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31
VOLUME
BRISBANE GIRLS GRAMMAR SCHOOL / AUTUMN 2018
IN THIS ISSUE
PAGE 08 / PAGE 12 / PAGE 14 / PAGE 18 /
INTO THE BLUE: SWIMMING ‘GROWN UP’ CONVERSATION FOUNDATION DAY: A HISTORY CO-CURRICULAR DRAMA SEASON
CONTENTS LETTERS
PAGE 01 / @ Thank you so much for the New Parents’ Welcome
FROM THE PRINCIPAL Reception tonight. It was an excellent event and we
by Ms Jacinda Euler are grateful for the opportunity to connect with both
the School and fellow parents.
PAGE 02 /
PRIDE, INDIVIDUALITY AND EMPOWERMENT LARISSA PATON (current parent)
by Head Girls
I love that Antips is still so strong at Girls Grammar.
PAGE 03 / I still remember my own journey to Peru very fondly.
SEVEN SIMPLE SECRETS FOR SUCCESS
by Mrs Emma Lowry
KATHRYN CALLIONI (LEEKE, 2004)
PAGE 04 / @ Thank you so much for a lovely morning at BGGS on
A CULTURE OF THINKING: GREETING TOMORROW Wednesday. We really enjoyed watching the student
WITH CONFIDENCE assembly and the beautiful morning tea afterwards.
by Dr Bruce Addison It is lovely to be part of these milestones and to
have a glimpse into life at school. We feel sure that
PAGE 05 / the girls are in good hands, with your guidance, and
GIRLS AND MATHS will have a very exciting year.
by Ms Catrin Huxtable
HELEN AND STEVEN SHERINGTON (current parents)
PAGE 06 /
LIVING LANGUAGES: KNOW OTHERS, KNOW YOURSELF I would like to thank you, your staff, and charming
by Ms Susan Garson girls from Years 11 and 12, for having made our
visit to the School on Saturday 21 October a most
PAGE 08 / memorable occasion or those of us who commenced
INTO THE BLUE: SWIMMING AT GIRLS GRAMMAR in 1954...I was awe-struck by the opportunities
by Miss Ellena Papas you are able to present to your students. They are
fortunate indeed!
PAGE 10 /
GAZETTE GALLERY RHYL BENNETT (CRAWFORD, 1954)
PAGE 12 /
A FRENCHMAN, AN ENGLISHWOMAN,
AND AN AMERICAN WALK INTO AN ESSAY
by Mr Stephen Woods
PAGE 14 /
THE HISTORY OF FOUNDATION DAY
PAGE 15 /
FOUNDATION DAY 2018: PRESSING FOR PROGRESS
PAGE 16 /
ENTREPRENEURSHIP TO SOLVE HUMAN PROBLEMS
by Mr Brendon Thomas
PAGE 17 /
AWARDS AND RECOGNITION
PAGE 18 /
CO-CURRICULAR DRAMA: THE 2018 SEASON
by Mr Brad Jennings Front cover: A student reads in the
Research Learning Centre at the
PAGE 20 /
School’s Main Campus.
GRAMMAR WOMEN
by Ms Antonia Swindells
Photo courtesy Sam Scoufos
by Mrs Julie Caton
PAGE 22 /
GRAMMAR WOMAN, FRANCESCA HIEW
PAGE 23 /
OFFICIAL NAMING OF THE
PAULINE HARVEY-SHORT OVAL
PAGE 24 /
MARRAPATTA OPEN DAY 2018
PAGE 25 /
OPEN DAY 2018
/ 01
FROM THE PRINCIPAL
AUTHOR
Ms Jacinda Euler within a diverse team—qualities formally developed in
Principal graduates who have studied in the arts.
This renaissance in the humanities is not so surprising
For some time, the humanities have struggled to in these challenging times. The liberal arts were always
communicate their relevance in a rapidly changing intended to engender in scholarship the higher-order
world. qualities pertinent to the formation of a good and
just society. The English Grammar tradition, with its
earliest roots back to sixth century King’s Schools in
At universities in Australia and around the globe,
Canterbury (founded 597 AD) and Rochester (founded
Department Heads in fields of literature, philosophy, the
604 AD) and the teaching of Latin to future priests
classics and history have lamented shrinking enrolments
and monks, is broad and liberal in its range: scholars
as students have heeded the call to pursue a career in
learned music, verse, astronomy, mathematics and
the sciences or the more ‘professional’ streams of finance
law. With the foundation of the ancient universities
or law.
from the late 12th century in England, these Grammar
The importance of science and technology is profound Schools became the entry point to a tertiary liberal arts
and it is in these areas where the seismic changes we are education comprising a ‘trivium’ of grammar, logic and
seeing in the world of work will continue into the future. rhetoric (input, processes and output).
However, it is heartening to see a shift back in our
The idea of a trivium in ensuring a balance and rigour in
understanding of the value of the humanities. In a world
education goes directly to the case for the humanities.
disrupted by artificial technologies, our human-ness,
Solving the big societal problems of the current
the defining essence of what makes us ‘human’, suddenly
century—climate change, poverty and displacement,
attains a higher value. For example, software development
racial intolerance, rising tensions between our world
companies in Silicon Valley are now employing poets and
leaders—will require thinkers and teams of thinkers
fiction writers to script naturalised interactions between
fluid in their ability to see things from multiple
AI ‘bots’ and humans in the booming growth area of
perspectives.
‘virtual assistants’ on smartphones.
At Girls Grammar, we remain committed to providing
Closer to home, some of Australia’s major corporations
students with a broad, liberal education because it
are reporting a significant increase in the number of new
is as relevant today, if not more so, than at any other
employees from humanities-based backgrounds as part
time in the history of Grammar education. Resolute in
of a refinement and expansion of their graduate
our purpose of producing tomorrow’s female leaders, a
recruitment approach. Trends suggest that increasingly,
rigorous and balanced curriculum across the humanities
‘big’ companies like PwC, EY and KPMG are recruiting
and the sciences is fundamental to this approach.
less on field of degree study, and more on transferable
skills like emotional intelligence, critical thinking, I hope you enjoy the latest issue of Grammar Gazette—
creativity, and the ability to collaborate and problem-solve Autumn 2018.
AUTUMN ISSUE / 2018
/ 02
PRIDE, INDIVIDUALITY AND EMPOWERMENT
AUTHORS to audition for Queensland Theatre’s Youth Ensemble.
Annabel Ryan (12E) and Harper McIlroy (12W) I asked my teacher, Ms Johnson, to help me prepare for
Head Girls 2018 the audition. I was extremely shy, and if it weren’t for her
incredible encouragement I never would have believed
The three themes that the Student Council has in myself enough to audition. I have now been involved
chosen to guide the 2018 school year are Pride, in Queensland Theatre’s Ensemble for four years, as
Individuality and Empowerment. We hope every well as the School’s outstanding drama productions.
Grammar girl will showcase their talent, be proud of Ms Johnson’s support allowed me to let my individuality
who they are as individuals and empower others to and personality shine, which has shaped who I am and
be the best they can be. We believe these qualities allowed me to discover something about which I am
form the foundation of what makes a Grammar girl extremely passionate.
and creates a School that truly is an exceptional
community. EMPOWERMENT: ANNABEL
My time on the Old Girls Association (OGA) Committee
We recently had the opportunity to share our has been one of the pinnacles of my time at Girls
experiences of Girls Grammar at a School event, Grammar because it gave me insight into the School’s
including our personal reflections on what these three rich legacy. The daily demands of secondary school can
themes mean to us. make it challenging to recognise the impact of what we
are experiencing every day; it is easy to take our time at
The following is an excerpt from our speech. the School for granted.
PRIDE: ANNABEL My experience with the OGA changed this perspective.
From a young age, I knew that my parents had I was fortunate to be presented the opportunity to see
planned for me to attend Girls Grammar, and I often Grammar Women mingling at reunions, reuniting with
dreamt about life beyond the School’s picketed fence. their oldest friends and coming together on common
Whenever I would pass the School, one thing reassured ground. All of these women believe in the School, cherish
me: every Grammar girl I saw looked happy, capable the time they spent here, and still have firm memories
and beaming with confidence. Of course, as my time from their days on the campus. I hope that one day I can
to commence drew closer, I became nervous about give back to the School as much as it has given me.
starting at a school that looked so grand, but the Girls Grammar has much to offer each and every girl
ambition and certainty in every girl’s eye made me —from an exceptional academic education, to the
realise that the next five years of my life were going to opportunities to participate in a wide selection of
be ones to remember—and they have been just that.
co-curricular activities such as sports, creative arts and
I am truly proud to be a Grammar girl.
service—and each aspect of our School community
INDIVIDUALITY: HARPER is valued equally. Whether they are a future Einstein
or Olympian, every girl has not just one, but many
Drama has played a significant role in my schooling life. opportunities to showcase her talents and be part of
At primary school I was told that it wasn’t a strength
the Girls Grammar sisterhood.
of mine, and I received poor marks in the subject. It
wasn’t until, at Girls Grammar, I had someone believe We both hope that we will not be the last Grammar
in me that I gave the subject a second thought. When girls in our families. Once a Grammar girl, always a
I was in Year 8, I read an email encouraging students Grammar girl.
GRAMMAR GAZETTE
/ 03
SEVEN SIMPLE SECRETS FOR SUCCESS
AUTHOR
Mrs Emma Lowry tasks, and a 4.4 second interruption (such as sending a
Associate Dean (Students) text) can triple error rates—a significant concern, as the
average mobile user checks their phone more than 150
times per day (Blankson, 2017, pp. 28–30).
A line in the School Song exhorts the girls to ‘draw strength 5. Create brain downtime
from our diversity’, indicating the culture of Brisbane Girls ‘On’ is impossible without ‘off’. Brains require downtime
Grammar School celebrates each individual’s contributions. to process all of the information they have taken in, to
At the beginning of the year, I encouraged students, parents ‘chunk’ information and to form long-term memories.
and friends to return to simple steps that everyone can take
to make this year one to remember. 6. Enjoy unstructured, free play
Be active; break into a sweat. Co-curricular activities are
1. Be open-minded toward friendliness an essential part of a Grammar girl’s day, and free play
and time away from academic pursuits is valuable to
Friendships during adolescence have the capacity to
build healthy neurological development, mental health
provide a sense of belonging and security, bring joy,
and wellbeing, physical fitness, social development and
promote self-esteem, cultivate interpersonal skills, and
academic performance.
build a sense of individual and group identity (Preuschoff,
2006). With an open mind, girls can create many positive 7. Carpe diem
relationships, reducing stress levels and fostering Be grateful for the moment and decide to be happy now.
connection (Fuller, 2016). Many people wait to be happy, or lose the moment by
2. Practise doing your best thinking about the future. Take stock of what is in your
life at the moment. Be kind; be a good friend. Laugh and
Strive toward personal bests—in the classroom, in have fun.
co-curricular participation and in social interactions—
by becoming the best ‘you’. Child psychologist, Andrew While these secrets for success may appear self-evident,
Fuller (2016), suggests that each year, students aim to it can be easy to lose sight of them in the busy-ness of
develop one positive aspect of themselves by simply a school year. For each individual girl to add her special
appreciating that quality, and practising it. thread to the Girls Grammar tapestry, the School’s motto,
Nil Sine Labore, needs to be understood not only in
3. Be fit for purpose—be prepared for learning academic terms, but in the context of working sensibly
Begin with the end in mind by writing down intentional and strategically to be her best self.
goals for each semester. Written articulation of goals
brings priorities to the foreground and enables students to
remember what they are striving to achieve.
Glenn Capelli (2018), a guest speaker who presents to Year REFERENCES
7, speaks of ‘改善kaizen’, which translates to ‘little bit, little Blankson, A. (2017). The future of happiness. 5 modern strategies for
balancing productivity and well-being in the digital era. Dallas: Perseus
bit improving every day’. Highly effective teens practise Distribution.
discipline and patience, and surround themselves with Capelli., G. (2018). Glenn Capelli’s vocapulary. [PDF]. Retrieved from
people who bring out the best in each other. http://glenncapelli.com/portals/0/site_content/res/Capelli-voCAP-Kaizen.pdf
Covey, S. (1998). The seven habits of highly effective teens. New York:
4. Turn attention to intention Simon & Schuster Sound Ideas.
Tune in; don’t zone out. An interruption as short as 2.8 Fuller, A. (2016). Set yourself up for a great year. [PDF]. Retrieved from
http://andrewfuller.com.au/wp-content/uploads/2016/02/setyourselfup.pdf
seconds (the length of time it takes to read a short text Preuschoff, G. (2006). Raising girls: Why are girls different – and how to
message) can double error rates on simple sequencing help them grow up strong and happy. California. Celestial Arts.
AUTUMN ISSUE / 2018
/ 04
A CULTURE OF THINKING:
GREETING TOMORROW WITH CONFIDENCE
To me such a celebration of teaching lies at the heart of
relational pedagogy. A Cultures of Thinking approach
rests very comfortably with the teacher as expert as well
as the teacher as a co-sojourner in knowledge creation.
Queensland University of Technology’s Professor Erica
AUTHOR McWilliam (2009) has written extensively about the
Dr Bruce Addison concept of teachers having to move from ‘sages on the
Deputy Principal (Academic) stage’ to ‘guides on the side’ to ‘meddlers in the middle’.
This works well if it is conceived relationally and not
Everything comes in cycles. The old becomes new linearly.
and the new becomes old. Education in Queensland The sage-like teacher must role-model discernment as
is currently experiencing such a reboot. After leading a means of decoding information overload, and so often
the world with the idea of internal school-based misinformation. Young people want to learn from experts
assessment, a new hybrid has emerged combining and people who ‘know’—this should never be forgotten.
aspects of internal criteria-based assessment with The ‘guide on the side’ must be more than a ‘put them
the notion of subject-specific external examination. in front of a computer and research’ mindset.
In many respects this is a welcome change but as
with all change, great care must be taken to ensure An effective ‘guide on the side’ must know how to funnel
that what is good and worthy is not jettisoned the information ether back to their students, rather than
without great thought and due diligence. allowing them to wallow in the dark matter of cyber
space. Meddling in the middle is a space particularly
suited to a Cultures of Thinking classroom. We must
Our approach at Girls Grammar has been to devise a know what questions to ask and indeed what not to ask.
School Wide Pedagogy model as a means by which We must be prepared to say what we don’t know but
to position the School well for this new environment. have the skills and interest to inquire (Addison, 2015).
Harvard University’s Cultures of Thinking methodology,
emanating from their long running Project Zero research In a world of enormous change, focussing on a
project, is informing our thinking. Cultures of Thinking methodology such as Cultures of Thinking that has ‘See
focusses on making classroom thinking more visible, – Think – Wonder’ at its basic core is a gift. It is a gift to
requiring teachers to reflectively tweak their existing the individual, to the collective and to civility. Imminent
practice. In a time-poor environment, especially one systemic change has given us an opportunity to examine
facing significant systemic change, such an approach and to re-examine. It has provided a window through
is particularly welcome. As Dr Ron Ritchhart, Principal which to think very carefully about our classroom
Investigator for Harvard Project Zero notes: practice. It has also gifted us a wonderful opportunity
to reflect on the very rich domain that is relational
A school that embraces a culture of thinking is one pedagogy. As Parker Palmer has noted:
where a group’s collective as well as individual
thinking is valued, visible, and actively promoted … my gift as a teacher is the ability to dance with
as part of the regular, day-to-day experience of all my students, to co-create with them in a context
group members. (Harvard, 2018) in which all of us can teach and learn and...this gift
works as long as I stay open and trusting and hopeful
The classroom, under this construct, becomes an about who my students are. (2007, p. 75)
even more vibrant culture where knowledge is learned
and shared but also more importantly, created. When In such an environment, the old and the new can meld
reflecting on the significance of Cultures of Thinking on creatively, providing an opportunity for our students to
her classroom practice, Ms Susan Garson, our Director greet tomorrow with confidence.
of International Studies, has noted:
ultures of Thinking reimagines classrooms as
C
sites where thinking is more visible. Teachers are
influential in facilitating learning and creating a
culture in their classroom where students think REFERENCES
for themselves, have the intellectual curiosity to Addison, B. (2015). Schools as homes for the mind: pedagogy and the
disagree and are engaged in critical thinking, teacher as sage, guide and meddler. Australian Educational Leader, 37(3),
70–71.
exploration and reflection. An understanding of
Garson, S. (2018). Cultures of Thinking Action Research Group. Brisbane:
these broader dispositions and strategies helps Brisbane Girls Grammar School.
to create a culture of deep and visible learning. Harvard University (2018). Project Zero – Cultures of Thinking. Retrieved
Such an approach forms the very kernel of Cultures from http://www.pz.harvard.edu/projects/cultures-of-thinking
of Thinking as well as formalising many of the McWilliam, E. (2009). Teaching for creativity: From sage to guide to
meddler. Asia Pacific Journal of Education, 29(3), 281–93.
processes and practices of good teaching and Palmer, P. (2007). The courage to teach: Exploring the inner life of teachers.
learning. (Brisbane Girls Grammar School, 2018) San Francisco: Josey-Bass.
GRAMMAR GAZETTE
/ 05
GIRLS AND MATHS
AUTHOR
Ms Catrin Huxtable again, and eventually succeed, is a process that will
Director of Mathematics serve them well in not only mathematical tasks, but many
different kinds of problem-solving tasks in their futures.
It’s a myth, but a pervasive one, that girls ‘don’t like Additionally, girls who are passionate about maths have
maths’. The gendering of certain subjects has been rife rich opportunities to gain even more mathematical
throughout history, however, at Girls Grammar, we know experiences, and connect with other like-minded students
that Mathematics has strong support. across the School through the Sigma Maths Program. Each
week more than 80 girls submit a solution to our problem
of the week, with the lucky winners gaining a coveted
Every year since NAPLAN testing commenced in 2008,
prize. Annually, approximately 30 Year 9 and 10 students
boys have outperformed girls in numeracy (while girls
attend Mathapatta, a weekend of maths challenges and
have outperformed boys in literacy). However, it is
enrichment held at the School’s Marrapatta Memorial
now widely accepted that there are no inherent gender
Outdoor Education Centre. At many points throughout
differences in mathematical ability or intelligence.
the year, girls can be found competing in interhouse
Jonathan Osborne, Professor of Science Education at
competitions or preparing for external competitions
Stanford University, for example, maintains that there are
and challenges, such as The University of Queensland’s
‘shocking disparities’ in results between boys and girls,
Science and Engineering Challenge, Maths Olympiads
but that these are ‘entirely cultural’ (Stanford Graduate
and the Queensland Association of Mathematics Teachers
School, n.d.).
(QAMT) Problem Solving Competition. Most recently,
This cultural difference can translate to economic our team achieved second place out of 20 competing
disadvantage, with girls lacking the confidence to pursue teams of boys and girls at the Science and Engineering
high-paid careers in science and technology, even when Challenge—a superb result, of which our girls can be
their school results are as good as, or better, than boys justifiably proud.
(OECD, n.d.).
When they leave our campus, we aim to ensure that
A Stanford study, published earlier this year in those girls who arrived with a love of mathematics, and
Psychological Science, identified the brain pathway that those who prefer other subjects all leave with a certainty
links a positive attitude in primary school-aged children that they have the skills and the confidence to tackle any
to strong outcomes in mathematics. It was found that a analytical or mathematical task, or any career path that
positive attitude toward the subject boosts an important calls them.
memory and learning centre of the brain, the hippocampus,
and predicts maths performance independent of factors
REFERENCES
such as a child’s IQ (Chen et al., 2018).
Chen, L., Bae, S. et al. (2018). Positive attitude toward math supports early
Our challenge then, is to support girls to harness their academic success: Behavioral evidence and neurocognitive mechanisms.
enjoyment and aptitude for mathematics by purposefully Psychological Science, 29(3), 390–402.
Clever girls lack confidence in science and math (quotes Jonathan Osborne)
building their confidence. At Girls Grammar, we strive to | Stanford Graduate School of Education. (n.d.). Retrieved from https://
ensure that all girls receive a tailored approach to learning ed.stanford.edu/in-the-media/clever-girls-lack-confidence-science-and-
Mathematics, and that classrooms are safe spaces in maths-quotes-jonathan-osbourne
Early gender gaps drive career choices and employment opportunities, says
which to tackle any problems they encounter. The security OECD - OECD. (n.d.). Retrieved from http://www.oecd.org/newsroom/early-
they learn through being able to test their working, try gender-gaps-drive-career-choices-and-employment-opportunities.htm
AUTUMN ISSUE / 2018
/ 06
LIVING LANGUAGES:
KNOW OTHERS, KNOW YOURSELF
‘Hosting my billet was an extremely positive
experience. As I taught my student about life
in Australia, I learnt about living in Angoulême.
Despite him finding vegemite more of an
AUTHOR acquired taste, there were many similarities
Ms Susan Garson between teenagers from opposite ends of the
Director of International Studies world: the same TV shows, music and pop-
culture were shared between people from
The study of languages is deeply embedded in Girls two very different places. It was extremely
Grammar’s history; it was one of the five foundational educational, linguistically and socially, and I
subjects offered by the School when it first opened its
doors in 1875. Currently, it is compulsory for students
doubt that I will ever forget this experience.’
to study at least one of the School’s five languages— Georgia Power (11O)
Latin, German, French, Chinese and Japanese—until
the end of Year 9. In total, almost 1000 of our 1380
students study a language. this skill may change. The mechanics of how we learn
are informed by our reasons for studying, which change
Traditionally, one of the intended outcomes of a broad, depending on national curriculum agendas, global
liberal education has been the ability to engage with politics, and social norms and expectations.
and be at home in other cultures. Beyond the outcomes
With the introduction of the new curriculum in 2019,
of being able to problem-solve, communicate, negotiate
the assessment of language skills will no longer be
and trade with people from around the world, a new
strictly divided into the four traditional instruments of
language allows the learner to understand differing
Reading, Writing, Listening and Speaking. Students will
cultural behaviours.
be expected to respond to multiple stimulus items—for
At Girls Grammar, languages are taught from positions example, a video, an email message and some printed
of empathy, acceptance and understanding of the ‘other’. text—to draw an overall meaning. This intertextual
Students gain not only an academic appreciation for assessment activity more authentically represents the
the history and traditions of different nationalities, but ways that we interact with language in daily life.
a personal insight into the world view of people who are
An authentic, and ever more natural, connection with
at once the same as and different from themselves.
language is something that Girls Grammar seeks to
As curriculums and cultural thought change, the ability encourage in all students, in the hope that they will be
to speak and interpret multiple languages retains its comfortable discussing and asserting their opinions and
importance, although the reasons behind maintaining world views with people from around the world.
GRAMMAR GAZETTE
/ 07
Girls Grammar students with students from French Affiliate School, Lycée St Paul, Angoulême.
DIVERSE EXPERIENCES: OUR AFFILIATE SCHOOLS Overseas students visit Girls Grammar, and seek to align
their linguistic and cultural knowledge of Australian
Putting language skills to work in the ‘real world’ makes
English. These experiences are profoundly challenging,
the language a living, and not simply an academic,
but benefit the determined learner incalculably.
entity. This is why our involvement with international
Affiliate Schools is so important. The complexity of Recently, students from Girls Grammar hosted visiting
people’s lived realities, their stories in their countries, students from our French Affiliate School, Lycée St Paul,
schools and homes on the other side of the world, can Angoulême. Staff and students had a wonderful time
‘inspire reflection and action’, and ensure the academic learning about each other and another corner of the world.
pursuit of learning a language becomes a cyclical
process of ‘learnings and social interventions’ that can
benefit students as individuals and also influence their ‘Hosting a French billet was one of the most
community (Suzuki & Mayorga, 2014, p. 19). enjoyable experiences I have had while at
The International Studies Faculty offers students in Girls Grammar. We had lots of fun going to
Years 10, 11 and 12 the opportunity to visit and study at the beach and showing her around the city.
one of our international Affiliate Schools, located across It was interesting to talk about the differences
four countries. By interacting with similar-age native in our cultures and where we lived. We were
speakers in France, Germany, Japan and China, students constantly comparing our daily routines and
enter the melting pot of language and cultural immersion school life.’
in a realistic context, extending language learning
beyond the borders of the School, and communicating in
Tomris Ercan (11H)
new and sophisticated ways.
The inherent diversity of our languages program is REFERENCES
enhanced when we welcome overseas students into our Suzuki, D., Mayorga, E. (2014). Scholar-activism: A twice told tale.
school community. Multicultural Perspectives, 16(1), 16–20.
AUTUMN ISSUE / 2018
/ 08
INTO THE BLUE: SWIMMING AT GIRLS GRAMMAR
AUTHOR
Miss Ellena Papas
Dean of Co-curriculum
The atmosphere at Girls Grammar swimming
events will never cease to amaze and inspire me—
anticipation hangs in the air with the faint smell of
chlorine, and it’s nearly impossible to avoid getting
caught up in the excitement of impressive physical
feats and the unstoppable team spirit of the girls.
Throughout the 2017/18 Swimming Season, we
celebrated not only the exceptional performances
of students at the Interhouse Swimming Carnival
and individual meets, but also the 110th anniversary
of the Queensland Girls Secondary Schools Sports
Association (QGSSSA). Sophia Rothwell (9G) and Lauren Spiller (9B) after their 50m Freestyle race
The School’s Interhouse Swimming Carnival was It is this sense of camaraderie—encapsulated in
held on Friday 23 February at Chandler Aquatic myriad ways at the School, including in the 2018
Centre. Competition was fierce, and the mood in the School motto, Add your slice—that I am privileged
stadium was one of a united front; girls encouraged to witness every day at Girls Grammar.
each other to give their best, celebrated successes,
Many Grammar girls have represented the School
and commiserated over results that did not go
in QGSSSA Swimming during the past 110 years,
their way.
and 2018 was no exception; 71 girls competed in
this event, held on Wednesday 7 March.
The School placed third overall in the Mollie
Gould Championship Cup and second in the
Senior Brockway Relay Cup. Two swimmers also
enjoyed significant individual success: Claudia
Kelso (7L) set a new record in the 12 Years and
Under 50m Freestyle, and Niamh Bedggood (8O)
became the new record-holder in the 13 Years
50m Breaststroke.
GRAMMAR GAZETTE/ 09
This event was preceded, as always, by the first Catherine, Ela and Eliza faced tough competition,
Blue Day of 2018. Blue Days—a long-standing and while they did not compete at the Games,
tradition at the School—are celebrated prior to what an extraordinary opportunity to have been
major sporting events, and provide all students the afforded; the chance to swim among Australia’s
opportunity to demonstrate their support for those best is an experience they will certainly remember.
girls representing the School. This particular Blue
The School’s motto holds true in all that we do:
Day featured a ‘Blue Hawaii’ theme, and girls and
Nil Sine Labore. Our swimmers will have spent
staff alike added ‘a touch of blue’ to their attire.
countless hours training in the pool to represent
In the midst of School competitions, three Year 11 their School, state and country. We are so proud,
and 12 students—Catherine McLeod (12E), Eliza always, of their achievements, and congratulate
King (12E) and Ela Noble (11M)—competed in the all girls who have participated in the 2017/18
Australian Swimming Trials to attempt to secure Swimming season at Girls Grammar.
a place in the 2018 Gold Coast Commonwealth
Games. They were joined by, and drew inspiration
from alumna, Minna Atherton (2017), who since
graduating from Girls Grammar has been awarded QGSSSA CELEBRATES 110 YEARS
the prestigious Georgina Hope Rinehart Swimming
Excellence Scholarship to study at Bond University. This year is the 110th anniversary of the
A Dual Junior World Record Holder (2015 FINA Queensland Girls Secondary Schools Sports
World Junior Swimming Championships), Minna Association, of which Brisbane Girls Grammar
secured a place on the Australian Swimming Team. School is a founding member. The spirit of
QGSSSA, which encompasses and balances
performance, participation, tradition and
innovation, has been passed down through the
decades and is as strong today as it was in its
foundation year.
Ela Noble (11M), Catherine McLeod (12E) and Eliza King (12E)
AUTUMN ISSUE / 2018/ 10
GAZETTE GALLERY
As part of an exemplary broad, liberal education, the Visual Art program at Brisbane Girls Grammar School
provides girls with the opportunity not only to master creative skills, but to collaborate, think strategically
and imaginatively, and engage with the philosophical underpinnings of the discipline.
Students in Years 7 to 10 work with their Visual Art teachers to build technical skills that will allow them to develop
their own creative styles and interests, and explore more unconventional, experimental art forms as they mature.
During Years 11 and 12, Girls Grammar students are given more opportunities to choose and interpret their subject
matter, resulting in works that are more diverse in form and concept.
This edition of the Gazette Gallery showcases work that current students created throughout 2017. We look forward
to the growth these students will make as they continue their learning throughout the year.
Home, Abigail Martin (11O)
Then as Now (Detail), Eleanor Williams (10R)
Yellow. Brick. Road. Angelina Hsu (9W) Lost Lunch, Lucinda Horton (8H)
GRAMMAR GAZETTE/ 11
Futuristic Apocalyptic Body Adornment, Francesca Lenti (10E)
Mask, Emma-Rose Neil (7M)
Stretching Boundaries, Clare Gordon (11E) Creature, Alexandra Diakogiannis (7G)
Character and Setting, Joanna Hyslop (8O) Curiosity, Lola Thew (9R)
AUTUMN ISSUE / 2018/ 12
A FRENCHMAN, AN ENGLISHWOMAN,
AND AN AMERICAN WALK INTO AN ESSAY . . .
Conversation is vital to English. I don’t only mean those
between teacher and student, and student and student.
I mean also that English—by studying texts that
others have written and studied—allows us to get into
conversations that span centuries, cultures and traditions.
AUTHOR English is all about listening, considering, pulling apart
Mr Stephen Woods and eventually making our own contributions.
Director of English
The fact that we might be listening to a 17th century poet
rather than a 2018 politician is immaterial. We take in
What better way, I thought to myself, to lead into what is said, prise apart its workings, weigh it up and then
an essay on the centrality of conversation to the respond to it. I am all too aware that quite often in adult
learning and teaching of English, than to stage—via conversations the responding regrettably happens before
the twin magics of the Internet, and cut and paste— any of those other processes, but school is the place for
a conversation between three notables, talking in their lofty goals, even and especially if parliament and Twitter
own words about the importance of conversation: don’t live up to them.
Let me show you what this conversational training
‘The most fruitful and natural exercise for our minds
looks like. In spatial terms, it looks like arriving at ‘my’
is, in my opinion, conversation,’ intoned Michel de
classroom to find that the Year 10 Literature girls have
Montaigne with all the gravitas that having been a
been having another ‘dinner table’ lesson, and have quite
noted philosopher for four hundred years confers.
literally pushed the desks into a dining configuration to
Jane Austen registered her agreement by show-offily better facilitate their discussion of a meaty issue from
quoting from one of her own characters, ‘My idea of Fahrenheit 451. It also looks like my other classroom, the
good company, [M. de Montaigne], is the company of School’s main boardroom, where English Extension lessons
clever, well-informed people who have a great deal of have taken on a schmancy and vibrantly discursive flavour.
conversation; that is what I call good company’.
The ‘Extensioners’ share the boardroom table not only
Having listened intently to his sage interlocutors, with each other, but with literary and political theorists
Truman Capote added sardonically, ‘That’s why there from the past two centuries. With a bit of practice, the
are so few good conversations: due to scarcity, two girls learn to converse with the most significant thinkers of
intelligent talkers seldom meet’. this and the past century: ‘Well I agree with you to a point,
GRAMMAR GAZETTE/ 13
Year 8 English students discuss a text.
Monsieur Lacan, but in terms of Bronte’s depiction of texts to use—women’s agency in Jane Eyre or Pride
feminised madness, I align more closely with our friend and Prejudice and the excellent recent film adaptation
Monsieur Foucault’s position. What do you think, Mme of Brooklyn? Haves and Have Nots in The Great Gatsby
de Bueauvoir? Ms Butler?’. and the thought-provoking documentary Park Avenue?
What it is to be post-human in Never Let Me Go and
The process of migrating to the adults’ table starts
Bladerunner?
early in our classes. Last year, Year 8 students got their
conversational call-up by participating in a unit on The second unit is even more obviously designed to
refugees. They studied a wide range of texts relating to place students in the conversational fold. They will
this most pressing and profound of global issues, and produce persuasive speeches arising from their studies
then produced their written or spoken text, in response of the media’s treatment of topical, global issues.
to what they had found. Units and tasks like this one are This very deliberate focus on conversation is—in the
vital not only to the girls’ development as informed and broadest sense—a rite of passage. It is an invitation to
lucid contributors to the big conversation, but also to our girls to make the transition from the kids’ table to
their sense of agency and empowerment, fully entitled the grown-ups’. They do it well, and we in the English
to form, hold and present a viewpoint. Faculty are confident that Girls Grammar’s young
I was privileged to be on the team that wrote the new women will head out into the world with alacrity, ready
English Syllabus that our current Year 10 students to address the scarcity problem to which our friend
will be the first to complete in 2019 and 2020, and can Mr Capote so wittily and aptly referred.
report without breaching any Chatham House rules,
that the notion of Queensland students participating
in big conversations was central to our ruminations.
The very first unit of Year 12 is called ‘Conversations
about Concepts in Texts’ and the second is called
‘Conversations about Issues in Texts’.
The former looks at a big idea that has been explored in
REFERENCES
two literary texts. Students analyse and reflect on these
contributions to the big chat from their own 2020 points Montaigne, M. D., & Screech, M. A. (2004). The essays: a selection. London:
Penguin.
of view. We in the English Faculty are currently having Austen, J., Kinsley, J., & Lynch, D. S. (2004). Persuasion. Oxford: Oxford
our own conversations about which ideas and which University.
AUTUMN ISSUE / 2018/ 14
THE HISTORY OF FOUNDATION DAY
Brisbane Girls Grammar School first opened on RECOGNISING FOUNDATION DAY: THEN AND NOW
15 March 1875, with students attending classes in a
double-storey brick house on George Street. 1875: On Saturday 13 March a simple advertisement
which anticipated the new and unique
As the first non-denominational girls’ school in development of a Secondary school for girls
Queensland, the establishment is not only an important was placed in the Brisbane Courier. The
date for students of the School, but also marks an process for enrolment was outlined.
historical turning point in the advancement of girls’
education in the state. 1883: On 28 February, Girls Grammar staff and
students celebrated the BGS Foundation Day,
Secondary schools did not exist in Queensland before before Sir Charles Lilley, then Chief Justice of
1864. In 1860, Queensland parliament passed the Queensland, laid the foundation stone for the
Grammar Schools Act. Grammar schools could now be new Girls Grammar School building. He also
established in any municipality where residents could established the Lady Lilley Gold Medal for
raise £1000, and the Government would subsequently Academic Excellence in honour of his wife,
double any amount raised by subscribers. This process Jane.
was seen as a way to promote the expansion of
Secondary education at a time when the government 1994: Principal, Mrs Judith Hancock, resumed
itself was not in a position to support the provision of Foundation Day celebrations on the weekend
these schools. closest to 15 March. Reunion events were
combined with an address from the Principal.
In the School’s early history, although it operated as
an entirely separate School, Girls Grammar was still 2015: Foundation Day Assemblies were established
culturally entwined with Brisbane Grammar School by Principal, Ms Jacinda Euler, to be held in
(BGS), celebrating the BGS Foundation Day on 28 the weeks surrounding 15 March.
February, and awarding annual academic prizes at
a joint ceremony. It wasn’t until the mid-1990s that
Mrs Judith Hancock, Principal from 1977 to 2001,
established a dedicated celebration of Girls Grammar’s
own foundation. Mrs Hancock valued upholding and
creating traditions that would see the School continue
to assert its identity, and established the annual
Foundation Day Assembly which is held to this day,
close to the School’s first date of classes (as the School’s
calendar allows). For the past 13 years, the School has
also celebrated this milestone with a cake-cutting
ceremony, wishing the School a very ‘Happy Birthday’.
Today, the Girls Grammar community recognises the
importance of its gradual history of independence,
and its students are proud to be part of a tradition of
leadership in girls’ education.
1927: Girls Grammar’s first independent Speech Day
1994: Foundation Day with Principal, Mrs Judith Hancock
GRAMMAR GAZETTE/ 15
FOUNDATION DAY 2018: PRESSING FOR PROGRESS
Sir Charles Lilley, foundation Trustee of Brisbane But then I look out at all of you today and I am
Grammar School from 1868, believed that girls buoyed all over again, buoyed by your energy and
deserved the same educational opportunities as their your spirit, by your youth and your intelligence. You
brothers. It was his influence which led to the opening are empowered by the gift of your education. You will
of a girls’ branch of Brisbane Grammar School. be an important part of this change, a change this is
quickening, gathering an exhilarating new wave of
I believe that female education in this colony, indeed
momentum.
in every country in the world, has been seriously
neglected. We know that so far as any real knowledge In 2018 the Girls Grammar Service Captains will lead the
is concerned the great mass of women have been left school in supporting the Smith Family, a local charity,
in complete darkness … (Lilley, 1868) and the Malala Fund, an international organisation,
both of which help children to access education. The
Although Charles Lilley’s vision was brought to fruition
Smith Family provides learning support and mentoring
more than 143 years ago, and women in Australia have
programs to help children affected by poverty to
had the right to vote in Federal elections for more than
fit in at school, keep up with their peers and build
118 years, there are still marked imbalances in many areas
their aspirations. The Malala Fund works around the
of society—in the way that women are portrayed in the
world to ensure every girl can learn and lead without
media; in the pay gap in the arts and other industries; in
fear, focusing on empowering girls in disadvantaged
representation in the boardroom, in scientific research
countries to gain 12 years of free, safe, quality education.
and in politics.
Through service, Girls Grammar students have the
In 2018, the School’s Foundation Day was celebrated close
chance to harness the benefits that they have gained
to International Women’s Day, offering the opportunity
from education to empower other girls around the world.
to reflect on the School’s history in the context of the
International Women’s Day theme, #PressforProgress.
As Principal, Ms Jacinda Euler, remarked in her Foundation
Day Assembly speech, the push for women’s equality
needs to remain strong if women are to attain the same
opportunities as men.
There has been progress, but it is slow. Too slow. We
are hopeful that the rate of change is accelerating,
that pressure is mounting, that we are a step closer to
equality. Of course, things are still woefully imbalanced.
Head Girls Harper McIlroy (12W) and Annabel Ryan (12E) with Principal, Annabelle Hill (9B) and Eva Mei (9B) at Foundation Day celebrations
Ms Jacinda Euler, at 2018 Foundation Day celebrations
AUTUMN ISSUE / 2018/ 16
ENTREPRENEURSHIP TO SOLVE HUMAN PROBLEMS
In keeping with Girls Grammar’s commitment to deep
learning, the Technologies Faculty has embedded not
only practical business skills, but foundational, widely
applicable skills such as problem-solving and Human-
Centred Design into its curriculum for the past five years.
AUTHOR
In Year 10, for example, students respond to open-ended
Mr Brendon Thomas
Director of Technologies design briefs to collaborate on an enterprising project of
their own. Students research market competitors, survey
target audiences, develop branding, look into marketing
Innovation and entrepreneurship have become a strategies and then launch their product or service. In
national priority for Australia in the past five years, Year 11, every student designs and develops an authentic
with entrepreneurship named as a central focus for website for a real client. The girls manage the entire
growth in the 2015 National Innovation and Science project—from setting up a live domain, to negotiating
Agenda. design and development procedures and client sign-off,
culminating in the launch of the new site.
In a report as the Chief Scientist, Professor Ian Chubb AC,
In all of these exercises, the goal is not creating a
said that the nation’s education institutions needed to be
business, but solving a real, tangible problem. Students
drivers of change in becoming a more entrepreneurial
take a Human-Centred Design approach to solve this
nation: ‘We need to encourage an entrepreneurial
problem with either a physical or digital product; the
mindset at every level of education—starting in schools,
commercialisation of the product is secondary.
continuing in higher study and enduring throughout
working lives’ (Chubb, 2015). In the new curriculum to be introduced in 2019, students
will have even more options to develop these skills, through
Entrepreneurship is not a directly teachable skill,
two new senior subjects that focus on design for human
however. It must be cultivated via foundational skills—
solutions: Design and Digital Solutions. Projects include
problem solving, creativity, logic and resilience.
‘Redesigning Home Life’, where students must recognise
Schools have responded to the challenge by following an aspect of their daily lives that could be improved
the curriculum with embedded skills and approaches through a more efficient, useable process or product.
that are required for innovation and entrepreneurship,
This is increasingly valuable, as our students will need to
but also by adapting classroom interactions to
respond to technological, physical and societal problems
encourage lateral and design thinking. They have
that we cannot predict. As our girls graduate from High
also partnered with local companies and incubators
School not only will they have knowledge and training
to offer students even more opportunities to use their
in solving digital and social problems, but also practical
entrepreneurial skills.
experience.
STUDENT ENTREPRENEUR PROGRAM
Over the course of a 10-week period, girls with
business ambitions join with Brisbane Grammar
School students in the Student Entrepreneur
Program. The current program started in 2017 and
builds on the ‘Bridge Building’ business program
that the School has coordinated in conjunction with
BGS. Students form collaborative groups and work
with mentors from Brisbane co-working space and
startup accelerator, River City Labs, who provide
guidance in areas such as problem identification,
Students in Year 10 Digital and Design Technologies visiting Perfect Potion,
ideation and market testing. The experience allows a Brisbane-based eco-friendly enterprise.
students to explore the potential of a real idea,
creating differentiation strategies, marketing plans
REFERENCES
and prototypes before pitching their idea to an
audience of their peers, families and members of Australian Government, Australia’s Chief Scientist. (2015, October 30).
Boosting high-impact entrepreneurship in Australia: A role for universities
the entrepreneurial community. The pitches are [Report]. Retrieved from http://www.chiefscientist.gov.au/2015/10/new-
judged by a panel comprising Founder of River report-boosting-high-impact-entrepreneurship-inaustralia/
City Labs, Mr Steve Baxter, representatives from Malcolm Turnbull, Prime Minister of Australia. (2015, December 7). National
Brisbane Girls Grammar School and Brisbane innovation and science agenda [Media release]. Retrieved from https://
www.malcolmturnbull.com.au/media/nationalinnovation-and-science-agenda
Grammar School, and successful entrepreneurs
and venture capitalists. Report: Boosting high-impact entrepreneurship in australia | Australia’s Chief
Scientist. (n.d.). Retrieved from http://www.chiefscientist.gov.au/2015/10/
new-report-boosting-high-impact-entrepreneurship-in-australia/
GRAMMAR GAZETTE/ 17
AWARDS AND RECOGNITION
Brisbane Girls Grammar School’s approach to a broad, liberal education sees our students and staff excel across
myriad areas of study, career and community. The School extends very warm congratulations to the following
individuals whose extraordinary efforts in a wide variety of pursuits have recently been recognised by various
independent agencies.
Year 8 student, Tiffany Yeo (8E), wrote an original composition titled ‘Love and Peace’
which won the 2017 Australian Society of Music Educators Young Composers Competition
(Middle School), and was performed by the combined Chamber Strings and Vivaldi Strings
at Girls Grammar’s International Women’s Day Concert on 8 March 2018.
Sisters and current students, Bridgette Watkins (10R) and Sophie Watkins (11R), recently
represented Australia at the World Chess Championships, held in Tbilisi, Georgia in
September 2017. Sophie was also recently awarded ‘best female player’ at the Doeberl Cup,
one of Australia’s most prestigious chess tournaments.
Minna Atherton (2017) was selected to represent Australia in the Commonwealth Games
Swim Team. The backstroke swimmer raced in the 50m backstroke event. Minna has also
been awarded the prestigious Georgina Hope Rinehart Swimming Excellence Scholarship
to study at Bond University.
Josie Dooley (2017) has been selected to represent Australia in the Under-19 Women’s
Cricket Team during their upcoming tour of South Africa. Josie, who made her Women’s
National Cricket League debut for the Queensland Fire earlier this year, also competed in
the Governor-General’s XI against England during the Women’s Ashes series over the
summer season.
Mia Williams (11R) and past students, Chloe Williams (2017) and Eliza Smyth (2015), achieved
third in the highly competitive Senior Synchronised Ice Skating event at the 2017 Australian
Figure Skating Championships in December 2017. Chloe and Mia also competed in the Junior
Division and were awarded fourth place.
Former rowing captains, Caitlin Hockings (2014) and Madeleine Williams (2016), received
2017 Blues Awards from The University of Queensland, in recognition of their outstanding
sporting achievements throughout the year.
Manuri Gunawardena (2010) recently won the inaugural Australian TechCrunch Startup
Battlefield for her app that matches patients to clinical trials that are relevant to their
medical needs.
AUTUMN ISSUE / 2018/ 18
CO-CURRICULAR DRAMA: THE 2018 SEASON
AUTHOR SENIOR DRAMA PRODUCTION: RHINOCEROS,
Mr Brad Jennings BY EUGENE IONESCO
Head of Co-curricular Drama
17 to 19 May
Theatre offers a connection to the world and to
each other. Whether it captures the zeitgeist,
opposes popular or political thought, or simply
provides an escape, theatre is inextricably
tied to the environment in which it is created.
It offers an opportunity for the audience, and
indeed the actors themselves, to reflect on, and
to respond to, their reality.
The 2018 Co-curricular Drama Season offers
three very different but equally engaging
performance experiences.
Join us at one—or all—of this year’s shows to
be transported to a small town on the brink of
human extinction, surreal and magical lands
that provide a momentary reprieve from the
Does routine comfort or numb us? Would you speak out
horrors of war, and the complex and conflicted
if a real threat fell upon your community? Would you
imagination of a young girl, Desiree Din.
even be able to recognise one?
Although it was written more than 60 years ago, this
classic play engages directly with our contemporary
world and its most difficult political and sociocultural
questions. Set in a town wracked by suspicion and
uncertainty, the play’s Absurdist plotline follows the
townsfolk as they struggle to respond to a new danger
to their lives, all the while trying to make sense of their
morality and their purpose in the midst of nonsense.
This production invites the audience into a space
where the familiar appears unfamiliar; where highly
physical performances, supported with an original
sound composition and stunning lighting design, evoke
a sense of fear and paranoia in a post-plague world.
GRAMMAR GAZETTE/ 19
YEAR 7 AND 8 DRAMA PRODUCTION: YEAR 9 AND 10 DRAMA PRODUCTION: DESIREE
STORIES IN THE DARK, BY DEBRA OSWALD DIN AND THE RED FOREST, BY MAXINE MELLOR
31 August to 1 September 1 to 3 October
Tomas and Anna are alone after fleeing from their The familiarity of the setting of this play is hard to
war-torn hometowns. As they hide together, they ignore: the home of a single mother and her three
tell each other fantastical folk stories to comfort one children, reeling after a recent divorce; a new housing
another as they try to survive the conflict around development on the city fringe; the teenager’s
them. bedroom, a sanctuary from the complexities of the
world outside.
The play explores the power of stories to provide
comfort and distraction in a time of great Desiree, struggling to adjust to her new home life,
uncertainty. Despite settings in surreal, magical doesn’t know how to deal with her anger. She retreats
lands, the characters and their struggles are inward to the Red Forest, a fantasy realm that is
recognisable in our world, where war is a constant facing changes and conflicts of its own, including
reality for many nations. environmental destruction and discontent among the
inhabitants.
A text used in the Year 8 Drama curriculum, the play
offers students the chance to see their classwork Working in collaboration with Brisbane-based
come to life in the context of a polished theatrical artist, Anna Straker, and guided by the
production. The play will be directed by Australian playwright herself, multi-award winning
actor, Thomas Larkin, whose extensive professional artist, Maxine Mellor, this reimagining
experience and insight will provide a rich learning of the original text will use puppetry to
experience for our young actors. bring the world of the Red Forest to life.
AUTUMN ISSUE / 2018/ 20
GRAMMAR WOMEN
AUSTRALIA DAY HONOURS FOR
GRAMMAR WOMEN
AUTHOR Two Brisbane Girls Grammar School alumnae
Ms Antonia Swindells have been recognised for their achievements
Community Relations achievements on Australia Day 2018.
and Events Manager
Dr Elsina Wainwright (1988) received a Member
(AM) of the Order of Australia in the General
This year offers many opportunities for Grammar women, Division, for her significant contributions to
young and old, to come together to reconnect, learn from international affairs through Australian defence,
each other, and take inspiration and encouragement from foreign policy and conflict prevention as both an
the community of strong women that are bound together analyst and academic.
by their connection to the School.
Dr Geordan Shannon (2002) was named 2018
Young Australian of the Year in the UK, for her
work with DB Peru and Global Health Disrupted,
which has ensured thousands of women are able
SAVE THE DATE: GRAMMAR WOMEN IN to access medical services in Amazonian and
MEDICAL RESEARCH Indigenous populations.
EDUCATION PARTNERSHIP: GIRLS
GRAMMAR AND QUEENSLAND SYMPHONY
ORCHESTRA
Brisbane Girls Grammar School is proud to partner
with Queensland Symphony Orchestra throughout
2018, to deliver a unique Education Partnership
to benefit those students who demonstrate
strong musical talent. As part of the Partnership,
20 Grammar girls will participate in the Prossima
Program to be mentored by, and perform with, some
of Australia’s finest musicians. Students across
the School’s 32 ensembles will also participate
in the Adopt-a-Musician program, as Orchestra
musicians provide guidance and support to students
throughout the year. This extraordinary learning
opportunity will culminate in a special concert
performance, conducted by internationally renowned
Music Director, Alondra de la Parra. Students will join
with the Orchestra to perform (Not) the Last Night of
the Proms, on 9 August 2018 at QPAC Concert Hall.
DATE: Wednesday, 13 June 2018
TIME 6 pm for 6.30 pm to 8.30 pm
VENUE: The Queensland Brain Institute, Level 7
Auditorium, Building 79, St Lucia Campus
Spend an evening with some of Australia’s leading
female surgeons and researchers as they discuss their
cutting-edge research and the realities of a career in
medicine and medical research. Remi Hirayama (8L); Principal, Ms Jacinda Euler; Director of Music, Mr Paul
Holley; Zoe Neale (12W); First Violin with the Orchestra, Brenda Sullivan;
To register your attendance at these and other upcoming Lisa Chang (10E); and Orchestra Concertmaster, Mr Warwick Adeney at an
events, please visit www.bggs.qld.edu.au/events. audition session for the Prossima Program
GRAMMAR GAZETTEYou can also read
