Grammar Gazette - Issue 2, 2023

ISSUE 2, 2023 | VOLUME 42

BGGS TO INTRODUCE YEARS 5 AND 6 02

THE US SPACE TRIP 04

AFL GATHERS MOMENTUM 24

125 YEARS OF THE OGA 30

ON the COVER

GRAMMAR GAZETTE ISSUE 2, 2023 | VOLUME 42 Managing Editor: Ms Veena Herron, Director of Communications and Engagement Editors: Ms Jackie Hayes, Communications Manager Ms April Euler, Senior Communications Officer Ms Keziah Sydes, Senior Communications Officer For Gazette enquiries and comments: T +61 7 3332 1300 E communications@bggs.qld.edu.au To change your subscription to the Gazette from printed to electronic, please email communications@bggs.qld.edu.au.

The 2023 Junior Drama Production explored the wonders of multiple universes through an adaptation of Jules Verne’s classic 20 000 Leagues Under the Sea. Adelaide Chan (9M) (pictured) played Professor Aronnax, one of three adventurers who happen upon a never-before-seen submarine ship, the Nautilus, as they search for a sea monster wreaking havoc in the oceans. Aboard the curious watercraft, they explore uninhabited worlds and must escape before the notorious Captain Nemo does something completely insane! Staged in the Gehrmann Theatre over three nights during September, audiences experienced a luminous digital set design that guided audiences across universes to times and places one can only imagine.

Printed in Brisbane on environmentally responsible paper.

ACKNOWLEDGEMENT OF COUNTRY IN THE SPIRIT OF RECONCILIATION, BRISBANE GIRLS GRAMMAR SCHOOL ACKNOWLEDGES THE TRADITIONAL CUSTODIANS OF THE LANDS ON WHICH OUR CAMPUSES STAND, THE TURRBAL, JAGERA AND KABI KABI PEOPLES, AND ALL INDIGENOUS PEOPLE IN OUR SCHOOL COMMUNITY. WE HONOUR AND RESPECT THEIR ELDERS PAST, PRESENT AND EMERGING, AND RECOGNISE THAT THESE LANDS HAVE ALWAYS BEEN PLACES OF TEACHING AND LEARNING. WE ARE GRATEFUL FOR THOUSANDS OF GENERATIONS OF CARE FOR COUNTRY AND SEEK TO WALK IN SOLIDARITY WITH THE FIRST PEOPLES OF OUR NATION FOR RECONCILIATION, JUSTICE AND HEALING.

CONTENTS

2 A NEW ERA; A SUSTAINED LEGACY BGGS welcomes Years 5 and 6 3 THE ESSENCE OF A GIRLS GRAMMAR EDUCATION Lives enriched by learning 4 TAKING FLIGHT The US Space Trip opens the universe to students

13 UNDERSTANDING ME Building identity through Year 9 Ethics 14 FROM THE BGGS FINE ARTS COLLECTIONS The remarkable legacy of Gordon Bennett

26 2023 MERLE WEAVER Winning speakers in focus 30 LIFELONG LEARNING ON THE PATH TO WISDOM BGGS Old Girls Association celebrates 125 years 31 THE P&F ASSOCIATION: A TIMELESS PARENTAL PARTNERSHIP From the P&F President 32 LIFE IN HARMONY Grammar Women in Music 34 A TIMELESS GIFT Enriching lives of future women 35 AWARDS AND ACHIEVEMENTS

6 ELEMENTS—

15 OUTSTANDING LEADERSHIP IN EDUCATION Awards for

SKY ABOVE, EARTH BELOW, PEACE WITHIN Gala Concert audiences tune into the world around them

Ms Jacinda Euler Welsh

10 BGGS OPEN DAY A night under the stars

22 IN THEIR WORDS

How languages mould the human experience

24 MAKING OUR MARK AFL gathers momentum at BGGS 23 ILLUMINE: THE SOUNDS OF BGGS Four years of podcasts

Staff, student and alumnae successes

ABOVE THISALI KAVISHIKA WIJESUNDERA (8G) AND ISABELLA QUIRK (8L) EXAMINE AN ANCIENT GREEK HYDRIA AS PART OF THEIR HUMANITIES STUDIES

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MS JULIE MCKAY CHAIR OF THE BOARD OF TRUSTEES

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A NEW ER A ; a sustained legacy BGGS WELCOMES YEARS 5 AND 6 T he School was pleased to recently advise our community of an historic decision—the introduction of Years 5 and 6 to Brisbane Girls Grammar School in 2026. This broadening of our educational

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physical and experiential—preserves the ‘fresh start’ for all students entering Year 7 at Girls Grammar. The School was founded on a commitment to provide education of the highest standard to girls and young women, and we look forward to 2025 when we will celebrate the power of a Girls Grammar education to enrich lives through learning, just ahead of the beginnings of our Junior School in 2026.

intake of students and expanding the School’s educational offering to reflect the contemporary expectations of many of our families and prospective parents. Directly across from the Senior Campus, the purpose-designed facility will provide a unique primary school environment for Year 5 and 6 students to experience a sense of comfort in their own surroundings. The Junior School will include classrooms, specialist learning spaces for Science, Art, and Music, as well as a canteen, a dedicated junior library and playground. Comprising about 200 girls (100 in Year 5 and 100 in Year 6), the Junior School will be a close-knit, supportive environment in which girls can comfortably find their place. All Year 7 students entering the Senior School will share in the important foundational experiences that we know our families seek and cherish. This separation of the Junior School—both

offering represents a significant shift: as an established, national leader in the education of adolescent girls, a focus on the unique needs of upper primary students has been prioritised after careful consideration. In the School’s consultation with our community, we have explored how a Girls Grammar education can be adapted and reimagined for a younger cohort to deliver a uniquely rigorous, creative and inspiring primary years education. We have reviewed the nature of every element of that education from our curriculum and co-curriculum to student care, and beyond, including the shape of our relationships with families. The result of this effort is, ultimately, exciting: we are looking forward to sharing the experience of a Girls Grammar education with a younger

To learn more about the introduction of Years 5

and 6 at Brisbane Girls Grammar School, please scan the QR code or visit the School’s website: www.bggs.qld.edu.au/years5and6

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CAPTIONS 1 MS JULIE MCKAY 2 AN ARCHITECTURAL RENDERING OF THE JUNIOR SCHOOL PLAY SPACE 3 AN ARCHITECTURAL RENDERING OF THE JUNIOR SCHOOL DESIGNED BY M3 ARCHITECTURE 3 ELEANOR CHUNG (8L) AND LILY WOODWARD (8L)

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MS JACINDA EULER WELSH PRINCIPAL

The ESSENCE of a GIRLS GR A MM A R EDUC A TION LIVES ENRICHED BY LEARNING

A sk any teacher you know, and they will tell you that no two days in their professional life are the same. The ever-shifting circumstances that influence all of us play out in unpredictable ways—perhaps a forgotten lunch leaves a student feeling frustrated, a sick pet distracts another, or a complex abstract concept in art weighs heavy in the mind. Despite the most comprehensive curriculum designs, carefully considered lesson plans, or the detailed schedule of activities, ultimately the value and success of a teacher’s dedication relies on their ability to meet their students where they are, see them fully, not just as students, but as young people, and respond with enthusiasm, high expectations and kindness. This is no small feat.

In this edition of Gazette, we honour the School’s aspiration—the purpose that drives the unrelenting passion of our teachers and professional staff: to enrich the lives of our students through learning, inspiring them to go on to enrich the lives of others. This aim goes beyond the delivery of academic content and development of skills, to encouraging students to be inquisitive and adventurous, always open to learning from, and through, all of life’s experiences. Throughout the pages of this publication, we see clear evidence of the foundations of a lifelong love for learning. On page 4, see students inspired by the School’s 16th international Space Trip; on page 6, the School’s Gala Concert demonstrates the majesty and power of musical mastery; and on page

24, learn about the excitement of the School’s newest sport. Finally, towards the end of the magazine, I hope you enjoying reading the stories of many of the School’s alumnae, whose experiences at the School prompted unexpected adventures, rewarding careers, and sustaining connections. We trust that the decision to introduce Years 5 and 6 will be embraced by our community, knowing that we remain committed to the vision that has guided our school since 1875—the provision of a broad, liberal education for girls and young women.

ABOVE PRINCIPAL, MS JACINDA EULER WELSH, WITH THE STUDENT COUNCIL AT OPEN DAY

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Taking FLIGHT

THE US SPACE TRIP OPENS THE UNIVERSE TO STUDENTS

I n the early 1990s, Head Girl, Karrie Shaw (Orr, 1992), approached the School’s Director of Science, Dr Sally Stephens, to pitch the idea of an international opportunity for Science students. After being deeply inspired by a French international exchange, Karrie wondered whether Science students could similarly benefit from the immersive, challenging, affirming experience of educational travel. This idea was the seed from which Dr Stephens would grow the US Space Trip program—now one of the School’s longest-running and most favoured tours. The Space Trip has been on offer at Brisbane Girls Grammar School every second year since 1993, with the exception of 2021.

Girls also completed rocket-building exercises, and took part in Scuba diving, high-ropes courses, and team challenges. Girls formed close bonds with their teams and enduring friendships with other students from across the globe, who share a common interest in space travel. Students Naomi Dooley (12E), Sophie List (11E), and Emma Spork (12W), reflected on their experiences at Space Camp. ‘It was really lovely to meet people who were like-minded and enjoyed the same things as you,’ Naomi said. Emma said she felt personally stretched by the challenges of the week. ‘I feel so much more mature, and more self-assured after a lot of the tasks and team-building activities we did.’ Alongside interpersonal opportunities, girls gained insights into the historical impact and breadth of space exploration and travel—including aspects that are not typically covered under the Secondary Science curriculum. ‘I learned how complicated and in depth the space industry is, both publicly, through NASA, and privately, such as Virgin Galactic, Boeing, and Blue Origin … there are so many different layers, and so many people and organisations that make amazing things to happen,’ Sophie said. Naomi concurred, saying ‘we learned a lot about the history and operations of space companies—not only NASA, but the Soviet Union’s space missions during the Cold War … learning about something so different from what I’ve known before was really interesting.’

During the June/July holidays, 45 students embarked upon the tour, visiting the United States Space and Rocket Centre in Alabama, the Kennedy Space Centre in Florida, and other significant sites in California and Washington, D.C. During the trip, students explored aerospace and aeronautical technologies while also enjoying educational, cultural and historical experiences. SPACE CAMP The trip’s focal point and highlight was a one-week residential camp at the United States Space and Rocket Center in Huntsville, Alabama. Students participated in one of two programs— Advanced Space Academy or Aviation Challenge Mach III —and were introduced to important aspects of space travel, air force training, and mission coordination. In the Advanced Space Academy Program, students completed astronaut training exercises, engineering challenges and team-building activities in preparation for a simulated space mission to the moon. Aviation Challenge Mach III participants used state-of-the-art simulators to test and enhance their jet handling skills, and completed a rescue mission for ‘prisoners of war’.

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THE HISTORY OF HUMAN SPACE TRAVEL

Students attending the School’s Space Trip also visited the Kennedy Space Center in Florida, where they viewed iconic artefacts from the history of human space travel, including the Saturn V rocket and Firing Room for the Apollo 8 mission. Following the week at Space Camp, the students brought their newfound knowledge to the various displays of technology at the Kennedy Space Center. WIDENED HORIZONS While not all students who participated in Space Camp have aspirations to work in the Space industry, most agreed that they now had more ideas to factor into their decisions about study and future career paths. Emma said that the trip had prompted her to consider opportunities in the military.

‘Since I got home, I have been looking at the steps you can take to become a fighter pilot or do some training in that area. I’ve been looking at taking a military gap year—I’m not 100 per cent committed, but it’s a new option that I previously hadn’t even thought about,’ Emma said. Sophie said that her imagination was sparked by the vast possibilities available in the sphere of space astrophysics. ‘I’ve always considered a career in STEM—which is why I wanted to go on the trip in the first place—but now I’m asking myself: do I want to minor in astrophysics, and try to learn more about particular fields I’m interested in or, do I want to do a dual degree in something like Economics and Science? There are so many pathways to get into the space industry—how do I make it something that is truly going to fulfil me?’

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‘THERE ARE SO MANY DIFFERENT LAYERS [TO THE SPACE INDUSTRY], AND SO MANY PEOPLE AND ORGANISATIONS THAT MAKE AMAZING THINGS HAPPEN.’ —SOPHIE LIST (11E)

Listen to students share their Space Camp stories in the School’s Illumine podcast.

CAPTIONS 1 CHLOE BRADY (12M), GINGER MCKEDDIE (12G), CHALANI WELGAMA (12B), LYKKE LEE (11L), CAROL CHEN (11O), AND NAOMI DOOLEY (12E) AT SPACE CAMP 2 CAITLIN TRAPPETT (10O) IN A FIGHTER JET SIMULATOR 3 GIRLS GRAMMAR STUDENTS WITH US NAVY JETS AT SPACE CAMP 4 STUDENTS ON THE GOLDEN GATE BRIDGE IN SAN FRANCISCO 5 STUDENTS AT THE KENNEDY SPACE CENTER IN ORLANDO

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MS LAURINDA DAVIDSON DIRECTOR OF INSTRUMENTAL MUSIC

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ELEMENTS — Sky Above, Earth Below, Peace Within GALA CONCERT AUDIENCES TUNE INTO THE WORLD AROUND THEM E ach year, Brisbane Girls Grammar School’s Gala Concert showcases some of the School’s most 2

Indigenous Musician and 2023 Queensland Australian of the Year, William Barton, added a captivating layer to the concert with extraordinary performances on the didgeridoo. Barton is one of Australia’s leading didgeridoo players as well as a composer, instrumentalist, and vocalist. He first learned the instrument from his uncle, Arthur Peterson, an elder of the Wannyi, Lardil and Kalkandunga people. Barton’s musicianship was integral to the evening, with the sounds of the didgeridoo conjuiring up sounds of country.

The Gala Concert provides a platform for students to share their incredible talents. Irene Shim (12G) enraptured the audience with her skilful violin solo of Henryk Wieniawski’s Concerto for Violin in D Minor, Movement 3. Her soft and soulful performance transported the audience to the heavens, while Jacqui Trappett’s (12O) vocal solo was captivating as part of the Big Band’s rendition of Ain’t No Mountain High Enough.

passionate and talented musicians in a mesmerising night of musical exploration. This year’s theme, Elements— Sky Above, Earth Below, Peace Within, brought together the power of music and the awe-inspiring forces of nature— earth, wind, fire and water—for a magical evening at the Queensland Performing Arts Centre (QPAC). Parents, students, and members of the Girls Grammar community filled the Concert Hall for an evening of enchantment and inspiration. The night began with the Massed Treble Choir and Symphonic Winds combining in a moving rendition of Solid Rock, a song that powerfully speaks to Australian Indigenous sovereignty. Originally written by Shane Howard and recorded by Australian rock band Goanna, the cover amplified a message carried in the lyrics of the song, acknowledging the unceasing spirit of First Nations people in advancing the issue of Indigenous land rights.

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Finally, Holly Xu’s (10O) violin solo of Before the Sun captivated with its soulful energy, depicting the emotional and physical events which happen before the sun rises and after it sets. The Grammar Singers performed selections from Ben van Tienen’s Across the Dark, led by Ruani Dias-Jayasinha, Peter Ingram and Kathryn Sander on piano. With songs like Us and A Big White Duck, they delved into themes of relationships, emotions, and the wonders of imagination. The heartfelt melody of Turn the World touched the audience with its message of unity and hope. The musical journey continued to unfold with entrancing performances from the Massed Choir, Symphony Orchestra, Big Band, Percussion Ensemble 1, String Quartet, and Chamber Singers. Each segment took the audience on a new journey of soundscapes, each capturing a different element.

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The highlight of the night was the world-premiere of a commissioned composition by Brian Balmages: Origins, featuring William Barton. This extraordinary piece beautifully blended the Symphony Orchestra, didgeridoo, and the Massed Treble Choir, as they delved into the essence of existence, tracing the origins of our being, and celebrating the interconnectedness of the elements that shape our world. American composer, Balmages, spent a week at Girls Grammar as the 2023 Artist in Residence, where he worked with many of the ensembles, but particularly with the Symphony Orchestra, in the workshopping of the Origins piece. Balmages involved the students in the compositional process, sharing the emotional connectedness between his vision and the notes on their pages.

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The evening ended fittingly with the Elements Medley, arranged by Graham Lloyd, and led by Jonathan Zorzetto and Ruani Dias-Jayasinha with the Symphony Orchestra and Massed Treble Choir. This harmonious finale showcased the power of music, taking motifs from each and every element, from the earth beneath our feet to the wind on our cheeks. As the orchestra’s final note reverberated through the iconic Concert Hall, an atmosphere of awe and gratitude filled the air. The girls, and the Brisbane Grammar School performers who joined us, filled every inch of the grand Concert Hall, and delivered a concert that left audiences contemplative of the beautiful elements that comprise our world.

CAPTIONS 1 MS LAURINDA DAVIDSON 2 WILLIAM BARTON 3 CHAMBER SINGERS 4 HOLLY XU (10O) PERFORMING HER SOLO ON VIOLIN 5 THE MASSED CHOIR 6 VOCAL SOLOIST, JACQUI TRAPPETT (12O) 7 THE SYMPHONY ORCHESTRA

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FROM THE STUDENTS Kleio Society

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The fear and vilification of powerful women, epitomised by Medusa, entrenched a culture of male dominance, severely limiting opportunities for women in education, politics, and public life. This myth, while narratively intriguing, mirrors regressive gender norms that significantly curtailed the lives and prospects of women in ancient Greek society. Kleio actively engages students in hands-on interactions with actual artefacts. This unique and inspiring experience not only sparks curiosity but also fosters dynamic discussions among students. Handling these tangible links to the past promotes sensory engagement, cultivates questioning and problem-solving skills, and enhances historical understanding. Moreover, it humanises the stories of our past, creating empathy for people whose lives are so distantly removed from ours. Artefact sessions motivate students by introducing them to new topics and sustaining interest throughout the research and learning journey. These sessions deepen understanding, facilitating in-depth studies and acting as a bridge between subjects of interest and our studies. Our engagement with artefacts enriches the learning experiences of students, making history tangible and relevant. By actively participating in Kleio, students not only contribute to the growth of our artefact collection but also acquire skills and perspectives that extend beyond the classroom, preparing them for a more holistic and nuanced understanding of history and society.

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An insight into the ancient world KLEIO SOCIETY SHOWC A SES HISTORIC A L A RTEFACTS Georgia Buddee (12O) and Dunya Yelesich (12W)

The Kleio Society is named after the Greek muse of History (whose name is related to the Greek word for

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glory or renown). The name of our club is tied to its mission: to cultivate a passion for museology and the ancient past, providing hands-on experience in curation to all in the Girls Grammar community. Our fundraising contributes to the expansion of our School’s artefact collection. This year, our popular ‘Dare a Humanities Teacher Day’ fundraiser dared the teachers of the Humanities faculty to dress as historical figures for an entire school day, successfully raising $902.90. The funds were allocated toward acquiring a genuine historical artefact—a bronze figurine depicting Perseus carrying the severed head of Medusa, dated to the Roman period, c. 1-3rd century CE. This artefact holds particular significance as it aligns with our commitment to shedding light on the role and daily life of women in the ancient world. Rooted in the Greek myth of Perseus and Medusa, it serves as a focal point in an upcoming exhibition located outside the Humanities staffroom. The Perseus and Medusa myth unveils a disheartening portrayal of women in ancient Greece. Medusa’s transformation from beautiful woman to menacing threat reinforces prevalent negative perceptions of female power. This mindset contributed to the subjugation of women, confining them to domestic roles and eclipsing their potential contributions.

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CAPTIONS 1 GEORGIA BUDDEE (12O) AND DUNYA YELESICH (12W) 2 DUNYA AND GEORGIA 3 THE BRONZE FIGURINE OF PERSEUS CARRYING THE SEVERED HEAD OF MEDUSA, DATED TO THE ROMAN PERIOD 4 HUMANITIES TEACHERS DRESSED AS THEIR FAVOURITE PERSON FROM HISTORY

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FROM THE STUDENTS

Beyond the text UNITING IDE A S A ND MINDS THROUGH LITER A TURE Senior Literature Emma Readdy (12L)

From Dancing to Dumplings CHINESE CLUB EXPLORES L A NGU A GE A ND CULTURE Pippa Knox (7M)

‘The pen is mightier than the sword’. It’s an overused phrase. From pseudo-inspirational speeches to quotes on cheap tote bags, our

As ancient Chinese philosopher, Lao Tzu, once said, ‘the journey of a thousand miles begins with the first step’. My first step into Chinese started here, in the Brisbane Girls Grammar School

society has reused, repurposed, and recycled the phrase to the point it may be beginning to lose some of its meaning. But this doesn’t make it any less true. Literature at BGGS is more than just exploring different ways of writing. It’s more than learning how to navigate novels, prod at plays, and creatively create. Although of course these are integral components of the subject and its course, Literature provides its students insight into the true power of words, as well as the ability to use words to their fullest extent. At least, this is what I’ve found it to be. While regular English, like Literature, also takes a text-centred approach to learning, I’ve found that the two subjects couldn’t be more different. From a curriculum standpoint, Literature takes two of English’s focuses—creative writing and analysing texts—and extends upon them. From breaking down complex texts such as Joseph Conrad’s Heart of Darkness and Shakespeare’s King Lear, to constructing our own texts by taking inspiration from the likes of Little Women and various adaptations of Medea, Literature’s in-depth approach has enabled me and my classmates to not only gain a greater appreciation of influential texts within our society, but has also provided us with scope to further explore our passions and personal interests through the subject’s focus on creative freedom. Although it is not a history subject, I particularly love how Literature has taught me the importance of cultural context, and how it encourages its students to look past their own beliefs to understand others—something we don’t do enough in the 21st century. When I was younger, I never particularly liked books. Each word I read was a chore, a distraction from the sport I wanted to be playing. However, since studying English, and then eventually selecting Literature at Girls Grammar, books, narratives, and storytelling have become my biggest passions. By supplying me with the skills to analyse and interprets texts, Literature has not only transformed books into an accessible medium but has also opened cross-cultural and era-based doors, allowing me to understand audiences who lead, or have led, different lives to my own. Studying Literature has taught me how to use my own pen to make my voice coherent, and has ultimately allowed me to gain empathy towards, and feel connection to, audiences throughout various eras of history—uniting powers a weapon as violent as a sword could never dream of accomplishing.

Chinese Club, which offers students the opportunity to enhance their understanding of the Chinese language and culture. The Club has been running for more than four years now and it has been a wonderful environment to develop a greater insight into the Chinese language through cooking demonstrations, arts and crafts, traditional games, guest speakers and celebrations of Chinese festivals. We meet in the Chinese classroom every Monday lunchtime where we share our thoughts and ideas on exciting upcoming events such as Traditional Lion Dancing. There is much more to Chinese Club than just having fun: we also use the time to prepare and receive guidance for upcoming Chinese events such as speaking and writing competitions. These academic extension opportunities enable students from all Year levels and stages of Chinese language learning to showcase what they have learned in Chinese at a state level. I was lucky enough to be selected for the 2023 Chinese Language Teachers Association of Queensland (CLTAQ) State Speaking Competition and receive a merit place. I was so grateful to have achieved such a distinction in this district thanks to my Chinese mentors. This year the Chinese Club also held the Inaugural Brisbane Girls Grammar School Chinese Speaking Competition. Students from all Year levels prepared and presented speeches in Chinese to our guest judges. Year 7 student, Chloe Yang (7B) and Year 8 student, Abigail Walker (8R), both received first place overall followed closely by Year 8 students, Ella Busteed (8W) and Sofia Lauder (8W). Other highlights from previous years of the School’s Chinese Club have been a presentation delivered by alumna, Molly Pate (2016). She spoke about her studies in Beijing, inspiring Chinese Club members to pursue their studies of Chinese and giving us a connection to the journey of learning Chinese. The dumpling cooking class was also another highlight, as even something as simple as making a dumpling gives us a deeper understanding of Chinese culture. Dumplings are an integral part of Chinese cuisine with a long history. Learning to make dumplings has allowed us to engage with a traditional culinary practice that has been passed down through generations, giving us a glimpse of how food has played a significant role in Chinese culture over time. Brisbane Girls Grammar School’s Chinese Club has given all members of the Club a deeper understanding not only of the Chinese culture, but also the stories behind what makes the language so special and unique.

ABOVE PIPPA KNOX (7M)

ABOVE EMMA READDY (12L)

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‘MY DAUGHTER WAS BEYOND EXCITED AT EVERYTHING OFFERED. THE SPIRIT OF THE SCHOOL REALLY SHONE THROUGH.’

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BGGS OPEN D A Y A NIGHT UNDER THE STARS E ach year, Open Day celebrates BGGS' academic and co-curricular pursuits, long-held traditions, and unwavering spirit. On Friday 27 July 2023, the School welcomed more than 4000 guests from all corners of the community through the white picket fence, including prospective families, current parents and grandparents, siblings and children of all ages, and alumnae. The School was aglow with light and activity, as guests watched Grammar girls' sporting demonstrations, marvelled at musical and drama performances, and participated in academic games and challenges. Families purchased savoury and sweet snacks from House Stalls, and our Parent Support Groups sold their ever-popular baked goods as well as sausages and burgers.

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Incoming students starting Year 7 in 2024 participated in a special welcome and orientation activity, which encouraged them to visit their House Stall to meet other students in their House, and follow an itinerary to help them explore the School’s history, facilities, clubs and programs. Many families attended an information session with Principal, Ms Jacinda Euler Welsh and Chair, Julie McKay, listened to a 'Question and Answer' session with current Year 7 students, and joined student-led tours of the campus. Uniting the whole School community, Open Day showcases the strength and diversity of BGGS, alongside its fine traditions in academic excellence and co-curricular achievement.

‘THANK YOU SO MUCH FOR PUTTING ON SUCH A FUN AND INFORMATIVE OPEN DAY! MY 7‑YEAR‑OLD DAUGHTER WANTS TO START NEXT WEEK!’ ‘THE GIRLS WERE INCREDIBLY HELPFUL AND KIND TO MY DAUGHTER. I WAS IMPRESSED WITH HOW EAGER STUDENTS WERE TO HELP VISITORS.’

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‘THE YOUNG GIRLS WE MET ON OPEN DAY WERE MATURE AND HANDLED THEMSELVES VERY WELL. THEY WERE INCLUSIVE TO ALL VISITORS, AND THIS MADE US FEEL THAT THE CULTURE WITHIN

THE SCHOOL IS VERY STRONG.’

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CAPTIONS 1 CO-CURRICULAR DISPLAYS ON THE POOL LAWN 2 JEMIMA MORTON (11M), BELLA STONELL (11M), SOOA OH (11M) AND EMILY HOURIGAN (11M) SERVING CUPCAKES AT THE MACKAY HOUSE STALL 3 ADETI PRADISH (12R) DECORATES THE WHITE PICKET FENCE WITH RIBBONS 4 PARENT VOLUNTEERS AT THE MOTHERS GROUP BAKE STALL 5 VOLUNTEERS AT THE FATHERS GROUP BBQ 6 LUCY HODGE (7L), PHILIPPA KNOX (7M), ZARA LYONS (7O) AND ALLEGRA BOCCOLACCI (7R) SHARING THEIR EXPERIENCES IN YEAR 7 AT A SESSION FOR PROSPECTIVE FAMILIES 7 ELIZABETH ANNING (7B), ZARA SHAFFERMAN (7B), GRACE HADFIELD (7B) AND ANN LU (7B) 8 GRETEL WHYTE (7W), ANDEA QIU-TANG (7W), JOANNE CATT (7W) AND IRIS CHU (7W)

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FROM THE STUDENTS

Design and Technology Club CR A FTING L A STING PIECES Divyani Prasad (10L)

Grammar girls on the money STUDENTS SH A RE THEIR P A SSION FOR FIN A NCIAL LITER A CY Lillian Blanshard (12R) and Madeleine Shaw (12E)

Design Club is an exciting lunchtime activity coordinated by Mr Skillen, with help from Mrs Swanston and Mrs Dawson. This creative Club allows students of all Year levels to

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The Financial Literacy Club, affectionately known as ‘FinLit’, was founded earlier this year in an aim to narrow

come into the design workshop and create a unique and tailored project each term, which you get to take home. The Club offers a diverse range of projects like personalised

laser‑cut jewellery, cheeseboards and wooden camping chairs with fabric seats. For my project, I decided to make a cheeseboard comprising two beautiful pieces of wood, filled with epoxy in the centre. I began the process by selecting two pieces of wood which were then stripped of their bark and thoroughly cleaned. Once the wood was prepared,

the gap in financial literacy among students, particularly those who don’t do Economics or Accounting at school. We brought the idea for the Club to our Accounting Teacher, Miss Meek, after hearing striking statistics regarding the lack of financial knowledge amongst women, and alarming data reflecting instances of financial abuse. Therefore, it was clear that there was an immediate and crucial need for financial literacy. Our meetings, held every Friday during lunchtime, are more than just educational sessions—they’re lively gatherings where curiosity is sparked and knowledge is shared. What’s noticeable is the relaxed atmosphere that prevails during the meetings, fostering an environment where open conversations flow freely and ideas flourish. Each week, we delve into a different financial topic, from budgeting and saving, to investing and understanding taxes. What sets our Club apart is the presence of our dedicated Accounting teacher, Miss Meek, whose expertise provides us with invaluable insights. With her guidance, we navigate complex concepts with ease, breaking them down into digestible bits of information that we will be able to put into action in our own lives. The goals we’ve set for the Club reflect our commitment to equipping young women with the tools they need to navigate a financially sound future. Our primary objective is to educate our community about the basics of financial literacy—empowering them with knowledge that will serve as a foundation for a lifetime of informed decision-making. We believe in fostering curiosity; we want our members to ask questions, explore possibilities, and challenge financial norms. By understanding financial concepts, being aware of their financial rights, and possessing the confidence to make well-informed choices, we want to empower young women to be the masters of their financial narratives. In a world where financial decisions shape our lives, the significance of financial literacy cannot be overstated. FinLit stands as a beacon of knowledge, empowerment, and change—a testament to the fact that when driven by a shared purpose, even a small group of students can make a substantial impact. Through education, conversation, and empowerment, we’re paving the way for lives enriched by learning, one financial lesson at a time. We feel immense gratitude for the atmosphere fostered at Girls Grammar. It’s a place where your ideas can flourish into actions, and where you’ll find not just support, but a genuine embrace of your initiatives.

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I cut it using a bandsaw, which is a power saw with a long sharp blade that cuts through wood and metal. I then fitted the two pieces of cut wood together using a wooden biscuit, all sealed with some white epoxy. After the base of the project was finished, I engraved my own design onto the corner of the board, sanded it down and oiled it so I could serve food on it at parties. Design Club provided me an opportunity to learn about different machines and techniques, from using a wood thicknesser to level the board, to understanding the ratio for making epoxy. In addition to creating their own project, each Design Club member also gets to make unique homemade jewellery and a heart-shaped wooden jewellery box for Mother’s Day. What I have enjoyed most about Design Club is the chance to spend time with my friends, chat, and work on my project in a friendly environment. I appreciate the chance to be in the workshop and have access to all the machinery and special gadgets that are not always available for use in class. Creating my cheeseboard was an amazing experience as it allowed me to turn two ordinary logs of wood into a beautiful piece. Being able to personalise the board by choosing the wood myself and engraving my words into it added to the uniqueness of the board. It’s amazing to think that my cheeseboard is the only one of its kind and is therefore extremely special to me. I have enjoyed serving some of my favourite cheese combinations to family and friends my creation, while telling them about how it was made. I am currently studying Design as a subject and love how innovative it is. The subject encourages us to create new things that are different from anything that currently exists, and allows us to think outside the box, which is a valuable skill that I treasure as technology continues to advance and make life simpler.

CAPTIONS 1 DIVYANI PRASAD (10L) 2 A TIMBER CHEESEBOARD CREATED BY DIVYANI

ABOVE (L TO R) MADELEINE SHAW (12E) AND LILLIAN BLANSHARD (12R)

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MS MELINDA EGAN DEAN OF STUDENTS

Understanding ME BUILDING IDENTITY THROUGH YEAR 9 ETHICS

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CAPTIONS 1 SOPHIA FERREIRA DA LUZ (9H) AND ROSIE BRYANT (9O) AT MARRAPATTA 2 MS MELINDA EGAN Social_and_Emotional_Learning_A_ Brief_Overview_and_Issues_Relevant_ to_Australia_and_the_Asia-Pacific/ link/59de9826458515376b29e719/download REFERENCES • Australian Institute for Teaching and School Leadership. (2023). Wellbeing in Australian Schools. Retrieved from AITSL: https://www. aitsl.edu.au/research/spotlights/wellbeing-in australian-schools • Edwards, K., Clark, R., & McGauchie, D. (2023, May). Education Horizons. Retrieved from Learning and Wellbeing in Schools: https://educationhorizons.com/wp-content/ uploads/2023/02/education-horizons learning-wellbeing-schools-2023.pdf • Cherry, K. (2022). Identity V Role Confusion in Psychosocial Development. Retrieved from Verywell Mind: https://www.verywellmind. com/identity-versus-confusion-2795735. • Collie, R., Martin, A., & Frydenberg, E. (2017). Social and Emotional Learning: A brief overview and issues relevant to Australia and the Asia-Pacific. Retrieved from Social and Emotional Learning in Australia and the Asia-Pacific: https://www. researchgate.net/publication/312468927_ School and gain increasing independence, they will no doubt build upon the confidence and sense of self that have begun to blossom in Year 9. and concentrate on working as a group, getting to know each other, and using each other’s ideas,’ Sophia said. This year’s task is to set a theme for the 2032 Olympic Games. From merchandise to sustainability efforts, the winning idea is set to be hotly contested. SKILLS FOR LIFE Finally, students hear from external experts on essential topics such as staying safe online. Throughout the School term, students are invited to participate in wellbeing activities such as yoga, Jujitsu, or music mindfulness. As students move through the

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The bespoke course aims to develop girls’ sense of agency as they move toward their senior years. FROM ONLINE COURSES TO THE OUTDOORS In Term 1, students completed courses offered by EtonX focused on topics such as resilience, leadership, and finding personal passions. Sophia Ferreira da Luz (9H) said she realised the value of the course when she camped at the School’s Marrapatta Memorial Outdoor Education Centre. ‘Marrapatta made me reflect on why we did the EtonX course. It was very difficult—it rained every day, and we were in very close contact with our classmates for the whole week,’ said Sophia. ‘The resilience course kicked in. Everyone realised they needed to have patience with each other, even though there were complications.’ KNOWING SELF, KNOWING OTHERS Building connections with others is a major emphasis, focalised through the Curious Me project. Each House Group works on a creative task that they must present to their peers at the end of the year. The winning House wins the glory of being the top House—and of course, a pizza party reward. ‘I really love Curious Me because the whole House group cooperates with each other. You can put screens down

W ho am I?’ The period of adolescence is characterised by this complex, all-consuming question. The exploration of identity between the ages of 12 to 18 allows teenagers to form a strong sense of self that remains throughout life (Cherry, K., 2022). Of course, during secondary school, the development of self and purpose competes with other demands, such as schoolwork, social changes, and the complexities of daily life. At Brisbane Girls Grammar School, we understand that effective teaching and learning is inherently tied to strong emotional support within the classroom (Edwards et al., 2023). Furthermore, deliberate social and emotional learning programs enhance students’ social and emotional competence, while simultaneously benefitting academic performance (Collie, R., et al, 2017). Girls Grammar’s Ethics program comprises a comprehensive, evidence based curriculum including topics such as positive relationships, thinking skills, and emotional regulation, as well as leadership and citizenship. Each year level has a unique, developmentally sequenced focus. Year 9 Ethics students explore the topic of ‘Understanding Me’. Over the course of the year, students examine their thoughts and feelings and build on their personal wellbeing strategies.

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MS LORRAINE THORNQUIST MANAGER, FINE ARTS COLLECTIONS

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FROM THE BGGS Fine Arts Collections THE REMARKABLE LEGACY OF GORDON BENNETT

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A s part of the extensive Fine Arts Collections at Brisbane Girls Grammar School, we are privileged to hold a series of inkjet prints by esteemed Australian artist, Gordon Bennett. Bennett saw himself less as an Aboriginal artist than as a painter of history, intent on invoking a conversation about what constitutes identity, and in particular Australian identity, at times using satire and irony to frame this conversation.

Following his untimely death in 2014, the family trust of Gordon Bennett—John Citizen Arts Pty Ltd, ATF, the Bennett Family Trust—donated 23 of Bennett’s inkjet prints on archival paper to Brisbane Girls Grammar School. Bennett had a personal connection to the School, with his daughter Caitlin Bennett (2009) attending BGGS. The donated prints, all of which are artist proofs, are signed and dated, and were published between 2003 and 2006. This treasure of his print works, held in the Fine Arts Collections at Girls Grammar, demonstrates his exploration of a range of cultural and social issues and ideas. In recognition of Bennett’s significance in contemporary Indigenous Australian art, in 2021, the Queensland Gallery of Modern Art held an extensive retrospective exhibition of his work. Titled Unfinished Business, the work aptly pays tribute to Bennett’s ongoing experimentation with artistic styles and visual language to question inherited ways of thinking, and assist in building relations between Indigenous and non‑Indigenous identity. The Gordon Bennett Collection reflects the heart of our Fine Arts Collections: that of donations. There are no clear historical records of how the Fine Arts Collections came into being

at Brisbane Girls Grammar School. It is assumed that early Trustees and Principals brought in works of art, which came to play a significant role in our identity as a School of lifelong learning, beyond formal lessons. Over the years, many donations have been gifted from Girls Grammar parents or alumnae, but others have been unexpected, very welcome additions from artists themselves or from families in the wider community. To discuss donating a piece of art, please contact the Development team via development@bggs.qld.edu.au, or phone 07 3332 1300. CAPTIONS 1 MS LORRAINE THORNQUIST 2 GORDON BENNETT, DINGOES, 2006 3 GORDON BENNETT, MALEVICH’S HOMETOWN, 2006 4 GORDON BENNETT, TWENTY-FIRST CENTURY, 2005 5 GORDON BENNETT, BRAND NAMES, 2005

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OUTST A NDING LE A DERSHIP in EDUC A TION THE AUSTRALIAN COUNCIL FOR EDUCATIONAL LEADERS AWARDED MS JACINDA EULER WELSH TWO PRESTIGIOUS AWARDS IN 2023. I n her 11th year as Principal of Brisbane Girls Grammar School, Ms Jacinda Euler Welsh has been recognised as one of Australia’s most influential leaders in education. In August, Ms Euler was awarded the Australian Council for Educational Leaders’ (Qld) highest award, the Miller Grassie Award for Outstanding Educational Leadership 2023 and in October, the national ACEL body awarded her a National Leadership Award. This prestigious recognition acknowledges Ms Euler’s strong and consistent educational leadership, and the impact of her inspiration and influence on the broader community.

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A Night of

GR A TITUDE

THE VOLUNTEER THANK YOU RECEPTION A s the School year drew to a close, Chair, Board of Trustees, Ms Julie McKay, and Principal, Ms Jacinda Euler Welsh, hosted the annual Volunteer Thank-You Reception. This year’s event celebrated the genuine contribution of so many volunteers who enliven the School community each and every day. Some long-serving volunteers have contributed to the Old Girls Association (OGA) for decades, while other parents may have only begun their journey through volunteering as part of their daughter’s chosen sport. 2023 has seen us work through, and celebrate, a full year without the disruptions of COVID. It has meant busy calendars for BGGS families, and many hands have made lighter work. This return to the activities that bring us so much joy and reward has reinforced the essential role of our volunteers. In 2023, the School’s support groups marked some significant milestones: the inaugural Parents and Friends Association (P&F) Bursary was awarded to a student commencing Year 7 in 2024; the Water Polo Support Group celebrated 50 years; and the OGA is busily planning how they will commemorate 125 years in 2024. The evening demonstrated how the contributions of volunteers shape and enrich the lives of students, staff and families, and build the spirit of our community.

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CAPTIONS 1 DIRECTOR OF THE CENTRE FOR SCHOOLWIDE PEDAGOGY, MS SUSAN GARSON, PRINCIPAL, MS JACINDA EULER WELSH, AND DEPUTY PRINCIPAL (ACADEMIC), DR BRUCE ADDISON, AT THE ACELQ LEADERSHIP AWARDS 2 THE MILLER GRASSIE AWARD FOR OUTSTANDING EDUCATIONAL LEADERSHIP

CAPTIONS 1 CHAIR, BOARD OF TRUSTEES, MS JULIE MCKAY (2000), WITH ANGELA RAE (WILSON, 1994) 2 NATALIA VELDMAN (1987), TRUSTEE, DIANA LOHRISCH (1989), KIM SELWA (HANSEN, 1992), AND KAREN LENNON (AITKEN, 1992)

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FROM THE STUDENTS Year 12 Visual Art

HOUSE ON FIRE ELIZA HORSLEY (12G) Paper, lights, Perspex Dimensions variable

In response to the Unit Concept, Art as Alternate, I hope to share my deeply personal experiences—that of my grandparents’ home, memories of my five siblings—with audiences. I hope House on Fire’s small scale invites the audience to look closely, and the soundscape’s familiar voices evoke forgotten memories.

SACCHARINE SUPPLEMENT ESTHER MCDADE (12H) Shopping trolley, shopping products, receipts, air-dry clay, acrylic paint, lights, audio 92 x 57 x 96 cm This work explores humans’ futile obsession with consuming. The shopping trolley creates a world where the rats are held captive, like human consumers. Unsettling audio prompts viewers to question: am I no different from what I see before me?

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PURGATORY KATE REDMOND (12L) Plaster of Paris, Acrylic on Board, Oil on Perspex 60 x 40 cm I shared my personal context of struggling to enter adulthood through my artwork. I used impasto techniques, unrealistic colours, and powerful symbolism to convey these emotions. The audience is invited to reflect on the symbolism of the hands and their malicious presentation, prompting them to feel fear and limitations that the central character experiences.

OUR SHORES MARLEY SEIPEL-HONG (12L) Mixed media, found objects, collage 100 x 100 cm The triptych’s small intricate scale compels intimate viewings, where audiences are met with eerie depictions of progressive coral bleaching—each fading panel a harsh juxtaposition to the last and a reminder of the rapidly withering state of our shores. The audience is urged to examine consumerism rooted causes of deterioration.

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School LIFE

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1 Lucy Hodge (7L), Charlotte Lin (7O) and Anaya Vasani (7G) competing at the QGSSSA Rhythmic Gymnastic Championships 2 Alumnae at the 60 Years and Above Reunion 3 Sofia Lauder (8W) competing at the QGSSSA Rhythmic Gymnastics Championships 4 Lucy Chenery (11B) and Darcy Basford (11H) 5 Grace Jackson (9M) and Adelaide Chan (9M) performing in the Junior Drama Production of 20 000 Leagues Under the Sea 6 Class of 1973 alumnae at their 50-Year reunion 7 Class of 2013 alumnae at their 10-Year reunion 8 Principal, Ms Jacinda Euler Welsh, with ABC Radio Presenter, Kat Feeney, after an interview in Term 2 9 Estella Mitchell (8R) as Conseil, in the Junior Drama Production of 20 000 Leagues Under the Sea 10 Sarah Young (12H) and Olivia Mitchell (12H) choosing a pen for Year 12 exams at the Pen Market 11 Emily Chapple (7E), Isabella Shaw (7E), Eloise Knight (7E) and Ella Rockett (7E) at the Interhouse Athletics Championships 12 Sanli Ghahramanipour (9M) playing the role of Maximilien Robespierre as part of a mock Trial of King Louis, in History class 13 Class of 2003 alumnae at their 20-Year reunion

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