Grammar Gazette- Issue 2, 2014

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LETTERS Last night my wife and I attended the May Concert No 2. A superb evening of first class music, special thanks to the Music Department staff. We are now in our second year of coming to youl Concerts as our granddaughter (Lauren l/Iount) is in Year 9. Great musicianship by all with a special well done to the percussion gloup that was featured in two of the pieces. We ale always implessed by the courteous and flne young ladies at youl school. They are always heipful and smiling. Kind regards This is just a quick note to compliment the behaviour of one of your students on a clowded bus this morning' My guess is you would usually only get complaints, and I would iike to balance the ledger' She was polite, confident and charming' This was particuiarly lovely to see as an old girl, a future parent and friend of a number of existing parents' ffii Thank you so much for another great art walk! Such a great way to see and learn about art - and wonderful events to share with mY daughtet KERRYN N EWTON wow that's fantastic ! what a great awaleness campaign and a huge amount of money! Well done and thank you. I live in Brisbane and have had breast cancel and a friend has iust been diagnosed - so it's all so worthwhile to keep raising funds for the researchers so we can find a cure' KAREN ALLEN Well done to @BGGS Ashley lMcGregor Lst Place in @YounglCTExplore for her weh app giris for grrls #YICTE #techgirl pic.twitter. com/waJ2SYBfGh NATHAN BEVERIDGE @nathanbeveridge Aug I REG AND LORRAINE HOGAN Regards ANN JONES (STEVENS, r9B7)

CONTHNTS pA$H 0t / FROM THE CHAIR ev Ms Elizabeth Jameson BAGH O3 I A LIBERAL EDUCATION ev Ms Jacinda Euler PAGH N4 / A FELLOWSHIP OF MINDS BY Miss Rachael ChrlstoPherson PAGE O5 I

FOR THE LOVE OF LATIN BY Josephine 4us1 (11B) pAsffi 0s / READING FOR THE GREATER GOOD PAGH O7 I STUDY BUDDIES By Georg-ia Petersen (8R) and caitlin Wjlliamson (11R) pAsH 08 i SLOW LEARNING AND CRITICAL CURIOSITY: INFLUENCING THE INFLUENCE BY Dr Bruce Addison PAGH OS I SERVICE RECOGNISED PAGH Til i THE INTRODUCTION OFYEAR 7 PAGH TT / GRAMMAR WOMEN pA#H t2 / FIG TREE POCKET OPEN FOR BUSINESS WHEN WINNING REALLY ISN'T EVERYTHING PAGH 13 / CELEBRATING LEARNING By Claudia Gu-lbransen-Diaz (rzr) & Sarvashree Singh (12G) PAGK T4 / A JOURNEY THROUGH OPEN DAY pAGFi 16 1 FRIENDRAISING AND FUNDRAISING BY Mrs Lisa Bundock-Smith pA$H t? / FATHERS HAVE A SPRING IN THEIR STEP ALLYEAR ROUND BY Mr Jan Jensen and Mr Yuri Stevens PAGffi T8 / DESIGN THINKING IN ACTION eY Mr Shane Skillen xrAsH 30 / THE ART OF N/ATHEMATICS BY Ms Maggi Gunn pAGkl 2i I MATHS OUTSIDE THE CLASSROOM PAGE 22 / A SHARED QUEST BY Ms Emanuelle Jones INTERNET EXPLORER WINS FIRST PRIZE PAGH 23 I

GRAMMAR GAZETTEVOL 24 SPRING 201-4 Managing Editor: Michelle Allan, Director Communications and Community Relations

A RICH EXCHANGE BY Olivia Dalton (eG) PAffiffi A4 I A TAPESTRY OF SUPPORT eY Ms Lea Walker pAfi.H 2{i /

Editor: Ms Sara Swan, Communications Manager For Grammar Gazette enquiries and ccmments: T 61- 7 3332 1-300 E com mu n ications@bggs.q ld.ed u.a u To receive an electronic, rather than printed, version of Grammar Gazette, please email communications@bggs.qld'edu'au

OLD GIRLS/ALUN/NI BY Mrs Claire T\znan PAGK ?8,1 OPERA EXPRESS

FROM THE CHAIR

was introduced, has there been such a signiflcant change for our School community When our newest students enter through the picket fence on Gregory Terrace in January next year, they will officially become part of a school that is rich in history and tradition and values the joy of learning, modern ideas and thoughtful insight. The introduction of Year 7 into the School has provided a real chance for us to reflect on those values and philosophres that define a Girls Grammar education, and that have steered us smoothly through our times of change and progress Coinciding with this momentous occasion, in 2015 we will celebrate our 140th year This will commence with the opening of our leading-edge Research Learning Centre, wrth its dedicated Year 7 outdoor area it rs this delicate balance between the old and new that signifles our School's belief that a contemporary way of learning and teaching can be achieved while invoking the spirit that has characterised the School for almost 140 years. While our buildrngs and people may change, our commitment to a high standard of education that enriches and develops girls remains steadfast The Board is ever mindful of this ethos of exceptional scholarship - inside and outside the classroom - as it looks ahead and works to ensure future generations enjoy the continued longevity of Brisbane Girls Grammar School I thank you for your ongoing support and do hope you will jorn me in welcoming the new, and honouring the old, tn 201,5.

AUTHOR Ms Eliza beth Ja meson Chair of the Board of Trustees (Head Girl, 1982)

.THE SECRET OF CHANGE IS TO FOCUS ALL OF YOUR ENERGY NOT ON FIGHTING THE OLD, BUT ON BUILDING THE NEW.' _ SOCRATES

It is with a sense of tremendous excitement and anticipation that I, and my fellow members of the Board of Trustees, contemplate what lies ahead for our great school and rts students and families As a former Girls Grammar student myself, I have witnessed, and been involved with, many of the School's major milestones over the past 30 years. It has been hearlening to see the way the Girls Grammar community has adapted to changte, embracing the new opportunities and possibilities afforded by decisions such as the acquisition of our own sports campus at Fig Tree Pocket and the appointment of a new Principal, Ms Jacinda Euier, last year. The School's strength, resilience and integrity have shone through with each of these changes So it is with confldence that we move into our next era and embrace the introduction of our :first cohort of Year 7 students in 201.5 Not since 1964, when '2nd Form' (or Year B)

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d Ms Jacinda Eu ler irffi Principa I

had to be made about what sublects and methods of teaching would best support this The dismissal of our Lady Principal, Miss Eliza Fewings, in 1899 was at least partly to do with competing beliefs about what constituted a grammar education. Samuel Grifflth, Chair of the Board of Trustees at the time, was, as Erica McWilliam observed 'an ardent classicist' and 'sent his children to the two grammar schools, so the keenness of his investment in their broad character and also their inner workings was undeniable'. Miss Fewings believed in the centrality of dressmaking and millinery to a young woman's education and said: 'I always wished to make sewing 'honourable'. In a letter to the Brisbane Courier, however, Griffith wrote '. . . it appeared that her ideas and ours as to the nature and scope of a girls' gtrammar school were radically different' (McWilliam, 201,3, p. 29) The introduction of Year 7 tn 2015 has opened up the discussion once again - what subjects, what curriculum (some mandated by the Australian Curriculum) and how much time is to be allocated to which subjects More importantly, how do we develop the thinking skrlls and learning habits that provide the educotir-rnsl platform for a Giris Grammar education? Latin has been taught continuousiy for 1,39 years; at times it has been compulsory, at others optional From 201,5 aIIYear 7 students will be provided with a foundation in Latin

FEDERAL EDUCATION MINISTER CHRISTOPHER PYNE'S BELIEF THAT THE STUDY OF CLASSICAL LANGUAGES IS 'A VERY, VERY GOOD THTNG TO DO' (SCOTT, 2Ar4) AND THE GOVERNMENT'S RECENT DECLARATION OF SUPPORT FOR THEM IN THE SCHOOL CURRICULUM HAS AGAIN INSPIRED DEBATE ABOUT THE RELATIVE WORTH OF DIFFERENT SUBJECTS AND DIFFERENT LANGUAGES, AND RAISES THE QUESTION ABOUT WHAT CONSTITUTES THE 'BEST' EDUCATION. participation in a broad curriculum, the development of higher-order thinking skrlls and systematic curiosity to inspire joy in learning for its own sake We prepare Grammar girls to enter the world as young women equipped intellectually with a strong sense of freedom; free to challenge prejudice and dogma, free lo assert their own views and free to wholeheartedly appreciate the great cultural grfts of our world withoul always needing to deconstruct and to gain utility from them. Since tB75 Girls Grammar has continued to offer a broad approach to education designed to nurture exceptional scholarship Yet, from its earliest days decisions have At Girls Grammar we remain committed to a liberal education that is characterised by compulsory

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Scholarship is the inlellectual endeavour of iearning how to think A broad liberai education, within a learning environment that enlivens curiosity and nurtures in all students a love of learning, encourages girls to wrestle with ideas and reflect upon their own beliefs and prejudices Education must not only develop the skills of critical thinking, problem solving and deductive reasoning, it must also open our minds to creativity and possibility. As we move toward our 1.40th year, and the rntroduction of Year 7, Girls Grammar continues to balance the traditrons of critical inquiry in pursutt of trulh wilh an appreciation and celebration of inspiring ideas and cultural achievement. Toge[her, they increase the capacity of Grammar girls to not only understand the world but also to shape it and contrrbute to it - with wisdom, imagination and integrity REFERENCES Claxton, G. (201,2) Virtues of uncertalnty. Aeon hIIp./laeon colmagaztne/ so crety/ guy- glaxlon- edu c at ion-morality- chara cler / McWrlliam, E (2013). Oueensland Press. Scott, S (2014). Education lMinister Christopher Pyne defends Latin class push. The C ourier Mail. http.//www. couriermail. com. aulnews/ queensland/education-minrster- christopher-pyne-defends-latin- class- push/story-fnrhsr f2- 1226961.867 597 Educating GIRLS. Austraha: Universtty of

and students in Years 7 and B will take Philosophy of Learningr, a subject designed to encourage a growth mindset and develop the ability to think. Frnding a balance between often competing views about the value and worth of subjects and learning experiences conlinues, and has been, a characteristic of our school since its beginning. Professor Guy Ciaxton reminds us that education is essentially a moral enterprise 'Whether overtly or covertly, every aspect of a school system is riddled with value judgments about what is worth knowing, and what krnds of young people we are trying to turn out' (Claxton, 2012). Our concept of a broad-based liberal education seeks to balance two important traditions: critical inquiry in pursuit of truth and an appreciation and celebration of inspiring ideas and cultural achievement The ability to think critically, to question and to not simply 'swallow undigested' the informalion before us is an important skill. We teach crilical literacy, visual literacy and media literacy, which is particularly important for girls to understand and deconstruct images and ideals of girls and women presented to them in modern society. Just as society is eternally evolvrng, so too will our concept of a liberal education continue to evolve, but it will always be founded unashamedly on our tradition of intellectual rigour and confrontrng new frontiers with confldence.

A FBLLOWSHIP OF MINTDS

with my most memorable experience being readings and discussion with former Poet Laureate Professol Andrew Motion. Our site visits involved private tours with the librarians of some of Cambridge's great libraries: The Wren Library (Trinity College), The Parker Library (Corpus Christi College) and the Coilege libraries of St John's, St Catharine's and Newham College. In these historic halls we leafed through the veilum pages of illuminated manuscripts and Elizabethan texts, as well as poring over the scribblings of A.A Milne's original manuscript of The I{ouse at Pooh Corner, Isaac Newton's pocketbook (recording not only his innovative ideas but also his daily spending on candle-sticks, ink and teal), and J.R.R Toikien's WWI letters to his fellow scholars The lunch breaks each day provided me with the opportunity to visit The Polar Museum, Fitzwilliam Museum of Art and Antiquities and the Whipple Museum of Science, as well as a tenth century Norman Church, a 'haunted' bookstole, and many of the renowned College chapels. In each of these places I was learning, absorbing information, and like having a whirring whirlwind above my head, I was developing ideas for teaching on my return to Girls Grammar Waiter Pater wrote, 'The service of . . . speculative culture, towalds the human sptrit, is to louse, to startle it to a life of constant and eager observation' (1873) and this was certainly the outcome of my Cambridge

AUTHOR M iss Rachael Ch ristopherson English teacher

[thel morning when the wheels Rolled over a wide plain o'erhung with clouds, ... nothing cheered our way till first we saw The long-roofed chapel of King's Collegle...' 'I was the Dreamer, they the Dream; I roamed Delighted through the motley spectacle; Gowns grave, or gaudy, doctors, students, streets, Courts, cloisters, flocks of churches, gateways, towers: lViigration strange for a stripling of the hills, A lsouthern] villager.' From The Prelude: 'Residence at Cambridge' - William Wordsworth (177A - 1850), 1850 ed. WHAT IS IT IN CULTURAL HISTORY THAT INFLUENCES PEOPLE'S MINDS AND VALUES? Professor James Basker asked this question and his answel was literature (2014). The poet P B Shelley beiieved that it is the poets who are, 'the legislators of the world' (1840). For me, I support Professor Peter Holbrook's notion that 'writers are the liberators; without writers we ale not free' (2013) I found myself privileged to have the opportunity to take pause from the busy-ness of Girls Grammar and spend a week at Cambridge University ciosely reading and discussing the poetry and plose of English and American authols -- and the experience was indeed enlightening, stimulating and liberating This year's Oxbridge Academic Teachers' Seminar Programme at Cambridge University offered four subject strands: Engiish Literature, Art History, Libraries, and F1istory, and the coulse combined the rich cuiture of Cambridge university with the academic rigour of intensive subject focus. Participants from Australia, Canada, China (Hong Kong), France and the USA engageC in stimulating and animated discussions. I studied with the English Literature class and our superuisor was Dr Michael Fiurley, Flead of English Faculty, Cambridge University and Fellow of St Catharine's College. The Oxbridge Academic programme's vision of, '[brrnging] teachers into direct contact with leading scholars, wrilers, and public flgures, in an historic and stimulating environment, sunounded by cultural and academic resources' was certainly realised at Cambridge. Leclures included presentations by Professor James Basker: 'F{ow poets hetped end slavery'; and Professor Michaei Banner: 'Inventing and Representing Suffering',

Vliss Rachael Christopherson at Newham College Library, Cambridge University

experience. The School's support for a staff academic experience of this nature is certainly a reflection of the Girls Grammar aspiration: To be a leader in exceptional scholarship. The School clearly recognises that this involves the continual professional development of the academic staff, beyond the sometimes brief engagement of short seminars and conferences. I look forward to sharing my experiences, new knowledge and subsequent ideas wrth my students, colleagues and the wider Girls Grammar community. Basker, J. (201"4, July B). How poets helped end slavery'. Oxbridge Academic Teachers' Seminar Programme. Cambridge Universlty Holbrook , P. (201,3, July 7). Tradition, authorlty and innovation in lrteracy teaching and learning. AATE/ALEA Jornt National Conference. Presen.fe3 O":,:"sland U,llversity of TechnoloUy, Brisbane Pater W 11873] Sludies 1n the Hft3tv of the Renarssance Shelley, B (1840). A Defence of Poetry In Edward Moxon (Ed ), Essays, Letters from Abroad, Translations and Fragments. London. REFERENCES

Grrls Grammar students also vrsited Cambridge as part of the Oxbridge Academic Programme, combrning study wilh cultural expertences such as punting on Cambridge River

FOR TFTE LOVE OF LATII\

AUTHOR Josephine Auer (1-1-B)

THE RECENT FEDERAL GOVERNMENT PUSH to inciude the teaching of classrcai languages such as Latin in the national curriculum has become a contentious issue Banner headlines tn The Courier Mail mocked the proposal and newspaper commentary argued it was 'patently absurd' fo teach an 'extinct language' (Chilcott, 2014) such as Latin in our schools As a Latin student of four years I could not disagree more strongly. I agonised over choosing Latin for senior studies despite it being one of my favourite junior subjects. Should I do a subject more direclly reiated to my future career aspirations? Was Latin 'useful' enough? In the end, I followed my passions and have not regretted my choice for a moment. The study of Latin is a mind-expanding opportunity lo immerse oneself in the culture of Ancient Rome whilst enhancing metalinguistic awareness. Latin is the foundation of so many modern languages and knowledge of its roots and prefixes is invaluable when guessing the meaning of unfamiliar words in English. The complex grammar system teaches the principles of cases and tenses, beneflting other language studies lJnderstanding even complex screntiflc and legal terms is a breeze with a Latin background Moreover Latin's intellectual rigour has fostered a precision in my reading of important texts and an improvement in the accuracy and syntax of my written English prose But most importantly Latin is a genuinely absorbing and fun subiect to study. As lhere is a large degree of flexibility in the assigning of word order, words must be transiated very carefully in the context of tense, voice, number and mood. Verbs are particularly diverse with some having over one hundred

forms that must each be interpreted in a different way ! With the analysis of ciassical texts, things get even more interesting. Ancient writers often left out worCs or changed word endings just lo make lheir senlences flow better, making translation an engrossing challenge for the modern reader So, I believe Education Minister Christopher Pyne should be applauded for encouraging the revival of Latin teachi.ng in our schools The study of Latin promotes a good mind and as the Roman phiiosopher Seneca recognised, 'a good mind possesses a kingdom'. REFERENCES Chilcott, T. (201.4, June 20) Fail Caesar. The Courier Mail. lNews ] 9 Seneca, L A. (1929) Thyestes (Vol 2) (F. J Millet, Trans.) London, Unlted Kingdom : William Heinetnann.

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Ellish McDiarmid (10M), Emma van Baarle (101M) and Kiara F{orton (10L) supporting Indigenous Lrteracy Day

READINTG FOR THE GREATER GOOD A LOVE OF READING CAN OFTEN BE A VERY PERSONAL PASSION. GENERALLY READING IS A SOLO ACTIVITY AND WHAT MAY BE ONE PERSON'S PAGE-TURNER IVAY BE ANOTHER'S SLEEPING AID. THE LIBELLUM SOCIETY AT GIRLS GRAMN/AR AIMS TO NOT ONLY PROVIDE A FORUM WHERE A LOVE OF READING CAN BE SHARED, BUT ALSO ONE WHERE THE BENEFITS OF LITERACY AMONG THE STUDENT POPULATION, AND THE WIDER COIVIVUNITY ARE PROMOTED.

in support of Libellum's charity, known as the 'Legacy of Liter acy' . These books are then onsold at Libellum events with funds raised going to the Indigenous Literacy Foundation The Club also runs themed Readers Cafes, the Books2Devour competition which invites students and staff to create book-themed cakes, and publishes a suggested reading list on Moodle (student intranet) A love of reading shared and used in such a positive way is a powerfui tool that opens up worlds and opportunities never before imagined.

Since its inception thirteen years ago the Libellum Society has run numerous activities which also involve a service element Through its fundraising activities, the Society supports the Indigenous Literacy Foundation which aims to raise literacy levels and improve the lives and opportunities of Indigenous Australians living in remote and isolated regions This is done by providing books and Iiteracy resources to Indigenous communities and raising broad cornmunity awareness of Indigenous literacy issues. The club's support of this cause closely aligns with the Uralla Club, a new Service group formed tn 201,4 Thrs group was created by students with an aim to raise awareness of Indigenous issues rnciuding the gap in education between the Indigenous community and other groups The link between low literacy rates and poor outcomes, not only in education but also in all aspects of life for Indigenous Australians, can not be denied, and the girls are seeking to raise awareness of these devastating impacts To celebrate Indigenous Literacy Day in September students and staff were invited to contribute to a Literacy Tree. Buildrng on this year's theme Let's branch out to enhance Literacy - help grow our tree of Literary support donations 'bought' the right to write the name of their favourite book on a leaf and add the leaf to the tree whrch was displayed in the library (pictured right) Over the past couple of years, the Year 12 cohort has been invited by Libellum to donate secondhand books

The Libellum Society's Literacy Tlee raised funds for the Indigenous Literacy Foundation.

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SLOW LEARNING AND CRITICAL CURIOSITY: II\FLTJE I\CING TFIE I\TFLIJE NTC E

WE VIEW THE WORLD. BY PUTTING ON NEW LENSES, WE CAN (PALMER, 2007, P.27).

EVERYTHING DEPENDS ON THE LENSES THROUGH WHICH SEE TH INGS THAT OTH ERWISE WOU LD REMAIN INVISIBLE.

model curiosity and wonder. Role modelling inquisitive curiosity is only as far away as an j.ntelligent search and robust discussion resulting from such a search. 'What if' and 'maybe' questions are ways in which to pivot this readily accessible information with agility and purpose. In doing this, the home becomes a natural extension of the school or, more importantly, the school becomes a natural extension of the home. The challenge for teachers in such an environment is to role model wonder and the skillsets associated with reflective slow learning. This requires much skill and careful planning to ensure that 'information', in its many guises, is processed, questioned and assimilated. For deep understanding to emerge, linkages must be made and nuances challenged We must be prepared to view rnformation through such lenses if we are to gift effective meaning making to our students. Educators must utilise nimbly the various digital portals available so both students and parents can access remotely the curriculum, in a content and skills sense. Distractions, both digital and mind-based, are the antiheroes of slow learning As Daniel Goleman in his new book Focus: The Hidden Driver of Excellence notes, 'deep thinking demands sustaining a focused mind. The more distracted we are, the more shallow our reflections' (201,3, p 18) It may very well be that we have to teach our young people how to mine the deep fissures of productivity between distractions I This may well be the essence of an emerging twenty-first century pedagogy in which pedagogues acknowledge reality rather than constantly battle against it. In a contemporary world as shallow as the next media grab, pondering, wondering and slow iearning assumes an even greater importance. Role modelling criticality of thought is a skillset that must be at the fore of twenty- flrst century teaching and parenting - this will become even more crucial as information continues to balloon exponentially. Our pedagogy must continue to develop so that our students learn and embrace criticality purposefully and unashamedly. Noled pedagogue Max van Manen mused some time ago that 'pedagogy is concerned with rnfluencing the influence' (199L , p.17). Pedagogues (teachers and parents) must not be afraid of the relational role modeiling that is demanded of them and, in turn, influence the learning of our most precious resourc our children.

AUTHOR Dr Bruce Addison, Dean of Curriculum a nd Schola rsh ip

It is difficult to talk about education without talking about change; such is the nature of the revolution currently occurring in our classrooms We are seemingly more connected yet at the same time we experience layers of distraction hitherto unknown. This reality requires refreshed skillsets from all of those committed to the educational compact: teachers, students and parents Curiosity must be the currency of the digital economy. Ali those involved i.n education must become unashamed curators of curiosity Deep thinking, slow thinking and critical thinking must be the bedrock upon which genuine curiosity rests. So often this is dented by the ease of a screen flick or the next mouse click Digital connectivity has prvoted our concept of meaning making, in the process blurring many boundaries. None have blurred more in recent years than that between the home and the school. Role modelling curiosity and wonder are the ways in whrch parents can deepen learning on the home front and neutralise, in part, the challenges assocj.ated with information overload, digital invasiveness and distraction Instead of bemoaning computer use or abuse, a more proactive strategy would be to role

REFERENCES

Goleman , D. (201.3). Focus: The Hidden Driver of Excellence. New York: Flarper Colhns. Palmer, P. (2007). The Courage to Teach; Explorrng the Inner Landscape of a Teachers Life. New Jersey: John Wrley and Sons. van lManen, M. (1991). The Tact of Teachlng. The Meaning of Pedagogical Thoughtfulness. Ontarlo: The Althouse Press.

order of Australia Association secondary schools citizenship Award recipient Ama McArthur-Dowty (11R) Diversity Day forum orgmised by the Uralla Club and the Intemational Studies Faculty.

speaks with uncle Albert Holt at the

YEAR 11 sruDENT ANNA McARTHUR-Dowry (11R) has received an Order of Australia Association Secondary schools citizenship Award for her outstanding contribution to service activitres at Girls Grammar. As a Year 1O student in 201,3, Anna had a strong vision of making a difference to the lives of Austraria's Indigenous people. With the support and advice of her teachers and a few close friends, in particuiar Josefine Ganko (11R), Anna has been working hard to achieve this goal. Anna's campaign began with a confldent presentation to the school assembly and with ongoing determination she prepared an article outhnrng her perspective and inspiration for starting the lJra]la Club, a grroup focused on raising awareness of Aboriginal and Torres Strait Isiander peoples' culture and the issues they face. In her Perspectives article tn BGGS Nerzrzs, and also published in Insights , 20!3, Anna wrote about her fervour and conviction in relation to helping Indigenous Australians: without sounding like some kind of youth crusader, I want to make a difference and I want to effect change. Gandhi said, 'Be the change you want to see in the world'. In my lifetime i want to see the ciosing of the gap between Indigenous and non-Indigenous Australians, and I want to see real reconciliation between the two groups. I can't wait around for someone else to do it and i can't wait until I grow up. So, I've resolved to act now. Anna sought inspiration from similar ciubs at nearby schools and then presented a proposal to the principal outlining her aspirations for the club. Not overlooking the interest in and relevance of these issues to her classmates, Anna arranged for an Aboriginal Elder

to speak to the Year 10 cohort on a curriculum related topic rn 2014 the lJralla club has worked with the student councii to support the school charity for the year Anna and her peers hope that Girls Grammar students will be able to contribute to closing the gap for our First Nation people. Llnder Anna's leadership, members of the Uralla Club are learning much about the enormity and signiflcance of this task. The order of Australia Association Secondary Schools citizenship Awards were inaugurated in j ggg and are designed to foster pride in Australian citizenshrp They are presented to those oueensland secondary school students who have demonstrated outstanding service to their schools and to their communities. In 2014 the awards were presented by FIis Excellency the Flonourable Paul de Jersey AC Governor of oueensland at Parliament House

Service Captains Amy Fiancell ftZg and Eugenre Smirh (12M) with Uralla CIub student Leaders Anna lMcArthur-Dow[y (11R) and Joseflne Ganko (11R)

TFIE INTTRODIJCTIOI\ OF YEAR 7

to seeing our youngest students maklng the new Research Learning Centre's dedicated outdoor Year 7 space their own from next year, embracing - and being embraced by - the School Next year I am coming to BGGS as a Year 7 , for my flrst yeal of High School. I am really looking forward to coming because I used to go to gymnastics training at the Girls Grammar Gym Club when I was younger and I thought the school iooked huge, but inviting. On interview day and Open Day the teachers and students were really polrte and welcoming towards me. I am also very excited about my house (Mackay) because Ms Jans told me that they ale vely committed and hard-working but everyone still has a lot of fun as well. I am looking forward to the arts (music, art, drama and languages) programmes and the sporting programme because it looks very inleresting and exciting. I can't wait until Year 7l - Michaela, age L1"

27 JANUARY 201,4 WILL MARK A NEW CHAPTER in the School's h.istory as we welcome our flrst Year 7 students and their families to the Girls Grammar community Years of thoughtful planning and careful preparation have gone into ensuring we are ready for the changes and opportunities their arrival wrll bring Becoming a part of the School family begins well before the first day of School. Many of our incoming Year 7 and B students attended this year's Open Day and it was wonderful to see so many enthusiastic faces exploring the School grounds and asking questions of their soon- to-be teachers and fellow students. I am extremely excited about attending Brisbane Girls Grammar Schooi in 201'5. I am most looking forward to the music programme and meeting new friends. I am amazed to see the results and opportunities the girls achreve and are given. This makes me so proud to be given the chance to attend such an incredible school - Emily, age 12 (pictured above) The Year 7 curutculum has been designed as a foundation for a six year Girls Grammar experience, grounded in the School's broad-based liberal education philosophy Aiready students have had a taste of the diverse offerings and individual focus at the School through making their language subject and music selections. Adjustments have been made to our co-curricular programme to ensule our newest girls ale able to pursue their interests by participating rn the arts, sports, musrc, drama and service activilies. We look forward

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IN 2014 THE GRAN/MAR WOMEN SERIES WAS LAUNCHED TO PROVIDE A PLATFORN/ FOR ALL N/EIVBERS OF THE SCHOOL COMN/UNITY TO CONNECT PROFESSIONALLY AND SOCIALLY WHILE CREATING NATURAL NETWORKING AND MENTORING OPPORTUNITIES. THE FORMAT RECOGNISES THE ACHIEVEMENTS AND KNOWLEDGE OF OUR ALUMNI, AND INVITES THEM BACK TO SHARE THEIR EXPERIENCES AND STORIES.

Building on the success of the inaugural Grammar women event Breaking down the Boardroom Door, held to celebrate International women's Day in March, three more events completed the series for 2014. A diverse group of old girls and friends of the school enthusiastically shared their insights as panellists and moderators for the Grammar women in the Arts, Grammar women Entrepreneurs and Grammar women in Finance and Law discussions

Audience members from the Girls Grammar community heard from inspiring old girls, as they shared their stories about how they are contributing confldently to their world in a variety of ways, but with the common themes of wisdom, imagination and integrity. There is so much to be gained by joining forces, asking questions, listening to others and taking inspiration from their success. The series will continue in 20IE

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FIG TREE POCKET OPEN FOR BUSINESS (AND COFFEE!)

THE FIG TREE POCKET CAMPUS continues to develop into a wonderful home ground for our girls and their families and supporters. In August, the canteen, featuring a commercial kitchen, was opened. Run by the Parents & Friends (P&F) Association it provides food and drinks for home games and other events with a menu including coffee (the real stuff!), tea and other hot and cold drinks, toasted sandwiches, bacon and egg burgers and packaged snacks. The canteen is a welcome addition to this campus, which has quickly become a well-loved home ground for the girls

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WHEN WINNING REALLY ISN'T EVERYTHING

AS A NATION THAT IS WIDELY RENOWNED AS 'SPORTS MAD' the focus on winning can often overshadow the many beneflts of participation in sport Whrle we celebrate our successes on the sporting fleld and acknowledge the important role competition can play, we know that for every athlete aiming to make it first over the finish line, there is yoga lover who thrives on the stillness and calm a yoga session provides. Removing the competitive aspect from a sport does not reduce the many benefits of participation. From social and leadership skills, confidence building and making health-conscious decisions, getting involved in recreational sport has many positive impacts on character development and well-being As a modern school, it is important that we keep pace with changing trends and interests in all areas of school life Our sports programme includes lifestyle activities such as yoga, pilates, rock climbing, aqua aerobics, fitness, and weights and conditioning to ensure that girls of all sporting abilities are encouraged to take part in

programmes that promote heaith and fltness The girls involved embrace these activities as enthus;iastically as any of their more traditional counterparts Sometimes their competitive streak can even be ignited, as demonstrated by o1d girl Lucy Stirlin g (2010) whose passion for rock climbing led to her being named the 2014 Australian Open Womens Champron in sport climbing Whether it be a new friendship formed or a personal goal reached, the benefits of participation will always ensure a winning result.

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FRIENDRAISING AND FIJ\TDRAISING

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Kylie Ganko and Debra Franks help out on lhe Vlothers Group stall at Open Day

AUTHOR M rs Lisa Bu ndock-Sm ith, President, Mothers Group

students In May, Mothers Group hosted the Mother Daughter Dinner and Debate with funds benefltting the National Breast Cancer Foundation In September, the Spring Luncheon at Vicloria Park Golf Course, supported by Audi Centre Brisbane was held. Ail monies raised from this event were donated to the Uralla Club and the Second Chance Programme, two of the causes chosen by the girls. Additional initiatives saw us raising funds for Ovarian Cancer Research, Antipodeans Abroad and the Fig Tree Pocket Campus Development Three teams of Mothers Group members joined staff and girls in raising funds for Steptember Our intention is to pass on all monies raised through these events to the Girls Grammar Service Captains who, combined with therr own fundraising totals, will be able to make a generous donation to these very worthy causes on behalf of all of the girls In doing this, we will have been role models for our daughters and assisted them in being able to support others Many months on I am still enjoying my involvement with Mothers Group. I have made new friends and taken on challenges that I never dreamed of - rncluding speaking to the entire School on assembiy - all the time with genuine, appreciated support from the School. My daughter is still happy to see me involved in her life and up and around at her School. I am, along with the rest of the mothers, looking forward with enthusiasm to 2015 as it prorrrises to be bigger and brighter as we get together again on the second Monday night of the month to do what we do best - that is, support our girls

N EW BEGIN N INGS ARE ALWAYS HARD, especially at a School which encourages a girl's independence. When my daughter arrived at Girls Grammar rn January 201,3, I felt a lrttle adrifl. I had always been involved with her schools both in an emotional and community sense Eager to fit in to my new 'home' I searched out a support group to be involved with and found Mothers Group, a sub-committee of the P&F Association which is open to all mothers of current Grammar girls We meet at the School two or three evenings a term and anyone is welcome to attend and contribute to our discussions. We have two objectives: that of friendraising and fundraising, all in the context of supporting our daughters, their teachers and the wider School community. In order to meet our 'friendraising' objectives, Mothers Group undertakes a number of social functions throughout the year. The majority of these are Year Level Mothers Dinners, orgtanised by the School and conducted on-site wrth Mothers Group faciiitating the 'meet and greet' aspect of the functions, ensuring happy welcoming faces at all evenls These functions provide lhe opportunity for staff to present short but informative talks on a range of topics, this year ranging from cyber safety to helping your daughter to study effectively. Additionally, a number of Mothers Group functions for both parents were organised off-site by rndivrdual Mothers Group Year Level Co-ordinators. The other major role of the Mothers Group is to support the service activities of our daughters and other

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atmosphere around the BBO. Winner Leo Nunnick now has no excuse for not doing yard work Many thanks to BBO Captain/Coordinator Stephen Mungomery and raffle prrze organiser David Ruddell Another fundraising innovation was the creation of a piece of classic furniture in the form of a coffee table crafted by 'The Gepetto Brothers' (aka your correspondents) from a previously felled Marrapatta red hardwood tree Academic staff member and old gir1, Miss Jane Martel was the lucky winner and it now takes pride of place in her living room The Father Daughter Dinner was a major highlight of the Fathers Group calendar and an opportunity to learn more about the education and development of our girls Guest speakers Dr David Gordon, the original Fathers Group President and his daughter Flead Girl (1978) and flrst Marrapatta Director, Mrs Susan Lanham provided engaging insight into the founding days of the group and the early years of Marrapatta Attendees included fathers and their daughters who will commence in Years 7 and B tn 2015. Where there's an event there's a raffle. Thanks go to Fathers Group Treasurer David Goodman for generously donating the flrst prize of a Kingflsher Resort holiday Working bees at Marrapatta and the Fig Tree Pocket sports ovais proved fruitful with both maintenance and improvement tasks undertaken. The Fathers Group Dinner/Annual General Meeting this month was a more social event. The evening was an opportunity for future, current and past fathers to socialise and contribute to the offlcial proceedings. Our daughters are under our stewardshlp for so little [ime We owe it to them to lead by example.

AUTHORS Mr Jan Jensen, President (pictured inset) and Mr Yuri Stevens, Vice President (pictureC fourth from left), Fathers Group SPRING lS ABUZZ and efforts have turned to more energetic pursuits than in the previous months of the Oueensland winter For the Girls Grammar Fathers Group, however, Spring 'busy-ness' occurs year round with an annual programme of projects and events, planned well in advance of the current school year This is where the success and camaraderie of the Fathers Group begins. A mixed bunch of dads from varying professional, social and cultural backgrounds and with daughters across ail year levels, contribute their bit to enhancing the secondary school experience of our gir1s. Some fathers take on offlcial roles, others lend a hand where and when they can, but ail those who become part of the group share the speciai experience of demonstrating to their daughters that 'getting involved' is so much more than just 'doing a job'. Every Girls Grammar father is automatically a member of the Fathers Group. Cost of membership is a 'can do' attitude. The Fathers Group 2014 programme has been full and varied and has offered many opportunities for fathers to pitch in. One project tackled tn the flrst haif of this year was landscaping and other improvements for the Year 7 campsite (built tn 2013) at our Marrapatta Outdoor Education Centre Open Day was another opportunity for fathers to socialise while raising funds through the sale of burgers and 'sangers' at the Fathers Group BBO A raffle prve of a wheelbarrow of goodies also created a convivial

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DESIGN THINKING I\T ACTIOI\

AUTHOR M r Sha ne Skillen Co-Director Tech nology Stud ies

One overarching aim of the workshop was to role model an important skill that isn't necessarily or explicitly taught in schools, yet is arguably fundamental amongst all great thinkers: the ability to come up with a great question or idea, and furthermore, fully understand it. TVventieth century education progressively diminished the perceived importance of the arts; the onset of free education saw emphasis on reading, writing and maths and the development of vocational skills. Only with hindsight are we starting to recognise those who have risen to the top in any of these fields are differentiated by their ability to be creative or think creatively Technologies and their innate ability to be augmented and adapted to help solve problems have ushered in the importance of creative problem solving Yet if we look back historically we would recognise that creative thought has had a role to play in many of our progressive developments throughout history and across ali disciplines The Year 9 Technologies workshops allowed the creative teams to work with the students to scope a brief for the design and development of several computer games which would educate young people and engage them with Indigenous Australian heritage. These productive workshops were a direct product of the girls' diligent research, preparedness and open and receptive minds. Design thinking has empathy at its heart, and to design anything for anyone it is important to understand who you are designing for and how to make it unobtrusive in the environment it is to rnhabit. The girls learned not to be biased when flrst encountering a problem as their response will inherently be influenced by their own understanding or experience. Creaiive ideas come together when we explore possibiiities and ask 'what if?' as opposed to a response based upon what is known or has been crealed before The students were asked to think widely (divergently) about the concept

WH EN PEOPLE TH IN K OF PRODUCTIVITY AN D IN DUSTRY terminology like procedural practice, singular focus, finite analysis and redundancy reduction come to mind - the last thing on most minds is creativity However, anyone who walked into the Year 9 Technologies creative workshops held rn August would attest that industry and productivity was evident and concealed in the veil of fun and engagement. The workshop originated from the Thought Leader in Residence programme that hosted design thinking expert Mr Adam Blake and involved leading Brisbane creative agencies Gilimbaa and JOSEPHMARK and a contingent of OUT Doctoral and Postgraduate students assembled by Professor Peta Wyeth (past parent) including old girl and Master of IT (Games Design), Alexandra Flahn (2008). The creative team was bolstered by the knowledge and talents of alumnt Pearl Gariano (2010), Kim Nguyen (2010) and Yen Nguyen (201,2) who are all studying various Information Technology and creative degrees.

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and al1 possibilities before highlighting a few key ideas a"nd using a convergent model to understand and place importance on those ideas Students were asked to approach their designs both objectiveiy (looking at the idea) and subjectively (from within their idea). The workshop was high energy and overwhelmingly positive The design experts offered challenging perspectives which encouraged the girls to empathise, understand and reflne their ideas to remain true to the task.

Students discovered creative thinking is certainly hard work. They discovered to remain tenacious and determined they need to be invested in their ideas Bad ideas are never considered failures, just something that doesn't work rn that instance They also reaiised that to have valuable input in the creative problem solving process they need a grounding in the subject matter, reflecting the importance of inclusive thought practices in their education

oLD GIRL ELOTSE KrNG-SMTTH (2005) REFLECTS ON HOW AN TNTRODUCTTON TO DESTGN THINKtNG AT GTRLS GRAMMAR HAS INFLUENCED HER LIFE BEYOND SCHOOL.

The day i chose my senior subjects at Girls Grammar, I made a decision that changed my life. Biology wasn't for me, I thought; why not give Design and Technology Studies a go? The subject (now superseded) taught girls a little bit about working with timber, steel, glass and plastic, as well as report writing, CAD (Computer-Aided Design) and creative problem-solving. Now, I recognise those skills we learnt as design thinking, and I absolutely LOVED it. Whiie difficult to pin down, design thinking has been defined as 'an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign' (Razzouk & Shute,201.3) I can allow my creative brain to jump all over the place, but within a guided process. I have to use my brain and my hands to question my assumptions, probe opportunities and rationalise my decisions in a scientiflc way. I test out inspired thoughts, get it not quite right and try agarn, until it j.s as perfect as I can make it. Dieter Rams, Don Norman, and Ray and Charles Eames spent their lives trying to represent it. The reason good design appears so 'obvious' is because errors of judgement are caught, evaiuated and corrected within the thinking process, making the end result incredibly satisfying While it was always my plan to involve design thinking in my career, I studied

philosophy first - to think deepiy whiie thinking widely. Graduating from The University of Oueensland tn 201,1 with a Bachelor of Arts in Philosophy and Literary Studies and a Bachelor of Law, I commenced a Bachelor of Design at the Oueensland university of Technology, majoring in Industrial Design in 201,2. As I contemplate thesis topics for my final year in 201,5,I find myself trying to define why design thinking is so important to me. I have skills that make me more ready to face problems on a system level, think outside the box and produce innovative solutions. I know there are more gratifying rewards for persistence and there are times when it's safe to get it wrong. These are skills the best scientists and engineers intuitively apply and that business people are increasingly recognising as essential. In an age where the globe is becoming increasingly concerned with conspicuous consumption and sustainability, and where innovation will become critical to maintaining Australia's economic standing, I am excited at the prospect of the challenge I am rising to meet.

REFERENCES

Razzouk, R & Shute, V. (2012). What Is Design Thinking and Why Is It Important? Review of Educational Research, B2(3),330-348. dor:DOI: 10 3102/ 00346543 1 2457 429

TFIE ART OF MATFIEMATICS

AUTHOR Ms Maggi Gunn Di rector of Mathematics and Accounting

CALCULUS. ALGEBRA. Pl. For those not mathematically inclined these terms may seem daunting and the relevance of maths study hard to grasp. However, mathematical skill and knowledge is fundamental for partrcipation in everyday life and supports a more comprehensive understanding of economic, political and social aspects of society. Numerate capabilities are required in personal, wotk and civic lives. As explained by Sociology academic Associate Professor Gordon Tait, the study of mathematics is valuable as 'it teaches you to think in an orderly fashion, to organise your premises well in order to reach a valid conclusion, to reduce problems to their functioning elements and to find some certainty in areas where there previously may have been none' (2013). While our maths classes may be bound by classroom walls, at Girls Grammar we are continually looking for ways to bring the 'real'world in. For the senior mathematics students, contextual tasks have been designed to expose students to 'real-life' situations that require extended modelling and problem-solving responses. This year, the Year 1,2 Mathematics B students designed water slides for our school pool and, more recently, combined their artistic and mathematical abilities to create an abstract or contemporary artistic design. The 'Mathematics meets Art' task required students to use graphing software lo model an abstract or contemporary design using three different mathematical functions. The design required repeated use of colour blocks and students had to demonstrate their knowledge and understandrng of integration techniques to determine areas and percentages of colours that would be needed if the design was to be reproduced in ,A4 size. The girls thoroughly enjoyed the challenge and benefited greatly from the different perspective it provided on

Yehanka Ranasinghe (12 Hirschfeld) - Malhematics meets Arl

the application of maths It was perhaps put best by the Arts Captains, Claudia Cameron (12B) and Freya McGrath (1 2L), in their assembly speech encouraging all girls to get creative: 'The way they (Year l?Malhs B students) are just breaking down boundaries between arts and academia is an inspiration to us all They are really putting the fun in function.' In the past, mathematics students have budgeted for an overseas holiday, planned a school reunion, explored the costs of purchasing and running a motor vehicle, researched and modelled stock market growth to analyse the reliability of future predictions and used a natural growth model to identify the year there will be standing room only on the earth's surface. Although our Girls Grammar students may not be required to replicate all of these tasks in their life beyond school, the exercises are designed to provide our students with experience and confidence in comprehending mathematicai information in a variety of forms and to appreciate the diverse applications of mathematics. We endeavour to assist our students in developing the abrlity to recognise when situations are suitable for mathematical analysis and to enable them to use mathematics to make informed decisions in life-related situations (OSA, 2008) The knowledge, understanding and skills developed through mathematical curricular endeavours is an essential element of the educational foundation that prepares them for life beyond school.

REFERENCES Oueensland Studies Authority. (2008) Mathematics E 2008 Senior Syllabus. hllps ://www qcaa. qld. edu au/downloads/senior/snr_rnaths-b-0S_syll pdf Tart, G (2013) IVlaking Sense of lwass Education New York: Cambridge Unlversity Press.

Annahese Thomas (12 Lrlley) - Mathemalics meets Art