Grammar Gazette-Issue 1, 2020

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Issue 1, 2020 Volume 35

Challenge and Discovery in Peru . . . . . . . . . . . . . 15 Water Polo: From Strength to Strength . . . . . 22 145 Years of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Prime Minister's Prize for Alumna . . . . . . . . . . . 28

Contents

Systematic curiosity in teaching, learning and research

Guiding Principle, Brisbane Girls Grammar School Strategic Design 2020–2022 —

02 From the Chair An enduring core purpose Ms Julie McKay 03 From the Principal Opportunities for curiosity Ms Jacinda Euler 06 Lessons from Literature Learning through crises 08 Celebrating Female Composers International Women’s Day 10

12 In Their Words Dr Rashna Taraporewalla 13 A Curious Climate Connecting with the environment 15 Antipodeans Abroad Challenge and discovery in Peru 22 BGGS Water Polo From strength to strength 24 145 Years of Learning 1875 to 2020

28 Cheryl Praeger (1965) Recognition for a love of learning 30 Ali Rae (2005) Multimedia journalism and filmmaking 32 House Spirit Supporting the Science Learning Centre 34 The Bursary Fund A gift of hope for their future 35 Awards and Achievements

In each edition of the Gazette , a student contributes a design element to represent the Guiding Principle that informs the publication.

The circles in this design represent togetherness, timelessness and totality as a whole school, a whole community These overlap just as each person in the School community is linked to one another Adding to this idea, the geometric lines and dots not only represent growth from one point to another, but also the connection between groups in our School, united despite their differences.

Curiosity is symbolised through the combination of these elements I was influenced by constellations, stars, planets (lines and dots) and clouds— overlapping circles in the formation of clouds show us that the universe is our limit, and we are free to explore it Our common beginning at BGGS gives us the foundation to launch each other to land wherever our curiosity takes us — Grace Phua (11O)

Grammar Gazette Issue 1, 2020 | Volume 35 — Managing Editor: Dr Belinda Burns Director of Communications and Engagement Editor: Ms Keziah Sydes Senior Communications Officer For Gazette enquiries and comments: T +61 7 3332 1300 E communications@bggs qld edu au

Question the Unquestioned Year 10 Economics

Issue 1, 2020 Volume 35

cover image Ruth Martin (8O) in the Visual Art classroom

To change your subscription to the Gazette from printed to electronic please email communications@bggs.qld.edu.au

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

From the Chair An enduring core purpose

From the Principal Opportunities for curiosity

Ms Julie McKay Chair of the Board of Trustees

Ms Jacinda Euler Principal

'I think I may say that, despite the difficulties we have had to contend with this year, the majority of the girls have lived up to our good old motto, and the undoubted spirit of happiness which pervades the School is, I think, due in large measure to willing industry and the appreciation of the privilege of service.' —Miss Annie Mackay, Head Mistress from The Head Mistress' Report For the Year 1919

One of the most enduring lessons I took with me from my days as a BGGS student was to be open to opportunities to learn—at all times, in all circumstances. The classroom wasn’t the only domain for growth— neither was the sporting field, nor the band room. My teachers instilled in me the concept that every interaction with every person was a chance to gain new knowledge or insight into another way of thinking that could improve our own lives or the world in which we live As our world battles a pandemic that threatens almost every aspect of our lives, the idea of constant, unashamed curiosity is, I believe, more important than ever before It is also a moment to reflect. The School’s 145th anniversary— BGGS first opened its doors on 15 March 1875—provides a timely, yet poignant, reason to look at how we have overcome such crises in the past

While and responsive to the constant changes that the pandemic dictates, we must not lose focus of that which endures and sustains us: our core purpose, as a School; our innate ability to adapt and innovate; and, our connection to each other As always, the Board’s focus remains providing for the ongoing strength and sustainability of our School Now, and over the comingmonths, this will indeed necessitate an agile and responsive approach as we navigate the inevitable challenges of this global disruption to the way we live and operate as a society However, despite this turbulence, that which inspires us as a Board and makes BGGS great—its vibrant community of girls and their families, dedicated teachers and staff, and alumnae—will not change I offer my sincere thanks to my fellow members of the Board of Trustees, Principal, Ms Jacinda Euler, the School’s tirelessly diligent and caring staff, our supportive parents and our unstoppable girls When we are united in our support for one another, and when we decide, as a collective, to continue to be intentionally open- minded and curious, we can overcome whatever challenges lay before us — Reference The Magazine of the Brisbane Girls’ Grammar School (1919) [Editorial] remaining agile

In 1919, Queensland faced the global ‘Spanish’ influenza pandemic— the last time the State closed its borders, and resulting in some teachers being unable to return from southern states for the start of the School year In the breach, alumnae volunteered to teach students. Later, once the flu itself had reached Queensland, BGGS was closed for 11 weeks, during which time the students preparing for ‘Junior’ and ‘Senior’ examinations were supplied with distance learning activities by their teachers, via post In periods of great uncertainty, it is natural to lament for that which we have lost, either temporarily or permanently, and to be concerned about what lies ahead No doubt, many in the BGGS community are facing significant challenges, and we keep in our thoughts everyone affected during this most difficult of times.

So much has changed so suddenly in the lives of us all in recent times. As a School, we have been supported and sustained by our purpose—to provide a quality education to girls and young women, albeit in new ways, so that they will take their rightful place in the world as well-educated, outward- looking and compassionate people. The challenges for us—our School, our staff, students and families—have been very real and we know much hardship lies ahead for many in our society We trust that the stability and authenticity Brisbane Girls Grammar School represents will provide a sense of security, optimism and hope to our community We are continuing to forge ahead with our ongoing projects—the Science Learning Centre, as many will have seen, continues to emerge above the School and is still on track for opening at the start of 2021; our new Illumine podcast is an example of our commitment to

engage indiscussion anddebate on topics of substance; and we recently launched Bishbar Blue , a new digital publication distributed to 7 500 Grammar Women around the world that acknowledges the foundation their Girls Grammar education has provided them as they contribute to the world through their studies, their careers and in their homes, families and local communities These times have required us all to bring a level of flexibility and agility, along with patience and some downright stoicism, to every action and to every decision that we make Despite the challenges, there have been positives too: a remarkable resilience tested but also strengthened among our students; new skills for our teachers who are exhausted and yet also energised by their learnings; and alternative, less formal modes of communicating with our parents that may, ultimately bring us closer together, keep us more attuned The creativity of the girls, shocked initially by what

had been snatched away from them, came to the fore very quickly And most importantly, a deeper understanding of what and who matters seems to have emerged and I hope will not be forgotten as life, gradually, moves on BGGS remains committed— through the education we provide and the willingness of our staff and students to be active participants in the shaping of our society—to face the challenges we face with confidence and determination, always understanding the importance of our motto, Nil Sine Labore The attitude to life it represents has certainly stood the test of time, provided focus to all that we do and leads to a meaningful, and hopefully happy, life I hope you enjoy the interesting and inspiring stories contained in this newly redesigned edition of Gazette

left Chair of the Board of Trustees, Ms Julie McKay, Head Girls, Arwen Dias-Jayasinha (12G) and Abbey Grice (12E), and Principal, Ms Jacinda Euler

above left Yasodha Dias (8L) and Abbey Woodward (8L) on the first day of School, Term 1 2020

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

FROM THE CLASSROOM ENGLISH

I studied the poem 'Scots of The Riverina' by Henry Lawson. My poem, 'Mother', focuses on the war aspect of the poem and is written in the style of letters to a mum whose son is at war. —Caitlin Huf (9B)

Dear Mother Caitlin Huf (9B)

Every year, each Year 8 English class holds a poetry slam competition. Students create and perform their own works, responding to poems studied in class. Here are some winning student works from 2019.

Bright eyed and brave a boy sits hunched on a busy train Dear Mother, I know it’s hard to say But for a while I will be gone away

Dear Mother, Tomorrow I am to be sent to ‘no man’s land’ To venture into the madness, take one final stand Then I will be going to Egypt they say Where the conditions are better and hopefully the pay Every morning we are awake long before the sun peeks over the shattered hill But only some of us rise, others remain forever still Tired and uninspired the captain sits hunched in his stately office. Dear Madam, It is my painful duty to notify the death of Sergeant Carl Machen The report is to the effect that he was killed in action My sincere regards Silent and stills the boy cries his mother’s name but his voice is never to be heard again

When will I be home? Well I’ll see you one day But the reason I signed up for what I am going to do Is to make father proud, make my promise true Under the black and white of a starry night the boy sits hunched in a crowded cabin Dear Mother, Being on a boat is like a sleepless night We toss and turn forever but the captain says Gallipoli is in sight As the sun glistens golden and day retires to night I think of you and hope you are doing alright Afraid and alone the boy sits hunched in the chaos Dear Mother, As I write my boots sink deeper into the mud For there is no escape from the screaming and blood Gunshot rattles, booms in my ears For what we see here are darker than the deepest of fears Times are desperate mother, more desperate than they have ever been For shivering in the filth beside me is a boy of just fifteen I am afraid mother, he isn’t doing well I am afraid this poor boy will fade in this living hell Full of fire the boy sits hunched on the trench walls.

Glory Claire Ellem (9B)

New South Wales That’s what it was named. The title they gave the country that was claimed James Cook We all know the name The Captain who found this new land to tame The First Fleet The convicts who came Some of you still bear their surnames All those people, Those elected, those sent, Came together in order to present: Australia In all its glory Who would look beneath To see the whole story? Maybe all these things seem like victory, But look closer and you’ll see everyone’s history. When the true owners of the land were free And the Europeans had not yet crossed the sea Peace Can’t you see it, feel it? The land still thrived, because they were there to heal it To use and nurture it, to make their own choices When the Aboriginal people Still had their voices Before Let’s go back To before the settlers came to attack

Respect That’s what should have been shown. When the invaders sought out their home But no No respect was visible, To the settlers, Aboriginals were as good as animals Horror That’s what comes to mind When someone mentions those despicable times Disgust At the disrespect Of taking the land without consent Anger At the settlers reaction When the Aborigines tried to take action How many lives were lost, when they did not need to be? How did our ancestors not even see The despair that they cast upon these humans? All that they knew Left in ruins

Reverse Poem Kiara Chang (9B)

We cannot accept them So don’t tell me that

They should be included in political fights We should give them freedoms and rights At the end of the day, Their identity is lost in every way, Nothing you say will make me believe

So I ask you to, the next time you hear Of the settlers and the pioneers, To look deeper and listen to the entire story Because in the end, not everyone emerged in glory

We can still save their culture and give them exemption and We can still stop discrimination and provoke consideration But no matter what They will never have adequation I think, Do they really have no hope?

—Now read in reverse from the bottom line to the top—

My English class focused on Aboriginal experience in Australian poetry. We studied 'We Are Going' by Oodgeroo Noonuccal, which talks about when the Europeans settled in Australia. When I wrote my poem, I really wanted to do justice to such an important part of Australian history. —Claire Ellem (9B)

My poem focuses on how the Australian identity is represented through the Indigenous people. This poem responds to another poem, 'Municipal Gum', written by Oodgeroo Noonuccal and outlines the inequality faced by Indigenous people. —Kiara Chang (9B)

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

Lessons from Literature

Lessons from Literature Sustaining learning through crises

Ms Sarah Frew Associate Dean

— ‘Plan your day out, it doesn’t have to be complicated. Just write down when you have your zoom lessons and for how long you decide to study for a particular subject—and include breaks.’ —Year 11 student — ‘Motivate each other. I found that when I remind my friends to do things or I get reminded, it is usually easier to stay on track.’ —Year 12 student — ‘Make sure you have a proper work space such as desk or table and have a water bottle nearby. Pretend it's a normal school day and you will work more. Try and get all your work done earlier so you have free time to walk your dog, go for a run, bake something or just get some fresh air.’ —Year 7 student — ‘Ensure that you are getting up occasionally and doing a bit of exercise, because it will increase your attentiveness and general happiness.’ —Year 8 student — ‘Don't put too much pressure on yourself. Discipline is good but also continue to enjoy learning even though it's a different environment to school. Also, everyone is in the same boat and there are lots of people to talk to about it.’ —Year 11 student Student tips for effective home learning

In my role as Associate Dean, I regularly reflect on how the School is building a ‘culture of thinking’. The last time I shared my reflections with BGGS families was in 2019, when I played with the motif of artisanal baking—the nourishment of it, the goodness of it, the simple joy of it. The global health crisis of novel coronavirus is rapidly unfolding with the news media reporting 24/7 about the exponential growth of a curve that communities across the globe are so desperate to flatten. That is the reality at present and nourishment, goodness, and simple joys are much needed Many schools, by necessity, are considering what educational continuity might look like for home or remote learning, based on the fundamental premise that education is liberating and learning is inherently valuable. In Fahrenheit 451 , the set text for our Year 10 Literature students in Term 1, Ray Bradbury explores the power of knowledge—of learning and ‘knowing’— against the backdrop of a hedonistic, technocratic society, consumed with triviality For many in this fictional world, it doesn’t end well. But I share this reflection for the more uplifting messages Bradbury offers readers: that books and learning are a gift; that curiosity and the act of slow looking, of spending time in meaningful ways, are to be celebrated In the novel, Bradbury alludes to Alexander Pope’s poem, 'An Essay on Criticism' (Pope, 1711, as cited in Abrams, 1993): A little learning is a dangerous thing: In these words, Pope—and Bradbury—invite us to see that taking time to ‘drink deep’ from the Pierian spring [of Macedonia]—the source of knowledge of art and science that quenched the thirst of the muses in Greek mythology—is a replenishing, satiating act that vitalises the mind in logic and rationality The metaphor is grounded in learning; in taking the time to learn deeply Drink deep, or taste not the Pierian spring: There shallow draughts intoxicate the brain, and drinking largely sobers us again

the activation of long-term memory In addition, this resource contains planning tools developed to help them to ‘space out’ their home learning and to manage their time into short, high-value and high-impact home learning sessions Fahrenheit 451 does offer some positives for those who are open and willing to learn, however challenging the learning may be Near the end of the novel, the protagonist Guy Montag dreams of simpler things … not quite artisanal bread but of natural, wholesome foods, nonetheless: ‘A cool glass of fresh milk, and a few apples and pears laid at the foot of the steps This was all he wanted now Some sign that the immense world would accept him and give him the long time needed to think all the things that must be thought. A glass of milk, an apple, a pear.’ The reference to such natural items is refreshing, and is used by Bradbury to suggest that stepping out of the noise—away from the technocracy—and taking time to nourish ourselves by slowing down, connecting meaningfully with others, and embracing deep learning and simple, wholesome things, will sustain us In a world where the language and practice of social distancing, social isolation and quarantine are ubiquitous and world leaders’ diction of war permeates the media, what could be truer, or more vital? We face many challenges in the weeks and months ahead For now, I wish all of us health and wellbeing, and hope that you find time for deep learning, wherever that may happen — References Bradbury, R (1953) Fahrenheit 451 New York: Ballantine Books Pope, A (1993) An Essay on Criticism In Abrams, M H (Ed ) The Norton Anthology of English Literature (6th ed , Vol 1, p 2221) New York: Norton

We know that such learning cannot occur only at school or in traditional school hours This would be a highly industrialised and limiting view of learning Rather, we must conceptualise the time spent by students on their curriculum endeavours at home not as home work but as home learning—now more than ever. This is a subtle shift but a powerful and important one. It is one that offers sustenance in the face of the new system of learning and assessment for senior secondary students in Queensland, and one that indeed we must now embrace in the face of the challenges COVID-19 has thrust upon the globe This type of deep learning is something we have thought carefully about in recent months It just happens to have taken on new implications with our students learning from afar We have carefully sought to build a culture of thinking and have painstakingly attended to the architecture of our students’ learning progression—what skills and attributes they might need to acquire and when, and the dispositions and academic discipline that need to be nurtured as they progress through these developmental phases These values hold fast Indeed, there is an important set of complementary skills that lie at the core of this progression, including the ability to plan home learning with purpose, and the ability to think about learning as a continuum— rather than short cycles of learning and, dare I say it, forgetting Per the didactic value of Fahrenheit 451 , it is fair to say Bradbury would agree. We can’t afford to learn and forget Instead, we must look at how we ‘space out’ our independent home learning; how we cycle back to learned concepts, and what we do to not only secure skills and conceptual understanding in long-term memory but also what we do to retrieve this consistently, and with accuracy The girls have access to carefully curated ‘study skills’ on Minerva, the School’s online learning management system, which is a repository for evidence-based strategies to support deep learning and

above Jessica Mangos (12G) completes online learning from the Research Learning Centre on the first day of Term 2

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

FROM THE CLASSROOM DESIGN

Celebrating Female Composers International Women’s Day

Mrs Emma Dron Director of Instrumental Music

In this commercial design task, students created pod accommodation based on a client brief. Students practised rapid prototyping (physical and virtual making), spatial literacy (working with scale drawings, orthographic projection) and client engagement. They gained cross-disciplinary proficiency, communication skills and competence in applying scientific, engineering andmathematical principles to their design. This project, 'Air Pod', by Arwen Dias-Jayasinha (12G), features the design of a safe, comfortable and affordable space in which travellers are able to rest between flights.

On Friday 6 March, the Instrumental Music Department presented its third annual International Women’s Day concert, showcasing the repertoire of contemporary female composers from around the globe. In a time where female composers account for less than 7 per cent of music programmed and presented in music halls, each year this concert aims to help change that statistic just a little Pieces performed were entirely composed since 2001, by living, contemporary female composers, 50 per cent of whom are Australian The concert presented three new student compositions, along with world premiere performances of two specially commissioned works by Australian female composers, and featured performances by Symphonic Winds, Chorale, Chamber Singers, Chamber Strings, Mendelssohn Strings and the Big Band Australian composers, Catherina Likhuta and Julia Potter, both wrote moving pieces for Girls Grammar performers A composer, pianist and recording artist, Catherine composed a piece called Through Healers Eyes ,

which was inspired by the life of acclaimed BGGS alumna, Grace Wilson (1879–1957;1899), and her work as an Army Nurse during World War I andWorldWar II The piece is an emotional and honest depiction of war JuliaPotter isanemergingAustralian composer, whose commissioned piece, Eyes on the Stars , serves as a message of encouragement and resilience to young women, reminding them that no setback should be a hindrance in the pursuit of achievement and adventure Student composer, Tiffany Yeo (10E), winner of the Combined Strings Composition Competition, debuted Tango Grandioso, an original string orchestral work, and winner of the Treble Choir Composition Competition, Abigail Lui (12O), shared her piece, Lift Up Your Voice and Sing , which encourages young women to stand up for their beliefs Erika Thompson (12W) and Lily Lau-Coombs (12O), performed their winning entry of the singer/songwriter section of the BGGS Composition Competition, Better Without You

‘Our song explores the realisation of women’s strength and independence. ‘We were inspired by female soul legends, particularly Aretha Franklin, as we aimed to make a statement about the idea that women shouldn’t have to rely on someone else to be satisfied. Particularly influential songs from which we drew inspiration were Franklin’s Think and Respect , as she asserts her own value in these timeless feminist anthems ‘We wrote our verses in the key of D, incorporating seventh chords to emulate the jazz style of Norah Jones and Sade The lyrics in the verses capture the initial feelings of affection, while our chorus focuses on the realisation that these feelings are not the same as love, or in turn, self-love ‘Finally, the bridge issues a climactic but satisfying end to the piece, and is absolutely integral to the realisation of women’s strength and independence It is characterised by its F#min7 chord which adds a notably darker feel and connotes ferocity and seriousness, contrasting the previously stable verses This makes for an enthralling end to the piece, all the while leaving listeners to ponder the inspiring urgency behind these issues.’ —Erika Thompson (12W) and Lily Lau-Coombs (12O)

far left Lily Lau-Coombs (12O)

Arwen Dias-Jayasinha (12G) Air Pod

left Combined Strings perform at the International Women’s Day concert

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

Question the Unquestioned

Question the Unquestioned Year 10 Economics

Dr Sam Peng Head of Economics

— Why don’t all countries drive on the right? Lauren Chudleigh (10R)

— Why are similar competing stores such as Woolworths, Coles and Aldi located within close proximity to one another? Charlotte Banney (10L) In some locations in Australia, multiple grocery stores can be found within walking distance to one another Why is it that similar competing stores such as Woolworths, Coles, and Aldi are often located within close proximity? — Does it make economic sense to keep the British monarchy? Emma Armitage-Ho (10R) After a tumultuous year of royal upheavals, many are wondering whether the British monarchy still has relevance in the twenty- first century. Despite the obvious political benefits regarding the importance of the monarchy to the United Kingdom, British taxpayers pay £292 4 million annually to fund themonarchy (BrandFinance, 2017, p 9) So, does it make economic sense to keep the British monarchy?

— Why does a round pizza come in a square box? Grace Collins (10E)

Which side of the road to drive on has long been a vexing question While driving on the right dominates modern global patterns, approximately 31 per cent of countries drive on the left side of the road: so, what’s stopping the world from adopting a global standard? — Why has Disney been producing more live-action remakes of animated films in recent years? Madeline Khoo (10E) For you Disney fans, 2019 must be your lucky year Five out of 14 Disney live-action remakes of animated films were released that year, and 11 in the past decade (List of Disney live-action remakes of animated films, 2020). This sudden influx did not happen by chance. — Why are luxury brands more expensive in Asia than in Europe? Caizha Lee (10M) A Prada Galleria bag can be bought for about £1 600 in Sweden or £2 100 in China (McDowell, 2019) It’s the same product, but why does its price vary so greatly? ■

Pizza has always been delivered in square boxes Have you ever taken a minute to wonder why? Why do round pizzas come in a square container? — Why do we still have newspapers when everything is online? Grace Hynes (10L) When was the last time you bought a newspaper? Or even read one? It is safe to say newspapers are on the decrease, and online news is on the increase So, why do we still have print newspapers when everything is online? — Why does the world not use a single currency? Juliette Harding-Bradburn (10B) In 2020, the United Nations acknowledged that there are 180 different currencies world-wide. It has been considered whether or a not a single international currency would benefit society. In order for the world to make the rational decision if a single international currency should be used, the benefits have to outweigh the costs.

During Term 1, Year 10 Economics students have been developing their curiosity about the economic principles that underpin the world around them. In this unit, students were encouraged to notice and wonder about the economic logic in almost everything in their lives, questioning and investigating the rationale behind big and small decisions. Through the lens of demand-supply analysis and cost-benefit analysis, students sought to discover the hidden logic underlying everyday occurrences, asking questions such as ‘Why is milk often sold in rectangular cartons, while soft drink is sold in cylindrical cans?’ ‘Why are similar products often more expensive for women than for men?’ ‘Why do speed limits differ from country to country?’ and ‘Why it is hard to get a taxi on rainy days?’ Students are encouraged to develop multiple hypotheses to their questions and prove or disprove them based their research This process encourages

students to think outside the box and recognise that there are often more than one valid explanations to a question This also develops students' analytical and critical thinking, as they are required to check their hypotheses against evidence Students have learned to question why people make certain choices, how resources are used to achieve different goals and who benefits from particular outcomes The ultimate goal of learning economics is to understand the world and make it a better place By nurturing curiosity, we hope students will become more observant, active thinkers. This is the first step to identifying economic problems and devising solutions The students’ investigations will be compiled and published in a book later this year Covering a range of topics as wide as our students’ interests, the book will shed light on economic principles that significantly impact how we live Please enjoy a preview of some of the students’ work, overleaf. ▶

— Why are there no seat belts on trains, but in cars? Amber Lu (10E)

If seat belts are compulsory for cars because they reduce the risk of injury by 90 per cent (Royal Automobile Club, 2019), why are there no seat belts on trains, even for the high speed bullet trains that can travel up to 320 km/hr?

— References

Brand Finance (2017) Brand Finance Monarchy 2017 [online] pp 5-13 Retrieved from: https://brandfinance.com/images/upload/bf_monarchy_report_2017.pdf [Accessed 28 February 2020] List of disney live-action remakes of animated films - wikipedia. (2020). Retrieved from https://en.wikipedia.org/wiki/List_of_Disney_live-action_remakes_of_animated_ films McDowell, M (2019) Europe is still a bargain for luxury shoppers Retrieved from https:// wwwvoguebusiness com/companies/global-luxury-price-discrepancies-louis-vuitton- gucci-balenciaga Royal Automobile Club (2019) Seat belts Retrieved from https://rac com au/car- motoring/info/seat-belts

right Dr Sam Peng in the Economics classroom

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

In Their Words Teaching and research

A Curious Climate Connecting with the environment

Dr Rashna Taraporewalla Head of Ancient History

Mr James McIntosh Director of Marrapatta

Slow moments in nature—a still day on the dam when the water is clear and the sun is warm, stargazing during camp-out or watching the butterflies flutter along the creek—are often the moments that spark students’ curiosity at Marrapatta Memorial Outdoor Education Centre (Marrapatta). These liminal spaces—the quiet gaps in time where girls discover, find meaning and connect to their own experiences—are often the ‘lightbulb’ moments in outdoor education We use these teachable moments to engage in conversations with girls about the importance of the wellbeing and sustainability of the environment These experiences with nature allow girls to develop a sense of appreciation and awareness that is vital in developing empathy and action to continue such environmental consciousness

Our girls have always shown an interest in learning about the different ecosystems at Marrapatta, but now more than ever, teenagers are curious about the environment and society’s impact on the planet. The movement started by youth activist, Greta Thunberg, advocating for climate change awareness and encouraging students to take it upon themselves to incite change, has seen a heightened interest in environmental sustainability from children and young adults around the world Grammar girls are among those passionate about making change and creating a better collective future, and while the environment has long been a priority of the School, our girls are eager to learn and do more in the environmental landscape ▶

‘I’m still seeking answers to the question which drove me to study Ancient History—why do humans behave as they do?’

Head of Ancient History, Dr Rashna Taraporewalla, shares her passion for Ancient History and the importance of the Humanities in a broad-based, liberal education. — I’ve always been curious about what motivates people to act in a certain way My fascination with ancient human behaviour can be credited to my secondary school Ancient History teacher, Ms Pamela Davenport Having travelled extensively and worked on archaeological digs, Ms Davenport shared stories about her travels and excavations It sounded so exciting and adventurous, and inspired my tertiary studies After school, I studied a Bachelor of Arts at The University of Queensland (UQ) and then completed a Masters in Classical Archaeology at the University of London I loved exploring ancient peoples’ motivations—why did the Spartans create a warrior culture? Why did Julius Caesar march against Rome? While these ancient cultures seemed so different from our own, deeply researching their past made me see that they were also very similar

I became increasingly interested in the Ancient Athenians So many ideas and institutions we accept as cornerstones of Western Civilisation can be traced to this one city—democracy, drama, the concept of university and free speech This led me to focus on Ancient Athens in my doctoral studies where I researched the placement of Athenian religious sanctuaries—and visited their ruins myself While completing my doctorate, I lectured in the UQ Department of Classics and Ancient History and realised that what excited me the most was teaching; sharing my knowledge with others There’s magic in being a storyteller within the classroom. I hope I’ve inspired my students to visit sites andmuseums as they journey through the world, just as Ms Davenport inspired me I have never stopped being curious about human behaviour Last year, I completed a Graduate Diploma of Psychology My psychology studies have led me to appreciate more acutely why Ancient History is such an important discipline

It allows us to discover aspects of human behaviour that are always present, regardless of time and society My students see these parallels when they read of how ineffectual Hadrian’s Wall was in Scotland, for example, and feel sceptical of politicians who seek to build walls today It’s becoming increasingly clear that what society requires are people who are not only qualified, but educated. Solving the big societal problems of the current century—including climate change, poverty and international health crises—require understanding humans from multiple perspectives Ancient History is particularly useful in this regard I encourage girls to follow their desire to study Ancient History, despite not being directly relevant to a career in the Sciences, Finance or Law Now, more than before, the understanding of what makes us ‘human’ attains a higher value within organisations and the broader world — To read more stories from BGGS staff In Their Words , visit bggs.qld.edu.au/in-their-words

above Year 8 students overlooking Borumba Dam

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

A Curious Climate

Antipodeans Abroad Challenge and discovery in Peru

Mr Paul Martineau Travel Coordinator

Curiosity and travel go hand in hand. Globetrotting has always been a pursuit of the adventurous, intrepid and curious, and the School’s Antipodeans Abroad Program, offered every two years to students in Years 10 and 11, is no exception. Prepared to be challenged physically, emotionally and socially, 92 Grammar girls travelled to Peru for the School’s Antipodeans Abroad trip in December 2019. This was the School’s 11th trip, and while the destinations change, the reasons girls choose to participate remain the same—they’re curious, eager to make a difference and to contribute to something greater than themselves

Inspired by the stories of her older sisters, who travelled to Cambodia, Borneo and Vietnam with the School as part of Antipodeans Abroad, Phoebe Lingard (12H) always wanted to participate in the Program and the destination played a huge factor in her decision to take part in last year’s trip. ‘My sisters speak fondly about their trips, and as a history and geography student the rich and vibrant culture of Peru was appealing to me I had never travelled to South America and Machu Picchu was on my bucket list! ‘Our trip to Peru centred on curiosity—the curiosity to learn about another culture, new things and

ourselves Each ruin, monastery or museum we visited provided a different perspective on Inca people and their history.’ One of the most profound experiences for girls was in Arequipa, where they explored the Museo Santuarios Andinos—the museum of the frozen mummy, Juanita Also known as the Ice Maiden, Juanita is a frozen 12-year-old Inca girl who died in a ritual sacrifice in the Andes Mountains more than 500 years ago ▶

Student Environment Leadership Network representative, Simran Mackrani (10H), said young environmental advocates such as Greta Thunberg, Autumn Peltier and Jamie Margolin are relatable women role models demonstrating that young adults can make a difference. ‘Greta, Autumn and Jamie have proven that age is no barrier to creating change Our understanding of the natural world from the School’s Outdoor Education Program allows us to decipher what we see and hear in the news, and make informed decisions about our actions and the influence they have on the environment.’ Since the introduction of outdoor education at Girls Grammar in 1978, our teachers have been committed to instilling in students a practical understanding of the natural world The Outdoor Education Program encourages girls to develop positive relationships with the environment, others and themselves through interactions with nature, and while the program has many benefits, sustainability has always been the ultimate goal American philosopher, John Dewey, was a fervent believer that schools are places to develop the society we want to see, and at Marrapatta, we aim to do just that It is our responsibility to provide young people with the practical skills and education necessary to engage judiciously with environmental issues We challenge our girls to be curious and think critically about their impact on the environment and how we, as a community, can make a difference.

Implementing small actions while on camp, such as recycling appropriately, reducing single-use plastics and discussing why we take such measures, prompts girls to think about what else they can do It also enables a deeper understanding of, and connection with, the environment and the impact our actions have on the planet These messages extend to the broader BGGS community as girls apply their learnings from outdoor education to other areas of the School through initiatives such as Grammar Goes Green and the Grammar Environmental Conservation Organisation (GECO) Through the provision of outdoor education, and student-led initiatives such as GECO, girls are provided with opportunities to reflect on sustainable alternatives for everyday living and to establish the foundations for sustainability and stewardship into their future Members of the BGGS community are invited to join the School in maintaining the natural environment of the Girls Grammar grounds by participating in Grammar Goes Green events, advertised on the BGGS website throughout the year ■

above left Year 7 students at the School’s Marrapatta campus

left Team One in the traditional dress of the Paru Paru community

above right Year 9 students hiking through the Mary Valley

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

Antipodeans Abroad

It was customary for Incas to choose a child at birth to be raised as an offering to the gods. For parents, this was the ultimate honour Dressed in her finest clothes and jewellery, Juanita was led up the 20 700-foot Mount Ampato to be sacrificed. Had it not been for a volcano eruption, Juanita’s mummy might still be buried today, but a nearby volcano caused Mount Ampato’s snowcap to melt and as a result, the entire burial site collapsed and cascaded down the mountainside The site was discovered by archaeologists in 1995 Not much older than Juanita at the time of her death, our girls were fascinated by the luck involved in discovering her mummy, but also the rituals of the Inca Empire Curious about Juanita’s fate, girls discussed how she may have felt during this journey and her final moments—would she have been scared? Did she face fatigue or illness throughout the trek? Was she proud to have been chosen? Fiona Brown (12G) said visiting Juanita’s tomb sparked her desire to learn more about Inca traditions

‘I was curious to know how Juanita felt during her journey, and about the Incas’ behaviour. Their culture seemed so different to ours, but from listening to and learning about their stories, I realised there were many similarities This also rang true for the people we met while working on our community projects ' Immersed in Peruvian culture, the experience of girls and staff surpassed that of a tourist as they completed the community project component of their trip, which involved constructing mud huts and greenhouses Emma Rothwell (11G) said the project afforded an opportunity to connect with local communities on a deeper level ‘My trip highlight, like so many others, was the community project We were welcomed into the Quillahuata community with a small ceremony where children placed colourful streamers around our necks It is something I will never forget ‘The project not only allowed our group to make a tangible difference in Quillahuata but also highlighted the importance of understanding people by using multiple perspectives.’

Isabel Lumley (11M) was also overwhelmed by the generosity of the Tikonata local people who instantly welcomed her group into their homes and community ‘On our first afternoon on the island we were playing with two young girls, Natalie and Yasmine Yasmine taught us some Spanish and in turn we helped her with her English It was a true demonstration of the common humanity everyone shares regardless of where you are from—there was a genuine interest to connect with, and learn from one another ‘We spent the remainder of the afternoon dancing, laughing and playing volleyball—a memory I will always cherish.’ These experiences, the ones of human connection, are the memories that resonate with the staff and students who participate in the Program. It’s these moments that make Antipodeans Abroad worthwhile and it’s one of the many reasons BGGS continues to offer such fulfilling opportunities for cultural and emotional growth ■

above Team Three building a greenhouse for the Quillahuata community right Team Two completing a mud brick house (two rooms and two bathrooms) for a local family in Tikonata Island, on Lake Titicaca

above Team One on their trek in the Lares Valley

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

Campus life

1 Year 7 students arrive on the first day at Girls Grammar in Term 1 2 The P&F Association at the Welcome to New Families event. President of the P&F Association, Mrs Susan Playford; President of the Old Girls Association, Mrs Julie Caton (Cleghorn, 1982); President of the Fathers Group, Mr Rick Maher; Co-Presidents of the Music Support Group, Ms Robyn Hamilton and Mr Suren Dias-Jayasinha; President of the Mothers Group, Mrs Julie Norris; President of the Rowing Support Group, Mrs Susan Stephens 3 Daphne Meadmore (Watherston, 1964) and Joan Ruddell (Watherston, 1961) with Francesca Meadmore (7M) at the 60 Years + Reunion and Foundation Day Afternoon Tea 4 Sophie Fisher (8E) with Julie Fisher (Peel, 1966) at the 60 Years + Reunion and Foundation Day Afternoon Tea 5 Lucinda Isbel (8H) performs at the Autumn Strings Concert 6 Isabella Patten (7W) writes a message of hope and recognition for the inspirational women in her life as part of International Women’s Day 7 Principal, Ms Jacinda Euler, and Head Girls, Arwen Dias-Jayasinha (12G) and Abbey Grice (12E) cut the School’s Birthday cake to celebrate Foundation Day 8 BGGS alumna and Director-General of the Department of Agriculture and Fisheries, Dr Beth Woods (1972), delivers the 2020 Foundation Day address

9 Year 12 students celebrate Blue Day, in support of the School’s QGSSSA Swim Team 10 Charlotte Wagland (10O) finishes a race at the Interhouse Swimming Carnival in Term 1 11 The Under 14 Freestyle relay team celebrates after their race at the QGSSSA Swimming Championships 12 The BGGS Open Cricket team competes at Pink Stumps Day 13 The Mothers Group provides a delicious and plentiful afternoon tea for Pink Stumps Day, in support of the McGrath Foundation 14 Year 8 students Darcy Basford (8H), Tara Mann (8G) and Phoebe Oliver (8G) after completing the International Women’s Day fun run event 15 Junior Football players joining the Brisbane Roar Women’s team at their match on 23 February, as part of the School’s unique partnership with the club 16 Alumna and Construction Manager, Ms Cherise Czislowski (De Vere, 2002), leads students through the Science Learning Centre site

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

FROM THE CLASSROOM VISUAL ART

Mia Williams (Year 12 2019) Waiting Room Installation

Lucy Noble (11M) Sun of Elton (appropriated from Son of Man by René Magritte) Digital photo

Working as artists in their own right, Year 12 students explore their own interpretation of the broad concept 'Fabric of Life’, refining their ideas in a process of sustained and persistent development The still and spare aesthetic of this installation, with its grouping of empty chairs positioned under strange and peculiar suspended forms, invites reflection on time spent waiting for hoped for futures

Applying of appropriation, Lucy uses a live model and a painted backdrop to recreate the imagery of Magritte’s painting Son of Man, adding a humorous and contemporary twist on the original The artist uses this play of similarity and difference between the new and the original image as a means to reflect on cultural shifts between past and present the technique

Amy Morris-Arkell (12W) Journey Lino print

This print series has been developed in response to ideas generated after Senior Visual Art students participated in talks and workshops with practising artists Sharon Jewell and Simon Eisler. In this experimental series of graphic images, Amy Morris-Arkell (12W) reflects on states of being and non-being and the molecular nature of life

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

BGGS Water Polo

BGGS Water Polo From strength to strength

Ms Jo Duffy Director of Sport

Alumnae success —

New Recruit: Lucy Comiskey (7B) — My big sister, Mary Comiskey (10B), plays Water Polo, so that made me want to play too I came from Ascot State School There were a lot of people who came from my school, but none of them are in my House, Beanland Playing Water Polo was a good way to get to know people I really like it, for its social side, as well as playing generally I like talking to my friends, playing, and just having a lot of fun I actually started playing Water Polo in Year 4, for River City, and as soon as I got the chance to play for Girls Grammar, I jumped at it The hardest part of Water Polo is getting up early in the morning Training starts at 6 15 am! The most fun part of Water Polo is that you learn lots of new tricks, like turning your defender and scoring a goal I plan to keep playing—my goal is to make the BGGS Open team one day

More than 255 girls play Water Polo for Brisbane Girls Grammar School. Over the past 40 years, Grammar girls have left their mark in local, national and international competitions. — A team effort: 1973 to 2020 — BGGS first fielded a team in the Brisbane Amateur Junior Water Polo Association in the 1973–74 season Some of the girls' fathers approached Principal, Mrs Nancy Shaw, to instigate a committee to manage the sport, and consequently the BGGS Water Polo Club became an official entity for the 1975/76 season. Enthusiasm for the sport grew quickly, and within four seasons, the Club had expanded to 12 teams (Harvey- Short, 2011, p 77)

Today, the School fields teams in the Brisbane Water Polo Incorporated (BWPI) competition, competing against other Brisbane school and club teams. Girls Grammar proudly benefits from the expertise of a range of experienced coaches, including Head Coach, Simon Daley, who has represented South Africa internationally, and coaches, Chloe Hogan and Zac Hudson, who currently coach Water Polo Queensland teams Unfortunately, due to the COVID-19 outbreak, the 2019–20 BWPI competition concluded early; however, Girls Grammar Water Polo had a strong season with four teams finishing in top three positions. Many players' efforts were recognised with 13 girls selected to state representative teams Additionally, Isobel Lumley (11M) and Mary Comiskey (10B) were named in the U16 Australian Water Polo Squad

Even before Water Polo became an official School sport, BGGS alumnae were making their mark in representative teams Deborah Handley-Cummins BEM (Handley, 1972): Australian team representative and Captain during 1976– 1988 Deborah led a dominant Australian team through six World Cups and to victory at the inaugural World Championships for women’s Water Polo in 1986 in Spain. Deborah’s exceptional Water Polo career was recognised with her induction into the Sport Australia Hall of Fame in 2017. Amanda Leeson-Smith (Leeson, 1980): Australian team representative and Captain during 1981–1991; 1984 FINA World Cup Gold medallist and 1986 FINA World Cup Gold medallist Amanda was inducted into the Water Polo Queensland Hall of Fame in 2008 Nikita Cuffe (1996): Australian team representative from 1998–2008, competing in both the 2004 Olympics in Athens, where the team placed fourth, and in the 2008 Beijing Olympics, where the team claimed the Bronze medal She was a member of the team that won the 2006 FINA World Cup and a Silver medal at the 2007 FINA World Championships Suzie Fraser (2000): Australian team representative in 2003 and, 2005–2008; 2008 Olympic Games Bronze medallist; 2007 World Championships Silver medallist; 2006 FINA World Cup Gold medallist Sophie Smith (2003): Australian team representative from 2005–2012 Sophie was a member of the team that won a bronze medal at the 2012 London Olympics; she also competed in the 2009, 2010 and 2011 FINA World Championships Gabrielle (Gabi) Palm (2015): Current Australian squad member (Goalkeeper); 2019 FINA World Championships Bronze medallist Abby Andrews (2017): Signed to University of MichiganWolverines for the 2019 season; current Australian squad member

— References

above left Mary Comiskey (10B)

left The U14 team at the Australian Youth Water Polo Championships in January

Harvey-Short, P (2011) To become fine sportswomen: the history of health, physical education and sport at Brisbane Girls Grammar 1875–2010. Brisbane: Brisbane Girls Grammar School

above right Lucy Comiskey (7B) defends against her opponent

Gazette

Brisbane Girls Grammar School

Issue 1, 2020

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