Grammar Gazette- Issue 1, 2017

29

VOLUME

BRISBANE GIRLS GRAMMAR SCHOOL / WINTER 2017

IN THIS ISSUE

PAGE 04 / SENIOR DRAMA PRODUCTION

PAGE 08 / FACULTY OF WONDER AND AWE

PAGE 12 / BRISBANE ROAR PARTNERSHIP

PAGE 24 / GRAMMAR WOMEN

CONTENTS PAGE 01 / FROM THE PRINCIPAL by Ms Jacinda Euler PAGE 02 / THE SISTERHOOD ... OUT OF THE BLUE by Lucinda Duke (12H) and Elizabeth Prins (12B) PAGE 03 / BEYOND CLASSROOM MATHEMATICS by Dr Peter Jenkins PAGE 04 / SENIOR DRAMA PRODUCTION: SPONTANEOUS HUMAN COMBUSTION by Mrs Katrina Riveros PAGE 06 /

LETTERS

I could not be more grateful to the teachers and leaders who inspired me daily during five years of exceptional education. JANE WORME (1997) I attended the memorial service for the 74th Anniversary of the Sinking of the AHS Centaur … girls from your Chamber Singers performed during the service. I was blessed to be in the presence of such beautiful voices. I felt as though I was hearing angels singing, to the point that I was drawn to tears. Thank you and I congratulate the girls on their professionalism and performance. CATHERINE FINLAY (Year 4 classroom teacher, St Kevin’s Geebung) The Years 7-9 Parent Seminars were a fabulous showcase of the expertise the School has to offer … demonstrating the calibre, depth and breadth of BGGS staff and the School’s conviction for students to be professionally and appropriately supported as The participation rate for BGGS Cross Country was excellent and the spirit of the team shone through, your organisation was seamless. The numbers that ran for BGGS on Saturday were impressive. In all, a highly successful year. It was clear that the School really backed the Cross Country team. Ms Euler’s speech was a ‘call to arms’ that I have not heard before – outstanding. Thank you to all the coaches and the support staff for their support of Cross Country and their guidance to my daughter in particular. DAVID FOGDEN (current parent) they journey through high school. ELIZABETH BODEN (current parent)

OPEN DOORS: A NEW MODEL OF PROFESSIONAL LEARNING by Dr Kay Kimber PAGE 07 / ANNUAL CATHEDRAL CONCERT by Mr Owen Clarke PAGE 08 / FACULTY OF WONDER AND AWE by Dr Sally Stephens PAGE 10 / STUDENT CARE: A COLLECTIVE TASK by Mrs Anne Ingram PAGE 11 / STUDENT CARE: THE BEDROCK OF ACADEMIC SUCCESS by Mrs Jody Forbes PAGE 12 / GIRLS GRAMMAR PARTNERING WITH BRISBANE ROAR by Ms Sally Northcroft PAGE 14 / GRAMMAR GALLERY PAGE 16 / FRIENDS OF GIRLS GRAMMAR ARTS EXTENSION PROGRAMME by Mr Andrew Pennay PAGE 17 / DEBATING’S WINNING WAYS AT GIRLS GRAMMAR by Mrs Anne Byrne PAGE 18 / THE FUTURE OF SENIOR SCHOOLING: PLANNING FOR AND EMBRACING THE FUTURE by Mr James Keogh PAGE 19 / GRAMMAR WOMAN, JULIE McKAY IS WELCOMED TO THE BOARD OF TRUSTEES PAGE 20 / QGSSSA SWIMMING CHAMPIONSHIPS by Ms Jane Martel PAGE 22 / BRISBANE GIRLS GRAMMAR SCHOOL’S ART COLLECTION by Mrs Lorraine Thornquist PAGE 23 / VOICE TEACHER AWARDED DOCTOR OF MUSICAL ARTS PAGE 24 / GRAMMAR WOMEN by Ms Antonia Swindells PAGE 27 / GRAMMAR WOMEN: THE WAY FORWARD by Mrs Janine Schmidt AM PAGE 28 / SAVE THE DATE: SUNDAY 15 OCTOBER FOR A DAY AT MARRAPATTA

Front cover: Quiet study in Brisbane Girls Grammar School’s award-winning Research Learning Centre overlooking the immense branches of an historic Moreton Bay fig on Gregory Terrace

GRAMMAR GAZETTE VOL 29 WINTER 2017 Managing Editor: Dr Belinda Burns, Director Communications and Engagement Editor: Elizabeth Stafford, Senior Communications Officer 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 Grammar Gazette , please email communications@bggs.qld.edu.au

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FROM THE PRINCIPAL

Finally, the School is eagerly anticipating the delivery of the Brisbane Girls Grammar School Observatory — a remotely operated, robotic telescope and observatory — to our Marrapatta Memorial Outdoor Education Centre campus later this year. As the first girls’ school in Australia to benefit from such an extraordinary asset, the Observatory will provide infinite opportunities for girls to engage in deep practice-led learning across the curriculum, from Junior Science and Physics to Mathematics, Information Technology, Visual Art and beyond — the sky truly is the limit. The Observatory will provide rich opportunities for our girls to work alongside professional research teams from universities, scientific and commercial organisations, and the wider global scientific community. Through these inspirational projects and many others, our intention is for our girls to develop enduring personal and leadership skills, while becoming resilient and adventurous in spirit — graduating as balanced, confident and optimistic young women, equipped to live meaningful lives. The more varied the girls’ experiences and the greater their exposure to perspectives different from their own, the wider the lens they will have to understand the bigger picture and to adapt to an ever more complex and rapidly changing world. Throughout the past 142 years, Brisbane Girls Grammar School has remained committed to the provision of an exemplary broad, liberal education for girls and young women. High expectations, and a learning culture that encourages asking questions and taking intellectual risks, characterise the School’s unique learning environment. Challenged beyond the classroom to strengthen their minds and bodies, Grammar girls are adaptable young women who readily embrace change, experience growth through performance, and develop grit and determination — surely the best foundation for a full and rewarding life.

AUTHOR Ms Jacinda Euler Principal

CALVIN AND HOBBES CARTOONIST BILL WATTERSON ONCE SAID, ‘THE TRUTH IS, MOST OF US DISCOVER WHERE WE ARE HEADED WHEN WE ARRIVE.’ GRAMMAR GIRLS PLAN THOUGHTFULLY FOR THEIR FUTURES AND AIM HIGH, BUT IN REALITY THEIR FUTURE PATHS ARE LARGELY UNCERTAIN. KNOWING THIS, WE EDUCATE THEM TO DEVELOP DISCIPLINED HABITS IN THEIR LEARNING, TO ACHIEVE THEIR PERSONAL BEST IN ALL THAT THEY DO AND TO LEARN HOW TO THINK FOR THEMSELVES. At Girls Grammar, we provide opportunities for girls to develop a depth in their scholarship and excellence in their pursuits that are balanced with a broad outlook and open-minded approach to life and learning. Through myriad diverse opportunities and experiences, we aim to inspire girls to dare to dream, without fear of failure, and to be brave and adventurous in exploring the unknown or unfamiliar. Just one compelling example of how our girls are encouraged to push boundaries and expand their thinking includes our Senior Drama Production of the original work, Spontaneous Human Combustion . Commissioned by the School, and written and directed by award-winning playwright, Daniel Evans, the play gives voice to a teenager’s struggle to deal with loss and change with authenticity and wicked wit, valuing young people’s experiences without compromising on theatrical sophistication. Employing rhythmic language and the conventions of Magical Realism, the production was unapologetic in its frenetic pace, fiery delivery and dynamic staging — and, if you were fortunate enough to see the girls’ stunning performances, you would certainly agree. Another fine example of this approach to thinking outwardly centres on the School’s belief in the importance of judicious and ethical action, demonstrated in a willingness to speak up in line with one’s convictions. Acknowledging the School’s strong international outlook and under the leadership of Service Captains, Alice Dunn (12E) and Ayesha Kumar (12G), our students carefully considered their choice of School Charity for 2017. This year, the girls reflected on the current ‘unprecedented displacement crisis’, stemming from millions of people fleeing conflict, persecution, violence and war in countries around the globe; and, based on this, elected to assist people seeking asylum in Brisbane. Through fundraising and community service activities this year, Grammar girls are supporting the work of the Romero Centre, a local charity that helps newly arrived asylum seekers to access support through individualised case management services.

WINTER ISSUE / 2017

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THE SISTERHOOD... OUT OF THE BLUE

AUTHORS Head Girls (pictured above) Lucinda Duke (12H) and Elizabeth Prins (12B) Brisbane Girls Grammar School 2017

be shattered. This year, more so than any other, we wanted to imbue our School with a strong sense of appreciation, a certain self-awareness and an acknowledgement of the privileges we receive by virtue of our exceptional education. It is easy to forget that this opportunity is not universal, and to become complacent in that forgetfulness. It was with this pursuit of active engagement in mind that our School charity, the Romero Centre, was selected. We wanted the expression of gratitude to extend beyond our own campus to lend financial support to an organisation that cares for refugees in Brisbane. We wanted all of us to be aware of our responsibilities as liberally educated Grammar girls, and as global citizens. At Brisbane Girls Grammar School we are so fortunate to learn in a positive, welcoming environment every day. The essential element of this warm environment is the student body, the sisterhood, the team. We would be nothing without this and, in the words of Mattie J.T. Stepanek, ‘Unity is strength... when there is teamwork and collaboration, wonderful things can be achieved.’ This idea of teamwork was one that really resonated with the Student Council. Many girls are involved in sporting teams, debating teams, a production cast or an ensemble, but the real team is us, the sisterhood … ‘the Blue’. We may not all be on the field or stage, but we are in the stands, in the audience, in the crowd supporting and celebrating the talent and the spirit demonstrated by all Grammar girls. Throughout this term, we have been thrilled to recognise such a positive response to our goals. Our principles and priorities have begun to shape the year and already our teamwork was demonstrated at QGSSSA swimming where we were proud to have the largest number of Year 12 supporters on record. This enthusiasm was also reflected in Galentine’s Day and Blue Days. Girls have embraced mindfulness and gratitude with open arms, with many utilising their diary’s weekly ‘What am I grateful for?’ section. With Autumn concerts and fixtures, and the Senior Drama Production now complete, our celebration of diversity will continue to escalate. With such an enriching and fulfilling beginning to 2017, we cannot wait to see what emerges Out of the Blue .

‘OUR ABILITY TO REACH UNITY IN DIVERSITY WILL BE THE BEAUTY AND THE TEST OF OUR CIVILISATION.’ MAHATMA GHANDI

As a Student Council, our visions for the year were clear from our very first meeting where three main goals of celebrating diversity, embracing gratitude and promoting teamwork were developed. These three simple goals for 2017 were encapsulated in our motto: Out of the Blue . We hoped that these four short words would not only inspire a sense of curiosity and excited anticipation within the School, but also that this year we would celebrate our diversity within the Blue, be grateful as individuals who emerge from the Blue and promote teamwork as a school community — as Grammar sisters — as the Blue. Diversity is one of the richest resources at our disposal. Without it, we limit our perspectives, ideas and opportunities. At Brisbane Girls Grammar School, we are incredibly fortunate to be surrounded by almost 1400 girls who come from different backgrounds, boast different talents and bring different visions to our community. In our modern, global world, our Out of the Blue aspiration felt particularly appropriate this year — perhaps more so than any other — and so it was the potent resonance of this idea within the Student Council and within the School, that has made it so powerful. This year, we want to acknowledge our diverse environment, we want to express To be a Grammar girl, is to be given opportunity. This includes the opportunities we receive on a regular basis, such as the phenomenal teachers and resources to which we have access, but also the incredible opportunity for choice. The sky is the limit although, with an impending astronomical observatory, perhaps even this barrier shall our gratitude for it and we want to capitalise on it to fill 2017 with both tradition and change.

GRAMMAR GAZETTE

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BEYOND CLASSROOM MATHEMATICS

Yu-Zhen (Eva) Seet (9B) and Camilla Bastow (9H) at Mathapatta

AUTHOR Dr Peter Jenkins Director of Mathematics

One of the most valuable aspects of Mathapatta is that students are developing their mathematical thinking in an environment that fosters risk-taking, creative approaches to solving problems and team-work. This falls very much in line with the life-wide learning goal in our School’s Strategic Design 2016-2019. Indeed, feedback from girls who have attended the camp is often focused on how much they enjoyed working with their friends towards a common goal, without the pressure of an exam to worry about. Since the introduction of Mathapatta, the Mathematics Faculty has also introduced a variety of ‘out-of-classroom’ experiences, collectively known as ‘Sigma Maths’, designed to enrich the learning of interested mathematics students of all Year levels. The Sigma Maths programme includes more than twenty different individual and team- based competitions run at various universities and schools in Brisbane each year, as well as after-school workshops and ‘problems of the week’ in which students electronically submit a solution to a challenging problem before the end of each week. Naturally, none of these learning experiences are possible without a team of teachers who genuinely love mathematics and understand how such experiences can help ignite a similar passion in our students.

ONE OF THE MOST IMPORTANT ATTRIBUTES OF A MATHEMATICS TEACHER IS THE ABILITY TO INSPIRE A PASSION FOR MATHEMATICS IN THEIR STUDENTS. ONCE THIS HAPPENS, A STUDENT’S CURIOSITY DRIVES THEIR LEARNING, AND THEY CRAVE THE CONSTANT REWARD OF NEW IDEAS MAKING SENSE, EVEN WHEN THE PATH TO THIS UNDERSTANDING IS EXTREMELY CHALLENGING. In the classroom, we all do our best to inspire our students; however, there are many fascinating and worthwhile mathematical ideas outside the curriculum that we unfortunately do not have time to explore in our lessons, and yet help to spark students’ curiosity. The annual ‘Mathapatta’ camp, held early in Term II at Marrapatta, provides an ideal environment for interested students to learn about such ideas. Mathapatta is a two-day camp for girls in Years 9 and 10 who have a particular interest in mathematics. It was an initiative developed in 2010 by Mathematics teacher, Mrs Jenny Winter, and former Mathematics teacher, Mr Rick Bowman, and has been refined over the subsequent years under the leadership of Mrs Judy Muller and Mrs Lee Mazzaglia (both current Mathematics teachers) with the help and support of the entire Mathematics Faculty and Marrapatta staff. The camp consists of a number of a sessions on a variety of interesting mathematical topics; some of these sessions extend ideas encountered in the classroom, including linear and non-linear functions, geometry and trigonometric modelling. Others are introductions into fascinating areas of mathematics outside the curriculum such as Cryptography, Game Theory, Propositional Logic and Linear Programming. Several sessions each year are based outdoors, and all are designed to be challenging, useful and fun.

Portia Ward (10W), Nigella McAuliffe (10L), Matina Samios (9W), Nadia Robertson (9L)

WINTER ISSUE / 2017

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SENIOR DRAMA PRODUCTION: SPONTANEOUS HUMAN COMBUSTION

Joan of Arc (Rosie Dann, 12B) instils Astrid (Harper McIlroy, 11W) with the courage to enact her mission

Spontaneous Human Combustion is a story that is moving and personal, and theatrically very innovative. The narrative cleverly interweaves the young protagonist, Astrid’s, difficult journey with her visioning Joan of Arc; paralleling Joan’s determination, the obstacles she faced and her sense of mission. The play delves into the realities and challenges of a teenager who is dealing with loss and coping with grief with great sensitivity and depth, thus validating and valuing a young person’s experience. The energy and dynamism apparent in the language is visceral. Daniel’s wicked wit tempers the piece with great comic relief offered when needed. Above all though, it is the characters that the cast found most endearing. It was a privilege to not only have had Daniel write a new work for us, but to have him direct the play too. Rehearsals were a joy to watch and to experience. Daniel’s generosity of spirit, his hilarity and his sharp creativity ensured the process was fun and light-hearted, as well as being a valuable learning experience. Insight into his diligent

AUTHOR Mrs Katrina Riveros Head of Curricular Drama

THIS YEAR’S SENIOR DRAMA PRODUCTION WAS AN OUTSTANDING PERFORMANCE THAT STUNNED AUDIENCES AND RECEIVED ACCOLADES FOR ITS PROFESSIONAL CALIBRE AND INCOMPARABLE QUALITY. IT WAS AN EXCEPTIONAL AND UNIQUE EXAMPLE OF A SCHOOL/ INDUSTRY ARTS COLLABORATION AND A JOYOUS AND VERY REWARDING EXPERIENCE FOR ALL INVOLVED. Spontaneous Human Combustion was a significant project undertaken by the School that commissioned award-winning playwright, Daniel Evans, to write a new and challenging play for young actors that employs the conventions of the theatrical style Magical Realism. Daniel directed an ensemble of twenty Senior Drama students, staging a stunning and truly memorable season of sold-out shows. A second phase of the project will see the publication of the text as well the creation of a complementary digital educational resource in alignment with new curriculum frameworks outlined in the incoming syllabus due for implementation in 2019. Placing stylistic constraints on the development of a play may hinder the creative writing of such a work, but Daniel tackled this challenge head on. It was in fact at one of our first discussions that Daniel pitched that Joan of Arc, a fascinating historical figure, could be a key character, out of her own time place, who intervenes in a present day world. And so the story began…

The stunning climax as Astrid sets the school oval ablaze in memory of her sister, Lucy

GRAMMAR GAZETTE

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Frog dissection in Biology class (in stylised unison choreography as the frog sang Edith Piaf)

Hadley Berger’s (Cara Avenia, 12W) friendship with Astrid starts on a train ride home

A student’s (Zoe Skoien, 12L) History oral presentation explores the scepticism around Joan of Arc’s death

with vigour, stamina and curiosity. The proof was in their masterful performances. Spontaneous Human Combustion is a powerful and moving story. As Astrid battles with her anger at losing her sister, she heeds Joan’s call to battle. Audiences laughed and cried … and gasped when the stage set ablaze in the climactic moment of defiance. Journeying with the characters as they revealed their foibles and faced their fears reminded us that we are all only human. That we share a common experience of finding our way through life. And that we need to remain connected. This play leaves us with a message of hope: that if we are driven by spirit and justice and courage … we may find our purpose; a cause truly worth fighting for. And just as Astrid left her mark on her school in the world of play, indeed this play has left its mark on our School. ‘You will remember the name’ — Spontaneous Human Combustion

preparation, innovative directorial vision and creative agility was an excellent example of best practice in direction. For students to see an industry professional employ creative problem-solving skills and stagecraft first hand has enriched their understanding of theatre-making. The young actors should feel immensely proud, too, as we are of them. The intense physicality of the play was incredibly demanding. Dance choreography, fight scenes, frenetic and risky action sequences that all took place on/between/under rows of narrow desks were only some of the challenges that confronted the actors. Daniel drilled these sequences in rehearsal with military precision, resulting in an impressively tight and dangerously exciting performance. Within the ensemble, each actor needed to individualise her character, direct focus of on- stage action, respond with emotional nuance and subtlety, be incredibly kinesthetically aware and shift mood and tension with adept sensitivity. The actors rose to this challenge with aplomb, as they approached each rehearsal

WINTER ISSUE / 2017

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OPEN DOORS: A NEW MODEL OF PROFESSIONAL LEARNING

feedback from the 2016 Professional Review Conversations attests to the personal and professional growth experienced. One staff member who found the initial thought of being observed ’intimidating‘ came to appreciate how ‘inspiring‘ the experience had been. She had been willing to experiment and incorporate new ideas into her classroom practice. Another teacher defined his cross-faculty observational experiences as ’energising‘ and a ’catalyst‘ for reconsidering examples for helping his students grapple with complex theoretical concepts. Research has found this collegial, growth-model to be the most effective for teacher professional learning and for elevating student achievement. Canadian researchers, Mitchell and Sackney (2016), observed that the intensity of professional conversations in fifteen high-capacity schools concerned teaching, learning and the impact of particular strategies on students’ understanding. Certainly, an integral component of our Open Doors has been engendering robust conversations to prompt self-reflection and adjustments to practice within a culture of trust. At our Staff Professional Learning Day earlier this year, several cross-faculty presentations recounted Open Doors experiences. Ms Anna Flourentzou (Humanities) and Mr Andrew Lanning (Mathematics), for example, spoke enthusiastically about the formative assessment strategies they had selected to stimulate ’thinking about thinking‘ and understanding learning intentions in a Year 11 Maths C and a Year 10 History Class. The benefits of implementing student peer feedback and questioning for students and teachers were explored by Mrs Romy Fritz (Humanities) and Miss Kayley McCorley (Health and Physical Education). Through adopting the Open Doors model, the professional learning landscape and performance review process at the School have been reframed. 2017 begins the next three-year cycle of Open Doors and it is expected that further personal-professional, departmental and faculty growth will ensue, thereby continuing to enrich our girls’ broad, liberal education. REFERENCES Euler, J. (2016). Professional Review 2016 [Internal email communication]. Brisbane Girls Grammar School. Mitchell, C. & Sackney, L. (2016). School improvement in high-capacity schools: Educational leadership and living-systems ontology. Educational Management Administration & Leadership, 44 (5), 853–868. Netolicky, D. M. (2016). Rethinking professional learning for teachers and school leaders. Journal of Professional Capital and Community, I (4), 270–285.

AUTHOR Dr Kay Kimber Director of Centre for Professional Practice

SINCE BRISBANE GIRLS GRAMMAR SCHOOL’S FOUNDATION IN 1875, OUR DEDICATED TEACHERS HAVE BEEN MENTORS AND ROLE MODELS OF SCHOLARSHIP FOR LEGIONS OF GRAMMAR GIRLS. INDIVIDUALLY AND COLLECTIVELY, THEIR PROFESSIONAL EXPERTISE HAS CREATED STIMULATING LEARNING ENVIRONMENTS FOR THEIR STUDENTS ON A DAILY BASIS, YET OFTEN REMAINING UNKNOWN TO OTHER TEACHERS. COULD OPENING CLASSROOMS TO TEACHING COLLEAGUES WITHIN AND ACROSS FACULTIES CREATE A NEW PROFESSIONAL LEARNING SPACE FOR TEACHERS AND ENRICH STUDENT SCHOLARSHIP? Such was the impetus for framing the School’s new Open Doors model for teachers’ professional learning. Its rigorous, authentic process ‘was designed to be a genuinely reflective approach to professional practice and … a pathway for rich collegial interaction and creative dialogue’ (Euler, 2016). In the Open Doors model, teachers negotiate an observational focus with a colleague from their own or another faculty for classroom visits and subsequent professional conversations. Drawing on readings from designated school-wide texts like Embedded Formative Assessment (Wiliam, 2011) and The Expert Learner (Stobart, 2014), teachers probe the effectiveness of particular teaching strategies to stimulate student engagement and deep learning. knowledge. Rather, effective honing of expertise arrives after frequent opportunities for ’deliberate practice’ (Stobart, 2014; Wiliam, 2016) are coupled with informed peer feedback. Hence, ‘new’ professional knowledge transforms theory or intuition into enacted practice, so becoming part of the teacher’s self. Australian researchers have also found that: the best professional learning is more than collaborative, targeted, and ongoing … it deeply involves the teacher or school leader’s notion of self. Learning that taps into educators’ identities seems to have the most impact on belief, thought, behaviour, and practice (Netolicky, 2016, p. 280). This transformational outcome of professional learning is at the heart of our Open Doors model. It now underpins a three-year cycle that culminates in a Professional Review Conversation with the Principal or her delegate. Staff Educational research has revealed that acquiring professional expertise requires more than adding

Stobart, G. (2014). The Expert Learner: Challenging the myth of ability. New York, NY: Open University Press.

Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.

Wiliam, D. (2016). Leadership for Teacher Learning: Creating a culture where all teachers improve so that all students succeed. Great Britain: Learning Sciences International.

GRAMMAR GAZETTE

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ANNUAL CATHEDRAL CONCERT

Fiona Qiu (12R), Isabella Fenwick (11R), Catherine Nicholls (12L)

AUTHOR Mr Owen Clarke Director of Instrumental Music

OUR ANNUAL CATHEDRAL CONCERT, AGAIN HELD IN THE SUBLIME ACOUSTIC SURROUNDS OF THE CATHEDRAL OF ST STEPHEN, WAS ONE OF MANY EVENTS HELD THROUGHOUT THE FIRST HALF OF 2017, SHOWCASING THE TALENT AND DETERMINATION OF OUR GRAMMAR GIRLS. A range of musical styles was masterfully performed by our senior ensembles each expressing the quality and depth of the Instrumental Music programme at Girls Grammar. The choirs presented the beauty of our girls’ voices on their own as well as blended with boys from our brother school, Brisbane Grammar School. Our Winds, Brass and Percussion students performed an eclectic and uplifting programme that included some lesser seen instruments such as harp and piano accordion. Our Strings also performed as beautifully as ever.

Laura Kimble (12E)

Kimberley Lin (12E), Julia Shield (12R)

For many in the audience, ‘It Takes One to Tango’ for Solo Cello and Chamber Orchestra, performed by Young Min Kim (12G), was a standout performance during the evening, as was the atmospheric candle-lit piece ‘Fiat Lux’ performed by the Chamber Singers. With the life-wide learning goals of inspiring girls to dream, and fostering a love of music and musical performance at the heart of what the Instrumental Music programme offers, it was a great privilege to work with our girls and staff to help bring this occasion — the School’s first large- scale musical event for 2017 — to life. The calibre of musical performance and technical precision on display throughout the evening was exemplary and an enormous credit to the School, students, parents and staff. Brisbane Girls Grammar School looks forward to welcoming its community to the second event in the School’s annual concert series, Gala Concert, to be held in October later this year.

SAVE THE DATE FOR GALA CONCERT Brisbane Girls Grammar School Gala Concert 7 pm, Saturday 21 October 2017 The UQ Centre

Young Min Kim (12G)

WINTER ISSUE / 2017

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FACULTY OF WONDER AND AWE

Extract from Lady Principal (1882-1889), Miss Sophie Beanland’s 1883 Foundation Day Speech ‘THERE HAS BEEN AN EXTENSION OF INSTRUCTION IN NATURAL SCIENCE, WHICH EMBRACES SUBJECTS FULL OF FASCINATION TO YOUNG STUDENTS, AND POWERFUL AS INSTRUMENTS IN CULTIVATING THE FACULTIES OF OBSERVATION AND ACCURATE DESCRIPTION, AND IN AROUSING KEEN INTEREST AND DELIGHT IN THE WONDERS AROUND US.’

students ready to launch! As those who have gone before them, they will be part of immersive astronaut and pilot training activities that will culminate in either a challenging extended-duration simulated space mission or — with their newly acquired aeronautics and survival skills — the planning and execution of a simulated rescue mission. Beyond the scientific learnings and insights Space Camp brings, enduring and valuable life-wide lessons abound for our young adventurers. Our girls face myriad cognitive, social and emotional challenges as they mix long-haul travel with intense learning experiences among students from all over the world: new science concepts; foreign historical, political and geographical contexts; unfamiliar cultural idioms; and being away from the comforts and security of home. Being Grammar girls, they are well- placed to absorb and process these challenges and can be rewarded with a new or modified outlook on life. Often a parent has commented that they struggle to reconcile the self-reliant, considerate young woman who returned from Space Camp with the dependent child they farewelled a mere two weeks or so earlier.

AUTHOR Dr Sally Stephens Director of Science

Much is written in current media about the ‘need to encourage women and girls into science’ and the waning interest in science more generally in Australia. This is not the case at Brisbane Girls Grammar School. As it has throughout our 142-year history, Science thrives at this School and the tradition of ‘inspiring wonder and awe’ continues. Last year (2016), more than 90 per cent of our Year 12 cohort studied one or more Science subject and of that group, more than forty per cent are now undertaking a science-based university degree. Our students are already highly motivated. We attribute the popularity of our elective science courses to two things: well-credentialed, specialist, skilled teachers who present stimulating, well-resourced, differentiated curriculum to all Year levels; and an evolving array of enriching experiential learning opportunities in settings outside the classroom and even across the world … including the captivatingly named Space Camp. SPACE CAMP Since 1992 our participation in Space Camp has seen more than 350 Grammar girls attend an intensive hands- on learning programme in the USA during the June/ July holidays. On what will be our fourteenth ‘mission’ to Space Camp, this year we have thirty-two excited

Grammar girls teamed with other students at Space Camp

GRAMMAR GAZETTE

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TRANSLATIONAL RESEARCH INSTITUTE A new initiative for 2017 is seeing four of our Year 11 students — Sarah Wilkey (11L), Jessica Weavis (11H), Caitlin McGrath (11R) and Sylvia King (11L) — being supervised by and working alongside biomedical professionals on two research projects at the Translational Research Institute (TRI). The TRI is a Brisbane-based, world-class medical research centre that combines clinical and translational research to advance laboratory discovery to application in the community. The two real-life research projects — bone marrow macrophage responses to immune challenges; and, identifying the mechanism of a new drug combination to treat lung cancer — are bringing with them a wealth of learning opportunities for our students. It is a robust environment for expanding their skills and knowledge. It is wonderful for them to be supported by professionals in the development of real research to enrich their own theoretical and experimental research and science communication skills, while producing work that may contribute to medical advances or scientific discoveries. INTERNATIONAL YOUNG PHYSICISTS TOURNAMENT (IYPT) Established in 1988 in what was the USSR, the IYPT is now one of the world’s largest and most well-known science competitions, bringing together student teams from all over the world once each year to present solutions to assigned complex physics problems. The IYPT promotes real research into authentic problems. Brisbane Girls Grammar School Head of Physics, Mr Alan Allinson, ‘discovered’ the tournament in 1997 and since that time, has led the Australian arm of the competition. After first entering a team in 1998, he has provided once- in-a-lifetime opportunities for many Grammar girls to be part of the five-student Australian team each year. Several months prior to the competition, IYPT organisers release seventeen complex problems that must be theoretically and experimentally researched to arrive at a presentable ‘solution’ at the competition. The research is open-ended and encourages students to utilise higher order thinking to understand challenging concepts so as to develop solutions. The validity of the students’ research must be justified and defended against the criticism of their peers in a manner reminiscent of the processes practising professional scientists use to publish their work. All of the School’s senior Physics students complete two IYPT problems during their senior course to enable participation by all in a genuine research community. One of the most remarkable learning outcomes of the School’s involvement in IYPT is the repression of the ‘illusion of certainty’ among our girls during laboratory investigations. Instead, scepticism and uncertainty are accepted as being right and healthy. Students are now better able to reflect on the selection, utilisation and outcomes of their strategies, and to continue working until they achieve a level of confidence in their results.

IYPT 2017 will be held in Singapore from 5-12 July and will be hosted by the National University of Singapore. The Australian team has been announced, and includes a Grammar girl, Xuan-Nghi Pham (12O) [pictured].

Xuan-Nghi Pham (12O) readying for IYPT 2017 to be held in Singapore in July

THE REMOTELY OPERATED, ROBOTIC TELESCOPE AND OBSERVATORY

While the resources and initiatives activities mentioned above are for a select few, once operational later this year, our Marrapatta-based remotely operated, robotic telescope and observatory will potentially open the intrigue of astronomy to all Grammar girls. Astronomy is probably the most ancient of sciences; however, long gone are the days when observations were reliant on the five human senses or having to peer down the eyepiece of a telescope. As will be the case for our observatory, astronomers now use sophisticated digital cameras attached to telescopes to capture images that are sent to computers for analysis. It is then up to the researcher to make sense of the captured data. Although our students will use the telescopes to observe celestial objects that are visible with the naked eye, most of their projects will involve deep space objects, perhaps focusing on a part of the night sky that ‘appears’ empty, but is in fact, teeming with astronomic activity. With tasks such as: determine the orbital period of short period double stars and determine the combined mass of the stars; and, use spectra to measure the rotation rate of fast-rotating stars, our young astronomers can expect to be both challenged and richly rewarded. For many, the study of astronomy evokes strong and varied emotional responses … wondering if there are other forms of life ‘out there’ and feelings of insignificance or — in contrast — warmth toward other people around the world and connectedness with ancestors. All very much in line with our 142-year history of inspiring wonder and awe within the questioning minds of Grammar girls.

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STUDENT CARE: A COLLECTIVE TASK

the support of extended families and wider communities. The development of familial, interpersonal and institutional relationships at this critical stage in life may have lasting influences throughout life. Adolescents need to hear different voices and encounter a range of interpretations of our diverse world if they are to learn to make sense of it and find their unique place within it. ‘When schools — and the numerous potential mentors they contain — are brought into the equation, the spectrum of understanding, support and available guidance is widened further’ (Wright, 2013). At Brisbane Girls Grammar School, the role of engaging with parents is seen as critical to the development of each girl. The School offers many formal opportunities throughout each year for parents to engage with the staff. Examples of these are the Parent Information Evenings, Parent Seminars and Parent-Teacher Interviews. Through these forums, staff share their expert knowledge of educating teenage girls, and this can be a powerful opportunity for parents who are seeking support about their teenager’s development and behaviour as well as their own experience of parenting teenagers. Informal moments also present themselves — a casual chat on the sports sideline, a phone call, a quick check in at the Student Reception Office or a brief word in the Student Drop Down area in the morning before school. In all of these ways, a firm and positive relationship can be built with families, a sense of community becomes strengthened and staff can come to know the students in a more complete way. Schools exist to educate young people, but this education must not be seen as separate from, or at odds with what happens beyond the school gates. At Brisbane Girls Grammar School, staff invest in helping everyone associated with each student — her parents, her friends, her other teachers and most importantly, herself. It is a collective task performed over the years to strengthen her strengths, to build her in areas where she is less strong, to foster resilience and optimism for the future and to grow her heart, her mind and her soul.

AUTHOR Mrs Anne Ingram Deputy Principal (Students)

ADOLESCENCE IS OFTEN DESCRIBED AS THE MOST SIGNIFICANT PERIOD OF HUMAN DEVELOPMENT. IT IS A PERIOD OF INTENSE PHYSICAL AND MENTAL DEVELOPMENT, AND IS ALSO A TIME OF CHANGE WHERE GIRLS ENTER A NEW FIELD OF SOCIAL RESPONSIBILITIES. Adolescence is fundamentally characterised by the increasing importance of social contexts beyond the home, as young people gradually move, step by step, towards independence. These changes include a shift in autonomy away from family-centred relationships. Adolescents transfer their focus to school and peer group interactions. During this time, they become more socially conscious, self-assertive and increasingly loyal towards their friendship group. At the same time, a teenager’s moral outlook also becomes progressively more abstract. Moral convictions become heightened and justice emerges as a dominant moral force. The previous focus on egocentricity now begins to shift to reveal an outward-seeking attitude towards the service of humankind. Parents can certainly attest to the fact that adolescence involves a phase of heightened emotionality that can sometimes be difficult for all parties to manage and negotiate. The transition to adolescence involves significant changes for young people as well as their parents and carers. New parenting demands requires some renegotiation of the parent-adolescent relationship and there is enormous pressure placed on parents to be ‘perfect’, to create ‘perfect’ children and to lead ‘perfect’ lives. We know this is not the reality. Our daughters are each unique and on a life journey that we cannot (and should not) craft for them. It certainly can be an uncomfortable feeling, supporting from the sidelines, as our daughters find their way, but this is made easier with

REFERENCES Wright, H. (2013). Raising Girls: why schools and parents make a perfect combination. Dr Helen Wright’s Education Blog Education Changes the World January 28 2013

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STUDENT CARE: THE BEDROCK OF ACADEMIC SUCCESS

AUTHOR Mrs Jody Forbes School Psychologist and Student Counselling Coordinator

STUDENT CARE AT BRISBANE GIRLS GRAMMAR SCHOOL IS AN INTRINSIC PART OF THE EDUCATION WE PROVIDE. WE KNOW THAT GIRLS LEARN BETTER WHEN THEY FEEL CONTENT, SAFE AND CONNECTED. OUR BELIEF IS SUPPORTED BY RESEARCH WITH STUDIES SHOWING SCHOOLS WHO PRIORITISE STUDENT WELLBEING REPORT GREATER NAPLAN SCORES (WATERS, 2016) AND UP TO AN 11 PER CENT GAIN IN ACADEMIC ACHIEVEMENT (DURLACK, SCHELLINGER, WEISSBERG, DYMNICKI & TAYLOR, 2011). THUS STUDENT CARE AT GIRLS GRAMMAR REMAINS THE BEDROCK UPON WHICH OUR ACADEMIC RIGOUR AND SUCCESS IS BUILT. Including five years of data, the recently published Youth Mental Health Report’s findings prove sobering. In addition to an increased prevalence of serious mental illness since 2012, it was found that young women were twice as likely as young males to experience a serious mental illness. Key recommendations from the Report behove schools, as the universal access point for young people, to embed wellbeing and mental health prevention and early intervention into their remit. With a strong commitment to holistic education, nourishing both character and spirit, as much as minds, has always been an essential feature of a Girls Grammar education. At the core of our Student Care structure lies our House system where each Head of House is responsible for the welfare and care of each girl within her House. Further, the School’s commitment to holistic education is evidenced by the unique provision of a dedicated support team including the School Psychologists and Registered Nurse. Complementing the House structure is our Ethics programme where girls participate in a specialised programme designed to meet the specific developmental needs of each Year level. In 2015, an extension of our student care saw the introduction of Balance@BGGS, which aims to enrich student wellbeing by offering a matrix of resources and activities traversing social, emotional, cognitive and physical health. Mindfulness — considered an essential tool for the twenty-first century — is now fully incorporated into the fabric of our School. While many schools are dabbling in mindfulness, Girls Grammar is considered a trailblazer in regards to both our adoption of the ‘gold standard’ mindfulness programme for adolescents and the establishment of a dedicated mindfulness practitioner. Our long-serving Head of Art, Mr Donald Pincott, possesses expert experience and skills in mindfulness practice and was charged with the task of embedding an evidence-based, thoughtful, mindfulness framework

REFERENCES Durlack,J. A., Schellinger, K. B., Weissberg, R. P., Dymnicki, A. B & Taylor, R. D. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405-432. observation of a student’s reduced engagement in class, adding to the pieces of the puzzle already held by the Head of House. It may be a Head of House, a teacher and a counsellor coordinating the most supportive time and place to deliver a disappointing exam result to an anxious student. Or perhaps a House Group Teacher orchestrating a seemingly random meeting between two students who independently have been reported by their parent to feel lonely. Throughout each day, hundreds of student-centered reflections and conversations are had within the white picket fence of Girls Grammar. Many of our girls have no idea of the depth of care in which they are enveloped and, perhaps, nor should they. Just as a stage crew works painstakingly behind the scenes allowing performers to shine, so too does our dedicated Student Care team continue in their judicious, meticulous and generous approach to enabling each Grammar Girl to thrive. within the School. Unlike any other educational facility in the country, Brisbane Girls Grammar School provides our students with evidenced-based mindfulness opportunities throughout the school day, delivered by a team of dedicated and highly trained teaching staff. While the Student Care structure and resources at Girls Grammar are impressive, it is what lies beneath this that proves the defining feature of Girls Grammar care. Not easily captured or measured are the thoughtful, careful and individualised conversations, deliberations and decisions occurring on a daily basis. These conversations may involve a teacher passing on an

Waters, L. (2016). Keynote address at AHISA Conference, Adelaide Convention Centre, August 25, 2016.

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GIRLS GRAMMAR PARTNERING WITH BRISBANE ROAR

Brisbane Roar Women’s Football Club Coach and players, Mel Andreatta, Angela Beard and Allira Toby; with Girls Grammar Football Captains Meg Charlton (12R) and Annabel Charlton (12R), and Girls Grammar Open Team Coach, David Joncheff

AUTHOR Ms Sally Northcroft Director of Sport

The idea that a club could access a sporting field owned by a school is not unique in itself; however, the plan to develop a partnership that provides elite athletes with excellent facilities while involving them in the development of an entire school football programme is unchartered. This partnership sends a clear message to current Girls Grammar athletes and coaches that we take them seriously and there is a plan for their development that would go much further than the delivery of the occasional football skills clinic. I am particularly excited to be a part of making this partnership come to fruition. For the girls who play football for the School, and all other girls who train at Rangakarra, it is an opportunity to have their motivation and pursuit of excellence through sport affirmed. When girls see other young women striving for and reaching their dreams, they believe that it is something that they too can achieve. The partnership is an outstanding opportunity for Grammar girls to learn from and be challenged and inspired by these elite sportswomen. Ms Andreatta said that she is delighted to have a new training base of such an excellent standard for the Roar Women’s programme and the opportunity to train at a wonderful venue with a school with so much history is an absolute privilege for the Roar women players. ‘The partnership is not only about football but also educating, mentoring and providing a pathway for Girls Grammar students,’ Ms Andreatta said. At the first whole School Assembly in Term II 2017, Girls Grammar Football Captains very proudly handed two jerseys signed by the BRWFC to Principal, Ms Jacinda Euler, in recognition of the partnership and thanks for the support given to the team by the School.

IN LATE SPRING 2016, I WAS INTRODUCED TO MS MEL ANDREATTA THROUGH GRAMMAR WOMAN (AND CURRENT WOMEN’S BIG BASH LEAGUE QUEENSLAND HEAT PLAYER), KIRBY SHORT (2003). MEL HAD JUST BEEN NAMED AS THE HEAD COACH OF THE BRISBANE ROAR WOMEN’S FOOTBALL CLUB (BRWFC) AND WAS SEARCHING FOR A PRACTICE VENUE FOR THE TEAM WHERE THEY COULD TRAIN OUTSIDE OF REGULAR WORKING HOURS. Discussions between myself and Ms Andreatta explored shared philosophies that are perpetuated across the spectrum of sport at Brisbane Girls Grammar School. That is, to value the efforts that girls make in sport — encourage and mentor them to become outstanding citizens in both sport and in the world beyond the playing field. Based on our mutual ideals, we realised that there was an opportunity to create history, perhaps not only in Brisbane and/or Queensland, but possibly internationally, by working together. A partnership ensued that grants the Roar’s National Premier League’s Queensland 2017 Women’s Squad access to our Rangakarra Recreational and Environmental Education Centre playing fields as their home training ground for this season. In return, the Roar coaching staff and squad members are delivering a programme of mentoring and skills-building activities to Girls Grammar footballers and our coaches. It was timely (and perhaps befitting of the occasion) that the partnership was announced in the week of International Women’s Day and Female Football Week.

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The first step in the partnership process has been to assign Roar players as mentors to each team.

The players are working with the current coaches to implement the fundamental skills that are essential to football across the whole programme. Girls Grammar teams will then support their respective players during the National League season. Ms Andreatta will also deliver a coaching seminar to current Girls Grammar coaches. Her initial message will be on how she approaches the preparation and development of a team and how to manage feedback to players. Much of Ms Andreatta’s experience comes out of her extensive teaching, playing and coaching experience with both high-school and National-level players. As the partnership progresses, the skills of both Roar and Brisbane Girls Grammar School players will no doubt improve. Over time, there is a bigger focus on ensuring that the pathways of opportunity are achieved and that the support given to our School players and those in the BRWFC continues to create a framework that can be viewed as a reference guide for more sports organisations. I am extremely proud to have structured a model that enables the School to develop sporting partnerships as a conduit for women’s growth, development and success.

Brisbane Girls Grammar School football team

Matched with BRWFC team member/s

Junior A

Kaitlyn Torpey

Junior B

Angela Beard and Allira Toby

Intermediate

Abbey Lloyd

Senior A

Amy Chapman and Summer O’Brien

Open

Captain, Clare Polkinghorne and Head Coach, Mel Andreatta

Grammar Woman and Girls Grammar Coach, Brianna Black (2015) observing the BRWFC team training at Rangakarra

BRWFC Head Coach, Mel Andreatta, with the Girls Grammar Open Team during a pre-game strategy session

Brisbane Girls Grammar School football players with Brisbane Roar women football players

WINTER ISSUE / 2017