eNews Archive Issue 31 - 11 October 2018

A study by researchers at the Australian National University (ANU) has found that a father’s work-life balance is crucial to the mental health of his children. Researchers surveyed 2,496 Australian families, finding that it is not just a mother’s struggle to balance work and home commitments that affects children, but also that experienced by fathers. ANU researchers were able to demonstrate that the mental health of children deteriorates when their mother or father experiences an increase in work-family conflict. Conversely, children’s mental health improves when work-family conflict is reduced. Another key finding is that men are equally as likely to experience a problem with work-life balance as women, with 16% of men saying they never or rarely feel work and family life is in balance, compared with 15% of women.

ANU researcher, Dr Liana Leach, recently interviewed about the study by Susie O’Brien for the Herald Sun newspaper, said that: Fathers say they can’t even get to things like family events. Even when they are spending time with family they say they can’t enjoy it because they’re always thinking about work. Furthermore, says Dr Leach, the study shows that work-life conflict leads to “fatigue, distress or emotional withdrawal as parents forgo family events or valued time with their children for work-related opportunities and expectations”. In turn, when work-family conflict becomes chronic, “children’s wellbeing is adversely affected both directly and indirectly via increases in poor parent mental health, parenting irritability and marital dissatisfaction”.

According to the ANU study, published in the Social Science and Medicine journal, fathers want to spend more time with their children but say that their work does not allow them to. This is backed up by Australian census data showing that about 90% of men are employed and 92% of those are employed full-time. “The problem is compounded,” Dr Leach told the Herald Sun, “for fathers who want to be with their families more but end up working 40 to 60 hours a week.”

In addition to work, parents must factor in hours of housework; childcare; household administration; home maintenance; attending children’s sporting, music and other commitments; caring for elderly and other relatives; and other family and work obligations on evenings and weekends - leaving little time for family time, socialising, exercise or relaxation.

Lisa Connolly, Director of Family and Community Statistics at the ABS, says that it comes as no surprise that about 93% of mothers and 85% of fathers with children aged under 15 feel “rushed or pressed for time”. However, she also notes that 89% of parents still feel that they spend “quality time with family and friends”. Nevertheless, with the ANU study finding that children’s wellbeing is adversely affected when the conflict between their parents’ work and family life becomes chronic - resulting in “poor parent mental health, parenting irritability and marital dissatisfaction” - I would encourage increasingly busy families to take the time to consider the role that all family members, including fathers, play in creating a better work-life balance and improved mental wellbeing for both parents and children.

References:

 Australian Bureau of Statistics. (2016, September 2). Dad’s the word [media release]. Retrieved from: http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/4125.0~August%202016~Media%20Release~Dad%27s%20the%20word%20(Media%20Release)~2

Australian Bureau of Statistics. (2017, December 4).

More couples have both parents working [media release]. Retrieved from: http://www.abs.gov.au/ausstats/abs@.nsf/lookup/6224.0.55.001Media%20Release1June%202017

Baxter, J. (2017, May). Stay-at-home dads: Research summary – May 2017. Retrieved from Australian Institute of Family Studies website: https://aifs.gov.au/publications/stay-home-dads

O’Brien, S. (2018, August 18). Work-life balance the key to raising happy kids, study reveals. Retrieved from Herald Sun website: https://www.heraldsun.com.au/

 Dinh, H., Cooklin, A., Leach, L., Westrupp, E., Nicholson, J., & Strazdins, L. (2017). Parents’ transitions into and out of work-family conflict and children’s mental health: Longitudinal influence via family functioning. Social Science & Medicine, 194, 42-50. DOI: 10.1016/j.socscimed.2017.10.017

Ros Curtis 

Speech Night
The St Margaret’s Speech Night is a significant event in our calendar. It is compulsory for all students in Years 5 to 12 to be present and we welcome parents to join us in acknowledging and celebrating the academic and extra-curricular achievements of 2018. Speech Night is always a beautiful evening of celebration and fine performances delivered by our music students.

Information detailing arrangements for rehearsals and the big event will be sent out closer to the time.

This year, we are again using the QPAC online booking site for ticketing. Booking will be open for Year 12 parents towards the end of the month and a week later it will open to all parents. Parents will be given exact dates when they become available. Invited guests will receive their tickets in the post.

Please note that all students will receive their seat allocations and tickets at school and therefore you will not need to book seats for your daughters.

Cyber safety
I’d again like to take this opportunity to remind you of the cyber safety program we have that is available to all St Margaret’s families.

The Anglican Schools Commission has engaged Brett Lee from Internet Education and Safety Services (INESS) to develop a series of online courses for parents about cyber safety. St Margaret’s strongly supports this training for parents within our school community. This course is a user-friendly and practical resource that will equip parents with information and skills to assist their children to safely navigate the online world.

There are separate, tailored courses for parents with students in:

• Lower Primary (ages 4-8)
• Upper Primary (ages 9-11)
• Lower Secondary (ages 12-14)
• Upper Secondary (ages 15-18)

These courses are free. Please email Ms Jodi Fisher-Grimshaw, Executive Assistant to the Deputy Principal, on JFisher-grimshaw@stmargarets.qld.edu.au or phone 3862 0771 for the website link and password.

Please note: The Anglican Schools Commission has entered into a financial agreement with INESS to provide this training to school parents for a period of five years including annual updates. School parents are asked to honour the agreement with INESS and not to share the login password with persons not directly associated with St Margaret’s.

Statement of Commitment:
St Margaret’s Anglican Girls School supports the rights of children and young people and are committed to ensure the safety, welfare and wellbeing of students. St Margaret’s is therefore committed to responding to allegations of student harm resulting from the conduct or actions of any person including that of employees.

This commitment includes the provision of a safe and supportive living and learning environment for all students and requires all employees, volunteers and visitors to model and encourage behaviour that upholds the dignity and protection of students from harm.

In support of this commitment, St Margaret’s is dedicated to our Child and Youth Risk Management Strategy which includes having relevant policies, procedures and training in place to effectively address the safety and wellbeing of students in our care.

Student Protection Officers:
These are persons designated as liaison people to whom students may refer if they are not feeling safe; or to whom they make complaints of harm, inappropriate behaviour or physical/sexual abuse.

The St Margaret's Student Protection Officers are:

• Deputy Principal - Karen Gorrie
• Head of Boarding - Lesa Fowler
• Head of Primary School - Angela Drysdale
• Assistant Head of Primary School - Cathy Cox
• Dean of Students - Nikki Townsend
• Guidance Counsellor - Sharon Stone

All Student Protection documentation, including all policies and procedures, can be viewed on our website: https://www.stmargarets.qld.edu.au/discover-st-margaret-s/student-protection.

Karen Gorrie 

Reflection
Last weekend I officiated at the wedding of a St Margaret’s Community Couple in our school chapel. I spoke, as one would, about love. I emphasised that wherever there is love, there God is also. For those who struggle with an understanding of ‘who’ or ‘what’ God is, or might be like, this tangible connection can assist greatly with the development of a relationship with the God of Creation.

For those who feel comfortable with a concept of, and relationship with God, I also find that there is a great power in the simple reminder that wherever there is love, there also is God. God IS love. Jesus reminds us to love one another. Jesus reminds us to show kindness, compassion and to give food to the hungry. We are called to be neighbours to each other.

I trust in a God of love, who is love, who shows love and who invites us to love one another.

This lesson, in the words of Michael Leunig, is as simple and as difficult as that.

God of Grace and Compassion, may we live our lives in such a way that your love shines through our thoughts, words and actions. May we care for all your people – every creed, every race, every background and conviction. Grant courage and open hearts and minds. May conversation be guided most importantly by love. May love win. We ask through your Son’s precious name, Amen.

With every blessing, may you each know and share love,
The Reverend Canon Nicki Colledge

A German study last year found students who reported feeling positive emotions such as pride and enjoyment in their work had significantly better achievement over time than students who had the same level of ability but fewer positive emotions. In the Boarding House this has a significant impact on the girls and their study. We continually focus on positive emotions to keep them motivated and encourage a warm, caring environment where all the girls feel happy.

Pride acts as a barometer of achievement. Pride makes students value long-term goals and builds self-control and grit from the bottom up. When young people are engaged in areas where they feel confident and proud, it creates a ripple effect, giving them the motivation and encouragement to take on new challenges in other areas of their lives. In the Boarding House, staff continually encourage the girls and celebrate their success no matter how big or small. Acknowledging that they have made steps towards achieving their goal is vital to encouraging them to continue with their long-term goals. Positive interaction is part of what makes Boarding at St Margaret’s such a happy community.

Lesa Fowler 

For example, in English an assessment objective is to ‘analyse the effects of aesthetic features and stylistic devices in two texts’. This requirement will be explicitly stated in the task. The ISMG identifies the qualities of student work to be demonstrated and the mark to be awarded. For example, a student who demonstrates discerning analysis of the effects of aesthetic features and stylistic devices in two texts will receive a mark of 9; however, a student who only identifies aesthetic features and stylistic devices will be awarded a mark of 3. The feedback provided to the student will be about the difference between simply identifying effects rather than showing a discerning analysis.

These descriptive qualities in student work contained in an ISMG are the same as the descriptions in a criteria matrix. Teachers will continue to conference with your daughters about the quality of their work as described in the ISMG. However, rather than talking about improving a grade we will be talking about achieving a better or higher mark. Assessments will differ in their relative contribution to the overall 100 marks for the year. The ISMGs will identify the total number of marks to be awarded. For example, an assessment worth 35% will be marked out of 35 while an assessment worth 25% will be marked out of 25. The combination of marks from each of the assessments will produce a maximum subject result of 100.

This year we have introduced ISMGs in Year 10 and the girls are being awarded a mark for their work. The girls will see their marks through Learning Analytics and this calculation is explained by Nicole Devlin, Dean of Studies, in this edition of the eNews as well. When your daughter receives her marks, I encourage you to talk to her about how she can improve her mark by looking at the ISMG and the range of qualities describing student work. Introducing ISMGs this year has enabled the girls to become familiar with the language of assessment and feel comfortable going into Year 11.

Year 11 and 12 Assessment Planners
Years 11 and 12 Term 4 assessment planners are available on the Year level POD pages. It is a short term for both year levels, so it is important to start planning for assignments and exams now.

Jo Butterworth 

As mentioned in Jo Butterworth’s (Dean of Pedagogy) article this week, as a staff we have been doing some significant work around assessment in preparation for the new Senior Curriculum that starts in 2019. This year, all students from Years 7 to 12 have been able to engage with their assessment results and feedback through the Learning Analytics Program. This program enables all girls to track their learning via results, teacher feedback and GPA calculations. This program was developed according to the girls receiving results from an A+ to and E-; however, due to the changes that have been made this year with the Year 10 assessment process, the Learning Analytics Program has a few ‘bugs’ that still need to be worked through as we transition to reflecting the results of ISMG’s in the program.

Last week, I sent an email to the Year 10 girls and I spoke to them at assembly this week about the specifics of the issues of how their results are displayed in Learning Analytics. The main issue now is the results are not calculating the Year 10 girls’ GPA correctly due to translation issues from the number results to the A-E grade. Therefore, in many cases the Semester 2 GPA is not correct in Learning Analytics for the Year 10 girls. I will continue to keep the Year 10 girls updated as we develop the capacity of Learning Analytics to display their results to allow them to use this to guide their learning.

Pre-service Teachers
As a school, St Margaret’s is committed to the professional development of their staff. Due to this commitment we also value the opportunity to have Pre-Service teachers in our school to learn from our professional staff. During this term, we have four pre-service teachers from QUT completing elements of their education degree through practical experiences in the classroom.

We welcome the following Pre-Service Teachers and thank the Supervising Teachers who have offered their time and classroom to help develop the teachers of the future:

Pre-Service Teacher/Supervising Teacher
Stephen Gee/Claire Bloomer
Tiana Barrett/Talia O’Callaghan
Madeleine Miles-Maunders/Clair Monnickendam
Reece Goode/Therese Garrahy

Nicole Devlin 

Sony Camp
On the first weekend of the September holidays, Year 11 St Margaret’s and Years 11 and 12 Churchie students amalgamated to prepare for the annual Sony Foundation Children’s Holiday Camp. The Camp saw 29 St Margaret’s students wholeheartedly dedicate their time to become the primary carers for approximately thirteen female guests, intellectually and physically impaired children. The school also provided 6 caterers who prepared and served food and cleaned up over the 3 days for over 100 people. Kudos must go to Mrs Wade for the tremendous contribution she has made to Sony Camp over many years. Her work in the area of planning and preparing meals has been an integral part of the camp for a long time.

Since 1999, the Camp Program has given Years 11 and 12 students the opportunity to care for a child with special needs over a four-day period in what is a unique and life-changing experience for all involved. Each camp is provided free of charge for the participants and the majority of the camps run in the September and December school holidays.

The students, supported by a team of dedicated teaching and medical staff, are responsible for the care of these children twenty-four hours a day over the course of the Camp. They quickly learn about the challenges and demands involved in caring for a child with special needs. Not only do the students have an enriching experience, but the children are treated to a weekend full of activities and interactions they would not normally have the opportunity to experience. The Camps also provide much needed respite for parents, siblings and primary carers in what may be their only break of the year.

The eager guests arrived on Saturday morning and their grateful families handed a challenging responsibility over to the students. In return, the parents received beautiful gift packs, which were donated and prepared by the generous St Margaret’s community. A range of activities were available throughout the Camp, including swimming, art activities, a disco and a trip to Lone Pine.

Through great acts of devotion, persistence and responsibility, each companion and helper ensured that their guest’s experience was one that they would never forget. When the students relinquished the responsibility of their guest back to the parents, it was clear that the students’ contribution to the Camp had made a significant impact on not only the children, but their inspirational parents, many of whom were able to take a well-deserved break. The Camp deeply broadens students’ understanding of the realities and complexities of life as they carefully consider the lives of those living with a disability and the impacts this can have on their families. It must also be noted that our St Margaret’s Year 11 students attended lunchtime workshops prior to the Camp learning how to assist high needs children under the guidance of staff members.

There were many staff involved in the Sony Camp experience; however, I would like to particularly thank Ms Anderson, who facilitated the Camp with the staff from Churchie, Mrs Flanagan for her assistance and Ms Pallot who oversaw the care of each guest and coordinated the nursing staff. I would also like to thank Ms Calcino, Ms Monnickendam, Mr Smithers and Mrs Eastland who also helped supervise over the weekend.

Student Reflections
What does it feel like to help someone who really needs it? Ask anyone who has been to Sony Camp and you get the same reaction – “It’s life changing!” For me, the impact has been profound. This year’s Camp showed me how strong and capable I am as a person. I also learned how difficult life can be for some families and how deserving they are of our compassion and support. It is humbling to be trusted with the care of such beautiful children and I will always remember the experience.

Emily Woods

My experience at Sony camp was honestly one that I will never forget. I found it so rewarding, spending time with my guest and seeing them enjoy themselves at the various activities that took place over the three days, particularly the superhero-themed disco which was held on the second night. The challenges associated with caring for my guest taught me the value of patience and persistence. I would strongly encourage others to take part in this wonderful event in the future and would like to thank all the event organisers for this humbling and eye-opening experience.

Hilary McKie

Nikki Townsend 

As we plan for the present, we are also forward planning for 2019. A significant part of this planning is class lists. The teachers have commenced the process for class lists for 2019. In the upcoming weeks during pastoral care lessons, each girl in Years 2-5 will complete a friendship sociogram. The teachers will use this information to construct class lists for 2019. The teachers value this information as it allows girls to think about friends with whom they can work in a classroom setting.

The process for the development of class lists is as follows:

1. Each student completes a sociogram sheet. Students record 4 friends, 2 from each class (if two classes).
2. Students are allocated at least one friend. All students also record names of new students they know.
3. Teacher records friends’ names on class master sheet.
4. Teacher reviews sociograms (based on social behaviour and academics) and creates form classes ensuring there is a balance between the classes.
5. Class Teacher discusses with specialist teachers and Learning Enhancement.
6. Parent applications are considered.
7. Class Teachers create list.
8. Parents are informed of the class and teacher for their daughter for 2019, at the beginning of the Christmas holidays.

Class teachers, with the support of our Learning Enhancement teachers, will be working together to formulate classes in 2019. The teachers will be using their knowledge of the children and professional judgement to create class lists which include the individual needs of each child, a balance of academic abilities, social and emotional needs and abilities.

If, as parents, you have a valid educational request regarding your child that you believe would be valuable for teachers when creating classes, please complete the attached form (PDF 332.3KB) and return it to Tracey Richards in the Primary Office by Monday 22 October. Unfortunately, no late forms can be accepted beyond this date as teachers will create new class lists and changes will impact on all class arrangements.

Requests for specific teachers or for your child to be placed with specific children will not be considered. Please note that we are currently reviewing teacher placement for next year. The information you provide, along with the professional judgement of the Primary staff and sociograms from the students will be used to inform our decisions about class placement for 2019.

Open Classroom Invitation
2018 has been a typically busy and productive year, yet it seems incredible that we are entering our final term.

As an acknowledgment of the learning that has occurred throughout the year, our teachers will be holding an ‘Open Classroom’ on Thursday 25 October, from 3:20-4:30pm. This will be an opportunity for students to share the work they have been doing throughout the year, as well as allowing the girls to give parents a tour of their classroom. Should you wish to talk to the specialist teachers, they will be available in Year level classrooms at the following times:

• 3:20pm-3:35pm - Year 5
• 3:35pm-3:50pm - Year 4
• 3:50pm-4:05pm - Year 6
• 4:05pm-4:20pm - Year 3
• 4:20pm-4:30pm - Years 1 and 2

Please be aware that this time will be an informal occasion for you and your daughter to share what she has been learning at school. Teachers will be available to talk about learning experiences and purposes of particular activities. However, please note this is not a time for a ‘parent-teacher’ interview. If there is anything you wish to discuss, teachers are very happy to schedule a meeting at a mutually appropriate time.

We look forward to welcoming you to our classrooms.

Upcoming Events
Sunday 14 October: Young Families Service and Pet Blessing, 9am
Thursday 25 October: Primary Orientation Day
Thursday 8 November: Pre-Prep Orientation morning

Angela Drysdale 

Upcoming St Margaret’s/Churchie Music Afternoon
On Wednesday 17 October, the members of St Margaret's Sister Helen Wind Symphony, Jackson Wind Ensemble, Encorah and Stradivari Strings will participate in an informal rehearsal and performance with the members of Churchie’s Music Program in Eton Hall. This will be a fantastic opportunity for the girls to meet musicians from Churchie and experience performing in a large ensemble setting.

Students will rehearse between 4:00pm and 5:30pm and from 5:30pm, the St Margaret's Music Support Group will provide a sausage sizzle dinner for all students. At 6:30pm parents are invited to attend an informal performance in Eton Hall which will conclude at approximately 7pm. A letter with further details is attached (PDF 169.3KB).

Music Support Group
The next Music Support Group meeting will be held on 23 October at 5:00pm in the Primary Music Room (second floor of Chaseley). Parents from both the Primary and Secondary Schools are welcome to attend. Please also note that the Music Support Group Annual General Meeting will be held on Tuesday 27 November at 5:00pm in the Primary Music Room.

Brad King 

Sports Awards Evening - Friday 19 October
There is only one week to go until the annual Sports Awards Evening on Friday 19 October. This event is designed to highlight in individual and team sporting success. Our guest speaker is Alyssa Azar, who is the youngest Australian to summit Everest and will no doubt be awe-inspiring by sharing her story.   To purchase your tickets, please visit Flexischools here.

QGSSSA Athletics
It is the final countdown to the QGSSSA Athletics Carnival which will be held on Monday 15 October. The Athletics squad, involving approximately 90 students, commenced their journey in Term 2 by attending numerous training sessions, competition meets and a camp under the guidance of Head Coach, Eric Brown. The 2018 team is aiming to better their 2017 performance. To support the team in this endeavour a number of key events will take place which are detailed below:

• QGSSSA Send-off: Friday 12 October on Circular Drive, 10:05am-10:30am
• Pre-QGSSSA Lunch: Friday 12 October on the ACF Terraces, 12:45pm-1:30pm
• Final Athletics Warm-up Meet: Friday 12 October at UQ, 4pm-7:30pm
• QGSSSA Competition: Monday 15 October at QSAC, 6:30am-3:30pm
• QGSSSA Athletics Break-up: Monday 15 October at QSAC, 3:30pm-4:30pm

Vicki Wilson Netball Finals Series
A select group of Netballers have been competing throughout the year in a round robin tournament against schools across Brisbane in the Vicki Wilson Cup. This team placed first in their pool and will now compete in the State Finals on Saturday 13 and Sunday 14 October at the Coomera Sports Centre. Good luck to the following team members: Darcy Bichel, Alana Cockle, Lilly Devlin, Lauren McDonnell, Louise Millar, Alice O’Driscoll, Eliza Stanley, Charlotte Wala, Charlotte Preston, Anna Perkins, Coach - Gayle Coutts and Team Manager - Nicole Devlin.

Water Polo
All Water Polo teams are now in full training in preparation for the Brisbane Water Polo Competition. In total, we have 8 teams representing St Margaret’s making it a very action-packed season. Updated game schedule, Saturday 13 October (PDF 107.8KB).

US College Sport Information Session
A US College Sport information session will be held in the Arts Centre Foyer on Tuesday 16 October at 6:00pm by Aussie Athletes Agency. This agency is currently working with St Margret’s students and is the premier US College placement service for Australian athletes. This session is ideal for students and families currently in Years 9-11. To register your attendance, email: info@athletesagency.com.au. Please click here (PDF 541.9KB) for further information.

Congratulations:

Rhiannon Revell-Blair who played in the Jillaroos (Australian Women’s Rugby League team) against the PNG Orchids in Port Moresby on Saturday 6 October. Rhiannon scored the first try of the match in what became a 40-4 win for the Jillaroo’s.

Eliza Stanley and Niamh Macfarlane who were selected in the QGSSSA representative teams for Netball and Tennis to compete at the interstate challenge on 5-7 October. The Tennis team was captained by Niamh and won the tournament.

Lucy Howard and Lily-Kate Charles who represented Brisbane at the U15 State Hockey Championships during the recent holidays.

Helen Lobegeiger 

Please click here (PDF 837.4KB) to view the information flyer.

Lisa Smith 

Applications for 2019 are open with limited places remaining. For further details, please click here (PDF 527.9KB).

Merryl Wheaton

St Margaret’s College (Rowing), NZ – Emma Arnott and Lucinda MacPherson

Shawnigan Lake, Canada – Rosie Turnbull

Saint-Nom, Canada – Celia Quinn and Estella Caro

St Anne’s, South Africa –

Term 2: Lucy Howard, Teneille Allen and Rachel Sands

Term 3: Charlotte Russell, Priscilla Russell and Georgia Winter

Term 4: Ellen Tracey, Isobella Macfarlane and Ashleigh Witenden

Nga Tawa, NZ – Charlotte Heather and Sophia Henebery

St Stephen’s, Hong Kong – Edwina McLachlan and Julia Elks

Crofton House, Canada – Charlotte Brown and Eva Moller

Emma Willard, USA – Meleia Richardson and Georgia Ditchfield

Konan, Japan – Ella Bacon and Isabella Shepherd

Ursulinenschule, Germany – Samantha Cooper, Olivia Donoghue, Ella Blanck, Casandra Mantis, Elizabeth Ekeledo-Smith, Chloe Ziegenfuss and Arabella O’Neill

Information Evening for 2019 Exchange Students
An information evening for the 2019 Global Exchange students was held on 9 October. The evening covered St Margaret’s expectations of the 2019 Exchange students, guidelines for hosting and compliance regarding Blue Cards and Student Protection, as well as the travel requirements for each Exchange destination. In addition, the Exchange students and their families, had the opportunity to have one-on-one discussions with past Exchange students and parents about their Exchange and hosting experiences which gave a great insight into what to expect and prepare for when they commence their own Exchange journeys next year. There was an overwhelming attendance and feedback from the evening was very positive. It was great to see the active participation and interaction from everyone. We would like to take this opportunity to thank our Deputy Principal, Year 9 Head of Year and 2017/2018 students and parents who took time out to share their Exchange experience with the 2019 group.

Important

• The Information Evening was recorded, and the link will be emailed to all 2019 Exchange families as soon as possible.
• Please keep in mind that the applications for Blue Cards and other Exchange documentation that were handed out at the session must be completed and returned to Ms Achari via Main Reception.
• 2019 Exchange students will attend the weekly Exchange meetings with the current Exchange cohort from Tuesday 16 October in the Wearin Room, from 1:15-1:45pm.
• The Cultural Intelligence Workshop for the 2019 Exchange cohort will be held on Tuesday 31 October in the Arts Centre Foyer.

Term 4
St Margaret’s welcomes Thato Lethola, Chloe Greathead, Nadi Sibanda and Alice Beckett who are here on their Exchange from St Anne’s in South Africa. 

We also welcome back Anna Dunning, Harriet Warby and Lucia Capelli who were away on their Exchange to St Anne’s in South Africa during Term 3. They had a fantastic Exchange experience and have returned with wonderful memories.

We have 13 St Margaret’s students away on their respective Exchanges and we are looking forward to hearing from them soon:

Ursulinenschule, Germany: Amy Cameron, Charlotte Willersdorf, Cyrah Finlayson, Rose Couper, Ruby Howard and Natalie Bluett.

Konan, Japan: Jazmin Goudge and Mercedes Breslin

Emma Willard, USA: Isobel Barry and Pia Malouf

St Anne’s, South Africa: Brenna Cox, Ella Willersdorf and Olivia Howard

Angelin Achari 

One of the five colourful works, painted in a bright Expressionist style, shows one of the S.S.A. Sisters with a young student who we think may be a self-portrait of Pamela. According to a 2004 review in the Australian Financial Review by Australian art critic John McDonald, Pamela Hergenhan ‘is not as well-known as she should be’ and that her ‘colour and vigorous brushwork convey dynamism and joie-de-vivre.’ We are confident that these beautiful paintings will indeed bring joy to our community and inspire our Visual Art students to work more expressively with colour.

Jenny Lishman 

Professional Women’s Network
Tickets for our final Professional Women’s Network event this year are now on sale!

Dr Lavinia Codd will be delivering the keynote address. After a career as a Chartered Accountant at leading international firms, Dr Codd suffered a stroke at the age of 31. As part of her cognitive recovery, Dr Codd resumed her Bachelor of Science degree, before completing her PhD at Queensland Brain Institute (QBI) in 2015. In 2018, Dr Codd was appointed as the Advancement Manager at QBI. She also established the QBI Stroke Advisory Board to raise awareness of, and funds to support, vital research into stroke.

We hope that you will join us for our final exciting cocktail event in 2018 and hear Dr Codd’s inspiring story of her determination to improve the chances of recovery for the almost 50,000 Australians who suffer a stroke each year.

When: Thursday 18 October 2018, 5:30pm – 7:30pm (Cocktail)
Where: Price Waterhouse Coopers, Brisbane CBD
Tickets: Corporate groups $800 (for 10 people), $60 adult and $40 students (Years 10-12/tertiary)

P&F General Meeting
The P&F invites the school community to share their views and ideas at the General Meetings. Our next meeting will be held in the Arts Centre Foyer on Monday 29 October from 6:30-8pm.

Lara Pickering 

UQ Enhanced Studies Program
High achieving Year 11 students are invited to apply for UQ's Enhanced Studies Program (ESP). ESP provides students with an opportunity to extend their studies by completing a university subject in Semester 1 of Year 12. Applications close on Wednesday 31 October. Apply now.

USA Athletics Scholarships
This event is perfect for talented athletes in Years 9-11 or Year 12s who are already going through the recruitment process and want some last minute advice. Talented athletes include students who have participated in regional sporting competitions or who are in the firsts team from an early age. Please click on this link to register for this event: Brisbane - October 22.

UQ College University Prerequisite Course - apply now
UQ College is offering a short, four-week Intensive Program to assist any student that requires a prerequisite subject for their desired tertiary program in the QTAC January Major Offer Round. Courses in Mathematics B, Biology or Chemistry are delivered on the UQ St Lucia campus from Tuesday 20 November - Saturday 15 December. Discover more here.

Queensland Mathematics Summer School - register now
The Queensland Mathematics Summer School at UQ (QMSS) is a five-day program from Monday 21 - Friday 25 January 2019 for mathematically talented Year 10 students planning to study Year 11 Mathematical Methods and Specialist Mathematics in 2019. Discover more here.

Scholarships
UQ: Make your university experience easier and more affordable with the support of a scholarship: https://scholarships.uq.edu.au/

Griffith University: Explore scholarship options and apply online at griffith.edu.au/scholarships

QUT: Check out the academic, elite athlete and creative industries Vice-Chancellor’s Scholarships now.

Australian Catholic University (ACU): Elite Athlete and Performer Program (EAPP) applications open now. Applications close on 4 December. Head here for more information.

Reminder: Non-Academic Requirements for Teaching Entrance (NARTE)
Teaching suitability assessments have been introduced to Queensland for all initial teacher education courses to assess if future students possess the desired qualities to become effective teachers. Further information is available at: https://www.qtac.edu.au/courses---institutions/teacher-entry

KEY DATES:

October 2018
QTAC supporting documentation should be completed

16 November 2018
QTAC 1st round offer Year 12
UQ Academic Scholarships closing date

15 December 2018
OPs released

Monday 17 December 2018
OP Advice Night: UQ Centre, St Lucia campus, 4pm-7pm

Tuesday 18 December 2018
QUT Real Decisions, Gardens Point campus

20 December 2018
QTAC offer round

2019:
7 January
Last day to change preferences for 16 January offer round

16 January
QTAC offer round

25 January
QTAC ‘top up’ offer round

31 January
QTAC ‘top up’ offer round

5 February onwards
QTAC ongoing offer rounds

More dates are available at: https://www.qtac.edu.au/key-dates-fees

UAC key dates: https://www.uac.edu.au/key-dates

VTAC key dates: www.vtac.edu.au

Elizabeth Johnston