ºÚÁÏÉç

After all this celebration, it is now time for our Year 12 students to focus on their studies and their performance in their final exams. We wish them well. They are ready to begin the journey into the world of either full-time work and study and we are excited for them.

As I stood before our school community at the Year 12 final assembly last Friday, I could see that this occasion was so much more than the final roll call and presentation of portfolios or even the end of our students’ school years—it was the beginning of a new chapter. I wanted to impress upon our graduates that leaving school is not just about the ceremony or the farewells that we had had all last week; it is a profound transition into a world and that there is so much growth to yet occur. I noted that life is full of transitions, both big and small. Each one shapes us, challenges us, and helps us grow. This moment is not just about leaving behind the familiar grounds of school; it is about stepping forward into a world of new opportunities and possibilities.

On behalf of the staff, I wish all graduating Year 12s every blessing for the future, and I hope that they will see the value of remaining connected to their school and enjoy the new status at the end of 2026 as ‘Old Girls’.

Ros Curtis AM

Being part of a community requires us to recognise that we are part of something bigger than ourselves. It means understanding that our individual preferences will not always determine what happens, and that sometimes we follow agreed rules, expectations and norms because they support the collective identity and wellbeing of the group.

As humans, we will not always agree with every rule. Sometimes a rule can even seem unnecessary or a little silly. At school, for example, we occasionally hear from parents and students who question why we uphold uniform expectations as specific as the number of piercings a student may have in her ears. In isolation, such a rule might seem relatively insignificant. Yet perhaps that is precisely why it provides such a valuable opportunity for learning.

A simple rule is relatively easy to follow, even when we do not personally understand or agree with it. In doing so, students begin to practise something they will encounter throughout their lives: accepting that membership of a community brings both privileges and responsibilities.

As adults, we follow countless rules and social norms designed to enable communities to function effectively. Some are straightforward; others are complex. Some we readily understand and support; others we may question. The deeper lesson for our young people is that communities cannot operate successfully if every individual chooses only the expectations that suit them.

This does not mean that rules should never be questioned. Thoughtful communities should be able to examine their practices, listen to different perspectives and change when change is warranted. There is an important difference, however, between respectfully questioning a rule and deciding that a rule does not apply to us simply because we disagree with it.

This is where The ºÚÁÏÉç Margaret’s Way has such importance. At its heart, it articulates how we seek to be together as a community. Its intention is both simple and complicated: simple because belonging asks us to consider others, and complicated because genuinely doing so sometimes requires us to place the needs and expectations of the community ahead of our individual preferences.

A strong community, after all, is built for the good of the group, not around the preferences of every individual within it. That distinction can be challenging in a world that quite rightly encourages young people to develop their individual identities, voices and aspirations. Individuality matters enormously, but so too does learning that our choices affect others and that belonging carries obligations alongside freedoms.

At ºÚÁÏÉç Margaret’s, we want our students to leave us confident in who they are and willing to express their views. Equally, we want them to understand the value of shared expectations, collective responsibility and contributing to the common good.

Sometimes those lessons are learned through significant moments of leadership, service and challenge. At other times, they are learned through something as seemingly small as following a uniform rule.

Both matter. Because ultimately, learning how to be a good member of a community is not simply a school lesson. It is a lesson for life.

Nicole Devlin

One of the definitions of grace, I love, is that grace is honouring another person’s humanity, and in the midst of the messiness of what it is to be human, finding a way to grant to others the benefit of the doubt, honouring their inherent worth and dignity. The ability to see another through the lens of grace is to believe the best in them, and to call out the best in those around us. (see Julia Baird’s “Bright Shining: How Grace Changes Everything” for more)

This is one of the many gifts that our ºÚÁÏÉç Margaret’s community yields, the ability to be in community with others, with so many differences, honouring the gifts this diversity brings our communal life. And finding in this collection of humans the gift of grace.

The first chapter of the gospel of John speaks of God’s nature as one that pours out grace and love toward humanity – “From his fullness we have all received, grace upon grace” (John 1. 16).

One of the biggest challenges we have as humans though, can be to show that same grace toward ourselves, to remember that within each of us is inherent dignity and worth. As the end of year approaches, remember to give grace to yourself and to those around you.

Rev’d Jazz Dow

For many of our boarding students, particularly those in Year 12 preparing to leave the familiarity of boarding life, her message struck a special chord. The transition from school to the next stage of life can feel both exciting and uncertain, but Maggie's reflections served as a reminder that there is no single timeline for success and no one "right" path to follow.

One of the most powerful messages from her address was that "the direction you move in is far more important than the speed at which you move." She encouraged students not to compare their progress to others, emphasising that arriving sooner matters far less than finding a path that is right for them. In a world that often celebrates achievement and urgency, her words were a timely reminder that purpose and fulfilment come from pursuing what aligns with one's values and aspirations.

Maggie also spoke about the importance of contributing to something greater than oneself and building meaningful connections. For many boarders, this journey begins from the moment they arrive at the boarding house, often feeling nervous, excited and uncertain about what lies ahead. Over time, those unfamiliar faces become lifelong friends, and the boarding house becomes a second home. As our senior boarders prepare to leave, they carry with them the resilience, independence and sense of community developed through years of living and growing alongside one another. These experiences provide a strong foundation for building new friendships, support networks and communities beyond school, giving them the confidence to embrace future opportunities and connections wherever life may take them.

She reflected on the people who shape our lives, reminding students to cherish those around them. Many of the individuals who will leave a lasting impact on their future may not yet have entered their lives, making every relationship and connection a valuable part of the journey.

Maggie's messages painted a powerful picture of what true success looks like: resilience in the face of challenges, courage to follow an individual path, a commitment to serving others, and an appreciation for the people who walk alongside us. As our Year 12 boarders prepare to take their next steps beyond the boarding house, these lessons will undoubtedly remain with them, guiding them as they navigate new opportunities, challenges and connections in the years ahead.

Kelli Boucaut

Year 11

Shortly, Year 11 students will be receiving an email from me inviting them to book in an ATAR prediction meeting. I will meet with all ATAR eligible students in Term 4 of this year and all Portfolio Pathway students in Term 1 of next year. Appointment times will be available during and after school and parents are encouraged to attend these meetings with their daughter (the girls may bring their phone to call you).

If there are any students who are currently considering either changing subjects or changing pathways, these meetings need to happen ASAP. Please book in a normal meeting with me via the POD.

Year 10

Year 10 students are encouraged to reflect on their subject selections for next year, based on their results in Term 3. If students would like to discuss these further, please book in an appointment with me via the POD.

Caitlin McCluskey

Special congratulations go to Isabella P. (Year 7), who achieved a High Distinction in English; Lilian W. (Year 7), who achieved a High Distinction in Science; and Madeleine J. (Year 7), who achieved a High Distinction in Writing.

We also congratulate the following students who achieved Distinctions:

• English: Anika C. (Year 7), Madeleine J. (Year 7), Zimeng M. (Year 7), Vi Anh P. (Year 8) and Isobel S. (Year 10)
• Mathematics: Dain P. (Year 8), Holly C. (Year 8) and Danielle L. (Year 10)
• Science: Vi Anh P. (Year 8), Holly C. (Year 8) and Danielle L. (Year 10)
• Writing: Anika C. (Year 7), Isabella P. (Year 7), Lilian W. (Year 7), Lulu T. (Year 7), Molly F. (Year 7), Vi Anh P. (Year 8), Jiwon C. (Year 9) and Isobel S. (Year 10)

Chris Dunn

Leadership is demonstrated in the way we treat people, particularly when there is no recognition or reward attached. It is found in listening carefully, rather than simply waiting for our opportunity to speak. It is demonstrated when we show appreciation for another person's contribution, include someone who may be standing alone, or make a fair decision even when it may not be the easiest or most popular choice.

Importantly, good leadership also requires humility. Research examining 53 studies and more than 16,000 participants found that humble leadership was positively associated with trust, engagement, job satisfaction and people's willingness to speak up (Luo et al., 2022). Humility does not mean lacking confidence. Rather, it means having the confidence to acknowledge that we do not have all the answers and that we can learn something from others.

Similarly, servant leadership asks leaders to place the needs of others ahead of their own self-interest. Research describes it as leadership in which leaders “prioritize the fulfillment of the needs of followers” (Canavesi & Minelli, 2022, p. 268).

This is the leadership we want our students to understand. They do not need to wait until they are appointed captain, prefect or committee member to lead. Every student has the opportunity to exercise leadership through her everyday choices.

Ultimately, people may forget the title we held, but they will remember whether we listened, whether we were fair, whether we noticed their contribution and whether we treated them with respect.

Leadership is not about the badge we wear. It is about the person we choose to be.

Nikki Townsend

References

Canavesi, A., & Minelli, E. (2022). Servant leadership: A systematic literature review and network analysis. Employee Responsibilities and Rights Journal, 34, 267–289. https://doi.org/10.1007/s10672-021-09381-3

Luo, Y., Zhang, Z., Chen, Q., Zhang, K., Wang, Y., & Peng, J. (2022). Humble leadership and its outcomes: A meta-analysis. Frontiers in Psychology, 13, 980322. https://doi.org/10.3389/fpsyg.2022.980322

During recent parent/teacher interviews, teachers and students shared the goals that will help each girl achieve her academic best in the final weeks of the year. Working in partnership, teachers and parents play an important role in keeping students motivated and encouraging them to persevere. Just as importantly, we can model the way we interact with and care for others, as the final term is also a time when kindness should shine.  

As we run the race towards the end of the year, our students should never feel that they are running this race alone. With clear expectations, consistent boundaries and encouragement from both home and school, we can help ensure the final weeks are positive, purposeful and filled with kindness. I especially ask parents to assist the school in the following areas:

Group Chats

We strongly encourage girls to step back from group chats and instead prioritise face-to-face conversations during breaks at school or call and speak to friends outside of school. This recommendation is grounded in what we know about healthy social and cognitive development at this age. ºÚÁÏÉçudents are at a critical stage where the brain's social-emotional regions are still maturing, and research shows that reading tone, facial expressions, and body language in real time helps build empathy, conflict-resolution skills, and genuine connection; skills that text-based group chats simply cannot teach in the same way.

Therefore, we strongly discourage group chats with students as misunderstandings are amplified, exclusion, and unkind exchanges are recorded. These interactions are harder to manage and repair online than in-person interactions.

There is also a time cost worth considering. Constant engagement with group chats. Checking, responding, and monitoring conversations throughout the evening can eat into time that would otherwise go towards homework, independent reading, sleep, and family connection.

This message also aligns with the Australian Government's new social media age restrictions, which reflect a growing national focus on protecting children's wellbeing and cognitive development during these formative years.

Talking about others

ºÚÁÏÉçudents should not repeat or share negative stories about other people, as sharing is as bad as starting the story. Instead, we ask students to be an upstander rather than a bystander. This means not participating in or spreading rumours, and instead speaking up and shutting down the conversation, kindly but firmly, when others are being unkind about a peer, whether online or in person.

Appropriate play interactions

Appropriate play is keeping hands off, and respecting everybody's physical space and belongings. Even when interactions feel playful and good-natured, physical contact increases the chance of someone being accidentally hurt or upset. By choosing to interact without hands-on play, we reduce these risks and help all students feel safe, comfortable, and respected during break times.

As a school we want to see ºÚÁÏÉç Margaret’s girls building strong, resilient, kind relationships through real conversations and who are committed to broaden their interests through activities and learning.  We would appreciate your support at home in reinforcing these messages.

Let’s work together to make this final term our finest lap in the year.

Angela Drysdale

In Prep, students are beginning by exploring how information can be collected and represented in different ways and create their own data monsters. They then move on as toy designers for Mrs Drysdale’s dog, Daisy, gathering information about her toy preferences and using their findings to guide their designs. They draw their ideas, create a clay demonstration prototype, gather feedback and improve their preferred design.

In Year 1, students are deepening their understanding of coding through Ozobots and line coding. Building on foundational ideas, they use colour codes to control an Ozobot’s movement, speed and special moves. Through sequencing, debugging and exploring direction, students gradually work towards a Maze Challenge Project, where they design and test their own creative tracks.

By Year 2, students are extending their programming knowledge through block-based coding with the Intelino Smart Train and Scratch. They begin by controlling movement and lights before progressing to more advanced concepts such as loops, variables and events. ºÚÁÏÉçudents plan, test and refine their own tracks, solve challenges and explore how coding connects to real-world systems such as automated transport.

Across these year levels our students progress from exploring simple commands and representing information to designing, testing and refining solutions using increasingly complex coding concepts. These hands-on projects nurture curiosity, creativity, collaboration and critical thinking while building skills for an increasingly digital and interconnected world.

Kate Frewin

They were encouraged to use the music skills they have developed in their music lessons, while the session also sparked their creativity and composition skills across different genres of music and the joy of playing percussion as a group. The class teachers enjoyed the session just as much as the students, joining in the fun and learning alongside them. We hope our budding percussionists keep experimenting, creating and composing in the classroom and at home after experiencing such an inspiring and energetic session!

Message from the Music Support Group 

Thank you to our village of parents for all their support and time spent in helping with the annual Music Dinner held on Friday.  It was another fabulous night, and we could not have done it without your help.

The next Music Support Group meeting will be the AGM and will be held on Tuesday 27 October in the Circular Drive Classroom 01 (in front of the Arts Centre Foyer). Parents from both the primary and secondary schools are welcome to attend and become a general committee member.  All Executive positions are also available, including President, Vice President, Treasurer and Secretary.  We welcome all new and continuing members and happy to share roles (e.g. Co-Vice Presidents). Nomination forms can be obtained from our Secretary Miranda at: mirandarobinson496@gmail.com, or simply come to the AGM on the night and nominate from the floor.  

Please also join the Music Parents Support Group POD page to stay updated on all things Music Support, including the upcoming 2027 Musical volunteering - Beauty & The Beast: .

Brad King

Next Friday 30 October, is the annual King and Queen of the Pool which will be held at Churchie. ºÚÁÏÉçarting at 4.30pm, the swim competition will involve a 50m Freestyle event across all ages from 12 years to 17 plus, giving students an opportunity to get a first time down for the season. Our Swimming Captains Mena B, Lily M and Sophie E are promoting the event with tiaras around the school so keep an eye out for them! This event is open to all students interested in QGSSSA swimming. Please make sure you sign up on the Swimming POD pages as soon as possible.

Over the last week, ºÚÁÏÉç Margaret’s athletes competed for Met North at the QLD Representative School Sport Track and Field Championships at QSAC in Brisbane.

Some notable results included:

• Evie P 2^nd place 14 years 200m Hurdles
• Elkie W 3^rd place 15 years 400m
• Giselle V 4^th place 15 years discus throw
• Charlotte R: Finalist in 14 Years 800m
• Ena F: Finalist in 13 Years 200m
• Mische N: Finalist in 15 Years 90m & 200m Hurdles

Other ºÚÁÏÉç Margaret’s students who competed for Met North included: Audrey M, Ava G, Georgiana R and Sophia B.  Congratulations to all students who competed at these Championships.

During the first week of Term 4, ºÚÁÏÉç Margaret’s had three teams compete at the Gold Coast Titans All Schools Touch Competition. Please find below, a report on the teams’ performance from our Opens Touch Coach Mr Tom Smithers, who worked with all teams in the lead up to the tournament.

It was a tough few days of competition with the U13 and U15’s playing three games a day on Wednesday and Thursday and then their last game on Friday morning. The winds were gusting up to 60km/hour on Wednesday, which made playing conditions hard, but the girls battled through it and played some great touch football. Whilst the U13 and U15 didn’t make it out of the pool stages, they improved their skills against great opposition and had to learn how to battle fatigue and still commit to the game plan and show resolve not to drop off with their technique and skill.

U13 had a tough competition with 2 draws, 4 losses and 1 win, although the win was a great win on the livestream. They ended up finishing around 5^th or 6^th (they have taken down the ladders for some reason) in their pool out of 8. U15 were competing in the A division and they had 4 wins, 3 losses, they ended up finishing 4^th in their pool (I think), was a tough comp and fatigue really got to them. U18 ended up with 6 wins and 1 loss, they ended up finishing 2^nd in their pool and made it through to the qualifying drop-off, which was a rapid pace game of 2mins where only four players were on the field and the winner after 2mins went through. We won the first round and then went down to MBC in the last 10 seconds which was brutal. They played so well and it was very impressive. The four girls who stepped up for the drop off was Mia, Indi, Mila and Kate.”

Finally, the sport office is happy to share some recent successes for one of our 2027 Swimming Captains, Mena B. Over the past few months, Mena has achieved the following successes in the pool:

• Selection in the Swimming Australia 2026 NEXTGEN Women’s Freestyle Camp. Mena will have the opportunity to complete a high-altitude camp in Thredbo.
• Selection in the 2026 Swimming QLD LA Dreaming Camp, which is providing an experience to motivate and inspire swimmers to pursue goals and aspirations of being part of the LA 2028 Olympic Games.
• Selection in the QAS talent support program which is aimed at providing more specialised training and support with the aim of bridging the gap between junior and senior team programs.

The sport team is happy to recognise the outstanding achievements and representation of students participating at a national level, outside of the school sport pathway. I look forward to continuing to hear from our community regarding such outstanding achievement. Please email me directly at awilliams@stmargarets.qld.edu.au.

Latest Sport News and Information

For the latest sport news and information please check out the following Secondary School Sport POD Pages:

• AFL Jnr
• Water Polo
• Swimming
• ºÚÁÏÉçrength & Conditioning
• Yoga

Anne Louise Williams

Blazer Fittings – Current Year 6 cohort

ºÚÁÏÉçudents in Year 6 should consider coming into the Supplies Shop to be fitted for their blazer prior to the end of Term 4, 2026. Orders for Year 7, 2027 will need to be placed by 14 November 2026 for a March 2027 delivery. ºÚÁÏÉçudents can visit the Supplies Shop during our opening hours (no appointment required). A blazer fitting takes around 15 minutes. The cost of the blazer is $275.

Important Notice: Middy Top & Middy Skirt Size Label Changes

Please note that the size labels for the Middy Tops and Middy Skirts are changing. When ordering through FlexiSchools, please refer to the guide below for size conversion.

• Current Size 26G -new label size 8G (girls sizing)
• Current Size 28G -new label size 10G (girls sizing)
• Current Size 30G-new label size 12G (girls sizing)
• Current Size G8 -new label size W4 (women’s sizing)
• Current Size G10-new label size W6 (women’s sizing)
•  

If you have any questions or require assistance, please contact the Supplies Shop.

Online Booking for Uniform Fitting Appointments

The Supplies Shop has an online booking system for uniform fitting appointments. Appointments can be made by clicking on this link .

**EXENDED TRADING HOURS**

2026

Friday 27 November     9 am to 2 pm

Mon 30 Nov to 4 Dec   Open for Appointments Only

Mon 7 Dec to 11 Dec   Open for Appointments Only

2027

Customers without an appointment in January will be required to take a number and will be served as soon as a staff member is available.

Wednesday 13 January             8 am – 2 pm

Thursday 14 January                 8 am – 2 pm

Friday 15 January                      8 am – 2 pm

Monday 18 January                   8 am – 2 pm

Tuesday 19 January                   8 am – 2 pm

Wednesday 20 January             1 pm – 6 pm

Thursday 21 January                 8 am – 2 pm

Friday 22 January                      8 am – 2 pm

Saturday 23 January                  9 am – 3 pm

Sunday 24 January                     CLOSED

Monday 25 January                   1 pm – 3 pm - BOARDERS ONLY

Tuesday 26 January                   2 pm – 4 pm – BOARDERS ONLY

Wednesday 27 January        Regular Term Time trading hours resume

Our Take a Seat Appeal for the Blackbox Theatre is now live and we invite members of the wider ºÚÁÏÉç Margaret's community to become part of this transformational project.

Through this initiative, supporters will have the opportunity to leave their own lasting legacy within the Blackbox Theatre through naming one (or more) of 98 seats while helping us bring this exciting new space to life. For your interest, the seating map can be viewed via

We look forward to continuing this journey together as the Precinct takes shape and moves closer to welcoming its first students and audiences.

Thank you again to those of you who have already supported this campaign. It is an investment in student potential, enhanced cognitive capacity, and in the social and emotional wellbeing of our young women.

If you would like more information about this project or to speak with someone about your donation, please me on (07) 3862 0884 or email foundation@stmargarets.qld.edu.au.

Your invitation to PWN featuring Chelsey Drake, Chair of Allens

Few people get to observe change from quite so many vantage points as Chelsey Drake, Chair of Allens. From the deal room to the boardroom, from graduate lawyer to Chair, Chelsey has spent three decades watching organisations respond to the forces reshaping Australian business.

When Chelsey joined Allens in Brisbane in 1996, she joined Australia's oldest law firm. Founded in 1822, before Queensland even existed, Allens had already weathered generations of economic, technological and social change.

The decades that followed would transform the Australian business landscape once again. Through her work at Allens and as a member of the Australian Government's Takeovers Panel since 2016, Chelsey has had a front-row seat to organisations navigating growth, consolidation, globalisation and technological disruption.

Today, she is helping shape what comes next and is focused on a challenge confronting organisations everywhere: how to keep adapting while creating environments where talented people can build careers that last.

Drawing on lessons from one of Australia's oldest continuing businesses, Chelsey will reflect on what changes, what endures, and why some organisations continue to earn trust and relevance through generations of disruption while others struggle to keep pace.

Date:                   Thursday 29 October
Time:                   6:45am arrival for 7:00am-8:45am 
Venue:                Arts Centre Foyer, ºÚÁÏÉç Margaret's Anglican Girls School
Format:              Sit down breakfast with grab and go barista coffee on arrival 
Tickets:              $90 adults, $55 students (Years 10 to 12/tertiary)
Corporate tables: $850 (10 seats), includes company logo displayed on table and acknowledgement during event. 

To purchase tickets or a corporate table: 

We thank our series sponsors, Major Sponsor: Pitcher Partners. Associate Sponsor: Wolff Coffee Roasters, Supporting Sponsors: Clear Insurance, Resource Innovations, and The Bathhouse Albion.

Parents are warmly invited to the P&F Association General Meeting and End of Year Celebration

Would you like to know what we’ve been up to this year? Are you interested in finding out what’s being planned for 2027?

Our final meeting of 2026 is an informal evening where we welcome new people (including those new to the school in 2027) and where we can all share our thoughts over some light refreshments.

Come and hear from the school leadership, the Parents and Friends committee, Support Groups (including music, boarders and extra-curricular sports) and find out how to get involved in upcoming events. There is also an option to join this meeting remotely via Microsoft Teams for those unable to attend the meeting in person.

Date:                   Monday 9 November 2026
Time:                    6.30pm to 7.30pm (followed by light refreshments)
Location:            Arts Centre Foyer, ºÚÁÏÉç Margaret's Anglican Girls School

Please click here to

Calling all Old Girls! Are you interested in joining the Old Girls' Association Committee? Join us for our 2026 AGM and Volunteer Thank You Celebration!

We are pleased to extend an invitation to you to attend the Old Girls' Association Annual General Meeting (AGM) on Tuesday 3 November 2026.

At our final meeting of the year, you will have an opportunity to hear updates from the OGA and join our dynamic OGA Committee.

Please find meeting details below:

OGA AGM
Date:     Tuesday 3 November 2026
Time:     6.30pm – 7.30pm AGM
               7.30pm - 8.30pm - Light Refreshments  
Venue:   ºÚÁÏÉç Margart’s Anglican Girls School
              11 Petrie ºÚÁÏÉçreet, Ascot QLD 4007

RSVP:    Friday 31 October 2026 via this

We understand that many of our Old Girls are not based in Brisbane. Old Girls' who live outside of Brisbane are encouraged to attend the meeting and volunteer through the OGA. If you are based outside of Brisbane you can join the meeting remotely.

Being a member of the OGA Committee involves attendance at four meetings a year (online or in person), assisting with events including Reunion Weekend, Old Girls' Day and the Past ºÚÁÏÉçudent Awards, and contributing articles for the OGA Newsletter. If you are interested in joining the Committee, please contact developmentandcommunity@stmargarets.qld.edu.au for a nomination form.

Lara Pickering