly clear that schools will fail students if they try to equip them only for the world and the vocational opportunities that exist today. Instead, we need to help prepare young minds for a less certain, more varied environment. I am confident—and deeply excited—by the fact that Girls Grammar is uniquely well placed to do this.

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Chair of the Board of Trustees, Ms Julie McKay (2000), with Head Girls Jessica McLeod (12M) and Martina Marrama (12G).

from our alumnae about where their education took them. In recent weeks, many of you may have read about NASA being unable to complete its planned first all-female spacewalk, owing to not having the right sized equipment. It is unfortunate that today we still live in a world where women can be held back by organisations and structures not being ready and suited for them. However, I am very confident that Brisbane Girls Grammar School will ensure our girls will always be ready for the structures and organisations they confront tomorrow.

the School’s commitment to offer the best possible opportunities for our young women so they may contribute to the world in meaningful, relevant and varied ways. As Chair of the Board of Trustees of Brisbane Girls Grammar School I look forward to continuing the Board’s great work, engaging more deeply with our students and broader School community and celebrating the achievements of students, staff and alumnae. Most importantly, I look forward to seeing the wonder in our students’ eyes as they experience all that a Girls Grammar education offers and hearing

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APPOINTMENT OF THE NEW BOARD OF TRUSTEES

Brisbane Girls Grammar School’s new Board of Trustees was appointed by the Queensland Minister for Education and Minister for Industrial Relations in February 2019.

Ms Julie McKay, Mr Andrew King, Ms Kerryn Newton, Dr James Nicklin, Professor Adam Shoemaker and Mr Tony Young were reappointed to the Board of Trustees; Ms Sophie Moore was newly appointed and Ms Diana Lohrisch returned to the Board of Trustees, having previously served from 2013 to 2016. Under the provisions of the Grammar Schools Act 2016 , the Board members will serve in their roles for a four-year term. Ms Julie McKay was elected Chair of the Board of Trustees, Ms Kerryn Newton is Deputy Chair and Ms Sophie Moore is Chair of the Audit, Risk and Compliance Committee, while Mr Tony Young retains the role of Chair of the Capital Assets Committee. The School is confident that the strong governance and stewardship of the School will continue during the next four-year term, building on the significant work of the previous Board of Trustees.

MS JULIE McKAY (2000) BA, BBusMan, Fellow in Ethical Leadership, EMBA, MPP Chair of the Board of Trustees; Chair of the Development and Philanthropy Committee Trustee since 2017 Ms McKay is a Partner and Chief Diversity and Inclusion Officer at PwC and serves as Gender Advisor to the Chief of the Australian Defence Force. Ms McKay was Executive Director of the Australian National Committee for UN Women for nearly a decade and was named Young Australian of the Year in 2013. MS KERRYN NEWTON LLM, MBA, MA, Grad Dip (Applied Finance and Investment), FAICD, FGIA, FIML Deputy Chair of the Board of Trustees Trustee since 2018 Ms Newton is currently Managing Director at Directors Australia, a national board consulting and non-executive director recruitment firm. Ms Newton has served on the boards of private, public and not-for-profit companies across aged care, education, childcare, energy, property and housing. She is currently a Non-executive Director of Energy Queensland Ltd.

MS SOPHIE MOORE (1991) BBus, CA, FFin Chair of the Audit, Risk and Compliance Committee Trustee since 2019

Ms Moore is Chief Financial Officer and Executive Director at A. P. Eagers Limited. Ms Moore has previously held the positions of General Manager (Global Corporate Finance) at Flight Centre and Associate Director (Advisory/Transaction Services) at PwC.

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MR TONY YOUNG BBus (Acct), FCA, CPA, FTIA, GAICD Chair of the Capital Assets Committee Trustee since 2006 Mr Young is a Business Services Partner with BDO. With more than 30 years’ experience as a Chartered Accountant, Mr Young advises a diverse selection of clients with a focus on significant family-owned enterprises across a range of industries.

MS DIANA LOHRISCH (1989) BComm, BLLB, FGIA Trustee 2013 to 2016; 2019

Ms Lohrisch is a corporate and commercial partner at leading independent law firm McCullough Robertson. She has more than 20 years’ legal experience advising on commercial transactions, capital markets, mergers and acquisitions, and corporate governance across multiple market sectors.

PROFESSOR ADAM SHOEMAKER BA Hons, PHD Trustee since 2014

Professor Shoemaker is Vice-Chancellor and President of Southern Cross University. He has previously held the roles of Academic Provost at Griffith University, Deputy Vice-Chancellor of Monash University and Dean of Arts at Australian National University.

MR ANDREW KING Trustee since 2014

Mr King possesses more than 30 years’ experience in the Australian corporate real estate market and holds specialist skills in negotiating, building high-performance teams and businesses, funds management and development.

ASSOCIATE PROFESSOR DR JAMES NICKLIN MBBS, FRANZCOG, CGO Trustee since 2018

Dr Nicklin is the Director of Gynaecologic Oncology at Royal Brisbane and Women’s Hospital (RBWH) and a Visiting Medical Officer at Wesley Hospital. Dr Nicklin is an Associate Professor of Gynaecologic Oncology at The University of Queensland, and has previously served as Chairman, Australian Society of Gynaecologic Oncologists.

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EXCEPTIONAL FUTURES: A NEW SCIENCE LEARNING CENTRE FOR GIRLS GRAMMAR

Science is a cornerstone of Brisbane Girls Grammar School’s broad, liberal approach to education. In the world of science, our alumnae have often forged a path where few women have been before. To ensure Girls Grammar continues to be a leader in science education, the School will commence construction on a new Science Learning Centre to open in 2021. The new Science Learning Centre will transform science education at Girls Grammar, ensuring our girls are well prepared for the world in which they will live and work. It will facilitate the delivery of the School’s exemplary Science curriculum, creating a professional scientific atmosphere where students can develop academic maturity and independence under the guidance of dedicated teachers. Grammar girls maintain an inherent aptitude for, and interest in, science. Student participation in scientific study is well above state and national averages—more than 90 per cent of Girls Grammar students choose to study a Science subject after Year 10 and, in 2017, 60 per cent of Year 12 students went on to undertake a science-based university degree. Research from the Office of the Chief Scientist indicates that over the next decade, 75 per cent

This significant project is a powerful expression of our commitment to the education of girls and our deep belief in their potential to become tomorrow’s scientific leaders. Principal, Ms Jacinda Euler of jobs in the fastest growing industries will require competencies in science, technology, engineering and maths. Only 16 per cent of Australia’s current STEM workforce are women, yet to secure Australia’s health and economy in the years ahead, the talents of women in science will be essential. Regardless of career choice, well-developed scientific literacy and higher-order critical-thinking skills will be valued globally. Constructed over seven levels, the Centre will significantly increase the number of laboratories and general learning areas available at Girls Grammar. Flexible spaces will support diverse learning experiences and be adaptable to accommodate pedagogical, curricular and technological changes.

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On the ground level, the covered recreation area will offer a shaded space for Sport and Health and Physical Education activities, while the landscaped plaza will create additional gathering space for students. Today’s classrooms are places of passionate debate, experiential learning and focussed discussion. The Science Learning Centre will act as a hub for the pursuit of scientific knowledge, supporting girls’ educational development by evoking questions and analytical thinking while inspiring wonder and awe.

On the upper levels, spacious, well-equipped laboratories will open onto outdoor breakout zones with views of Victoria Park and beyond. A large multi- functional space on level one will provide a gathering place for whole-year group activities, examinations and community events. A central void will be as practical as it is spectacular. Enabling the Centre to take advantage of natural light, the void will also allow effective cross-ventilation to reduce reliance on air-conditioning.

FEATURES INCLUDE:

• three science preparation labs • three meeting rooms • a science staffroom • outdoor breakout zones for students on two levels • outdoor plaza and covered recreation area for Sport and Health and Physical Education.

• multi-functional space for up to 250 people (seated) or 600 (standing) • four Junior Science laboratories • four Chemistry teaching laboratories • four Biology teaching laboratories • four Physics teaching laboratories • five general learning classrooms

The Science Learning Centre is the School’s most substantial building project to date. It will only become possible with strong financial support from the School community—a partnership between the School, parents past and present, alumnae and friends, who will together help us to meet our philanthropic goal. We will be working closely with our community throughout 2019 and 2020 to seek support for this important project. For more information, please contact Director of Development, Ms Georgina Anthonisz, via 07 3332 1383 or ganthonisz@bggs.qld.edu.au.

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OFFICIAL NAMING OF THE ELIZABETH JAMESON RESEARCH LEARNING CENTRE

In honour of the extraordinary contribution of Brisbane Girls Grammar School’s former Chair of the Board of Trustees, Ms Elizabeth Jameson, the School has officially named the Elizabeth Jameson Research Learning Centre. Opened in March 2015 by His Excellency, the Honourable Paul de Jersey AC, the Research Learning Centre is a building of unique and inspiring architecture, and is much loved by Grammar girls. Housing the Beanland Memorial Library—offering more than 55 000 resources—the building recognises and affirms Ms Jameson’s enduring legacy of service, contribution and dedication to the School, and her commitment to deep learning and research. Ms Jameson’s relationship with Brisbane Girls Grammar School began as a student, following in the footsteps of her grandmother who had also attended the School. During her time at the School, Ms Jameson excelled in debating, public speaking and Japanese, and held the position of Head Girl and Head of Gibson House in 1982. Ms Jameson has spoken of her belief that the education and broader

Ms Elizabeth Jameson at the opening of the Research Learning Centre, 2015

experiences provided by Girls Grammar helped to form the platform on which she built her career in governance consulting and many passionate interests in life. In 1994, Ms Jameson became a member of the Board of Trustees, eventually becoming Chair in 2006. Her extensive term of service on the Board exemplifies her strong commitment to volunteerism and contributing positively to the community—qualities she developed during her time as a student at the School. During her tenure on the Board of Trustees, Ms Jameson’s many significant projects were realised including: the opening of the Cherrell Hirst Creative Learning Centre in 2007; the purchase of Rangakarra Recreational and Environmental Education Centre in 2013; the introduction of Year 7 and the opening of the Research Learning Centre in 2015; and the awarding of the first Brisbane Girls Grammar School Bursary in 2017—an initiative particularly dear to Ms Jameson’s heart. Ms Jameson’s thoughtful, steadfast and progressive leadership and dedicated service to the School leave a profound and enduring legacy. The Research Learning Centre was officially named the Elizabeth Jameson Research Learning Centre at a ceremony on 30 April 2019.

Brisbane Girls Grammar School House Group Captains, 1982 Ms Elizabeth Jameson (back row, far right)

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LOVE, GRATITUDE, SPIRIT

AUTHORS Jessica McLeod (12M) and Martina Marrama (12G) Head Girls 2019

to challenge me at each and every training session, but it is so worth the 5 am starts, 8km sessions and muddy shoes. There is such a strong sense of spirit and support in sport at the School, and it has taught me the value of community. Above all others, there are three key lessons that have left a lasting impact on us during our time at Girls Grammar. When the Student Council came together at our planning retreat prior to Term 1, we discussed our strengths, our goals and our beliefs. While everyone is unique and different, and can bring different qualities to the table, we have many things in common. These shared values are encapsulated in our motto for the year: Our spirit is true, our heart is blue . This motto supports three main themes for 2019: love; spirit; and gratitude. We encourage girls to continue to spread the love: to their peers and, most importantly, to themselves. Building on this, we endeavour to engender a strong sense of spirit. We will do this by urging girls to go above and beyond expectations, because when we have the support, the drive, and the spirit, great things can be accomplished. Our final theme is gratitude. We both appreciate how privileged we are to attend this incredible School, where we receive an education of the highest quality and have myriad opportunities waiting for us to grasp. Therefore, we want everyone to appreciate what this School has given us and encourage everyone to give back when they can. When we say ‘our heart is blue’ we not only emphasise the love we have for the School, but also recognise that Girls Grammar is a part of us—it is a common thread that links us all. We therefore want girls to keep spirit in their hearts, to be strong, but also to be kind. We are excited about 2019, and look forward to leading the School in a year that we hope will be characterised by love, spirit and gratitude.

Brisbane Girls Grammar School strives to provide girls with a platform from which to contribute confidently to our world. As Head Girls in 2018, we are honoured to share how Girls Grammar has allowed us to explore our core values of love, gratitude and spirit. One thing the School has ingrained in us is that the key to getting the most out of anything, and to feeling happy and fulfilled, is to be involved. This is not a difficult feat at our wonderful school, where opportunities present themselves at every turn. We have an incredible co- curricular program, which includes activities in sport, the arts and service. At a school like ours, it is rare for someone not to be involved in at least one activity; whether you are an enthusiastic champion water polo player, a keen oboe player, a young philanthropist, or a talented mathematician, all interests are celebrated and encouraged. This School has taught me, Martina, the importance of giving back to the community. I chose to join the Kirsten Jack Memorial Leukaemia Committee as I am passionate about raising awareness for cancer research. It has been beneficial to work with girls from all year levels who share the same passion and love for service. Getting to know each other while working on fundraising projects has been a highlight, as it has allowed me to see how each of our unique skills can benefit others. For me, Jess, the School’s excellent Sport program has played a major role in my development at Girls Grammar. I grew up with a love for sport, and I became involved in Cross Country in Year 8. This is a sport that continues

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DEVELOPING CONFIDENCE IN ADOLESCENCE

Grammar School, the results concluded, favourably, that significant differences did not exist between the social self-efficacy of girls and boys at any age (Fitzsimmons, Yates and Callan, 2018). The study also highlighted the key experiences and activities that resulted in the greatest levels of self-confidence amongst adolescents, and found that both girls and boys derive comparable degrees of confidence from similar activities. Many of these activities are valued deeply at Girls Grammar, and provided in abundance to our girls. Interestingly, travel was found to be the greatest predictor of self-confidence—particularly local and interstate travel, as opposed to international travel (Fitzsimmons et al., 2018). The effect increased when travel was unsupervised or minimally supervised. Seemingly small actions, such as catching the bus to school, or negotiating public transport options on the weekend, have a significant impact on students’ self- efficacy. Other unsupervised or low-supervision activities also had this effect: ‘those who did have a part-time job showed significantly greater levels of self confidence than those without’ (Fitzsimmons et al., 2018, p. 7-8). Similarly, adolescents who maintain the responsibility for a range of household chores, have increased levels of self-confidence (Fitzsimmons et al., 2018). The second greatest predictor of self-confidence was found to be participation in team sport (Fitzsimmons et al., 2018). Proudly, Girls Grammar has historically sought to provide girls with a wide range of sporting opportunities, and even traditionally individual events such as swimming or cross country are structured to ensure that the girls’ results contribute to the School team as a whole. The School’s extensive co-curricular program allows girls not only to strive for and achieve deeply edifying goals of personal success, but to feel the support and sense of shared pride that comes with contributing to a group goal.

AUTHOR Mrs Anne Ingram Deputy Principal

There remains in Australia measurable differences in the number of women in leadership positions across the various sectors. In 2018, women held only 25.8 per cent of directorships and 17 per cent of CEO roles. More than 35 per cent of boards and governing bodies were lacking female directors, but in stark contrast, only 0.9 per cent of boards and governing bodies had no male representation as directors (“Gender workplace statistics”, 2019). Many factors are at play in determining a young woman’s progression to a role such as CEO or Director—these include differences in access to developmental pathways, levels of individual self-efficacy, mentoring opportunities and levels of female representation in particular industries. Passionate about the education of adolescent girls, Brisbane Girls Grammar School strives to support and promote research into the formative years of childhood and adolescence to seek to determine exactly how various activities and influences can impact the wellbeing, career outcomes and success of women into adulthood. Early in 2017, the School was approached to contribute to research instigated by the Australian Gender Equality Council, and conducted by The University of Queensland AIBE Centre for Gender Equality in the Workplace, which sought to uncover any differences in the confidence levels between boys and girls in single-sex schools in Queensland. Through surveys conducted with 10 076 students at single-sex schools, including Brisbane Girls

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While providing many actionable learnings about developing confidence in adolescence, the study raised several potential areas for improvement and questions for further research. While outdoor and sporting activities were found to boost confidence in adolescents, indoor, screen-based activities such as computer gaming and social media usage were identified as the ‘greatest detractors’ from the development of self-confidence (p.7). Further study in this area would be advantageous, to identify more specifically which activities were detrimental, and to what extent students should limit their involvement in them. The study also identified a decline in both girls’ and boys’ confidence as they become older which is an effect that has been identified in previous studies (Fitzsimmons et al., 2018). Perhaps this is a natural and necessary part of progressing through adolescence. Again, more study is required to explore exactly why and how this decline occurs. However, as educators and supporters of young women, by supporting them in developing their independence, promoting their engagement in team sports and by honing their leadership and mentoring skills, we can support them to maintain a well-founded confidence that remains with them as they leave school and enter university, the workplace and the boardroom or contribute in their families and communities.

Team sports, among other initiatives, create opportunities for the study’s third greatest predictor of self-confidence: participation in leadership roles and leadership development (Fitzsimmons et al., 2018). At Brisbane Girls Grammar School, leadership opportunities for students are many and varied, and available to students from Year 7 through to Year 12. Whether through leadership of their House Group, as coordinators of Service activities, as captains of sporting teams, or as student mentors in roles of House Prefect or Study Buddies, girls are encouraged to see themselves as capable and authentic leaders, and to value their own thoughts, opinions and plans for the future.

REFERENCES Hari, R., Henriksson,L., Malinen, S. and Parkkonen, L. (2015). Centrality of Fitzsimmons, T.W., Yates, M. S., & Callan, V. (2018). Hands Up for Gender Equality: A Major Study into Confidence and Career Intentions of Adolescent Girls and Boys. Brisbane, Qld: AIBE Centre for Gender Equality in the Workplace – The University of Queensland Gender workplace statistics at a glance 2017-18 | wgea. (2019). Retrieved from https://www.wgea.gov.au/data/fact-sheets/gender-workplace-statistics- at-a-glance-2017-18

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STUDENT GROWTH THROUGH SERVICE

The School’s Cross Country team and coaches at the RACQ International Women’s Day Fun Run, in support of the Mater Foundation

AUTHOR Mrs Lynne Mungomery Director of Service

at ‘Grammar Goes Green’, planting native shrubs at the School’s Rangakarra Recreational and Environmental Education Centre. The School community has also fundraised for flood and drought-affected farmers, and the Second Chance Programme—a charity supporting women experiencing homelessness. While Girls Grammar is one of the largest school charity contributors in Queensland, the School’s Service program is intended to be more than transactional. Its core aim is to support students in learning the importance of giving back, and inspiring them to contribute to society in significant ways. The value of the Service Program is also measured through the reflection process. Girls share their thoughts, conversations and emotions following the time spent in the service of others. This is a transformative experience as they express how service has created a shift in their thinking and they realise they can actually contribute to a better world, be it on a large or small scale. Structured reflection in service learning not only acts as a reward, but also makes students more likely to apply critical thinking and develop particular 21st century skills (Butin, 2003). Service learning, such as the Year 10 Community Service Program, is seen to enhance student outcomes, foster more active citizenry, support a more equitable society and reconnect schools with their local communities (Butin, 2003). Service also enhances girls’ sense of purpose and gratitude, and contributes to their personal, social and emotional development. Through volunteering, students are able to develop empathic, personal ways to interact, including genuine collaboration, effective communication and disciplined self-regulation (BBC, 2019).

Educational institutions play a crucial role in informing and contributing to social change. Girls Grammar has a proud and strong service culture that provides students with opportunities to become young philanthropists determined to fight for a more just and fair world. Students are encouraged to become active citizens and adopt responsibilities in the School’s Service program from Year 7. By participating in a wide range of clubs, activities and service committees, supporting their House Charity, or participating in the Year 10 Community Service program, Grammar girls are encouraged to create meaningful links with the wider community as they raise funds for charities and help create awareness about issues on a local and global scale. This year, Service Captains, Gemma Grattan (12O) and Victoria Hogan (12W), devised the motto, ‘Service starts with you, share the royal blue’, to encapsulate the nature of service and the role of Grammar girls in inspiring positive change through empathy, inclusiveness and empowerment. In an address at a School Assembly earlier this year, the girls said, ‘we aim to shift the perspective on Service; your actions can inspire change and should never be considered too small or too worthless. Instead, they should be celebrated and encouraged.’ Already, students have participated in the International Women’s Day Fun Run and Pink Stumps Day in support of women with breast cancer, collected goods for the Ecumenical Coffee Brigade Food Drive and volunteered

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Students planting trees and shrubs at the Grammar Goes Green event

Year 12 supporters at Pink Stumps Day 2019, held in support of the McGrath Foundation

Students are able to apply these skills through the Service program’s distributed leadership model where girls from all Year levels hold leadership roles in some capacity, including volunteering at the Service Expo, presenting at assemblies, writing for the School’s publications, or leading a club, activity or service committee. The ultimate goal, however, is the development of a philanthropic mindset within students with the intention of continuing to give back. Each year, Girls Grammar elects a School Charity to be the recipient of the Student Council’s fundraising efforts. The 2019 School Charity is the Stars Foundation— an organisation focused on supporting and enabling Aboriginal and Torres Strait Islander girls and young women to make active choices in order to achieve their full potential. The organisation aims to close the gap in health, education and unemployment by promoting

REFERENCES References BBC. (2019). From hard facts to soft skills. Retrieved from http://www.bbc.com/storyworks/future/generation-connect-education- leaders/from-hard-facts-to-soft-skills Butin, D. (2003). Of What Use Is It? Multiple Conceptualizations of Service Learning with Education. Teachers College Record, 105, 1647-1692 . fundraising and awareness campaigns, to demonstrate the importance of commitment. Such relationships also allow girls to develop authentic connections with service groups in hope that they continue to participate in service long after their time at Girls Grammar. health, development and wellbeing in schools in the Northern Territory, Victoria and Queensland. However, the relationship between the School and charity often extends beyond a single year. Girls Grammar maintains a connection with the organisation, whether it be through the House Charities system or other

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GAZETTE GALLERY The Visual Art program at Brisbane Girls Grammar School provides girls with the opportunity not only to master creative skills, but to collaborate, to think laterally and imaginatively, and to engage with the philosophical underpinnings of the discipline. Students in Years 7 to 10 work with their Visual Art teachers to build technical skills that will allow them to develop their own creative styles and interests, and explore more unconventional, experimental art forms as they mature. During Years 11 and 12, Girls Grammar students are given increased opportunities to choose and interpret their subject matter, resulting in works that are more diverse in form and concept. This edition of the Gazette Gallery showcases work created by students during Semester 2 2018.

Leaf Drawing, Marley Seipel-Hong (8L)

No More Junk Mail, Theresa Catchpole (10W)

Precious, Lucianna Yu (9E)

Precious, Madeleine Khoo (9E)

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Hypnosis, Emma Gawne (11L)—inspired by Son of Man, Rene Magritte (1964)

Chandelier of False Promises, Francesca Lenti (12E)

Seed Pod, Grace Paschkewitz (8O)

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THE 40TH ANNIVERSARY OF THE CHRISTMAS CREEK BUS ACCIDENT

Board of the Trustees, officially opened the Memorial Outdoor Education Centre. Forty years later, the Centre remains a permanent living memorial to the lives of John and Janelle Stamford, Helen Gahan and Jillian Skaines. Girls Grammar remains committed to honouring the memory of those who died, acknowledging the survivors of that day and recognising the strength and courage that followed. Last month, the School held a service at St John’s Cathedral, the same venue which those involved in this terrible accident attended the day prior. The service contained some familiar elements from the 1979 service. An intimate gathering for those very closely connected to the tragedy was also held at Imbil. The development of the Marrapatta Memorial Outdoor Education Centre in the years following the Christmas Creek bus accident would not have been possible without significant support from the Girls Grammar community. The School acknowledges and thanks the staff of the 1970s who advocated for greater outdoor and experiential learning opportunities for Grammar girls, the School’s visionary Board of Trustees, the Parents and Friends Association, the Fathers Group, Girls Grammar staff and, most importantly, the several thousand Grammar girls who have embraced Marrapatta’s unique and challenging learning environment since 1987. And, in 2019, the 40th anniversary of the Christmas Creek bus accident, the School purchased approximately 46 hectares of additional land at Imbil, signalling a renewed commitment to the importance of Outdoor Education in a Girls Grammar education and the enduring legacy of the Memorial Outdoor Education Centre.

On Friday 20 April 1979, Brisbane Girls Grammar School acknowledged Easter with a service at St John’s Cathedral. At the conclusion of the service, a group of staff and students embarked on an expedition to Christmas Creek, 50 kilometres south of Beaudesert in the foothills of the McPherson Ranges. Led by Outdoor Education Teacher, Mr John Stamford, and his wife Janelle, the group camped for the night and the following morning boarded a bus, driven by John, destined for the entry to a local walking track. Approximately five miles into the journey, the bus negotiated a left-hand curve in the road, proceeding slowly down a slight grade. The bus then moved to the edge of the roadway to avoid a spoon drain when the earth under the passenger rear wheel gave way, causing the bus to roll down a slope several times and eventually come to rest on the banks of Christmas Creek. This terrible accident of 21 April 1979 claimed the lives of Outdoor Education teacher, Mr John Stamford, his wife Mrs Janelle Stamford, and two Year 10 students, Helen Gahan and Jillian Skaines. Many other girls were hurt, some suffering serious injuries. Girls, parents, teachers and the broader community of the School were deeply and profoundly affected by the tragedy. Testament to the strength and character of Brisbane Girls Grammar School, led by Principal, Mrs Judith Hancock, and the Board of Trustees at the time, the School did not retreat from challenge and adventure for girls, but rather embraced it through the establishment of a Memorial Outdoor Education Centre at Imbil. On Sunday 9 August 1987, eight years after the Christmas Creek bus accident, Dr August S Gehrmann, Chair of the

THE SCHOOL RESPECTFULLY ACKNOWLEDGES THE IMPORTANCE OF THIS OCCASION IN THE HISTORY OF BRISBANE GIRLS GRAMMAR SCHOOL.

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‘There are some events and experiences in life that change decisively, profoundly, dramatically and permanently everything that comes after them. The Christmas Creek accident was one of those experiences.’ Mr Alan Dale, former Dean of School

Stained glass at St John’s Cathedral. Photo by Chris Hall

AUTUMN ISSUE / 2019

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RESEARCH AT GIRLS GRAMMAR: IN SEARCH OF NEW KNOWLEDGE

with former Head of Chemistry, Dr Keith Treschman, captured a confirmation image of this discovery and submitted it to ASASSN to support the project. Those who contribute confirmation images are credited in the Astronomer’s Telegram, an Internet service used to efficiently disseminate information about transient astronomical events. Brisbane Girls Grammar School’s Dorothy Hill Observatory is acknowledged in this telegram. The ASASSN have indicated they would like to maintain a partnership with Girls Grammar. This would allow students to contribute to global astronomical research as early as this year, as they continue to expand on their use of this exceptional learning resource.

Research underpins knowledge acquisition, strengthens understanding of issues and informs change for the betterment of society.

Brisbane Girls Grammar School collaborates with many professional organisations on research projects, and seeks opportunities to connect students, parents, alumnae and other members of the community to research of impact and benefit. Cognisant of our position as a leader in exceptional scholarship, the School’s research partnerships aim to inform educational reform, contribute to knowledge, develop the expertise of staff and provide students opportunities to support real-world research. DOROTHY HILL OBSERVATORY Since its inception, the Dorothy Hill Observatory was designed to be a platform for Grammar girls to contribute to professional astronomy research. Already, the Observatory has supported the All-Sky Automated Survey for Supernovae project (ASASSN). Based at Ohio State University, this project uses a global network of survey telescopes to search for supernovae. The project leaders rely on collaborating astronomers to confirm their discoveries. After detecting Supernova ASASSN-17oc in Hawaii on 2 November 2017, Girls Grammar parent, Dr David Trappett,

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TRANSLATIONAL RESEARCH INSTITUTE/ MATER SPARQed PROGRAM In 2018, four Year 11 students were invited to participate in the Mater SPARQed Immersion Program at Brisbane’s Translational Research Institute (TRI). Nina Hadzivukovic (11H), Ella Ng (11L), Shevani Pothugunta (11O) and Elisha Yin (11W), worked alongside research scientists over a period of eight weeks, before presenting their findings to an audience of other researchers at the Institute. Students collected and analysed data used in two of the Institute’s projects—‘Bone marrow macrophage responses to immune challenge’ and ‘Investigation of epigenetic changes driven by a novel anti-cancer agent in melanoma’. The program was an extraordinary opportunity for students to develop and enrich their own skills, while contributing to medical advances and discoveries. Ella and Elisha presented some of their findings at the International Science Youth Forum (ISYF), held in Singapore in January 2019.

Ella Ng (12L) and Elisha Yin (12W) presenting the findings of their Mater SPARQed Immersion Program research at ISYF

RAISING CONFIDENT GIRLS In 2018, Girls Grammar collaborated with Victoria University on Raising Confident Girls , an Australian-first research project aimed at supporting positive body image. The research, conducted by Director of Counselling, Mrs Jody Forbes, involved more than 120 Year 8 mothers from the School community, and 500 Year 8 students from Girls Grammar and two other Brisbane schools. Extending on the School’s implementation of the classroom-based Dove Confident Me program, Raising Confident Girls invited mothers to attend three seminars to assist them in empowering their daughters to develop a strong and positive sense of self. Initial findings reinforced the role of mothers in developing their daughters’ self-confidence and body image as pivotal; Year 8 mothers who attended the seminars reported significantly greater knowledge, skills and confidence in their parenting and role-modelling abilities. While the majority of existing school-based programs that address positive body image do not include parental engagement, Girls Grammar has committed to continuing Raising Confident Girls on an ongoing basis, and in 2019 will also deliver a seminar targeted to fathers within the School community.

STAFF RESEARCH Academic and professional staff at Brisbane Girls Grammar School demonstrate the School’s commitment to life-wide learning. Almost 30 per cent of academic staff hold a Master’s Degree, and 10 per cent of academic staff (and five per cent of professional staff) have been awarded a Doctorate. The areas of staff research are diverse, and include topics that contribute to educational research such as: analysis of contemporary principal practice; insights into the practice of learning support teachers; the transformational environment of secondary schools; and shaping a digital learning culture. Other topics include those specific to areas of subject expertise, such as Mathematics, Science and History.

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INTERNATIONAL YOUNG LEADERS FORUM

In November 2018, Brisbane Girls Grammar School hosted the 10th, and final, International Young Leaders Forum (IYLF). The School welcomed Principals and delegates from Indonesia, South Korea, Singapore, China and Brisbane to the Forum, the theme of which was Shared Futures . Founded in 2008, the one-week Forum encouraged student leaders to discuss relevant global issues prominent throughout the world, and to interact, work and develop new networks with delegates from other schools in the Asia-Pacific region. Girls Grammar’s delegates—Matisse Black (11H), Fiona Brown (11G), Gia Cayas (11G), Abbey Grice (11E), Claire Saggers (11O), Matina Samios (11W), Saee Sane (11O) and Isabella Sneddon (11E)— researched and shared their perspectives on sustainability, health and equality, presenting strategies and solutions on how to achieve a fairer future by 2030. All delegates enjoyed a week of collaboration, deep- thinking and cultural exploration, using the Design Thinking process to deepen their understanding of the Forum’s theme. With a focus on creating a sustainable future, students learned and reflected on changes of rapid regional transformation, the influence of technology on creating a healthier and more sustainable future, and the shared responsibility of creating a better future.

Origami cranes featuring the IYLF 2018 logo

Ms Caterina Sullivan, Founder of the Global Goals Australia Campaign and Chief Executive Officer of Strategic Sustainability Consultants, shared with students her experience of entrepreneurship and working to improve economic, social and environmental sustainability. Ms Sullivan worked with students to develop their passion for creating positive change by establishing a structured plan to realise their vision. The Forum also offered a unique and memorable learning opportunity for delegates, who fostered new friendships as they undertook and reflected upon presentations and explored Brisbane’s educational and cultural attractions. Girls Grammar delegate, Gia Cayas (11G), said the highlight of the Forum was being able to interact, work with and learn from a group of intelligent, forward- thinking and creative students from around the world. ‘Working with students from different backgrounds, with different perspectives, I learned that people’s views on global issues are strongly affected by their culture and working with the other students thoroughly helped in the development of my leadership skills,’ she said. IYLF 2019 would not have been possible without the significant contributions of staff, students and volunteers. Thank you to all who supported the Forum.

IYLF Delegates, Gia Cayas (11G) and Matisse Black (11H) at the Forum

All delegates to the IYLF 2018, principals and staff

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