ºÚÁÏÉç

It is within this context, that when I listened to Dr Adam Fraser present at the Association of Heads of Independent Schools Biennial Conference in September 2023, I was inspired by his address and motivated to purchase and read his book, ºÚÁÏÉçrive.

The book re-enforced my views that we sometimes provide too much support to our young people and remove their opportunity for genuine growth and development of self-efficacy. It was inevitable that ‘ºÚÁÏÉçriving’ became our school theme for 2024, with inspiration coming from Fraser’s book.

In the book’s conclusion (2020, p. 215) he provides a summary of the outcome of his research and development of his thesis.

Fraser claims:

‘People today have totally bought into the misconception that negative thoughts and emotions are bad and bad for us, and positive emotions and thoughts are good and good for us. As a result, we go to great lengths to avoid uncomfortable states such as uncertainty, anxiety, confusion, and fear. Instead, we are drawn to comfort, happiness, and certainty like moths to a flame. However, the avoidance of uncomfortable states leads to a wasted life or a life that is half-baked. This reduces our fulfilment and self-esteem, and ultimately has a detrimental impact on our wellbeing and mental health. How can I be convinced of this? Thousands of research participants told us so. Here are the key points we have learned.

1. Human beings are most fulfilled when striving towards a meaningful goal, vision, or aspiration.
2. The most gratifying striving involves the greatest level of struggle.
3. To effectively handle struggle, we need to view it as a pathway to development.
4. The way to see struggle as development is, when faced with it, accept your reaction to the struggle…. and focus on the meaning and purpose on the other side of your struggle and marvel at your own courage.
5. In order to strive for more in your life, implement rituals to build a strong platform from which you can strive.’

I commend to you Adam Fraser’s book, ºÚÁÏÉçrive. Embracing the gift of struggle, 2020. John Wiley and Sons Australia, Brisbane. It may be purchased online at . I also commend his other book The Third Space. As always, in this genre, you can pick and choose from the examples and the assertions of the author to relate to your own context.

In a school context, it is important for educators to encourage students to persevere through the challenges as they learn and to keep their eye on the outcome of their hard work and focus.

Ros Curtis

I once read an article in an American publication for Independent schools that spoke about the decline in the use of handwriting, particularly cursive writing. For our young people, the keyboard is fast becoming part of our student’s everyday lives.

Digital devices are increasingly replacing traditional note taking by hand. I’ve certainly read many articles that support findings of technology both helping and hindering student productivity, learning and performance.

One thing that we do find though is that our use of the POD (Place of Discovery) here at school ensures that our students are kept up to date with all the content and exercises that are covered in the classroom. Some of our teachers use OneNote as well, which will usually have a link through the POD. Our teachers will constantly update their class pages to ensure students do have all the resources used in class available to them. If a student is absent from school, consulting the class or OneNote page is a great place to start looking for the work they may have missed. If any student is having trouble locating this information, I encourage them to contact their teachers.

Our teachers use both digital aides and more traditional note-taking techniques by hand in the classroom. Many students find taking notes on their laptops to be effective, as many can type faster than they can write. However, there are studies that suggest that taking notes by hand allows you to remember the material better than typing those notes on a computer.

One thing I have found is that striking a balance between the two is important, and students should also employ a balance of both techniques when doing homework and study at home.

Karen Gorrie

In the rise of Artificial Intelligence, we have been reflecting on what is distinctive about being human, what are the unique gifts of an embodied reality, and how do we live to our fullest capacity for kindness and respect.

In the Year 7 subject, On Being Human (RVE), we will be exploring how we live out our values and ethics. Not only what we believe or say is right, but how we put these beliefs and words into actions. These lessons will invite students to practically apply the ºÚÁÏÉç Margaret’s values to real-life scenarios, reflecting on how our behaviours align with how we say we will treat each other as a school community.

Confirmation

On Monday 10 June at 6:00pm, we will celebrate our annual Confirmation service in the ºÚÁÏÉç Margaret's Chapel

Confirmation is a sacrament by which a person owns their baptismal vows for themselves and receives the gift of the Holy Spirit in empowering them on their journey of living out these baptismal promises. Members of the school community (students usually 14 years and above, staff, or family members) can be confirmed during this service. 

Please email me if you have any questions: jdow@stmargarets.qld.edu.au

Rev’d Jazz Dow

Our festivities kicked off on Friday night with an outdoor movie night and ice cream bar on Circular Drive. We are very fortunate that last year the Boarder Support Group gifted the boarding house an outdoor cinema package which was put to good use. The girls took advantage of the beautiful balmy night to make themselves comfortable, sit back and relax with some ice cream treats and a good movie on show.

On Saturday afternoon the Year 12s took the reins and organised a fun afternoon full of activities for the boarders to participate in such as smoothie making and dance challenges. The seniors did a wonderful job ensuring that all the girls had a fun afternoon. A BBQ dinner followed by a Neon Rave in the Philip Harris Gym topped off the evening.

On Sunday we loaded up the buses and headed off for our traditional Wet 'n' Wild visit. The girls were very pleased to see the large number of boarding schools also in attendance. This is always a much-anticipated day out as not only does it give the girls the opportunity to have fun with other Maggies boarders but also to catch up with friends and family from many of the other schools.

The closed weekends are such an integral part of boarding life at ºÚÁÏÉç Margaret's. The connections that are made between the students from different year levels and the leadership opportunities for the senior students provide a very positive experience for all, even if everyone is a little exhausted at the end!

Angela Crowe

To set realistic goals, I encourage your daughters to read their Continuous Reporting comments from last year, think about their own study habits and consider the range of activities in their life they need to balance. You will have an opportunity to discuss your daughter’s goals with her Academic Advisor at the upcoming Parent Teacher Interviews.

Year 12 Portfolio Pathway Meetings

Year 12 Portfolio Pathway students will have received an appointment to meet with me to discuss their progress and track QCE points. It is important that all students attend these scheduled meetings or let me know in advance if they are unable to make it. Parents are also welcomed to attend these meetings with your daughter.

“Create a weekly calendar that has designated study time but also your social and sporting events and put it on the fridge.” – Kyah Miles ‘23

Caitlin McCluskey

We aim to provide students with their Assessment Calendars early in the year to give them the opportunity to practise and hone effective time management and organisational skills. ºÚÁÏÉçudents can see from the outset that there will be some weeks that are more demanding than others. In turn, the girls can use this information to develop clear strategies to prepare for these times.

To identify and plan effectively for these busier weeks, I encourage all girls to reflect on the following advice to start this semester:

1. Firstly, over the next few days, input all assessment, extra-curricular and out-of-school commitments into your diaries for the semester.
2. Identify your busier weeks of the term early.
3. Devise a study/homework timetable that provides you with realistic and sufficient times in the week to devote to schoolwork. This step could be done in consultation with your Academic Advisor or Form Teacher.
4. Discuss with your Academic Advisor or Form Teacher about how you can best plan your approach to the busier weeks of the term. Consider:
   • What other events or commitments are in close proximity to these weeks?
   • Are there aspects of some assessments that could be completed earlier in the term?
   • Can you chunk the assessment into mini-deadlines or checkpoints to ensure you are making continual progress?
   • For exam-based assessments, how much prior study (in hours) should you be factoring into your weekly routine to ensure you are adequately prepared?
5. Reflect on your progress regularly to ensure you fulfil all your obligations and deadlines.

I wish all students the very best as they navigate the demands of the upcoming semester.

Parent Teacher Interviews

In the secondary school, all parents have access to Parent Teacher Interviews twice a year (Terms 1 and 3). The Term 1 Interviews will be held with the student’s Form Teacher (Years 7 and 8) or Academic Advisor (Years 9-12). The focus of these interviews is to share with parents the goals that their daughter has set with either her Form Teacher or Academic Advisor. Parents of Year 12 students can also book times to see their daughter’s Year 12 subject teachers to discuss the progress of their learning. 

This year, we are pleased to be offering both online and face-to-face interview options. On Monday 4 March, there will be face-to-face interviews in Eton Hall and the Circular Drive Classrooms; and on Thursday 7 March, there will be online interviews conducted via Microsoft Teams. Both sessions will run from 3:30pm-6:00pm and further information regarding bookings will be emailed to parents next week.

Term 3 Parent Teacher Interviews for Years 7-12 will give parents the opportunity to meet with their daughters’ subject teachers. The Term 3 Interviews will be held on Monday 8 July from 10:00am to 8:00pm.

It is important to note, however, that you are welcome, at any time of the year, to contact your daughters’ subject teachers, Form Teacher or Academic Advisor, if you have any questions.

Chris Dunn

School Captains Report

Grace Marchant and Imogen Simpson

‘Over our years at ºÚÁÏÉç Margaret’s, we have discovered our fondest memories emerge from the community, passion and support which surrounds the ºÚÁÏÉç Margaret’s sisterhood. In 2024, we hope to continue to foster this culture; one in which every student is uplifted to achieve their individual aspirations. As captains, we were also inspired by this year’s school theme, ‘ºÚÁÏÉçriving’.  

As such, we are excited to announce that the theme selected by the senior cohort of 2024 is, ‘ºÚÁÏÉçrive to Roar in 2024’. To strive is to give your personal best in all aspects of life and we recognise that this looks different for every student. However, striving is not just about the final destination, but rather the journey it takes to get there and the growth you experience along the way. In 2024, we as the leading body, want to inspire every member of our community to truly strive. Another area of our focus is to continue to cultivate our strong Maggies spirit. In 2024, we aim to continue to fan the flame of our school pride and culture, igniting an inferno of compassionate, confident, and capable young women. We want to hear Maggies ‘Roar’, louder than ever.’

Nikki Townsend

Teachers contribute to a culture of collaboration as they work together to learn and plan as a whole staff, as a year level and in cluster teaching groups. The positive impact of teachers working collectively aligns with research. John Hattie a renowned researcher, identified components related to student achievement and found the effect of these components on student learning. He used a measure that identified an effect size, with an effect size over .4 seen as having a positive effect on student outcomes. Hattie found that not only teachers singularly have an impact on students but the collective belief of teachers in their ability to positively affect students has an even greater effect (effect size 1.57). This is called ‘collective teacher efficacy”.

As stated by John Hattie through Visible Learning: “Collective teacher efficacy has been found to be strongly, positively correlated with student achievement. A school staff that believes it can collectively accomplish great things is vital to the health of a school and if they believe they can make a difference then they likely will.”

ºÚÁÏÉçudent outcomes improve when teachers work and learn together. Teachers achieve high levels of collective efficacy with shared beliefs, expectations, and practice. Our staff has a strong collective efficacy because of these three elements. The school and teachers’ shared beliefs are reflected in the Quality Teaching and Learning Framework. Expectations for learning and interactions are guided by Non-Negotiables, School Values and ºÚÁÏÉç Margaret’s Way. Collective practice is encouraged through opportunities for structured, sustained and supported discussions on instructional practice. Most recently this has been achieved by staff as they have undertaken professional learning for planning differentiated learning. Engaging in this professional learning contributes to building instructional knowledge and skills. Through year level and cluster meetings, opportunities are created for teachers to collaboratively share skills and experience.

Research has found that schools with high levels of collective efficacy are more effective. To build higher levels, the staff of the primary school were fortunate last year and this year to participate in a program (Rising Teams). Using this program and working in teams the teachers grew and continue to grow collective efficacy. Collective efficacy in our school is realised in the fact that all staff believe all students can learn and that their collective efforts will influence student outcomes. 

Angela Drysdale

ºÚÁÏÉçudents will receive both grades and comments, including comments regarding areas of strength and areas for progress. All comments are written to the student and are directed at the task or unit of work. They are not intended to be formal reporting comments to parents. Continuous Reporting increases quantity, quality and consistency of feedback available to students, supports students to more effectively track, reflect and improve their learning, assisting them to develop their ability to become independent learners. In addition, it supports parents to develop a greater awareness of, and engagement with, their child’s learning progress and achievements.

We encourage you to take the time to review each set of feedback with your daughter. This year, feedback will be accessible to both parents and students in the Learning Analytics portal.  Parents are also able to view feedback in Parent Lounge via ºÚÁÏÉçudent Details - Curricular Activities. A POD notification will be shared in Week 5 and at the end of each term, outlining what feedback is available and upcoming. More information will be available on the Years 5 and 6 POD pages in the coming week.

Kate Frewin

Performance Uniforms

ºÚÁÏÉçudents are required to wear a performance uniform for some senior auditioned music ensembles. ºÚÁÏÉçudents are encouraged to purchase the uniform as soon as possible at the School Supply Shop in preparation for Open Day (9 March). Music ensemble uniform requirements are as follows:

Choral Ensembles:

Serenata, Belle Voci, Chorale, Encorah: School middy

Volare, Exultate: Black performance uniform with white ribbon and black shoes (ballet flats). (Volare and Exultate students may remain in their black performance uniform when performing in Encorah).

Band Ensembles:

Chaseley Concert Band, Jackson Wind Ensemble: School middy

Saxophone/Clarinet/Flute/Brass/Elayne Jones Percussion Ensembles and ºÚÁÏÉçage Band: School middy

Sister Helen Wind Symphony: Black performance uniform with black shoes (ballet flats). (Sister Helen Wind Symphony students may remain in their black performance uniform when performing in Saxophone/Clarinet/Flute/Brass/Elayne Jones Percussion Ensembles and ºÚÁÏÉçage Band).                                 

ºÚÁÏÉçring Ensembles:

Tutti ºÚÁÏÉçrings, Amati ºÚÁÏÉçrings, Beath ºÚÁÏÉçring Quartet, ºÚÁÏÉçradivari ºÚÁÏÉçrings:  School middy

Chamber ºÚÁÏÉçrings, Sculthorpe ºÚÁÏÉçring Quartet: Black performance uniform with white ribbon and black shoes (ballet flats). (Chamber ºÚÁÏÉçrings students may remain in their black performance uniform when performing in ºÚÁÏÉçradivari ºÚÁÏÉçrings.)

Rock Bands:

Highly ºÚÁÏÉçrung: School middy

Secondary Rock Bands: Smart blue jeans, sneakers and ‘M Factor’ polo shirt, and hair tied back with school ribbon.

All performance uniform items are available for purchase through the School Supplies Shop.

Music Support Group

The next Music Support Group meeting will be held on Tuesday 5 March 2024 at 5:00pm in the Circular Drive Classroom 01 (in front of the Arts Centre Foyer). We encourage parents from both primary and secondary schools to become involved.

Brad King

For all the information relating to these programs please ensure you check-in and sign up to the and the respective individual sport pages:

Our dedicated sport staff and teacher coordinators are on hand to support with any questions you may have related to the program.

Sport Team Selections

ºÚÁÏÉç Margaret’s aims to present confident and competitive teams for all competitions. All competitions are graded and teams allocated as per the eligibility of the relevant governing associations. Given this, our team selection process is hierarchical and therefore subsequent selection must take place.

Sport selections are to be based upon participation and performance parameters that occur at nominated team trials, training and/or practice competitions. ºÚÁÏÉçudents seeking selection in ºÚÁÏÉç Margaret’s representative teams must ensure they fulfil the criteria of the respective sport program and uphold the expectations and values of our school.

ºÚÁÏÉç Margaret’s endeavours to be inclusive within all programs. ºÚÁÏÉçudents who are unsuccessful in team selection but have shown committed effort and contribution towards the program will be encouraged to continue to participate in a development capacity. This shall ensure students can continue to develop their skills and immerse themselves in their sporting community. In addition to this, where applicable students may be asked to act as team reserves or team officials to assist in the running of their sport program.

For more information regarding selection criteria, student expectations and award criteria please review the information documents found within the documents section of the Sport POD page.

Lloyd Knight

Commences Tuesday 6 February, 3:30pm - 5pm, Arts Centre Foyer, V104

What: We will create visually aesthetic landscape and portrait paintings. You can give them as gifts to your friends or family! Class accommodates for beginners to advanced painting students.Ms Cameron will take you through a step by step painting process and will help you along the way.

Where: Arts Centre, classroom V104

Who: Open to all secondary students in Years 7 to 12

Cost: Free. No need to register

Like all milestones, ºÚÁÏÉç Margaret’s wants to make its mark - by moving the overall fundraising needle to the million-dollar mark! It’s a bold target, so we are calling in the cavalry. We have raised more than $700,000, in nine years, so our goal is to raise close to $300,000 this year to reach our target.

To achieve this, we are calling for the involvement not only of students to cut their hair and donate, but also any other family members and alumni who’d like to #rockthechop – whether they live locally or outside of Brisbane.

If you are an Old Girl or past or current parent and would like to help us reach our target, we are asking you to register your interest so we can keep you up to date with the 2024 event. And some of you might need to start growing your mane now!

Can’t get to Brisbane? You can still be involved wherever you are by joining the fundraising page and getting your local hairdresser or a trusted friend to lop off your ponytail or consider holding your own event in a regional area or international city!

We’d love to connect our boarding families keen to be involved from afar – perhaps to even host a morning tea on the day.  

If you are interested in becoming involved, we have set up an Expression of Interest form where you can indicate what type of involvement you are interested in, and if you are in another town, we could connect you with other’s keen to be involved.

Note, the actual donation page will be open soon. The EOI form will help us keep you in touch with all things Ponytail Project, including letting you know when you can jump on and sign up to either cut your hair or donate.

If you have any enquiries, please email Wendy Johnston, Director of Marketing and Communications, on wjohnston@stmargarets.qld.edu.au or call (07) 3862 0837.

If you are looking for services such as accommodation, accounting, automobile, healthcare or legal, looking to buy or sell property or make home improvements, take a look at the ºÚÁÏÉç Margaret’s Online Business Directory. 

If you would like to promote your business or service to the ºÚÁÏÉç Margaret’s community, please contact the Development and ºÚÁÏÉç Office at developmentandcommunity@stmargarets.qld.edu.au or by phoning (07) 3862 0884.

Last chance to secure your ticket for the 2024 ºÚÁÏÉç Margaret’s Fathers’ Dinner.

Just a reminder that ticket sales for the Fathers’ Dinner close next Thursday 15 February.

Hear from Guest Speaker, Australian Olympic Royalty, ºÚÁÏÉçeven Bradbury OAM, while enjoying a meal and drinks package at the Rivershed at Howard Smith Wharves.

Date:     Friday 1 March 2024

Venue:  Rivershed at Howard Smith Wharves

Cost:      $199 per person – includes a meal and drinks package.

RSVP:    5:00pm Thursday 15 February, unless sold out prior.

Tables:  Maximum table capacity is 10 people. Seating requests can be made by nominating a Table Captain or Year Group at the time of booking. Best efforts will be made to meet any requests.

Enquiries: P&F@stmargarets.qld.edu.au

Purchase your ticket online: 

This event is proudly supported by Supporting Sponsor, Morgans and Maggies Supporter’s, Belbaker Bus Charter and Oscar Hunt.

Georgia Mitchell