Grammar Gazette- Issue 1, 2014

23

VOLUME

BRISBANE GIRLS GRAMMAR SCHOOL / WINTER 2014

IN THIS ISSUE

PAGE 03 / ACTS OF SERVICE by Mrs Lynne Mungomery Director of Service

PAGE 04 / ADOLESCENT GIRLS’ WELLBEING

PAGE 18 / THE POOL OF POSSIBILITIES by Marrapatta Outdoor Education Team

PAGE 24 / INTERNATIONAL PERSPECTIVES by Mrs Emma Lowry, Assistant to the Dean of Students

by Mrs Jody Forbes School Psychologist

CONTENTS

LETTERS

PAGE 02 / BONDS FOR LIFE by Sarvashree Singh and Claudia Gulbransen-Diaz PAGE 03 / ACTS OF SERVICE by Mrs Lynne Mungomery PAGE 04 / THE NEXT FRONTIER IN ADOLESCENT

Thank you for the opportunity to attend the (Breaking down the Boardroom Door) presentation. I found it most inspiring and informative. It’s so refreshing to see women striving to work alongside other board members who are typically male. I guess our hope is that women will be accepted for their many skills which complement those of their male counterparts. Congratulations for the initiative to conduct such an event. I look forward to attending future presentations. LYN ELMS (SPEIGHT 1960) I wish to praise the courtesy and kindness of 20+ of your Grade 11 girls at the Spring Hill loop bus stop (St. Andrews) this afternoon at 3.30 pm. They offered me (an older man) a seat at the stop as soon as I arrived and then stepped aside to let me enter the bus when it arrived. In the bus, they later offered their seats to adults that got on the bus at later stops on the way to Post Office Square. They were very considerate young ladies. Thank them. RAY STRICKLAND and attend South Bank parkrun. I just wanted to let you know that the girls were all extremely polite, well mannered and overall fantastic ambassadors for your school. We loved having them there and seeing your school spirit on the day, and would love to see them back down at South Bank parkrun again in the not too distant future. GARETH SAUNDERS, EVENT DIRECTOR SOUTH BANK PARKRUN Several weeks ago, we had a large group of the Brisbane Girls Grammar School cross country team come down Great pic. I have my 4 year old booked in to BGG and can’t wait for her to get opportunities of a life time! ROS MELROSE It’s been 20 years since I graduated but I still have great memories of my years at BGGS. NARELLE HODGES THANK YOU to @BGGS for raising over $5,000 for @NBCFAus! What a wonderful fundraising effort by students & staff!

GIRLS’ WELLBEING by Mrs Jody Forbes PAGE 06 / BYO DEVICE by Mr Kent Walker PAGE 10 / TO INFINITY AND BEYOND! by Dr Sally Stephens PAGE 12 / THOUGHT LEADER IN RESIDENCE:

DESIGN THINKING by Mrs Anna Owen PAGE 16 / GRAMMAR WOMEN: BREAKING DOWN THE BOARDROOM DOOR by Mr Matthew Hade PAGE 18 / THE POOL OF POSSIBILITIES by Mrs Carolyn Lansdown, Mr James McIntosh, Mrs Carol McIntosh, Mr Michael Ramsey, NEW FIELDS ADD A SPECIAL TOUCH by Elizabeth Saunders and Lucy Mower PAGE 22 / LORD MAYOR’S YOUTH ADVISORY COUNCIL 2013 by Angela Goggin PAGE 23 / INTERNATIONAL YOUNG LEADERS FORUM 2013 by Mrs Anne Ingram PAGE 24 / INTERNATIONAL PERSPECTIVES by Mrs Emma Lowry PAGE 28 / ‘MATURE, TAKE FLIGHT AND LIVE… ’ by Ms Lea Walker PAGE 29 / EVENTS CALENDAR Ms Kim Wood PAGE 20 /

GRAMMAR GAZETTE VOL 23 WINTER 2014 Managing Editor: Ms Michelle Allan

Director Communications and Community Relations Editor: Ms Sara Swan, Communications Manager For Grammar Gazette enquiries and comments: T 61 7 3332 1300 E communications@bggs.qld.edu.au To receive an electronic, rather than printed, version of the Grammar Gazette , please email communications@bggs.qld.edu.au

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BALANCE BRINGS SUCCESS MS JACINDA EULER, PRINCIPAL

A SIGNIFICANT FEATURE OF GIRLS GRAMMAR IS ITS LIFE-WIDE APPROACH TO LEARNING, PROVIDING OUR GIRLS WITH MANY AND VARIED OPPORTUNITIES TO EXPRESS THEIR INDIVIDUALITY. THIS APPROACH BALANCES THE QUEST FOR LEARNING WITH THE IMPORTANCE OF CULTURAL AND SOCIAL FULFILMENT, WHETHER THAT BE THROUGH PARTICIPATION IN ACADEMIC, MUSIC, SPORTING, CREATIVE OR SERVICE ACTIVITIES.

Looking at the achievements of our girls so far this year, it is clear they are embracing the challenges and opportunities presented to them. From our Under 16 Water Polo state champions to Year 12 students Claire Ulrich and Sivagowri Somasundaram making the International Young Physicists Australian team, to fundraising activities run by the students, we should all be very proud of their efforts and commitment to being the best they can be, in and out of the classroom. With encouragement from staff and their families, our girls will continue to be supported to think for themselves, challenge assumptions and be open to the ideas of others. Already, it has been a demanding and exciting year for academic and professional staff with the

introduction of Bring Your Own Device (BYOD) and exploration of the principles of Design Thinking with our Thought Leader in Residence; and as we prepare for 2015 with the introduction of Year 7, the opening of a new building — the Research Learning Centre — and our 140 Year Celebrations. We are all very privileged to be part of an environment that presents such opportunities for learning, develops our relentless curiosity and presents so many exciting new experiences. I hope that you enjoy the writing in our Winter edition of the Gazette — much thought and care has gone into crafting it and the articles reflect the talent, creativity and scholarship of our expert staff and enthusiastic students.

WINTER ISSUE / 2014

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BONDS FOR LIFE

AUTHORS Sarvashree Singh (12G) and Claudia Gulbransen–Diaz (12L), 2014 Head Girls

FOR THIS, OUR FINAL YEAR at Brisbane Girls Grammar School, the Student Council envisioned a motto that would encapsulate three fundamental aspirations: integration, promotion and motivation. These aspirations in turn, inspired our motto for 2014: ‘Above and beyond with the Grammar bond’. This motto is an apt representation of the unique School culture, and embodies the values of the Year 12 cohort. The first of our major goals for this year is integration. This concept exemplifies our vision for a more unified Girls Grammar, focusing on the deep sense of community that distinguishes this School. A perfect example of ‘the Grammar bond’ was the Valentine’s Day celebrations, which saw girls from Years 8 to 12 decorating both themselves and the School in red, and embracing the opportunity to have fun on the dance floor. The success of this event was truly a testament to the togetherness and enthusiasm of the girls. Enhancing the unique quality of Girls Grammar life in all its forms is a second vital objective for 2014 and is specifically targeted at the promotion of our extraordinary fundraising initiatives. Events like Blue Day, Valentine’s Day and SAS night, a culmination of enjoyable activities within the Service, Arts and Sports spheres, have enabled us to raise over $1,000 for our designated School charity — Indigenous Communities Health and Education. Another distinctive intention is to provide more opportunities for girls to showcase their individual skills and talents. At Girls Grammar, students’ strengths are not limited to academic excellence, but also extend to the sporting, artistic and cultural spheres. Recognising such abilities is an integral aspect of Girls Grammar life and was exemplified by the Valentine’s Day assembly, during which our Choral Captain, Merinda Dias–Jayasinha, presented a superb musical performance.

The support and encouragement she received from the School validates the importance of acknowledging the abilities of each member of our community. Our third aim for 2014 is to intensify the motivation. Not only is this School a leader in exceptional scholarship, but it also paves the way in cultural and sporting endeavours. Thus, our aim has been to motivate the girls to maintain and surpass the previous high levels of contribution and achievement in these areas. This was demonstrated in the performance of a war cry during the week prior to stand–down — the senior school’s examination block. We believe that this was a necessary step in instilling a sense of pride, anticipation and determination in students as they approached the first of their exams for the year. Similarly, in order to motivate our swimmers to accomplish their best possible results at QGSSSA Swimming in March, splendid Blue Day celebrations saw a marvellous pancake breakfast, face painting, dancing and, most significantly, a war cry. Blue Days symbolise a vibrant School spirit and also act as an uplifting send-off for the competitors. Moments like these characterise the importance of striving to go ‘above and beyond’ in all facets of School life, as well as in the wider community. The connotations of the motto, ‘Above and beyond with the Grammar bond’, suggest that it can be applied to life beyond school, where we would encourage girls to continue to aim to excel. The student body has upheld this motto enthusiastically thus far, and we are looking forward to seeing how it will continue to shape the culture of the School this year. A version of this article first appeared on the School website.

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ACTS OF SERVICE

As a Grammar girl, Stephanie had a proud record of involvement in Service, and at this assembly she told the girls how her Year 10 Service experience, ‘led to much greater things; a transformative experience, that was the beginning of what has since been an incredible journey, and the discovery of a profound personal and professional passion’. Stephanie is thankful for the inspiration she received from retiring teacher and Head of Hirschfeld House, Mrs Anne Stubbington, who has over many years developed the Service programme to be the highly regarded programme that it is today. Throughout this time Mrs Stubbington has encouraged girls to engage, reflect and learn from the opportunities presented to them through their Service. Student Council support of the Cerebral Palsy Research Foundation in 2013 enabled students to contribute funding towards research to test for Cytomegalovirus (CMV), a potentially preventable causal pathway to Cerebral Palsy. Students met with project researcher, Ms Hayley Smithers-Sheedy who discussed the many aspects of her project, including gaining approval for and the collection and testing of samples, and the presentation of data. Hayley also gave an insight into her life and career path as a therapist and female research scientist. The School community raised a total of $25,594.34 for this research and for the Cerebral Palsy Alliance from fundraising, participation in ‘Steptember’ and a generous donation from the Mothers Group. In 2014 the Girls Grammar Service Programme hopes to continue this link with Service and scholarship as we aim to close the gap in Indigenous health and education through awareness, engagement and contribution. Student Council fundraising is well underway thanks to the students’ enthusiastic contribution to Valentine’s Day and Blue Day celebrations, and the Great Debate between Girls Grammar and Somerville House. With the support of the Uralla Club, the newly formed Indigenous Service Club, the School charity will unite the School community in this cause and contribute to the judicious and ethical engagement with the world and life-wide learning of our students.

AUTHOR Mrs Lynne Mungomery, Director of Service

PARTICIPATION IN SCHOOL SERVICE ACTIVITIES at Girls Grammar offers our students the chance to engage in many different learning opportunities outside of the classroom in a vast and diverse range of contexts. Such experiential learning enables students to grow as a whole person and to develop lifelong learning capabilities that are needed in our ever-changing society (Government of the Hong Kong Special Administrative Region, 2012). Students experience life-wide learning as they face new challenges, explore their interests and realise their capacity to contribute to their community. It is the hope of our 2014 Service Captains, Amy Hancell and Eugenie Smith, that every girl will contribute to the School’s extensive Service Programme in a way that is personally significant and rewarding, but that also enables them to contribute to their local community. This may take the form of learning about and engaging in activities to fundraise for her House Charity, regularly attending the meetings of one of the many charity groups on offer, or volunteering for 15 hours in the Year 10 Community Service Programme. School Service has the capacity to enable students to think more deeply and to develop a stronger sense of empathy and respect for their community. Amy, Eugenie and students at the Year 10 assembly were recently visited by 2007 Service Captain, Ms Stephanie Carter. Stephanie encouraged our students to approach their Service experience with an open mind, with respect for others, and with readiness to be challenged on all levels (Carter, 2014).

REFERENCES Government of the Hong Kong Special Administrative Region. (2012). Life- wide Learning . Retrieved from www.edb.gov.hk/en/curriculum-development/ major-level-of-edu/life-wide-learning/index.html” http://www.edb.gov.hk/en/ curriculum-development/major-level-of-edu/life-wide-learning/index.html Carter, S. (2014). Year 10 Assembly presentation . Presented at Brisbane Girls Grammar School, Brisbane.

WINTER ISSUE / 2014

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THE NEXT FRONTIER IN ADOLESCENT GIRLS’ WELLBEING

AUTHOR Mrs Jody Forbes, School Psychologist

SINCE 1875 WHEN THE DOORS first opened, Brisbane Girls Grammar School has held steadfast to its core: to provide the very best education for adolescent girls. In every facet of the School, Girls Grammar has sought to embrace innovation, excellence and creativity. We have readily assumed the responsibility and privilege of educating the next generation by providing a robust and holistic education. While every girl is unique, at the completion of five years at Girls Grammar, graduates share common qualities including imagination, wisdom and integrity. Independent, resourceful and capable, a Grammar girl readily navigates her world, embracing both success and challenge with persistence, creativity and courage. Laden with physical, emotional and social changes, our current generation of adolescents are facing challenges never before seen or anticipated. While most girls traverse their adolescence successfully, approximately a quarter of young people will experience a mental health disorder, the most common being anxiety and depression. Contemporary society is one of incredible busyness. Multi-tasking has become essential in a world where there never seems to be enough time. Students are juggling a multitude of academic, co-curricular, social and family activities and expectations. Parental hopes and increasing perfectionist tendencies, coupled with the loss

of confidence experienced by girls during adolescence creates an atmosphere akin to a pressure cooker. The emergence of technology contributes to this frenetic pace by allowing people to be in more than one place at a time and forever hyper-connected. Attention is splintered and distraction is rife within the day-to-day meanderings of an adolescent girl. Many feel obsessed with their iPhones and unable to separate from them. Social commentators have coined the acronym FOMO (Fear Of Missing Out) to explain this phenomenon. There is no ‘off’ switch or space for reflection or quiet. Dampened creativity, reduced thoughtfulness and sleep deprivation are just some of the very significant consequences. Not only are girls struggling to manage their true world, but they are also managing one or more virtual worlds where great care is taken to shape online identities — photos are uploaded and the number of likes are carefully monitored. This means some girls are failing to savour and experience the present moment in favour of capturing the moment and experiencing it online via feedback from peers. As a leader in the holistic education of adolescent girls, eyes are upon Girls Grammar to pave the way, to provide insights and answers about educating girls in the 21st century. In our pursuit of an antidote to contemporary society’s busyness, mindfulness has emerged as an innovative approach to adolescent girls’ wellbeing.

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Teaching students skills to remain ‘in the moment’ via meditative exercises, is thought to enhance and improve mental health, resilience, working memory, empathy and psycho-social wellbeing.

As educators and advocates for adolescent girls we have a duty to empower our students, and to develop their confidence, resilience and optimism. For our Grammar girls will soon become Grammar women, equipped with both the ability and the desire to make a significant and positive contribution to the world. As such, Mr Pincott, Head of Art and trained in meditation and yoga practices, has been introducing our Year 12 students to the area of mindfulness and assisting them to develop skills in relaxing, sustaining attention and managing stress. Initial feedback is positive and Girls Grammar is committed to investigating options for incorporating mindfulness further into our school community. Thus, just as we always have, Brisbane Girls Grammar School aims to remain a trailblazer in providing a robust, holistic and academically rigorous education for adolescent girls.

Although rooted in Eastern religion and philosophies, mindfulness is a secular approach which has gained momentum of late due to empirical research denoting its benefits. It involves the self-regulation of attention to one’s present experience with an attitude of openness and acceptance. Teaching students skills to remain ‘in the moment’ via meditative exercises, is thought to enhance and improve mental health, resilience, working memory, empathy and psycho-social wellbeing. Furthermore, interventions embracing mindfulness have been shown to reduce stress, anxiety and depression. Executive functioning, the mental processes critical for academic achievement, has been suggested to improve with mindfulness training. Thus, devotees of mindfulness consider it an indispensable tool for coping and perhaps the key to surviving in the 21st century.

WINTER ISSUE / 2014

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BYO DEVICE

THE TEACHING AND LEARNING LANDSCAPE AT BRISBANE GIRLS GRAMMAR SCHOOL HAS CHANGED SIGNIFICANTLY IN 2014. BRING YOUR OWN DEVICE (BYOD) IS A PARADIGM SHIFT THAT HAS SIGNIFICANT IMPLICATIONS FOR THE WAY IN WHICH YOUR DAUGHTER ENGAGES WITH HER LEARNING.

Historically, BYOD transitions can be compared to ‘rounding the horn’ in the golden age of sailing. All the preparations and decisions made are based on knowing that the journey will be rough, and that not all who embark on the journey will easily reach their destination. During the past two years our teachers have been involved in ongoing digital pedagogy and technology development in anticipation of the 2014 BYOD integration. Significant planning and development of infrastructure was crucial in underpinning these educational technologies to enable a streamlined user experience for our students and staff in the transition to BYOD. The School’s computer network is significantly different to its previous incarnation. Our BYOD environment now allows each student total control of the configuration and software on their device, giving them greater ownership of their digital environment and helping them to develop responsible practices — all pivotal in developing the attributes of a life-wide learner. Key innovations from the IT Services department were also required to realise these goals. Changes to infrastructure and the environment are evident from

the very first time a student joins the Girls Grammar wireless network, to the time they log off at home using GrammarNet and the Learning Management System (LMS), Moodle. The new software based ‘onboarding’ system automates the significant processes involved in connecting the student’s device securely to the School network. This is a robust, efficient and secure process which negates both password expiry and also changes affecting their device’s network connectivity. Students have 24/7 access to applications and software delivered over the web using the Citrix XenApp platform and utilise web-based applications (Web 2.0) in their curricular activities. Site licencing for specialised software such as Adobe Creative Suite have been extended to incorporate installation on students’ BYOD. The ease of access with virtual learning environments has already attributed to a statistical rise in school engagement of over 200 per cent. This is significant considering the LMS was already negotiating 125,000 interactions daily. Many activities now focus on the product to facilitate the device agnostic nature of our computing environment at Brisbane Girls Grammar School. For example, students are not required to use a specific word processor or image

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editor to create a piece of work, instead they use the software and means at their disposal, thereby facilitating greater engagement and utilisation of all of their devices. A result of the implementation of BYOD into teaching and learning is greater personalised learning, strengthened by the creative and productive student use of tools that work best for them. Another key driver to the success of the BYOD transition related to the needs of teachers to access their files. Previously, files and resources had been stored on servers and were only available via School-owned and managed devices. Moving forward, these resources are now available from every student and teacher’s web browser, allowing them to access, edit, save and work in a way that personally suits them. The last major improvement to the School infrastructure has been in enhancing the printing and scanning platform. Previously it was difficult to digitise resources, but now with the installation of Ricoh Multi-Function devices, students are able to scan in resources and digitise their work directly to their email. Printing has also undergone a facelift and students are now able to send documents to be printed from any web browser, and then retrieve their printing from any of the eight student accessible copiers located across the campus. Fostering personalised learning through BYOD makes good pedagogical sense. When integrated correctly through pertinent contextual instructional design and well-researched digital pedagogy leadership, BYOD becomes a normalised and good scholarly practice that assist students in becoming independent learners as they matriculate through their life-wide learning activities. BYOD creates more flexibility and relevance to students’ learning, their lives and their social media prevalence. BYOD empowers students to take ownership and management of their own learning. Our students’ use of BYOD will facilitate fluent transitions to undergraduate studies and work-readiness for a highly competitive 21st century interconnected world.

AUTHOR Mr Shane Skillen, Co-Director of Technology Studies

AUTHOR Mr Kent Walker, Director of Information & Communication Technology

AUTHOR Mr Brendon Thomas, Co–Director of Technology Studies

WINTER ISSUE / 2014

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OLD GIRLS / ALUMNI

BE INSPIRED BY OUR RICH AND DIVERSE ALUMNI ACHIEVING IN THEIR FAMILIES, WORKPLACES AND COMMUNITIES — BOTH NEAR AND FAR.

MARGARET MITTELHEUSER (1947)

FRAN CHARTERS (BUCHANAN 1932)

One of Brisbane Girls Grammar’s most distinguished old girls Miss Margaret Mittelheuser sadly passed away late last year. As the first female stockbroker in Australia, and the first woman to set up and head a stockbroking office in the country, Miss Mittelheuser challenged assumptions of the day about the typical post-school options for women. Miss Mittelheuser’s extraordinary contribution to the community was evident through her appointment to government, private and not-for-profit boards. She received honorary doctorates from both the University of Queensland and Griffith University. In 1996 she was made a Member of the Order of Australia for services to the finance industry and the community, and in 2003 was awarded a Centenary Medal. Miss Mittelheuser maintained strong links with the Girls Grammar community throughout her life. In recognition of her service, and that of her sister Cathryn’s (1948) to the School, the Margaret and Cathryn Mittelheuser Museum was opened in the Main Building at the Spring Hill campus in 2008.

Happy 100th Birthday to Fran who celebrated this wonderful milestone in December last year. Fran may well take the honour of our ‘oldest – old girl’! Photo courtesy of Bayside Bulletin .

DR EMILY GRANGER (1991)

The February issue of Australian Vogue (pp148-151 Life & Soul) featured two old girls, cardiothoracic surgeon Dr Emily Granger and gastroenterologist Dr Alissa Walsh, who share a drive and passion that has seen them rise to the top of their chosen fields. Emily and Alissa are inspiring examples of Grammar Women, as they combine their demanding professional lives with raising young families. The profile reflects the hallmarks of a Girls Grammar education — service, motivation, harnessing individual interests and strengths and a balanced life approach.

AMANDA JOHNSTON (1992)

DR ALISSA WALSH (1992)

Lieutenant Colonel Amanda Johnston received the Conspicuous Service Cross (CSC) in the 2014 Australia Day honours list, for her outstanding achievements as a staff officer within the Modernisation and Strategic Plans Division of Army Headquarters.

We are proud of our featured alumni and thank each of them for their inspirational story. We are always eager to profile alumni news and encourage you to contact Old Girls/Alumni Officer Mrs Claire Tynan (Corones 2002) on +61 7 3332 1437 or alumni@bggs.qld.edu.au with any updates.

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OLD GIRLS ASSOCIATION

shared journey of two sisters through Girls Grammar and beyond, demonstrating the differences in their approaches and perspectives and the excellence of Grammar Girls. The AGM was highly successful and we are delighted to announce the members of the 2014 Management Committee. President Janine Schmidt (Hogg 1964) Vice-President Jenny Gray (Vallis 1969) Secretary Dorothy Bourguignon (Scotney 1956) Treasurer Sue Meeking (O’Brien 1965) Assistant Treasurer Sue Jordan (Squire 1967) Member Ann Caston (Pressland 1958) Member Ros Cheales (Miller 1972) Member Leigh Fielding (Gow 1984) Member and School Representative Pauline Harvey-Short (Harvey 1971) Member Carly Lambert (2011) Member Sylvia Pegg (Galton 1965) Member Sophie Phillips (2011)

AUTHOR Mrs Janine Schmidt am

TWO NEW POSITIONS WERE CREATED IN 2013 to strengthen relationships with old girls and alumni — the Director of Development and Alumni, Ms Lea Walker and the Old Girls/Alumni Officer, Mrs Claire Tynan (Corones 2002). Alumni literally means the nurtured although it now usually refers to the graduates of an educational institution. Brisbane Girls Grammar School is using the term in the broadest sense, encompassing both genders and referring to everybody who chooses to stay connected to our school. The Old Girls Association (OGA), established in 1899 and the third oldest association of its kind in Australia, is working closely with the newly created Department of Development and Alumni and applauds the School on the initiatives which are strengthening relationships with old girls and alumni. It was a great pleasure for the OGA Management Committee to attend the special assembly for the 139th birthday of the School on 12 March and the special morning tea, which followed the official proceedings, with Principal Ms Jacinda Euler, and other staff. Everyone looks forward to the celebration of the School’s 140th birthday in 2015. For the second time, Everything Old is New Again was held in March. The function provided an excellent opportunity for current mothers at the School who are also old girls to reconnect, reminisce and meet other old girls with common interests. The fashion parade of formal dresses from over the years, modelled by current students, and ably compered by Associate Dean, Mrs Pauline Harvey-Short was a highlight. Special thanks go to Salliann Powell (Johnson 1986) and Grainia Schmelzer (King 1981) for their leadership of the event, and to the mothers who shared their treasured formal gowns. On Saturday 29 March, the OGA’s Annual General Meeting (AGM) was held at the School. The meeting commenced with the Q &A style Sister Act, an interview with Dr Holly Rowell (Smith 1999), a medical practitioner, and water polo Olympian Sophie Smith (2003). Sister Act has become a tradition at the AGM and provided entertainment and enlightenment on the

Member Salliann Powell (Johnson 1986) Member Grainia Schmelzer (King 1981) Member Jean Vallis (Genn 1942) Member Diana Wood (Thacker 1975)

Current students model formal fashions from years past at the OGA Everything Old is New Again event.

On the 2014 Reunion Weekend (13 – 15 June) we will welcome the return of the classes of 2004 (10 Year), 1994 (20 Year), 1984 (30 Year), 1974 (40 Year), 1964 (50 Year), 1954 (60 Year) and 1944 plus (70 Year plus and OGA Recollections). To ensure you are receiving all the latest alumni news, please update your details by contacting us on alumni@bggs.qld.edu.au or +61 7 3332 1437.

The Old Girls Association (OGA)... is working closely with the newly created Department of Development and Alumni and applauds the School on the initiatives which are strengthening relationships with old girls and alumni.

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TO INFINITY AND BEYOND!

AUTHOR Dr Sally Stephens Director of Science

AS PART OF BRISBANE GIRLS Grammar’s biennial US Space Trip, in June 2013, 19 students from Years 10 to 12 travelled with three teachers to Huntsville, Alabama to attend the US Space and Rocket Centre’s residential programme, commonly known as Space Camp. There the students participated in one of two week-long programmes based on age-appropriateness — Aviation Challenge: Mach III (AC) or Advanced Space Academy (ASA). AC is a programme designed to test a trainee’s ability to work independently and as a member of a naval aviation squadron. The culmination of AC training requires students to use their understanding of aeronautics and survival skills to plan and execute a rescue mission. ASA is a hands-on training programme designed to help students experience some of the mental, emotional and physical demands astronauts face during their voyages. Our students train as shuttle pilots or mission specialists. A stated goal of the US Space and Rocket Center is to provide a memorable adventure in a safe and stimulating environment. I am sure that any student who has completed the astronaut training or fighter pilot training sessions at the Center would agree that this goal is well and truly realised. The programmes are also designed to help students develop skills that should remain with them long after the camp session is over. The key focus of each programme is teamwork, but they also aim to infuse students with self-confidence, independence and a sense of responsibility while developing their problem-solving and decision-making capacities.

Mietta Dunglison (11G) shares her recent experiences at Space Camp as a member of the AC team, the Jolly Rogers. Teamwork was a highly-valued goal of the Aviation Challenge —Mach III programme and extremely important for our team, the Jolly Rogers. We learnt to work together in a variety of activities such as the pole jump, where one person climbed atop a pole, with all our other team members attached down the bottom supporting them when they jumped off. We also relied on each other during the flight simulation missions, which included ground bombings and dogfighting. However, the culmination of our training was the SEAL OPS mission and this was where our ability to work as a team was really put to the test. The SEAL OPS mission was a multistep operation conducted at night, where the two Mach III aviation teams raced each other to neutralise a threat to national security. We had to gather information, rescue a political leader and secure important documents in his possession all while evading the enemy. We relied highly on each other, with each member of our team having very specific and crucial roles, such as point, scout team alpha, or crossing bearers. As the night drew on, many of my team members were captured but, as a last attempt, another team member and I worked together to distract the enemy. This led ultimately to the release of all our captured team members. It was a fantastic mission, and all the Jolly Rogers had to be working at their full capacity to ensure the safety of our team.

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This was the same with all the other operations and activities we completed, and I believe it brought us closer together as a team, making the camp so much more enjoyable. The Jolly Rogers, including Serena Edwards, Katherine McCready, Felicia Su and myself, received the Admiral’s Cup, which was awarded to the most outstanding team at the end of the week-long camp.

Natalie flies the AS350BA Squirrel Aircraft as aircraft captain and conducts missions including ship operations, winching and load lifting, VIP passenger moves, and training for new aircrewmen and observers who enter the squadron. Currently she is deployed to Kandahar, Afghanistan as the Divisional Aviation Planner for the Coalition Forces. She is embedded in the American Division Unit (4th Infantry Division) and looks after the planning, operations and logistics for all military and contracted rotary wing aircraft in the south of Afghanistan. Every experience a child has matters to her development. The Space Trip offers students opportunities for growth in all sorts of ways. It challenges them mentally, physically and socially and opens young minds to a plethora of ideas that will broaden their knowledge and understanding and quite possibly impact upon the rest of their lives.

One of the main features of Space Camp is its award system, used as a fun, motivational tool by the counsellors. Students in all programmes compete for numerous individual or group awards. Probably, the most sought after award is the Right Stuff Award, named after the 1979 book by Tom Wolfe which told the story of the mental and physical characteristics required by test pilots and the first astronauts. The award is bestowed upon the student who consistently demonstrates these attributes throughout the six-day camp. The recipient must exhibit leadership skills and be supportive of their teammates. They must remain positive in the face of adversity, perform under pressure and make a significant contribution to team problem-solving activities. Natalie Davies (2006, right) won the Right Stuff Award when she participated in the AC programme in 2005. She is now a Lieutenant in the Australian Air Force and is a helicopter pilot at 723 Squadron.

Former Space Camp participant Natalie Davies (2006) is now a Lieutenant in the Australian Air Force.

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THOUGHT LEADER IN RESIDENCE: DESIGN THINKING

Teaching girls the art of critical thinking is essential to building their capacity to make good, well-considered decisions and achieve personal goals. To support this philosophy, Girls Grammar runs a Thought Leader in Residence programme, this year engaging Adam Blake, National Programmes and Partnerships Director at the Creative Industries Innovation Centre, hosted by the University of Technology, Sydney.

In March, Mr Blake worked with students and staff at the School to introduce ‘design thinking’ into the way we teach and learn. Design thinking is “a structured approach to generating and developing ideas” (Design Thinking for Educators, 2014), most typically used in the creation of products.

However, it translates well to the education sector as in its simplest form it is a process for finding solutions to challenges. The emphasis on slow learning highlights the importance of imagination and the value of not rushing to the end result, a fundamental life lesson.

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AUTHOR Mrs Anna Owen Deputy Principal (Academic)

1. DISCOVERY I have a challenge. How do I approach it?

Staff engagement, Year 9 Technologies, our Service programme and re-imagining contemporary learning spaces were identified as key themes that would benefit from incorporating the five phases of design thinking, as shown over page (right). From these themes, four key areas of current focus for the School community emerged. These are: • The New Building consultative committee • Growing professionally through curriculum development (Mathematics faculty) • Don’t just use technology, create it! (Year 9 Technologies) • Translating empathy into deeper engagement with and contribution to Indigenous Australia (Service) Work has already begun on implementing some of the initiatives that resulted from the March workshops and Mr Blake will return in August to build on these ideas and reinforce design thinking as a valued educational approach.

2. INTERPRETATION I learned something. How do I interpret it?

3. IDEATION I see an opportunity. What do I create?

4. EXPERIMENTATION I have an idea. How do I build it?

5. EVOLUTION I tried something. How do I evolve it?

REFERENCES Design Thinking for Educators. (2014). What is Design Thinking . http://www.designthinkingforeducators.com/design-thinking/

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NEW LEARNING HUB

THE BRISBANE GIRLS GRAMMAR SCHOOL COMMUNITY IS EAGERLY WATCHING THE RESEARCH LEARNING CENTRE EMERGE, FOR THE BENEFIT OF STUDENTS OF ALL YEAR LEVELS FROM 2015 ONWARDS.

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FOR VISITORS TO OUR SCHOOL , the crane towering over the construction site of the Research Learning Centre (RLC) is difficult to miss. While the busy year continues in earnest around the works, the presence of the crane — working steadily, high above the School — reminds us that an exciting new building is quickly emerging. The artist impression (pictured) also reiterates the very real notion that, by this time next year, we will have a brand new addition to the School’s Gregory Terrace façade. Sitting alongside the School’s historic foundation buildings, the RILC has the potential and responsibility to create a visible history of women’s education and to incorporate current approaches to girls’ education, technology and scholarship. The grandeur of Main Building, the warmth of A Block and the beauty of the Moreton Bay Fig are reflected in the new building. The glass wall at the front provides views of the tree from all levels and the warm red bricks have been painstakingly chosen to match the foundations of the neighbouring A Block. The School community is eagerly watching this new learning space emerge, for the benefit of students of all year levels from 2015 onwards. FAST FACTS An inspiring and contemporary $17.4 million five-storey building Nine general learning areas with a library at its core Group learning and reading areas, flexible learning spaces Dedicated Year 7 outdoor terrace Designed to respond to the School’s growing needs Directly benefitting all girls through leading-edge research and education

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GRAMMAR WOMEN: BREAKING DOWN THE BOARDROOM DOOR

Panel members Ms Kathy Hirschfeld, Dr Cherrell Hirst AO and Dr Sally Pitkin.

TO CELEBRATE INTERNATIONAL WOMEN’S DAY 2014, BRISBANE GIRLS GRAMMAR SCHOOL HELD A SPECIAL EVENT ANCHORED BY AN IMPRESSIVE PANEL OF WOMEN IN RELATION TO BOARD PARTICIPATION: BREAKING DOWN THE BOARDROOM DOOR.

Primarily it was hoped the event would plant the seed of possibility, open up minds to opportunity and create an environment of collaboration and support to empower women to challenge and extend themselves, to contribute in important ways and to thrive. It also hoped to shine a light on the opportunities available to women as positive changes and demographic shifts begin to emerge in board participation data at an industry–wide level. Last year, an Australian Council of Superannuation Investors study on the participation of women on boards reported that women had broken through the elusive ‘100’ mark — 105 women occupied 144 roles on the boards of Australia’s top 100 companies in 2012. That result meant that women held just more than 18 per cent of all ASX 100 board seats — the highest level since the survey began 12 years prior (Tasker, 2013). While unsurprisingly the best–paid boardroom seats were still occupied by men, it recognised that change is coming, just a little slowly. The Australian Institute of Company Directors also acknowledges that ‘women are committed to

achieving board roles based on merit but need to be given the opportunity to build their skills and present their experience’ (Colvin, 2012). In her opening remarks at the event, Girls Grammar Principal Ms Jacinda Euler noted that during her time as Secretary of State, Hillary Clinton once famously said, ‘Women are the largest untapped reservoir of talent in the world’ (Combe, 2012). And that it was, ‘time for women to take their rightful place, side by side with men, in the rooms where the fates of peoples, where their children’s and grandchildren’s fates, are decided’. And while Ms Euler emphatically agreed with this sentiment, she noted that the challenge for many young, talented women was in understanding how to prepare for and work towards these positions, as the way was not clearly signposted. The Breaking Down the Boardroom Door event provided some credible intelligence on this subject. The panel of experienced directors from the Girls Grammar community shared their knowledge, insights and practical suggestions to help women better understand how they can navigate their way to the boards that govern our country and its corporations.

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Chair of the Board of Trustees Ms Elizabeth Jameson facilitated an engaging discussion.

‘Women are the largest untapped reservoir of talent in the world.’ (HILLARY CLINTON)

The discussion, moderated by Chair of the Board of Trustees Ms Elizabeth Jameson, was informative, inspiring, insightful and highly entertaining as the panellists shared personal stories from their careers. Attended by more than 100 guests, Breaking Down the Boardroom Door was the inaugural event in an engaging Grammar Women series planned for 2014 — this exciting programme will harness the wisdom and expertise of the Girls Grammar community across a diverse range of topics.

The panel comprised: Dr Cherrell Hirst ao (Anderssen 1963) Former Chair, BGGS Board of Trustees Non–Executive Director Ms Kathy Hirschfeld (1977) Non–Executive Director Dr Sally Pitkin (Former BGGS parent and former BGGS Trustee)

Non–Executive Director, Super Retail Group Ltd Adjunct Professor, The University of Queensland Business School Ms Kerryn Newton (BGGS parent) Managing Director, Directors Australia

REFERENCES

Tasker, S–J. (2013, September 26). Boardroom progress with a quarter of new directors female. Retrieved from http://www.theaustralian.com.au/ business/companies/boardroom–progress–with–a–quarter–of–new–directors–female/story–fn91v9q3–1226727210956 Colvin, C. (2012). Scholarships to grow the pool of board–ready women. Media Release retrieved from http://www.companydirectors.com.au/General/ Header/Media/Media–Releases/2012/Scholarships–to–grow–the–pool–of–board–ready–women

Combe, R. (2012). At the pinnacle of Hillary Clinton’s career . Elle. http://www.elle.com/life-love/society-career/at-the-pinnacle-of-hillary-clintons-career-654140

WINTER ISSUE / 2014

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THE POOL OF POSSIBILITIES

AUTHORS Marrapatta Staff (pictured left)

rain jacket on a wet winter’s day, eating plain burritos for lunch after not choosing and managing food effectively, or feeling the frustration or elation of group tasks; there is no hiding from the responsibility of working through these situations. Students can be unaware of the deep social and emotional learning that is taking place, some of which needs a little space and time to germinate. The notion of 21st century skills has been creating waves in education circles for a number of years, articulating the proposed educational necessities of the future. Binkley et. al. (2012) highlights that success lies in our students’ ability to, ‘communicate, share and use information to solve complex problems, in being able to adapt and innovate in response to new demands and changing circumstances’. What better environment in which to foster these 21st century skills of success than in the complex and ever changing dynamics of an outdoor classroom. Marrapatta’s programming nurtures in our girls the development of the essential modern skills of collaboration, creativity, communication and critical thinking. An additional dimension of the Marrapatta experience is time spent in nature. Immersion in the natural environment is also critical for nourishing girls’ wellbeing. Marrapatta provides time for girls to stop and reconnect with themselves and the landscape, to pause and reflect and to generally absorb the wonderful subconscious benefits that nature brings. With the introduction of Year 7 to the Girls Grammar community in 2015, the opportunities for greater connection and pooling of experiences are significantly enhanced. With this in mind the Fathers Group has recently designed, planned and helped construct a new camping terrace on the property to broaden the programming offerings at Marrapatta. The planning process before the first sod of earth was turned was crucial to the successful completion of the project, and displayed a perfect symbiosis of the personal skills being taught at Marrapatta and those displayed by the Fathers Group. A high degree of critical thinking, collaboration, communication and creativity went into the construction of the camping terrace.

Mr James McIntosh, Director of Outdoor Education Mrs Carol McIntosh, Outdoor Education Teacher Mr Michael Ramsey, Outdoor Education Teacher Mrs Carolyn Lansdown, Outdoor Education Teacher Ms Kim Wood, Outdoor Education Teacher

THERE HAS BEEN A GROUNDSWELL of interest in the scope and purpose of education in the modern world as we prepare our most valuable resources for their future endeavours. While the classic 3Rs — reading, writing and arithmetic — will always be an integral part of a good education, there is a renewed focus on enhancing knowledge acquisition by providing a broad range of opportunities and experiences that encourage the development of deeper understanding. Brisbane Girls Grammar School has long recognised and supported the need for life-wide learning; providing opportunities for girls to broaden their pool of experience beyond the School gates. In terms of quality and meaningful education, the development of this pool is of significant interest. The pool should be deep with extensive knowledge and the ability for critical and reflective thinking; but it should also be wide, providing a variety of skills and experiences in different contexts. As a community we have the shared responsibility to prime our young people with academic and social opportunities that allow them to reflect, delve into and engage, draw meaning from and use their inner resources to solve. Marrapatta Memorial Outdoor Education Centre is one way the School provides these challenges. Here a rich array of learning experiences is provided that add significant breadth to girls’ personal, social and environmental competence. The interactions and experiences at Marrapatta allow the girls to demonstrate their personal capabilities and provide opportunities for further development. Through their outdoor journeys their personal responsibility, willingness for engagement, initiative and social capacity is on display. Often there is instantaneous and authentic feedback, whether it be the consequences of forgetting a

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Each visit to Marrapatta builds on fundamental skills, encouraging further growth and confidence in their abilities. None of us know what upcoming challenges lie ahead, but we can prepare our students to be resilient, collaborative members of society and to consciously continue to develop an abundant pool of experience so they can embrace the future with confidence.

Students who have visited the new area have been asked what kinds of occupations they thought were involved in the construction of the camping pads on the hillside. Many were surprised at the diverse skill sets and qualifications that were required to ‘move some dirt around’. This provides an example of the complex and diverse working world in which our students are preparing to move into. The more they learn to collaborate and communicate in new environments, the better equipped they will be with the skills to operate effectively in the modern workforce. Marrapatta contributes to the pool of resources so that girls can dive into their future life endeavours with the skills, attitude and confidence to tackle even the most complex of problems.

REFERENCES Brinkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp 17-66). New York: Springer.

NEW FIELDS ADD A SPECIAL TOUCH

AUTHORS Elizabeth Saunders (12G) and Lucy Mower (12B)

The new fields have also been extremely helpful in facilitating effective training sessions. The additional space has enabled our teams to spread out and effectively practice our skills. As an Open player this has been a great asset. Instead of condensing new plays and practicing them in half the space required, we are now able to run our plays over the entire field, and improve the quality of our game. As all girls in the Opens would agree, the grandstand is a great addition to the new fields. There is now ample seating available that looks directly onto the main field. Playing on these fields in front of this grandstand has been one of the many highlights of the season so far. When talking to the other girls, it soon became obvious that the most exciting aspect of the new playing fields is that we can claim them as our own. It has been such an honour to play on these fields and to be part of the rich history of Brisbane Girls Grammar School. We all feel very fortunate to be the first year to ‘wear in’ the fields and look forward to seeing how they develop in the future.

THIS YEAR, THE TOUCH FOOTBALL season began as a transitional one. All the touch football girls have embraced this change positively and are now proud that we can finally claim fields as our ‘own’. The new grounds at Fig Tree Pocket are an excellent extension of our Gregory Terrace campus. These impressively spacious grounds incorporate six well-maintained touch fields, upgraded bathrooms that have fixed the problem of the long lines, a new clubhouse and a large grandstand overlooking the fields. At our home games on a Friday night there is now a sausage sizzle put on by the Mothers Group which has relieved the stress on the players and coaches, as they no longer have to organise afternoon tea for the entire squad. This also provides food for coaches, players and all the supporters — a move that has already brought the growing Touch Football community closer together.

WINTER ISSUE / 2014