ºÚÁÏÕýÄÜÁ¿

Also, I remind parents and caregivers that student bags should not be in the boot of the car. It is our policy, due to the significant risk of students walking between moving vehicles, that students place their bags in the back seat of the car instead.

I always think it is interesting for the community to be aware of the dedication of our current staff members to their professional growth. The following staff across many departments in the school are currently studying in 2025 towards the Master's level (or postgraduate) qualification. You will note the focus on leadership and management in education. It is heartening to see this demonstration, at a high level, of the professional engagement and commitment to lifelong learning of our staff.

• Michelle Alexander - Master of Education (Leadership/Inclusive Learning) - Queensland University of Technology (QUT)
• Kylie Briggs – Master of Education - Queensland University of Technology (QUT)
• Geraldine Budd - Master of Climate Change Adaptation - Griffith University
• Ciara Cescotto - Master of Education (Educational Leadership Specialisation) – Queensland University of Technology (QUT)
• Jake Compton - Master of Educational Studies (Science of Learning) – The University of Queensland (UQ)
• Alison Davis - Master of Education (Leadership/Management) – Queensland University of Technology (QUT)
• Reverend Jazz Dow – Master of Education (Leadership) – Queensland University of Technology (QUT)
• Nadine Dunstone - Master of Educational Studies (Leadership) – The University of Queensland (UQ)
• Georgi Eadie – Master of Education (Leadership) – Queensland University of Technology (QUT)
• Kate Frewin – Master of Education (Leadership/Management) – Queensland University of Technology (QUT)
• Adam Hand – Master of Educational Studies (Leadership) – The University of Queensland (UQ)
• Palu Ingram - Doctor of International, Political and Strategic Studies (Major in Asia and the Pacific) - Australian National University (ANU)
• Lara Montgomery - Master of Educational (Leadership/Management) – Queensland University of Technology (QUT)
• Camille Poupardin - Master of Education (Leadership) – Queensland University of Technology (QUT)
• Nicole Walker - Master of Educational Neuroscience – Central Queensland University
• Alison Ward - Master of Educational Leadership (Leading Learning) - Australian Catholic University (ACU)
• Sally Lee Archer - Master of Teaching (Secondary) – Queensland University of Technology (QUT)
• Talia O’Callaghan - Graduate Certificate in Education (Career Development and Counselling) - Queensland University of Technology (QUT)
• Sally Lee-Archer Master of Teaching (Secondary) – Queensland University of Technology (QUT)
• Kerry Daud - Graduate Certificate in Business (Digital Transformation) - University of South Australia

For the parents, teachers and students who heard me speak at the Scholars' Assembly earlier this week, I promised I would include the following table in the eNews. If you would like to know more, its source is The 15 Invaluable Laws of Growth by John Maxwell.

Ros Curtis

Albert Bandura, a noted psychologist and former president of the American Psychological Association, says, “Most human behaviour is learned observationally through modelling: from observing others, one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action.”

One program that certainly allows our students to broaden their horizons and observe and learn from others is the Global Exchange Program.

The Global Exchange Program embraces the idea of providing our students with the ability to explore opportunities internationally as well as provide opportunities for overseas students to experience the diversity of Australia. By taking part in this program, students develop their skills in problem solving, develop communication skills, foster new friendships and gain a greater appreciation of home and family. For many students, the exchange program can be challenging as experiences vary greatly; one student may join her host family on weekends away in Italy, while another may be with a family who are not in the same position and where she is expected to help with chores around the house. The important thing is that students embrace each challenge that the program may throw at them – be it missing home, not relating to their host sister or even struggling to develop a palate for local food.

2025 is a year where the exchange program will see just over 60 Year 10 students travel to experience culture and life in another country. Currently, we have two ºÚÁÏÕýÄÜÁ¿’s students experiencing life in New Zealand, two students in France and two in England, and as a school community, we have welcomed seven students from the USA and Canada.

In the coming weeks, I look forward to meeting with the girls visiting and those returning, to hear about their learnings about other cultures and themselves.

Nicole Devlin

The article invites the reader to wonder whether, as Artificial Intelligence advances, this trend may snowball to the point that people could choose to socialise with AI rather than real human beings, and in this AI “friendship” find instant validation and never have to face critique or correction.

Whilst the home-based, phone-based culture consolidates our closest relationships of family and best friends, and strengthens our tribe - those with shared interests and passions - it is wreaking havoc on our village, those who live around us, the local community. The village is key to social cohesion.

While “families teach us love, and tribes teach us loyalty, the village teaches us tolerance".

”. The village teaches us how to live with difference and how to do conflict well.

One place that concept of the village still exists is in schools. In the school village we have no choice but to learn to live with difference and be tolerant of others, to learn how to see another person’s worth and dignity.

At ºÚÁÏÕýÄÜÁ¿’s, we celebrate the unique gifts of each person in our village. Together, we can work to shape the pro-social century, where we know our values and live them out, where, shaped by the ºÚÁÏÕýÄÜÁ¿’s Way, we can strive to build empathy and consideration of others into our academic, social, and professional endeavours.

Reference:

The ºÚÁÏÕýÄÜÁ¿’s Way

How do I want to feel everyday when I come to school? What am I doing to ensure others can feel this way?

Rev’d Jazz Dow

One of the key benefits of dinner sittings is the sense of belonging it cultivates among our boarders. By sitting with peers from different year levels, students build connections beyond their immediate friendship groups. This encourages mentorship, where older students guide and support younger boarders, creating a welcoming and inclusive environment. In an era dominated by digital communication, face to face interaction is more important than ever. Our dinner sittings encourage boarders to engage in meaningful conversations, improving their communication skills and ability to interact with a diverse group of people.

Dinner sittings provide an excellent platform for reinforcing proper dining etiquette and respectful table manners. In a world where fast paced lifestyles can sometimes overlook the importance of social graces, we take the time to teach our boarders how to conduct themselves in a formal dining setting. From using utensils correctly to engaging in polite conversation, these skills prepare students for future social and professional engagements. Our aim is to develop young women who are confident and poised in any dining situation, whether at a family gathering, a formal dinner, or a business event.

As an Anglican school, faith and reflection are integral to our boarding life. Each dinner sitting begins with a prayer that all boarders say together, providing students with a moment to express gratitude and reflect on their day. This practice reinforces mindfulness, appreciation, and a shared spiritual connection among boarders. By embedding this tradition into our dinner routine, we encourage students to pause amidst their busy schedules and acknowledge the importance of gratitude.

By sharing a structured dining experience that emphasises prayer, etiquette, and mixed age interaction, we prepare our boarders to be respectful, socially aware, and confident individuals.

Gracemere Mataia

Our current students received words of wisdom from those who have gone before them and are encouraged to implement this advice into their studies for the year. An electronic copy of this booklet is available on each Year Level page on the POD and a hardcopy will be provided to all Year 12 students. In addition, I will be including a piece of this advice in my eNews each week.

“Ask questions about how to study and what you NEED to know. Teachers have been through this before and know what the most important things are to know, especially in content heavy subjects.” – Eden Carey (‘24)

Assessment Calendars

Assessment calendars for Years 10 and 11 students were released earlier in the week. The Year 12 assessment calendar was released last year. Students should be using the information in this calendar to plan out their term. Occasionally, there are adjustments to due dates, so students are reminded to use the electronic copy on their Year Level POD pages.

Year 12 Meetings

This term, I am meeting with all Year 12 Portfolio Pathway students to discuss their progress so far and help them to plan their time moving forwards. All students will receive an appointment in their emails and parents are welcome to attend if they wish.

Caitlin McCluskey

Students were eligible for two awards at the Assembly:

• Progress Certificate – awarded to students who improved their GPA by at least 1 whole point.
• Academic Pocket – awarded to students who achieved a GPA of 13 or above.

My sincere congratulations to the following girls:

Year 7 2024

Pocket Award

Thamanna A., Annabel B., Sofia B., Thea B., Cassandra C., Jiwon C., Gia C., Maya D., Chloe D., Grace E., Hanna F., Agnes F., Juniper G., Isabella G., Allegra H., Ashley J., Alekhya K., Harang L., Cheuk Yi L., Lanarita L., Anabelle M., Mia M., Millicent M., Sienna M., Clara O., Zara P., Lila S., Zara S., Jessica S., Caitlin T., Arabella T., Uyen Bao Dang T., Nila V., Tilly W.

Pocket and Progress Awards

Elkie W.

Progress Award

Sophie C., Ava G., Abigail L., Mia M., Evie P., Anastasia T., Addison W.

Year 8 2024

Pocket Award

Sasha B., Sienna B., Zara B., Sophie B., Emily B., Lucy B., Erin B., Ashleigh C., Emily C., Piper C., Penelope C., Chloe D., Zoe E., Ritz F., Jade F., Zali F., Danica G., Chelsea G., Asher G., Lata H., Phoebe J., Emma K., Danielle L., Eilish L., Lauren L., Neve M., Sophie M., Georgia M., Danielle M., Stella M., Lauren M., Chloe N., Sophia P., Valentina P., Charlotte-Grace P., Isabelle P., Allegra P., Emily Q., Jiayu S., Isobel S., Angelica S., Lily T., Yueming W.

Pocket & Progress Awards

Greer C., Meiqi Z.

Progress Award

Alaila B., Annabelle B., Alyssa B., Charlotte B., Evie C., Isabella C., Beth H., Séana K., Lily-Jane M., Tram Thuy Tran N., Abby O., Ava W., Sophia Y.

Year 9 2024

Pocket Award

Elizabeth A., Edith B., Holly B., Isabella B., Olivia B., Abigail B., Abigail B., Hope C., Emily C., Ruby C., Harriet C., Charlotte F., Sophie F., Helena G., Charlize H., Ha Yeun K., Gina L., Lila M., Ysabella M., Abigail M., Estelle O., Lucinda R., Madeline R., Ellen R., Talia S., Georgia S., Grace T., Ava T., Inès V., Bronte W., Siena W., Ella W., Charlotte R., Erin S., Isabella B., Samantha C., Valentine D., Addison E.

Pocket & Progress Awards

Charlotte R., Erin S.

Progress Award

Isabella B., Samantha C., Valentine D., Addison E., Emily E., Charlotte H., Emma P., Jessica R., Abigail S., Makayla W.

Year 10 2024

Pocket Awards

Charlotte A., Charlotte B., Claire B., Madeline B., Sophia B., Teliah C., Alexandra D., Esther D., Coco F., Mana F., Amelia H., Olivia H., Sofia I., Lauren J., Jessica K., Lucy L., Xinyi L., Vania L., Beatrice M., Andie M., Abby M., Aila M., Matilda O., Annabelle R., Harper T., Charlotte T., Hiu Ching T., Chloe W., Polly Y.

Pocket & Progress Awards

Nell K., Adel K., Evie S.

Progress Award

Anna C., Eloise D., Elspeth D., Ruby G., Sophie H., Valletta H., Katherine K., Sophie K., Annabel L., Daisy L., Georgia M., Matilda M., Lucy N., Charlotte P., Jessica S., Abbi Y.

Year 11 2024

Pocket Award

Charlotte B., Wing Chiu C., Lauren C., Arnika D., Freya E., Jiayin F., Lily H., Momo H., Silin H., Alyssa H., Eve J., Yinan L., Neve M., Ella M., Kelly N., Alexandra O., Philippa S., Akira S., Lucinda S., Amelia S., Charlotte S., Jiayue T., Hei Yiu T., Georgia W., Ella W.

Pocket and Progress Awards

Matilda C.

Progress Award

Isabel B., Matilda C., Bronte H., Sophie H., Phoebe K., Sasha P., Nellie S., Phoebe W.

Assessment Calendars

Assessment calendars for Years 7-9 students were released earlier in the week. Students should be using the information in this calendar to plan out their term. Occasionally, there are adjustments to due dates so students are reminded to use the electronic copy on their Year Level POD pages.

Kelly Alford

Making new friends can sometimes feel challenging, but small gestures can make a significant impact. A smile, a simple greeting, or inviting someone to join in an activity can open the door to lasting connections. As C.S. Lewis wisely said, "Friendship is born at that moment when one person says to another, 'What! You too? I thought I was the only one'. Encouraging students to seek common ground with others helps build bridges and nurtures a sense of belonging.

Parents and caregivers can also support this growth by fostering environments where social connections are valued—whether through out of school hours catch ups, extracurricular activities, or encouraging participation in school events. By promoting inclusivity and kindness, we help our students develop the confidence to reach out and embrace new friendships.

Let us all take the opportunity this year to extend kindness and friendship beyond familiar circles. Together, we can build a stronger, more connected community where everyone feels welcome and valued.

Nikki Townsend

Some graduates shared advice that impacted their successful results. The research suggests one significant factor is growth mindset. The concept of growth mindset is based on the research of Dr Carol Dweck (Mindset, 2012). In a nutshell, her research shows that children who have a growth mindset welcome challenge as opportunities to improve, believing that their abilities can change with focused effort. On the other hand, those with a fixed mindset, believe their talents are limited and can’t be altered. They are challenge averse as it might reveal their inabilities. Everyone possesses a mixture of fixed and growth mindsets, something really challenging, outside of a person’s comfort zone can trigger a fixed mindset. To move on and improve outcomes, people need to recognise a fixed mindset and work with the triggers to move from it to a growth mindset. 

Goal setting is a process for helping develop a positive mindset, as the process allows students to choose what they want to improve in their performance and what they want to achieve. Students identify what they must concentrate on to see growth. By setting goals and measuring their achievements, students can see what they have done and what they are capable of. Seeing their results gives the confidence and assurance that they need to believe they can achieve higher goals and help move beyond a fixed mindset.

When staff talk to a child about setting goals, they encourage the child to think about:

• What exactly do you want to improve - ensure it is something you will need to work hard to achieve
• Identify a plan to achieve the goal
• Set a time for when you want to have it achieved by
• Discuss how you will know when you have achieved their goal

Once goals are set, students need to work hard. Hard work is about seeing every task as an opportunity to improve and build on feedback from others, such as teachers and coaches. Dedicated work and feedback are the paths on the journey to better results.

I encourage you to talk to your child about their goals for 2025 and support them in achieving them.

Angela Drysdale

This year, with the school theme being ‘Community and Connection’, it is the perfect time to embrace the questions at the heart of our ºÚÁÏÕýÄÜÁ¿’s Way: “How do I want to feel every day when I come to school?” and “What am I doing to ensure others can feel this way?” If you are looking for additional ways to support your daughter in her mindset, behaviours and organisation that will contribute to how she faces each day, the school’s ‘Expectations of Students’, otherwise known as the ‘Non-Negotiables’, is the perfect companion to ensuring that behaviours adopted for school can be continued into the home context, a crucial aspect of the home-school partnership we value at ºÚÁÏÕýÄÜÁ¿’s.

These expectations can be found in the Primary Information Guide on The POD, on the walls of all the student classrooms and in the student diary. Our ‘Manners Matter’ approach further supports this, with suggestions for how the Non-Negotiables may translate into actions and behaviours, as well as easily being applied to the home context.

You will also have the opportunity to hear more about our approaches to learning as well as supporting your daughters to be engaged, contributing members of our community at the Primary Classroom Parent Information Night next Wednesday 12 February at 5.30pm, for which you will have received an invitation on The POD. We look forward to supporting you and your daughters this year to make 2025 a success.

Annette Box

Boarder Music

All boarder musicians have been emailed details regarding boarder music practice. Boarders are able to sign up for thirty-minute sessions of supervised practice from Monday to Thursday via the sign-up sheet on the Boarder Music POD page. They are also more than welcome to use practice spaces before or after school. If requiring a space before or after school, please see Ms O’Conner (Music Department Administration Assistant) who will be able to assist in opening rooms. A list of performance opportunities was also provided to boarder musicians with all dates listed on the Boarder Music POD page. An important date to pop into the diaries is the Boarder Music Recital which will occur in the Arts Centre Foyer on 14 August. We look forward to hearing lots of music-making in the boarding house this year!

Music Ensemble Expectations

With ensembles commencing for 2025, it is timely to remind all students involved in music groups of the ºÚÁÏÕýÄÜÁ¿’s Music Ensemble Expectations. They are as follows:

1. Be on time and prepared for rehearsals with instrument, sheet music and pencil. If music has been misplaced, it is your responsibility to organise replacements in advance.
2. Assist with set-up and set-down of rehearsal space and keep the physical environment tidy. This includes the SHOR instrument storage area. No food or gum to be consumed during rehearsals.
3. Be positive and actively engaged during rehearsals. Listen and revise your part quietly while another part is rehearsing. Mobile phones must be kept in school bags or lockers. Use the bathroom prior to rehearsals rather than during.
4. Practice your part in advance of rehearsals. Be ready to perform your part individually or in small groups if asked by your conductor. Check the POD for resources to assist with practice.
5. Be inclusive and build positive relationships. Sign up for mentoring when required. Communicate respectfully with staff, captains and other students in ensembles.
6. Consistently attend all rehearsals and performances. Be responsible for checking the POD regularly for ensemble notices. Avoid making appointments during rehearsal times where possible. Discuss sport clashes with your ensemble conductor. Please note students in top-tier ensembles, the ensemble rehearsal needs to take priority. If unable to attend, an email must be sent from parents, or if from students, parents (or boarding house) must be cc’d on the email.
7. Always be kind. Practice the ºÚÁÏÕýÄÜÁ¿’s Way. Think about how you want to feel in music rehearsals and think about what you are doing to help others feel that way.

Stravidari Strings/Jackson Wind Ensemble

On Saturday 22 February, the Music Department will be holding rehearsals for students involved in Stradivari Strings and Jackson Wind Ensemble. The focus of the rehearsal is two-fold; it will be an opportunity for students to spend time rehearsing new repertoire in the lead up to Open Day, and it will also allow students to further build friendships with others in their respective ensembles. The day will run from 9:00am – 12:30pm. We understand that Mary Poppins rehearsals will also be occurring during the morning. For students who are involved in both, conductors will negotiate times with musical staff to enable students to attend part of the ensemble rehearsal morning. A letter with further information will be provided to students next week. We look forward to having all girls involved!

Music Support Group

The ºÚÁÏÕýÄÜÁ¿’s Music Support Group is a committee of dedicated parents who meet regularly to support the girls who participate in the school’s Music Program. The Music Support Group fundraises to purchase a range of instruments/equipment to enhance the department’s resources and organises and assists with refreshments at school concerts. The next Music Support Group meeting will be held on Tuesday 4 March 2025 at 5:00pm in the Circular Drive Classroom 01 (in front of the Arts Centre Foyer). We encourage parents from both primary and secondary schools to become involved.

Brad King

QG Swimming

The swimming season kicked off with a solid warm-up meet at Moreton Bay College, with 74 students participating, recording times and supporting each other. The team is now gearing up for important practice meets, including:

• Brisbane Girls Grammar Meet – Friday, 7 February at Centenary Pool
• ºÚÁÏÕýÄÜÁ¿’s/Clayfield Meet – Friday, 21 February at The Valley Pool
• St Peter’s Meet – Friday, 28 February at St Peter’s Lutheran College

The highlight of the season will be the QGSSSA Championships on Wednesday, 5 March at Sleeman Sports Complex, Chandler.

Best of luck to our Head of Swimming, Matt Brown, and our Swim Captains, Abigail, Cosette, and Emily.

Cricket

Cricket trials have concluded, and the teams are ready to take the field! ºÚÁÏÕýÄÜÁ¿’s will have two teams this year: an Opens and a Division 1 team. The season kicks off with a home game against Moreton Bay College at Windsor Park this week. We are excited to continue our partnership with Wilston Norths Junior Cricket Club who are bringing in experienced coaches, including Ruby Strange, a current WBBL player with the Brisbane Heat.

Water Polo

The STM Water Polo teams are back after their summer break, and some notable results have already been seen with wins over the weekend from the 13 Blue, 14 Blue, and 15 Orange teams. Zac and the coaching team are looking forward to working with teams for the remainder of the season.

We would like to recognise the outstanding achievements and representation of ºÚÁÏÕýÄÜÁ¿’s students participating at a national level, outside of the school sport pathway. Please directly contact Ms Williams awilliams@stmargarets.qld.edu.au so we can recognise your achievements amongst the school community.

Please don’t forget to keep any eye on the POD for the latest updates on trials and trainings for all our sports offered here at St Margaret's.

Anne Louise Williams

Date                 Friday 7 March 2025

Time                6:30pm arrival for a 7:00pm start

Venue               Rivershed at Howard Smith Wharves

Cost                 $219 per person - includes a meal and drinks package for the evening. RSVP 5.00pm Friday 21 February, unless sold out prior.

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

Tickets            

This event is proudly supported by Supporting Sponsors: and , and Maggies Supporter .

Wine tree raffle – can you help?

The wine tree is back for the 2025 Fathers’ Dinner and the P&F need your help!

Do you have a nice bottle of wine sitting at home looking for a great cause to be donated to? If so, the P&F Association would love to hear from you.

You can choose to donate anonymously or have your name displayed with your contribution. On the night of the Fathers’ Dinner, all the wine will be offered via a live auction.

Donations can be delivered to the Development and Community Office by a parent or guardian between the hours of 9am and 4pm during the school week. Please note that students are not permitted to deliver wine tree donations.

If you would like to support the wine tree, please contact the P&F Association via p&f@stmargarets.qld.edu.au or (07) 3862 0825.

Tickets for the 2025 Past Student Awards Dinner are on sale now

Established in 2015, the ºÚÁÏÕýÄÜÁ¿’s Past Student Awards recognise and celebrate the many and diverse achievements of our past students and honour their legacy.

We are pleased to announce the winners of the 2025 St Margaret's Past Student Awards.

Please join us in congratulating Distinguished Past Student, Prue Galley (’61), whose vision and advocacy in the 1970s led to the adoption of patient self-referral to physiotherapists.

Ria Bhagat (’12) has been recognised as the Young Past Student of Distinction for her service as a diplomat at the Australian High Commission is Vanuatu and Kenya, developing key relationships across government, civil society, and media.

Annabelle Brayley (’72) is the recipient of the Spirit of Service Past Student Award for her leadership in addressing primary health care access in remote Australia and for sharing these perspectives as a best-selling author. 

We invite you to join us with your daughters for the Past Student Awards Dinner to hear from and celebrate inspirational St Margaret's women who have made outstanding contributions to our society and achieved great success in their chosen field.

Event Details

Date:      Wednesday 26 March 2025
Time:      Pre-dinner drinks and canapes at 6.30pm
                Dinner at 7.00pm (including Awards presentation)
Venue:     Arts Centre Foyer, St Margaret's AGS

Please purchase your tickets here:

For enquiries please contact the Development and Community Office on (07) 3862 0825 or email developmentandcommunity@stmargarets.qld.edu.au.

Volunteering at ºÚÁÏÕýÄÜÁ¿’s

We acknowledge the important work that volunteers carry out within our school environment. Assistance, whether it is as a volunteer in the classroom, tuckshop, excursions, P&F activities or sporting carnivals, enhances the quality of your child’s teaching and learning experience.

If any parent is volunteering in the school, they must fill out the Volunteer Application form, found at the following link: /discover-st-margarets/student-protection/volunteering-at-st-margarets/volunteering-at-st-margarets. This link will give you all the information about volunteering, as well as the volunteer register link. Please note that each volunteer must fill out a new form each year, as the application is only valid for one calendar year.

Please also be aware that there is a Volunteer Code of Conduct available on 

Lara Pickering