BRISBANE GIRLS GRAMMAR SCHOOL ANNUAL REVIEW 2019
A IN EXCEPTIONAL SCHOLARSHIP Contents
WELCOME 2
From the Chair 2
From the Principal 3
The Board of Trustees 4
THE SCHOOL 6
PERFORMANCE 12
COMMUNITY 34
STAFF 42
ADDRESSES 50
Brisbane Girls Grammar School Main Building and front gate 1980 to 1990
Annual Review 2019 1 From the Chair From the Principal
MS JULIE MCKAY MS JACINDA EULER CHAIR OF THE BOARD OF TRUSTEES PRINCIPAL
The past year, my first as Chair of the newly In 2019, Brisbane Girls Grammar School paused to reflect appointed Brisbane Girls Grammar School Board upon and reaffirm what distinguishes it as a place of of Trustees, provided the School community many learning, and as a community. occasions to be thankful.
Once again, the School’s academic results were Despite the relatively brief period that I spent as a As the four-year phase of the School’s Strategic Design activities throughout Bella Junction, more than outstanding in 2019—with 100 per cent of the Year Girls Grammar student, vast stretches of my life since 2016–2019 drew to a close, we took the time to assess 40 hectares of newly purchased land adjacent to the 12 cohort eligible for an Overall Position (OP), and secondary school have been, in one way or another, the School’s achievements against the goals and School’s Imbil campus. more than 52 per cent receiving an OP in the range influenced by the people I met, lessons I internalised, philosophies wholeheartedly committed to by our Board Outside the classroom, students have gained a breadth 1 to 5. The efforts of our younger students in Year 7 and moments that I spent here. It brought the Board of Trustees and staff. Proudly, through the consistent of skills and experience across a diverse range of co- and Year 9 in NAPLAN testing positioned BGGS as of Trustees great joy to see the second recipient of the effort and dedication of all in the School community— curricular pursuits. The School’s unique Education the top-performing secondary school in Queensland. Brisbane Girls Grammar School Bursary commence Trustees, staff, students, parents and volunteers—we Partnership with Queensland Symphony Orchestra I am very proud of the efforts of Grammar girls, and Year 7 in 2019, and we look forward to partnering with have fulfilled, and in many cases surpassed, these goals. was renewed in 2019, with some of the School’s the expert teachers who have conscientiously guided the community through the Bursary program to make This is certainly reason to celebrate before we set our most promising musicians benefitting from ongoing them to achieve such strong outcomes. a Girls Grammar education accessible to more girls who sights on the next three years and the commitments— mentorship and performance opportunities with might not otherwise have the opportunity to attend our some reasserted, others newly created—in the Strategic Throughout the year, Girls Grammar students, professional musicians. Co-curricular endeavours have wonderful school. Design 2020-2022. staff, and any visitors to the School felt the tangible led students across the world—to France to join an presence of the Science Learning Centre as it began I feel the privilege and responsibility of my role as Chair, Over the past four years, the School’s outstanding ANZAC memorial choir, Peru to support a community to take shape in our midst. Its construction, and the among Trustees, staff and families who are earnestly academic results have demonstrated, unequivocally, through Antipodeans Abroad, and a range of countries ongoing development of the School, is only possible committed to preparing girls to lead empowered, our Aspiration in action—A leader in exceptional for representative sport—while remaining connected to with the generous support of our community. thoughtful and rewarding lives. I look forward to 2020 scholarship. Girls Grammar ranked as the top- local communities in Brisbane through fundraising and Through the Exceptional Futures campaign, many with great anticipation, particularly as it brings a newly performing secondary school in Queensland in the volunteering. articulated focus on the School’s enduring goals, families who are connected to the School have Australian National Assessment Program—Literacy and Significant achievements, including placing second in through the Strategic Design 2020-2022. Guided by a new played an essential role in the future of science Numeracy (NAPLAN) tests not only for 2019, but also, the QGSSSA Athletics Carnival, the School’s highest aspiration—Lives Enriched by Learning—that encapsulates education at the School. cumulatively, for the past five years. Though only a small result in more than a decade, punctuated the sporting the deep value that a broad, liberal education offers, the part of the larger narrative of students’ education, these This development, the School’s most significant calendar. Our debaters secured the title of ‘Champion next phase of the School’s history is philosophically and results are testament to the enduring, positive learning building project to date, is an exciting step forward School’ in the Queensland Debating Union, alongside operationally focused on providing girls an exemplary environment that the teachers and professional staff of in the execution of our 25-year Master Plan, which many successes across the other debating competitions. educational foundation. the School create and maintain, ensuring that girls are will ensure that Grammar girls access current Girls embraced opportunities to share their creative individually and thoughtfully supported to achieve their learning facilities, while in a campus with a heart My heartfelt thanks goes to my fellow Trustees for their talents—Instrumental Music concerts throughout the personal best. of green environments and spaces for play. support and commitment to the School’s vision, and year were widely celebrated and attended, culminating congratulate and thank Principal, Ms Jacinda Euler, The Year 12 Class of 2019 attained excellent Overall in an inspiring Gala Concert that explored the theme In 2019, the Old Girls Association celebrated 120 on continuing to lead the School’s exceptional staff in Position (OP) results, with more than 52 per cent of the of ‘Odyssey’, while three diverse Co-curricular Drama years since its inauguration in 1899. As an alumna creating a School and a community that supports girls cohort receiving an OP in the range of 1–5—a fitting performances both challenged and enchanted audiences. (or Grammar Woman) myself, I am encouraged by to thrive. conclusion to the School’s proud history of excellent the dedication of this group and look forward to In 2019, the broader School community contributed results during the era of the Queensland OP system. future Grammar girls rediscovering their connection I hope you will join me in facing 2020 with a shared in countless ways to girls’ learning and developmental It required a particular level of expertise and professional to each other and the School as it continues to grow commitment to seeking wisdom, imagination and experiences: our Parent Support Groups supported a commitment to successfully educate students in two and evolve. integrity in all that we do and all that we pass on to range of successful events, including hosting Head of Brisbane Girls Grammar School students. systems of senior assessment simultaneously, with Year 12 the River; Grammar Women celebrated 120 years of the students completing the OP system and Year 11 students Old Girls Association; and all groups made generous entering the new Queensland Certificate of Education, donations towards the future of girls’ education, including incorporating the Australian Tertiary Admission Rank the P&F Association’s very significant gift towards the (ATAR). Science Learning Centre. During 2019, two exciting new spaces for learning There has been a great deal to honour and celebrate have been progressed. Construction of the School’s in 2019 and we approach the future with confidence, new Science Learning Centre, due to open by 2021, optimism and a determination to maintain the high continues on the Main Campus, while staff at Marrapatta standards in education, and commitment to serving the Memorial Outdoor Education Centre prepared community, for which Brisbane Girls Grammar School programs to expand students’ hiking and group has long been respected.
2 Brisbane Girls Grammar School Annual Review 2019 3 Board of Trustees BRISBANE GIRLS GRAMMAR SCHOOL
Brisbane Girls Grammar School’s Board of Trustees each bring extensive experience, knowledge and skills to their role of guiding the School to ensure the continued delivery of the broad, liberal education for which Girls Grammar is renowned.
MS JULIE McKAY (2000) MS KERRYN NEWTON MS SOPHIE MOORE MR TONY YOUNG PROFESSOR MR ANDREW KING ASSOCIATE PROFESSOR MS DIANA LOHRISCH BA, BBusMan, Fellow in LLB, LLM, MBA, MA, BBus, CA, FFin BBus(Acct), FCA, CPA, ADAM SHOEMAKER DR JAMES NICKLIN BComm, LLB, FGIA Trustee since 2014 Ethical Leadership, MPP, GradDip(Applied FTIA, GAICD BA Hons, PHD MBBS, FRANZCOG, CHAIR OF THE Trustee 2013 to 2016; 2019 EMBA Finance and Investment), Mr King possesses CGO AUDIT, RISK AND Trustee since 2006 Trustee since 2014 FAICD, FGIA, FIML more than 35 years’ Ms Lohrisch is a corporate CHAIR COMPLIANCE Trustee since 2018 Mr Young is a Business Professor Adam Shoemaker experience in the and commercial partner DEPUTY CHAIR COMMITTEE CHAIR OF THE Services Partner with is one of Australia’s leading Australian corporate Dr Nicklin is at leading independent DEVELOPMENT AND Trustee since 2018 Trustee since 2019 BDO—one of the largest researchers in the area property and funds the Director of law firm, McCullough PHILANTHROPY professional services of indigenous literature management arena. Gynaecologic Oncology Robertson. She has Ms Newton has more Ms Moore is Chief COMMITTEE firms in Queensland— and culture. Prior to his Over this period of time at Royal Brisbane and more than 20 years’ legal than 25 years’ experience Financial Officer at A.P. specialising in expert current appointment Mr King has created Women’s Hospital experience advising on Trustee since 2017 in legal, management Eagers Limited. Leading business, taxation and as Vice Chancellor of countless enduring (RBWH) and a Visiting commercial transactions, Chair since 2019 and commercial roles the company’s audit, accountancy advice. Southern Cross University, relationships within the Medical Officer at capital markets, mergers across private and public payroll, treasury and Ms McKay is a Partner he held senior leadership corporate community Wesley Hospital. Dr and acquisitions and sectors. She is currently information technology He has more than 30 and Chief Diversity and roles at a number of other both locally, nationally Nicklin completed corporate governance Managing Director at functions, Ms Moore years’ experience as a Inclusion Officer at PwC Australian universities and internationally. his specialty training across multiple market Directors Australia, a is also an Executive Chartered Accountant, (PriceWaterhouseCoopers), including Academic Provost in obstetrics and sectors. national board consulting Director of A.P. Eagers providing assistance to Mr King has held and serves as Gender at Griffith University, gynaecology in and non-executive Limited, which is a diverse selection of various directorships Ms Lohrisch’s clients Advisor to the Chief of Deputy Vice Chancellor Queensland, followed by director recruitment firm. Australia’s oldest listed clients with a focus on over many years of both include start-ups, SMEs, the Australian Defence (Education) at Monash sub-specialty training in automotive retail group. significant family-owned not for profit and for and well-established Force. Ms Newton has served University and Dean of Arts Sydney and the USA. enterprises across a profit organisations, businesses and corporate on the boards of private, With more than 25 at the Australian National Ms McKay was Executive range of industries. and is presently on Dr Nicklin is an groups. public and not-for- years’ experience as a University. Director of the the Boards of Urban Associate Professor of profit companies across Chartered Accountant, Ms Lohrisch is a past Australian National Professor Shoemaker is Futures Brisbane and Gynaecologic Oncology aged care, education, Ms Moore has previously student and Head Girl Committee for UN the author or editor of Queensland Investment at The University of childcare, energy, held the positions (1989). Women for nearly a nine books in the area Corporation. Queensland and has property and housing. of General Manager decade and was named of Indigenous Australian previously served She is currently a Non- (Global Corporate Young Australian of the Literature and Culture, as Chairman of the executive Director of Finance) at Flight Year in 2013. She was including Black Words, Australian Society Energy Queensland Centre and Associate Chair of Council at the White Page and Aboriginal of Gynaecologic Ltd, a state-owned Director (Advisory/ Women’s College within Australians: First Nations Oncologists. corporation responsible Transaction Services) the University of Sydney of an Ancient Continent. for the distribution at PwC. from 2016 to 2019. of electricity across Ms Moore is a past Canadian by birth, Ms McKay is a past Queensland. student of the School he holds an Honours student of the School (1991). Bachelor of Arts from (2000). Queen’s University and a PhD from the Australian National University.
4 Brisbane Girls Grammar School Annual Review 2019 5 The School
One of Australia’s leading girls’ schools, Brisbane Girls Grammar School was established in 1875 as one of Queensland’s original Grammar schools. The School’s outstanding reputation as a leader in exceptional scholarship is exemplified by its curious, adventurous and principled students and dedicated expert staff. The School is supported by a community of parents, alumnae and friends that values the finest traditions and aspirations in education.
6 Brisbane Girls Grammar School Annual Review 2019 7 Historical Timeline Identity and History 1875—Brisbane Girls Grammar School is established in a two-storey house on George Street. 1877—Sir Charles Lilley is appointed Chair of the Board of Trustees; Sarah Cargill is appointed Lady Principal.
1878—Mary Mackinlay is appointed Lady Principal.
1882—Sophia Beanland is appointed Lady Principal; Girls Grammar separates from Brisbane Grammar School.
1884—The School relocates to what remains its current Main Campus on Gregory Terrace.
1887—Sir Samuel Walker Griffith is appointed Chair of the Board of Trustees. On 15 March 1875, six years before women were In 1882, the decision was made to separate from admitted to universities in Sydney and Melbourne, Brisbane Grammar School and operate independently 1889—Charlotte Pells is appointed Lady Principal. Brisbane Girls Grammar School was established— under the Grammar Schools Act. Two years later, in 1884, 1896—Eliza Fewings is appointed Lady Principal. initially as a branch of Brisbane Grammar School— the School relocated to its current site on Gregory to provide girls the same educational opportunities Terrace. 1899—The Old Girls Association is established. as their brothers. The original Main Building still stands proudly in 1900—Milisent Wilkinson is appointed Lady Principal. The School opened in a two-storey house, located Spring Hill, symbolising Girls Grammar’s unique on George Street, catering for 50 students under the heritage, its role in the development of education for 1904—Sir Hugh Nelson becomes Chair of the Board of Trustees, succeeded by John Laskey Woolcock in 1906. leadership of Lady Principal, Mrs Janet O’Connor. girls in Australia and its unwavering commitment to 1913—Mary Atkinson Williams is appointed Headmistress, succeeded by Jane Walker in 1914; the firstSchool Within six months, the School outgrew these establishing the educational foundation for young Magazine is published. premises, and relocated to Wickham Terrace. women to contribute confidently to their world with wisdom, imagination and integrity. 1915—Margaret Annie Mackay is appointed Headmistress; the West Wing opens as a single-storey building, housing an art room and three classrooms.
1925—Kathleen Lilley is appointed Headmistress; the first School uniform is introduced.
1952—Louise Crooks is appointed Headmistress; John England is appointed Chair of the Board of Trustees; the Parents and Friends Association is established.
1958—The Kathleen Lilley Library is opened.
1964—Year 8 students commence secondary schooling, known as Form II; the House system is introduced.
1968—Yvonne Bain becomes the first woman Trustee.
1971—Nancy Shaw is appointed Headmistress.
1975—The School celebrates its centenary.
1976—Dr August Shaw Gerhmann is appointed Chair of the Board of Trustees.
1977—Judith Hancock is appointed Principal; the Fathers Group is established.
1986—The Gerhmann Theatre is built.
1987—Dr McCrae Grassie is appointed Chair of the Board of Trustees; the Marrapatta Memorial Outdoor Education Centre is opened at Imbil.
1995—The McCrae Grassie Sports Centre is opened.
1996—Dr Cherrell Hirst is appointed Chair of the Board of Trustees.
2000—The School song, Nile Sine Labore, is introduced.
2002—Amanda Bell is appointed Principal; the Boarding House is closed.
2007—Elizabeth Jameson is appointed Chair of the Board of Trustees; the Cherrell Hirst Creative Learning Centre is opened.
2013—Jacinda Euler is appointed Principal; the School unveils the Rangakarra Recreational and Environmental Education Centre at Fig Tree Pocket.
2015—Year 7 is introduced to the School and the Research Learning Centre is opened.
2017—The Dorothy Hill Observatory commences operation at the School’s Marrapatta campus.
2018—The School announces its intention to open a new Science Learning Centre in 2021.
2019—Julie McKay is appointed Chair of the Board of Trustees; the School officially named the Elizabeth Jameson Research Learning Centre.
8 Brisbane Girls Grammar School Annual Review 2019 9 Aspiration and Intent Highlights—2019
• A new Board of Trustees was appointed by the Queensland Minister for Education and Minister for Industrial Relations, as mandated by the Grammar Schools Act 2016.
• The School’s 2019 academic results reflect its longstanding reputation as Queensland’s leading girls’ school.
• The School was the top performing Queensland secondary school in the Australian National Assessment Program—Literacy and Numeracy (NAPLAN) testing for 2019 (Year 7 and 9).
• One hundred per cent of Year 12 2019 students were OP-eligible and 100 per cent of students who applied for tertiary studies received a placement offer.
• The Year 12 2019 cohort exceeded all Queensland state averages for Queensland Core Skills (QCS) Test results and OP scores: 78.6 per cent received an A or B grade in the QCS Test; 17.8 per cent received an OP 1 to 2; 52.36 per cent received an OP 1 to 5; and 84.82 per cent of Year 12 students achieved an OP 1 to 10.
• The School’s expert teachers supported Year 12 students through the final year of the OP system, while simultaneously supporting Year 11 students through the new system of senior assessment, incorporating the Australian Tertiary Admission Rank.
• Construction commenced on the new Science Learning Centre, the School’s most substantial building project to date, due to open by 2021.
• The School’s unique Education Partnership with Queensland Symphony Orchestra was renewed for the second Aspiration Our Guiding Principles consecutive year, and provided girls with strong musical talent the opportunity to be mentored by, and perform with, some of Australia’s finest musicians. A leader in exceptional scholarship • Systematic curiosity in teaching, learning and research • The School’s second recipient of the Brisbane Girls Grammar School Bursary commenced Year 7 in 2019. Intent • Judicious and ethical action The Maria Sulima Bursary was offered for the 20th time, to a student commencing Year 7 in 2020. Proud of our Grammar tradition, we are a secondary • Life-wide learning school that establishes the educational foundation for • Stewardship and sustainability young women to contribute confidently to their world • The Old Girls Association celebrated 120 years since its foundation in 1899. Alumnae re-connected with the with wisdom, imagination and integrity. • Purposeful community engagement School and each other through reunions, Grammar Women events, and social functions.
• The School recognised the 40 year anniversary of the Christmas Creek Bus Accident with a service at St John’s Cathedral and a gathering at Marrapatta Memorial Outdoor Education Centre.
A Grammar girl is • More than 46 hectares of land was purchased at Imbil, signalling a renewed commitment to the importance of Curious—Thrives in a vibrant environment that fosters deep and inquisitive learning Outdoor Education in a Girls Grammar education. Principled—Engages ethically and purposefully with the world Adventurous—Embraces the unexpected, following her dreams without fear • In honour of the extraordinary contribution of Brisbane Girls Grammar School’s former Chair of the Board of Trustees, Ms Elizabeth Jameson, the School officially named the Elizabeth Jameson Research Learning Centre. Balanced—Seeks diverse experiences and different perspectives A leader—Who inspires contribution to a greater purpose
10 Brisbane Girls Grammar School Annual Review 2019 11 Performance
Throughout 2019, the School continued to achieve success in many areas: academic results; commitment to student care; leadership; service to to its community; and the judicious management of School resources. The following reports provide an insight into the performance of the School during 2019.
12 Brisbane Girls Grammar School Annual Review 2019 13 Exploring the Ideal Study Space
MRS ANNE INGRAM DEPUTY PRINCIPAL
Grammar girls are encouraged to maintain a disciplined approach to learning, embracing present teachable moments without dwelling unduly on the past or trying too hard to anticipate the future. They are encouraged to give their full attention to the immediate subject It follows that, therefore, they are able to readily connect Students feel comfortable and open when interacting with students and bring their expertise and experience with their peers, and this can promote supportive at hand or experience they are a part of. to the Program, complementing, rather than replacing, relationships, psychological wellbeing, communication (Euler, J. 2018) existing study assistance provided by the School. Study skills and greater productivity. The direct interaction Supervisors play a key role in encouraging students to between students promotes enhanced academic The period of ‘Stand Down’ has remained an academic staff and allows them to take advantage of become more self-directed and independent in their outcomes, and rich learning is reinforced by instructing institution for senior students at Brisbane Girls the richness of peer-tutoring opportunities. learning by providing guidance on time management others. strategies, along with study and organisational skills. Grammar School for many years. Stand Down, ‘I’ve learned that I work best when I am working With this in mind, throughout 2019, an extension to A key component of the Evening Study Program is scheduled at the end of each term, essentially with other students. I can consolidate my the School day was offered to Year 11 and 12 students the setting of individual study goals for each session. provides students with time—free from routine understanding of a topic if I am able to explain it in the form of an Evening Study Program on Monday Students learn to divide their study program into classes and co-curricular expectations—to meet to other students too, which I find really helpful and Wednesday evenings. Designed to support manageable ‘chunks’, allowing them to maximise their the requirements of their assessment through a as it gives me a grasp of the depth of knowledge Brisbane Girls Grammar School’s commitment to energy levels for better focus and empowering each girl period of concentrated study. Unless completing regarding certain topics, so I know what I need to academic excellence and foster an ongoing spirit to own her personal learning plan. an examination, senior students are not required work on more.’—Jennifer Tran (11M) to attend school during this time. Staff use this of deep learning, the program supports students to ‘I think the Evening Study Program provides In 2020, the Evening Study Program will opens doors additional time, relieved from teaching their senior remain on campus in a secure environment following the girls with a great opportunity to work in an classes, to attend to marking and report writing. the formal school day and afternoon co-curricular environment where small problems can be solved early in Term 1 to students in Years 10, 11 and 12. Historically, the period of Stand Down has been a activities. The Program offers an opportunity for quickly, by talking to someone, rather than letting This model will continue to evolve as the School seeks time around the School of less outward bustle and students to complete homework, assignment tasks these problems derail an evening’s work.’ —Study to provide the best support to students, and as we work to develop the ideal study space—an atmosphere that activity, with far fewer students on campus. It has and ongoing revision in a formalised and structured Supervisor encourages academic endeavour, and will support created a palpable feeling of quiet thoughtfulness environment with teacher support and valuable input ‘The Evening Study Program has encouraged me students to strive and to thrive. and resolve, with minds attuned to deep and assistance from a team of Study Supervisors. into a study routine that I can now practise outside concentration and focus. Research suggests that homework plays a key role of the evening sessions.’ —Morgan Trevisiol (11L) In recent years, however, many senior students have in establishing the habits of study, concentration, ‘This is a calm environment where I feel safe to ask REFERENCES chosen to remain at school during the scheduled and self-regulation. Evidence from correlational questions. It has positively impacted my study habits Stand Down period, preferring to maintain their by reinforcing effective skills and new techniques.’— Euler, J. (2018). From the Principal. Brisbane Girls Grammar School studies have shown that students’ self-regulation skills Gazette, Volume 32, Spring 2018. study momentum in known ‘work’ spaces. Providing and motivational beliefs correlate positively with Sofia Michael (11R) a distinction between their academic workspace and ‘I have learned that asking for help is OK, and Damon, W. (2002). Peer education: The untapped potential. homework activities (Ramdass & Zimmerman, 2011). Journal of Applied Developmental Psychology, Volume 5, Issue 4, the space where they relax enables them to maintain The provision of a focused environment, free from sometimes, asking for help makes it easier to learn in October-December 1984, 331-343. https://doi.org/10.1016/0193- concentration and focus with the provision of clear the distractions of technology, appears beneficial the future.’—Taylah Tran (11G) 3973(84)90006-6 boundaries. It is easier to avoid distractions and thus, to academic development. Student participants The Evening Study Program supports peer-learning King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: achieve more. Embracing a technology-free study welcome additional academic support from Study principles, in particular, peer collaboration, allowing Effects of structuring tutorial interaction to scaffold peer learning. space liberates students and allows for a deeper, Journal of Educational Psychology, 90(1), 134–152. https://doi. Supervisors with specialised knowledge in their students to work together to scaffold each other’s higher more intense focus on the task at hand. org/10.1037/0022-0663.90.1.134 disciplines. These staff, often alumnae of the School, order thinking and learning. Peer learning can be very Ramdass, D., & Zimmerman, B. J. (2011). Developing Self-Regulation Working from School during this period also provides and close in age to, the students, are likely to share a powerful and it brings with it unique motivational and Skills: The Important Role of Homework. Journal of Advanced Academics, students with greater accessibility to support from similar discourse. cognitive benefits. 22(2), 194–218. https://doi.org/10.1177/1932202X1102200202
14 Brisbane Girls Grammar School Annual Review 2019 15 Systems Come and Systems Go: Robust Learning is Always Foundational
DR BRUCE ADDISON DEPUTY PRINCIPAL (ACADEMIC)
The past year was a watershed year in Queensland’s She observes: School systems come and school systems go. Our responsibility as educators is to ensure that the …. Slow looking is, to a large extent, a learned approach to senior secondary education. It saw our foundations of rigorous, evidence-based learning is capacity. Contemporary Western education foregrounded no matter the systemic requirements last cohort of Year 12 students complete the QCS/ emphasises the role of rational, critical thought emanating from the governmental field or the course in the pursuit of knowledge. Slow looking may OP system—a system that has served the State well selection requirements emanating from the tertiary not typically be identified as a core educational since 1992. sector. As John Dewey stated many years ago: value, but its contribution to critical thinking is foundational: before we can decide what is true and …we state emphatically that, upon its intellectual right, it’s important to simply look closely at what’s at side education consists in the formation of wide- One of our oft-stated aims was to finish this system Many of our staff have been heavily involved in the hand (pg. 7). awake, careful, thorough habits of thinking. Of course intellectual learning includes the amassing exceptionally well in order to provide our 2019 development stages of this changed curriculum- When we take the time to notice or to ‘slow look’ it and retention of information. But information is Year 12 cohort with the best possible educational assessment landscape. becomes possible to see things that may not be revealed experience. Girls Grammar is one of the very few an undigested burden unless it is understood. It is Systemic change requires much attention, expertise through the assessment ‘speed date’—that familiar race schools in Queensland to maintain a 100 per cent OP- knowledge only as material is comprehended. And and an ability to problem solve into the future. The with the clock that so often prioritises speed above in- eligible cohort. This approach provided a number of understanding, comprehension, means that the reality is that it is occurring when schools and school depth, nuanced understanding. challenges in recent years as the number of OP-eligible various parts of information are grasped in their systems are still attending to their core business—the students across the State fell to below 50 per cent. One of the challenges presented by the 21st century is relations to one another—a result that is attained business of educating young minds, the problem-solvers The conclusion of the QCS/OP system also saw the one of problem-solving—often the need to problem- only when acquisition is accompanied by constant of the future. Great care must be taken to ensure that solve complex issues that have been centuries in the reflection upon the meaning of what is studied retirement of every Senior syllabus across the State. the educational core is not forgotten in the midst of making. By necessity this type of problem-solving (Dewey, 1933, pp 78-79). These courses were developed over many years to this upheaval. At Girls Grammar we have been quietly provide students with a vast array of rich school-based must be both nuanced and careful. The digital world determined, as we have been focussing so much on promised lightning speed but it never promised learning. The finalisation of these courses was an finishing the old and implementing the new, that our REFERENCES inevitable consequence of this systemic change. It was discernment. Discernment requires time to look core educational values have been celebrated and in order to consider, muse and contemplate. If the Crowther, F. et al. (Forthcoming). (2020). Teaching with Hope in Complex met with some sorrow by those who had spent much of re-honed. We have developed a Times: The Power of Pedagogical Balance. Sydney: Hawker Brownlow. School Wide Pedagogy building blocks of well-crafted thought are laid at their professional lives developing successive iterations Model that celebrates ‘visible thinking’ at its core while school then the majesty of ‘see-think-wonder’ will have Dewey, J. (1933). How We Think. Lexington, MA: Heath. of these syllabi, through curriculum development foregrounding both ‘noticing learning’ as well as the work with the Queensland Curriculum and Assessment a chance to percolate through adult life. Tishman, S. (2018). Slow Looking: The Art and Practice of Learning cognitions so central to the needs of the new QCE/ Through Observation. New York: Routledge. Authority and its many antecedents. The extent of this ATAR model. It’s an agile model having been lauded by change should not be underestimated. one international expert in the field as ‘one of the most While our Year 12 cohort were completing this QCS/ vibrant School Wide Pedagogy frameworks I have seen OP system, our Year 11 students were commencing the anywhere’ (Crowther, 2020, pg. 8). Academic Highlights requirements of the freshly minted QCE/ATAR model. With so much emphasis being placed on assessment • Nadia Robertson (11L) won one of two Goethe Institut scholarships for Queensland students in 2019, Every Senior subject syllabus has been re-written to as we move towards the realisation of external receiving a four-week study and cultural trip to Germany. cater for the requirements of the re-introduction examinations, it is important to remember that learning, of subject-specific external examinations. Such indeed education, is so much more than assessment. assessment practice has not been part of Queensland’s Assessment is a very important cog in the educational • Emily Flanagan (11E) was offered one of two Mittelheuser Internships with the State Library of educational landscape since 1972. As such, assessment wheel but is not the be-all and end-all. Learning is at Queensland. in the senior secondary school space has undergone our core. It can be observed if it is noticed. As such, a significant refresh in recent years. The number of one of the pivotal roles of the educator is that of • The School’s Year 11 team placed first in the da Vinci Decathlon academic competition, and were internal school-based assessment pieces have been ‘noticer in chief’. If we notice, we will see things in our named the 2019 Queensland State champions. The team comprised Tiarne Graves (11L), Abbey Grice reduced considerably in this new syllabus landscape. classrooms that are both wonderful and amazing. We (11E), Lua Jarrah (11B), Charlotte Robinson (11B), Matina Samios (11W), Eva Seet (11B), Bridgette Also of significance has been the reversion to the will see moments when the penny finally drops, we will Watkins (11R) and Ashley Zhang (11O). use of marks under the guise of the newly created see moments when frustrations are overcome with grit Instrument Specific Marking Guides (ISMGs), and determination, and we will see moments when the • Two Year 12 students, Ella Ng (12L) and Elisha Yin (12W), represented the School at the International themselves a very Queensland-centric approach to joy of learning becomes its own feedback loop. We will Science Youth Forum in Singapore. quantifying syllabus-based cognitions. Alongside notice much if we prioritise, or are given permission to this change has been a considerable re-think of the prioritise, the art of noticing. Harvard academic, Shari quality assurance processes underlying the State’s Tishman (2018), refers to noticing as ‘slow looking’. • Amelia Stacey (12B) was offered a place in History and Economics at University of Oxford, and Elzbieta recommitment to aspects of internal school-based Tishman sees ‘slow looking’ as an art worth cultivating (Ela) Noble (12M) was offered a place at Princeton University. assessment. for both students and their teachers.
16 Brisbane Girls Grammar School Annual Review 2019 17 Tertiary Placements
The School is exceptionally proud of its students’ academic achievements and the valuable contributions our Australian National Assessment Program—Literacy and Numeracy (NAPLAN) 2019 results alumnae go on to make in their lives beyond School. The Australian National Assessment Program—Literacy and Numeracy (NAPLAN) is standardised testing for all The School is academically non-selective (with places offered for Year 7 in strict date order), offers no Australian students in Years 3, 5, 7 and 9. The achievements of Year 7 and Year 9 Grammar girls are recorded below. scholarships and remains one of the few schools in Queensland whose entire Year 12 cohort is OP eligible. NAPLAN results are one indicator of academic achievement and, combined with other forms of School-based assessment, contribute to a balanced view of students’ academic progress. 2019 Tertiary Offers Brisbane Girls Grammar School is the top performing Queensland secondary school in The Australian National All Year 12 2019 students who submitted a tertiary application received at least one offer. Assessment Program—Literacy and Numeracy (NAPLAN) testing for 2019.
OFFERS PER CENT OF GIRLS GRAMMAR COHORT NAPLAN Results Tertiary Places Offered 100% YEAR 7 YEAR 9 Bachelor Degree 99.5% Reading 619 650 Writing 572 607 Year 12 2019 Overall Position Results Spelling 601 638 The 2019 Year 12 cohort achieved excellent Overall Position (OP) results, with 52.36 per cent of the cohort Grammar and Punctuation 634 654 achieving a 1-5 OP result. Numeracy 625 652 OP RESULT PER CENT OF GIRLS PER CENT OF STATE GRAMMAR COHORT COHORT Percentage of Girls Grammar students at or above the national minimum standard 1 8.9% 2.85% 1-2 17.8% 6.88% YEAR 7 YEAR 9 1-5 52.36% 22.5% Reading 100 100 1-10 84.82% 54.29% Writing 100 98 1-20 100% 98.37% Spelling 100 100 Grammar and Punctuation 100 100 Numeracy 100 100 2019 Queensland Core Skills Test Results for Brisbane Girls Grammar School
OP RESULT PER CENT OF GIRLS PER CENT OF STATE GRAMMAR COHORT COHORT A 39.2% 15.3% B 39.2% 28.2% C 18.3% 35.2% D 3.2% 21.1% E 0% 0.2%
The Year 11 Girls Grammar da Vinci Decathlon team, named 2019 Queensland State champions
18 Brisbane Girls Grammar School Annual Review 2019 19 Seeds of Change: Student Voices Raised for a Sustainable Future
MRS EMMA LOWRY DEAN OF STUDENTS more opportunities than ever before to engage in I am immensely proud of the efforts of so many of dialogue about larger principles, such as authority, our students and staff. Not only have students had conflicting perspectives, truth and assumptions. their voices heard and respected, but as a result, What’s more, these conversations have grown our combined actions have had a tangible, positive the Girls Grammar sustainability movement impact on addressing important environmental considerably throughout 2019. concerns. The words of our students reflect the vital importance of ensuring their opinions, passions and During the year, Service groups and small ad-hoc goals are recognised and supported in all aspects of groups of passionate students have actively joined School life: staff initiatives, and championed their own activities to support more sustainable practices. Just a few of ‘Our environmental club, GECO, has always been these are listed below: a source of passion for sustainability at BGGS. This • Grammar Environmental and Conservation year, through the media’s spotlight on climate Across the country and around the world, 2019 was defined by Organisation (GECO) worked to reduce BGGS’ change and global warming, we were provided discussions of climate crises and environmental sustainability. The contribution to landfill, including promoting a stronger pathway and support network to take Collins Dictionary ‘Word of the Year’ for 2019 was ‘climate strike’, while awareness of the School’s efforts and how action in reducing our School’s carbon footprint. students could do their part Oxford Dictionary chose ‘climate emergency’ after shortlisting similar ‘In the past, GECO members have struggled • 70 new bins for co-mingled recycling were to gain traction in the field of sustainability. words such as ‘eco-anxiety’. introduced Sometimes, the effort to become more environmentally friendly has become confused, • Organic waste was collected by the School’s controversial, and turned into a political debate. Students live in a world where changes in climate, and a stronger sense of purpose (Quaglia, R., as caterers, and distributed to two worm farms However, our aim to make the School—and onsite, with surplus waste sent to an organic farm population pressures and globalisation are cited in Murphy, S., 2019). Students who experience we hope, the wider community—a place where reconfiguring the relationship between people these three effects are, as a result, up to seven times • Soft plastics recycling was introduced pollutants wither and habitats thrive, has certainly and our planet. The voices of young advocates more likely to be academically motivated (Quaglia, been underway this year, and we are excited to • A coffee cup recycling initiative was introduced at of a sustainable future, in particular, have had R., 2020). see this continue as Grammar Women in the near the School café a contagion effect; from the ground-breaking future.’ – Victoria Hogan (12W) and Piper Van der In addition to improved academic outcomes for protests of Swedish schoolgirl, Greta Thunberg, • Two students, Jillian Campbell (10O) and Sophie Westhuizen (12O). students, giving authority to student voices allows to the School Strike 4 Climate marches that have McLeod (10M), represented the School in the classrooms to become spaces in which students and ‘To know that something you helped start will taken place throughout Australia, young people Student Environmental Leadership Network teachers can freely and productively discuss social blossom into something amazing is gratifying. have demanded to have their concerns about (SELN) issues (Pleasance, S., 2016). Ruddock and Fielding Our aim was to create awareness and for our the environment heard and responded to. While in Pleasance (2016) identify three key elements of • SELN representatives, in conjunction with School to be at the forefront of sustainability initially met with cynicism from many government student voice—authenticity, inclusion and power: GECO, championed Containers for Change, initiatives, and we surpassed what we could have and educational institutions, the School Strike 4 allowing containers to be recycled imagined possible.’ – Martina Marrama (12G) Climate protests and subsequent conversations Authenticity is essential if students are to • Proceeds from Containers for Change were used and Jessica McLeod (12M), Head Girls 2019. have provided a powerful opportunity for schools participate fully; it should connect with their to maintain and split the School’s native beehive to balance student passion with support for student needs, aspirations and lives and they need to feel voice. the commitment from their teachers and schools. • On Blue Day celebrations, only recyclable or Inclusion is imperative to ensure all voices are reusable items were allowed to adorn the School The importance of valuing student voice cannot be heard and for students to exercise their power to underestimated. It is one of five elements identified • The Year 12 cohort created engraved reusable become active citizens, they need to have a sense by the Australian Education Council as pillars of the metal straws as fundraisers of personal ability, engage in dialogue and build Student Wellbeing Framework—essential factors to alliances with teachers, peers and others to enact • The School committed to installing solar panels ensure that school communities promote student their voice and agency. (p. 220) on the McCrae Grassie Sports Centre, following REFERENCES wellbeing, safety and learning outcomes (Education installations on the Cherrell Hirst Creative Australian student wellbeing framework (pdf). (2018). Education Services Services Australia, 2018). The framework emphasises As providers of a broad, liberal education Learning Centre, and at Rangakarra Recreational Australia that students should be ‘active participants in their grounded in the Grammar tradition, Brisbane Girls and Environmental Education Centre Murphy, S. (2019). Student Voice. In Australian Educational Leader, own learning and wellbeing, feel connected, and Grammar School not only seeks to provide girls 41(Term 2 2019), 44-46. use their social and emotional skills to be respectful, with outstanding personal learning, but prepare • All utensils used on Open Day were biodegradable Pleasance, S. (2016). Student Voice and Its Role in Sustainability. resilient and safe’ (2018, p. 9). Research by Quaglia them to become active, capable members of civic In D. Summers, R. Cutting (Eds.), Education for Sustainable Development Institute reveals that when students feel heard and society. Through critical reflection, educational • The Grammar Goes Green group planted in Further Education (pp. 213-229). Palgrave Macmillan UK. accepted in the classroom, students report higher discussions and student-facilitated in-school action, new garden beds and maintained previous Quaglia, R. (2020). 3 Guiding Principles. Available from: feelings of self-worth, greater engagement in learning staff and students at Girls Grammar have had rehabilitative planting at Rangakarra. http://quagliainstitute.org/qisva/framework/principles.jsp
20 Brisbane Girls Grammar School Annual Review 2019 21 Official Naming of the Elizabeth Jameson Research Learning Centre
‘Through all my life I worked hard and found ways to give back—to repay my debt of gratitude to my family for my upbringing and to this School for the start it gave me in life.’
Ms Elizabeth Jameson, Chair of the Board of Trustees 2006 to 2019
In honour of the extraordinary contribution of In 1994, Ms Jameson became a member of the Board Brisbane Girls Grammar School’s former Chair of the of Trustees, and was appointed Chair of the Board Board of Trustees, Ms Elizabeth Jameson, the School of Trustees in 2006. Her extensive term of service officially named the Elizabeth Jameson Research to the Board exemplifies her strong commitment Learning Centre on Tuesday 30 May 2019. to volunteerism and contributing positively to the community—qualities she developed during her time Opened in March 2015 by His Excellency, the as a student at the School. Honourable Paul de Jersey AC, the Elizabeth Jameson Research Learning Centre is a building of unique and During her tenure as Chair of the Board of Trustees, inspiring architecture, and is much loved by Grammar Ms Jameson oversaw many significant School projects girls. Housing the Beanland Memorial Library— including: the opening of the Cherrell Hirst Creative offering more than 55 000 resources—the building Learning Centre in 2007; the opening of the Research recognises and affirms Ms Jameson’s enduring legacy of Learning Centre in 2015; the purchase of Rangakarra service, contribution and dedication to the School and Recreational and Environmental Education Centre her commitment to deep learning and research. in 2015; and the awarding of the first Brisbane Girls Grammar School Bursary in 2017—an initiative Ms Jameson’s relationship with Brisbane Girls Grammar particularly dear to Ms Jameson’s heart. School began as a student, following in the footsteps of her grandmother, who also attended the School. Ms Jameson’s thoughtful, steadfast and progressive During her time at the School, Ms Jameson excelled leadership and dedicated service to the School leave in Japanese, debating and public speaking, and held a profound and enduring legacy. the position of Head Girl and Head of Gibson House in 1982. Ms Jameson has spoken of her belief that the education and broader experiences provided by Girls Grammar helped to form the platform from which she built her future career in governance consulting.
22 Brisbane Girls Grammar School Annual Review 2019 23 the theme ‘Odyssey’. Students from 32 ensembles Further afield, 35 students from Years 9 to 12 attended Unstoppable Girls Grammar Teams performed breathtaking pieces, which delighted and the world-renowned ‘Space Camp’ at the US Space entranced their audience. From solo performances and Rocket Center in Huntsville, Alabama, completing through to massed items featuring more than 500 astronaut training exercises and applying science and performers, our girls should be proud of their mathematics knowledge to prepare for a simulated outstanding achievements. space mission to the moon. MISS ELLENA PAPAS The School’s bands, orchestras and choirs performed In December, 92 students and 14 staff travelled to Peru DEAN OF CO-CURRICULUM more than 45 concerts at the School and in various as part of Antipodeans Abroad. Students completed a locations across the State and country in 2019. range of community projects, including assisting local Additionally, seven Girls Grammar choristers performed tradesmen in building amenities blocks, pathways at the centenary ANZAC dawn service in Villers- and other renovations, while learning about the local Bretonneux, France, the culmination of a three-week culture and traditions of the Paru Paru community. tour across Austria, Croatia, Slovenia and France. This A highlight for all was trekking as a team through the truly rare and inspiring opportunity allowed students Andes to Machu Picchu. to connect, through music, with people from diverse backgrounds. Service
Drama Through the Antipodeans program and many other activities in the School’s Service program, Grammar The School’s Senior Drama Production performed the girls have learned the power of teams in creating The School’s Grammar ethos of providing a broad, liberal education challenging Greek tragedy, Medea, exploring themes positive change for those in need. Cumulatively, Girls extends beyond the classroom to equip students with the necessary of betrayal and vengeance that made ancient lessons Grammar students raised $84 797.90 to support local relevant to their contemporary audience. The Year 7 and global communities. skills to contribute richly to society. One such skill, particularly lauded and 8 Production, Charlie Pilgrim, was a light-hearted Students also gave their time and abilities—reading in recent times, is the ability to work effectively in teams. commentary on the power of our actions, while the and tutoring local primary school students; donating Year 9 and 10 production of Girl Asleep invited audiences personal items as part of the ‘Share the Dignity’ into the complex dream world of ‘teenagerdom’. campaign; preparing food and coffee for local BGGS’ Co-curricular Program is designed to foster The School community was particularly captivated community members experiencing homelessness a culture of commitment to others, in which every by the efforts of Lizzie Moss (12E), who represented Debating and Public Speaking through the Ecumenical Coffee Brigade; and assisting girl can experience the joy of helping one another Australia at the Oceania Athletics Championships Brisbane women facing hardships through the Second thrive and succeed. Regardless of whether an activity in June, placing third in high jump. Lizzie was also Debating teams at Girls Grammar continued to Chance Program. is a group task or individual pursuit, each girl who presented with an Olympic Flag, awarded by the perform exceptionally well, instilling in students a participates in the School’s Co-curricular Program is Australian Olympic Committee, to acknowledge her sense of confidence in presenting their own ideas With a commitment to creating a more sustainable a valued member of the larger Girls Grammar team. participation in the 2018 Youth Olympic Games in and arguments. For the second year in a row, Girls School, students have been empowered through Rio de Janeiro. Grammar was awarded the Queensland Debating Union Grammar’s Environmental and Conservation Since the 1970s, researchers have identified several key (QDU) Champion Schools Trophy, acknowledging that Organisation initiatives to take an active approach in a features of effective teams—a compelling direction, As Athletics Captains, Lizzie and her co-captain, collectively, Girls Grammar was the strongest debating multitude of small ways, to make a global difference. strong structure, supportive context and expert Madeleine Clark (12E), inspired the School’s most school in the QDU competition. coaching (Hackman, J. R. H., 2009). In addition to successful athletics season to date, with the team Each of the School’s co-curricular activities encourage these attributes, the School’s Co-curricular Program placing second overall at the annual QGSSSA Eight Grammar girls also shared their thoughts girls to contribute their unique abilities in pursuit provides girls with the space to form a shared carnival—a significant improvement on last year’s and opinions with a national audience at the of collective goals. The past year has allowed girls to mindset—an environment in which all members sixth place. Through commitment to the School’s Australian Individual Debating and Public Speaking discover the benefits that belonging to a team can are dedicated to common goals. This ability to bring 2019 athletics motto—‘faster, further, higher’—and a Championships in Melbourne. Congratulations to bring personally, and to those around them. together diverse individuals eliminates ‘us versus strong sense of unity, every athlete contributed to this Sierra Reza (10H) for winning the Junior ‘Speakfest’ them’ thinking, and creates cohesion (Haas, M. & outstanding team result. component and Jillian Campbell (10O) for taking out Mortensen, M., 2016). It also serves students well into a first and second placing in two subsections of the During the year, the School increased its number of their futures—forming an environment with a common competition. In the Senior Competition, Tiarne Graves non-competitive sport and fitness options for students. purpose will enable students to thrive in workplaces (11L) was awarded runner-up in persuasive speaking, Initiatives such as ‘Run Fit’ have been widely adopted, and contribute meaningfully to their communities, and along with Abbey Grice (11E), was selected in with more than 90 girls participating regularly. With no matter the organisation or activity. the Australian team to compete in the 2020 World tailored programs for a range of fitness levels, girls of Championships in Shanghai. In 2019, Girls Grammar teams achieved many successes all abilities and interests had the opportunity to train across co-curricular activities. together in sessions designed to enhance their general Travel fitness and improve their mental health and wellbeing. Sport Grammar girls travelled across Australia and around Instrumental Music the world in 2019 in pursuit of challenges beyond the The School continued to offer 18 competitive sports, classroom. and in 2019 collected 34 pennants; 27 girls represented The School’s 2019 signature Gala Concert enthralled REFERENCES Students visited Sydney to play in the Australian Queensland and three represented Australia in a all who attended the event, as guests went on an epic Hackman, J. R. (2006). Leading teams: Setting the stage for great variety of competitions. adventure through musical time and space under Combined Schools Music Festival; participate in performances. Boston, Mass: Harvard Business School Press. workshops at the National Institute of Dramatic Art; Haas, M. and Mortensen, M. (2016). The secrets of great teamwork. and compete in the National da Vinci Decathlon Retrieved from https://hbr.org/2016/06/the-secrets-of-great- academic competition. teamwork
24 Brisbane Girls Grammar School Annual Review 2019 25 QGSSSA Premierships 2019 Highlights
SPORT TEAMS Sport Artistic Gymnastics A Grade, B Grade, Year 7 (ii) • Lucy Klose (11E) competed in the National Sailing Titles in Perth, from December 2018 to January 2019, Athletics 15 Years competing in the Heron class and placing second for junior skipper and crew. • Georgia De Stefani (11W) was named as part of the 16 Years and Under Australian Female Water Polo Badminton 10A, 10B, 10C, 9A, 9B, 8B, 8C training squad, participating as part of the Australian Schoolgirls Team at an international tournament in Basketball Senior B, 10B, 9A and 9B Manchester during December 2018. Georgia was also named as part of the Queensland Thunder squad for the OVO Australian Water Polo League. Cross Country 12 Years • Alice Zhu (8G) won the SEQ Women’s Artistic Gymnastics Regional Championship for Junior International Hockey Senior A Blue level, receiving a gold medal for Beam, Uneven Bars and Floor, and silver medal for Vault. • Maya Sudrikku (9R) was the SEQ Women’s Artistic Gymnastics Regional Champion for Level 8 Open level. Netball Senior C, 9C(ii), 8C • Bridie Sullivan (10H) won the Under 16 Years 3000m walk at the Australian Athletics Championships. Rhythmic Gymnastics Year 7 (i), Year 8 (i), Year 8 (iv) • Maddie Butler (12L), Bronte Cathcart (11E), Michelle Clewley (10B), Mary Comiskey (9B), Nancy Duncan- Softball 9B, 8A, 7A Banks (10E), Ellyn Hill (10H), Tylah Hutton (10B), Elizabeth MacPherson (11L), Claire Saggers (11O), Mia Vecchio (12G), Kirsty Viljoen (12E), Eloise Young (11R), and participated in the Australian National Tennis Senior B, Junior B, Junior C Rowing Championships in Sydney. Kirsty Viljoen (12E) won a silver medal in the Under 19 Women’s Coxless Four, and Mia Vecchio (12G) won a bronze medal in the Under 19 Women’s Coxless Four. Touch 9B • Alice Zhu (8G) was the Junior International Artistic Gymnastics State Champion, winning a gold medal for Volleyball Open, Senior A, Year 10, 8A Bars and Floor and silver medal for Beam at Queensland State Gymnastics Championship.
• Five students competed at the Hancock Prospecting Australian Age Swimming Championships held in April at the South Australian Aquatic and Leisure Centre: Hannah Bigby (9G), Claire Evans (12O), Allegra Matthews (8H), Sarah McLeod (11E) and Elzbieta (Ela) Noble (12M).
• Chelsea Warat (11R) competed in the Queensland School Girls Team at the Australian School Water Polo Championships in May.
• Maya Sudrikku (9R) and Alice Zhu (8G) represented Queensland at the Australian Gymnastics Championships in Melbourne in May. Alice placed third on Bars, first on Floor and third overall, and was selected in the honorary National Junior Team 2019.
• Elizabeth Moss (12E) represented Australia on 25 June in the Oceania Athletics Championships in Townsville, placing third with a High Jump of 1.65m.
• Caitlin Brough (9W), Alexia Georgas (11B) and Miranda Ward (10W) competed in the Queensland School Fencer Championships.
• Taylor Antel (8L) represented Queensland at the Border Challenge Competition for Artistic Gymnastics in June.
• Claire Evans (12O) andCharlotte Kennedy (7B) represented Queensland in the Australian School Sport National Swimming Championships in Melbourne in July.
• Millie Hunt (9O) represented Queensland in the National School Cross Country Championships in Wollongong in August.
• Caitlyn Bond (11H) represented Queensland in the Australian Cadet National Fencing Championships in Sydney, placing third in both the Cadet Sabre competition and Cadet Epee Competition.
• Alyssa Borodin (7W) and Kajal Mistry (7O) competed in the winning Queensland 12 Years Team at the School Sport National Football Championships in Canberra in August.
• Bronte Cathcart (11E), Elizabeth MacPherson (11L), and Kirsten Viljoen (12E) were selected in the Queensland Schoolgirls Pathways VIII competing at the National Selection Rowing Regatta in Penrith.
• Five students were selected in this year’s QGSSSA Representative Football team and competed at the 2019 Interstate Challenge in Bowral, NSW in September: Alice Barker (9R), Catherine Fogden (11O), Josie Kimbell (11E), Georgia Lytras (12B), and Stella Woodford (9M).
• Emily Ryan (8E) competed in the Nambour Open Tennis Tournament and qualified for the Australian Grass Court Championships, held in Perth in October. Athletics Captains, Lizzie Moss (12E) and Madeline Clarke (12E), at the 2019 QGSSSA Athletics Championships
26 Brisbane Girls Grammar School Annual Review 2019 27 Gala Concert 2019 Senior Drama Production of Medea
Highlights (continued)
Music Clubs and Activities • Irene Shim (8G), was awarded her Associate in Music (Violin). • Yi Ran Sun (11H) and Molly Tjelder (11O) entered the Under 23 division of the 2019 International Sumi-E (brush painting) Calligraphy Competition held in Tokyo. Both students works were shortlisted and • Rebecca Groves (12H), Imogen Playford (11H), Eva Seet (11B) and Amelia Vanderstoep (11L) displayed as part of the exhibition held at the National Art Centre in Tokyo in June. participated in the Queensland Youth Orchestra Wind Ensemble at the Yamaha Australian National Band Championships in April. • Sierra Reza (10H) won the Speakfest Grand Championship Trophy at the Australian Individual Debating and Public Speaking Championships in Sydney. Abbey Grice (11E), on the basis of her accumulated • On 25 April 2019, Girls Grammar choristers Samantha Dunk (10H), Emily Flanagan (11E), Annabelle performance scores, was offered a place on the Australian team to travel to Shanghai in April 2020 for the Khoo (11W), Abigail Lui (11O), Grace McFarlane (12M), Mikayla Rentoul (11R) and Laura Verdasco World Championships. (12G) performed at the centenary ANZAC dawn service in Villers-Bretonneux, France. • For the second year in a row, Girls Grammar was awarded the Queensland Debating Union (QDU) • Sophie Shan (10E) won the Senior Piano Competition at Brisbane International Youth Music Festival in Champion Schools Trophy, acknowledging that Girls Grammar was the strongest debating school in the August, and was invited to perform at Carnegie Hall, New York, in January 2020. QDU competition. • Sophie Shan (10E) won the piano section of the Brisbane Eisteddfod and the Queensland Piano • Year 12 students Sophia Gradwell (12E), Anna Hammett (12B), Ela Noble (12M), Shevani Pothugunta Competition. (12O), Portia Ward (12W) and Emma Wheeley (12W) won their Grand Final debate.
Service • Emily Bowden (12M), Victoria Hogan (12W) and Jessica McLeod (12M) received the Order of Australia Association Secondary Schools Citizenship Certificate, in recognition of their outstanding contributions to their School and community.
• Jillian Campbell (10O) and Piper van der Westhuizen (12O) received the Long Tan Youth Leadership and Teamwork Award, recognising students who demonstrate leadership and teamwork in service of their School and the broader community.
28 Brisbane Girls Grammar School Annual Review 2019 29 Finance
In accordance with the Strategic Design 2016–2019, the School’s financial management must deliver appropriate, sustainable, transparent and empowering fiscal management that balances the surplus requirement for future reinvestment with immediate educational program priorities. Annual Financial Statements (Annexure B) for 2019 highlight the School’s strong financial position. The annual operating surplus of $4.079M (2018: $2.445M) was above budget expectations of the Board of Trustees, driven by the following factors: • The School budgeted an increase in revenue and overall surplus for 2019 (and 2020) to reflect anticipated philanthropic giving which will flow directly into the funding of the new Science Learning Centre. To date the School has received higher than expected support for this project and met its revenue budget for the year, with the target for 2020 remaining a strong focus for the School. • The School’s investments (held in the QIC Growth fund) performed well above expectations, contributing $904k to revenue in 2019 (2018: $223.5k), with the overall fund performance returning losses previously recorded by the School in 2018. These returns were offset by a reduction in government funding received for the year.
ANNUAL OPERATING RESULT 2015–2019
illions
S S S S
Figure 1. Annual Operating Result 2015-2019
Girls Grammar students constructing buildings as part of the Antipodeans Abroad expedition to Peru in December 2019
30 Brisbane Girls Grammar School Annual Review 2019 31 The School has continued to generate consistent and reasonable surpluses each year, which are used by the Capital expenses for 2019 focused on the Science Learning Centre, with construction commencing in July 2019. School to fund payments on capital loans, capital expenses and to provide for future capital projects and ensure The project is overseen by a Project Steering Committee and will be delivered within its expected budget and long-term sustainability. Of particular focus for 2019 is the Science Learning Centre Project which is budgeted to timeframe, and be fully operational, for the commencement of the 2021 Academic Year. cost $37.3M. Additionally, the School commenced investment in environmental sustainability initiatives, including solar The main revenue source of the School is tuition fees, comprising 72 per cent of total revenue (2018: 72 per cent) systems installed on the Cherrell Hirst Creative Learning Centre and McCrae Grassie Sports Centre buildings as demonstrated in Figure 2. State and Commonwealth Government Funding reduced slightly to 17.4 per cent. and investigation of solar and wind initiatives at its Outdoor Education campus at Imbil. These initiatives were undertaken alongside renewed and alternative approaches to waste management with a view to support cost The Board remains committed to keeping the School’s annual increase in tuition fees as low as possible for savings and environmental imperatives. the broad and deep offerings sought and expected by our families, and to ensuring a consistent and reliable approach when setting fees. This includes maintaining a long-standing policy of an all-inclusive fee, with no During 2019, the School entered into a contract for the acquisition of land (45.6ha) in close proximity to its additional levies, while addressing a decline in real terms of government funding from both State and Federal current Outdoor Education campus at Imbil. This new property, referred to as ‘Bella Junction’, has direct creek Governments. access and will support and supplement the School’s current outdoor education offering. Tuition fees comprise around 72 per cent (2018: 72 per cent) of the School’s annual income, out of which The School undertook a number of other projects, which included the commissioning of three new classrooms three of the most significant categories of expenditure in delivering the exceptional education for which Girls in Main Building (following the relocation of administration offices to Bread House), the relocation of offices Grammar is renowned are: for Health and Physical Education staff, the continuation of the locker improvement program as well as commencement of a new shade structure at Marrapatta Memorial Outdoor Education Centre, Imbil. • employing the best teachers and other professional staff it is possible to secure and remunerating them fairly and appropriately, this representing around 66 per cent (2018: 64 per cent) of our annual expenditure; During 2019, the School has continued its investment in the School’s IT infrastructure and systems. In January 2019, a renewed website was launched and provided an improved platform to share School information, events • delivering excellent academic programs; and and BGGS News. The School continues to review and assess its systems and has commenced implementation of • providing the resources required to deliver the current quality and standard of a Brisbane Girls Grammar an integrated Learning Management System that will be introduced to the School in 2020. School student experience and, additionally, the School’s physical resourcing requirements into the future. The ongoing growth, liquidity and financial stability of the School is supported by the ongoing careful review of Monitoring of financial performance and effectiveness the School’s procurement and efficiency opportunities to find sustainable cost and productivity savings without Management and the Board of Trustees, with support from its Committees, continually monitor the School’s reducing or impacting on the experience of its students, families and staff. financial performance and effectiveness. This is undertaken through monthly financial reporting, a robust Expenditure increases in 2019 were primarily driven by increased employee expenses, in line with the agreed budget process and annual review of the School’s 10-Year strategic forecasting. terms and conditions of employment of the School’s employees through its Enterprise Bargaining Agreement 2019. GOVERNMENT ASSISTANCE The key income and expenditure areas of the School are set out in Figures 2 and 3 below: The School acknowledges the contributions made by the State and Commonwealth Governments in the form of grant allocations. The grants received and approved in 2019 included: • Recurrent State and Commonwealth Government Grants, including Indigenous assistance: • Commonwealth Grants—$5 189 687 INCOME BY CATEGORY EXPENDITURE BY CATEGORY • State Government Grants—$2 948 425 For the Year Ended 31 December 2019 For the Year Ended 31 December 2019 • Funding from the Queensland Government for VET Co-ordination, special education and students with a disability—$1 733 • Queensland State Endowment Grant provided to Grammar Schools in Queensland to assist with the additional cost of complying with State Government legislation for Statutory Bodies—$21 500
m lo ee m lo ee en i re en i re e recia ion e recia ion an mor isa ion an mor isa ion
inance inance os s os s i ion ees i ion eesGran s an Gran s on rib ions an on rib ions her her S liesS lies an Ser ices an Ser ices
her enses her enses
Figure 2. Income by Category Figure 3. Expenditure by Category
32 Brisbane Girls Grammar School Annual Review 2019 33 Community
Girls Grammar’s strong community of parents, alumnae and friends are dedicated to providing Grammar girls the best possible education. The School is grateful for their commitment to our shared purpose.
Open Day 2019
34 Brisbane Girls Grammar School Annual Review 2019 35 United in Giving The Science Learning Centre Under Construction
MS GEORGINA ANTHONISZ DIRECTOR OF DEVELOPMENT
2019 was marked by humbling generosity from many within the Girls Grammar community.
It was a year punctuated by exciting, tangible There is still much to achieve in this area to attain outcomes—the first day of school for another Bursary parity with other leading Australian schools in the recipient; the turning of the ground for the Science provision of financial assistance to girls who could not Learning Centre—as well as inspiring growth in the otherwise attend our School. volume of people supporting and advancing girls’ The Annual Appeal grew steadily in 2019 with education. increased participation from alumnae. The Appeal is Thanks to Girls Grammar donors, the School has a meaningful way for all members of our community made real and consolidated progress towards its to contribute to the area of most interest to them, and philanthropic priorities during 2019. Overall, help shape the future of the School. philanthropic income received during the year The work of the School’s support groups creates the kind exceeded $1.24m. of engaged community that is essential to nurturing a The Exceptional Futures campaign for the Science strong culture of giving. 2019 was a year full of positive Learning Centre was a focal point for fundraising new ideas brought to life by our volunteers and their activities during the year. As 2019 drew to a close, fundraising efforts were greatly appreciated. Equally, construction works were well underway and the their commitment of time, energy and participation is campaign was over halfway to its goal. The campaign a powerful example to us all. will continue in 2020 and we look forward to sharing Thank you again to everyone who has contributed to a The School’s new Science Learning Centre, which Students toured the building site and attended three a full report at its conclusion. significant year of growth. This support has demonstrated commenced construction in 2019, will transform information sessions over the following months, where a unity of vision—parents, alumnae and staff—all working science education at Girls Grammar. Throughout the they heard from two BGGS alumnae who are involved in The School was pleased to provide a second Girls and giving together to deliver the best possible resources, year, staff and students watched with excitement and the SLC project. Ms Cherise Czislowski (De Vere, 2002), Grammar Bursary to a student who commenced in educational programs and facilities for Grammar girls. anticipation as the building took shape. led the group information sessions and site visits, giving Year 7 2019. The continued growth of the Bursary students a rare insight into the engineering features of Construction officially began on Monday 24 June Fund remains an important long term priority to The School’s Impact of Giving 2019 Report shares more the building’s various structures. 2019, following a milestone event to commemorate ensure we can offer more bursaries in the future. stories about the impact of philanthropy at Girls Grammar. the turning of the sod, held on Thursday 20 June. Grammar Woman and architect from m3architecture, Chair of the Board of Trustees, Ms Julie McKay (2000), Eliza Panizza (2011), shared drawings of the building and Principal, Ms Jacinda Euler, officially turned the and spoke to students about key considerations that ground. Guests included The Hon. Trevor Evans MP, informed its design. Students learned how the building current and former members of the School’s Board of incorporates concepts from the life-cycle of a star, a Trustees, and the School’s Senior Leadership Team. scientific process visible in the styling and colouring of Also in attendance were architects from m3architecture, different spaces in the building. Project Managers from Steele Wrobel, and the Featuring a variety of advanced scientific spaces and construction team from LendLease, managed by equipment, the building will profoundly impact Grammar Woman, Cherise Czislowski (De Vere, 2002). scientific learning for future generations of Grammar When the SLC project was initiated, the School was girls. The building has progressed thanks to the shared determined that students should be involved in the vision and support of our School community through construction process as a key priority. In Term 3, 28 the Exceptional Futures campaign, which has allowed students from Years 7 to 12 were selected to follow the current families, alumnae and friends of the School to building’s progress, gaining a unique insight into contribute to its development. The School community design and construction processes. looks forward to witnessing the building reach completion by 2021.
36 Brisbane Girls Grammar School Annual Review 2019 37 Susan Masel C & H Orr Dr Carol Sorensen Thank You Rebecca S Kugelmas Mr M & Mrs J Pafumi John & Linda Statham Dr Rothwell & Dr McBride Mr N & Mrs M Parr Mr T & Mrs M Tavoularis The Board of Trustees and the Principal, on behalf of the School, Mr S McCullough & Ms T Davern G Paull & H Armstrong L Thornquist thank members of the Girls Grammar community for their generous D & A McDonnell M Peel Charli & Tayla Tobin support in 2019. Mr G & Mrs B McEntee Dr Juanita Pappalardo & David & Christine Trappett Dr Matthew Peters Mr S & Mrs A Vecchio Ms Julie McKay Dr Damien Petersen and Dr & Mrs Vujovic Donors B Dawson Mr T & Mrs K Harry Dr S & Mr H McKay Dr Sharyn Van Alphen A Waterford Anonymous (35) P & J Desouza W Hayes M McMurdo AC E Phua & F Phua-Wu K Wernham G & S Anthonisz Dr Diklich & Dr Zelich-Diklich Hazzard Family Saxon Mew G Powell B Wernham Jonathan and Yvette Askew Dr & Mrs Donnelly J Hennessey P & M Mitchell Dr M Qureshi & Mrs A Shaheen Reverend P Wetherell Ann Badger D Dunk & S Buckley Dr C Hirst AO Dr C Mittelheuser AM Linda Rosenman Mrs R Williams Isabella Baker Wendy Edwards Mr R & Mrs K Hirst Mr S & Mrs L Morton Drs A & S Ryan E Wilson Dr A Bell AM S Edwards Mrs J Hopkins Caitlin N Muller-Challinor J Schmidt Mr A Young Bizzell Foundation Ms K Elkington B & H Hunter m3Architecture J Schubert Dr J Young & Mr M Curtis Gavin & Claire Blake Ms Jacinda Euler Mrs Anne Ingram J Nevard Estate of L Schultz & J Wheeler A & E Boden Dr J & Mrs C Fenwick Dr K Jaffar Mrs L Schwarten Ms K Newton Donations in-kind EM Jameson & AL Anderson Mr A.J & C.B Bowden Dr Lo-an Vu & Dr Alan Fitzpatrick Mr and Mrs C Ng Selwa Family Nan Dingle Ms J Bray Mr D & Mrs L Fogden R Jans Mr G & Mrs B Shapland Nicklin Medical Services Ms K Elkington Dr A Bruce Hyun-ju Johnson Professor A Shoemaker Ms R Fraser Crosisca Family EM Jameson K Bryan Dr A & Mrs A Jones Mrs Jasjeet Sihota Friebe Family C Noonan K Johns Dr Barbara Burge Jordan & Charli Kahler C & S Skerrett Dr M Fry A Obermair & M Janda Sodexo Dr P and Mrs J Burke Ruby Kerrigan Fu Family O’Connell Family Mr H Smerdon AM & Mrs S Smerdon B & A Butler Prof G King & Dr S Rowland Gandhi Family C Codd Dr N Sommerfeld & Ms S Cali Kolff van Oosterwijk Family Mr H Gao & Mrs XF Wang N & S O’Hare Ms R McIntosh Dr P & Dr C Campbell Dr J Lawrence AM Dr Troy & Mrs Karelia Gianduzzo Sophia Caposecco Mr T Lehmann M & E Giles Mrs Ann Caston Melinda Lewis Mr and Mrs Gottumukkala Support Groups A & K Cavdarski Ms Di Lohrisch M Grassie Thank you to the School’s Support Brisbane Girls Grammar School’s Support Groups Groups for their important contribution Centaur Memorial Fund for Christine Lonergan have a long history of providing integral support to Nurses Green Options P/L and service throughout the year. E Lowry the School, and all in our community are proud of Chambers Family Murcott-Green Family the legacy of giving that these groups continue to P & L Lui uphold. Mr Y Chen & Ms X Wang D & P Greig Parents & Friends Association Mrs A Luque From nine-sided pavilions in the hills at Marrapatta, Mr B & Mrs M Clark G Griffin Mothers Group J & C MacDonald to commemorative gifts, a new P&F Uniform Shop Comiskey Family Mr P Griffin & Ms Schleicher online store, hosting the Head of the River regatta Fathers Group Laurie Mackay and events that were bigger and more enjoyable than Mr T Cory Ngaire Groves Music Support Group E Mackenzie before, 2019 was a year full of positive and varied Dr R Crawford & Ms J McLaurie A Hale innovations brought to life by our community. Rowing Support Group Mr J & Mrs K MacPherson Czislowski Family Ms J Hammer AM In 2019, our support groups rallied together to Water Polo Support Group Emeritus Professor Dr Mary support and extend School initiatives including the Old Girls Association A Dale Mr A & Mrs S Harper Mahoney AO P&F Association’s generous leadership gift to the Lesley Davies Ms Ann Harrap Mr J & Mrs M Mangos School’s new Science Learning Centre.
Captain T Davey Mrs A Harris Frances McInerney & Sean Martin Acknowledgements current as at February 2020.
38 Brisbane Girls Grammar School Annual Review 2019 39 Grammar Women
‘We were encouraged to take part in all academic aspects of school life. Girls Grammar was the start of a lifetime of grasping opportunities as they were presented.’
Professor Cheryl Praeger AM (1965)
Students’ time at the School forms the foundation for a lifetime of connection to Girls Grammar and their fellow Grammar sisters. Grammar Women, incorporating the Old Girls Association, provides a framework for past students to maintain, strengthen and develop connections with fellow alumnae.
• Eliza Lusis (2018), Annabel Ryan (2018) and Nida Zaka (2018) were all awarded Excellence Scholarships for commencement at Bond University in 2019.
• Associate Professor Beverley Jane Rowbotham (1972) was made an Officer in the General Division of the Order of Australia (AO) for her distinguished service to medicine through roles with professional associations, Dr Alison Todd (1974) and Manuri Gunawardena (2010), guest speakers at the Grammar Women: Leaders and Game Changers event to pathology, and to medical education.
• Josephine Dooley (2018) and Kirby Short (2003) represented Queensland Cricket, winning the final of the Women’s Big Bash competition on Saturday 26 January at Drummoyne Oval in Sydney. Additionally, • Edith Rodda (2018) had her English Extension assessment published in the Queensland Curriculum and Josephine was named Player of the Match in the game versus Adelaide Strikers on 5 January. Assessment Authority’s 2018 Assessment Highlights publication.
• Chloe Williams (2017), Eliza Smyth (2015) and Emma Greensill (2015) were selected for the 2018/2019 • Minna Atherton (2017) won a silver medal in the 100m backstroke and a silver medal in the 4x100m medley Synchronized Skating competitive season with Team Nova Australia, competing in the Australian Figure Skating relay at the Fédération Internationale de Natation (FINA) World Aquatics Championships in South Korea Championships 2019. They went on to represent Australia at the ISU Mozart Cup in Salzburg, Austria, and for in July. the ISU Leon Lurje Trophy in Goteborg, Sweden. • Milan Agnew (2016) competed at the International Triathlon Union’s World Triathlon Grand Final in • Josephine Dooley (2018) toured India and New Zealand with the Australia A Cricket teams and played as a Lausanne, Switzerland in August as part of the Australian Under 23 Women’s Team. member of the Governor-General's XI against the touring New Zealand team. • Josephine Dooley (2017) was named in the Australia A Tour Squad that toured England alongside the • Ashleigh Hockings (2017) made history as first female coxswain of King’s College VIII competing in the Henley Australian National Cricket Team in their Ashes defence. Royal Regatta in Henley-on-Thames in July. • Caitlin Hockings (2014) won a gold medal for Australia as the coxswain in the Men’s four at the Under 23 World • Lucy Stirling (2010) represented Australia in the International Federation of Sport Climbing World Cup in Rowing Championships, held in Sarasota-Bradenton, Florida. Wujiang, China from 3–5 May, competing in the Women’s Bouldering competition with a final ranking of 73. • Sarah Tisdall (2015) won a bronze medal as part of the Women’s coxed four at the Under 23 World Rowing • Minna Atherton (2018) competed at the Hancock Prospecting Australian Swimming Championships in April. Championships in Sarasota-Bradenton, Florida. • In the 2019 Kings Cup Interstate Rowing Regatta, both Queensland Women’s Eights were coxed by Grammar • Minna Atherton (2017) became the first woman in history to break 55 seconds in the 100m Backstroke event, Women: the Queensland Queens Cup Women’s boat was coxed by Caitlin Hockings (2014) and her sister claiming the Short Course World Record at the International Swimming League meet in Budapest. Ashleigh Hockings (2017) coxed the Queensland Women’s Youth Eight boat.
• A number of past students were selected to represent Australia in Water Polo Squads: Abby Andrews (2017), • Gabi Palm (2015) won a bronze medal representing Australia in the FINA Water Polo World Championships. Gabi Palm (2015), Lydia Pascoe (2016) and Emily Powell (2016). • Christa Davies (1988) was awarded the University of Queensland Vice-Chancellor’s Alumni Excellence Award. • Pauline Harvey-Short (1971) was awarded a Medal of the Order of Australia (OAM) in the General Division for service to sport and education, as part of the Queen’s Birthday 2019 Honours List. • Dr Laura Fenlon (2007) was named as a 2019 Queensland Young Tall Poppy Science Award winner by the Australian Institute of Policy and Science. • Katherine Hirschfeld (1977) was awarded a Member of the Order of Australia (AM) in the General Division in recognition of significant service to engineering, women, and business, as part of the 2019 Queen’s Birthday • Professor Cheryl Praeger (1965) was awarded the Prime Minister’s Prize for Science for her for her fundamental Honours list. work in group theory and combinatorics.
• Chelsea Edmonds (2011) was awarded the Cambridge Australia Poynton International Scholarship to complete • Mary Martin (1970) was awarded an Honorary Doctorate from Queensland University of Technology for her PhD in Computer Science at the University of Cambridge. her exceptional service to the community as a health practitioner and leader, and to the university.
40 Brisbane Girls Grammar School Annual Review 2019 41 Staff
Girls Grammar staff deliver the broad, liberal education for which the School is renowned. The School’s teachers are central to its culture of deep learning, possessing extensive knowledge of their discipline, an unending passion for discovery, and the ability to nurture creativity and a sense of possibility in the minds of students.
42 Brisbane Girls Grammar School Annual Review 2019 43 Brisbane Girls Grammar School Staff
Executive Staff Property and Capital Works Service Heads of Department/ English Years 7 to 8 Mathematics A and General Maths Manager Mrs Lynne Mungomery Mrs Julie Smith Mr Steven Van der Ros Principal Subject Mr Aaron Bowden BHMS(Ed), CertIVTrngAssmnt BA(Hons)(Eng), PGCE BEd(Sec)(Hons), BIT, Ms Jacinda Euler Academic Data Analyst DipProjectMgt, CertIVTrngAssmnt BA, GDipEd, MEdSt, MACE, Sport Ms Elaine Serisier English Years 9 to 10 DipBus(Frontline Management), MACEL, MAICD Ms Jo Duffy, BEd, MEd BEd(Hons) Mr Richard Laur Mathematics B and Mathematics DipBuilding&Construction, BEd(PG), BA(Hons), MEd Methods Deputy Principal CertIVWHS, FSA, QBCC Licence Technologies Accounting Ms Gay Barnett Mrs Anne Ingram No 1264810 Mr Brendon Thomas Dr Phillipa Greig English Special Project— BA, DipEd BSc, DipEd, AMusA, MACEL CertFineArts, BEd, PGradCertOEd, BBus, BEd, DipT(Sec), Literature Deputy Principal (Academic) Directors MEd, CertIVTrngAssmnt AssocDipSecStudies, EdD Ms Meghan Parry Mathematics Curriculum BA/BEd(Sec) Development Dr Bruce Addison, BA, BBus Ancient History Curriculum Creative Arts Dr Peter Jenkins (Econ), BEdSt, PhD, DipEd, Heads of House Development French Mr Andrew Pennay, BA, BEd BSc(Hons I), PhD, GradDipEd MAICD, MACE, FACEL Associate Dean (Academic Care) Dr Rashna Taraporewalla Mr Fabrice Alleaume Centre for Professional Practice Chief Financial Officer and Ms Sarah Frew BA(Hons I), MA, PhD, BBus(Mgt), GradDipTeach(Sec), Mathematics Years 7 to 8 Dr Ann Farley Secretary to the Board BA, BEd, MEdSt(Leadership) GradDipEd, GradDipPsych MA(Hons) Mrs Patricia Greenland BEd, GradDipResT, DipT, Ms Rachel Fraser BSc, GradDipEd MSc(Dist), PhD, MACE Beanland Biology Geography BCom, GradDip Adv Acctg, CA, Ms Rachael Christopherson Ms Tracey Monteith Ms Yonnie McDonnell Physics English GAICD BA, DipEd BSc(Hons), DipEd BA, GradDipEd Mr Alan Allinson Dean of Studies Mr Stephen Woods BSc(Hons), PostGradCertEd England Chemistry Geography Year 7 Mr James Keogh, DipTeach, BEd, BA(Hons), MA, GradDipTeach Ms Alysia Stark Mrs Jacqueline Ross Ms Samantha Young Science Curriculum Development MEd, MACE, MAIP (Terms 1-2) BAppSc(HMSEd), BSc(Hons), GradDipT (BEd) Years 7 to 10 Dean of Operations Ms Jo Genders Mrs Monica Urry CertIVTrngAssmnt, Chinese German Miss Tennille Cummings BEd(Hons) (Term 2-) BSc, BEd MAppSc(HMS), MACHPE Mrs Paula Quinn Mrs Izabela Minuzzo BSc, GDipEd, MEd (Leadership Health and Physical Education Gibson PGDipED, BA(Hons), MAppLing Licencjat Magistra Ms Belinda McGarry and Mgt), MACEL Mr Stephen Fogarty BSc, BEd, MEd(Leadership and Mrs Hazel Boltman Co-curricular Drama History Dean of Co-curriculum BEd, MACHPER Mgt) (Acting Term 1) HDE(Physical Science) Mr Brad Jennings Ms Julie Hennessey Miss Ellena Papas Humanities BEd, BA(Drama) (Term 1) BA, MEd, DipEd Science 21 BEd(GE), BMus, CertResCare, Griffith Ms Alison Dare Ms Stephanie Johnson Ms Jan O’Sullivan Ms Emma Churchland History Years 7 to 8 MACE, MACEL, AFAIM BA(Hons), DipEd, MA BA, DipEd, MACE BFA(Drama), DipEd(Sec) BAppSc(HMS), BEd(Sec) Dean of Students Dr Rashna Taraporewalla Information Services (Terms 2-3) (Acting Terms 1-4) Mrs Emma Lowry Ms Elaine Serisier BA(Hons I), MA, PhD, Mrs Kristine Cooke BBus, BIntSt, BEd, BEd(Hons) (Acting Term 4) Mrs Katrina Riveros GradDipEd, GradDipPsych Study of Religion BA, DipEd, GradDipResT, Mrs Louisa Harvey MEd(Leadership and Mgt) BA(Drama) GradDipEd (Term 4) Health and Physical Education MEd(TeachLib) Hirschfeld BEd, BA, CertIVTESOL Director of Communications Mrs Alice Dabelstein Curriculum Music Curriculum Development Instrumental Music and Engagement BEd Ms Adele Cummings Ms Jane Martel, BAppSc(HMSEd), Visual Art Mrs Emma Dron Dr Belinda Burns BA, MSc(Entrepreneurship), CertIVTrngAssmnt Mr Donald Pincott MMus, GDipTL, MACE Lilley GradDipEd BEdSt, BA, MEd, MLI, BA, BBus(Public Relations), Mrs Sybil Edwards Mr Elliot McGarry International Studies Drama DipSecT(Art), MACE MA, PhD BA, DipT BEd(Sec) (Acting Term 4) Director of Development Ms Susan Garson Mrs Katrina Riveros Special Project—NAPLAN Mackay Japanese Ms Georgina Anthonisz BA/BEd, MEdStud BA(Drama), GradDipEd Mr Andrew Lanning Ms Ruth Jans Mrs Sanae Asada-Leone BMus, CFRE, MInstF(Cert) Marrapatta Memorial Outdoor EAL/D Coordinator BEd(Sec), BSc BA, BEd BA, GradDipEd Education Centre Ms Romy Fritz Director of Information Latin Special Project—Numeracy in Mr James McIntosh O’Connor BA, GradDipEd, GCEd Technology Mr Nicholas Hollier Science Mr Eduardo Sifontes BEd, GradDipOutEd, MEdSt Ms Sarah Boyle Economics Ms Gerri Bernard BA, BEd(GE), GradCertRE BA(Hons), GradDipEd, BA(Computer Science), Mathematics Dr Zhi (Sam) Peng GradDipDivinity BSc(Physics), MSc(MatSciEng), PGradDip(Project Management) Ms Catrin Huxtable Woolcock BA, MA, MIB(Hons), PhD, GrDipEd(Senior Yrs) Learning Support Director of Human Resources BSc(Hons), PGCE Mrs Violet Ross, BA, GradDipEd GradDipEd (Acting) Ms Lesley Roy, DipT, GOGE, Technologies—Senior Curriculum Ms Samantha Wilmore Science Mrs Paula Quinn, PGDipEd, English Curriculum Development MLearnInnov Development BA, MA(HRM), MAHRI (Term 1) Dr Sally Stephens BA(Hons), MAppLing (Acting Ms Jo Genders, BEd(Hons) Mrs Malgorzata Golawska-Loye Manager of eLearning Ms Retha Du Plessis BSc, MScEd(Dist), GradDipT, Term 4) (Term 1) MagisterBEd Mr Shane Skillen BA(Psych), BCom(Hons) GradDipCommComp, EdD Mr David Rawson BEd, CertIVEng, DipMultiMedia (Industrial Sociology), MBA, BA(Hons), BEd(Sec), EdM, MAHRI (Term 3-) MACEL (Acting Term 2-)
44 Brisbane Girls Grammar School Annual Review 2019 45 Brisbane Girls Grammar School Staff
Academic Staff Mrs Emily Fletcher Ms Natasha Littler DipBus(FrontlineMgmt) (Term 3) Instrumental Music Staff Strings Director, Upper Strings BA AppTheatre, PostGradDipEd BA/BEd Teacher Ms Birgit Alves-Stein Mrs Danielle Munro Faculty Director (Term 4) Ms Josephine Pollicina TCollegeDip, BA, MEd (Term 1) Ms Jenna Luiten BTeach&Learn/BAppSc Mrs Emma Dron BMus(Hons), MPhil Ms Anna Flourentzou BSpSc, MSc, GradDipEd MMus, GDipTL, MACE Ms Sharon Anderson Mrs Joanne Nisbett BA, BEd Strings Director, Upper Strings BA, DipEd Ms Tracey Maclean BEd Coordinator of Bands Ms Hannah Gillam BA(Hons), GradDipEd, Ms Laurinda Davidson Teacher Ms Stefanie Bailey Ms Brittany Nunan BSc, GradDipEd GradDipTESOL BAMus, GDipMusSt Mr Jonathan Zorzetto BSc/BEd BEd&HealthSc, GradDipEd BMus/BEd Mr Bradley Hacker Dr Christine Madill (Senior Yrs) Coordinator of Choirs Dr Ruth Burnett Accompanist, Piano Teacher BSc(Geo)(Hons), PGCE BA(Hons), PhD, GradDipEd Mrs Anna O’Gorman Ms Clare Finlayson BEcon, DipT, MEd, EdD BMus, BEd(Sec) Ms Anne-Maree Eyles Ms Abigail Hills Mrs Amee Magee BSc(Hons), DipEd MEd(School Leadership), Ms Anne Byrne Coordinator of Strings BVA, GDipEd BSc, GradDipEd Ms Suzanne Peck GradCertEdMgmt, GradDipEd, BSc, BEdSt, MEd, DipEd Mr Michael Patterson Ms Hollie Hollie Ms Gabby Mann BA, GradDipEd (Terms 1-3) BMus, AMusA Mrs Sally Callie BMus (Hons), MPhil, BA(VisArt), BEd(Sec) BEd BEd Ms Deborah Perz GradDipLearningandTeach(Sec), Accompanist, Piano Teacher Mr Gideon Huppert Mr Paul Martineau BSc, BEd AMusA, LMusA Ms Sherelle Eyles Ms Nadine Cameron MMus(RCM), ARCM(GradDip), BA, GradDipEd, MEd(TESOL), BA, BEd Mr Michael Ramsay Band Director, Percussion Teacher BSc, GradDipEd BMus, AMusA, LMusA CertIVTrngAssmnt Mrs Lee Mazzaglia BTeach, GradDipOutEd Mr Jacob Cavanough Mrs Alison Carmichael Dr Paula Johnson BEd, DipT Ms Kelly Redhead-Adelt BMus Accompanist, Piano Teacher BEd, MEdSt, DipSpEd, Ms Kylie Los BA(Hons I), PhD, GradDipEd Mrs Kate McCarthy DipA(CreativeArts) GradDipEd Band Director, Woodwind Teacher GradDipEdSt, COGE MMus, BMus Mrs Eldene Johnston BHMS, BAppSc(Ed) (Terms 2-4) Ms Jessica Garvey Ms Katja Charters BMus, GradDipEd(Sec) Accompanist, Piano Teacher BEd Ms Kayley McCorley Ms Cathy Rees FirstStateExamTeachers (Term 3-) Ms Kathryn Sander Ms Emanuelle Jones BHlthSportsandPhysEd DipT, GradCertHlthSc(WomHlth), Band Director, Brass Specialist Ms Kate Child DipMus(Creative Arts), BA(Hons), PGCE MHlthSc(Dist) Mr Paul Johnston BEd(Physical Ed), Ms Belinda McGarry BMus(Perf—Accompaniment and Mrs Jacqueline Rose-Diamond BMusPerf, GradDipEd PGOutdoorEnvEd (Term 1) Mrs Rachel Jones BSc, BEd, MEd(Leadership Chamber Music), AMusA BEd (Term 4) and Mgt) BSc, PostgradDipEd(Sec) Mrs Jane Iszlaub Ms Emma Churchland Accompanist, Piano Teacher Ms Corrinne Scruby BMus, PostGradDipEd (Term 4) BFA(Drama), DipEd(Sec) Ms Carmen Keating Mr Elliot McGarry Ms Cara Tran BA, DipEd (Term 2-) Band Director, Woodwind Teacher (Terms 1-3) MBiomedE, BMechE(Hons), BEd(Sec) BMus(Hons) GradDipEd Dr Juliet Stone Ms Ashleigh Porter Mrs Catherine Clemot Mr Michael McGrath BSc(Hons)(EarthSt), PhD, BMus, GradDipEd Language Tutors BEd, GradCertRE Ms Jessica Kempe BMus(Hons)/BEd(Sec), BMus, Choral Teacher BSc, GradDipEd CMusA GrDipEd(Senior Yrs) (Term 1) (Native Speakers) Ms Megan Cossar Mrs Wendy Rolls Ms Nisha Swanston French BA, GradDipEd(Sen) (Terms 1-3) Mrs Kate Kildey Mrs Carol McIntosh BEd, MMusSt, GCMusSt BEd(Sec)(Hons I), MLI, MACE BEd, GradDipOutEd, MA BSc(Hons)(Multimedia Ms Corrinne Scruby Ms Kara Coughlan DesandTech), Choral Director, Voice Teacher BA, DipEd (Term 1) BSc, PostGradDipEd Mrs Stephanie Kingan Ms Bronwyn McKean ProfGradCertEd(DesandTech) Dr Gary Holley BA(Ed)(Sec) BA, DipEd, CertFineArts BMusEd, MMus(MusEd), Ms Karine Denis Mrs Sacha Cross Ms Kathryn Talbot MMusSt(VocalPed), DMA, AMusA, BA, GradDipLibSc (Term 2-) BAppSc(HMS)/BEd(Sec) Mrs Tanya Knight Ms Susan Miles BA/BEd(Sec)(Hons), MPhil BA, DipEd, MEd(TESOL) BEd, MEd(TeachLib) (Terms 1-3) CertIVTrngAssmnt, MACEL Japanese Mr Anthony Cupitt Ms Lorraine Thornquist (Term 4-) Double Bass and Cello Teacher Ms Aya Topp BEd(Sec) (GE), BA(Hons), Mrs Valerie Miller BA, DipEd, MA, CertIIITourism, Mrs Connie Garrett-Benson BA(Ed) MA(Philosophy) Ms Kate Kregenbrink BA, GradDipEd, MA, GradCertMuseumSt (Term 4) BEd, MEd(Leadership and Mgt) GradDipTheatreStudies, BMus, GradDipEd German Mrs Thea Darnell BDesSt, Mr John Walsh GradCertRE Flute, Oboe and Bassoon Teacher Mrs Martina Todd MTeach(Sec) (Term 3-) Mrs Carolyn Lansdown MEd, BEd, BSc(Hons), Mrs Anne MacAskill Auld BCom, GradDipAdvAcctg, CA, BA(OutEd), GradDipEd Ms Prue Morgan Ms Renae Davis GradDipLibSci, GradCertEd BMus(MusEd) GAICD Mr Daniel Larkin BAgSc, DipEd (Term 4) BEd(LOTE) Guitar Ensemble Teacher Chinese BA, BEd Ms Susan Morrison Mrs Sally Downes Mrs Jennifer Winter Mr Ian Weston Ms Julie Zhu BEd(Sc) BA, DipEd Mrs Catherine Lay BA, MEd, HDE(Maths) BJS(Dist), MMusSt BA, MA(AppLing), GradDipEd BSc, GradCertA, BEd(Sec)(GE) Ms Kathryn Moulsdale Ms Kirsten Eadie Mrs Christine Woodford Strings Director, Cello Teacher Ms Chelsea Jiang BA(Hons), PGCE BEd, GCCI, MEd(LeadershipMgt) Dr Timothy Lehmann BSc, DipEd Mrs Helen Sharp BA, BEd(Sec) (Terms 2-3) BA, BCom(Hons), BEd, BMusPerf, Mrs Judith Muller BMus, GradDipMus Mrs Raechelle Finch Mrs Kelly Woods Ms Emmie Wu MEdSt, GradCertMidYrs, DipEd, BSc, GradDipCompEd, GradDipEd BHMS BAccountingSc, PGCE(FET) Mr Julian Sharp BA/BEd(Sec) (Term 4-) GradCertAutismSt, PhD BMusPerf, DipMusPerf-Cello (Term 1)
46 Brisbane Girls Grammar School Annual Review 2019 47 Brisbane Girls Grammar School Staff
Specialist Staff Professional Staff Assistant Financial Accountant Facilities Support Officer— Librarian—Reference Librarian Technical Support AV Specialist Ms Monica Djaja Grounds and Events Ms Helen Demack Ms Maxine McCabe Post-Secondary Consultant Academic Administration Officer BAcc, MCom Mr Patrick Hayes BA, GradDipLibSc, AALIA BMus, MCommun Mr James Seaha Ms Sarah Braithwaite MA, BSc (Terms 1-2) CertIVHR Business Analyst Finance Manager Library Administration Assistant Web Systems Administrator Ms Aleksandra Markovic Mrs Hannah Myatt Ms Robynne Kilborne Blake Ms Maryam Nemati Director of Post-Secondary Ms Rebekkah Boundy BA BCom(Acc), CPA LLB, BA MInfTech, BAppMath(CompSci) Planning (Terms 1-2) (Terms 1-3) Ms Jan Cowen Carpenter Mrs Melissa Galloway Ms Jo Raymond Library Assistan BA(Hons), MAPS, GCert(Special Mr Robert Vogler BCom(Acc) (Term 2-) (Terms 3-) Ms Tilly Askey Web Systems Analyst Ed), GCert(Career Ed & Devt), Communications Manager Finance Officer Ms Stephanie Dharmasiri Academic Administration Officer – Library—Information Resources QASA, QGCA Ms Veena Herron Ms Rebecca Brady BScIT, BTEC(HND) (Term 4-) Deans Support Officer Officer Director of Tertiary Pathways BCommun(Hons), BJourn, GCRes BCom, BBus (Terms 1-3) Ms Katie West Mrs Janet Tripp Cleaner Ms Louise Walls (Term 1) Communications Officer—Senior Horticulturist DipLibInfoStudies, BInfSt Ms Kerry Clutterbuck (Marrapatta) BEd, MEd(Guidance & Ms Keziah Sydes Mr Ben McCann Mrs Amanda O’Brian Manager of Collections Cleaner Counselling), CDAA, QASA BCommun, BA (Term 2-) (Terms 2-3) Human Resources Manager Ms Lorraine Thornquist Ms Kristal Clutterbuck Communications Officer Ms Brigitte Bickham BA, DipEd, MA, CertIIITourism, (Marrapatta) Ms Olivia Munro Director of Student Counselling Ms Abby Woods GradCertMuseumSt BBus, CertIIIEvent&Tourism Information Systems Manager Maintenance Officer Mrs Jody Forbes BBus(Mktg), BJourn BA (Hons) (Term 4-) Mr Robert Simmons Manager, School History and Mr Peter Ward (Marrapatta) Data Analyst DipComputerStudies, CNE, MCSE Culture Academic Administration Officer – School Psychologist Mr Lewis Kelly Mrs Pauline Harvey-Short Daily Organiser IT Helpdesk Support Officer Mrs Tara McLachlan BInfTech BHMS, DipT(PE), MPhil, BPsychSc, MPsychClin, MAPS Ms Elloise Woods Mr Craig Hohrmann Development Officer (Terms 1-2) FACHPER, FRLSS Ms Lauren Hagedorn Accountant Ms Marguerite Hancock Payroll Officer BSocSc(Psych), BScocSc(Psych) Mrs Emma Strang Mr Brandon Van Der Molen ADipVisCommDes (Term 2-) Mrs Sharon Rose (Hons), MPsychClin, MAPS BBus(Acc), CPA (Term 2-) Enrolments Manager (Terms 1-2) Administrative Assistant—ASC IT Helpdesk Support Officer Personal Assistant to Chief Ms Kelly Ryan Ms Gillian McHarg Mrs Allison Luque Financial Officer School Psychologist BAsianSt, PGCertTESOL, CertIVIT Support, DipIT Ms Kirsti Moyle Dr Alix Vann Administrative Assistant—ASC CertIVTrngAssmnt BPsySc(Hons), DPsychClin Mrs Jennifer Stafford Personal Assistant to Deputy Enrolments Officer IT Project Manager DipBus Principals Ms Michaela Ward Mrs Julia McPaul Mr Manuel Stavropoulos Ms Sally Condon BPsySc (Term 1) Administration Assistant—Facilities BN, GradDipECE BInfTech (Term 1) Mrs Melanie Bishop Receptionist School Psychologist Mrs Lisa Horan IT Senior Desktop Support CertIVBus, CertIVTrngAssmnt Mrs Rachael Quinn Ms Lisa Manning, BA(Hons), (Term 2-) Technician MClinPsych, MAPS Administrative Assistant—IT Mr Dane Culley Repairs and Maintenance Officer Events Coordinator Mrs Wendy Bradley CertIVIT(Networking), BBiotech Mr Robert Hetherington Health Centre Director Mrs Nicola Taylor Dr Gillian Thorpe Administrative Assistant—IT BCI (Terms 1-3) IT Services Manager Risk and Compliance Officer MBBS, PGrad FRACGP (Term 3-) Ms Jodie Oldfield Mr Breck Felsman Ms Heidi Dulieu Mr Daniel Mitchell BInfoTech, MCSE School Nurse Administrative Assistant—Music BA, PGradCertMgt (Term 3-) BBus(Intl), GradDipAppFin Mrs Louise Lockyer Mrs Elizabeth Worth Laboratory Technician Executive Assistant to the Principal Sports Manager BN (Terms 1-3) Dr Megan Scilipoti Administrative Assistant—Sport Ms Lara Parker Mr Liam Mulligan Ms Debbie James Mrs Wendy Porter BSc(Hons), PhD BSpandExerciseSc(Hons), ASCA Facilities Manager RN (Term 3-) BBus Cert, AWF Cert, CertIVTrngAssmnt Mr David Foreman (Acting Term 1 Laboratory Technician Ms Karen Herbert Administration Officer—Student & Term 4) Ms Emily Grundgeiger Stores Officer BN Reception BAppSc Mr Phillip Hopkins Facilities Operations Manager Mrs Tracey Bilton Ms Kristin Kavanagh Mr Christopher Bailey Laboratory Technician Technical Support AV Specialist RN Ms Karen Forester Mr Anthony Lumsden Mr David Joncheff Facilities Support Officer (Term 3) BSc(Hons) Mrs Susan Micallef, Mrs Leonie Doran RN (Terms 1-2) Alumnae Relations Manager Librarian—Special Collections Facilities Support Officer— Ms Antonia Swindells Mrs Jenny Davis Mrs Anna Pilcher Grounds and Events DipEvents BA(Hons), GradDipArts RN(Midwifery) Mr Lorenzo Guglielmino
48 Brisbane Girls Grammar School Annual Review 2019 49 Addresses
Girls Grammar formally farewells and celebrates the achievements of the Year 12 cohort at its annual Valedictory Dinner. The following day, at Annual Speech Day and Distribution of Prizes, the School celebrates the academic and co-curricular achievements of Grammar girls across all Year levels.
50 Brisbane Girls Grammar School Annual Review 2019 51 The Occasional Address Thursday 14 November 2019
MS JULIE MCKAY CHAIR OF THE BOARD OF TRUSTEES
Ms Julie McKay, Chair of the Board of Trustees, delivered the For me, working to understand and address male-dominated organisation. My entire role was inequality has been a long-standing passion. When to challenge the assumptions, norms and, at times, following address at the School’s Speech Day and Annual I was at university, working as a youth worker language which was used in order to affect a cultural Distribution of Prizes 2019. opened my eyes to the impact of exclusion and change that would strengthen the Defence Force marginalisation on many people in our communities. through the full inclusion of women. Whether it I left banking to take a job with Homelessness was challenging a Private about his attitudes towards Australia, and it was there that I started to feel women while being the only female on a training Trustees, Ms Euler, staff, special guests, parents, I was always in a rush. I rushed out of our gates, (via a the energy and excitement that comes with doing exercise, speaking to Generals about the behaviour friends, girls. I would like to echo my thanks to quick detour that definitely wasn’t Schoolies, just a girls’ something you love. of their reports, or challenging the leader of an Songwoman Maroochy Barambah for her Welcome week near-ish to Cavill Avenue) to university. I rushed allied military to address sexual harassment within I learned an enormous amount about privilege and to Country and pay my respects to elders past, present my decision about which university to go to—biased by his ranks, I found courage because I genuinely and emerging. the promise of lifts and free lunches that my mum and power in those early years of my career—and I was believed in what I was doing. brother offered. I rushed through a five-year degree uncomfortable about how much of both that I had, Today we celebrate the achievements of every in four years while working multiple part-time jobs, simply because of the family I was born into and the In my experience, opportunities rarely fall into your Grammar girl. Some will walk across this stage and because I was afraid that without work experience I priority my parents placed on education. I spent lap—but when you are passionate about what you accept prizes for academic, sporting and musical wouldn’t be employable. I rushed to accept the first time among some of Australia’s leading feminists— are doing, you are more likely to feel confident to excellence. Some will be acknowledged for their graduate position I was offered. living legends—women who had fought for equal identify and chase exciting opportunities. leadership of service and the arts. Some of you got pay, for the right to work after they were married, here with the support of your friends and family, some If I had paused to reflect on what I loved and who chained themselves to bars fighting for the 3. Invest in relationships of you made it to the end of the School year against where I felt like I was the best version of myself, right to drink in public, women who had set up the some significant odds. All of you have grown, learned I am pretty sure I wouldn’t have found myself in a big When you look back, 20 years from now, it won’t be early domestic violence refuges. On first glance you and been challenged this year. bank, working in western Sydney away from all my awards, job titles or degrees that you care about. It might underestimate them and their contribution to friends and family. There were no women in leadership will be relationships—the time spent with people I walked across the stage at Speech Day once and only Australia. Their lives were dedicated to the freedoms roles anywhere that I could see—a shock after having who build you up, the lessons learned from people once in my five years at Grammar—to collect my Year that each of us enjoy today. Once I learned their grown up at BGGS and then worked in the NGO sector who disagree with you and challenge you. The pride 12 Graduation Certificate. I wasn’t sporty (and spent stories, and once I understood how pervasive gender where women leaders are visible and supported. My you felt when you helped someone. The shame you a fair chunk of senior on crutches), I had a lot of inequality still was, I knew that was where I wanted to colleagues made jokes at other peoples’ expense—and felt when you hurt or excluded someone. musical ambition and very little talent and I certainly work. everyone laughed along, I assume to fit in or protect never imagined that I would be standing here 19 years I wish everyone could have a period of their early themselves from becoming the target. Team meetings Age and experience are funny things. Today, I have later, as the Chair of the Board of Trustees, giving the career where they feel totally supported and involved talking about customers inappropriately. to constantly battle self-doubt, but at the age of 23, Occasional Address. empowered. I used to think it was normal. I have Success looked like selling people products they may I applied for the role of Executive Director of UN come to realise that having key leaders spend time I wish I could stand here and tell you the secret to not need to meet targets that were linked to financial Women Australia without really considering that a with you sharing their contacts, their skills and a happy, healthy and successful life. But perhaps rewards. Over the course of that year, my confidence 23-year-old may not have the requisite experience. their ideas isn’t ‘the norm’. The UN Women Board the only thing I am sure of is that there is no one started to erode, my energy waned and self-doubt crept I saw this incredible organisation, led by amazing encouraged me to spend as much time as possible right path to take—just options, opportunities and in. I now know that was due to me not being in a role volunteers, setting up an office in Australia. I knew meeting our stakeholders—learning from their obstacles—and that happiness is found in unexpected where I could be authentic. that it would be an opportunity to link government experiences. Those meetings gave me perspective, places. For me, as I reflect on the last 19 years policy, community service delivery and private sector The chance that who you are when you are 17 or 18 is encouragement but they also made me realise the there are four themes that underpin the different responsibility to drive gender equality. who you are when you are 35, let alone 60, is very slim. importance of acknowledging and building on what experiences, turning points and opportunities that I Give yourself time to make decisions, be open to new I am not sure I realised it at the time, but that Board has gone before, not believing that you are unique or have valued. experiences and be willing to change course if the one did something pretty incredible: they saw my passion somehow better than others. you were following isn’t for you. Once you know who and potential, took a chance on a young woman 1. Be intentional and authentic In my time at UN Women there was one Director you are, and are behaving in a way that is aligned with and they backed me the entire nine years I was in who disagreed with me on just about everything. In an age where new opportunities are emerging your values, decision making gets much, much easier. the role. I try every day to be the kind of leader Initially I spent time thinking about how to get almost daily and carefully curated social media feeds that those women role-modelled—a leader who around her or get her off the Board, but I came to can overwhelm us with a sense of all the things we are encourages others to succeed, supports them when realise she was an incredible asset. Understanding a missing out on, it has never been more important to 2. Find your passion and be bold they make mistakes and empowers others to make totally different perspective makes you more likely to give yourself time to make decisions and permission decisions. I don’t think we will all find roles that we are passionate reach a considered decision. Being challenged by a to make corrections. about every minute of every day, but I do believe that Being bold and courageous for me has looked trusted colleague before you present an idea or pitch I always wanted to make a difference in the world, but it is important to know what you are passionate about, different in different roles. I spent four years for work will always make you better prepared. Since when I was young I mistook that for needing to do what gives you energy and to make time for those things working as the Gender Advisor to the Chief of the those days, I have actively sought out relationships everything in a hurry. in your life. Australian Defence Force, a deeply hierarchical and with people who challenge my thinking.
52 Brisbane Girls Grammar School Annual Review 2019 53 The relationships you form at Grammar will be achieve. We have recently celebrated the Matildas enduring. My closest friends at School remain signing a deal for pay equality—the first professional my closest friends—now a lawyer, teacher turned Australian women’s team to be paid the same as the accountant, a musician and a senior public servant— men’s team. Again, an amazing moment in history, we could not be more different, but these women give but one that shouldn’t have taken until 2019 to me strength, encouragement and courage every day. achieve. I truly believe that you can learn something from Girls, don’t take this education for granted. This every person. I challenge you all to spend time with may be the last time in your lives you are surrounded someone who you haven’t previously gotten on well by women who fundamentally want you to succeed. with, be open and curious—there is wisdom in every Whatever you go on to do, make sure that you person. remember to open doors for other women and continue to celebrate their success. Relationships are always a work in progress, but knowing which ones are most important and ensuring Remember to thank your teachers and your parents. they are a priority for you will serve you well. The job of your teachers is nearly done; it has been done with energy, passion and integrity. The job 4. Your life will be enriched by your of your parents is far from over. After 12 years in openness to learn Canberra, coming home in 2016 about 300m up the road from my parents, and today to celebrate Your education doesn’t end after school or university. my Dad’s birthday, he is here at Speech Day. You all Your life will forever be enriched by the experiences come from different families and backgrounds, but you are open to, the people you get to know and the something that we all have in common is parents who challenges you face. believed in giving us a truly great education. I have collected a few degrees along the way and loved Year 12, after tomorrow, no one can ever make each one of them. But for me, it has been the lessons you put your hat on again. You won’t need to race learned from experiences which have changed the around the house finding a blue ribbon or trying to course of my life. get the food stain off your tie. You won’t be given a I learned that getting fired from your retail job for timetable that includes time for study, friendships insubordination doesn’t end your career. and mindfulness. I guarantee that even those of you who can’t wait to get out those School gates tomorrow I have learned a huge amount from our former will come to miss the safety and structure that BGGS Chair, Elizabeth Jameson and all of the current and provides. former Trustees—not just about education, strategy and governance, but about how to practically role Go forward into the world intentionally and model inclusive leadership in every interaction. I am authentically. Find your passion and be bold. Don’t very proud and privileged to serve on a Board that take this education and the opportunities you didn’t blink when I brought my four-week-old baby to have had at Grammar lightly. Know that having a meeting and ensures women are front and centre had someone invest in you comes with significant of not just our approach to educating girls, but our responsibility. Go forward today, next week and in the interaction with suppliers and external stakeholders. years to come with the confidence that you have been given the toolkit to do whatever it is that you want to My understanding of key human rights issues have do, and that Girls Grammar—its teachers, students, been enhanced by spending time with women in alumnae, its history and its future—stand with you, China working in factories, women in Papua New all the days of your life. Guinea escaping domestic violence, women in South East Asia working to improve disaster resilience. Working alongside people who have experienced homelessness, domestic violence and exclusion based on their sexuality, gender identity, cultural heritage or disability has undoubtedly made me a better leader. Even the unimaginable loss of my brother taught me that life is incredibly precious and short and made me committed to being focused and intentional in how I live my life. I left Girls Grammar believing that women could achieve anything. Naive about the challenges that women still face in almost every aspect of our society. This year, we have witnessed the very first all-female space walk. An amazing moment in history—but also one that made me question why it took 50 years to
54 Brisbane Girls Grammar School Annual Review 2019 55 Principal’s Address Thursday 14 November 2019
PRINCIPAL’S ADDRESS MS JACINDA EULER
Principal, Ms Jacinda Euler, delivered the following address at the remaining somewhat apart from it, as we prepare • we have certainly grown as a School—in size and girls for that world. There is a constant tension we scale. Following the introduction of Year 7 in 2015 School’s Speech Day and Annual Distribution of Prizes 2019. work our way through. We have the foundation of a and to meet new demands, today we have grown shared identity, a strong core that means, while we to a staff of more than 230 with 48 per cent of our don’t have all the answers, we seek to equip girls with staff having been with us for just five years or less. Ms Julie McKay, Chair of the Board; Trustees—past As a school that educates some of the most talented the education, open-minded approach to life, and I We have encouraged independence, creativity and present; honoured guests—including Councillor and highly achieving girls in the world, we understand hope the confidence, to negotiate the challenges of a and welcomed new ideas and yet of all these Vicki Howard; Susan Playford, President of the P&F the sometimes-crippling cloak of perfectionism. complex world. new staff have been integrated in to a corporate Association; Julie Caton, President of the Old Girls Within society there is always brokenness, discord. At Speech Day we bring together the year, celebrate understanding of the Grammar way Association; staff; parents; Grammar girls and most And those who try to sell us the materialistic ideal achievement and mark the progress of the School • a new Strategic Design, has just been created, particularly the young women of Year 12. of ‘perfection’—perfect bodies, perfect homes, through time. articulating this educational philosophy. It is not perfect lives—sell us short. As an institution we have If there is one word that I hear more often than most just about the activities we provide or subjects we brokenness—we make mistakes, bad decisions, get This year: these days—and often accompanied by a bemused offer but the ideals we espouse and the attitudes we things wrong, sometimes. People don’t necessarily but gentle shaking of the head—it’s ‘complex’. The • a new Board and a new Chair assumed their inspire. With increasingly competitive options of like to hear that, but it’s true. As individuals we are world is complex. Raising daughters is a complicated responsibilities through rigorous and respectful local city schools our ability to distinguish ourselves all deeply, inherently flawed. But that’s what makes business. Educating for a contemporary society, I can transition. They will bring something new, fresh, is more important than ever. Why do—why will— us interesting, and hopefully less judgmental, more tell you, is increasingly complex, and finding solutions uniquely their own—but they will weave it in to the people continue to pay more to come here? compassionate. fabric of our 144-year history to all of the challenges of a—complex—world This year some themes have gathered pace, demanding What matters in our School is that we create an sometimes seems beyond reach. • we commenced construction on an exciting our attention—inclusion, wellbeing, environmental environment where we try, every day, to be better, and long-awaited new Science Learning Centre. But interestingly, if we delve a little deeper in to Latin awareness. to be accepting, to overcome. Eleanor Roosevelt A $37 million project—only made possible roots—which we all know is a particularly popular said that working on those things within ourselves, through the philanthropic commitment of our pastime at Girls Grammar, the definitions assume a Inclusion that often only we know are there, leads to self- generous supporters—it highlights the need for more positive slant. The Latin word complecti suggests Girls Grammar has always been a much more inclusive knowledge, which is every bit as important as any specialisation, contemporary discipline-specific connection, relation: ‘to entwine around, to embrace’ place than some might imagine. However, the need for other knowledge. facilities, while understanding this science and ‘a whole comprised of interconnected parts’. So even greater acceptance—a wider embrace—has been learning will be balanced with the humanities, arts, it becomes something surrounding, embracing— The young women of Year 12 are on the cusp of such made clear, recognising that we all long for acceptance languages—within a bigger whole that is our broad, important life decisions. Simultaneously, the younger of our whole selves and a sense of belonging. which is a little more reassuring. Of course, the great liberal, Grammar education challenge, with all of this complexity in our world, is to girls continue to explore who they are, what they love, find a way through—to negotiate all of the wonderful, what they are good at and what they are not good • our teachers negotiated the complex world of Wellbeing at, through subject selections, pursuit of particular senior assessment in Queensland at this time. vibrant, deeply fascinating complexity without losing As a school, we have always focused on wellbeing interests, the friendships they make and those they The rigorous work of running two systems, our way, without succumbing to despair. and the development of the whole person, but it is move on from. I hope that we help you to understand simultaneously, has been a huge undertaking as fair to say that while students of today have greater And what is the role of our School in negotiating yourself, and that through the inevitable mistakes and we seek to integrate the new external imperatives opportunities, they also face greater challenges than this complexity? We are most certainly a whole wrong turns you become stronger, more self-aware. within our own particular educational philosophy, students of 30 years ago. comprised of many interconnected parts. Is it to be For while we celebrate worldly achievement, the our ethos, our longstanding purpose found in relation, connection, that warm embrace? cultivation of a rich inner life, in a school such as • our Parent Support Groups brought a new Environmental action The very understanding that we are part of a bigger ours, must not be neglected. energy and commitment to their important role whole, in this very individualistic world, provides an The driving and increasingly urgent call to action in The way we deal with our achievements is important. in the School. They have become increasingly important framing that helps us to find what we have environmental and ecological imperatives has led While we strive for excellence, what is the context interdependent, bringing the community together, in common, and understand what we all share. to: the installation of solar panels worth $300 000 at in which we do this? It’s not about triumphalism. with an even broader embrace of our parents and Spring Hill; extensive waste management initiatives There is a famous line from Thomas Merton (1915 – We want the best, the highest results—we proudly Grammar Women—a bigger, more inclusive whole driven strongly by the girls; being completely ‘off- 1968), an American Trappist monk, writer, theologian topped the State in NAPLAN again this year, moved grid’ at Rangakarra; and planning an ‘energy farm’ and poet: ‘There is in all things,’ he said ‘… a hidden back up the QGSSSA Athletics table to second place, at Marrapatta. We understand that our buildings and wholeness.’ and the Prossima Program with Queensland Symphony physical resources, not just our programs, too must How does a school assist as we seek answers, through Orchestra provided once in a lifetime experiences for educate. lines, a coherent narrative, collective wisdom— some of our finest musicians. We want our daughters help our girls, our community to find that ‘hidden to achieve their very best. But we also want to develop wholeness’? Wholeness does not mean perfection, of the best characters, be the best people we can be. course. It means embracing brokenness, mistakes and As a School we thoughtfully respond to the outright failure as integral parts of life. maelstrom, the complex ‘zeitgeist’ out there, while
56 Brisbane Girls Grammar School Annual Review 2019 57 Head Girls’ Address Thursday 14 November 2019
MARTINA MARRAMA (12G) AND JESSICA MCLEOD (12M)
Some things remain the same, of course. Our I thank the Trustees for their calm, steadying In their last formal address as Head Girls 2019, Martina Marrama commitment to supporting the path of, and providing support and wise counsel as stewards of our School role models for, girls and women has been as strong in this year. Ms Julie McKay I thank for agreeing to and Jessica McLeod addressed the School community at the School’s 2019, and as necessary as ever. Our Science building deliver the Occasional Address, in this her first year Speech Day and Annual Distribution of Prizes 2019. project is being delivered by a team that has a very as Chair of the Board of Trustees. Our parents for high presence of women, led by a Construction their loyal support. Our staff for their expertise and Manager who is a past student of our School and dedication and our girls for reminding us, every day, Good afternoon Chair of the Board of Trustees, us each and every day, and where we have choices. towered over by our crane ‘Harriet … because she can of what matters, and that there is every reason for Ms Julie McKay, esteemed members of the Board of More than 35 million girls in the world do not receive carry it’. We have celebrated so many achievements, us all to be optimistic and excited about the future. Trustees, Principal, Ms Euler, distinguished guests, a basic education. This makes us incredibly fortunate including the success of pioneering Grammar While there is much to be concerned about in this family and friends of the School, teachers and girls. not only to receive an education, but also one of such Women, such as Cheryl Praeger (1965)—awarded the complex world, your voice as educated young women a high standard. Therefore, we encouraged everyone We would like to start by extending a sincere thank Prime Minister’s Science Award—and the first woman is so important, and you have nothing to fear. to appreciate what this school has given us, and still you to Ms McKay, for delivering the Occasional ever to swim 100m in a short-course pool in less than encourage you all to give back when you can. This led To our Year 12 girls, as you leave us today I hope Address today. To our Girls Grammar families and 55 seconds, Minna Atherton (2017). to the Student Council’s creation of the 2019 School that you know it’s important to have conviction, friends, we thank you for joining us on this special Motto: Our Spirit is True, Our Heart is Blue. And what of the future? We certainly face some be determined but take care—in these increasingly occasion. Speech Day is a time to celebrate the challenges in independent schools—funding will shrill, strident and complex times—to always be achievements of Grammar girls and ultimately, share At the beginning of the year, the Service Captains shrink and then almost certainly disappear, fees and willing to suspend your judgment in order to the highlights and accomplishments that have made and Student Council selected the Stars Foundation affordability are a matter of concern to a school understand the views of another. I hope that you 2019 a year to remember. as the School charity for 2019. The Stars Foundation that seeks to be as accessible as possible—so that we continue to seek what unites, rather than divides us, aims to support and enable Aboriginal and Torres At the beginning of this year, Jess and we reflected continue to attract people who value a Girls Grammar as we try to find that hidden wholeness. Strait Islander girls and young women to make active on our goals for 2019. How could we maintain and education, not just those who are able to afford it. The As the beautiful American novelist Toni Morrison choices towards realising their full potential. It was a strengthen our Girls Grammar bond and sisterhood? growth in local competitor state schools and increased said: ‘You’ve got to keep asserting the complexity charity that the School was yet to support, and one We remembered what we love most about the media attention (some might say obsession) with and originality of life, and the multiplicity of it, and that stood out to us as having the potential to make School and how grateful we are to be part of such ‘elite’ schools brings a particular scrutiny. the facets of it. This is about being a complex human real change in the community. Events such as White an incredible community. While the list of things An excellent article in the Australian Financial being in the world … this is no time for anything else Blouse Day, Daffodil Day and, most importantly, we love was very long, this became our number one Review recently identified some of the long-term than the best that you’ve got’ (Morrison, T. & Taylor- Open Day allowed girls to raise awareness and give strength. We realised that the unique Grammar cost trends and cost pressures we face with higher Guthrie, D.K., 1994). back to the community. Blue Days also contributed spirit lives within each of us. You can take the girl expectations for quality facilities, and environmental to raising money and School spirit through their Thank you. out of Grammar but you can never take Grammar and sustainability costs that were not relevant even themes: Beachy Blue; Royal Blue; and Blue Denim out of the girl. The royal blue will forever live in our 10 years ago—water storage, digitisation, cyber risk Day. We are proud to say that this year as a School we hearts. Therefore, love was our number one goal and management, always-on technology, among other have raised more than $85 000 for various charities. strength. This year, we wanted everyone to spread things. And, the expectations about how our students the love: for the School; for each other; and, most In our role as Head Girls, we encouraged ought to be taught has implications for conventional REFERENCES importantly, for ourselves. After all, we are family and participation in every aspect of the School, aligning classroom teaching—an expectation of more Bolton, R. (2019). Private school ‘beyond reach’ of even double- it’s love that keeps us together. with our key values of spirit, love and gratitude. personalised instruction. As the article said: ‘The income families by 2040. Retrieved from https://www.afr.com/ On assemblies we’ve made puns, jokes, cultural world is more complex and it’s difficult for kids to get From this love comes a strong sense of School pride policy/health-and-education/private-school-beyond-reach-of-even- references, skits, and musical performances in their minds around this. To navigate they are going double-income-families-by-2040-20191018-p5322g and spirit—spirit being another one of our goals order to achieve this goal. We have customised our to need calm, steadying advice from older people’ for this year. We are all a part of the Girls Grammar Morrison, T. & Taylor-Guthrie, D.K. (1994). Conversations with Toni sunglasses and Blue Day outfits, resulting in a self- (Bolton, R., 2019). Morrison. University Press of Mississippi, Jackson sisterhood. We need each other for support and diagnosis of ‘True Blue’ fever. This year we believe motivation, to celebrate each other’s wins and be there that we have met these goals and we have been so during each other’s losses. Our School already has a fortunate to experience these special moments, with sisterhood with ties deeper and more profound than our fellow Grammar sisters, that remind us why we any other, but we wanted to dare everyone to be more. love this school. We wanted more energy. More participation. More passion. Because when we have the support, the drive, Globally, 2019 has continuously seen topics and the spirit, we can do great things. such as ‘climate change’, ‘global warming’, and ‘sustainability’ in mainstream media in conjunction The notion of School spirit linked directly to our third with major environmental crises we are currently goal of the year: to encourage gratitude. We wanted facing. Our education at Girls Grammar means everyone to recognise how lucky we are to be at Girls we are not oblivious to these events, and across Grammar, where opportunities present themselves to the School, the environment is something we are
58 Brisbane Girls Grammar School Annual Review 2019 59 Valedictory Address Wednesday 13 November 2019
MS SARAH TESAR (2004) HEAD OF EXISTING SELLER PERFORMANCE, AMAZON MARKETPLACE
greatly passionate about—something that we love curious, thoughtful, and hard-working young women, so At the School’s Annual Valedictory Dinner, alumna, Ms Sarah Tesar and want to look after. This year the School has taken thank you for all that you do. some fundamental steps toward becoming more (2004), reflected on the empowering mindset that she has taken with Our time here in 2019 is now ending with both of us environmentally friendly, especially through Grammar feeling confident within ourselves and extremely proud her from her time at the School into her life and career in the world of Environmental and Conservation Organisation of all that we have achieved as a School community this (GECO). Solar panels were installed on campus and global business. year. Our official duties are coming to an end, but we are at Rangakarra; ‘containers-for-change’ bins are now extremely excited and completely thrilled to be passing available around the School; bins are clearly labelled over our role to two exceptional and deserving young so we can recycle to the best of our abilities; all utensils Thank you for the kind introduction. It is a pleasure For me, I’ve always known that I’ve been interested women, Abbey and Arwen. Girls, you are destined for the to be here and speaking to you tonight. in businesses (from when I studied Accounting in used on Open Day were biodegradable; only recyclable most incredible year ahead. We are so proud of you and Year 11 and 12 with Ms Grieg) and I’ve always known or reusable items were allowed to adorn the School for I was thinking about what I would say to you at this wish you all the very best for 2020. that I believe business can be a force for greater our Blue Days ... the list goes on. And of course, who can very important time of transition, and reflecting on good in the world. I have followed this interest and forget our personalised motto metal straws. Year 12, as we approach the end of a major milestone the past 15 years (though it feels like yesterday!) since these values, but in fact every step of my career so far in our lives, we would like to give our greatest thanks I was sitting exactly where you are. There are a few As well as making changes, the Student Council has hasn’t been planned. I’ve grasped opportunities that to the girls who helped us make this year one we will things that come to mind, which have guided me paved the way toward many new initiatives that will be seemed interesting, and I think most importantly, never forget. To all the girls, thank you for your ongoing these past 15 years, and a few messages that I want to implemented next year. One of these is the addition of I’ve jumped in, tried to prepare myself well and tried support, diligence and excitement. Your willingness to share with you from lessons that I’ve learned along a badge for House Service Captains. We recognised this to give everything my best. What does this mean in be involved and contribute to the School’s incredible the way. as important because of the responsibility that these practice? For me, it has meant working hard, not culture rendered our task as Head Girls far less leaders have in the School and the impact they have on I have been lucky to have done quite a few different being afraid to understand new things or acquire demanding, and truly motivated us to give you our all. the younger girls in regards to community service as things since graduating from Brisbane Girls Grammar new skills, and being reliable, friendly and helpful. To the girls who took on the role of the Student Council well as raising awareness and fundraising within their School, and I want to expand on some of the reasons These things also come with the added benefit of members this year, we thank you for your unwavering Houses. Service and giving back to our community are why I think I have been able to have these diverse forming genuine connections and relationships. enthusiasm, consistent creativity, and eagerness to create incredibly important—values that will continue to play a experiences. change within the School. You were the best support fundamental role throughout our lives. The first thing I want to share is that there is system we could have asked for, and your tireless efforts A few weeks ago, I was chatting with a high school absolutely no way I could have planned or predicted Our initiatives, Blue Days and other celebrations would throughout the year have not gone unnoticed. After our friend that I have known since our first days in 8 the last 15 years. There is also no way that I could not have been possible without the constant, unwavering Valedictory Dinner last night, we are well and truly on England. We were reflecting on the past 15 years have planned or predicted my last two years. For support of our Principal, Ms Euler. Every member of the our way to graduating. It is so strange to think that in since leaving secondary school, and how lucky we me, there still isn’t a plan—and I think that is OK Girls Grammar community can appreciate how well we about 20 hours we will be partaking in the ceremonial have been—but, then what is luck? There is a saying: and increasingly common, especially when you work are represented by Ms Euler, through her exceptional walk up Gehrmann lane. There will be tears of sadness ‘Luck is preparation meets opportunity,’ and I want in business. I know that some people know exactly to explore this a little further with you tonight. leadership, organisation, and time she dedicates to and joy, but we all know how well we are prepared for what they want to do, and that is great. For you, the connecting and talking with us. It always amazes me how the transition from being Grammar girls to Grammar advice is simple—work hard to equip yourself with Let’s talk about both opportunity and preparation. I Ms Euler can immediately recall so many names! She is Women. knowledge and skills, and seek every opportunity to have chased and created opportunities—locally and a role model who leads the School with utmost pride, So, to every girl, to every teacher and member of staff, learn more about your chosen path. But, do not be globally. I really value the international experiences passion and dignity, she inspires us every day, always has to the School community, we say thank you. Thank you afraid to explore opportunities a little off that path. that have taken me out of comfort zone and the time to hear our every idea, opinion and proposal, for giving us one of the most special and memorable big and small, considering them carefully and giving us years of our life, for allowing us every opportunity to her feedback and perspective thoughtfully. So, thank you grow, to learn and to have fun, and most importantly Ms Euler, certainly for your time, but most importantly, for shaping us to be young women proud to walk out of for your support, your wisdom and your kindness. our School gates tomorrow for the final time. We wish To each and every teacher at Girls Grammar: on behalf all future Grammar girls every success as they take the of the School, Jess and I would just like to thank you transformative and memorable journey through Girls for everything that you have done for us not only over Grammar. May your words and actions be guided by our past five years, but what you are doing today in love, spirit, and gratitude. Once a Grammar girl, always a shaping the young women who will be standing in our Grammar girl. position for years to come. You have each had the most For the very last time: Our Spirit is True, Our Heart is Blue. incredible impact and have played such a significant role for the girls of this School and we will never be able Thank you. to thank you enough for everything that you have done for us this year. Thank you for sharing your knowledge, your passions and thank you for being you. You shape
60 Brisbane Girls Grammar School Annual Review 2019 61 challenged my ways of thinking. I have grown from I have carried this mindset with me since School. being exposed to different cultures and approaches I feel very lucky to have spent five years in a school to life, and developed more empathy and a more where at its core, there are values of sisterhood, open mindset. What’s exciting for you is that as doing the right thing, and a belief that women are the world becomes increasingly connected, it is bold, brave and can do anything. I think it’s even becoming easier to move abroad and explore new more exciting that since I graduated, girls have not cultures and ways of life. just five but six years in this environment. I think the BGGS fearless mindset empowered me to chase As for preparation: believe in yourselves! Don’t opportunities. Our School motto, Nil Sine Labore— be disheartened when things haven’t worked out nothing without work—taught me to never shy away straight away, which, trust me, they haven’t for me from the hard tasks required to be prepared for what many times. I have learned, however, that when lies ahead. things haven’t worked out, it is often for a reason— either I wasn’t well-prepared for, or suited to, an So what does all of this mean for you tonight, and the opportunity. Every cloud has a silver lining. For day after tomorrow when you start your next chapter? example, there have been times where I wasn’t I think you, like me, are lucky to have attended Girls offered a job that I thought was perfect for me, only Grammar and to now have many sisters and lifelong to find a new job that was a better fit for me two friends sitting here beside you. You also have vast months later. I wasn’t accepted into the first Master’s opportunities ahead of you—in your careers, in Program I applied for, but two years later I was much exploring the world, and with your families, to name better prepared and was accepted into my dream just a few. Whether it’s a gap year, a student university Master’s Program at Harvard University. From these exchange, an exciting internship—in Brisbane, failures and rejections I learned to overcome the Australia or abroad—you have the power and the initial disappointment and to grow in the areas that potential to make it a memorable and rewarding I’ve been lacking, to ensure I am well prepared for experience. Remember, luck is preparation meets my next opportunity. Truly, ‘luck is preparation opportunity. Today, you are lucky and you can meets opportunity.’ continue to be lucky—just work hard, be fearless, chase the opportunities you want and I wish you all In thinking about what to say to you tonight, and the very best as your write your next chapter. the lessons that I have learned on my journey since BGGS I was also reminded of some of our mottos: In Year 8, in 2000, it was ‘Dream it, Dare it, Do it’. In Year 9, it was ‘Shoot for the moon and if you miss you will land among the stars’.
62 Brisbane Girls Grammar School Brisbane Girls Grammar School Telephone (+61) 7 3332 1300 /BrisbaneGirlsGrammar Gregory Terrace Facsimile (+61) 7 3832 6097 @BGGS Brisbane QLD 4000 Email [email protected] Australia bggs.qld.edu.au /school/brisbane-girls-grammar-school