Grammar Gazette- Issue 1, 2023

ISSUE 1, 2023 | VOLUME 41

GIRLS GRAMMAR ABROAD 02 INTERNATIONAL VISITORS 26

TOWARD RECONCILIATION 08

AN INTERVIEW WITH THREE YOUNG ALUMNAE 31

ON the COVER

GRAMMAR GAZETTE ISSUE 1, 2023 | VOLUME 41 Managing Editor: Ms Veena Herron, Director of Communications and Engagement Editors: Ms Jackie Hayes, Communications Manager Ms Felicity Coye, 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.

During Term 1, these Year 8 students started learning Pythagoras’ Theorem under the guidance of their Mathematics Teacher, Mrs Emily Frazer. In this photo, Ysee Nicolas (8B), Chloe Leong (8O) and Eloise Sayer (8L) work together to solve problems that involve finding unknown sides of right‑angled triangles. Making thinking visible has been a large focus in Mathematics classrooms this year.

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 FROM THE PRINCIPAL 4 FROM THE HEAD GIRLS Embody the blue, blaze it through 6 SUPPORTING OLYMPIC DREAMS BGGS students pitch business ideas 8 BGGS’ RECONCILIATION ACTION PLAN Formalising our commitment Our Sense of Place in the World

11 GIRLS GRAMMAR, THE PLACE TO BEE BGGS native bee hives 12 EIGHT DAYS A WEEK The timeless relevance of the Creative Arts 15 UNDERSTANDING OUR WORLD The importance of Outdoor Education 24 IN THEIR WORDS Ms Emily Frazer

26 OUR GLOBAL ENGAGEMENT

Girls Grammar’s Affiliate Schools program

30 50 YEARS OF BGGS WATER POLO Achieving since 1972 31 IT’S THE JOURNEY,

NOT THE DESTINATION An interview with three young BGGS alumnae

32 AWARDS AND ACHIEVEMENTS

Staff, student and alumnae successes

ABOVE ISABELLA SHAW (7E) AND ELLA ZHAO (7E) IN TECHNOLOGIES CLASS

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MS JACINDA EULER WELSH PRINCIPAL

FROM the PRINCIP A L OUR SENSE OF PLACE IN THE WORLD I n May, I visited schools and universities across Europe and the UK and enjoyed a very happy alumnae event for Grammar Women in London. The connections between BGGS and global institutions remind us anew that while the world is vast, so are the experiences of our Grammar community. The ability to travel represents one of our greatest freedoms and privileges— to explore new horizons, visit friends and family and to bask in the sense of adventure and independence travel can evoke. We know there is a direct link between adolescent travel and positive educational outcomes—being out of our comfort zone requires adaptation, quick decision- making in unfamiliar environments, and develops resilience, self-confidence, positive life values, maturity and a greater understanding of our place in the world (Saitow, 2009). Girls Grammar students are outward looking and eager to embrace international adventures such as Space Camp in the US or experiencing life as French and German students at our

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sister schools. This enthusiasm strongly suggests a deep desire to experience new cultures and different world views, develop lifelong friends and create unforgettable memories. As educators, we draw on the research and practice of our global colleagues to gain new insights. Girls Grammar has a long history of global connection. The School was established in the tradition of English Grammar Schools, and in its early days, was led by British ‘Lady Principals’ as they were then known. So the concept of global expertise has been embedded, and prioritised, since our beginnings. From staff research and study, and partnering with international experts through to student exchanges, BGGS has valued, always, the unique insights gained from global perspectives whether within our own community here at Spring Hill in Brisbane or through travel overseas.

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CAPTIONS 1 THE STREETS OF LONDON 2 MS EULER WELSH 3 MS EULER WELSH WITH PRINCIPAL OF CHELTENHAM LADIES COLLEGE, MS EVE JARDINE-YOUNG 4 ALUMNAE AT THE SCHOOL’S COCKTAIL FUNCTION IN LONDON ON 11 MAY

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CONNECTIONS—OLD, NEW, REDISCOVERED It was a pleasure to visit, and interesting to know that our School has a particular connection to, University College London (UCL). Possibly the first UK university to admit women to the same level as men, our founder Sir Charles Lilley studied at UCL before moving to Queensland where he was a fierce advocate for access to education. Inside the expansive Barbican Estate, which combines residential and educational complexes, resides City of London School for Girls. ‘City’ as it is known—describes itself in a way that the Girls Grammar community would identify with: ‘Academic yet unstuffy, modern yet acutely aware of its history, diverse yet with a strong sense of identity, the school defies easy categorisation.’ Cheltenham Ladies College is one of the UK’s top-performing girls’ schools, where BGGS Lady Principal, Mary Mackinlay (1879–1881) was educated and taught before moving to Brisbane. Themes of liberal, holistic education underpinned my conversation with Principal, Eve Jardine‑Young, and we agreed that for all the many benefits of virtual engagement, there was nothing like ‘boots on the ground’ to build relationship. In Germany and France, I thoroughly enjoyed my visit to our two Affiliate Schools in those countries—Werner Heisenberg Gymnasium in Neuwied, and Lycée Saint-Paul in Angoulême. Both are looking forward to bringing their students once again to Girls Grammar later in 2023 and in 2024.

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LESSONS FROM AFAR

And in conclusion, we are pleased to recognise 2023 marks 30 years of the Grammar Gazette. Initially a student newspaper intended to be ‘for the students, by the students’ the publication has evolved through the years. It certainly remains focused on sharing the voices and the experiences of our students. I hope you enjoy reading their many reflections throughout this, another slightly updated, edition of Grammar Gazette .

In conversations with educational leaders, teachers, archivists and other staff across three countries, we discussed the similarities between our schools on opposite sides of the world, as well as learned from each other’s experiences, both recent and historical. I hope they built a rapport, strengthened a connection. With the global community now truly reawakened, there is the opportunity to reinforce our position as a global leader in education, a collaborative institution and a school that encourages its students to connect to people and places around the world. We seek to inspire a sense of optimism and ‘can do’ that is so essential to the growth of our students into mature and aware global citizens.

REFERENCES Saitow, A. (2009). Educational Travel and Adolescent and Adolescent Development. Graduate Student Theses, Dissertations, and Professional Papers. 348. Available from: https://scholarworks.umt.edu/etd/348

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LOUISE CAMPBELL (12O) AND ANNA MCAULEY (12R) HEAD GIRLS

FROM the HE A D GIRLS

EMBODY THE BLUE, BLAZE IT THROUGH

I n 1929, Acting Headmistress of Brisbane Girls Grammar School, Miss Lockington, commented in the School Magazine that, ‘the School is building up traditions we hope are worthy of those which have been handed down to us. This, however, can only continue while that spirit of unselfishness and cooperation exists among the members of the School.’ Miss Lockington was right. Traditions are a major reason why our School feels so special to us all. So far this year, we have had the privilege of leading the School through many annual traditions, including Foundation Day. Every birthday deserves a cake and on Foundation Day, Grammar girls celebrate our School with their House. The doors of Girls Grammar first opened on 15 March 1875 with about 50 students and Mrs Janet O’Connor as the first Lady Principal. The vision of the early men and women who worked to provide the young women of Brisbane with a first-class education deserves to be acknowledged, and it’s a tradition everyone in our community can appreciate.

Earlier in the year, we asked our fellow students: ‘what tradition or symbol do you associate with our School?’ They may have thought of the School badge, the royal blue, the blue tie and white blouse, or perhaps the item clutched in students' hands as they fly down to Roma Street running for their trains—yes, the Grammar hat. We made special mention of this because 2023 marks 100 years of the hat! In 1923, the School hat was introduced as the first official uniform item at Girls Grammar. Our first hat was a white straw Panama hat with a royal blue band and a badge on the front, and it is thought that it was introduced after seeing women in uniform during the First World War. As we acknowledged this milestone, we encouraged girls to imagine what life was like for a student at Girls Grammar in 1923 when insulin had just been discovered, the USSR was created, Disney Brothers Cartoon Studio was founded, and women were legally allowed to wear trousers in the United States. For some of us, our mothers, grandmothers, and even great-grandmothers have all worn a Grammar hat. What would they think of the School today? Would they appreciate the rituals we still choose to honour, and the new traditions we will pass on?

Our peers are already embracing both facets of the 2023 School motto— Embody the blue, blaze it through. ‘Embody the blue’ encourages us all to embrace our long Girls Grammar history and support every member of the sisterhood—but not in a passive way. This year, we encourage our Grammar sisters to ‘blaze it through’—we want the Grammar spirit to spread like wildfire. In support of this motto, in Term 1, we were thrilled to introduce a new initiative, which we are confident will bloom into a new Grammar tradition: the ‘True Blue’ badge. School spirit is created when you feel you belong to a community and this comes from participation. Miss Lockington understood this when she described the spirit of ‘unselfishness and cooperation’ in the School. By supporting three co‑curricular activities each Term, girls will be awarded a True Blue badge. We know that the energy each of us brings will help fan the flames of our School spirit, and we look forward to our final year as Grammar girls.

‘THE SCHOOL IS BUILDING UP TRADITIONS WE HOPE ARE WORTHY OF THOSE WHICH HAVE BEEN HANDED DOWN TO US. THIS, HOWEVER, CAN ONLY CONTINUE WHILE THAT SPIRIT OF UNSELFISHNESS AND COOPERATION EXISTS AMONG THE MEMBERS OF THE SCHOOL’ – MISS LOCKINGTON, 1929

ABOVE (L TO R) ANNA MCAULEY AND LOUISE CAMPBELL

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FROM THE STUDENTS Chemistry

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From our investigation of the states of matter in the early stages of Year 7 Science, to the more advanced studies of electrochemistry and organic compounds, Chemistry has proven to be a captivating subject that explores the complex inner workings of the world around us down to the single atom. Through our study of this subject, we gain understanding of the underlying principles that govern chemical reactions— providing us with a deep appreciation of the intricacies of nature. For this reason, I have found Chemistry to be a highly rewarding subject that encourages both curiosity and provides answers to a wide range of open-ended questions such as ‘how does my phone battery work?’ or ‘what chemical properties make a plastic biodegradable?’ However, after many detailed research investigations and data tests, my favourite part of this subject is undoubtedly, the student experiments. So far this year, Year 12 chemists have participated in many hands-on experiments focusing on oxidation and reduction reactions. Through these practical activities, we explored processes such as the corrosion of a steel nail, which explained not only why rust forms, but what measures can be taken by engineers and architects to minimise the damaging effects of corrosion on their underground steel pipelines, bridge pillars, and ships. More than Matter WHILE EXPERIMENTS A RE A HIGHLIGHT, CHEMISTRY A LSO EXPLORES RE A L-WORLD SCEN A RIOS A ND PROBLEMS Lucy Williamson (12W)

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In another experiment, we determined the precise chemical composition of a Fefol ® iron tablet by observing the brilliant purple change to colourless when potassium permanganate is titrated into an acidic solution containing the tablet. This investigation gave us valuable insight into how the pharmaceutical industry applies the theory Year 12 chemists learn—to develop, manufacture and test the medicines we consume in our daily lives. The experiment I have found the most fascinating so far explored the chemical principles underpinning the production of electricity. By assembling a simple galvanic cell, Year 12 Chemistry students were able to clearly see how a single chemical reaction can drive the production of electrical energy, which can then be harnessed to power a small light bulb, or even entire vehicles. It is this ability to see the theoretical concepts that we discuss in the classroom play into action, that is one of the major privileges of studying Chemistry. It guides us away from memorising formulas and equations, and toward practical scenarios that aren’t as black and white as a textbook problem. These experiments instead require both a deeper understanding of the subject matter, and the ability to consider the opportunities and limitations we face when applying clear-cut concepts to more complicated real-world issues. Ultimately, we learn to apply advanced analytical techniques to interpret results.

CAPTIONS 1 LUCY WILLIAMSON (12W) 2 LUCY AND EVE THOMAS (12W) PERFORMING AN EXPERIMENT IN CLASS

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DR SAM PENG HEAD OF SUBJECT—ECONOMICS AND COORDINATOR OF THE STUDENT ENTREPRENEUR PROGRAM

STUDENT ENTREPRENEURS supporting OLYMPIC DRE A MS

T he Student Entrepreneur Weekend (SEW) has been a long-standing program between Brisbane Girls Grammar School and Brisbane Grammar School (BGS). In collaboration with Aussie Founders Network, the program creates an important opportunity for students to engage in real-world innovation and problem solving, turn ideas into action, connect, grow, and develop a broad range of 21 st ‑century skills. With the 2032 Brisbane Olympic Games on the horizon, the 2022 SEW program welcomed a special keynote speaker, Ms Natalie Cook OAM OLY , a five‑time Olympian and Gold Medallist, who presented a lesser-told story about the financial hardship that many Olympians and Paralympians experience. Ms Cook called upon the student entrepreneurs to generate ideas to enlist more financial support for Green and Gold athletes. Five teams of student entrepreneurs put forward their creative solutions, of which the following three stood out as winners. Ath-Elite —Erin Appleyard (12W), Tiffany Chen (11W), Kate Ireland (12O), Ellie Kendall (11G) and Jasper Lindgren (BGS) put forward the idea of an online platform for athletes to share content with subscribers and sponsors. Depending on the level of subscription, ranging from bronze to gold, consumers can access workouts, training schedules, generalised nutritional plans of their favourite athletes, as well as opportunities for Q&A, and personal messaging. Sponsors receive full access to streaming services. BGGS STUDENTS PITCH IDEAS FOR SUPPORTING OLYMPIC ATHLETE DREAMS

Sportify —Esther McDade (12H), Corbin Jenvey (BGS), Asha Stewart (11G) and Ryan Yuan (BGS) proposed a marketing platform for athletes to build individual brands and monetise content through selling merchandise and encouraging donations using a points‑based loyalty system. On this platform, athletes can access signing bonuses and specialised business crash courses, sell products and services they design through their own personal profiles, receive donations, and grow their following with ease. Consumers will be rewarded loyalty points and sports brand discounts for using the platform. Athlete Support Organisation (ASO) —Taylor Antel (12L), Angeline Hsu (12G), Ryan Khan (BGS), John Kim (BGS) and Xinyun (May) Wu (12H) planned a not-for-profit organisation that proposes to tap into the fast-growing sports betting market to support athletes. Through a proposed partnership with Entain and Australian Sports Foundation (ASF), ASO provides customers with a chance of winning while supporting athletes. It aims to divert sports betting revenue into supporting Green and Gold athletes, regardless of the popularity of their sports. With a great interest to adopt these ideas, the board members of the Green and Gold Athletes, including Ms Cook, Nicole Davis (The Comms Team), and Ben Parsons (Ministry of Sport), together with Cedric Dublic OLY (Decathlete) and Nicole Jordan (Aussie Founders Network) visited BGGS in Term 1 to listen to the refined pitches from these three teams. The panel was deeply impressed by the professionalism and thoughtful considerations students demonstrated and have invited Team ‘Sportify’ to present at the Women in Sport Summit in July.

‘IT WAS A MARVELLOUS OPPORTUNITY TO MEET NEW PEOPLE WHO SHARE THE SAME PASSIONS AND INTERESTS, AND DISCOVER THE BEHIND‑THE-SCENES OF STARTING A COMPANY. I FEEL EMPOWERED AFTER PARTICIPATING, AND MY LEADERSHIP AND PRESENTATION SKILLS ABSOLUTELY IMPROVED’ – A NGELINE HSU (12G) ‘OVER THE TWO DAYS, WE RECEIVED INCREDIBLE HELP AND FEEDBACK FROM THE FACILITATORS AND INDUSTRY GUESTS. THEIR MENTORING HAS HELPED US THINK LIKE AN ENTREPRENEUR AND CONSIDER OUR SOLUTIONS FROM DIFFERENT PERSPECTIVES. WE HAVE ALSO DEVELOPED A VARIETY OF NEW SKILLS WORKING AS A TEAM’ – TIFF A NY CHEN (11W) ‘PARTICIPATING IN THE STUDENT ENTREPRENEUR PROGRAM WAS AN EXCELLENT OPPORTUNITY TO EXPERIENCE HOW TO CREATE SOLUTIONS FOR REAL-LIFE PROBLEMS IN OUR SOCIETY’ – ELLIE KEND A LL (11G)

ABOVE GREEN AND GOLD ATHLETES BOARD MEMBERS NATALIE COOK OAM OLY , CEDRIC DUBLIC OLY , NICOLE DAVIS, BEN PARSONS, AND NICOLE JORDAN

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FROM THE STUDENTS Cricket

Playing cricket at BGGS has shaped my time and experience in myriad ways and will be one of the aspects of School life that I will miss the most when I graduate later this year. The game has been a part of my Grammar life even before I officially joined the School as selections for the team start late in the year prior to commencing at BGGS. This helped to ease the transition into Girls Grammar as it meant that I had friends and a team to belong to even before starting Year 7. I was first drawn to the game of cricket by the sense of camaraderie, and the long history of playing cricket in my family. I have always loved that it is a sport where it is impossible not to be a needed part of the team—be it the opening batter, the variation bowler, or the fielder out deep. In a recent game, when we were under pressure, those who had perhaps stood further back earlier in the season, stood up and performed when we needed it the most. There was no hesitation on their part, and I attribute this to the welcoming nature of cricket at BGGS. Cricket has also introduced me to my closest friends, with many of them being in different grades. This is something uncommon and special, and these friendships have lasted long past the season’s close. For five years I have been a part of the First XI team and this one, my final year, we secured the QGSSSA premiership win! As each and every one of us in the team grew as players, we also grew as friends, and ultimately as a team, which meant our success was a reflection of our progress. Despite having finished cricket at BGGS, the friendships, camaraderie and love for the sport will stay with me well into the future. From the passionate coaches to the close‑knit team, Girls Grammar cricket is a memory hard to forget! The Camaraderie of Cricket IT’S FRIENDSHIP I’LL REMEMBER FOREMOST … A ND THE 2023 QGSSS A PREMIERSHIP WIN! Erin Appleyard (12W)

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CAPTIONS 1 SIDDHI BHANDARKER (12W) CELEBRATING WITH ERIN APPLEYARD 2 ERIN APPLEYARD

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MS ABBY HILLS HISTORY TEACHER

BGGS’ Reconciliation

A CTION PL A N

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FORMALISING OUR COMMITMENT

Uralla Club members champion days of significance for Indigenous Peoples throughout the year including Close the Gap Day, National Sorry Day and NAIDOC Week. The School also hosts a Diversity Forum and supports the Queensland Children’s Hospital Indigenous Liaison Centre with a clothing drive each year. Other initiatives instigated by Uralla Club members include attending local exhibitions of First Nations artists and Bangarra Dance performances, organising film and documentary viewing sessions, participating in yarning circles, creating a ‘Sorry Book’, and murals and installations to educate the School community about contemporary issues affecting First Nations peoples. Girls Grammar has explored select works of First Nations artist, Gordon Bennett, held in the School’s art collection, and has also collaborated with Sport through a Connect to Country Fun Run. Many of these earlier programs and events were made possible thanks to a generous donation made by the BGGS Mothers Group in 2014.

An important first step on our reconciliation journey was the establishment of the Uralla Club in 2014. The name, Uralla, from the dialect of the Anaiwan people, means ‘ceremonial meeting place on a hill’. This group, inaugurated by students committed to social justice initiatives and supported by like-minded staff, sought to learn more about First Nations knowledge, arts, cultures, achievements and to promote awareness of issues affecting Aboriginal and Torres Strait Islander Peoples. The club’s original student body laid a strong foundation for sharing, learning and action, and this has been consistently, and enthusiastically, embraced ever since. Subsequent students have built on the goals and actions of their predecessors and continue to demonstrate a determination to broaden the scope of their activities and expand the depth of awareness among the wider School community.

‘RECONCILIATION DOES NOT WORK TO A STRICT TIMELINE LIKE OTHER PROJECTS. IT SUCCEEDS OR FAILS IN THE HEARTS AND MINDS OF ALL AUSTRALIANS’ – DR EVELYN SCOTT A O

T his powerful message from the great Indigenous Australian activist, educator and social justice campaigner, Dr Evelyn Scott AO , reminds us that reconciliation is not a linear course reliant on others to implement; it requires each of us to understand and appreciate its significance and act upon it. At Girls Grammar, we not only have the desire, but understand we have an obligation as well, to foster a culture and environment that values and supports diversity and draws on it as a rich and powerful resource for enhancing learning for all. We seek to encourage inclusivity through trust, respect, and understanding, and know a commitment to reconciliation is an inherent part of this responsibility.

CAPTIONS 1 THE BGGS RECONCILIATION ACTION PLAN 2 PRINCIPAL, MS EULER WELSH, WITH CULTURAL EDUCATOR, MR MARLON RILEY WHO SPOKE TO STUDENTS AT THE SCHOOL’S ASSEMBLY AND THEN HELD A SMOKING CEREMONY ON THE POOL LAWN TO MARK BGGS’ COMMITMENT TO THE ACTIONS OUTLINED IN THE RAP, WITH ALUMNAE AND PAST URALLA CLUB CAPTAINS, ELLA SINCLAIR (2022), ALLY BALL (2018) AND OLIVIA DALTON (2018)

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More recently, the Uralla Club has hosted breakfast yarning circles with Brisbane Grammar School’s ‘Close the Gap Group’, and members of the Reconciliation Working Group have participated in cultural collaboration workshops hosted by St Joseph’s College, Gregory Terrace. Staff and students have been inspired by meeting Aboriginal and Torres Strait Islander peers from these schools and learning what they are doing to create a more reconciled Australia. While these initiatives are rewarding, genuine and meaningful, it was time to work towards a more holistic, formalised school-wide approach to reconciliation, so that over time, it becomes an intrinsic and authentic part of our School culture and pedagogical practice. In late 2021 a Reconciliation Action Plan (RAP) Working Group was formed to develop the School’s action plan using the Narragunnawali: Reconciliation in Schools and Early Learning framework. Specifically designed by Reconciliation Australia for schools and early learning services, this framework aligns with the Australian Curriculum and is used in more than 4600 educational institutions across the country. This formalisation of the School’s commitment to reconciliation allows progress to be measured against specific goals tailored to our School context and community. The BGGS RAP is built upon relationships, respect and opportunity, to ensure reconciliation is embodied and pursued in the classroom and throughout the School. It provides a framework for BGGS to foster more meaningful and reciprocal relationships with First Nations peoples, promote cultural awareness, and embed the Aboriginal and Torres Strait Islander Histories and Cultures cross‑curriculum priority.

The first stage of the process, as determined by the Narragunnawali framework, required reflection —the opportunity to understand to what extent we, as a School, currently embed First Nations perspectives into our everyday practices, and what we collectively wanted to achieve with our RAP. Through this reflective process we developed our vision and commitments. This vision reflects the importance of reconciliation to our School community today: Our vision for reconciliation is to foster deep learning and understanding of the history of this continent and the current experiences of Aboriginal and Torres Strait Islander peoples. Through engaging with, respecting, and valuing the diverse experiences, languages, cultures, and perspectives of First Nations peoples, we enrich our learning community and seek to develop thoughtful, inclusive, and independent learners. — an excerpt from BGGS’ Vision for Reconciliation The RAP Working Group includes teachers, professional staff and students who bring a wealth of experience, skills and ideas to the table. The group is committed to realising a range of current and long-term Actions including engaging with Aboriginal and Torres Strait Islander peoples to bring their voices into learning activities and reconciliation projects, providing opportunities for students to extend their knowledge and understanding of Aboriginal and Torres Strait Islander cultures, and building relationships of trust and reciprocity with First Nations community members. The RAP is a whole-School initiative, with all staff, parents, students, and members of the wider community invited to attend our once-per-Term Working Group meetings, and to participate in the implementation of our goals and Actions.

Although in an early stage in our reconciliation journey with much to learn, many actions to take, and relationships to foster, the School has already achieved a number of our identified Actions, including the creation of the BGGS Acknowledgement of Country, displaying the Aboriginal and Torres Strait Islander flags at our Spring Hill campus, and supporting staff with curriculum resources and voluntary cultural competency opportunities. When asked about what reconciliation at BGGS meant to her, Uralla Club member, Nora Li (12R), explained ‘in a place of learning, it is imperative we are educated about and understand our shared history.’ The School’s location on land of exceptional historical and cultural significance offers an incredible opportunity for students to not only learn about and understand that shared history, but to grow into young women guided by strong ethical, intercultural and social awareness. ‘TO ME, RECONCILIATION IS ABOUT EDUCATION. ‘WITH EDUCATION COMES UNDERSTANDING AND WITH UNDERSTANDING COMES TRUTH‑TELLING. AND WHEN THE TRUTHS

OF THE NATION ARE REVEALED THEN THE HEALING CAN BEGIN. ‘ONCE HEALING HAS PLAYED ITS ROLE THEN WE CAN MOVE FORWARD TOGETHER AS A NATION.’ – CORNEL OZIES - DUGUN, Y A WURU, GOONIY A NDI A ND

J A BIRR J A BIRR M A N FROM THE

KIMBERLEY REGION (CINEM A TOGR A PHER/ DIRECTOR)

CAPTION 3 MEMBERS OF THE BGGS RAP WORKING GROUP, MS ABBY HILLS, URALLA CLUB CAPTAINS, KATIE REID (12E) AND LIZA SHOEBRIDGE (12B), DIRECTOR OF THE CENTRE FOR SCHOOL-WIDE PEDAGOGY, MS SUSAN GARSON AND DIRECTOR OF SERVICE, MRS LYNNE MUNGOMERY

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FROM THE STUDENTS

Into the Wild DUKE OF EDINBURGH’S INTERN A TIONAL A W A RD T A KES STUDENTS F A R A ND WIDE Molly Cooper (11W)

Lessons for Life PHYSIC A L EDUC A TION IN THE SENIOR YE A RS Lily Cavallin (12B) and Isabel Goodwin (12G)

The Duke of Edinburgh’s International Award is a highly valuable co-curricular activity that has shaped my secondary school experience

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Studying curriculum Physical Education (PE) in our senior years has been a highlight of our

for the better. I was inspired to participate in the Award because of the opportunities that would be available to me, and because the experiences of past participants sounded highly positive. The Award requires participation in an activity in each of the following four sections: Skill; Voluntary Service; Physical Recreation; and Adventurous Journeys. For the Gold Award Level, which I began earlier this year, participation in a Residential Project is also required. Completing activities in each of these sections has allowed me to build a stronger sense of self and create a strong personal community. For my service component, I elected to volunteer at my local community gardens in Graceville. Each Sunday, a small group of other Duke of Edinburgh Award participants from Brisbane Girls Grammar School and I assist other volunteers with various tasks, as well as complete our own projects. In the past, these individual projects included supporting flood recovery, painting a cubbyhouse, and running workshops for young children. At the moment, our project is creating a garden in a currently unused area of the gardens. Although it is a challenge to keep a consistent level of commitment to all of the activities that comprise the Award, I have found that completing my activities regularly is a good way for me to stay active and involved in my community, both within and outside of the School. Throughout the year, the School runs Adventurous Journeys, usually in a national park in southeast Queensland. We have previously been to K’gari (Fraser Island), D’Aguilar National Park, Conondale National Park, and most recently, Girraween National Park. My favourite journey so far was the trip to K’gari in early 2022. Although the first day was long and difficult for our group, the rest of the trip was thoroughly enjoyable as we got to see and swim in K’gari’s beautiful freshwater lakes, including the pristine Boorangoora (Lake McKenzie), and spend the nights stargazing. The trips are often very physically, and sometimes even emotionally and socially, challenging; however, they are incredibly rewarding once they’ve been completed. As a current Gold Award participant, I intend to complete my Residential Project with Infuse Travel in early 2024. The Project will take place in the Sunshine Coast Hinterland area and will have a strong focus on animal conservation and wildlife rehabilitation. The Project involves learning about animal conservation at Australia Zoo, connecting to Country, and service with the Sunshine Coast Council. Overall, I have had an incredible experience with the Duke of Edinburgh’s International Award so far, and I am greatly looking forward to the rest of my Gold Award. I would highly recommend this co-curricular opportunity to any Grammar girl who wants to broaden their horizons.

time at BGGS. The subject has provided us with friendships, amazing learning opportunities, and a diverse education, all of which we will take with us into the future. Senior PE comprises a mix of theory and practical learning. In theory, we have learned about topics including exercise physiology, motor learning, equity and access, and ethics and integrity. In the practical component, we have explored a whole range of sports like netball, sports aerobics, and swimming, to which we have linked our theoretical learnings. The experience of being able to learn beyond the walls of the classroom through the practical aspect is one of the main reasons why we love PE. The sports we do in class push us outside of our comfort zone and enable us to experience things we might have never tried otherwise, such as doing a cartwheel in aerobics or shooting a three-pointer in basketball. We have found that practical PE provides the perfect, much-needed way to get your body moving with friends, while also learning. We have created strong bonds with the rest of the class that continue outside of School. Being supported by peers who have similar interests and passions is extremely valuable. PE has now become a second family for us and the staff always make our time enjoyable. Whether we need a teacher to help with a question, academic proposal, or even just a chat, they will always make time. Through their passionate and enthusiastic approach to teaching, we always feel we are in good hands. In the classroom, the topics covered allow for full class discussions and spark reflections on personal experiences. Additionally, the interesting topics learned in PE have guided our decisions for potential future careers as we have realised our love for the subject. We are both interested in pursuing careers in health and behavioural science, and PE has opened up this opportunity and desire as we have learned about several scientific aspects of the human body. Physiotherapy, occupational therapy, and psychology are just a few of the professions we are considering. Our love for the subject grows more and more with each lesson and we are thankful PE is taught so comprehensively at BGGS.

ABOVE (L TO R) ISABEL GOODWIN (12G) AND LILY CAVALLIN (12B)

CAPTIONS 1 STUDENTS ON EXPEDITION: SARGUN VIRK (11W) AND MOLLY COOPER 2 MOLLY COOPER

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BRISBANE GIRLS GRAMMAR SCHOOL

GIRLS GR A MM A R: the place to BEE ON WEEKDAY MORNINGS, VISITORS TO THE BRISBANE GIRLS GRAMMAR SCHOOL SPRING HILL CAMPUS WILL FIND MORE THAN A THOUSAND BUSY WORKERS GOING ABOUT THEIR IMPORTANT LABOUR—AND THAT’S NOT INCLUDING STUDENTS!

F or more than five years, the Girls Grammar Spring Hill campus has been home to a hive of Tetragonula Hockingsi native bees. A collaboration between staff and students in the School’s Grammar Environmental and Conservation Organisation (GECO), the hive was placed on campus in 2018 to support an increase in local bee populations. Since its arrival, the hive has been tested in different locations and elevations, with its carers constantly seeking to optimise the bees’ comfort and productivity. It has found its ideal space on a raised platform in the garden on the Eastern side of Main Building, nestled amongst the camellias and azaleas. A SPECIES FIT FOR QUEENSLAND There are more than 600 species of stingless bees around the world, with 11 species discovered and described scientifically in Australia, and nine of these found in Queensland. Tetragonula Hockingsi native stingless bees are the most dominant species in Queensland, thriving in warmer climates. Slightly larger than most other native stingless bees, this species can be distinguished from others by their jet‑black body colour, and the fine, short hair that densely and evenly covers the side of the thorax (abdomen). Colonies can become quite large, including up to 10 000 worker bees and a single queen. Similar to European honeybees, stingless bees also make and store honey, and live in colonies with a queen, her worker daughters and some male drones. They nest in cavities such as tree hollows, underground irrigation boxes or purpose‑built hive boxes.

CITIZEN BEE SCIENTISTS

The study of stingless bees in Australia is still relatively undeveloped. In particular, researchers are unsure of how frequently stingless bee colonies reproduce, or if it typically happens at certain times of year. There are now tens of thousands of stingless bee colonies identified across the country, and researchers are seeking help to observe and record bee behaviour. Our Spring Hill hive joined The University of Queensland’s native bee citizen science project in November 2022. Not wanting to bee left behind, Marrapatta staff discovered a hive of native bees at this campus as well, and joined the citizen bee science project in April 2023. The School has committed to weekly monitoring to observe bees carrying resin, waste, or pollen, noting the location, and grouping of dead bees, and looking for signs that bees are establishing a new colony. The School’s hives are among 427 registered hives in Australia and 336 in Queensland (as at 1 March 2023). The Term 2 ‘BGGS Sustainability Challenge’ is to increase support for Containers for Change amongst staff and students, and all monies raised from this initiative will go towards the health check for our buzzy friends in October 2023. It is hoped that after the hive undergoes this check it will be able to be split, further encouraging growth of local bee populations and contributing to the health of our inner-city ecosystems.

MEMBERS OF THE SCHOOL’S GECO STUDENT GROUP WAX LYRICAL ABOUT THEIR FAVOURITE LOCAL INSECTS: ‘WE LOVE BEES BECAUSE THEY ARE SO IMPORTANT THEY ARE SO ADORABLE. THE BEEHIVE ALSO ADDS EXTRA ENJOYMENT TO OUR GECO MEETINGS AS WE LOVE TO COUNT THEM WITH FRIENDS. THE MONEY RAISED FROM OUR CONTAINERS FOR CHANGE BINS GOES TO HELPING SUPPORT THEM, ENSURING THEY CONTINUE TO ENJOY THEIR BGGS HOME.’ FOR MAINTAINING BIODIVERSITY—AND

Watch the Spring Hill bees in flight by scanning the QR code.

ABOVE THE SPRING HILL HIVE

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MR ANDREW PENNAY DIRECTOR OF CREATIVE ARTS

Eight

D A YS a WEEK:

THE TIMELESS RELEVANCE OF THE CREATIVE ARTS

‘IT’S 9 O’CLOCK ON A SATURDAY’ T here is no debate—arts are integral to society. The regular crowd shuffles into Billy Joel’s piano bar seeking both entertainment and to ‘forget about life for a while’. Tonight, the piano man serves a vital role in their lives as a silent confidant, a modern jester, a provocateur, and a human jukebox. There is debate, though, around the role that the arts might play in schools: Aesthetic engagement? Discipline? Spirituality? Maths enhancement? Old fashioned fun? Something to balance against our tautological ‘academic studies’? Beyond this, federally, there is debate about the role that the arts might play in advancing Australia (fairly). Despite recent arts policy announcements, some arts practitioners remain vigilant: no national shifts in arts and culture approaches have ever survived a change in government (Anatolitis, 2021). This all begs the question: Why study the Creative Arts as part of a broad, liberal Girls Grammar education? ‘EASY LIKE SUNDAY MORNING’ Things that seem natural are always worth unpacking. Although it would be tempting to let the Commodores’ hit Easy wash over us, a more careful listen is revealing. The band employs beguiling and exquisite artisanship to draw the listener in. Lionel Richie’s rhyme scheme is central to the experience, relying on a classic tweak: ensuring the titular ‘easy’ doesn’t rhyme with surrounding phrases. Such mechanical tricks—along with myriad aesthetic and dynamic moves performed by the band—bring us into that time and place, reminding us of the nuance and sophistication that artists employ. What expert collaboration! A break-up song? The juxtaposition is so powerful that you need to listen again to be sure.

There is magnificent pleasure to be found in performing such repertoire, but just as much sustainable pleasure to be found in tearing the work apart, reinterpreting it, using it as the foundation for a post-modern sound collage, acting as a narrative intervention, or flipping Sunday mo(u)rning on its head through cardboard sculpture. To be plain, the arts offer us serious fun, serious endeavour, and a serious interrogation of what it is to be human. ‘JUST ANOTHER MANIC MONDAY’ So, what role do the arts play in setting up our girls for a life of (hopefully not so manic) work? As students get closer to the end of their time at Girls Grammar and start to plan for their post-schooling lives, subject selection for Year 11 and Year 12 can throw curveballs. Although the mantra at Girls Grammar has always been to study what you are good at— and to study what you enjoy—a cursory glance at the graduate destinations of our 2021 cohort can help reveal the usefulness of our arts curriculum offerings at a more concrete level: • Girls who studied Visual Art went on to pursue studies in a wide range of subjects including Design, Law, Health Science, Pharmacy, Psychology, Architecture, Nursing, Film, Paramedicine, and Journalism to name but a few. • Students who studied Drama in their final years pursued all the courses listed above—from Law to Architecture— along with Physiotherapy, Agricultural Science, International Business, and Communications. • Music students went on to study Medicine, Optometry, Exercise and Nutrition, Engineering and Biomed in their post-schooling lives.

One needs to remember that all subjects—Music, Physics, Ancient History, Visual Art, French are ‘academic’ in the way they rigorously pursue dense theoretical understandings to enrich more tangible experiments, performances, and play. Therefore, we encourage students to select whichever subject areas hold their sustained interest, enabling them to maintain passion and pure joy in their day. ‘IF YOU’LL JUST COME WITH ME, YOU’LL SEE THE BEAUTY OF TUESDAY AFTERNOON’ In Tuesday Afternoon, The Moody Blues remind us of the need for beauty in our lives. Each year we have students who are so enthralled by a life of art-making that they carry on beyond school and pursue tertiary courses in the creative industries, music, theatre, film production, fashion, and related fields. Now studying music at university, graduate Charlotte Parsonage (2022) continues to fill us with hope for a future of well‑positioned, articulate, artful graduates of Girls Grammar through her Year 12 work, The Kids . Generations of our alumnae artists, performers, actors, composers, producers, museum curators, community arts workers, radio presenters, social media playlisters— and other hyphenated‑slash‑variegated artists—concur!

Listen to Andrew Pennay’s conversation

with Principal, Ms Jacinda Euler Welsh, which features Charlotte Parsonage’s piece The Kids . Visit bggs.qld.edu.au/news/illumine/ for-parents or scan the QR code.

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‘WHEN IT’S NIGHT-TIME IN ITALY, IT’S WEDNESDAY OVER HERE’ Far beyond the Everly Brothers’ observations, and beyond direct vocational considerations, an arts-rich education is a worldly education. The very essence of the Australian Curriculum is to focus on seven general capabilities that we value for all students, through all subjects. Going further afield from the obvious links with literacy, numeracy, and ICT capability, let’s now consider the ‘other four’ that form the very core of arts curricula. • Arts learners develop intercultural understanding , a genuine interest in not only the lives of others, but in others’ deepest emotions, as expressed through song, movement, and art. The arts harness lifelong dispositions such as empathy, respect, and responsibility through (literally) acting in others’ shoes and bringing their stories to life. • Arts learners develop ethical understanding by using art, theatre, and music as tools to help manage conflict and uncertainty. Through our programmed harnessing of the girls’ potential to be creative, we foster both an ethic of caring and one of pragmatic moral decision-making (Bierly et al., 2009). In particular, the Drama classroom functions as an extended, powerful moral dilemma. • Arts learners focus on personal and social capability , developing empathy for others and understanding relationships, working effectively in these teams, handling challenging situations constructively and developing leadership skills. They work as groups and full-class communities, focusing on collaboration as a core feature of learning assessment practices as students move through the School. • Arts learners spend most of their time engaged in critical and creative thinking , analysing, and interpreting the works and performances of others to find new ways forward, new angles, and rhizomatic connections with culture, science and history. ‘I WON’T WEAR MAKE-UP ON THURSDAY’ Jess Glynne articulates a common view in her 2018 hit Thursday : ‘I wanna sing, I wanna dance, I wanna feel love inside my hands again. I just want to feel beautiful’ . And so, it is a pity to have come this far without articulating the obvious: Music, Visual Art and Drama simply

albums of original works. And similarly, in Visual Art, students construct small- and large‑scale pieces and beguiling installations to complete the curriculum work. To generalise, our co-curricular arts offerings provide us with converse experiences, professional in their execution and well-refined by nature. Rather than the creation of original work, students focus on perfecting an existing body of creative work or realising a director’s vision. These kinds of activities are more constrained and achievable when groups only meet once or twice per week to polish their work. Together, our curriculum and co‑curricular facets of Arts learning help students strike a balance between the messiness of original, individual artistic pursuit, and the exactness and discipline of facilitated master-apprentice learning. As an educator, it is wonderful to see the students across all year levels flex and strain between these two ways of working, primed for a life enriched by arts learning. ‘IT’S A PRETTY GOOD CROWD FOR A SATURDAY’ And finally: Here we are, celebrating Gordon Hookey’s powerful artwork at the Institute of Modern Art in Fortitude Valley on a summery Saturday morning. The Visual Art teachers lead a large group of girls, parents, other BGGS community members and staff through the precinct, lingering for hours as Hookey himself dissects his bold works. The girls stop to unpack his technique, diving deeply into his history and the history of our nation. As teachers, we are as chuffed as Billy Joel in a piano bar. After all, it’s a pretty good crowd for a Saturday. REFERENCES • Anatolitis, E. (2021, October 28). “Sculpting” a plan: 2020 Inquiry into Australia’s creative and cultural industries. https://estheranatolitis.net/2021/10/2 8/%EF%BF%BCSCULPTING-A-PLAN 2020-PARLIAMENTARY-INQUIRY-INTO AUSTRALIAS-CREATIVE-AND-CULTURAL INDUSTRIES-AND-INSTITUTIONS/ • Bierly, P. E., Kolodinsky, R. W., & Charette, B. J. (2009). Understanding the Complex Relationship Between Creativity and Ethical Ideologies. Journal of Business Ethics, 86(1), 101–112. https://doi.org/10.1007/s10551-008 9837-6 • Plato. (1943). Plato's The Republic. New York: Books, Inc. • Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2013). Art for Art's Sake?: The Impact of Arts Education OECD Publishing.

hold intrinsic value. These subjects are, quite simply, internally rewarding for students. Young people love art, beauty, and form. They love acting with their friends, and to witness this as a Creative Arts educator can be both hilarious and heart‑wrenching. Guitar in hand, girls love jamming, and mashing songs together and laying things down with a loop pedal. To borrow loosely from Plato, ‘There is a kind of good which we would choose to possess not from desire for its aftereffects but welcome it for its own sake.’ An Organisation for Economic Co‑operation and Development (OECD) report, Art for Art’s Sake, supports this thread of thinking: The Arts are important in their own right for education. Students who gain mastery in an art form may discover their life’s work or their life’s passion. But for all children, the arts allow a different way of understanding … they free students to explore and experiment. They are also a place to introspect and find personal meaning (Winner, Goldstein & Vincent‑Lancrin, 2013). ‘GOTTA GET DOWN ON FRIDAY’ Friday night is quite often a co‑curricular concert night at BGGS. In addition to our curriculum subject offerings, the School also has myriad co-curricular groups—both auditioned and interest-based—including Grammar Dance, the Gypsy Band, the Symphony Orchestra, Big Band, Chamber Strings, Grammar Singers, Drama Studio, and the Songwriter Studio collective plus many more. These many co-curricular offerings are provided to augment or complement the curriculum offerings in the Arts, supporting students to find their home here at the School and allowing them to explore new interests. A delicate dance exists between the breadth and depth of the co-curricular program, and co-curricular pursuits provide the perfect complement to curriculum studies in Arts subjects. United we stand! A curriculum pursuit of Drama, for instance, provides us with the scope to delve deeply into the world of theatre, social commentary, script writing, directing and analysis. Work produced is more likely to be student‑devised—original works. Applying this to Curriculum Music, we see our student musicians create their own scores, arrangements, and whole

OPPOSITE CALEY MAHON (8W) WITH FELLOW STUDENTS IN MUSIC CLASS

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