2019 Volume no. 61 The official magazine Alliance of Girls’ Schools Australasia inAlliance 2019 Volume no. 61 The official magazine Alliance of Girls’ inAlliance Schools Australasia Contents 6. 28. 46. Self-confidence, big dreams Life is not meant to be easy An innovative app prototyping and wild ambition Ros Curtis project: Integrating Digital Samantha Lau Technologies and Religious Education 32. Sarah Gale 8. Empowering girls to keep Determinants of success showing up: Building resilience in single-sex schooling in the middle years 50. Dr Kevin Stannard Lucinda Thom The reading village: A girl needs a community of readers (even in secondary school) 13. 35. Helen Stower A woman’s place: Balancing need: Researching experiences Responding to student of female graduates of mental health needs, 56. all-girls schooling teacher workload and Placing the donor at the heart Dr Rebecca English privacy concerns of advancement Dr Jen Petschler Shona Eichorn and Beverley Johnson 15. My year of reading women 38. 63. Kim Elith Mission to Mars: A flipped approach to An interdisciplinary approach mathematics teaching: to teaching and learning intended and unintended 18. for gifted students outcomes Tech girls really Tara Quenault and Micah Wilkins Steve Crapnell ARE superheroes! Tales from the field Dr Jenine Beekhuyzen 42. 70. Brain Club: Holding space F.R.A.M.E. — The underlying for deep learning through principles of teaching and 24. conversation learning mathematics Single-sex schools in a Sally Carr Vicki Strid gender diverse world Amelia Coleman 4 In Alliance | Vol. 61 OUR ANNUAL MAGAZINE IS ALL ABOUT GIRLS’ SCHOOLS AND GIRLS’ EDUCATION. 76. OF COURSE IT IS. BUT IT’S ALSO A SNAP–SHOT OF THE EDUCATION LANDSCAPE, The creativity of hope: A COLLECTION OF ARTICLES SHOWCASING INNOVATION, RESEARCH, AND TRULY Recognising National GREAT PRACTICE FROM OUR MEMBERS AND CONTRIBUTORS. Sorry Day Sam Weir LOREN BRIDGE, EXECUTIVE OFFICER And this year it’s a particularly interesting collection. Samantha Lau, a 2018 graduate of The Mac.Robertson Girls’ High School in Melbourne and now an undergrad at New York 79. University Abu Dhabi, credits her girls’ school education with developing her self-confidence, What do teachers need to know big ideas and wild ambitions (page 6). As Sam confided in an email, “It really is no lie, though, about perfectionism? when I say I reflect on Mac.Rob’s lessons constantly wherever I go”. Dr Susan Wade Supporting Sam’s experience at an all-girls school, a study released in December 2018 by the Australian Gender Equality Council found that girls educated in single-sex schools are equally as self-confident as boys educated at single-sex schools. The Hands up for Gender 86. Equality report revealed that self-confidence in students from Queensland’s single-sex schools was “gender neutral”. The research, led by Dr Terrance Fitzsimmons of The University of What inspired us to work in Queensland, was based on a survey of over 10,000 students in Years 7 to 11 from Queensland’s health research? girls’ and boys’ schools. It demonstrated that for girls in single-sex schools, there was Jamie-Lee Thompson, absolutely no gender difference in self-confidence — an attribute that is considered vitally Dr Oyuka Byambasuren, important for work and life success, and perhaps particularly for work-entry success. Stephanie Barwick, Dr Iris Lim, Fitzsimmons goes on to suggest that women’s lack of confidence in the workplace is Dr Paulina Stehlik, not innate; it is instead eroded by external factors such as sexism and gender stereotyping. Dr Skye Marshall and He posits that more emphasis should be placed on “organisations examining themselves Dr Amy Bannatyne first, rather than starting from the position of trying to fix women”. Fitzsimmons is hoping to replicate his study across more Australian states in 2020. Backing this view, a 2016 study from Bristol University found that girls in co- 91. educational schools have lower self-esteem and feel more pressure to be thin than girls in single-sex schools. The study concluded that single-sex schools encourage “improved self- Technology, innovation and the esteem, psychological and social wellbeing in adolescent girls”. future of work There are numerous research studies that show unequivocally that students Nerilee Chen in single-sex schools benefit academically from a learning environment free from gender stereotyping, unconscious bias and social pressure. Our 2019 research grant recipients, Dr Rebecca English and Professor Raechel Johns, hope to add further support to the case for 95. single-sex schooling. They are studying the life outcomes of graduates of all-girls schools in Digging deep: Uncovering the Australia and New Zealand. Specifically, they are looking at how the experience of attending a girls’ school has influenced the thousands of women who have passed through their doors potential of outdoor play and and, in the process, debunking the myth that the socio-economic status of all-girls school learning for girls alumnae is the key factor in their career and life success. In a personally insightful article, Dr Janet Dyment and Rebecca explains how she and Raechel became fascinated with single-sex education and how Dr Monica Green it has influenced their academic careers (page 13). Their study is due to be released in 2020 and I, for one, can’t wait to read their findings. This edition of In Alliance is a real celebration of girls’ schools and their unparalleled 99. opportunities for girls — we hope you enjoy it. The Ovulatory-Menstrual Health Literacy Programme Felicity Roux 102. Becoming a beginning principal of an independent school: Keys to an effective transition Dr Steve Bagi 113. Why understanding mental health is important for boarding schools Dr David Mander & Assoc Prof Penelope Haskings THE ALLIANCE OF GIRLS SCHOOLS AUSTRALASIA 5 Self-confidence, big dreams and wild ambition SAMANTHA LAU, ALUMNA, THE MAC.ROBERTSON GIRLS’ HIGH SCHOOL, AND UNDERGRADUATE, NEW YORK UNIVERSITY ABU DHABI In May 2019, along with three of my Year 12 peers, find emerging from a girls’ school: ambitious, self-assured, I had the privilege of presenting at the Alliance’s ‘Fearless mould breaking. Girls, Strong Women’ conference. We were invited to speak It is this attitude and approach to life that I feel on the power of student voice as members of the Student is perhaps the greatest take-away from my single-sex Representative Council (SRC) of our school, The Mac. education. Robertson Girls’ High School — or Mac.Rob, as it is more In making this claim, I am reminded of a time before I fondly known — Melbourne’s only academically selective, moved to Mac.Rob, when I attended a co-educational school. public secondary school for girls. I was sitting in a maths class, and we had just received our I have since graduated from Mac.Rob, but I still results from a recent test. One of the boys in my class who find myself reflecting on the contents of our presentation, excelled in the subject had scored well, and he quickly came particularly the intangible and life-long lessons that can over to compare his marks to mine. As he was on his way only be learned at a girls’ school, and the skills and values over, I recall distinctly thinking to myself, “He’s probably cultivated in a girls-only learning environment. beaten me, but it’s okay. All the boys are good at maths; as I want to first draw attention to one of my favourite long as I’m top of the girls, that’s good enough.” sections of our presentation, which tells the story of I now realise how this thought is problematic on so student voice at Mac.Rob: many levels. Not only had I succumbed to social conditioning, assuming that all the girls had performed worse than all In 2015, the SRC president presented her vision about student voice to the school review panel — a board of the boys — because maths is apparently a ‘boy subject’. teachers. It was that moment which sparked a change in our I had also curbed my own academic ambitions by settling school, as she challenged the status quo, placing importance for being the best of my gender (whose ability I’d already on student voice and its vitality in creating a culture of unfairly judged), instead of the best in the class. It was as if listening and open communication. As a result, seeing the power and passion of one individual led to a shift in teachers’ my usual competitive spirit had been overridden by gender mindsets, and quickly drew support from the student body. expectations I’d learned, and had never challenged at my co- A teacher who attended this presentation recently reflected educational school … sound about right? on this, saying ‘That speech was one of the most emotional Luckily, the following year, I moved to Mac.Rob, a moments of my ten years at Mac.Rob. There was a small place where gender stereotyping does not exist and wanting group of teacher and student observers who had tears in their eyes because they appreciated how difficult it was for to be the best means being the best regardless of gender. her to challenge the status quo in her pursuit of student voice Maths and science are not considered ‘boy subjects’ and in the decision-making processes of the school.’ girls overflow from higher level maths and science classes, girls play sport without being told by boys that they’re Prior to 2015, the importance of student voice had ‘really good for a girl’ (girls actually lead sport portfolios, not been widely acknowledged; the responsibilities of the thank you very much); girls do anything and everything they SRC extended to organising events and initiatives but fell want to.