eNews Archive Issue 17 - 4 June 2026

Unfortunately, Mrs Sarah Pinder (Mathematics) is leaving us; we are grateful for her contributions and wish her all the best.

Mrs Emma Gubb (English) and Emily Labinsky (Careers) will be returning from parental leave, and there will be new staff joining us in Term 3. I will formally welcome them in the first newsletter of Term 3.

There is a 20^th century phenomenon known as the Flynn Effect – named after a New Zealand researcher. The Flynn Effect describes the substantial, world-wide, and long-term rise in IQ tests results. For example, it is claimed that humans had a growth in 13.8 IQ points between 1932 and 1978.

This rise in scores is attributed to environmental rather than genetic changes, including improved nutrition, better education, and more familiarity with abstract thinking. The Flynn Effect challenges the idea that IQ is fixed, indicating better environments can raise cognitive skills over generations. The increase is most pronounced in tests of abstract, non-verbal, and fluid intelligence, rather than just knowledge-based abilities.

However, recent studies have suggested that in the 21^st century the Flynn Effect is in reverse. It is argued that reliance on technology has weakened human cognitive abilities believing that a lack of memorised knowledge affects deep thinking, expertise, and the effective use of AI.

Making information instantly accessible leads to 'cognitive offloading' where users rely on technology rather than developing their own internal, long-term memory. (Just think of not remembering phone numbers anymore as an example of this). Failing to memorise or practise key skills impedes the brain’s potential to build strong neural pathways. Therefore, the consequences of 'offloading’ are significant with human IQ scores in decline.

The challenge for schools and families is not to resist technology, but to ensure it is used thoughtfully: to strengthen, not replace, the habits of memory, focus and deep thinking.

Sources: CEO e-Bulletin No. 1 | 29 January 2026 and Oakley, B., Johnston, M., Chen, K.-Z., Jung, E., & Sejnowski, T. (2025). The Memory Paradox: Why Our Brains Need Knowledge in an Age of AI. In The Artificial Intelligence Revolution: Challenges and Opportunities (Springer Nature, forthcoming).

Ros Curtis AM

At its heart, community is about belonging. When students feel accepted, valued, and supported, they are more likely to engage in learning, build positive relationships, and develop confidence in their abilities. A strong sense of belonging is not simply a ‘nice to have’, it underpins motivation, resilience, and a willingness to contribute positively to others.

At St Margaret’s, this is reflected in the St Margaret’s Way. This is our shared commitment to responsibility, respect, integrity and compassion. These values are not learned in isolation; they are shaped through daily interactions and experiences within our community. Each day, students are asked to listen with respect, to act with integrity, to take responsibility for their choices, and to show genuine compassion for others.

However, learning to be in community is not always comfortable. There are times when being part of a community brings challenge or correction. The moments when expectations are upheld and individuals are called to reflect on their behaviour. These can feel difficult, and often they are not lessons students expect or believe they need. Yet, it is precisely in these moments that the St Margaret’s Way becomes most powerful. A strong community holds high expectations, supports growth, and encourages individuals to respond with humility, accountability, and a commitment to doing better.

Community also extends beyond our students. Strong partnerships between school and home reinforce shared values and expectations, ensuring that young people experience consistency in how they are supported and guided. This collective approach strengthens both learning and wellbeing, reminding students that they are part of something larger than themselves.

Importantly, these experiences prepare students for life beyond school. Learning to collaborate, navigate difference, and contribute to a shared purpose equips them with the skills required to lead and serve in an increasingly complex world.

At St Margaret’s, we are intentional in building a community where every individual feels known, valued and supported, while also being challenged to grow. In doing so, we are not only educating capable learners but forming young women of integrity and compassion.

Ultimately, to learn in community is to understand that we are shaped by one another and that through shared responsibility, respect, integrity and compassion, we become stronger together.

Nicole Devlin

Grace is both mysterious and hard to define. It can be found when we create ways to find meaning and dignity in connection with each other, building on our shared humanity, being kinder, bigger, better with each other. – Julia Baird.

In her book, Bright Shining: how grace changes everything, Julia Baird says that 'grace is honouring another persons’ humanity'. Grace is treating every person with an inherent dignity. It is knowing that every human being is beloved of God.

When we live from this starting point, this identity of 'beloved', we can radiate grace in the world, and see another, and another, and every other, as beloved of God.

How can you share grace with someone in the week ahead?

And, what does it mean to gift ourselves that same grace?

So this is for the possibility that guides us

and for the possibilities still waiting to sing

and spread their wings inside us

that whatever song we’ve been singing we sing even more

The world needs us right now more than it ever has before

Pull all your strings

Play every chord [of grace].

 - from Say Yes, a poem by Andrea Gibson

Rev'd Jazz Dow

ICPA QLD has several portfolios that their advocacy encompasses, including, but not limited to:

Since commencing as Principal, Ros Curtis AM has been a huge advocate for ICPA and the work that the committee does in ensuring that the needs of geographically isolated children are met, and that St Margaret's boarding can continue to provide a home-away-from-home for the students who live here. This will be our last ICPA QLD Conference together, and I would like to take this opportunity to thank Ms Curtis for her dedication to the needs of our boarders and for championing the work we do in supporting our rural, regional and remote students. 

Lesa Craven

Last Tuesday, we marked the significance of Sorry Day and Mabo Day at our assembly, with Songwoman Refiti Welcoming us to Country and Old Girl Jaz de Busch (’15) sharing her personal story with us. 

The Prefects and our Reconciliation Action Committee Student Co-Chairs made a video where our school community shared what Reconciliation means to them. All students in the Secondary School contributed to a whole school art project, writing 'I’m in' on a coloured circle that then combined to make an Aboriginal Flag and a Torres Strait Island Flag.

We also celebrated Jersey Thursday. Sport plays a significant role in Aboriginal and Torres Strait Islander culture and can also play a significant role in reconciliation, bringing us together in shared interest. Students were encouraged to wear a jersey or team colours of their favourite team and participate in activities in the Philip Harris Gym during Year Level Assembly time. Activities included face painting, keyring making, fish weaving, hair braiding, colouring and watching the demonstration of Traditional Aboriginal Games. Money raised on Jersey Thursday goes towards the Pay It Forward campaign, where Year 10 Yalari students from around Australia raise money to fund a scholarship for a Year 7 Yalari student. We extend our thanks to all of the staff who have helped support these activities. However, particular thanks and recognition must go to our First Nations students who have selflessly given their time and ideas, shared their stories and shown patience as they help us to learn alongside them.

Deleting social media during exam weeks truly works to help reduce procrastination and distractions.  - Emily Nagl (’25).

Caitlin McCluskey

For each subject, there is a list of the course content, marks for the criteria assessed, a table showing the distribution of achievement levels within the subject, and an assessment of your daughter’s attitude to her learning. The academic ratings are based on the assessment completed throughout Semester 1.

As girls from Years 7 to 12 have been part of the Continuous Reporting process, there are no comments for each subject. For specific comments please refer back to Continuous Reporting via the Learning Analytics Parent Portal. Girls in all year levels are encouraged to read their comments carefully. These remarks contain advice designed to assist the girls to develop their skills and improve their future outcomes. Ideally, students should review their reports with their parents just prior to beginning Semester 2. In this way, they can use them to set some specific learning goals.

The GPA graph contains a number which is rounded down to the nearest 0.2 increment. It is also important to be mindful of the fact that curriculum becomes more demanding from year to year and that a decline in outcomes in Semester 1 can be quite usual. This is particularly the case from Year 10 to Year 11. The most significant information about a student’s learning progress can be gained by comparing outcomes from Semester 1 to Semester 2, within a calendar year.

Should you have any questions regarding your daughter’s report, please contact the Dean of Studies’ office on 3862 0703 when school resumes in Term 3.

Chris Dunn

Digital wellbeing is not about removing devices; it is about using them intentionally. Encouraging screen‑free times, especially before sleep, supports healthier routines and face‑to‑face connection.

At school, we work with students to reflect on their digital habits and understand how online behaviour affects emotions and relationships. We emphasise respectful online communication and the importance of knowing when to disconnect.

Families can support this by creating shared digital expectations and modelling healthy use themselves. Open conversations about online experiences—both positive and challenging—help young people feel supported and informed.

When students learn to manage technology mindfully, they develop autonomy, self‑control and stronger wellbeing—skills that extend far beyond the screen.

References:
eSafety Commissioner (Australia); Common Sense Media; Turkle, S. Reclaiming Conversation

Nikki Townsend

Reading matters and daily reading has a significant impact on student attainment. Extensive reading has been linked to improved measures on general knowledge, vocabulary, spelling, verbal fluency and of course reading comprehension. Six previous decades of research has found that vocabulary knowledge is strongly associated with proficiency in reading comprehension. Large vocabularies lead to better reading (Baumann et al., 2002).

As the adults in the girls’ lives, we have an important role in encouraging reading at home. Modelling reading, discussing the vocabulary to help build knowledge, visiting the local library, having a variety of books available, and reading together all contribute to developing lifelong reading habits. 

When a child is reading independently, it is critical that time is spent each day rehearsing fluent reading behaviours by accessing books at a suitable level. Books that are too challenging lead to students practising ‘struggling’ reading behaviours, and this impairs both fluency and comprehension development and doesn’t help build a love of reading. 

We strongly encourage and request that you focus on encouraging your daughter in her reading by discussing the book she is reading with her as she develops good reading habits. Parents can best assist by ensuring their daughter reads each night and to continue to read aloud to their daughters to model fluent and expressive reading, as well as to instil a love of literature. Below is an infographic which highlights the value of daily reading.

Reading should not be presented as a chore or duty. It should be offered to them as a precious gift. - Kate DiCamillo

Happy Reading!

Angela Drysdale

Reference:

Participation in ICAS is optional, allowing students to opt in if they are interested in extending themselves academically and taking on the personal challenge of an international competition.

Students who participate will receive a printed certificate and an online results report. High achievers may also be awarded medals and invited to attend formal award ceremonies recognising their academic excellence.

This year, all ICAS Assessments will be conducted online, allowing for greater accessibility and faster result processing. The assessments will take place during school hours on the following dates.

Parents are invited to register and pay for their daughter’s assessments through the ICAS Parent Payment System. To register, visit https://shop.icasassessments.com/pages/parent-payment/XDF041 and use the school access code XDF041.

Registrations close on Friday 24 July 2026.

We look forward to celebrating the achievements of our Years 3 to 6 students as they take part in this internationally acclaimed academic challenge.

Kate Frewin

The tour will be open to students in Chamber Strings, Exultate and Sister Helen Wind Symphony (if your daughter is currently not in one of the listed ensembles, she is more than welcome to talk with her respective conductor to discuss potential eligibility for 2027 ensemble inclusion). These kinds of tours provide unique opportunities to students where they perform together in stunning venues with great historical value and where they create very special bonds with each other through these shared experiences. An experience such as this can be life changing, and we would love to have as many students as possible involved.

Final costs are still to be confirmed and will be dependent on final numbers committing to the tour. As an approximation, the provisional cost provided to us by WorldStrides is $11,500. To secure a place on the tour, an initial deposit of $1,000 is required. Deposit payments can be made via Parent Lounge. Please note the deposit is fully refundable if insufficient numbers commit to the tour. To confirm your daughter’s involvement, payment needs to be made by Friday 24 July 2026. A letter with further information including the draft itinerary is attached.

Aspiring Young Women’s Networking Breakfast

Thank you to Emily (Year 10) who performed at the recent Aspiring Young Women’s Networking Breakfast. Emily gave a wonderful vocal performance of I Know Things Now, a song sung by Little Red Riding Hood in the classic musical Into the Woods by Stephen Sondheim. The performance was filled with wonderful storytelling and greatly appreciated by all in attendance.

Live on the Drive

Congratulations to our three rock bands who performed at our recent Live on the Drive. All bands gave incredible performances with a wonderfully uplifting feeling of joy, community and connection amongst the audience. Thank you to all students who contributed to this event and to Mr Gillespie for preparing the bands.

Music Support Group

Upcoming meetings for the Music Support Group are as follows:

• Term 3, Week 3 - Tuesday 28 July
• Term 3, Week 8 - Tuesday 1 Sept
• Term 4, Week 1 - Tuesday 6 October
• Term 4, Week 4 - Tuesday 27 October (AGM)

Parents from both the primary and secondary schools are welcome to attend. Please join the Music Parents Support Group POD page to stay updated on all things Music Support: https://pod.stmargarets.qld.edu.au/homepage/8562

Brad King

The sports office would also like to especially thank our Touch Captains and Sports Captains who assisted in the inaugural Touch Football Social Competition which took place on Tuesday afternoons throughout the season involving Junior players who were not involved in the QGSSSA season. Congratulations to the Year 9 Legends team who took out the competition in 2026. Given this success, we look forward to continuing this competition in 2027.

We also celebrate our St Margaret's lifesaving team this week who on Sunday competed in the Secondary School State Lifesaving Championships at Sunshine Coast Grammar School. Congratulations to the whole team who not only came away with the Sheena Dyson Shield, which is awarded to the champion school female, which St Margaret's has now won for 20 plus years, but in 2026, the team also won the Judith Beal Shield, which is awarded to the overall champion school. Congratulations to the whole team, our Captains Valletta H and Samara H, our coach Liam Short, and coordinator Mrs Angela Crowe for this outstanding result.

Trials are now underway for the QGSSSA Winter fixtures (Netball, Volleyball, Hockey and Tennis). If you are still interested in trialling for a sport but didn’t sign up, please contact the sports office as soon as possible to confirm what sports may still have availability. Students should not be turning up to trials if they haven’t signed up or spoken to the sports office beforehand.

This week some of our St Margaret's athletes took part in the Met North Cross Country Championships, and off the back of an outstanding QGSSSA season, several students continue to excel. Congratulations to the following students on their success.

17 years – Ava T1^st and Bella B 5^th

16 years – Georgiana R 4^th

14 years – Charlotte R 1^st

In other Met North news, two St Margaret's students - 2026 STM Hockey Captain Maddy S (Under 16-19) and Ruby S (Under 13-15) - competed in Cairns at the QRSS Hockey State Championships representing Met North. The U13-15 team went through undefeated and won the Grand Final to take out overall 1^st place.Congratulations!

A reminder for students who are interested in applying the next entry to the Sporting Flyers can apply now with applications closing at the end of Week 8. Please note that existing Sporting Flyers do not need to reapply. Please see information the Sport Flyers POD page for your application forms.

The St Margaret's sport team are happy to recognise the outstanding achievements and representation of students’ participating a national level, outside of the school sport pathway. Please directly contact Ms Williams via awilliams@stmargarets.qld.edu.au

A reminder to all families that students should be bringing student ID cards to all trainings and fixtures for bus travel. If you have misplaced your card, please visit school support for a new one.

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

• The POD - Club Netball
• The POD - Secondary Hockey
• The POD - Secondary Netball
• The POD - Secondary Tennis
• The POD - Secondary Volleyball
• The POD - Secondary Athletic
• The POD - Secondary Rowing

Anne Louise William

Years 7–12 – Training Jumper

For additional warmth during early morning and/or late afternoon training sessions, the new ¼‑zip training jacket is now available for purchase.

The training jacket does not form part of the HPE uniform and must not be worn during the school day.

Blazer Pocket Embroidery

Blazers requiring pocket embroidery must be submitted to the Supplies Shop on a Thursday by morning tea.  Please allow approximately two to three weeks for embroidery to be completed.

Trading Hours (Term Time)

Monday               8am – 2pm
Tuesday               8am – 2pm
Wednesday        10am – 5pm
Thursday              8am – 2pm
Friday                   8am – 2pm

Public Holidays & School Holidays Closed

Event Details

Date:    Thursday 18 June 2026
Time:    6:45am for a 7:00am start. Concludes at 8:00am
Venue: Circular Drive and Arts Centre Terraces

To purchase tickets please click here. Ticket sales close 3pm Thursday 11 June (unless sold out prior).

Your invitation to PWN: Urban transformation and business opportunities ahead of 2032

As Queensland accelerates toward 2032, our region is being transformed. Infrastructure priorities are shifting, urban precincts are being reimagined, and capital, demand and opportunity are moving ahead of the public narrative.

Join us on Wednesday 26 August for a panel discussion on Urban transformation and business opportunities ahead of 2032.

Hear from leaders with direct line-of-sight to the decisions shaping Brisbane's future: Simonne Bailey (Major Projects Director, Egis), Hon Kate Jones (Vice President, Paralympics Australia, Founder & MD, Linebreak), and Karuna Mazzocchi (CEO, Coronis), in conversation with Cr Julia Dixon (Brisbane City Council).

The panel will unpack infrastructure delivery, emerging precincts, market dynamics and how organisations can position themselves to take advantage of this once‑in‑a‑generation investment cycle.

Date:         Wednesday 26 August 2026
Time:         6.45am arrival for 7.00am - 8.45am
Location:   Arts Centre Foyer, St Margaret's Anglican Girls School, 11 Petrie Street, Ascot
Format:     Sit down breakfast with barista coffee on arrival.  
Tickets:     $90 Adult, $55 Student (Years 10-12/Tertiary)
Corporate tables: $850 (10 seats), includes company logo displayed on table and acknowledgement during event. 

Tickets are available here: https://www.trybooking.com/events/landing/1488773  (until Wednesday 19 August, unless sold out prior).

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

Lara Pickering