Grammar Gazette- Issue 2, 2010

B R I S B A N E G I R L S G R A M M A R S C H O O L

emerging; O’Connor House, named after the School’s first Lady Principal, was reinstated. Beanland House was re-introduced in 1994 and Mackay was re-created in 1998. Today, Heads of House constantly monitor the inherent complexities which underpin each student’s programme, and provide sympathetic intersession when the welfare of a student is challenged. As society has become time-poor, and when the choices facing adolescents are more challenging and complex than ever before, personal communication between parents, students and Heads of House has evolved in such a way that the sometimes fluid and instant needs of individual students can be addressed quickly. The smallest part of the House agenda is probably the most well- known and the most visible. Heads of House often look with wonder at the colourful and the somewhat theatrical costumes which appear at House Parties and during Interhouse sporting competitions. The choral competition is sung with vitality although, at times, with suspect pitch and tone, while Public Speaking and Debating are delivered with the gravitas such occasions deserve.

By 1973, however, this five House structure was deemed to be outmoded and Interhouse competitions reverted to Interform competitions. Towards theendof thedecade, someexperimentation took place with the House structure once again being used as the basis for co-curricular competitions. In 1980, a six House system was formalised; the new House was called Hirschfeld. In response to the increasing demands generated by the rapidly occurring changes in society, the workplace and to families, the School’s leadership regarded the introduction of a formal pastoral care programme as an intrinsic element within its design. It is interesting to note, however, that the House structure was not the initial format to be used. Instead, Form Supervisors appointed in 1977 were responsible for the general welfare and organisation of students at each Year Level. By 1983, this role evolved into that of a Level Supervisor whose responsibilities included timetabling, the organisation of camps, time management, study skills, student leadership courses and responsibility for the well- being of the students at each of the Levels. In the ensuing years, the increasing complexities associated with student welfare compelled the School to rethink and reshape its wellness programme. The outcome: the academic and pastoral responsibilities of the Level Supervisors were fused with the co- curricular activities of the Heads of House so that only one person was responsible for student well-being and for overseeing an integrated academic and co-curricular programme. This vertical organisation retained House names with seven Houses

In all these varied pursuits there is an overwhelming theme – community and connectedness.

Elizabeth Hatton HERITAGE PROJECTS

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