VOL. 56 / APRIL 2016 THE OFFICIAL MAGAZINE OF THE ALLIANCE OF GIRLS’ SCHOOLS AUSTRALASIA Conference, Bond University. Photography: Greg Gardner 2016 Student Leadership Vol. 56 COVER IMAGE COVER Entrepreneurship

in schools IN ALLIANCE APRIL 2016 FROM THE PRESIDENT EXECUTIVE OFFICER On the global stage Entrepreneurship in schools

The Alliance of Girls Schools Australasia 102/239 Golden Four Drive Bilinga Qld 4225 Australia (t) +61 7 5521 0749 (e) [email protected] (w) www.agsa.org.au

MANAGING EDITOR

Loren Bridge Executive Officer NEW RESEARCH MEMBER ARTICLES (e) [email protected] Alliance funds STEM study Student entrepreneurs (m) +61 408 842 445

PRESIDENT

Fran Reddan Mentone Girls’ Grammar School, VIC

VICE PRESIDENT

Ros Curtis St Margaret’s Anglican Girls’ School, QLD

TREASURER RESEARCH REVIEW DIARY DATES Jenny Ethell Perth College, WA Single-sex schooling 2016 Alliance events

EXECUTIVE

Vivienne Awad Domremy College, NSW Dr Mary Cannon Canterbury Girls’ Secondary College, VIC Dr Maree Herrett Santa Sabina College, NSW Mary Nixon Napier Girls’ High School, NZ Julia Shea St Peter’s Girls’ School, SA Judith Tudball St Michael’s Collegiate School, TAS The Alliance of Girls’ Schools Australasia is a not for profit organisation which ALLIANCE PATRONS advocates for and supports the distinctive work of girls’ schools in their provision of unparalleled opportunities for girls. Dame Jenny Shipley dnzm Gail Kelly www.agsa.org.au Elizabeth Broderick ao THE ALLIANCE ON THE GLOBAL STAGE practising principals had in supporting LGBTI students ENTREPRENEURSHIP IN SCHOOLS student acquire skills, knowledge and mindset through in their schools and the implications for girls’ schools. hands on activities taught from the perspective of FROM THE ALLIANCE PRESIDENT I was proud that we had such a large contingent from FROM THE EXECUTIVE OFFICER theory. What stands out is students’ savvy use of Australia, as well as enthusiastic representatives from social media, digital marketing, and technology to he year 2015 continues to hold promise for New Zealand, South Africa and the Philippines and “Entrepreneurship is inseparable from education – not develop and distribute their products. There are many girls thriving in girls’ schools. In a recent that we were able to provide terrific input, share so independent of it.” – Professor Ian Chubb examples of STEM related entrepreneurial projects many wonderful examples of our practice and make with tangible outcomes. Ultimately entrepreneurship is report by the Organisation for Economic Co- n October 2015 Australia’s then Chief Scientist operation and Development (OECD, 2015) on some worthwhile connections for the future as we about confidence. Having the self-confidence to face continue to provide unparalleled opportunities for girls. Professor Ian Chubb released a report Boosting challenges, take risks and fail is often cited as a key gender equality in education some alarming In conjunction with the forum, The Power of All-Girls high-impact entrepreneurship in Australia. The trait of successful entrepreneurs. Gender differences in Tstatistics were highlighted. There is no doubt that the Schools video was launched featuring girls from girls’ report found Australia was lagging behind other risk aversion and competitiveness are the subject of the momentum for girls’ education is alive and well on the schools around the world, including several Alliance countries on innovation, with universities failing Research Review on page 22. schools, talking about the importance of education international stage. The first ever Global Forum on Girls’ Ito encourage students and academics to become Professor Alison Booth has written the Research for girls. The video was produced by the The Young Education in New York showed that our Australasian Review for this edition of In Alliance. Alison is Women’s Leadership Schools and the National entrepreneurs. While Australia ranked ninth in region is ahead of the pack in terms of addressing the Professor of Economics at the Australian National Coalition of Girls’ Schools. The Forum highlighted the the world on the quality of its scientific research University, and Research Fellow of the Centre for theme, ‘Creating a World of Possibilities’. great momentum for girls’ education around the world organisations, it ranked only 72nd on translating Economic Policy Research (CEPR), London, the IZA and the fact that we must consider education as a The Global Forum on Girls’ Education, hosted its innovation investments into results. Countries Bonn, and the Institute for Employment Research global enterprise. It was also inspiring to be around by the National Coalition of Girls’ Schools (USA & including the US, the UK and South Korea all introduce (IAB), Nürnberg. Alison‘s research in the area of the so many passionate, knowledgeable and energetic Canada), in partnership with the Alliance of Girls’ economics of gender and specifically the impact educators and leaders. entrepreneurship in schools and expose young people Schools Australasia and the Girls’ to start-up cultures. of single-sex classes has provided support for the Schools Association (UK), invited 950 case for girls’ schools. The review, Can Single-sex delegates from 23 countries, including Shortly afterwards, on 7 December 2015, Malcolm Schooling Modify Young Women’s Preferences? Some principals, researchers, advocates, Turnbull, in his first major economic statement as Prime Experimental Evidence outlines two experiments authors, practitioners, and related-industry Minister, unveiled a $1 billion plan to foster greater undertaken by Alison and her colleagues to investigate leaders, to come together in New York innovation in Australia. Among the measures are gender difference in risk aversion and competitiveness and collaborate on the impact of girls’ and the role a single-sex environment plays in modifying 4 plans for education in the STEM subjects – Science, education through the theme of ‘Creating a Technology, Engineering and Maths – in a bid to “kick these. Extracts of Alison’s research can also be found World of Possibilities’. start an innovation culture”. on our website, and Alison will be a keynote speaker at the Alliance’s conference, Real Girls Real Women, to be 5 As President of the Alliance of Girls’ We know our girls’ schools are bucking the national held in Brisbane from 22 to 24 May, which I hope you Schools Australasia, I was privileged to lead trend in declining participation in STEM. In a single-sex may be interested in attending. a large contingent of Alliance school leaders environment girls, uninhibited by gender stereotypes, and two of our corporate partners, Bond are more likely to study STEM subjects, are more Thank you to all our contributors for taking time University and CIRCLE, at this forum. We confident, assertive and curious to experiment and to to share your expertise and practice. I look forward to exchanged best practices and innovative ask “why?” and – importantly – many clearly believe connecting with you again during the year. approaches for academic excellence and that STEM careers are exciting and rewarding. the healthy development of girls, addressing LOREN BRIDGE This issue of In Alliance looks at the incredible the topics of Leadership, Health & Wellness, (ABOVE): FRAN REDDAN SPEAKING IN NEW YORK CITY AT THE GLOBAL FORUM work our girls’ schools do to encourage and enable STEAM, Civic /Community Engagement, Classroom ON GIRLS’ EDUCATION young entrepreneurs. From including enterprise as a REFERENCES: Innovation, Strategic School Advancement, Testing & strategic priority and developing an enterprise academy Assessment, and Teaching & Curriculum. Kinner, C. (2015). Boosting high-impact entrepreneurship in to creating products and ideas that change the Australia. Office of the Chief Scientist. Retrieved from: The presentations focused on how the world is Further highlights for Alliance delegates included world for the better, are commercially successful and www.chiefscientist.gov.au changing and what that means for how we prepare a dinner at the Harvard Club and for our members award-winning. Schools are teaching entrepreneurship our schools and our students for the future. We were and ‘old girls’ of our schools, a reception hosted by through a synthesis of practice and theory, where privileged to hear outstanding addresses by keynote the Australian Consul-General, Nick Minchin, at the speakers including writer and political activist Gloria Australian Consulate. It was a pleasure to see so Steinem, Huffington Post editor-in-chief Arianna many alumnae connecting with current principals at Huffington, former athlete Baroness Sue Campbell, this event, to launch our 25th anniversary year and and Australia’s Holly Ransom, CEO of Emergent to address the audience about the positive impact of Solutions and 2014 Chair of the G20 Youth Summit girls’ education in Australia and around the world. who tweeted, “I’d like to extend my gratitude to the FRAN REDDAN outstanding educators around the world who devote A practical and unique online Post–Graduate their lives to the empowerment of women and girls. Be a Study in School Leadership, designed for I’m personally indebted to you, and it’s been such a REFERENCES: aspiring and emerging leaders. pleasure to meet so many of you today.” in partnership with OECD. (2015). The ABC of Gender Equality in Education: Aptitude, For more info visit circle–learn.com or The impact of such great sessions are too Behaviour, Confidence, PISA, OECD Publishing. http://dx.doi. contact [email protected] numerous to mention here, but some key highlights org/10.1787/9789264229945-en leader. for me included the new understandings from Rachel Simmons about the myth of ‘Effortless Perfectionism’ and what schools can do about it, and the insights

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 ALLIANCE FUNDS NEW STUDY ON the veracity of claims. This new and important study MEMBER PROFILE: STEM PARTICIPATION should provide trustworthy data to fill the void. KILBREDA COLLEGE, VICTORIA Alumnae of Alliance member schools will be able he low levels of participation in Science, to participate in the online survey and contribute to the research study. We will publicise the details when they ounded in 1904, Kilbreda College is a Catholic secondary school for girls where Christianity is lived out Technology, Engineering, and Mathematics become available. through core Gospel values and in the Brigidine tradition of Strength and Kindliness. Kilbreda College is [STEM] are of continuing concern. located in the bayside suburb of Mentone and has an enrolment of approximately 960 students across Governments have recognised that a nation’s HELEN FORGASZ Years 7–12. Kilbreda College is a learning focused school where as individuals and as a whole school future prosperity relies on a workforce and community we strive for continuous growth with an emphasis on improving learning outcomes. Tcitizenry well-versed in STEM-related knowledge, Helen is a professor of education F skills, and creativity. For a range of reasons, females in the Faculty of Education, Monash University. Her research in Australia and New Zealand are not as engaged in interests include gender and equity STEM fields as males. Gender equity considerations issues in mathematics education, are thus enmeshed in the debate on how best to the affective domain, learning achieve greater STEM involvement. School learning settings, and numeracy across the contexts – single-sex or co-educational – also enter curriculum. Helen has published widely in scholarly and professional journals, and has the debate on STEM participation in schools. co-edited several monographs on gender issues and A new study has been funded by the Alliance of mathematics learning. She serves on the editorial Girls’ Schools Australasia. With a focus on STEM, an boards of high quality journals and book series and important aim of the study is to monitor and track the continues to be an active member of mathematics impact of school setting (single-sex or co-educational) education research associations nationally and on females’ subject choices and eventual career internationally. paths. To put these findings in context, comparable data will be gathered from males. GILAH LEDER Data will be sought from former school students Gilah is an Adjunct Professor at Monash University and Professor 6 who completed their final year of schooling from 1970 to the present. An advertisement will be placed Emerita at La Trobe University. Her research has focussed on Facebook to recruit participants from across 7 Australia and New Zealand. Those replying will particularly on gender issues complete a carefully constructed online survey. They in mathematics education, on will be asked to provide biographical information, exceptionality – predominantly (IMAGE) CO-PRINCIPALS, TERESA LINCOLN (L) & NICOLE MANGELSDORF (R) school type attended, educational background data high achievement, and on the interaction between including subject choices, and to describe their career learning and assessment. She has published widely trajectories. For older respondents, questions will be in each of these areas. She is a past president of the Through exposure to a rigorous learning environment, and Teaching. Having known each other for several asked about the schooling options offered to their Mathematics Research Group of Australasia and of the an extensive co-curricular program and a deep years we were confident in our ability to work together offspring and why this may have been similar to, or International Group for the Psychology of Mathematics commitment to social justice, our mission is to inspire our effectively and therefore submitted a joint application. students to pursue academic excellence, express their different from, their own. Education, and a Fellow of the Academy of the Social Our experience, skills and personalities creativity and embrace opportunities for leadership and Sciences in Australia. She was awarded the Felix complement each other and we believed this would It should be pointed out that publicly available service. We celebrate the diversity and unique gifts of our Klein medal for outstanding lifetime achievements enable us to utilise our individual areas of strength to sources on subject choices and career pathways are students and encourage and support them to develop in mathematics education research and the MERGA maximize our effectiveness. We had worked together not reported separately for students attending single- Career Research Medal. into confident and articulate young women. sex or co-educational schools. Given this official lack closely through our involvement in the Victorian of data, selective anecdotal evidence is often used as Q&A WITH CO-PRINCIPALS TERESA LINCOLN AND Catholic Secondary Schools Deputy Principals source material in the media to persuade audiences of Association (VCSSDPA) and as deputy principals in NICOLE MANGELSDORF neighboring Catholic girls’ schools: Nicole at Siena College and Teresa at Genazzano FCJ College. During Q. HOW DID THE CO-PRINCIPALSHIP OF KILBREDA 2010–2014 Teresa chaired the Conference Planning COLLEGE COME ABOUT? Committee for VCSSDPA and Nicole fulfilled the role FIT offers a 1.5 hour evidence-based workshop for teenage girls. of Secretary. Under our leadership the conference When the position of Principal or Co-Principals program was transformed from a focus on role Topics covered include: of Kilbreda College was advertised in 2015, we both responsibilities to building leadership capacity and believed that we were ready to take on the challenges • Gen Z: Fast facts • The basics on Investing, Tax & Super sustaining ourselves as leaders. In November 2014, Andrea is a qualified secondary of being a principal having been deputy principals for • Modern women & money • A plan of attack to get girls started Nicole became President of the VCSSDPA and Teresa school teacher and an experienced a number of years. We saw being co-principals as an took on the role of Association Secretary. On both • The how, why & when of savings plans • How to take control from an early age financial services practitioner exciting opportunity to work together and express committees we worked collegially and built trust and our shared passion and understanding for creating FIT COMES TO YOUR SCHOOL – SMALL CLASSES OR ENTIRE YEAR LEVELS confidence in each other as leaders. We held each a learning focused school community. As a team we other accountable and had very open and honest felt that we offered considerable experience in leading Empowering young women to take Tel (M) 0449 008 292 dialogue. We had every confidence in our ability to control of their Financial Futures web www.fiteenagers.com.au the education of girls in Victorian Catholic secondary respect, support, enrich and challenge each other in schools across the areas of Wellbeing and Learning all areas of collaborative school leadership.

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 In preparing for the interview we were aware us to best international practice and strengthened ACHIEVING IN BUSINESS AND IN LIFE social enterprise plan, Clean Schools Australia, that Marian College, Sunshine West (another Kildare our understanding of and what it means to lead a identifying a gap in the market for environmental Ministries School in the Brigidine Tradition) had learning focused school. We are well connected to KILBREDA COLLEGE, VICTORIA sustainability in schools. Their idea flowed from deep successfully had co-principals since 2007. A number international educational thinking and leaders in their within the Catholic teaching of ecology, highlighting of other Brigidine schools in Victoria have also had fields. We are mindful that research informs us that ilbreda College strives to positively empower the issues of climate change and the need to raise co-principals at different times, as have schools in the leadership in schools is crucial to building a culture young women to achieve in business and in environmental awareness in schools and the wider USA and UK. of high expectations and excellence in learning. It is life. We provide a safe environment where community. The girls demonstrated how schools important for teachers to understand that we teach could achieve economic benefit by implementing Q. HOW DOES THE PARTNERSHIP WORK? for learning, ensuring our students have transferable girls can extend their thinking and are alternative environmentally friendly processes while Once we were appointed as Co-Principals knowledge, skills and understanding. The opportunity equipped with the skills, knowledge, and tools also working towards achieving their ‘green flag’ of Kilbreda College, we met with the current Co- to further develop the existing programs at the College Kto do so. Our girls are encouraged to be innovative status, proving they have reached a high standard of Principals of Marian College who provided much and build upon its 112 year history of educating girls is and are provided with opportunities to showcase their environmental sustainability. a challenge that we both embrace. wisdom as to how they had successfully managed flare for entrepreneurship. Kilbreda College students have a further the role. They described their co-principalship as the Q. WHAT ARE THE BENEFITS OF CO-LEADERSHIP? opportunity to create a business plan in the Victorian “best professional relationship” that either had had. Mind Your Business, a challenging Year 10 Certificate of Education (VCE) Units 1 and 2 of In planning how we would make this partnership work Our appointment as Co-Principals of Kilbreda elective, opens students’ minds to the world of Business Management when they establish and it became clear to us that we both had to ensure that College in 2016 has brought a new approach to business – local, national and global. Students operate a small business during Business Week at the our communication continued to be open and honest. leadership at the College as it is the first time in many interact with local business owners and entrepreneurs, College. The business model they develop involves It would be important for us to be well informed and years that there have been co-principals. This is an visiting their premises and interviewing them on identifying a potential product or service, budgeting to ensure that we were aware of the discussions exciting opportunity for us to model collaborative their motivations to start their own business, legal and forecasting, manufacturing or sourcing products, each had been involved in with other members of our leadership and teamwork to both staff and students. ownership and responsibilities, choice of location, identifying a target audience and creating promotional community. In this way, staff know that there are no The College benefits from having two leaders who management strategies and other aspects of material that appeals to the demographic. Students secrets between us and that we share all aspects of bring much enthusiasm and energy to the role, successfully operating a business. also develop a sales plan and then actually manage our leadership and decision making at the College. multiple perspectives and broad experience to draw the business on a daily basis. All profits made during The girls also conduct research on Australian upon. It is also easier for staff, students and parents Business Week are donated to charity. Q. DO YOU MAKE ALL DECISIONS JOINTLY? to have access to us as we are able to divide our time female entrepreneurs investigating their backgrounds, Kilbreda College is committed to empowering Together, we are very clear in our vision for Kilbreda and attendance at activities and events. motivations, achievements and future aspirations. young women to believe in themselves and to College and have a shared understanding that improved Q. HAVE THERE BEEN ANY CHALLENGES? Once the girls have created their own business have high expectations in their learning and life. student learning outcomes are central to our decision 8 plan they are offered the opportunity to showcase When a student graduates it is important that making. We believe that it is important to share and Our greatest challenge so far has been managing their talent in this field outside of the school she is a well-informed, independent and critical experience all aspects of the role and therefore do not the never ending flow of emails! Sharing an office has environment. In 2015 four Year 10 students from thinker, who is confident that she has the ability and 9 take individual responsibility for different areas of the been invaluable as it allows consultation and rigorous Kilbreda College were finalists in Victoria University’s expertise to become a successful young Australian College. One of the great benefits of being co-principals discussion, delegating aspects of the task and then ‘I Plan A Business’ competition. This competition businesswoman if she so chooses. is that we can draw on each other’s individual strengths getting on with the job at hand. aims to develop students’ business skills by exploring and experience, learning from each other as we go. essential elements of the curriculum in new and BRID BENNETT For any other schools considering a co- We problem solve and plan together and can support interesting ways. The girls developed an innovative COMMERCE COORDINATOR and confide in each other when there are challenges. principalship model we believe that having two people On a day to day basis we are also able to share the who share common educational philosophies, values workload, which gives us more time to visit classrooms, and work ethic is crucial to a successful partnership. attend College events and be a visible presence around In a collaborative leadership model you need to have the College and within the community. a high level of trust, be willing to listen, be open to other perspectives and have open, honest dialogue ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA // BIENNIAL EDUCATORS CONFERENCE 2016 Our shared vision for leading a high performing, with one another. It is also important that both parties learning focused school was further enhanced through strongly believe in the value and strength of a shared completing the two year International Leadership and leadership model. Enjoying each other’s company is Management Program (ILMP). The ILMP connected also essential! LEADING, EMPOWERING, CELEBRATING.

22–24 MAY 2016 @ RYDGES HOTEL SOUTH BRISBANE, AUSTRALIA

Register online at www.agsa.org.au/events. Registration closes 15 May 2016.

ALL ENQUIRIES: CONTACT ALLIANCE EXECUTIVE OFFICER LOREN BRIDGE (E) [email protected] // (M) +61 408 842 445

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 GROWING OUR YOUNG ENTREPRENEURS trade within the PierSim Business Island Simulation INVENTION, INNOVATION AND REAL-LIFE the eyepiece. These constraints required students program. Students are then assessed on their to work within the engineering process framework, OF TOMORROW TODAY! entrepreneurial, economics and business decision- PROBLEM SOLVING including: defining the problem, researching LOURDES HILL COLLEGE, QUEENSLAND making skills throughout the trading period and apply ST MICHAEL’S COLLEGIATE SCHOOL, background information, specifying requirements, their learnt theory to practice. PierSim is an excellent TASMANIA brainstorming solutions, selecting the best solution, t Lourdes Hill College, the Business and example of how subject-specific technologies can printing a prototype, and testing and redesigning. achieve the intention of the ICT general capabilities During the elective course students were Technology Faculty strives to exhaust every that are embedded within the Australian Curriculum he entrepreneurial spirit is alive and well available resource to provide students talked through the basics of contract law including for Economics and Business. PierSim also helps at St Michael’s Collegiate School in Hobart. preparing and signing a contract on intellectual with authentic and contemporary learning students to prepare for university life as this program Our Year 9 STEM (Science, Technology, property. They investigated how profits would be experiences, in order to help prepare them for has now been successfully incorporated into a first- Engineering, Mathematics) elective features divided, designated the workload of individuals in the year Accounting for Decision Making subject at one of Aour ever-changing world of business. A key focus is for a focus on invention, innovation and real-life group and devised contingency plans in case anyone Queensland’s leading universities. students to embrace entrepreneurship and practise Tproblem solving. left the group or could not complete a task. They how to become successful young entrepreneurs. Students studying Business Management in Year also waded through an actual twenty-page business In accordance with the Australian Curriculum for 12 complete their entrepreneurship studies by looking partnership contract as an at “Entrepreneurs of the Future”. They investigate example of what they would Economics and Business, as well as the Queensland entrepreneurs from around the world and conduct a meet in the real world. Curriculum and Assessment Authority’s (QCAA) Senior critical analysis of the success of such people within A large component of the Business Management Syllabus, entrepreneurship is certain market conditions. The main aim of this unit is to course comprised engaging studied as both standalone units and embedded within investigate how to learn from those entrepreneurs who students in what it means to be contextual studies of the business curriculum. have thrived in the global marketplace and how that an entrepreneur and how to get then transpires into the students’ business ideas and a business off the ground. As a All students in Year 7 study entrepreneurship in business pursuits. result, they were also required Terms 2 and 4, based on components of the Australian The real-world design of the Business Education to investigate the true cost of Curriculum. In every class, they investigate what curriculum at Lourdes Hill College has transpired producing their product and entrepreneurship is, what it means, its characteristics into students feeling comfortable in establishing and to price it appropriately. This and creativity in the workplace. Every student operating their own real-world online businesses involved multiple stages of entering the College is exposed to the foundations of research to calculate the cost of 10 entrepreneurship and this awareness permeates all materials, wear and tear on following Business subjects through their journey at the 3D printer, power usage the College. and postage. 11 In Year 10, entrepreneurship is explored as part of The students ran out of time the Economics and Business elective subject, with 120 to launch their product on the students choosing to study the subject in 2016. As part market last year however the of their study, students investigate the current global school now uses these mounts business environment and the impact of Australian in science experiments. The businesses trading with a number of international change in technology has organisations. Students are then given the opportunity improved our classrooms to blend theory with practice by participating in the in a very real and practical College’s Global Trade Fair. The fair provides the way. This year’s students have students with real-world experience by establishing taken the project further and are and operating their own global business venture at looking to improve the design. this extravaganza event. Students develop a unique The proposed improvements entrepreneurial product to sell at the Global Trade include developing additional Fair and then participate in the planning process of features, such an app that can selling that product in a specific overseas marketplace calculate the magnification and (in accordance with various government regulations, scale of what is being observed economic considerations, legal requirements and through the microscope. Recently students were given the challenge of cultural implications). Proceeds from the sale of the while still at school. One of our Year 11 students, using the school’s 3D printer to invent a product Studies in STEM have enormous potential for products are given to a nominated charity - Caritas Grace Cooney, has already become a successful that would solve a real-world problem. Students both short and long-term educational benefits. By Australia benefited in 2015. young entrepreneur by creating her own website to sell clothing and jewellery. Through her website www. needed a product that would mount an iPhone encouraging our girls to think creatively and harness The Global Trade Fair is a fantastic opportunity madebygrace.bigcartel.com, Grace has learnt what onto a microscope allowing for the easy capture of technology to solve real-world problems they are to prepare students for the PierSim Business Island has worked in the online marketplace and has thus photos and videos of the object being examined. This learning practical and valuable skills in critical Simulation experience. PierSim is a world-first employed the skillsets she has learnt in business, invention would also allow users to broadcast any thinking, teamwork and innovation. We are keenly approach to teaching Economics and Business in order to make successful business decisions and relevant information onto a large screen via Apple TV. anticipating what they will invent next! Education at a secondary schooling level. It enables continue to grow her online business. Business is After being given the brief the girls set about GLENN CARMICHAEL, TEACHER OF MATHEMATICS AND SCIENCE students to own and operate their businesses in an definitely booming at Lourdes Hill College! designing their first prototype on Google SketchUp. ‘in-world’ and ‘out-world’ virtual simulation. From They printed their digital models on a 3D printer and SHANE WEIR designing their products to seeing how the share tested themTO toORDER ensure YOUR they COPY achieved CONTACT their goal.THE ALLIANCE: The (E) [email protected] (T) +61 7 55210749 HEAD OF FACULTY, BUSINESS AND TECHNOLOGY price of their business is trading on the virtual stock mount had to both hold the phone and attach to exchange, our students adopt the role of an avatar and the microscope at the right angle and distance from

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 BECOMING THE CHANGE YOU WISH STUDENTS LEAD APP DEVELOPMENT Using the program frameworks, the girls embarked on an extensive consultation process including presenting TO BE IN THE WORLD (AND HAVE FUN MOUNT ST BENEDICT COLLEGE, NSW to their house group and their year group. At each WHILE DOING IT) stage the girls had to refine their brief based on the group of Year 9 girls from Mount St SACRÉ CŒUR COLLEGE, VICTORIA feedback received, including additions for the app. Benedict College, Pennant Hills has led the The girls were also encouraged to seek advice, development of a College mobile app. With support and approval from professionals within the ll Year 9 students at Sacré Cœur, a school from features including bus arrival notifications, College. The College’s Head of ICT was a key mentor Prep – 12 in Glen Iris, Melbourne take part in canteen specials, daily notices and the for the girls, involving them in briefing the developers our Notre Monde program. Notre Monde, French ACollege newsletter, the girls’ ambitious project has as well as the pilot and subsequent launch of the app. for “Our World”, was introduced in 2012 and been an important foundation in building their The girls ran the app development as a mini project, seeks to build on the learning of our Year 7 leadership skills. all taking specific roles and following a basic project Astudents who explore their place in school and our spread far and wide. The eBook has been sold around methodology. For most, it was the first time they had students at Year 8 who are immersed in their city. the world, translated into eleven languages and two The inspiration for the app came while the girls were worked in this way. Being introduced to terminology years on shows no sign of slowing down. Ten per cent participating in the College’s inaugural Year 9 program, such as ‘business requirements’ and ‘change At the heart of the Notre Monde program our of every book sold is donated to Foodbank, which is Leadership without a Badge. During the Year 9 Camp management’ were new concepts for the girls, but students are asked to consider some big questions the largest hunger relief organisation in Australia. and then over subsequent Pastoral Care sessions, seeing the project through to the end demonstrated facing our world and are encouraged to think outside students were challenged to make a difference within to them the power and importance of good planning the square, to take an idea and make it their own. The pedagogical approach undertaken throughout the College community, identifying a need and how and teamwork. Notre Monde, regardless of the unit undertaken, Notre Monde is a weekly, year-long program where they could initiate and develop a change. When asked about their key learning points on the a variety of skills are taught and practised through always begins with the acknowledgment that our role The Year 9 App Group focused on the well-being project, two of the student leaders on the Year 9 App many diverse units. Notre Monde is a year of thinking as teachers is to provide the practical skills that will of new Year 7 students and any issues or concerns Group said they were grateful to have built up their differently, trying new things, learning new skills, allow students the confidence to take a risk and try they may have about starting at the College. Whilst teamwork and project planning skills and could see developing a new way of working with all members of something new, as Zoe and Laura did. These skills brainstorming ideas that might make Year 7s feel more the importance of having a reliable team in place. the Year 9 community and beyond. differ from unit to unit but a dedicated team of Year 9 mentor teachers work beside the students to support supported in their new environment, they identified The girls are pleased that their work on the app The units vary from the creative production of a and see the projects through to fruition. Some of missing a school bus as a stressful situation and has been of benefit to the College community and zine (small, niche magazine) to film-making with one the skills that are explicitly taught and modelled are focused on how they could alleviate this. are excited about further stages 12 of our sister schools (there are 150 around the globe!) future thinking and visioning, finding “your voice”, planned with personalised in Greenwich, Connecticut in the USA. Social justice systematic planning and reflective learning. The content such as individual student awareness and outreach is a cornerstone of the students’ experiences are enhanced through their ability timetables. 13 program. Students come to appreciate the privilege of to choose what to pursue within the units. This, in turn their personal situations and the need to become the enables engagement. Students find themselves in real- One of the most popular functions change they wish to see in the world. world situations, dealing with real-world problems and of the app has been the ability for bus departure notifications. Two of our students, Laura Dann and Zoe Kantanis, considering real-world solutions. This program allows them to take their learning and contributions outside of Students have the ability to select from the Notre Monde Class of 2014, love healthy which bus they wish to be notified eating and cooking. In their Notre Monde year, they the classroom, and even out of Australia, while pursuing a passion. The students learn practical ways of putting about. When that bus arrives at the took this love into the production of their zine and College at the end of the school produced a publication based around healthy and tasty that passion into practice for tangible positive results and a long term contribution to making a difference. day, the app will notify the girls that treats. After Year 9 they opened an Instagram account it is ready to board. @funfitandsugarfree and they have over 4000 followers. JENNIFER CARTER To date there has been a DIRECTOR OF LEARNING AND TEACHING This success led to the production of an eBook. positive response to the app The eBook was aimed at anyone who enjoys eating well with over 500 students and staff and promotes good health and delicious taste. Its initial downloading the app since the start niche market was teenage girls but its influence has of the school year. KYLIE GRAY MARKETING AND DEVELOPMENT MANAGER

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 NOT ‘BUSINESS AS USUAL’ Ms Freel is also teaching a Year 10 Graphic Design whirlwind of success, gaining recognition and respect class and has enlisted these students to design as an emerging young artist. She works with varied PRESBYTERIAN LADIES’ COLLEGE advertising for the Small Business groups, which media – painting, drawing and collage – and her PERTH, WA provided a brief, presented their ideas and negotiated personal style and art choices have been influenced on the final presentation of the ads. and inspired by the 60s and 70s. ear 10 Presbyterian Ladies’ College student The whole project will culminate in a Market Day at Minna’s popular blog, which she commenced in Lauren Steel chose to take on the Small School at lunchtime, where the products will be sold. 2007, is a diary of her thoughts on her affinity with retro discoveries. It is a public self revelation of where Business elective this year because she Students Tash Bower and Catherine Jones are in she sits within the world of art and her own art world, both the Small Business and Graphic Design classes. thought it would be easy and fun. Little did and has been used by Minna to provide a detailed Tash is a member of the group selling lip balm and she know. record of her drawings, collages, paintings and art Catherine’s group is making scented candles. Y projects. While in Year 10 Minna was also thrilled to be “It has been hard work and taught me a lot,” Tash’s group is targeting Year 7 students and so invited to collaborate as an illustrator for ROOKIE, a Lauren said in March as the semester-long unit was they have formulated the lip balm in yummy flavours successful New York teen online magazine. nearing completion and the Market Day loomed mere (strawberry, chocolate, coconut and birthday cake) and weeks away. ordered packaging and advertising in cute colours and ‘THIS WAS THE FIRST TIME THAT I HAVE FELT CONFIDENT Lauren is part of a Year 10 Small Business elective using emojis. But it hasn’t all run smoothly. IN MYSELF AS AN ARTIST AND FELT THAT I HAVE BEEN class that undertakes a campaign to launch and sell a “It can be really stressful,” Tash said. “We ordered product at school that they must research, produce, RESPECTED AMONGST PEOPLE THAT I ADMIRE ... THAT 250 containers online but they ended up being much INVITATION MEANT A LOT TO ME.’ price, advertise and sell with the aim of making a profit. smaller than we expected, so instead of selling them for The products being sold this year are candles, bath $2 each, we have decided to sell two for $2. bombs, body scrub, lip balm, acai bowls, chocolate- “In Graphic Design, I worked on my own Small For Minna, participation in Visual Arts and Media drizzled strawberries and marshmallows, fruit icy poles, Business campaign but my business partners didn’t like classes at Catholic Ladies’ College and her role cookie dough and doughnuts. Any food products must our initial design; they thought it was too mature for the as Visual Arts Captain in 2008 required significant display ingredients on the packaging and the students target audience. So we went back and redesigned the involvement in activities such as the College’s Annual have been instructed to create a healthy alternative. The ads for a younger audience, with different pastel colours Visual Art Exhibition, which nurtured her natural profits from sales will go to Youth Beyond Blue. for the different flavours.” creative and innovative abilities. 14 Her group has come up with In more recent times, Minna was invited to designs for billboards, posters and display a collage drawing in the Melbourne Now television advertising. They have exhibition at the National Gallery of Victoria and 15 spent about $150 on ingredients to also ran an interactive drawing workshop which was make their products and if they sell open to the public. This was a personal and artistic out, they will make about $100 profit, milestone for her. ‘This was the first time that I have which will go to charity. felt confident in myself as an artist and felt that I have (ABOVE) MINNA GILLIGAN. PHOTOGRAPH BY SELINA OU FOR THE NATIONAL been respected amongst people that I admire ... that Knowing that candles had been GALLERY OF VICTORIA MAGAZINE. invitation meant a lot to me.’ popular sellers in previous years and with a personal interest in making their Other significant milestones have been: a own, Catherine’s group has produced solo exhibition at the Daine Singer Gallery in three varieties with a beach theme, ENTREPRENEURSHIP IN THE ARTS Flinders Lane; contributions to the Melbourne in fragrances of Ocean Waves, Pink CATHOLIC LADIES’ COLLEGE, VICTORIA Writer’s Festival; a performance at the Museum of Grapefruit and Madagascan Vanilla. Contemporary Art in Sydney with folk pop group Pamela; contribution to the Perth Institute of “We put out a survey to students magination, creativity and the pursuit of Contemporary Art’s annual Salon exhibition; being and staff asking their opinions on knowledge and wisdom are highly valued at selected as a studio artist at Gertrude Contemporary; size, colours, scents, prices and types (ABOVE) BILLBOARD ADVERTISEMENT FOR BATH BOMBS Catholic Ladies’ College. Critical thinking and being interviewed and featured in the National Gallery of jars,” Catherine said. “We are doing a wanderlust openness of mind are encouraged, along with a magazine Gallery Jan / Feb 2014; and, writing a book campaign: you might not be able to go away but the with Hardie Grant titled Time After Time. scent of the candle will take you there.” love for learning cultivated across all learning Teacher Gemma Freel described it as a crash Iareas. Students have many opportunities to develop The College community congratulates Minna course in running a small business. They are making 168 candles and will sell these on her achievements as she has taken a journey for $7 each or two for $12 and expect to make about their entrepreneurial skills, including involvement in “They decided on their products by coming up with via a road less travelled, the 2016 College theme. $360 profit. So would the students go into business in activities such as Tournament of Minds, Debating, ideas of what they thought consumers at PLC would We are sure that we will hear much more about her the real-world? want to buy and then conducting market research to the student-led and directed College Production achievements and successes in the future. and over one hundred student leadership roles. determine whether these were likely to be successful,” “We did not expect it to be as challenging as it MARIANNE ROBERTS Ms Freel said. “Once they had selected a product, they was,” said Hayley Clarke, whose group is making bath These all attest to the opportunities for formation ALUMNI COORDINATOR/ARCHIVES conducted further research to find out which flavours, bombs. “It has really taught us real-world skills.” of entrepreneurial skills throughout the six-year scents, packaging, etcetera would be most popular. learning journey at the College. They have had to think about branding, competition, SIMONE CUMMING PUBLICATIONS & COMMUNICATIONS CO-ORDINATOR promotion, designing order forms and collecting orders, Alumna Minna Gilligan (2008) completed a managing their finances, pricing and so forth – much as Bachelor of Fine Arts, Painting with Honours at the any business owner would.” Victorian College of the Arts in 2012 and has had a

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 BUILDING ENTREPRENEURS essential skills beyond the curriculum including financial WINNING PROJECT IGNITES INTEREST At the 2015 Eskom International Science Fair over 479 literacy, digital citizenship, global ethics and leadership. projects were on display and a learner from our school, ST CUTHBERT’S COLLEGE, IN SCIENCE Gabriella Fedetto, was selected to represent South Africa Through HUB our students can also explore future at the 8th International Environmental Sustainability NEW ZEALAND career paths and girls hear from industry experts in ST STITHIANS GIRLS’ COLLEGE, Project Olympiad (INESPO) in Amsterdam, Netherlands a number of fields, including those that have forged SOUTH AFRICA from 31 May to 5 June 2016. Gabriella worked with ntrepreneurs are a very particular type of their own path as entrepreneurs. These mentors play Simran Kaur to develop an automated medicine dispenser an important part in our students accepting failure as person – they embrace failure as a learning and Gabriella represented the pair at INESPO while a normal and even vital part of life. Not every business earning about science is at the heart of opportunity, they focus their energies on Simran was away on exchange in Columbia. will be a success, as some of our HUB presenters can a Science Expo project. It is an effective positive outcomes rather than worrying about attest to, but that doesn’t mean failure isn’t worthwhile instructional method and is recommended as It is our intention at St Stithians to expose learners negative results, they are adaptable and they and we instill in our girls the ability to learn lessons, a cornerstone of successful science teaching. to the exciting world of science beyond the school Esee opportunity in many shapes and forms. show resilience and have the confidence to try again. curriculum and provide opportunities to showcase Our society relies more on science every day Land engaging in such projects is a great way for budding young female scientists. We have had many successes at regional level with many of our learners students to become more knowledgeable about how winning gold, silver and bronze medals but Gabriella the world around them works as it involves active Fedetto is our first learner selected for international learning or inquiry. participation. Her achievement has sparked a very positive interest in the Science Expo at our School St Stithians Girls’ College has made a Science Expo and the girls are now more mindful of the endless project compulsory for all Grade 10 learners. It is not possibilities and opportunities that could arise from a just a unique learning experience, it also gives students school science project. the opportunity to develop skills in a number of areas Naledi Pandor, Minister for the Department of that are valuable including planning, time management, Science and Technology, told students not to limit their research, writing, presentation and communication skills. ambitions, but to “dream widely as you can. There are At school level, projects are judged and the best immense challenges that confront South Africa, but you projects are submitted to Gauteng regional Senior Science can be part of resolving those challenges.” St Stithians Fair, which is the largest regional Science Fair for learners Schools pride themselves on being South African in Grades 7 to 12. Winning projects at the regional fair schools making a world of difference and contributing (LEFT) YEAR 1 STUDENTS PARTICIPATE IN THE JUNIOR STRETCH PROGRAM 16 are then presented at the annual Eskom (South Africa’s Entrepreneurs are also more likely to be men. to producing outstanding scientists and researchers. (ABOVE) YEAR 12 YOUNG ENTERPRISE STUDENTS CREATE REAL PRODUCTS electricity utility) Expo for young scientists where students Forbes magazine recently reported that in 2014 women have a chance to show their projects and explain their SHANDHINEE NARGAROO 17 opened only 36.8 per cent of new businesses in the US. scientific investigations. The Expo aims to support and HEAD OF DEPARTMENT – PHYSICAL SCIENCE At St Cuthbert’s we are seeking to counter this global showcase young scientists from across the continent. trend by embracing a leading-edge style of learning that As well as nurturing our girls’ life skills teaches girls there can be infinite solutions to problems development, we help to advance key business skills. and endless possibilities for creativity. Young Enterprise is offered in Year 12 and girls create real products, implement a business plan and strive to We are instilling querying minds from Year 1 with make a real profit. EXCERPT FROM THE WINNING PROJECT SUBMISSION our Junior School Stretch program. Stretch is designed This isn’t the classic lemonade stand business to do exactly that – stretch our girls in many practical Purpose of the Project / Experiment: areas that are best learnt through doing. Approaching model: our girls create fully-functioning businesses HIV/AIDS (Human Immunodeficiency Virus/Acquired Immune problems rationally, analysing available information, that deliver products to the market in slick and Deficiency Syndrome) is a serious medical condition that affects applying creativity to solutions and learning from errors inventive ways. Social media, online sales, professional approximately 40 million people worldwide. If a person living with HIV to formulate a more perfect response are all areas of photography and well-designed websites all play a lives without treatment, or with the incorrect treatment, the HI Virus can learning that Stretch caters to. part in creating sell-out products and award-winning businesses at regional and national levels. Better still, advance into AIDS – at which point the patient only has a few months Stretch allows our girls to choose one STEM our girls are embracing risk throughout the process, left to live. The effects and progression of the HI Virus can be greatly subject and one Arts subject, which they study for a evaluating how much is acceptable and investing real alleviated with the help of antiretroviral treatments (ARTs). A proper semester each. The rational and logical approaches money against their business plan. course of ARTs that is taken correctly will immensely improve the quality learned in the student’s chosen STEM subject and the of life of a person living with HIV. creative freedom learned in the Arts subject then come It is these kinds of programs that allow our students together for classroom inquiries, where girls pose a to create, fail, learn, try again, problem solve and finally Why deny an HIV positive person of a normal, long life when a solution question and work collaboratively to find an answer. succeed within a safe and supportive environment. As is so easily achievable? a college it is our hope that the creativity, confidence, Often, the benefits of taking AR treatments are hindered when a patient does not follow the dosing By teaching our girls that there are multiple ways resilience and initiative fostered within St Cuthbert’s instructions of their medicine due to the complexity of the medicine regime or simply due to everyday to present solutions to problems, we encourage them enables our girls to back themselves in business forgetfulness. Adherence rates for all medications on average are 39%, and adherence rates for AR to keep exploring until they have found the one that is beyond the school gates. most persuasive, most clear and most resonant to the treatments specifically can be as low as 50%. audience, an absolutely essential skill for those wishing JENNA EDWARDS By building a device to automatically dispense medicine, I see that this will benefit people who to break ground as business leaders of tomorrow. COMMUNICATIONS & MARKETING MANAGER are affected by serious illnesses including but not limited to HIV/AIDS, Tuberculosis, and Alzheimer’s. Life experience is another crucial factor in JENNI LAMBLY Furthermore, it will assist people who live a fast-paced lifestyle and are forgetful when it comes to entrepreneurship and from Year 7 at St Cuthbert’s we COMMUNICATIONS ASSISTANT remembering to take medication. have introduced a new facet to the curriculum, the HUB program. HUB offers students the opportunity to learn

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 This year we hope to have at least ten girls and games. One of the creators of Python, Tim complete the coding competitions on Grok Learning Peters, wrote The Zen of Python, a collection of the and for some students to start working on their own software principles that influence the design of Python projects, developing their computational thinking and programming language – perhaps coding can also planning skills in order to develop a program. teach us about communication and life in general! A key aim of Code St Cath’s is to develop the girls’ skills for the future workforce. Learning different coding The Zen of Python languages requires students to practise computational Beautiful is better than ugly. thinking and prepares them for careers across STEM Explicit is better than implicit. areas such as engineering, user experience design, Simple is better than complex. graphic design and web development. Complex is better than complicated. A report by Eggleston and Jones (2014) states Flat is better than nested. that 75 per cent of students who attended a one-week Sparse is better than dense. coding bootcamp reported finding a job that required their newly obtained skills post-graduation. This Readability counts. indicates that there is a demand for coding skills across Special cases aren’t special enough to break the rules. industries. Coding bootcamp graduates also reported Although practicality beats purity. a 44 per cent increase in their salary after completion Errors should never pass silently. Unless explicitly silenced. In the face of ambiguity, refuse the temptation to guess. business was more than just designing and producing A ZIPPY BUSINESS ENTERPRISE! There should be one -- and preferably only one -- a product; the talents of individual students were able obvious way to do it. ST URSULA’S COLLEGE, QUEENSLAND to be channelled into the various, less obvious, facets of the business,’ Kathryn said. Although that way may not be obvious at first unless ear 10 girls at St Ursula’s College, you’re Dutch. The positive results and experiences have Now is better than never. Toowoomba have been running successful encouraged many students to carry the venture Although never is often better than *right* now. businesses every term for a number of years beyond the bounds of the subject. This year Unzipped If the implementation is hard to explain, it’s a bad idea. 18 through a Business Education subject, has continued to raise money for local charities. Enterprises and Ventures. If the implementation is easy to explain, it may be a ANNETTE HARTLAND AND KATHRYN GOUGH good idea. 19 Y YEAR 11 STUDENTS The Business curriculum incorporates the theme Namespaces are one honking great idea -- let’s do of entrepreneurship by offering Year 10 students the more of those! opportunity to run their own business for a term. Totally student-centred, the teacher employs each student CODING FOR LIFE The girls who attend Code St Cath’s are from the first day of term to determine business ideas, ST CATHERINE’S SCHOOL, NSW academically diverse but each benefits in her own conduct market research and produce the product/ way from learning to code. One student commented service. Profits are donated to a charity determined recently that she has found mathematics easier and by the class. One of the main strengths of this unit is n 2015 St Catherine’s Waverley started ‘Code St has been achieving stronger results since she starting the hands-on approach available to all students in this Cath’s’ to promote and assist students in learning coding. Girls gain confidence in their logical thinking real-life situation to satisfy a select target market of to code. The goal is not to encourage every student processes as a result of learning to code. While it’s teenage girls and staff at the College. The assessment to become a computer engineer but rather to yet to be clarified whether coding directly improves of student achievement is based on a written business better prepare and skill students for careers and academic performance what can be confirmed is that plan, written evaluation of the successes of the the girls in Code St Cath’s love it! business and personal reflection by students focusing Iworkplaces of the future. of the course. There is an improvement in students’ on their strengths of entrepreneurial skills and their employability when they have coding skills. Even if DAISY TURNBULL BROWN Code St Cath’s meets every Friday at lunchtime HISTORY TEACHER, ASSISTANT HEAD OF HUMANITIES, teamwork in all facets of the business. students do not wish to seek careers in computer and since starting the club has grown from ten girls TERTIARY ADVISER One of our current Year 11 students, Kathryn to nineteen at the start of 2016. In 2015 twelve science, coding can improve their problem-solving and Gough stated that right from the first lesson last girls completed the Accelerated Computer Science thinking skills, which in turn improves their employability year the students were kept thinking and acting. The program on code.org and eight girls completed Grok in the future (Morrison 2013). REFERENCES: term culminated in a donation of $300 to TRAMS Learning’s CodeComp, which trains students in Students are learning in HTML, CSS and Python. Eggleston, L. & Jones, T. Course Report: 2014 Programming (supporting newly arrived refugees in Toowoomba). Python, as well as the National Computer Science While HTML and CSS are easily the least exciting Bootcamp Graduate Survey. Retrieved from https://www. ‘This business venture Unzipped, mimicked the School competition. programming languages they are very important to coursereport.com/2014-graduate-survey.pdf challenges and elation of running a successful understand because almost all websites include In the first few sessions students are often seen Morrison, N. (2013) Teach kids how to code and you give them business. In nine weeks, our group of enterprising Year some HTML and CSS. The girls learn the basics of a skill for life. Retrieved from http://www.forbes.com/sites/ standing in front of their computers physically checking 10s generated an idea, conducted market research – page structure, fonts, colours and tables in order to nickmorrison/2013/12/27/teach-kids-how-to-code-and-you- which directions they want characters to move, give-them-a-skill-for-life/#7222d23c13cb and after successful feedback – began the design and structure a basic website. showing that they are learning to process information production processes,’ explained Kathryn. clearly. Where much of the language we use in text Python is a far more interesting and dynamic Limited class time required careful organisation messaging and emails carries with it assumptions about programming language compared to HTML and CSS. and many industrious hours outside of school to bring tone and humour, coding must be precise – much like It allows students to create user input with loops, the product to life. ‘We soon found that running a writing a recipe, detail and clarity are required. variables, and strings in order to develop programs

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 HEARTS, MINDS AND HANDS: we consider to be entrepreneurship’s fundamental essence. Our ultimate goal is to inculcate this ENCOURAGING ENTREPRENEURIAL MINDSETS thinking progressively and seamlessly across the BRISBANE GIRLS GRAMMAR SCHOOL, QUEENSLAND curriculum. Such an approach is a continuation of the mindset of optimism underscoring so much of our educational practice. Professor David Rae (2012), leader, innovator and researcher in entrepreneurial learning, has identified seven basic skills underscoring an entrepreneurial mindset. They are: Personality and social identity; Ambition, motivation and goals; Personal confidence and resilience; Self-discipline and personal organisation; Go beyond perceived limitations to achieve results; Tolerance of uncertainty, risk and failure; Personal value: ethical, social and environmental awareness.

These skills are not mysterious. They can be pivoted and re-tooled to reinforce an entrepreneurial mindset across the curriculum. Encouraging our young people to use their hearts, minds and hands to assess a problem and design an outcome is very achievable. Our role as educators is to continue to celebrate and reinforce such an approach. Young people can become skilled in seizing and creating opportunity. They can learn the importance of taking calculated risks, exploring and-and thinking while 20 wrestling creatively with paradox. This is how we intend to encourage our young people to engage in entrepreneurial thinking with a sense of wonder, 21 possibility and awe. DR BRUCE ADDISON DEAN OF CURRICULUM AND SCHOLARSHIP

the strategy: nurturing and celebrating creativity, e live in a world of change. The velocity All of this presents those who work with young entrepreneurial thinking with a sense of possibility, REFERENCES of this change is both awe-inspiring people with a myriad of challenges. What can we wonder and awe. Its genesis lay in the belief that and disruptive. Givens are swept away do as educators to ensure that our young people Australia’s Future Workforce, Report, Committee for Economic our students must be imbued with a way of thinking Development of Australia, June 2015. with unrelenting frequency. Uncertainty are imbued with the requisite possibility thinking enabling them to recognise and seize opportunity Craft, A. (2005). Creativity in Schools: Tensions and Dilemmas, continues to fill the void while the (Craft, 2005) to traverse this environment? Creating with poise, confidence and determination. and seizing opportunity must by necessity become Abington: Routledge. Wtwenty-first century’s fetish for immediacy grows important mindsets for those wishing to succeed in Former Wallaby, John Eales, when writing about Drucker, P. (1985). Innovation and Entrepreneurship: Practice and unabated. The normalcy of 24 hour connectivity has a world characterised by such unrelenting fluidity. entrepreneurial thinking notes the lesser known verse Principles, New York: Harper & Row. altered our concept of what is important. The verities of yesteryear are no longer. Work will of Advance Australia Fair, calls for Australians to toil Eales, J. (2016). “Change Starts with You” in The Deal: Reinventing continue to be ‘hollowed out’ and will continue to be with their “hearts and hands”. For true innovation of Business, The Australian, Issue 80: February 2016, p. 25. The shadow of this is the unrelenting banality of fragmented (CEDA, 2015). The constancy of work as self, and if we are to reap the benefits, business and Malcolm, M.J. (2014). Resilient Leadership Amidst Complexity. ‘information’. Information bombards us consuming a conduit for a meaningful life will no longer remain individuals alike must engage their minds, as well as Paper presented at Australia New Zealand Third Sector Research Conference, Christchurch, 18–20th November. much, creating little while distorting reality – often a given. Creating opportunity amidst this fluidity and their hearts and hands, for us all to innovate towards a without rationale or forethought. All of this occurs uncertainty will become a crucial mindset. better future (Eales, 2016, 25). Rae, D. (2012). Enterprise and Entrepreneurship Education: The New Curriculum Guidelines Ireland and the UK. ISBE in tandem with technological ingenuity’s ever Those who have a knowledge of introductory How are we conceptualising the creation of Conference, November, Dublin. growing reach. Wondrous possibility is awesome, economics will be aware of the four factors of such an entrepreneurial mindset? Organisational providing potential emancipation from yesterday’s production. They are: land, labour, capital and theorist, Peter Drucker (1985; 143), when thinking impossibilities. The cost is that our social systems enterprise. So often enterprise is a presumed about entrepreneurship notes that ‘most of what you continue to be shaken to the core. As with all apparent factor underlying the workings of modified-market hear about entrepreneurship is all wrong. It’s not binaries, they are nuanced, layered and far from economies. The reality is that twenty-first century magic. It’s not mysterious; and it has nothing to do simple. And-or thinking will not serve this era well. living, will by its very nature, create a prominent with genes. It’s a discipline and, like any discipline Binaries represent flawed thinking resulting in flawed role for enterprise and entrepreneurial thinking. At it can be learned.’ While traditional curriculum outcomes. Our new frontier requires nothing short Brisbane Girls Grammar School, this is reflected in models associated with business studies type of and-and thinking and the ability to wrestle with our new Strategic Plan. Under the pillar of Systematic approaches remain important, our approach has been paradox dynamically and comfortably (Malcolm, 2014). Curiousity in Teaching, Learning and Research lies to commence discussions aimed at distilling what

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 THE LITTLE GREY CAT AND THE SHINY in awe really made us realise that we do not only profit financially but also from the joy and admiration that we RED BALLOON evoke in others. WESTLAKE GIRLS HIGH SCHOOL Due to the success of our innovative video pitch NEW ZEALAND on YouTube, entitled ‘Introducing The Little Grey Cat and the Shiny Red Balloon’, the Young Enterprise Scheme further recognised our entrepreneurial spirit 22 here once lived a little grey cat, as happy as by awarding our company the Sales and Marketing can be, sitting on a windowsill, looking out Award. The video has attracted hundreds of views and at a tree. This fellow sparked the beginnings accompanied by our website (http://thelittlegreycat. 23 of our entrepreneurial adventure: publishing co.nz), our entrepreneurial initiative across social EXPLORING ART AND MUSIC OF THE scale, the diverse use of materials and the impact media platforms is evident. artistic outcomes could have. Exposure to Maori a picture book, The Little Grey Cat and the PACIFIC RIM music, culture and language should also strengthen TShiny Red Balloon, under the Lion Foundation Young The Lion Foundation Young Enterprise Scheme WESTLAKE GIRLS HIGH SCHOOL student understanding about Aotearoa New Zealand. Enterprise Scheme. Over the course of two years has provided great insight into the world of business we have been challenged to set up a company at and truly is a life-changing extracurricular activity for NEW ZEALAND Exploring Micronesia, Melanesia and Polynesia students to become involved in. If you would like to later in the year includes Indonesian Shadow Puppet Westlake Girls High School and create a product for hear more about our venture and experiences with Theatre. In groups, students will explore percussive the commercial market. In doing so we have learnt rt and Music of the Pacific Rim is a entrepreneurship or are interested in purchasing a textures of the Gamelan Orchestra while shadow that you must take risks and have faith in what you copy of The Little Grey Cat and the Shiny Red Balloon, collaborative Art and Music Department puppets tell an Indonesian story selected by students. do. Believing that our book had the ability to teach feel free to contact us at [email protected], course for Year 9 Westlake Girls students. Art and Music of the Pacific Rim ensures students are the values of friendship, freedom and joy, while also via our website or Facebook page. Encourage your Introduced this year, the course explores active enquirers and ethnomusicologists, discovering fundraising for the SPCA with every book sold, was students to take a chance. Be innovative and dynamic cultures and traditions of the South Pacific non-Western art forms from neighbouring countries. leaders. Embrace entrepreneurship. And with a swish Through Art and Music disciplines students can expect pertinent to our success. Aand local resources have proved invaluable. Auckland of his tail the cat was on his way, oh so very happy to develop greater confidence researching, exploring that he’d made another’s day. Museum’s Ipu Moana Workshop (Music and Dance) and expressing ideas. Plutonium has continuously grown as a company and a traditional Tapa workshop (with two Tongan and we have taken pride in becoming an inspiration to PLUTONIUM: Artists Tui Gillies and Sulieti Fieme’a Burrows) NICOLA OV & FIONA WILSON others. Unexpectedly, our product led to many special KK MAK ART AND MUSIC DEPARTMENTS enabled students to develop performances integrating experiences for us, such as being asked to discuss CATERINA BARTON the process of writing and illustrating at Bayswater ESTELLA ARABI vocal ensemble skills, Samoan dance and Pacific Primary during Book Week. Seeing the students’ faces SHERIN JACOB inspired wearable art. Exposure to people, places and participation has motivated and inspired students to develop confidence and self-esteem, as they discuss, explore and share ideas. VIEW THE YOUTUBE CLIP THAT WON PLUTONIUM THE SALES AND MARKETING AWARD: WWW.YOUTUBE.COM/WATCH?V=PCI6OXUORBE OR SCAN THE QR CODE WITH YOUR SMARTPHONE So what’s next? Students produce a site-specific sculpture with sound, focused on Maori myths and legends. A visit to Kaipara Sculpture Gardens aims to inspire student creativity while providing insight into (ABOVE) WESTLAKE’S TOP YOUNG ENTERPRISE COMPANY OF 2015 (L–R) KK MAK, CATERINA BARTON, ESTELLA ARABI, SHERIN JACOB

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 THE IMPORTANCE OF AN globalised economy. Another key aspect is about social ‘Editor in the Making’, which currently has over 15,000 IT-savvy Nikki Dulberg (Year 6) is working on enterprise and using customised ‘Tri-Fi’ money boxes to views. Genevieve purchased a quality tripod to provide developing ‘Math Zoo’ a maths blog for primary school ENTERPRISING MINDSET promote the concepts of spending, saving and giving. more professional photography and video for her blog children. Nikki loves maths and is committed to using MENTONE GIRLS’ GRAMMAR SCHOOL, VIC The girls are encouraged to share their money across and developing YouTube channel. She also completed her advanced knowledge of maths and IT to help her the three areas, they set financial goals and learn how a ‘Paparazzi Ready’ Napoleon Perdis Makeup course peers to learn. to extend her makeup artistry skills. She has offered t Mentone Girls’ Grammar we live and breathe to work towards achieving them. This has generated As a MoneySmart school, Mentone Girls’ Grammar her services to friends, family and other clients in the extensive conversation at school and home about how is focussed on developing financially literate young enterprise! It is a strategic priority at our community which includes doing stage make up for the to earn money in the home environment – importantly, women. Year 6 student, Grace Lewis, is passionate School and one of our WAVES (Wellbeing, Mentone Girls’ Grammar stage production of Mulan Jr. what constitutes a ‘love’ job and what constitutes a about this area and is developing a financial literacy Achievement, Values, Enterprise, Success) ‘paid’ job. The girls are learning that being part of a Genevieve says that the Enterprise Award website named ‘Mini Money Matters’ aimed at primary principles that drive the way we meet the family comes with responsibilities such as cleaning experience has taught her to never give up, dream big school students to learn about finance, savings and Aparticular learning needs of girls. their own room, but there is also opportunity to be and have a go at whatever it is you love. “The amazing managing their money and bank accounts. enterprising and to support others in a sustainable way. mentors that spoke at our enterprise workshops gave Our Enterprise culture also provides a fertile Our unique style of education provides an real insight into the entrepreneurial industry and were Students also have the opportunity to participate environment for teachers to be great role-models environment which explicitly aims to develop an definitely inspiring to listen to. My social media and in our Junior Enterprise program for Years 2 – 5 where in this area as well, and this is actively supported enterprising mindset and prepare girls for the communication skills have grown throughout this they work on specific enterprising skills and attributes through staff Enterprise Awards. These are open to complexity of the ‘here and now’. But more than experience. I’m very excited to be weaving enterprise through practical projects. Students are actively academic staff who are encouraged to take a risk that, we are preparing them for a future with jobs and into our Spindrift magazine as editor this year as there technologies that have not yet been invented, to solve and pitch an idea that challenges as yet unknown problems. With enhancements in health traditional teaching methods or and technology, the life-span of our youngest students curriculum design to develop today will be nudging the twenty-second century. If cutting edge practices. Since young people are going to manage and thrive in such a 2014, teachers have been flexing complex world, we must empower them with the skills their enterprising muscle and our and ‘can-do’ attitudes that will enable them to flourish students have benefitted. Projects and to create their own definition of success. have ranged from Year 1 teacher Leah Opie creating a unique spelling To achieve this, we have developed the Mentone curriculum for Prep – Year 6 that Girls’ Grammar Enterprise Academy, which is designed more explicitly links spelling to 24 for experiential learning and creative development. meaning; creative collaboration from The Academy has been a virtual incubator for ideas for Senior School teachers Catherine some time, however it will become a physical reality Freney and Lyndal Phillips on 25 in 2016. developing resilience in students For us, authentic enterprise education is much to support the School’s priority more than business studies or entrepreneurship. In on Wellbeing; to the 2016 project addition to these possibilities, enterprise education by eLearning Manager, Michelle actively encourages the convergence of innovation, Dennis and Geography teacher, introduced to the concept of invention and approach are so many exciting things going on in this space creativity, empathy, intercultural understanding, Julia Armstrong, who are looking at how emerging complex problems in innovative and rigorous ways to across the School.” intelligent risk taking, resilience, a can-do attitude technologies like virtual reality can be used to enhance identify and solve real-world problems. For the past few years, Maddisyn Dixon- and the drive and determination to make ideas of the curriculum, with a particular focus on girls’ needs. Whitbourne (Year 8) has been focussed on her social value happen. It is measured, not by job or wealth From Years 5–12, students then have the Michelle says, “Research has established that, enterprise ‘wearable art’ project. Maddisyn began creation, but by its impact on personal development opportunity to expand the skills they have learned and compared to boys, girls can have underdeveloped printing photographs and artwork onto t-shirts to and the growth of ethical, confident young women apply for one of the School’s prestigious Enterprise spatial skills; these skills are important because they are sell at local markets. She achieved some fantastic who can facilitate their own success, whether that is Awards. These competitive annual awards, that see success and began to investigate ways she could predictors to performance in both maths and science. running their own business or positively impacting students pitching their ideas to a panel of judges, grow her business. Last Father’s Day, she worked Julia and I are working collaboratively to use virtual the communities they serve, the employers they work provide seed funding to help make their enterprising with the Prep students to draw a picture of their reality headsets to explore mapping in Geography. By for, or their own professional and personal prospects. ideas a reality. dads, and printed them onto t-shirts as gifts. taking the abstract idea of contour maps and going They learn the ‘language’ of enterprise along the way; Head of Careers and Enterprise, Kelly Jedd, says Maddisyn supports the charity SASI (Statewide through the process of interpreting this into 3D space, terms like ‘social entrepreneurship’, ‘design thinking’, the Awards support students who are working on Autistic Services Inc), and has donated a large our aim is for the girls to develop higher order spatial ‘financial sustainability’ and ‘customer validation’. a range of enterprise projects. “We encourage and percentage of her profits to this worthy organisation, skills, exercising both mental rotation and spatial The Mentone Girls’ Grammar Enterprise Academy is support our students to follow their passions and put while still investing in her business to ensure its visualization. This exciting project shows the power of about harnessing this enterprising culture, making the their ideas into action. We run workshops throughout sustainability longer term. This year Maddisyn hopes collaboration with technology and could not happen boundaries between classroom, industry, individual the year to provide them with learning opportunities, to grow her business and raise more funds to support without the School’s commitment to enterprise.” agency and real-world thinking more porous, right practical skills, industry contacts and insight into SASI. She is contacting local primary schools inviting In every classroom from science and maths, to now with collaborative, hands-on, experiential a variety of areas to help make their enterprising them to be involved in her Father’s Day t-shirts technology, art, music and sport, Mentone students are teaching and learning. ventures a success.” charity drive. developing enterprising skills and attributes that will see Enterprise is an intrinsic part of the Mentone Girls’ them lead the next generation of entrepreneurs, thought In the past few years, the School has seen Year 11 student, Anagha Raviprasad has been Grammar curriculum and something that is fostered leaders and idea creators, capable of understanding the students achieving success through outstanding using her Enterprise Award this year to publish an from a young age. In Year 1 students participate in the complex issues facing humanity and the ability to think enterprise projects. e-book for the teen market. Anagha has written the School’s highly acclaimed program on financial literacy first novel in her planned trilogy, and is learning about outside the square to solve them. exploring essential skills for young people to learn Through her Enterprise Award, Genevieve Phelan how to get her book published online. in order to set them up for a more secure future in a (Year 12) has been able to expand her beauty blog, FRAN REDDAN, PRINCIPAL

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 Throughout the project, the girls were fortunate to meet and speak with representatives from a variety of industry-leading organisations and it is these experiences that have left the girls most inspired for a future career in engineering.

Entrepreneurship The SUBS in Schools program developed the entrepreneurial skills and attitudes of the girls. For example, they became more self- reliant, proactive and innovative and their perseverance increased throughout the project. One perspective on Entrepreneurial Education in the OECD background paper Entrepreneurship in Education; What, Why, When and How (Lackeus, 2015) involves the impact of emotional demands of activities on students’ development of entrepreneurial attitudes. responsibility, from designing the concept, building the The challenge of having to develop and prototype, managing the marketing of their company market a product, for which they relied on interaction and leading the team. While building the prototype with the ‘outside world’, placed several demands was a challenging component in itself, the students on the students’ emotions. At times, the success also needed to produce a portfolio and present on gained as a result of the mentoring provided by the their virtual company, how it is marketed and the SAAB Australia engineers led to happiness and the design process used. The submarine was then also motivation to continue exploring. At other times, put through a series of tests in the water to evaluate the need to understand the complex concepts and their design. skills required in these mentoring sessions led to feelings of frustration. Likewise, the girls needed to 26 Throughout the program, the girls delved deep into the inner workings of a submarine, to investigate obtain sponsorship (often in the form of products or services) from external organisations and businesses the impact of hydro-dynamics and other forces on the 27 STUDENTS STEP UP IN SCHOOL SUBS in Schools. The ‘Future Submarine Technology design, as well as understanding energy generation, to complete various tasks. Some of their attempts Challenge’, founded by Re-Engineering Australia in storage and usage methods. Importantly the project to obtain sponsorship were more successful than SUBMARINE CHALLENGE association with the Defence Materiel Organisation also assisted our girls in developing their spatial others, and the girls learnt a lot about resilience. ST PETER’S GIRLS’ SCHOOL, SA (DMO) and a number of industry stakeholders, sets skills – essential for success in engineering. This is a The positive outcomes of this experience were an a challenge to participating teams: build a remote- great example of ‘contextualised learning’ – allowing increased tolerance of uncertainty, willingness to take risks and perseverance to overcome difficulties. our students from St Peter’s Girls’ School controlled model submarine. the girls to apply their school knowledge in a real-life in Adelaide recently broke new ground in Six schools from across Australia took part in context and providing an opportunity for them to The positive reinforcement that they received from share their work with audiences beyond the external sources through SAAB Australia and their the field of engineering – building their the pilot program, with the national finals recently wrapping up in Penrith, Sydney. The team from St classroom and school. competition success has enabled them to develop the entrepreneurial attitudes in the process. Peter’s Girls, Athena, took top honours at the finals, understanding that they can succeed in this type of Industry engagement challenge, that they want to continue to be involved Research has shown that the being named overall winner of the competition, after F taking out four of five individual categories. Re-Engineering Australia is proudly supported by in this kind of activity and that being entrepreneurial is participation rates of girls in STEM (Science, Defence Materiel Organisation, ASC, SAAB and other now part of their identity. Technology, Engineering and Mathematics) subjects The students, who completed the majority of leading organisations. A key component of the SUBS remains at a worryingly low level. Statistics indicate the work during Year 10, are now in Year 11 and The benefits to the students of participation in in Schools program is a mentoring opportunity with that these participation levels rise significantly for contemplating future careers in STEM fields. While the this program stretch from increased awareness of engineers and experts from the industry. those girls educated in an all-girls environment but results are truly impressive, the program has delivered the opportunities provided by engineering to highly even so, it is puzzling to see the imbalance between much more than a prototype submarine, supporting Through the program, SAAB partnered with developed entrepreneurial skills and attitudes. They the number of girls who show enormous interest documentation, a few medals and a hefty trophy. St Peter’s Girls to provide ongoing support. Our will carry these skills and attitudes with them in their in the health sciences rather than the physical and students worked with graduate engineers and experts future pursuits. technological sciences. While many of our girls aim to The SUBS in Schools curriculum to learn about the technology found in submarines, BRIAN PARSONS, HEAD OF SCIENCE study medicine, few are looking to become physicists The SUBS program involves students working as unravel the skills required to build a working or engineers. a team to complete a series of tasks, culminating in prototype and problem solve their design to produce STEM areas naturally offer students the a series of presentations and practical assessments. the best result. REFERENCES: opportunity to engage in the digital and literacy skills The program is very much a hands-on, action learning Students learnt about buoyancy, mechanics and Lackeus, M. (2015). Entrepreneurship in education: what, why, of the future – developing their natural curiosity as experience. Since starting the project in Semester 2, electronics, construction techniques and mechanical when, how. OECD. well as passion for problem solving and innovation. 2014, the girls have been required to establish a virtual assembly, while also discovering the tools and Ultimately, action learning opportunities in this area company to complete the design project, manage the concepts of project management, marketing, risk help in building the entrepreneurs of tomorrow. manufacturing process and present and market the and return on investment. They used programs such final submarine prototype. To ignite better interest in the engineering field, as AutoDesk 3D Inventor, Makerbot 3D-Printing and St Peter’s Girls has been part of the pilot program of Each of the four students took on one area of Adobe Illustrator and InDesign.

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 IONA GIRLS MAKE A DIFFERENCE Though the Year 8 elective, ILSA, girls are introduced to 3D Computer Aided Design (CAD), STUDENTS ACROSS ALL YEAR LEVELS ARE ENGAGING IN LEARNING PROGRAMS AND ACTIVITIES AIMED TO INCREASE THEIR IONA PRESENTATION COLLEGE, WA animation technologies, and the study and INTEREST IN STEM RELATED FIELDS, WHILE IMPROVING PROBLEM-SOLVING AND CRITICAL ANALYSIS SKILLS, GIVING THEM application of nanotechnology. Social physics, a FOUNDATIONS WHICH ENABLE THEM TO ENGAGE WITH, AND SUCCEED IN, THE WORLD BEYOND THE SCHOOL GATE. s part of Iona Presentation College’s relatively new branch of science will become part of commitment to STEM focus (Science, this course next year. aspects of engineering from the past, present and Alexandra Prichard (13), however, has taken Technology, Engineering, and Mathematics), As part of Iona’s co-curricular program students future. This called for the girls to not only research her task from last year one step further. As part of students are supported in their development participate in many mathematical opportunities the past, but creatively propose future directions in this project she began developing a smartphone of skills in cross-disciplinary critical and including The Australian Mathematics Trust Challenge, their chosen topic. application, “girlgonehappy”, providing information Enrichment and Olympiad competitions, with and resources on mental health, targeted towards Acreative thinking, problem solving and digital All our Year 9 Challenge Science students wrote technologies, which are essential in all twenty-first Computational Algorithmic Thinking competition teenage girls. being new this year. Mathematics Mentor engages essays of an excellent standard, as deemed by the century occupations. girls in unique and challenging mathematical judges. Most pleasing was that the top three places “I created this application to break down social problems and stretches beyond the Year 12 level of in the state were awarded to Iona Presentation stigmas surrounding mental health and to promote a Students across all year levels are engaging in mathematics, while younger students are extended College students. healthy, happy, and sustainable lifestyle for teenagers. learning programs and activities aimed to increase I wanted to raise awareness of mental health and in their use of the Classpad. Students have the An initiative for all Year 8 students at Iona their interest in STEM related fields, while improving its importance in everyday life, especially during chance to be involved in the da Vinci Decathlon, the Presentation College is to complete a self-directed problem-solving and critical analysis skills, giving them the teenage years. I also wanted to influence and Innovation festival, the Australian National Chemistry learning program by creating a project reflecting foundations which enable them to engage with, and encourage positive decision making in teenage girls Competition, Big Science Competition and the principles of sustainability, known as ‘The Rich Task’. succeed in, the world beyond the school gate. National Youth Science Forum. regarding mental health and wellbeing,” she said. Within the curriculum Iona girls engage in all The fostering of entrepreneurial skills was evident Alexandra has recently finished production of her areas of STEM. Challenge Science offers Years 9 and in the Year 9 Challenge Science class during Terms app and has uploaded “girlgonehappy” to the iTunes 10 students the opportunity to study many facets 3 and 4 in 2015 which had a focus on engineering. store, and it can be sourced on iOS Apple devices. of the science curriculum not otherwise covered Pulling apart machinery, building structures using the Mentor teacher for Alexandra’s project, comprehensively in the core science classes. In these 3D printer and creating geodomes were all aspects Miss Gemma Beekink, said Alexandra was to be classes the girls engage in coding through robotics, of the course, which culminated in participation in an commended for not only thinking outside the square construction and programming, engineering studies engineering essay competition. when it came to sustainability, but also that she took leading to 3D printing, and engineering and astronomy initiative and continued her project long after the mentoring through programs with Western Australian The Engineering WA state-wide essay 28 school deadline. universities. Epigenetics is a new branch of genetics competition required students from Years 8 to 10 that the girls are also studying. to write about a form of transportation and cover “As her mentor, I saw first hand how great her 29 idea and vision was, so it’s wonderful to see a student take the Rich Task to the next level and try to make a difference in the wider community.” Alexandra has been featured in two local papers and a national teenage girls’ magazine, and has also been interviewed by Channel 7 News regarding her ingenious application. These are just two examples of how Iona girls make a difference. CATHY BROAD TEAM LEADER, COMMUNITY RELATIONS AND DEVELOPMENT

(ABOVE) ALEXANDRA PRICHARD APP DEVELOPER

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA VOLUME 56 / APRIL 2016 2016 EVENTS

> 28 – 29 APRIL / AUCKLAND NZ Girls for Change Leadership Summit Westlake Girls High School Leading Empowering Celebrating 22–24 May 2016 > 11 MAY / VICTORIA Twilight Networking Event Rydges Hotel South Brisbane Lauriston Girls’ School 2016 FEATURE SPEAKERS > 12 MAY / TASMANIA Annual Dinner St Michael’s Collegiate School Keynote presentation

> 22 – 24 MAY / QUEENSLAND Elizabeth Broderick AO, Australia’s Real Girls Real Women longest serving Sex Discrimination Commissioner and 2016 NSW Biennial Educators Conference Australian of the Year Rydges Hotel South Brisbane

> 23 MAY / QUEENSLAND Single-sex classes: Do they affect Alliance AGM economic outcomes? Rydges Hotel South Brisbane Alison Booth, Professor of Economics > 20 JUNE / SOUTH AUSTRALIA and ANU Policy Fellow Dr Peta Stapleton, Australian National University Clinical and Health Psychologist 30 St Peter’s Girls’ School Navigating CEO appointments – Do top male and female CEOs differ in > 28 JULY / VICTORIA how they made it to the top? Twilight Networking Event Genazzano FJC College Terry Fitzsimmons, University of Queensland Business School > 30 JULY – 4 AUGUST / LOCKHART RIVER Yarning Up Generation Z defined: The 5 key Hosted by Bond University factors of this global generation > 2 AUGUST / NEW SOUTH WALES Claire Madden, Social researcher, Dinner Networking Event media commentator, and founder and Abbotsleigh director of Hello Clarity

> 4 AUGUST / TASMANIA Women, work and a problem that Parliamentary Morning Tea Parliament House, Hobart needs to be resolved Georgina Dent, Editor at Mamamia, > 17 AUGUST / VICTORIA journalist and commentator Science Breakfast

> 24 AUGUST / WESTERN AUSTRALIA Patterned perceptions: Years 9 & 10 Breakfast Discoveries between art, science and Methodist Ladies’ College Indigenous cultures Rebecca Karmen, Artist and Professor > 1 SEPTEMBER / QUEENSLAND Emeritus at Northern Virginia Twilight Networking Event Community College St Margaret’s Anglican Girls’ School

REGISTER NOW www.agsa.org.au/events All information correct at time of printing. Please visit www.agsa.org.au/events for any updates.

THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA IN ALLIANCE APRIL 2016 / ISSUE # 56 © 2016 THE ALLIANCE OF GIRLS’ SCHOOLS AUSTRALASIA ALL RIGHTS RESERVED. EXCEPT AS PROVIDED BY AUSTRALIAN COPYRIGHT LAW, NO PART OF THIS PUBLICATION MAY BE REPRODUCED IN ANY The Alliance of Girls’ Schools Australasia is a not for profit FORM WITHOUT WRITTEN organisation which advocates for and supports the distinctive PERMISSION FROM THE work of girls’ schools in their provision of unparalleled ALLIANCE OF GIRLS’ SCHOOLS opportunities for girls. AUSTRALASIA.

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