eNews Archive Issue 9 - 23 March 2017

WHOLE SCHOOL

From the Principal

Last week, many members of the school community had the pleasure of listening to past student Penny Twemlow (’00) speak at the Professional Women’s Network Breakfast. She gave the audience several key messages, which were essentially reflections of what she had learnt from her life thus far.

She was an inspiration - and her story demonstrated a focus on self-belief, resilience and drive; it was an affirmation of the need for us to help build these characteristics in the young women and girls we teach.

That same day, as the Vice-President of the Alliance of Girls Schools Australasia and the Queensland Chair of the organisation, I received the article below based on the results of a Scottish study investigating the personality traits of 14-year-old students tested in 1947 and 63 years later, again tested at the age of 77. Surprisingly perhaps, researchers discovered that personality characteristics (self-confidence, perseverance, stability of moods, conscientiousness, originality, desire to excel) are not stable over our lifetimes.

The researchers hypothesised that they would observe small to moderate stability in each of the six traits from childhood right through to older age. However, contrary to their expectations, they found there was “no significant stability” over the 63-year period. Only conscientiousness and stability of moods were found to demonstrate some stability but, overall, “the results indicated very low stability of personality from age 14 to age 77 years”. In other words, “personality changes throughout the life course".

Previous studies have found that personality is stable over shorter periods, such as from early to late adulthood. However, this study, which looks at a much longer time span of 63 years, demonstrates that smaller periods of stability do not add up to a lifetime of personality stability. Rather, “personality changes gradually throughout life, which can lead to personality in older age being quite different from personality in childhood”. In fact, “the longer the interval between two assessments of personality, the weaker the relationship between the two tends to be”, and when the interval is increased to 63 years, “there is hardly any relationship at all”.

As American journalist, screen writer and director Nora Ephron told the 1996 graduating class of Wellesley College over twenty years ago, we are not “fixed and immutable” forever. Not only are we capable of reinventing our goals, careers and relationships, but, as this latest research shows, life can also change our personality. Those who show self-confidence, perseverance, mood stability, conscientiousness, originality and desire to excel in childhood may not possess these personality traits in adulthood. Equally, those who do not possess these traits in their youth may develop into creative, confident, conscientious and stable adults who persevere and excel in their chosen field.

I do enjoy this excerpt from her speech (see below) - and you may wish to share it with your daughters as a conversation starter and/or engage your family in the game to list the five things which describe yourself.

In reference to life, Nora Ephron advised:

‘It will be a little messy, but embrace the mess. It will be complicated, but rejoice in the complications. It will not be anything like what you think it will be like, but surprises are good for you. And don’t be frightened: You can always change your mind. I know: I’ve had four careers and three husbands. And this is something else I want to tell you, one of the hundreds of things, I didn’t know when I was sitting here so many years ago: You are not going to be you, fixed and immutable you, forever. We have a game we play when we’re waiting for tables in restaurants, where you have to write the five things that describe yourself on a piece of paper. When I was your age, I would have put: ambitious, Wellesley graduate, daughter, Democrat, single. Ten years later not one of those five things turned up on my list. I was: journalist, feminist, New Yorker, divorced, funny. Today, not one of those five things turns up in my list: writer, director, mother, sister, happy. Whatever those five things are for you today, they won’t make the list in 10 years - not that you still won’t be some of those things, but they won’t be the five most important things about you.’

References:

Harris, M., Brett, C., Johnson, W., & Deary, I. (2016). Personality stability from age 14 to age 77 years. Psychology and Aging, 31(8), 862-874. DOI: 10.1037/pag0000133

Horowitz Satlin, A. (2017, March 9). This Nora Ephron speech is for women who think feminism doesn’t apply to them. Huffington Post. Retrieved from:

http://www.huffingtonpost.com.au/entry/nora-ephron-speechfeminism_us_58c03010e4b054a0ea66e5bf

Ros Curtis

From the Deputy Principal

Being able to have adequate sleep is so important for our young people. For our students to function well in classes throughout the day, they should be ensuring they are able to have good sleep patterns.

I recently read about a report on new research from Kings’ College in London that studied the effects of technology on the sleep patterns of children. The study involved over 125,000 young people between the ages of 6 and 19 years old. The study found that those children who used devices such as smart phones and tablets at bedtime have over double the risk of a disrupted sleep compared with those children who did not have access to these devices at bedtime. The study found that, even if the child was not using the device, if the device was in the bedroom then there was an increased likelihood of poor sleep.

Many suggest that not having these devices in the bedroom is beneficial to student wellbeing. Perhaps having a central place in the household (or area out of sight if in boarding) where the device can charge overnight would assist students to ensure they have enough sleep. Also, parents can help to monitor the use of these devices to make sure they are being used safely. If they are always used in a public area of the house, rather than in bedrooms, monitoring can be much easier.

The world is such a connected place now, which of course has so many significant advantages. However, it is important to ensure that our children are using these devices safely and that they take care of themselves and their usage of them so as not to interrupt their sleep.

Karen Gorrie

Chaplain

Admission to Communion and Confirmation 2017

St Margaret’s is a sacramental community, offering a range of worship expressions throughout the year. When the Eucharist (Holy Communion) is celebrated, it is a gathering of our community where we recognise and remember the promises of Jesus through the Institution of the Last Supper. To receive the bread and the wine one ought to be ‘prepared’ and come prayerfully with an open heart.

Those in the community not yet admitted to receive, or who are part of other faith journeys, are still welcome to come forward for a blessing. Two opportunities are coming up for those who might wish to be formally Admitted to receive Communion.

Students and other family members from Years 3 and above are invited to consider Admission to Communion as part of the Primary Family Service held on Sunday 4 June at 9am. Year 3s are receiving preparation for this possibility through their current studies in Religious and Values Education. Secondary students and others (including staff, family members etc.) are invited to consider being Admitted to Communion at a Eucharist on Wednesday 17 May at 6pm. The prerequisite for this is that one is baptised. Please contact The Reverend Nicki if you or your children would like to consider this path.

A Reflection on LENT from Student Chaplain, Mrs Juliana Bate:

Lent is a sober time in the Anglican Church calendar; a time where some choose to give up something for forty days, to reflect the fasting of Jesus in the wilderness and to consider the sacrifices of another compared to our own. Some may associate this time of year with adults telling them as a child that they were not to have lollies or dessert. Others know that the supermarkets have plenty of hot cross buns on the shelves alongside the Easter eggs.

For the Christian Church, Lent is about preparation. In our secular lives, preparation for a big event also has an element of change. As we prepare to celebrate the life, death and resurrection of Christ, we should be asking ourselves if we need to change. Are our behaviours, actions and attitudes towards others a reflection of what being Christian is?

No one is perfect; we are after all humans who live in a world that is busy and at times confusing and unjust. Rowan Williams, the former Archbishop of Canterbury, says that the being Christian is about entering the ministry of Christ, in all the craziness of the world. The ministry of Christ was to bring justice to all of humanity; Jesus cared and loved those who were not socially accepted and for those marginalised in his time, but he had a problem with hypocrites. So, the question is, are we being Christians and caring for those in the world that need help - seeking justice and liberty, or are we being hypocritical to what we call ourselves, and holding the marginalised of society in contempt?

The problems of the world may seem too big. We can, however, make a difference in our own homes and communities. Reflect on the words of Pope Francis, who believes that Lent is a time where our activities should enrich the lives of others “if you do no good for others, you do nothing great”.

In the words of Pope Francis:

Fast from hurting words and say kind words

Fast from sadness and be filled with gratitude.

Fast from anger and be filled with patience.

Fast from pessimism and be filled with hope.

Fast from worries and have trust in God.

Fast from complaints and contemplate simplicity.

Fast from pressures and be prayerful.

Fast from bitterness and fill your hearts with joy.

Fast from selfishness and be compassionate to others.

Fast from grudges and be reconciled.

Fast from words and be silent so you can listen. (via pietrafitness.com)

Consider how one of these alternative fastings could change your interactions within your context, how it could nourish your family and community. Perhaps decide to take up a task of change for Lent; it’s not too late.

Juliana Bate

Student Chaplain 2017

Upcoming Dates:

Wednesday 29 March: Boarders’ End of Term Eucharist, 6pm, School Chapel

Wednesday 19 April: Whole School Easter Service, 9:30am, Philip Harris Sports Centre, All Welcome

Sunday 23 April: Young Families’ Service, 9am, School Chapel

Thursday 27 April: Years 9 and 10 Family Service, St Augustine’s, Hamilton

Wednesday 10 May: Years 11 and 12 Family Service, St Mark’s Clayfield

Please don’t hesitate to contact The Reverend Nicki Colledge on 3862 0716 or ncolledge@stmargarets.qld.edu.au if you have any queries regarding baptisms, communion admission, weddings, funerals or hospital visits.

The Reverend Nicki Colledge

Deputy Head of Boarding

Whilst we work in managing the girls across all year levels, it’s so important to consider the experience of boarding through the lens of the girls themselves. I decided on selecting one boarder from Year 7 and one from Year 12 to provide personal feedback on their first term. These insightful reflections highlight the differing needs of the boarders evident throughout their journey of residential learning.

“My first term has been tough in terms of missing home, but it has been fun experiencing boarding for the first time. I’m from Toowoomba and Charleville and never boarded before. I thought it was going to be a challenge leaving my family for a long period. Friends in Year 7 and girls from older grades have helped me overcome homesickness. Spending time with them helps me not miss home so much. My mother has been able to visit me throughout the term which helped as well. I have loved the weekend activities, particularly rollerblading. All my teachers are super nice and the homework keeps us busy. Housemothers in the Boarding House talk to you when you’re sad, give you hugs and look after us so well. My goal is to continue being strong. I have met so many new friends and I’m looking forward to getting to know them even more. I can’t wait for the holidays and next term I won’t feel so overwhelmed. I now know the school and where to go.”

Camilla Mackenzie

Year 7 Boarder

“As we approach the end of the term, the life as a senior not only shortens but becomes demanding with exams coming up and committing to not only sports but other extra-curricular pursuits. Throughout this term, I have come to realise that the effort I put into this year will reflect my years ahead. In Year 12 there is a lot more independence with how one manages their time, with the workload growing and the juggling of other outside school activities. Senior year so far has tested our organisation skills! In boarding, we have Housemothers who understand the challenges that we face and ensure that we are maintaining a good balance. Ms Spooner has introduced us to the four-step plan to survive Year 12. Firstly, food - eat well and have a healthy diet. Secondly, rest - making sure you have enough sleep. Thirdly, exercise and keeping yourself active. Lastly, emotions and making sure we are ok and are balancing the stress. These steps ensure that we maintain a balance in the busy life of a senior. With Term 1 coming to a close, we are looking forward to the Senior Formal at the end of the term to establish that we are well and truly a quarter of the way through our last year of school.”

Aria Esguerra

Year 12 Boarder

Dimity Harris

Dean of Pedagogy

Teaching for Transfer

In many of the contributions I have written for the eNews over the past couple of years, I have referred to the importance of educating students for cognitive transfer. This is the fundamental goal established in our teaching and learning framework and drives much of what we are doing in relation to teaching and learning at St Margaret’s.

The ability of students to transfer their understandings to unfamiliar contexts is vitally important in terms of their academic progress and success.

This week, I read a particularly effective explanation of the importance of transfer in education in a text by Dylan Wiliam and Siobhan Leahy. I include it below:

…when we teach our students how to do something, we are rarely interested in their ability to do the things we have taught them. That sounds paradoxical but it is, in our experience, true. If we teach our students to add two numbers, such as 278 and 345, we are no longer interested in those two numbers; our students can almost certainly add those two numbers because we have shown them how to do it. We are interested in whether they can use what they learned to add two different numbers. If we teach our students how to punctuate a sentence, we are no longer interested in that particular sentence; we are interested in whether we can apply what they have learned to a different sentence, or even better, that they can punctuate when writing a story as opposed to doing a punctuation exercise…. If the only things our students can do is what we have taught them to do, they can’t do very much at all, because those exact circumstances are unlikely ever to arise again. The only useful learning is that which the student can apply beyond the context of the learning (2015, 31-32)

The examples above seem obvious and straightforward and that is why they are valuable. Transferring learning to a different context is difficult and we need to be consistently engaging our girls in a dialogue about what it is that they are learning. Encouraging them to think about their learning and asking three simple questions can help them to understand the concept of transfer:

What am I learning?
Why am I learning it?
How will I use it?

Teaching for cognitive transfer means ensuring that students think about the purpose of what they are doing. They need to struggle and embrace challenges, which may initially defeat them, but which will ultimately allow them to develop the thinking required for deep and sustained learning.

Samantha Bolton

Dean of Studies

Continuous Reporting Information

Parents with daughters in Years 5 to 11 can view results and comments for recently completed assessments by logging into Parent Lounge. The following subject areas are available for viewing:

Year 8

Chinese Listening Task
French Reading and Listening Task
Science Poster
Humanities Field Booklet

Year 9

Chinese Reading
Business Exam - Personal Finance

Year 10

Chinese Reading and Listening
Visual Art Written Assignment

Year 11

German Speaking
French Speaking
Drama Prac and Responding Task
IPT
Visual Art Written Assignment
ESL Written Task

If you need any assistance to access your daughter’s results, please email me at: ndevlin@stmargarets.qld.edu.au.

Parent Teacher Interviews

Please be aware the booking system will close at 9:00am on Monday 27 March for Parent Teacher Interviews.

If you need assistance with Parent Lounge Access please email School Support: schoolsupport@stmargarets.qld.edu.au.

ICAS Competitions

A reminder if you would like to register for your daughter to participate in the ICAS competitions this year you will need to do so via Flexischools. These competitions will be run under strict timed conditions on the following dates. Please note the time and venue for each of the competitions.

Date	Competition	Cost (incl GST)	Time and Venue
Tuesday 30 May	Science	$9.90	7.00am in Eton Hall
Tuesday 13 June	Writing	$19.80	7.00am in Eton Hall
Tuesday 1 August	English	$9.90	7.00am in Eton Hall
Tuesday 15 August	Maths	$9.90	7.00am in Eton Hall

All bookings need to be made by Friday 28 April 2017.

Nicole Devlin

Dean of Students

National Day of Action against Bullying and Violence
Student Representative Council members Penelope Crothers and Bonnie Attwooll raised student awareness regarding bullying and violence at our Whole School Assembly last week. They challenged the St Margaret’s community to show their support against bullying and violence by wearing orange armbands and orange ribbons. Students showed their solidarity by writing pledges against bullying on Circular Drive.

This day is the seventh National Day of Action against Bullying and Violence. It provides a focus for all schools to say Bullying - No Way! It is a timely reminder to reinforce our existing everyday messages that bullying and violence at St Margaret’s school are not acceptable at any time.

Student’s behaviour must always reflect the core values of St Margaret’s and students who display unacceptable behaviour will be asked to explain their behaviour and will face serious consequences.

Toc H Easter Drive
On Sunday 16 April; Years 11 and 12 Toc H members will be spending the morning at The Lady Cilento Children’s Hospital visiting the sick children who cannot go home for Easter. Students are asked to bring in Easter eggs, new toys, colouring-in books and pencils to distribute to the children and their families on the morning. Your donations are greatly appreciated; these gifts would be wonderful and provide a little magic and a few smiles to these families on Easter Sunday.

Students are asked to bring in their donations to their Form teacher by Monday 27 March 2017.

End of Term
Students and parents are reminded that Term 1 concludes on Thursday 30 March 2017 at 12pm. Buses will run at 12:20pm on the day for students who normally catch the after school bus.

Student Leave
Parents are strongly encouraged to assist the school by ensuring that students are at school up until the last day of term. If due to extenuating circumstances students have to leave before the end of term, requests for leave should be made well in advance via: studentleave@stmargarets.qld.edu.au.

Nikki Townsend

Acting Head of Primary

Let’s eat Grandma; Let’s eat, Grandma - Grammar matters

Whilst recently analysing the concepts assessed on the NAPLAN Language Convention papers, particularly the grammar components, I was overwhelmed by the number of questions which directly assess a student’s ability to reflect on their spoken language.

The examples below highlight common errors in spoken language which are assessed on the National Assessment Program Literacy and Numeracy (NAPLAN).

An alarming number of students in Australia are unable to answer the questions below correctly.

Which is a correct sentence?

I packed a old sleeping bag for camp.

I slept in a tent with my friend.

We cooked on a open fire.

We had a outdoor table for eating.

Less than 35% of Australian Year 3 students answered this question correctly and only 50% of Year 5 students nation-wide provided the correct response.

Which is the correct sentence?

I done the washing up after tea.

The wind blown over the plastic table.

He chosen the black pup with white spots.

He drew a picture to send with the card.

An alarming 47% of Year 3 students provided incorrect responses to this question.

Which option completes the sentence correctly?

Dictionaries use symbols which ________ how words are pronounced.

Have shown
Showing
Are shown
Show

Only 64% of Year 5 students could identify the correct word.

Students at St Margaret’s are explicitly taught grammar. However, if a student’s oral language contains incorrect grammatical structures and errors, these are incredibly hard to remedy as they have already become habit and are often fixed in long term memory. Error correction, through re-stating sentences that contain mistakes, and ensuring children say the sentence correctly, can greatly assist in ensuring oral language is grammatically correct. Written communication relies on effective and accurate oral language, and the simple act of consistently correcting children’s grammatical errors at the earliest of ages can be greatly beneficial, not only for grammar assessments, but for effective written communication.

Parent Teacher Interviews

You will have received an email outlining the process for booking parent/teacher interviews on Thursday 30 and Friday 31 March. Please remember bookings will close promptly at 9:00am on Monday 27 March. Unfortunately, no further bookings can be made after this time. We urge all parents to please make sure you go back into your schedules and check the times of your interviews, as in some cases, times may have been slightly modified.

School concludes for Term 1 at 12:00pm on Thursday 30 March and we look forward to welcoming all students back to school on Tuesday 18 April.

Pick Up Zone

We continue to have pick up issues which is causing increasing frustration and safety concerns for our learners. It was disappointing to be advised by the Brisbane City Council that cars were illegally parked in our two minute drop off and pick up zone recently. The police have been contacted and will be doing regular rounds to ensure the safety of our students. Cars are also stopping in the bus pick up zone which is causing undue congestion. We reiterate the importance of parents arriving at 3:30pm or just after 3:30pm as the girls need time to move to the pick-up zone after the conclusion of school at 3:20pm.

Touch Football

Congratulations to Kaya Agnew, Lani McWilliam and Ava Hampson who made the City Districts Touch Team.

Upcoming Events

Date	Event
Friday 24 March	Primary Swimming Carnival - Centenary Pool, Spring Hill
Thursday 30 March	End of Term -School concludes at 12noon for all students
Thursday 30 March	Parent/Teacher Interviews 1:00pm - 6:00pm
Friday 31 March	Parent/Teacher Interviews 9:00am - 5:00pm
Tuesday 18 April	Term 2 Commences
Thursday 27 April	New Parent and Class Parent Representative Morning Tea - Atrium

Trudi Edwards

Head of Performance

Congratulations to all involved in the Musical
Huge congratulations to all involved in this year’s production of The Sound of Music. Putting together a musical production takes everyone on a kind of rollercoaster ride. From the excitement of auditions to the nuts and bolts of learning notes, dance steps, lines - there are ups and downs through all of this, but the intensity of the process, particularly in the lead up to opening night, creates very deep bonds and a special sense of community.

The exhilaration (and relief) of ‘pulling it off’ and presenting something of quality is something that I know everyone involved will remember for a long time to come. It is truly a privilege to work with such positive, hard-working students, who not only did a wonderful job performing, but also showed kindness and care for those around them throughout the entire rehearsal and performance period. We must also extend a very big thank you to the many parents who provided an extraordinary level of support to staff and students throughout the whole production process. Well done to all on a wonderful show!

Private Music Students’ Recital

All the best to students who will be performing in the first of our Private Music Students’ Recitals to be held this year on Wednesday 29 March at 3:30pm in the Arts Centre Foyer. These recitals provide the opportunity for students undertaking private music lessons to perform to a warm and supportive audience. They are also useful in providing the girls with a goal to work towards. The recitals are held once a term in the Arts Centre Foyer with the next recital to be held on 31 May. If your daughter is interested in performing at the next recital, she is encouraged to speak with her private music teacher who can then organise to have her included in the program.

Music Support Group

The next MSG meeting will be on Wednesday 26 April at 5:00pm in the Primary Music Room (second floor of Chaseley). Parents from both the Primary and Secondary Schools are welcome to attend.

Brad King

Head of Sport

What was going to be a frantic last week of sport for the term has been impacted by the rain, of which our sports fields and gardens were all in desperate need. Monday afternoon fixtures for touch football and soccer were abandoned due to the consistent rain.

These rounds will be abandoned under the QGSSSA by-laws and as such will not be rescheduled. The basketball matches that were not played will be played early in Term 2.

Cricket were unable to play their final Division 1 round due to the closure of Windsor Park. The girls have enjoyed their season and developed their cricket skills. The Open team, which is filled with young players, were in a rebuilding phase in 2017 and unfortunately for the girls they didn’t manage to secure a win. The Division 1 team have had two wins and are currently placed 6th on the ladder, with one match to play against Brisbane State High School.

The cross country meet at Yeronga was also cancelled due to the grounds being closed. The first meet of the cross country season at UQ Sports Centre last Tuesday was very successful for the girls. The fastest 3km runner in each age group is listed below. On Tuesday next week, St Margaret’s will host the final meet for the term at Shaw Park. Nine schools will be attending the meet and it will be competitive racing for all ages.

CROSS COUNTRY MEET 1 - UQ FASTEST 3KM RUNNERS

2005

2004

2003

2002

2001

2000

Maicey Lynch