Grammar Gazette- Issue 1, 2008

grammar gazette autumn 2008

Physicists Beat the Best in the USA

inside Making a Splash

Sharing Our Expertise in Science

Reducing Our Carbon Footprint

Cover: U14A water polo team being instructed by Coach, Mrs Anna Corbin before the grand final at the Valley Pool this year.

LETTERS What a wonderful initiative the House afternoon teas are! I was in attendance today, with my daughter, Jess, to meet the parents and girls of Year 8 England, 2008. Although quite apprehensive prior to her arrival, a beaming daughter was taken home to quickly add (Mrs Amanda Piotrowski, Year 8 Parent) The building [the Cherrell Hirst Creative Learning Centre] works so well on a number of levels but I really loved its humanity and the sense of community that it gives to the School. Not only does the School and its students benefit significantly from it, but also the community beyond the School which has much to learn from this wonderful building. (Mr Ed Haysom, Haysom Architects) In 2003 I walked through the Grammar gates for the first time. I can still recall how scared I was, when there was no need to be, because my days at Grammar were to be filled with laughter and joy. Not only with my friends but with teachers as well. Though exams were of course stressful, I do not regard it as a ‘bad thing’. It has given me a sense of accomplishment and I am proud for giving it my best. (Miss Elaina Tsutsumi, Alumna 2007) I truly believe in the saying ‘you can take the girl out of Grammar but you cannot take Grammar out of the girl’. I will always remember my days at the School—my first assembly, my final assembly at Speech Day, the good times, the great times and the occasional not-so-good times. But most importantly, I will never forget the everlasting friendships I have made and the way that Grammar makes you feel a part of a community like no other. (Miss Pelin Dundar, Alumna 2007) I am just writing as the mother of three daughters (two at our local state high school) to extend my heartiest congratulations to your school on the wonderful achievement of your team at the US National Young Physicists tournament. Your team are truly an inspiration to girls everywhere. Thank you! May they all experience great success in their chosen careers (Mrs Lisa Leahy) her new friends’ email addresses and communications have already begun!

grammar gazette: Autumn 2008 edition

Grammar Girls......................................... 13 Science Education ................................... 14 Community ............................................. 16 Staff ......................................................... 17 Alumni ..................................................... 18 Reunions & Events.................................. 19

From the Principal .................................... 3 From the School Leaders.......................... 4 Initiatives .................................................. 5 QGSSSA Centenary .................................... 6 Sport .......................................................... 8 In Focus ................................................... 10

FRIDAY 1 AUGUST 2008 4PM–8PM

open day

We invite you to experience the Brisbane Girls Grammar School twilight Open Day. Open Day showcases the diversity and vibrancy of the School community. It provides a wonderful opportunity to meet and talk with students and staff, enjoy performances, view academic and co-curricular displays and tour the School’s facilities.

Programme Highlights: • Meet the Principal, members of the Board of Trustees and senior staff • Faculty displays • Sporting activities • Guided tours of the School • Music and drama performances

• Enrolment information • House displays • Outdoor Education • Refreshments • Orientation for Year 8, 2009

2 grammar gazette autumn 2008

FROM THE PR INC I PAL

Exponents of co-education as a superior model to single-sex education often base their reasoning, not on academic outcomes, but on social imperatives. They argue that our world is co-ed 1 —an environment for, or serving, both men and women alike, and that the only societal segregation of sexes occurs in rest rooms, prisons and schools. Co-ed is not Co-equal

It is interesting to note that a co-ed 2 is also defined as a woman who attends a co-educational college or university. Why not a man? The implication is that a co-educational environment is for men and women are invited to attend as special participants. In fact the sentiment often cited off-the-record among school colleagues is that a co-educational environment is ‘good for the boys’. Single-sex schools give girls and boys the opportunity to be taught in particular ways to suit their very different stages of development—especially in the adolescent years. A number of co-educational schools, both in Australia and overseas, are segregating classes at various levels to better deliver programmes to both sexes. This is an expensive and inefficient exercise albeit based on good intentions, as the number of classrooms, level of resources and focused teacher training increases in this scenario. At Brisbane Girls Grammar School we are absolutely dedicated to providing the very best tailored teaching, academic and co-curricular programmes, staff professional development, mentoring and student leadership models to ensure the confidence, preparedness and awareness we instil in our girls will allow them as adult women to maintain a strong vigilance about their right to equality and an active voice in their community —a community that is not yet co-ed in the co-equal sense. Ms Amanda Bell

‘At Brisbane Girls Grammar School we are absolutely dedicated to providing the very best tailored teaching, academic and co-curricular programmes…’ young women succeeding in greater numbers with better outcomes than young men at school and university, they often find that in their careers and public life, subtle and overt discrimination still occurs. This definition implies that co-ed equates to co-equal. I would argue that our society is still a long way from being an equal environment for the sexes, especially in Australia where women comprise only about nine per cent of board directors in the top 200 companies; where women’s pay relative to men’s shows a salary gap of nearly sixteen per cent; where women still have a disproportionate responsibility for children and the aged; and where women are still under-represented in the top leadership positions in government, universities and companies. In spite of

References: 1 co-ed. (n.d.). Dictionary.com Unabridged (v 1.1) . Retrieved March 16, 2008, from Dictionary.com web site: http://dictionary.reference.com/browse/co-ed 2 co-ed. (n.d.). The American Heritage® Dictionary of the English Language, Fourth Edition. Retrieved March 16, 2008, from Dictionary.com web site: http://dictionary.reference.com/browse/co-ed Hansen, M. Gender Matters, Teacher , March 2008.

grammar gazette autumn 2008 3

FROM THE SCHOOL LEADERS

Envisaging a new verve in Grammar life with greater support, fundraisers and spirit, inspired our 2008 theme—’Make your Mark’. We challenged Grammar girls to make their mark in their school, their community and in their life. To succeed in this challenge, early in the year we asked for the girls’ commitment to realise our three goals for 2008 concerning the environment, maximum involvement and community service.

Make Your Mark

Our third goal concerns community service, with the focus on fundraising for charity. We aim to raise the bar higher than previous years and reach a goal of $55,000. This amount will be the total of all committees’, houses’ and sports’ fundraisers, going to various charities. The Student Council has chosen the Royal Children’s Hospital as the School’s main charity. This year is not just about donating money, but donating our time, Grammar Girls’ time, by presenting various drama and music performances and organising arts and crafts for the young patients. Students have eagerly embraced the theme and challenges. This term has seen fundraisers such as cake stalls, head shaving, music concerts, barbecues, and environmental videos such as

4 grammar gazette autumn 2008 because we are already seeing the effects of this increased involvement! Our first goal concerns the environment and involves spreading awareness and creating a sense of responsibility for our future through the ‘Grammar Goes Green’ initiative and GECO charity. We encourage small acts like setting air conditioners to 24°C, to larger tasks such as lobbying against destruction of rainforests, all of which make a difference. Our second goal, involvement, has already been surpassed at events such as Interhouse and QGSSSA Swimming with numbers of supporters and participants reaching record highs. This is a fantastic achievement and this shared sense of spirit is important in further unifying the School. We hope girls continue to keep up their momentum throughout the year,

The Inconvenient Truth . We have made a fantastic start to our fundraising goal considering how few weeks we have been back and the busy lives of every Grammar girl. Next term will see even more spirit and enthusiasm with fantastic ideas for fundraisers from the Student Council and charity clubs. This term has proved significant in demonstrating the importance of spirit for a Grammar girl and the commitment to achieving our goals for this year. Despite the term flying past, it has left us with many happy memories. We hope you had a relaxing holiday in preparation for

a fast-paced, jam-packed and an undoubtedly memorable Term II! Cassandra Jeavons and Avi Kaye Head Girls

INI T IAT I VES

Reducing Our Carbon Footprint

In 2007 Brisbane Girls Grammar School incorporated new energy efficient PCs as part of its environmental conservation initiatives.

install interactive whiteboards or data-projectors in all classrooms within three years (currently sixty per cent of classrooms have data projectors). A wireless laptop pilot was also undertaken in the Senior Science laboratories. Having seen the benefits of wireless technology, this pilot has now been expanded to a further three locations and incorporates more than 110 laptops and thirteen wireless access points. In 2008 the ICT Department will continue to look for ways to reduce the School’s carbon footprint while providing an ICT infrastructure that is responsive to the needs of students and staff.

An earlier review of the School’s Information and Communication Technology (ICT) infrastructure indicated that the number of PCs in use could be doubled without impacting energy consumption by moving to energy efficient green machines. With more than 1160 students, the technology infrastructure at Girls Grammar has grown over the years to rival that of a large corporation, including more than 750 computers along with upgraded storage capacities. One third of the School’s desktops have been replaced with more energy efficient desktop PCs with plans for the entire fleet to be refreshed over the next three years to keep pace with the demanding educational requirements of the teachers and students.

‘The School is an international leader from not only an educational perspective but now also a technology perspective’, said Mr Nathan Pilgrim, the School’s Director of ICT. ‘The major refresh of technology in our computer labs coincided with a review of our electricity supply, so we were specifically looking for a desktop with the improved performance the students needed but also improved energy consumption to meet the School’s environmental conservation initiatives’. In addition to incorporating energy saving targets into our ICT planning the School has staggered the introduction of interactive whiteboards into classrooms. As a result of the success of this introduction and positive feedback from staff and students, the School plans to

grammar gazette autumn 2008 5

QGSSSA CENTENARY

Milisent, what were you thinking? ... A cricket pitch, no less!

‘It is sometimes said that women in their ventures into life do not display the qualities which men possess: self restraint, good fellowship when pursuing a common aim, ability to take defeat in good part, esprit de corps, qualities which men first gain as boys, from their games. If this be so, there is all the more reason why girls should be given, equally with boys, the chance to receive such beneficial effects and no longer be debarred from the education of the playground.’

Thus wrote Headmistress, Miss Milisent Wilkinson, in the 1908 Brisbane Girls Grammar School Annual Report. 1908 was also the foundation year of the Queensland Girls Secondary Schools Sport Association (QGSSSA), of which Milisent Wilkinson was one of the three founding principals. It was this progressive view of the leaders of Girls Grammar, St Margaret’s and Somerville House that created a sporting association that predated both GPS and state school sporting organisations. Milisent Wilkinson inherited a school where physical activity was viewed as an integral element of the curriculum, a view she endorsed and embraced. The Grammar culture has always been one in which every girl is encouraged to achieve her best, whether in the laboratory, on a canvas or on the sports field. It was therefore a natural step for the School to seek the opportunity for healthy physical activity and competition through a formal sporting association.

6 grammar gazette autumn 2008

QGSSSA CENTENARY

In 1908 the first official sports were tennis, rowing and basketball (now called netball). One hundred years later, fourteen sports lie under the QGSSSA banner with approximately 5000 girls competing each year. Such interschool sport has provided Grammar girls with the opportunity to explore their potential, to excel both in the classroom and on the sporting field. The history of Girls Grammar includes many women who epitomised this ideal of a broad, liberal education. Their sporting performances complemented their academic achievements. Dorothy Hill, Professor of Geology, won the Sports Brooch in 1924; Miss Jessie Stephenson, accountant, was the 1921 Sports Brooch recipient; Kirsten Moore became a physiotherapist but also was awarded Sports Brooches in 1987, 1988 and 1989.

The powerful legacy the twenty-first century Grammar girl has inherited is embedded in this landmark association. She is encouraged to compete, to be involved, to excel, to lead, to challenge and be challenged. The baton has been passed from principal to principal, from staff member to staff member and from student to student. The QGSSSA as an association and Girls Grammar as a school, now have the challenge not only to continue the legacy of the headmistress who had the audacity to ask the trustees to provide a cricket pitch for girls who still wore ankle length skirts, but also to enhance it. Mrs Pauline Harvey-Short Assistant Dean

On 13 February this year celebrations for the QGSSSA Centenary were launched at an afternoon tea with Her Excellency, the Governor of Queensland, Ms Quentin Bryce AC , an enthusiastic supporter of women’s sport. One hundred students accompanied by the principals and staff from each of the ten QGSSSA schools were present. In March, past principals, staff and alumni Olympic and Commonwealth Games athletes were invited to a function at St Margaret’s. This event provided a wonderful opportunity for the past and present Grammar staff to meet athletes who reached the pinnacle of their sports, to share an amazing array of QGSSSA memorabilia and for each school to be presented with a memento of the occasion: an elegantly framed display of all the pockets of all QGSSSA Schools. This will be hung in the foyer of the McCrae Grassie Sports Centre.

grammar gazette autumn 2008 7

SPORT

(L-R) Mikaela Eddie (8H) Imogen Ryan (8L), Ines Obermair (8G), Dominique Pass (8B)

Making a Splash Girls in blue powering up and down the pool have been part of Grammar life for generations. At the start of the second century of QGSSSA, Girls Grammar’s aquatic programme is to enjoy a new, sparkling face. The School’s new swimming pool will complement the McCrae Grassie Sports Centre, enhancing the sporting facilities of the School. From lifesaving to water polo, co-curricular swimming to survival strokes, aquatic activities continue to form a significant part of the Girls Grammar calendar, highlighted in several events throughout the year.

The Grammar swimming spirit is never more apparent than at the annual QGSSSA Swimming Championship—a chance for the best Girls Grammar swimmers to showcase their ability against rival schools. Held on Wednesday 12 March, this year’s event saw an outpouring of support from the wider school community for more than 100 girls competing in the championship. Under the exceptional leadership of Swimming Captains Sophie Bailey (12H) and Helen Singer (12M) the swimming squad earned an outstanding third place in the face of tough competition. This excellent result was a reward for the months of training and perhaps reflected the phenomenal spirit present on the night. Importantly, Brisbane Girls Grammar School swimmers of 2008 can be proud of their sportsmanship and commitment as well as their excellent achievement. Even if they are not part of the swimming team, all students had a chance to shine in the pool at the Interhouse Swimming Carnival held on Friday 29 February. Cheered on by a Grammar rainbow in the stands, girls of all ability levels powered up the

(L-R) Erin Bonney (12E), Sophie Bailey (12H), Helen Singer (12M), Megan Mackay (11O)

pool to earn points for their Houses. Despite close competition, Gibson House won the Lilley Interhouse Swimming Cup and the Burrell Cup for Relays, bringing the purple phantom home to first place. The Lt Col Plant Challenge Cup for Individual Events was won by Lilley House, while Mackay House won the Lifesaving Cup. Scheduled as one of the final events, the lifesaving race, involving some good-natured teachers, is always eagerly awaited and never fails to delight the crowd. The day turned out to be a great success thanks to the staff, parents and girls involved.

Jacinta Livingstone (12R) Publications Captain

8 grammar gazette autumn 2008

SPORT

Fencers Challenge at the Top Last year, nine fencers from Girls Grammar travelled to Sydney as part of the Queensland squad for the Cadet (U17) and U15 National Championships. The girls enjoyed participating in all five individual events, testing their skills against some of the top young fencers from Australia and New Zealand.

Cowderoy (12E) who finished 13th in U17 Epee. This opportunity to compete at the highest level is one of the highlights of the year for the fencers and the girls are hoping to repeat the trip this year.

team which achieved second place, and the U17 Women’s Epee team composed entirely of Grammar girls. The best of the individual results came from Helen Collyer who gained 13th place in U15 Epee and 15th in U17 Sabre, and Grace

The girls competed well and were rewarded for their efforts with all nine students selected to represent Queensland in various team events. Of particular note were Helen Collyer (11G) and Lucy Posner (11E) who were members of the U17 Women’s Sabre

© Graham Philip. Reproduced with permission.

Water Polo Holds Strong A record number of 190 girls represented Girls Grammar in Water Polo this season. Since its beginnings thirty-three years ago, the School’s Water Polo teams have grown in popularity and continued strong traditions of success and fun. From the fifteen teams that competed each Saturday from October to March, nine teams qualified for the semifinals. Three grand finalists emerged: the 13As and 13Cs completed undefeated seasons and the 14As were runners-up in both the State Championships and theBrisbane finals. With such strength in the junior teams, the future of Girls Grammar Water Polo seems assured.

grammar gazette autumn 2008 9

IN FOCUS

Girls Grammar to introduce Year 7

number of students per class in the junior school (Years 8–10) is set at 26 girls. In 2015 the Board has approved a reduction to a maximum of 24 girls. In senior classes numbers are already much smaller in many subjects. While the focus may appear to be on the introduction of Year 7 and developing curriculum, co-curriculum and student care programmes to specifically suit this cohort, the School is also thinking about the structure of Year 12. In 2020 most Year 12 girls will be eighteen—legally adults, able to vote and drive. It may be that the School provides an experience for them more akin to university than to traditional school models, with subject specific lectures and small group tutorials, timetabled to suit their needs. Already the café and refectory in the newly opened Cherrell Hirst Creative Learning Centre has an atmosphere similar to a university campus with staff and students sharing the same space, sitting, talking, eating together joined by visitors and parents—far different to the old-style school canteen or tuckshop. As planning for Year 7 continues the School will keep our community informed of progress on this exciting educational initiative in the history of Girls Grammar.

girls learn differently as they grow and can benefit from learning environments and teaching styles tailored to their gender. It is also well documented that teenaged girls’ self-esteem can diminish at puberty and with the average age for the onset of puberty dropping from approximately fourteen to eleven in the space of a generation, Girls Grammar, with its long history of specialising in educating adolescent girls is therefore well positioned to meet the needs of Year 7 girls in 2015 and beyond. It is interesting to note that in 1964 Brisbane Girls Grammar School undertook a similar initiative as a result of government imperatives and introduced Year 8. Then, as now, the School took a long-term planning view and the new cohort was absorbed seamlessly into the Grammar culture and educational environment. The addition of Year 7 in 2015 while adding another year level will not increase the total number of students in the School. In fact from 2011 the School will reduce numbers through natural attrition to accommodate the double intake of Years 7 and 8 which will uniquely occur in 2015 as the School transitions to six years of schooling. Currently the maximum

In February, the Chair of the Board, Ms Elizabeth Jameson, announced that Brisbane Girls Grammar School would introduce Year 7 in 2015 and since then our enrolments office has been overwhelmed by enquiries and applications from prospective families. Year 7 will provide girls with a transitional year prior to the traditional five years of secondary schooling. Schools in New South Wales and Victoria already follow this model with students completing six years of secondary education. The catalyst for the change was Education Queensland’s introduction of a preparatory year. The consequence of this for schools is that students will be older—by the time they reach Year 7 most girls will be turning thirteen and by Year 12 many will already have celebrated their eighteenth birthdays. This, coupled with the many requests received from enrolment families for the School to introduce lower (primary) year levels and Girls Grammar’s expertise and success in educating teenaged girls for the past 133 years, led to our planning initiative for Year 7. Support for single-sex education for primary school students has been growing with mounting neurological evidence suggesting that boys and

10 grammar gazette autumn 2008

IN FOCUS

Leadership for Changing Times

In 2007 Bruce Addison, Director of the Social and Environmental Studies Faculty, completed his doctoral studies. Undertaken in the area of educational leadership, the study utilised literature stemming from economics, political economy and educational sociology. Dr Addison shares some of his findings on the change forces impacting on the leadership of school principals:

in schools when I first commenced teaching. Schools are run very differently today from the way they were run twenty years ago. These changes had caused principalship to shift from a school-based view of the world to a more business-oriented view of the world. Such changes were much bigger than the worldview of any one principal or any one school. These were systemic changes and were not confined to any one school, state or nation—these changes were philosophic and they were global. They were causing a rethink in the way organisations were perceived and run. It became evident that the belief systems of the corporate world, belief systems I thought I had left behind in the confines of an earlier career in the banking industry, were now exercising an all-pervasive influence on the operating environment in which principals worked. The question I was constantly asking myself was, where did the traditional concepts of schooling and principalship lie with all of this? The study tended to raise more questions than it answered as is often the case with qualitative research. However, a

The concept for my doctoral research began to form back in 2001. I had become interested in the increasing exposure of schools to theories and practices emanating from the business sector and the extent of their impact on principal leadership. From my perspective as a teacher working in the classroom principalship seemed to have moved away from the familiar school-centric head-teacher approach. Principals working in large independent schools, such as Girls Grammar, were now very much styled as chief executive officers. Principals’ operating environments were being swept along by elements that were far from educational. They were confronting an array of challenges that were not in a direct sense linked to the familiar areas of teaching and learning. Much of the literature on change depicts schools as unchanging modernist relics in a world in which change is said to be one of the only givens. My direct experience of schools does not support such a contention. I have found my working life to be one in which change is an ever present reality. What occurs in schools in 2008 is very different from what occurred

number of findings were of particular relevance to the independent school sector. Principals working in independent secondary schools tended to have life and work experiences that went beyond the field of schools. This experience appears to have given them a breadth of insight when dealing with issues as diverse as corporate governance and enterprise bargaining. These issues originate from a world so very far removed from the process of teaching and learning yet today occupy a position of pre-eminence within the world view of principals. Interestingly the study concluded that a number of forces emanating from the economic field have done much to reinforce the development of student care programmes in independent schools. Principals consistently rated, with equal importance, the provision of both high-quality student care programmes and high-quality academic programmes. It was found that economic change had created this situation. It will be interesting to continue to observe the evolution of principalship and the interplay at work between economic change and socio-educational change.

grammar gazette autumn 2008 11

IN FOCUS

Colin Brumby presenting Mr Holley and Lucinda Barry with the award at the 4MBS studio

Music Teacher of the Year Earlier this year, one of the School’s music teachers, Mr Paul Holley, was awarded the 4MBS Classic FM Music Teacher of the Year for 2007. This award is generated by students nominating their teacher to show their appreciation and support. Lucinda Barry (12O) and Felicity Martin (12O) nominated Mr Holley and were so pleased to have his work recognised and acknowledged.

Earlier this year, Brisbane Girls Grammar School was involved in the Australian Combined Schools Music Festival which was held in Canberra and Mr Holley was the Chamber Choir conductor, which I was privileged enough to attend. At the festival I was able to see the work of other conductors, which showed me how truly talented Mr Holley is. I also watched many of the other students from around Australia who had not had the chance to work with him, grow to respect him for his talent and dedication as a conductor. Lucinda Barry (12O) and Felicity Martin (12O)

Mr Holley is a very dedicated music teacher. He teaches voice at Girls Grammar and conducts five choirs — Chamber Singers, Grammar Singers, Chorale, Grammar Voices and Grammar Chorus in addition to an adult choir called the Community Choir. With all of these choirs, he also organises big events, like the School’s Gala Concert and gives vocal lessons to students. Although he barely has a spare minute, he always finds the time to have a chat with all of the students, which makes him not only a great teacher, but a great friend. Outside of the School, Mr Holley also finds time to conduct many choirs, including the Birralee Blokes who have been named the best choir in Australia and ABC Classic FM’s Choir of the Year.

Mr Holley was surprised and extremely grateful for this recognition: ‘To receive this award was a great honour because it came from the students. To be recognised by your peers is one thing but to be recognised and appreciated by the ones you work for is something special’.

12 grammar gazette autumn 2008

GRAMMAR GI RLS

Girls Grammar Physicists Beat the Best in the US

The United States Association for Young Physicists’ Tournaments invited Brisbane Girls Grammar School in recognition of the international profile the School has in the area of Physics—the School hosted the International Young Physicists’ Tournament (IYPT) in 2004 and Grammar girls were subsequently involved in the recent success of the Australian team in the International Tournament last year where they were named ‘world champions’.

from schools across the US and after a series of outstanding performances in the first five rounds they qualified for the final in the leading position. In the final round the Grammar girls defeated the defending champions, the all boys Woodberry Forest School, Virginia, 274.8 points to 272.5 points. This is an outstanding achievement for the girls—a great reward after their dedicated work.

Three Year 12 students, Samantha Luck (12W), Sarah Thang (12H) and Kathryn Zealand (12R), led by Science teacher, Miss C Keogh, represented the School at the United States Invitational Young Physicists’ Tournament in Durham, North Carolina in February. This was the first time a school outside the United States has been invited to attend the national tournament. As the only all girls team in the competition, they took on the best invited teams

Early in March, the International Young Physicists’ Tournament, Australia was held at Brisbane Girls Grammar School. Two Girls Grammar teams entered the competition and both progressed to the final round. The team consisting of Samantha Luck (12W), Ekta Paw (12G) and Kathryn Zealand (12R) won the tournament and will be joined by Sarah Thang (12H) and Georgina Roberts (12L) to proceed to the International Young Physicists’ Tournament (IYPT) which will be held in Trogir, Croatia from May 21 to 28. This is the first occasion since the IYPT Australia Challenge began in 2003 that all of the selected members of the Australian team have been from the one school. IYPT Australia

Samantha Luck, Sarah Thang and Kathryn Zealand

photo courtesy: David Sproute

National Public Speaking Champion

relating to my parents’ emigration from China seventeen years ago’. The School Assembly heard Lucy’s winning speech earlier in 2007 when she won the Queensland final. Lucy was awarded a dictionary, medallion and $500. Lucy donated half of her prize money back to the Legacy Foundation as she strongly supports the amazing work the foundation does for war veterans. It was the first time that Lucy had entered this competition and she should be congratulated for such an outstanding achievement in being awarded Legacy National Public Speaker for 2007.

In November last year, Lucy Lee (10G) won the national finals of the Australian Legacy Junior Public Speaking Competition. Lucy, one of ten state winners, travelled to Adelaide to represent Queensland. In this prestigious contest, the emphasis was on Australian values and patriotism. The speakers had to deliver a prepared speech as well as an impromptu speech. Lucy chose to speak on a topic that was personal to her. ‘We chose or own topic for a five-minute speech and had five minutes to prepare a two-minute impromptu speech. I spoke about the Southern Cross being our Australian icon

grammar gazette autumn 2008 13

© newspix

SC I ENCE EDUCAT ION

Sharing Our Expertise in Science

Much has been written about the global decline of interest in science education, its causes and its implications. The Science Faculty at Brisbane Girls Grammar School feels passionate about science education and the benefits it brings to its adherents as well as its value to society. Educational institutions worldwide are experiencing difficulties in providing a high-quality science programme, particularly in physics, primarily because there is a shortage of well-qualified, specialist teachers. The goals of science education at our School are centred on learning science, learning to do science, and learning about science. There has been a conviction in our Science Faculty that an important way for students to achieve these goals is for them to be given opportunities to practise science as professionals do in real world situations. Recent reviews of science pedagogy

now more cognisant of the protocols employed by the scientific community to ensure the validity of data collection and analysis techniques, and accept scepticism and uncertainty as right and healthy in a science laboratory. As the Centre for Science Research develops it will enhance our efforts to create opportunities to nurture young Australian scientists interested in physics, chemistry and biology, instilling a thirst for the discipline and providing bench marking opportunities on the world stage. The aspiration of the CSR is to create a synergy of students, science educators, professional scientists, support staff, physical resources and infrastructure to motivate high-quality science research in secondary educational institutions. Through the CSR Brisbane Girls Grammar School aspires to deliver a positive contribution to the future of science education in Australia.

suggest that the best way to do this is to facilitate the integration of authentic inquiry approaches into science teaching and learning. The Brisbane Girls Grammar School Centre for Science Research (CSR) will formally open in 2008. Initially it will aim to excite an interest in physics by providing a collaborative environment in which students and teachers from a variety of schools can access the resources they need to engage in authentic physics research. The CSR will seek and challenge not only our best students, but also Australia’s top students. It will look to imbue them with a tangible passion for science and provide them with opportunities to position themselves among the best in the world. An example of our pursuit of authentic research tasks led to the School’s involvement in the International Young Physicists’ Tournament (IYPT) resulting in a growing national and international reputation for our staff and students. All our Senior Physics students have the opportunity to perform IYPT tasks in both Years 11 and 12, which has led to vast improvement in the way students carry out scientific investigations. Our girls are

Mr Alan Allinson Head of Physics

Dr Sally Stephens Director, Science Faculty

14 grammar gazette autumn 2008

SC I ENCE EDUCAT ION

Being Scientifically Literate Our world is now shaped by vast scientific discovery and common use of advanced technology. Understanding the ideas and concepts behind such technologies, while important to the scientific community, to many will never be a part of their daily vocation. Recent media headlines such as ‘Research identifies new genes linked with MS’, ‘Nanopesticides need specific regulation’ and ‘Idea of recycled water getting easier to swallow’ all assume a general understanding of scientific terms within a defined context. Students must have an understanding of these specific terms and their context within the real world to make informed choices and have educated opinions. The founder of COSMOS magazine, Alan Finkel, expressed the opinion that ‘we all need a level of science literacy that will help us make rational decisions about the introduction of new technologies such as DNA profiling, GM and nanotechnology’ (COSMOS, 2005).

way to develop science literacy is to ensure teachers surround their students with a language-rich classroom that opens them to the world and culture of science. Science curricula should prepare students to consider the wider social issues and should engage students in ways to understand the connection between themselves and the environment in which they live (Hanrahan, 1997). In the classroom science literacy can be improved through the following practical ways: reading and discussing news and journal articles, challenging the meanings of words within the scientific genre and comparing this to other areas, taking time to appreciate that a word in science has a whole construct of ideas and having students evaluate their viewpoint while considering other views as equally valid (Queensland Studies Authority, 2005). A scientifically literate student at Brisbane Girls Grammar School is a complex thinker, a creative person, an active investigator, an effective communicator, a reflective and self-directed learner and, above all, a participant in an interdependent world. Ms Deborah Perz Teacher, Science Faculty

There are two global aims of science at Brisbane Girls Grammar School. The first is obvious—to contribute to the pool of qualified people who become the scientists, engineers, technologists, or technicians of the future. The second is of equal and increasing importance—to develop well-informed citizens to improve the public understanding of science by developing students’ basic scientific literacy in order to increase the number of scientifically literate adults. The Science work programme embraces the idea that science education encourages all students, regardless of talent or interest, to question, to seek evidence, to develop an educated argument and to listen to those around them when conflicting pieces of evidence arise (Stephens, 2004). Science literacy is more than just words. It is the understanding that is embedded within those words that is sometimes different to the general perception (Hipwell, 2007). It aims to have students understand the world around them and make educated and informed decisions (Hazen, 2002). At Brisbane Girls Grammar School we seek to make certain our students not only have a familiarity with science words and their meanings, but also have a language-rich education that develops a citizen who appreciates meanings within a context. The Department of Education, Science and Training (2004) acknowledge that one

References COSMOS. (2005). COSMOS founder calls for ‘science literacy’ push in Australia. COSMOS. Retrieved July 10, 2007, from http://www.cosmosmagazine.com Department of Education, Science and Training. (2004). Why science literacy? Available from http://www.dest.gov.au Hanrahan, M. U. (1997). Science literacy: Demystifying texts in science classrooms. Proceedings of the Australian Association for Research in Education (AARE) Conference, Brisbane, Australia . Hazen, R. (2002). Why should you be scientifically literate? Retrieved March 3, 2008, from http://www.actionbioscience.org/newfrontiers/hazen.html Hipwell, P. (2007, November). Literacy in the Content Area Mathematics and Science . Paper presented at the Logonliteracy Professional Development Conference. Queensland Studies Authority. (2005). Years 1–10 science syllabus . Retrieved July 6, 2005, from http://www.qsa.qld.edu.au/yrs1to10/kla/science/index.html Stephens, S. (2004). Science Faculty. Brisbane Girls Grammar School Annual Report 2004 . pp. 52–53.

grammar gazette autumn 2008 15

COMMUNI TY

Come On Grammar, Blue, Blue, Blue

Priya Kevat (2007), who graduated last year and is now studying medicine, looks back on it with affection: ‘ To me, Speech Day marked the end of a cherished time at Brisbane Girls Grammar School, but at the same time a fresh beginning. Saddening but also exciting, Speech Day for the Year 12 cohort was the rite of passage into the real world, a chance for us all to use what we learnt at Grammar to take

Then there are the speeches, the chance to be inspired by Old Girls like Justice Margaret McMurdo and Justice Roslyn Atkinson and realise, with a shock, that one day it could be one of us up there. Then there is the war cry in King George Square when the formalities are over. It has enough energy to light the city. Before Speech Day, the emotions start to build at the School’s own farewell to the Year 12s, circling them at one, last special assembly.

Speech Day is special and enriching. It is one of the unique traditions that sets Girls Grammar apart. It is the Art Deco ambience of City Hall on a Friday

afternoon in mid-November, the pageantry of the academic

procession, the rousing sound of 1100 voices accompanied by the pipe organ, the thunderous, foot-stamping applause for the prize winners. This, visitors say, marks Girls Grammar as special.

us somewhere in the future ’. Jacinta Livingstone (12R) Publications Captain

16 grammar gazette autumn 2008

STAFF

Mr Shane Skillen Teacher, Technology Studies Faculty Appointed to the School in July 2005, Shane is an innovative educator who works with both teachers and students to develop their IT literacy. He is passionate in his belief that Information and Communication Technology (ICT) skills are not just for the classroom but essential tools for life and he takes every opportunity to assist members of the School community to develop their IT fluency. Through his research, Shane has developed an extensive understanding of youth culture which he builds on when developing curriculum. His presentations to students, staff and parents have helped many understand and navigate more safely through virtual social spaces such as MySpace and Facebook. Shane co-ordinates the development of the subject Innovative Design and has instigated curriculum links with Bulimba State School that have enabled Year 10 students to develop interactive learning tools that are now used by Year 2 classes. Last year Shane was invited to showcase ICT development across the School to a group of Philippine educators who were, in the words of one participant, ‘blown away’ by a presentation that integrated current theory of educating girls about ICTs, creative industry standard student examples and discussions of future directions in ICT development. He has presented at the Australian Teachers of Media National Conference and worked with Dr Kay Kimber to develop the web site of the School’s Centre for Professional Practice. Within the classroom Shane has created a multimedia learning environment that challenges students to envision possibilities and make new connections. Across the broader School he has supported and educated both staff and parents to help them understand the impact of technology and the challenges and benefits that using it effectively can bring. Dr Ann Farley Director, Technology Studies Faculty

Dr Bruce Addison Director, Social and Environmental Studies Faculty Bruce came to Brisbane Girls Grammar School in 1999 as Head of Economics. His talents as a teacher and leader were quickly recognised as he was soon promoted to the position of Head of Faculty (later known as Director) of Social and Environmental Studies in 2001. Bruce began his career in the corporate world of banking. Coming from the ‘real’ world of business and employment provides an added dimension to the world view he offers his students. In the classroom, Bruce is an inspired and dedicated teacher. He challenges his students about the world of economics and the role it plays in shaping society, human behaviour and perspectives. Humanity rather than the mighty dollar is central to any course in economics taught by Bruce.

Mrs Anna Corbin Teacher, Social and Environmental Studies Faculty Anna Corbin, a past student of Brisbane Girls Grammar School, joined the staff of the Social and Environmental Studies Faculty in 2008. Anna is a specialist in the middle years of schooling having graduated from the Queensland University of Technology’s Bachelor of Education programme with honours in 2004. Before working at Girls Grammar, Anna worked for Education Queensland and St Paul’s Anglican School. Anna is an elite sportswoman having represented Queensland and Australia in water polo. Since developing an interest in coaching during both her school and university days, Anna has now been appointed Girls Grammar’s head coach of water polo. Anna believes strongly in the value of the School’s co-curricular programme for the opportunities it provides for the growth and development of both the students and staff. Her own words probably best describe her interest in this area: ‘Coaching has provided me with many skills and experiences in dealing with the world beyond the classroom: the creation of a sense of

Student care in the classroom and staff room underpin Bruce’s approach to education and is a key professional driver. He endeavours to foster positive relationships, respect and responsibility among student and staff in his care. He challenges and cajoles to prompt deeper teaching and learning. He urges teachers to question and reflect on their practice and is a staunch supporter and advocate of professional development. Among his students he arouses curiosity and critical thinking and provides opportunities for extension in and out of the classroom. Bruce is both a scholar and a deep thinker. He completed his PhD in educational leadership at the end of 2007 in record time. He is a leader in his subject Economics as he is an active executive member of the Queensland Economics Teachers Association, an experienced Review Panelist for Senior Economics and a member of two Queensland Studies Authority committees: the Economics Syllabus Subcommittee and the Business and Commerce Subject Advisory Committee. Bruce is a man of vision, innovation and conviction. He has shaped the Social and Environmental Studies Faculty into an Ideas Faculty. He has ensured that the faculty retains its rigour in pedagogical delivery while embracing new ways of doing and being. Ms Julie Hennessey Head of History

teamwork, the value of high expectations and standards, and the ability to communicate effectively with a variety of groups including parents and students’. It is always good to welcome alumni to the staff of the School. In the short time she has been with us, Anna planning as well as a delightful presence in the staff room. Role models for young women are essential in a school such as ours; no doubt Anna will contribute significantly to the Brisbane Girls Grammar School experience of her students as the years progress. Dr Bruce Addison Director, Social and Environmental Studies Faculty has demonstrated a love for her disciplines, a thorough approach to

grammar gazette autumn 2008 17

ALUMNI

Olympics in Sight for Suzie

2006 and winning a silver medal at the Melbourne World Championships in 2007 in front of a roaring home crowd.’ When she finished at Girls Grammar in 2000, Suzie studied physiotherapy at The University of Queensland before she decided to switch to a Bachelor of Science/Law. ‘It was challenging trying to balance full-time water polo and university but at the same time it forced me to be really organised and manage my time effectively. It was good to use my studies as a distraction outside of water polo,’ said Suzie. Graduating from UQ last year, ‘after seven long years’, Suzie was offered a position at Allens Arthur Robinson law firm commencing in 2009. Until then she will be concentrating on water polo in the lead-up to the Olympics.

Suzie Frazer (2000) has her sights set on representing Australia at the Beijing Olympics in August this year. As a member of the KFC Breakers Queensland team she was selected to be part of the Olympic squad which involves an intense training programme over the next few months at camps in Canberra and overseas as well as competitions in Europe, China and America. Suzie has been playing water polo for eleven years and currently trains up to twelve times a week. ‘I started in Year 8 at Grammar and played right through to Year 12. I had so much fun playing games every week on a Saturday!’ Through her water polo she has travelled to Hawaii, Germany, Montreal, New York, Los Angeles, Beijing, Greece, Italy, New Zealand, Spain and almost every capital city in Australia. ‘My most memorable moments include winning a gold medal at the World Cup in Tianjing, China in

Connections with Heritage Robyn Stacey’s Photographic Art Robyn Stacey is one of Australia’s most acclaimed photographers. Her large and striking images have been exhibited widely in Australia and internationally since the mid-1980s and works are held in the collections of Artbank, National Gallery of Australia, National Portrait Gallery, Art Gallery of New South Wales, Art Gallery of Western Australia, National Gallery of Victoria and Queensland Art Gallery, as well as numerous university, corporate and private collections.

Christine Purvis, Amanda Bell, Robyn Stacey and Elizabeth Jameson

century specimens, artefacts, and scientific models to a contemporary audience, revealing their aesthetic, social and historic value. By investigating each specimen’s material presence she is then able to group and assemble items based on visual strategies drawn from concepts as different as the Dutch still life tradition and the scientific rationalism of taxonomy. The School is extremely grateful to the Old Girls Association for purchasing two major examples of Robyn Stacey’s work for the Cherrell Hirst Creative Learning Centre. They are now on permanent display in the Barbara Fielding Room.

‘I always did well in my History and English subjects at school and it is interesting to me that now history has become so significant in my work. When I was at school I never imagined I would become an artist’, said Robyn. Robyn’s fascination with the possibilities of history being a conduit to inform the present led to her current obsession with the vast archival repositories in museums around the world. In 2000 she began researching and photographing natural history collections in Australia and overseas. Spending a number of years working with each collection, Robyn’s sumptuous photographic images re-present eighteenth and nineteenth

Robyn, who completed her education at Girls Grammar in 1969, initially pursued a career in social work. She completed her degree at The University of Queensland and worked in the field for a year before she realised it might not be the right choice for a career. Taking some time to travel overseas and visiting an extensive number of museums all over the world, Robyn developed her interest in art. She studied fine arts at UQ under Dr Nancy Underhill which ignited her interest in photography. This, coupled with her love of history, inspired Robyn to pursue a new path as a photographic artist.

18 grammar gazette autumn 2008