Grammar Gazette- Issue 2, 2015

26

VOLUME

BRISBANE GIRLS GRAMMAR SCHOOL / SPRING 2015

IN THIS ISSUE

PAGE 05 / EXCEPTIONAL RESULTS

PAGE 07 / SKILLS FOR THE FUTURE

PAGE 16 / BROADENED HORIZONS

PAGE 18 / CITIUS, ALTIUS, FORTIUS

CONTENTS

LETTERS

PAGE 01 / STEWARDSHIP AND SUSTAINABILITY by Ms Elizabeth Jameson PAGE 02 / TO BE A LEADER IN EXCEPTIONAL SCHOLARSHIP by Ms Jacinda Euler PAGE 04 / SYSTEMATIC CURIOSITY IN TEACHING, LEARNING AND RESEARCH by Dr Bruce Addison PAGE 05 / EXCEPTIONAL RESULTS by Mrs Anna Owen PAGE 06 / SUCCESS TIMES TWO PAGE 07 / SKILLS FOR THE FUTURE by Mr Brendon Thomas PAGE 08 / JUDICIOUS AND ETHICAL ACTION by Mrs Anne Ingram PAGE 09 / ACTIVE SERVICE by Mrs Lynne Mungomery PAGE 10 / FACING CHALLENGES, FINDING CONNECTIONS by Mrs Katrina Riveros PAGE 12 / DESERT COLOURS ART TOUR by Elizabeth Cox (12R) PAGE 14 / BEYOND THE PICKET FENCE PAGE 16 / BROADENED HORIZONS by Mr James Seaha PAGE 18 / CITIUS, ALTIUS, FORTIUS by Mrs Pauline Harvey-Short PAGE 20 / MASTERING INNOVATION IN THE CLASSROOM PAGE 21 / PURPOSEFUL COMMUNITY ENGAGEMENT by Ms Michelle Allan PAGE 22 / RANGAKARRA NAMED PAGE 23 / OPEN DAY PAGE 24 / NEW ERA IN GIVING BEGINS by Ms Lea Walker PAGE 28 / SUPPORTING OUR GIRLS by Dr Fiona Harden

We absolutely loved coming to Open Day this year. There was so much to do and see and our family noticed how friendly and happy the students are. We cannot wait for our daughter to attend next year! Thanks for such a wonderful night. My highlight was listening to the Prospective Parents Information Session with Ms Jacinda Euler. I loved hearing how your school accepts all girls from all over Brisbane, and how every girl is looked after and will find her place in the school. KATHY DOCHERTY I would like to express my delight at seeing the front cover of Grammar Gazette , Volume 25 2015. The old girls in the background were my classmates when we started Grammar in February 1949. This photo was taken as these girls were leaving school at the end of our first day. We were all fourteen years of age and just as excited as the young girls in the front of the photo! Now we are all eighty. Thanks for the memories. MARGARET ALTHAUS (MALTMAN, 1952)

Margaret and Jeanette Lockey (Lolua, 1952) very generously helped with naming and dating the photo used on the Autumn 2015 cover of the Gazette – (left to right) Shirley Webber (Chambers, 1952), Alla Brunckhorst (Kravchenko, 1952), and Jeanette Lockey (Lolua, 1952).

I’m at ANU and I called our theatre complex for main lectures ‘Gehrmann’ the other day. Once a Grammar girl, always a Grammar girl! TIEN KELLY Lindy Johnson @LindyLouJohnson Jun 17 Thank you @BGGS for terrific visual art exhibition opening. You understand the critical importance of #creativity #visual #Art in #education.

Front cover: ‘Brisbane Girls Grammar School’ Gregory Terrace, Spring Hill, Brisbane by Jan Jorgensen (Goeldner, 1960), oil on linen canvas Commissioned by Brisbane Girls Grammar School to celebrate its 140th anniversary. Officially unveiled at Grammar Women in the Arts, 15 October 2015.

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FROM THE CHAIR

GUIDING PRINCIPLE STEWARDSHIP AND SUSTAINABILITY

Stewardship and Sustainability recognise the importance of all people who contribute to the success of Girls Grammar — certainly the academic staff remain core. Importantly too, they are supported by colleagues who ensure appropriate facilities and systems are in place to deliver an inspiring learning environment. Our collegiate and professional culture, combined with the School’s reputation as an employer of choice, will assist us in attracting and retaining staff who are leaders in their field and deeply committed in their roles. Through the thoughtful application of their knowledge and skills, they will strive to achieve exceptional outcomes for our girls. The optimisation of our resources for the benefit of girls, staff and our community is a remit of the Board; the inclusion of sustainability in this principle reminds us of our responsibility to balance the needs of today with the needs of tomorrow. This will be realised through responsible fiscal management resulting in a robust financial position and the continued careful planning of outstanding facilities which can evolve to meet the changing needs of teaching and learning. Additionally, a reliable and secure ICT environment will be complemented by holistically designed systems that create a seamless flow of information, while key organisational processes and practices will be implemented, reviewed and documented regularly according to strategic priorities. Writing the Brisbane Girls Grammar School’s Strategic Design 2016-2019 was a rigorous, creative and rewarding endeavour and I hope that as valued members of our School community it will inspire you, as we work together to realise our Aspiration, ‘To be a leader in exceptional scholarship’.

AUTHOR Ms Elizabeth Jameson Chair of the Board of Trustees (Head Girl, 1982)

ON BEHALF OF THE BOARD OF TRUSTEES, I AM PLEASED TO PRESENT BRISBANE GIRLS GRAMMAR SCHOOL’S STRATEGIC DESIGN 2016-2019 IN THIS ISSUE OF THE GAZETTE.

As our 140th year draws to a close, it seems fitting to be launching the strategy that will guide us as we forge the next chapter in our School’s proud history. This iteration of the Strategic Design has been very accurately described by our Principal Ms Euler as an ‘evolution, not a revolution’, building on the foundations that have supported Girls Grammar to flourish over many years. As these pages reflect, we remain committed to our Aspiration and Intent which so clearly reflect our raison d’etre — educating girls. The four guiding principles endure, tweaked ever so slightly, but enhanced also by the addition of a fifth — Stewardship and Sustainability. While the Board enthusiastically subscribes to all five principles, it is this one which has a resounding connection to the role of the Trustees and the responsibility we hold as stewards of Girls Grammar, ensuring its longevity as a leading girls’ school for generations to come.

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TO BE A LEADER IN EXCEPTIONAL SCHOLARSHIP

broadens our outlook and opens young hearts and minds to possibility. This scholastic dedication to curiosity, intellectual rigour and an understanding of the importance of a life well lived has distinguished our School since its foundation in 1875. We have retained the Intent of the previous Strategic Design because it captures our purpose both eloquently and succinctly. I consider it something of a pledge to the girls. If we can honour and fulfil its promises, we will have achieved all we set out to achieve. Proud of our Grammar tradition we are a secondary school that provides the educational platform for young women to contribute confidently to their world with wisdom, imagination and integrity. It is the aim of Brisbane Girls Grammar School to ensure that our leadership in the provision of an exemplary broad liberal education, and reputation as one of Australia’s leading girls’ schools, is maintained and strengthened in the years ahead. Within a culture of deep learning – that stretches the boundaries between and within quality teaching, learning and thinking – we will strengthen our vibrant learning environment to foster exceptional scholarship. As a school where teachers model intellectual passion, professional engagement, pedagogical expertise and curiosity, we maintain high expectations for our students, encourage adventure in learning and

AUTHOR Ms Jacinda Euler Principal

IN THE HISTORY OF ALL GREAT SCHOOLS THERE ARE DEFINING PERIODS, AND 2015 HAS BEEN AN EXCITING YEAR IN THE LIFE OF GIRLS GRAMMAR. WE INTRODUCED YEAR 7, OPENED THE RESEARCH LEARNING CENTRE, WELCOMED TWENTY NEW TEACHERS AND CELEBRATED 140 YEARS. THE CREATION OF A NEW STRATEGIC DESIGN, THROUGH A PROCESS OF EVOLUTION AND REFINEMENT, RATHER THAN REVOLUTION, HAS BEEN ANOTHER REWARDING ENTERPRISE. CONTAINED IN THE PAGES OF THIS GAZETTE , ARE STORIES AND REFLECTIONS THAT DEMONSTRATE HOW THE GUIDING PRINCIPLES OF OUR STRATEGIC DESIGN 2016-2019, TO BE REVEALED IN THE NEW YEAR, ARE WOVEN THROUGH A GIRLS GRAMMAR EDUCATION.

Brisbane Girls Grammar School’s Aspiration remains ‘ To be a leader in exceptional scholarship’. Scholarship is the intellectual endeavour of learning how to think, and deep thinking embraces the challenges of the world,

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Through the ever-more-diverse opportunities and experiences at Girls Grammar we will inspire girls to dare to dream, without fear of failure, and to test the unfamiliar; they will develop enduring life and leadership skills and become resilient and adventurous in spirit. Challenged beyond the classroom to strengthen their minds and bodies, Grammar girls are adaptable young women who readily embrace challenge, experience growth through performance and develop grit and determination. Girls Grammar alumnae are leaders and role-models in many and varied fields and they acknowledge the value of their education and its impact on their life beyond school. The Strategic Design 2016-2019 commits us to nurturing a culture of stewardship that will ensure resources are optimised for the benefit of girls, staff and our community today, while also strengthening the foundations for a sustainable and confident future. Brisbane Girls Grammar School will maintain, and continue to enjoy the support of, a strong and purposefully-engaged community that shares a belief in the importance of educating girls and values the finest traditions and aspirations in education. We look forward to realising the goals of our new Strategic Design in the coming years so that Grammar girls of the future build on the legacy of the past and remain curious, principled, adventurous and balanced — leaders in exceptional scholarship.

are committed to the development of the whole girl. Outstanding academic results and student destinations reflect how Girls Grammar has prepared our girls for the finest tertiary institutions in the world and greatly varied future paths. By cultivating an environment of judicious, ethical and purposeful engagement, all in our community understand that our actions should have a positive impact, and that this demands principled behaviour and doing what is right. We trust that our school environment will continue to be defined by people who engage honestly and ethically with one another and with the work and learning they do. Our healthy culture is evident in high levels of principled behaviour, respectful relationships and examples of good character. The Strategic Design 2016-2019 acknowledges that leadership and advocacy should be demonstrated in a willingness – among Grammar girls and young women, alumnae and staff – to speak up, challenge the status quo and take direct action against injustice. An even more expansive international outlook and open-minded approach to life will be encouraged through meaningful engagement with affiliate schools, our own diverse Girls Grammar community and the wider world. A range of service activities will continue to be supported, in a focused and meaningful way, with natural partners aligned to our values and with avenues for direct involvement.

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GUIDING PRINCIPLE SYSTEMATIC CURIOSITY IN TEACHING, LEARNING AND RESEARCH

AUTHOR Dr Bruce Addison, Dean of Curriculum and Scholarship

embracing and implementing new approaches to student learning and engagement. An inspired pedagogical relationship is needed in order to foster the necessary inquisitiveness and discernment required in this world of digital connectedness. Our world is one of new horizons and unlimited possibility. Entrepreneurial thinking will increasingly be the currency of the digital economy. The post-school world experienced by our students will be very different from today’s. Creating opportunities in a vastly different landscape will become an essential skill in a world where uncertainty is one of the only givens. Confidence, risk-taking and resilient growth from failure will become increasingly important facets of twenty-first century learning. Future success will depend on the ability to seize opportunities confidently and creatively. Strategy provides a means by which to traverse the future with confidence. The unknown will require all who teach, learn and research to do so with agility, purpose and courage. The relationship existing between teaching, learning and thinking requires vision, skill and confidence in the ability to meld the old with the new. This is the challenge facing those who are forging a twenty-first century concept of scholarship. At Brisbane Girls Grammar School our strategy is founded on the courage to blend next practice with traditional practice so that learning is relevant, engaging and stimulating. Exceptional scholarship is the vehicle through which this generation will contribute to the ongoing development of our commitment to a broad- based liberal education for girls.

SYSTEMATIC CURIOSITY IN TEACHING, LEARNING AND RESEARCH FORMS THE FOUNDATION OF OUR CONCEPT OF EXCEPTIONAL SCHOLARSHIP. Such scholarship requires a high level of curiosity and creativity from both staff and students. At Brisbane Girls Grammar School our interpretation of a broad-based liberal education has ensured an intergenerational commitment to this ideal. The School’s culture of scholarship is one of deep learning in which academic disciplines are celebrated rigorously and creatively. Classroom practice is conceived to ensure that best practice is crafted as a partnership between teacher and student, enabling all members of our community to become confident in their ability to learn. The centrality of teachers and teaching to student learning is pivotal. For many years, educational theory has downplayed the importance of teaching to student learning. While discovery learning and knowledge construction are essential twenty-first century skills, we believe that teaching matters. Teachers are not only the disseminators of information. Teachers must role- model the paths to knowledge acquisition wisely and creatively, challenging information and misinformation discerningly. Our academic staff must be leaders in the field, cognisant of extending traditional practice while

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EXCEPTIONAL RESULTS

AUTHOR Mrs Anna Owen Deputy Principal

is the way our youngest girls have integrated into the School, embracing all it has to offer. Grammar girls are encouraged to balance their studies with enriching co-curricular and service activities that nourish their interests and talents, helping them develop as individuals who seek diverse experiences and different perspectives. Ninety-four per cent of Year 7 students are participating in a wide range of co-curricular activities, truly exhibiting the Girls Grammar spirit of adventure in testing the unfamiliar. As Assistant to the Dean of Students Mrs Emma Lowry wrote in her recent Insights article: Year 12 Prefects and Buddies have made particular comment on the younger girls’ levels of exuberance and often playful approach to school-life, and have actually questioned ‘where does it come from and why aren’t we like that? (2015). Welcoming our first Year 7 students in our School’s 140th year has been particularly special. We are pleased with how they have transitioned into the School and delighted by their initial academic results, and those of their Year 9 counterparts. We look forward to continuing to support all students to excel as Grammar girls.

FOR THE SECOND CONSECUTIVE YEAR, OUR YEAR 9 STUDENTS HAVE BEEN THE TOP PERFORMERS IN THE STATE IN THE NATIONAL ASSESSMENT PROGRAM FOR LITERACY AND NUMERACY (NAPLAN) TESTING.

While we acknowledge that the true value of education lies beyond standardised testing scores, it is always reassuring to see the exceptional work of our teachers and students endorsed by these impressive results. As an academically non-selective school, this is a remarkable achievement for the girls and reflects the incredibly professional and committed teaching staff who create a culture where deep, inquisitive learning is highly valued. With the introduction of Year 7 into secondary school in Queensland this year, Girls Grammar has received its first Year 7 NAPLAN results, which were outstanding. Across all dimensions of the NAPLAN test, the girls performed well above the National Minimum Standard and state and national averages. The Year 7 cohort was placed fourth in the state, a wonderful start to their schooling at Girls Grammar. What has been even more gratifying than these results though,

REFERENCES Lowry, E. (2015). Will you be my PAL-Date? Retrieved from http://www.bggs.qld.edu.au/2015/05/pal-date/.

Our first Year 7 students (pictured with Technology Studies teacher Ms Nisha Dave) have settled in and achieved outstanding NAPLAN results in their first year at Girls Grammar.

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SUCCESS TIMES TWO

MATHEMATICS IS ONE OF ONLY TWO SUBJECTS THAT ARE COMPULSORY FROM YEARS 7–12 AT GIRLS GRAMMAR. UNDER THE LEADERSHIP OF DIRECTOR DR PETER JENKINS, STAFF ENGAGE GIRLS IN A PROGRAMME THAT HELPS THEM LEARN HOW TO THINK LOGICALLY AND PROBLEM SOLVE, WHILE EXPOSING THEM TO THE DIVERSE AND INTERESTING APPLICATIONS MATHEMATICS CAN HAVE. RECENTLY, BOTH STAFF AND STUDENTS FROM THE MATHS FACULTY HAVE BEEN RECOGNISED FOR THEIR EXCELLENCE IN THIS DISCIPLINE.

Joanna John Year 12 student Joanna John (12O) has been awarded an Outstanding Senior Mathematics and Technology Student Award in the Peter Doherty Awards for Excellence in Science, Technology, Engineering and Mathematics (STEM) Education. Joanna was the only girl out of eight students awarded ‘BGGS has an amazing maths programme and does not stereotype mathematics as a masculine subject but encourages comprehensive development,’ Joanna said. ‘I have been given opportunities to explore several application areas of maths. It was amazing to work with the prototype of an encoding system, which showed the basics of computer security, as part of my Maths C studies. ‘Additionally, I am interested in the use of mathematical methods to model almost anything, such as the human brain, to carry out studies for the benefit of mankind.’ Joanna has plans to pursue her love of maths in her studies post-school. ‘As maths encompasses several study areas, I can pursue maths by studying for a degree in one of the many disciplines. One area which I am interested in is Actuarial Studies where maths is the core of the discipline. Other areas, such as medical science, incorporate maths for modelling and in the study of tumours.’ the prize, and said she was happy to be a female ambassador encouraging participation in STEM competitions.

Mr Tim Lehman Mathematics teacher Mr Tim Lehman has received The SAGE Best QUT Higher Degree Research Paper Award for his paper ‘Teaching through problem solving to improve numeracy’. This award is conferred annually on the QUT higher degree research student who is the lead author on a manuscript judged the best paper. Mr Lehman is new to Girls Grammar this year, however his ties to the School are varied. After completing his initial university studies and working as an accountant, Mr Lehman realised how much he had enjoyed his years as a university tutor and returned to The University of Queensland to study teaching, where he was tutored by his now-colleague, Head of Accounting Mrs Phillipa Greig. He is currently completing a PhD under the supervision of old girl Professor Lyn English (1970) and recently successfully completed his confirmation presentation where he was examined by old girl Dr Sonia White (1997). His research examines the role of problem- solving in numeracy, and involved our own Year 8 girls.

QUT’s Higher Degree Research Coordinator, Associate Professor Karen Dooley and Language and Learning Educator Dr Emma Caukhill with mathematics teacher Mr Tim Lehman who was awarded The SAGE Best QUT Higher Degree Research Paper Award.

Joanna John (12O) accepts her Peter Doherty Outstanding Senior Mathematics Award from the Honourable Kate Jones MP, Minister for Education and Minister for Tourism, Major Events, Small Business and the Commonwealth Games.

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SKILLS FOR THE FUTURE

AUTHOR Mr Brendon Thomas Director, Technology Studies

FOR ALL THE CONJECTURE THAT TODAY’S CHILDREN ARE A TECH-SAVVY GENERATION, rarely found without a device in hand, there is a danger that these social skills are not being harnessed into the knowledge required for employment in the digital economy. Earlier this year, Business Council of Australia President Catherine Livingstone raised concerns that ‘the gap between the digital literacy of our young people and that of our competitor nations is increasing’. She also called for coding to be embedded in the national curriculum, naming it as ‘something that Governments could do to ensure that Australia had a prosperous and productive future’ (2015). At Girls Grammar, our Technologies curriculum balances using logic and being creative. Our Year 10 cohort has just completed an assessment task where they were required to build a digital shopfront, which involved creating a brand identity and user experience and commercial photography techniques while also learning the coding skills to build a website. Building real products for real businesses provides our students with the relevance and ownership their young creative minds want and this is the important link in their learning and engagement, ultimately enhancing their prospects for tertiary study and career outcomes. Projects like this recognise the strengths inherent in girls of this age in their ability to work effectively in teams. For the second year running, a Girls Grammar student has been awarded the Senior Prize in the Young ICT Explorers competition. Imogen Low (12O) received the award for her 3D Maps for Industry project. For her efforts she has been awarded an internship with international software corporation SAP and has been invited to compete at the national finals. Imogen and fellow students Natalia Gulbransen-Diaz (12W), Brianna Kerr (12H), Claire Benders (12R), Annabel Bailey (12H) and Emily Chatterton (12H), were the only girls to enter the senior competition. Currently twenty-two per cent of our Year 12 cohort study IT, well above the state average of eight per cent for authority subjects, or ten per cent if authority-registered, non-OP eligible subjects are included. This cohort saw ten new students take on Technologies as a subject in Year 12 even though they had not studied it in Year 11.

Young ICT Explorers winner Imogen Low (12O) with old girl and Westpac Young Technologists Ambassador Alex Hahn (2008). Photo courtesy of Nigel Swinn.

With the introduction of Year 7 to the School this year we have introduced the National Curriculum for Technologies. The new course of study entitles all students to study specialised Design and Digital Technologies through to the end of Year 8. Our students will be designing and manufacturing physical products using laser cutters, 3D printing and vacuum forming, and integrating various materials for product design. Our old girls are moving on to interesting and varied careers. Ashley Holloway (2009) is working as a Digital Project Manager for Burberry in London and was recently profiled in The Australian after visiting the School to share her story with technologies students. Alex Hahn (2008) has been chosen as Westpac’s Young Technologist Ambassador and is CEO of start-up technologies company Gazellik. The combination of highly qualified technologies staff, engaging curriculum and real-world applications will ensure Grammar girls continue to thrive in the digital age.

REFERENCES Livingstone, C. (2015, April 29). National Press Club Address by Catherine Livingstone [Video file]. Retrieved from http://www.bca.com. au/newsroom/national-press-club -address-by-catherine-livingstone

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JUDICIOUS AND ETHICAL ACTION GUIDING PRINCIPLE

Service Caption Anna McArthur-Dowty (12R) encouraged girls to show their support by lending their handprint on National Close the Gap Day.

AUTHOR Mrs Anne Ingram Dean of Students

A GIRLS GRAMMAR EDUCATION AIMS TO ENGENDER IN OUR STUDENTS A SPIRIT OF EMPATHY AND CARE FOR THEMSELVES AND EACH OTHER AND TO FOSTER IN THEM THE ABILITY TO ENGAGE WITH THEIR WORLD WITH CONFIDENCE, DIPLOMACY AND CAREFUL CONSIDERATION. In addition to exceptional academic preparation, students need to be equipped with the necessary skills to form positive relationships and to act in a principled way to do what is right. A student who is schooled in the art of careful discrimination will know: when to engage firmly, when to let things go. Who and what to trust. When to be cautious and when to take a risk. When to be skeptical and when to be optimistic. How to treat others fairly and honestly (Dale, 2011). The Brisbane Girls Grammar School philosophy has been shaped by judicious and ethical engagement with the world since the School was founded. Across its many years, the School has assisted its students to develop a sense of discernment, of informed and sound judgement. The culture of the School is grounded by the ethical principles that have shaped it throughout history, and the community is proud to this day of what being a part of this exceptional school represents. In a world of globalisation, it has become ever more vital for students to foster the ability to work with purpose, to invite challenge and to show good character by engaging with others in a considered and ethical way. This guiding principle is evident in the classroom as students engage with the curriculum, their teachers and

their peers, guided towards a sound knowledge and a keen appreciation of the key issues facing the world today. Through research and collaboration, students are able to develop a deep and conscious understanding of their world and of their place in it. The School’s well developed House structure and Ethics Programme provide girls with an emotional and social foundation within the School, shaping students over time with the confidence and belief to become their best selves. Within this social cluster, students are valued as individuals, they develop a sense of belonging and the longstanding culture and traditions of the School are passed on. Student leadership roles encourage girls to set goals, to work in teams, to mentor younger students and to understand the needs and perspectives of others. The School’s outstanding Service Programme provides girls with a rich diversity of experiences that assist them to develop confidence, social understanding, appreciation of difference and resilience of spirit. With maturity, students come to learn to focus outside of themselves as they seek to identify their place in the world. Through this guiding principle of judicious and ethical action, students are challenged to embrace the holistic nature of their school experience and to engage with their

School community and their larger world with a sense of wisdom, imagination and integrity.

REFERENCES Dale, A, (2011) Judicious and ethical engagement with the world. Grammar Gazette (Spring), p. 7.

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ACTIVE SERVICE

AUTHOR Mrs Lynne Mungomery Director of Service

‘While undertaking my community service with the ACCF, I was trusted to undertake varied tasks, all of which I enjoyed and the significance of the staff’s trust in me was not lost on me.’ Ayesha Kumar (10G) is a volunteer with the ‘student 2 student’ buddy reading programme facilitated by The Smith Family. Ayesha has volunteered to read one hour per week, using a provided mobile phone and text, with an eleven-year-old Indigenous student from North Queensland. Ayesha has said that her buddy is ‘eager to read when I call her and she seems to enjoy this one- on-one time with me. ... I feel a sense of responsibility knowing that she is waiting for my call and it is nice to know that I am doing something to help someone else.’ Accounts of active citizenship and community engagement are most inspiring, as is the empathy expressed when a volunteer is asked ‘how do you feel about that?’. An important outcome of our Year 10 Community Service Programme is for students to want to continue to give back and to make a contribution to their community in the future, whether it be through participation in senior service, a service and charity group at Girls Grammar, or into their post-secondary lives.

EXPOSING GIRLS TO A HOLISTIC EDUCATION THAT INCLUDES A RANGE OF EXPERIENCES AND LIFE-WIDE LEARNING OPPORTUNITIES IS A SIGNIFICANT PART OF A GIRLS GRAMMAR EDUCATION.

The Year 10 Community Service programme is integrated into the Student Care and Ethics programme to help students develop character, empathy, and compassion for others. While their contribution to the local community is significant, the programme aims to assist students as they ponder not, ‘What am I going to be?’, but rather ‘Who am I going to be?’. The service experience is independently organised by Year 10 students. Girls decide what they have to give or share with others, and then they must step up to the challenge of communicating, organising and scheduling their time to fulfil this commitment. A misconception is that this community service equates to work experience; however, our Service Programme encourages students to give back to their community. Students are likely to develop work- ready skills, but this is not work experience. Through participation in community service, students engage in activities to meet actual community needs, as an integrated aspect of the curriculum ( Cress, Collier & Reitenauer, 2005). The value of the programme is measured through the reflection process, which lends new significance to what we are learning. It allows us to compare initial goals and objectives with eventual outcomes (Cress et al., 2005). It is a delight to hear students describe the thoughts, conversations and sharing of emotions following the time spent in the service of others. This is a transformative experience as they express how their service has created a shift in their thinking, as they realise that they actually can contribute to a better world, be it on a large or small scale. Year 10 students choose from a variety of service placements, including local Communify Neighbourhood Centres, the Red Hill Special School, the Prince Charles Hospital Foundation and volunteering in aged care facilities. Alexandra Wilson (11H) volunteered at the Australian Cervical Cancer Foundation (ACCF), assisting the ACCF and Girls Grammar to ‘share the message not the (HPV) virus’ so that people can get the necessary information to allow for informed decisions and defeat the lack of awareness that exists about cervical and other gynaecological cancers.

Ayesha Kumar (10G) reads to her buddy over her mobile phone as part of The Smith Family’s student 2 student reading programme.

Alexandra Wilson (11H) volunteering at the Australian Cervical Cancer Foundation.

REFERENCES Cress, C. (2005). What is service learning? In Learning through Service. Virginia: Stylish Publishing.

Wilson, A. (2014). B GGS Community Service Programme - ACCF Reflection.

SPRING ISSUE / 2015

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FACING CHALLENGES, FINDING CONNECTIONS

A REFLECTION ON AND INSIGHT INTO THE PROCESS AND PREPARATION OF THIS YEAR’S SENIOR DRAMA PRODUCTION WITH THE DIRECTOR AND MEMBERS OF THE ENSEMBLE.

The complexity of A Beautiful Life was almost a reason not to stage it — but with our media screens saturated with reports of the threat of ISIS, and last year’s Sydney siege, it was timely to produce a work that challenges prevailing attitudes of prejudice and ignorance in relation to issues of asylum seekers, terrorism and religious ideology. At first, the world of the play seemed far removed from the lives and experiences of our young cast. However, in our first rehearsal we discovered that two of the twenty-four actors are Iranian and have very personal connections to the issues of religious persecution and seeking asylum. One of these students, Tara Rahmanian (11H), addressed the School Assembly: My parents were only teenagers when they were smuggled over the border to Pakistan during the middle of the night on camels, and forced to leave their families and lives behind in Iran at the age of some of you girls here — just to be able to have a university education. Still today, my cousins have no choice but to be smuggled to different countries to have the fundamental right of an education. You all should know that what this production is conveying is not just a dramatised, made- up story; it is the actual lives of a number of people today. However, for many of the young cast, gaining knowledge and understanding of their character’s situation was critical in forming a foundational connection with their role. This is why our first phase in the creative process was research, in order to understand the historical, political, religious and social context of the play. Kate Western (12R) who played a prisoner, reflects: In the early stages of the rehearsal process, we undertook research to understand the religious system in Iran, the political structure and history of the Iranian

AUTHOR Mrs Katrina Riveros Head of Co-curriculum Drama and Production Director

This year’s Senior Drama Production, A Beautiful Life , was a challenging, yet rewarding experience that had a lasting impact on both actors and audience alike. The play is highly theatrical and presents many directorial ‘problems’ to be solved — namely the rapid shifts in time and place. Flashbacks to the family’s time in Iran reveal the false imprisonment of the main character, Hamid Parsi, and the human rights abuses he suffered, forcing his family to flee their homeland. THE STORY … Written by Brisbane playwrights, Michael Futcher and Helen Howard, A Beautiful Life tells the story of the Parsi family — a family of Iranian refugees, who escape persecution and incarceration by the Iranian government, and are granted asylum in Australia. A decade later, they once again face persecution and possible imprisonment for their involvement in an Embassy protest that turns violent.

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regime and the complex social issues that are explored in the play. It had a huge impact on me, as I had no prior knowledge of the suffering and human rights abuses that occurred. We read and discussed many articles, UN documents and research on Iranian law in order to understand life in Iran. We also watched documentaries and interviews with prisoners and read witness accounts of human rights abuses, in order to understand life in Iranian prisons. This research was vital in helping me to really connect with my character as a prisoner and realise the significance and truth of what I was representing. The journey continued as actors grappled with creating their roles, in order not only to truthfully portray the characters, but to honour their stories. This part of the process can be frustrating and requires not only understanding and creativity but imagination and intuition. Madeleine Gandhi (12O) was outstanding in her portrayal of the lead character, Hamid — but it took commitment, perseverance and fearlessness. She reflected on a time of struggle during the process. For me, the obvious challenges of playing a male Iranian refugee have been daunting. I have been getting lost in the mechanics of the acting. When I told Mrs Riveros I was feeling overwhelmed, her advice was to un-complicate Hamid, to view him not as a complex man but as an average man who lives in complex circumstances. This new perspective clicked something into place. I went home and stuck a huge diagram on my bedroom wall of key lines and events in Hamid’s life. Looking at his story this way clarified his subtle shifts in character before, during and after he is tortured in prison, helping me to address the challenge of shifting between flashbacks and the present day. Although Hamid is an average man, he is transformed throughout this play and exhibits emotions ranging from rage, hopelessness and optimism. My most important job is to empathise — to honour this character’s story without experiencing it first-hand.

Playwright Helen Howard attended the closing night performance and the cast were humbled by her kind words. I was moved to laughter and tears by the committed, intelligent performances of the girls in the cast of my play, A Beautiful Life , which I wrote eighteen years ago with my partner Michael Futcher. The production made the story as fresh as if the events enacted had happened yesterday. The actors proved yet again that theatre is about so very much more than showing off, than having a moment in the spotlight. You cannot fake true empathy on stage, and these students connected with their characters beyond an intellectual understanding; they understood with their hearts and souls as well as with their minds. What a meaningful evening in the theatre we in the audience experienced! Professional theatre often lacks the vivid life that these performances evinced, not to mention the impressive production values in set and lighting. The creative process is a tough one. But through the tough times, we learn and we grow. Throughout this production experience, we have learnt to understand, respect and empathise with not only the Parsi family, but indeed the many refugee stories that it represents. For we are one but we are many.

The cast of A Beautiful Life with playwright Helen Howard.

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DESERT COLOURS ART TOUR

AUTHOR Elizabeth Cox (12R)

natural surroundings in our work. It was interesting to learn about Namatjira, a watercolourist who was the first Indigenous artist to become recognised nationally and internationally for his particular way of capturing the light, colour and essence of central Australia using European painting techniques. He was also one of the first Indigenous Australians to be granted citizenship. Shockingly, it took ten more years for the government to grant the same rights to the rest of the First Nations people. The trip made me proud to live in such a beautifully diverse country. After spending so much time outdoors, connecting with nature, I now understand why Indigenous Australians are spiritually, physically and culturally connected with the land.

IN THIS YEAR’S APRIL HOLIDAYS, FOURTEEN STUDENTS, ALONG WITH MS MCKEAN AND MRS MCINTOSH TRAVELLED TO CENTRAL AUSTRALIA FOR THE DESERT COLOURS ART TOUR. It was incredible! Thanks to Ms McKean’s extensive planning, our days were filled with artistic activities and exploring sites including Standley Chasm, Kata Tjuta and Uluru. Still we never felt rushed — there was always plenty of time to sit on our ‘painting towel’, breathe in the cool desert air, and work on a piece of art inspired by the landscape. Being able to paint, collage, photograph, linocut and draw our surroundings allowed us to absorb details that we would otherwise never have noticed. On one of the days, we visited Ellery Creek, and spent three hours watercolour painting. In this time, I picked up the deep purple and orange tones in the waterhole, observed the ever-changing shadows along the surrounding rock formations, and noticed the sounds of creatures and native birds going about their day. On our last day in Alice Springs, we visited the Araluen Arts Centre. We were lucky enough to have a guided tour by the curator, who showed us the Albert Namatjira Gallery and the Desert Mob exhibition. Here we discovered a new appreciation for Australian landscape artists, in particular Indigenous artists, who have a unique skill for reflecting the colours and elements of the Australian desert in their works. Our appreciation was highlighted by our own challenges in representing the

Photograph of Ellery Creek Big Hole

The author’s watercolour painting of Ellery Creek Big Hole

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GUIDING PRINCIPLE LIFE-WIDE LEARNING

AUTHOR Ms Maggi Gunn Dean of Co-curriculum

THE INCLUSION OF LIFE-WIDE LEARNING IN OUR STRATEGIC DESIGN 2016-2019 ONCE AGAIN ACKNOWLEDGES THAT LEARNING OCCURS IN DIVERSE CONTEXTS, AND REFLECTS OUR ONGOING COMMITMENT TO PROVIDING AUTHENTIC LEARNING EXPERIENCES BEYOND THE TRADITIONAL CLASSROOM. Learning at Brisbane Girls Grammar School is not limited by time or place. As stated in the Learning Outside the Classroom Manifesto (2006), ’learning outside the classroom builds bridges between theory and reality, schools and communities, young people and their futures’. Opportunities beyond the classroom offer students the chance to gain experience, learn about themselves, collaborate with others and interact with the world. School-based opportunities such as membership in an interest club, sporting team, music ensemble or drama production provide arenas where girls can engage and discover new, or strengthen existing, interests, talents and passions. Participation in service and charity activities encourages a meaningful link between school, life and the wider community and enables students, through experience, to grow, develop and aspire to make a difference.

REFERENCES Department for Education and Skills (2006). Learning outside the classroom manifesto. Retrieved from https://www.education.gov.uk/ publications/eOrderingDownload/LOtC.pdf Euler, J. (2013). The constancy of change. Grammar Gazette.22 (Spring), pp. 2–4. Jackson, N. (2011). Learning for a complex world : a lifewide concept of learning, education and personal development. Bloomington, USA: AuthorHouse. and Brisbane Girls Grammar School is committed to providing the diverse learning, experiences and opportunities that allow our students to thrive in the world beyond the classroom and into the future. Engagement with opportunities beyond the classroom provides the skills and capacities to contribute to society and resilience and tenacity to face the challenges of the future. However, as stated by our Principal Ms Euler (2013), ‘A Girls Grammar education is preparation for the future, but also celebrates a joyful appreciation of the here and now as we nurture the interests, character and spirit of each girl and consider who we want them to be, not just what we want them to do’. awareness. Through active participation, Grammar girls are challenged and encouraged to explore personal characteristics, work interdependently and develop important life skills. As Jackson identifies ’the potential for who we might become resides in the possibilities afforded by the spaces and opportunities in our lives’ (2011). Student travel experiences expand student horizons well beyond the white picket fence. Domestic travel opportunities such as the Desert Colours Art Tour and Sydney Drama Tour and international opportunities such as Language Study Tours, US Space Trip, Northern Hemisphere Summer School Programme and the Antipodeans Abroad Programme provide memorable learning experiences and insights. Although a two week international experience offers limited scope to engage deeply with a culture, it does add value to the educational experiences and personal development of students. The modern world is complex, dynamic and innovative

Experiences beyond familiar routines and comfort zones offer opportunities for exploration, reflection and growth. The Brisbane Girls Grammar School outdoor education programme is delivered through the annual camp experience at our Marrapatta Memorial Outdoor Educational Centre and ensures that students develop knowledge, skills and capabilities in relation to the focus areas of personal discovery and reflection, social development, and environmental appreciation and

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‘I am aspiring to study interactive technology at The University of Queensland. The technology industry is vastly expanding and with the knowledge instilled in me from my teachers at Girls Grammar, I am excited to see where I end up!’ Katherine Lomas (12O)

BEYOND THE PICKET FENCE

‘I hope to continue playing water polo for Australia and would like to pursue this while also starting an arts degree, perhaps moving into law later.’ Gabriella Palm (12L)

‘I would like to study Science with a major in physics and mathematics. I’m looking at courses both locally and overseas and am interested in working in research or technology.’ Shiye Su (12R)

‘Volunteering at a hospital in Tanzania this year confirmed my desire for a career in medicine, as I believe it is a crossroads between science and humanity and a profession where I will be learning

for the rest of my life.’ Shania Rossiter (12H)

‘I am interested in doing a Bachelor of Exercise and Nutrition at The University of Queensland while continuing with my French studies.’ Antonia Powell (12H)

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‘Arts and storytelling are my passion but my technology studies classes have shown me how I can tell stories in a different way so I am pursuing a Bachelor of Design Computing/Bachelor of Arts.’ Natalia Gulbransen-Diaz (12W)

‘My dream is to receive a full athletics scholarship to play basketball in America so I will hopefully spend the first half of 2016 studying a Bachelor of Arts majoring in Political Science and Economics part-time while I decide on US colleges.’ Jessie Cooke (12O)

‘I’m auditioning for various drama schools across Australia and hope to work in the film industry.’ Julia Frew (12L)

‘I’m applying for a Bachelor of Commerce and Economics with a diploma in Chinese. One day I hope to be working alongside bankers on Wall Street.’ Meera Prasad (12O)

‘I am planning to study nursing/ paramedicine at the Australian Catholic University and will pursue a career in the police force, focused on crime prevention

and investigation.’ Claire Levitt (12O)

‘Over the summer holidays I’m hoping to undertake courses in Spanish and German. Next year, I’m looking at the possibility of either studying in the UK or completing an Actuarial Studies major at The University of Melbourne, while continuing with my languages study.’ Josephine Auer (12B)

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BROADENED HORIZONS

AUTHOR Mr James Seaha Director of Post-Secondary Planning

THE OXBRIDGE PROGRAMME WAS BORN IN 2010 when just ten families embarked on a social and educational experiment never before attempted by Girls Grammar. These girls and their families stepped out of Australia and into university life in Oxford, Cambridge and Paris. A few years later, a second programme called Summer Discovery was added and the programme was renamed The Northern Hemisphere Summer Schools Programme, allowing for further expansion to include new and emerging summer school experiences. This year, twenty Year 11 girls followed in the footsteps of the 2010 pioneers, attending four week summer schools at The University of Cambridge, The University of Colorado, L’Académie de Paris, The University of Oxford, St Andrews University, Scotland and Columbia University. There they studied in a number of disciplines, including The Law and Human Rights, Medical Science, Philosophy and Ethics, Photography, Pop Culture as Knowledge and Advertising and Design. They submersed themselves in the university culture, while also managing to maintain their academic standing at Girls Grammar.

I was fortunate enough to have breakfast with CEOs of Wall Stree t firms, attend baseball games, the atre on Broadway, shop along Fifth Avenue, cross the Brooklyn Bridg e, ride at Coney Island and so much more. All this, while navigating t he subway system, led me to step u p to the challenge and become mor e independent than I could have imagined. Through the people I m et, I now know that wherever I trave l I have a home nearby. Stephanie van der Jagt (11B)

I majored in International Busine ss: Wall Street and the world and minored in Advertising and Desi gn. The courses not only taught me s o much about the subjects, but als o confirmed my interest in a long- term career choice. With highly educated professors and one of th e economic powerhouses of the wo rld at my disposal, the programme helped inspire my educational career, kindle new friendships, an d experience one of the greatest ci ties in the world.

While each girl’s experience was as individual as the subjects they chose to study and the university they chose to attend, every girl shares the same understanding of new ideas in a world of study beyond our Australian shores.

Colorado University was one of the most uplifting and eye-opening experiences of my life. I did things I’d only dreamed of — hiking in the Rocky Mountains, seeing a baseball game, trying to learn the American national anthem in two minutes — and met people from places I’d only heard of.

Colorado

electronic piano, to playing Mario Kart using lemons. As one of three girls and the only Australian in the class of sixteen, I found myself suddenly representing my country and my gender to a male-dominated class learning about a male-dominated industry. Isobel Smith (11B)

During my time at the beautiful Boulder campus I studied Physical and Technological Computing. My class taught me a range of different things, from hooking up wires and LEDs within a shoebox to create an

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I studied Criminology as my major and History’s Secrets as my minor during the Cambridge Tradition Program. These courses opened me up to so much; we were taught by experts with PhDs and years of experience in their subjects. We were treated like university students and given as much independence as possible; each class was taught in an interactive way that ensured we were involved and instrumental in how each

I took part in Medicine, and Philosophy and Ethics courses which challenged me and helped me gain a better understanding about what career I may want to pursue. My experience allowed me to develop my own opinions and independence. While interacting with people my age from around the world, I was exposed to myriad perspectives on various topics and often my own opinions would then change because I had been introduced to ideas I had never considered. I can confidently say that this experience changed me as a person. Molly Pate (11G)

lesson panned out. Sally Nicklin (11W)

CAMBRIDGE

SCOTLAND

Seine with friends. Being in the university environment and learning subjects from esteemed professionals really created a memorable experience. I now feel, more than ever, prepared for the challenges and responsibilities of being a senior next year and for life outside of Girls Grammar. Lauren Vasey (11L)

Although the first week was challenging in terms of settling in and meeting new people, the close friendships I formed made being on the programme so much more worthwhile because I had people to share my amazing memories with. Each week we would have different experiences that immersed us in the Parisian lifestyle, whether it was going to the annual ‘Bal des pompiers’ on Bastille Day or having a picnic by the

It was a transformational experience to meet people my age who lead such different lives. One girl I met from Turkey spoke of the political unrest and instability she experiences, and the implications which coalition airstrikes on IS will have in her region. These types of conversations made such issues seem more real to a girl who has lived her whole life in safe, little Brisbane. My International Relations class was

Oxford

renowned authors and scholars in the field. Academically, the programme was extremely rigorous, yet there was lots of time for fun. To lay about in the fields of a college founded by King Henry VIII, or to visit cafés in which J.R.R Tolkien and C.S

Lewis discussed their latest musings was rather novel. Anna Whip (11H)

spoken to by a former American Ambassador to India, as well as

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