̨ž³UUÖ±²¥

The National Excellence in Teaching Awards program was established in 1994 to honour exemplary teaching throughout Australia and New Zealand.

We know that parents value the efforts of our teachers and there are very few opportunities for a public expression of this appreciation and support. One way of doing this is by nominating a teacher for this award. Nominated teachers receive a congratulatory NEiTA Certificate of Nomination and become eligible for NEiTA State and National Awards.

Nominations are quite straightforward and confidential. If you wish to nominate, please access this link.

Thank you for considering nominating a member of the ̨ž³UUÖ±²¥’s teaching staff. It is always a delight for a staff member to receive feedback that they were nominated. NEiTA have not yet provided the deadline for the close of nominations but I would suggest completing a nomination before the end of Term 2.

On 28 February, I and approximately 300 other Principals/Stakeholders met in Canberra to talk about the growing threat to school funding. Sponsored by Independent Schools Australia and the Association of Heads of Independent Schools Australasia, the forum provided the opportunity for those in politics to talk about their education platform for the upcoming federal election.

There are growing calls from some politicians and commentators that funding for non-government schools should be reduced or even removed.

Decisions made in the coming months could shape the future of education funding, family choice, and the opportunities available to the 716,000 students whose families choose an independent school. Many independent school parents, and the wider community, may not be aware that every Australian student, no matter which school they attend (public, independent, catholic), receives some funding from governments.

Also, they may not realise this funding is essential to keep education affordable and accessible, or that, in independent schools, the government contribution is reduced based on the actual income – the Capacity to Contribute - of a school’s parent body.

They may not also realise that parents who send their children to schools other than public schools save the taxpayers billions of dollars.

Generally speaking, changes to government funding policies risk higher fees, uncertainty for school planning, reduced support for vulnerable students and fewer choices for families. Families are taxpayers and voters. They contribute to our education system through fees, often making significant sacrifices to send their children to their chosen school.

To ensure our voices are heard, Independent Schools Australia (ISA), working with the state and territory Associations of Independent Schools, has launched the School Choice Counts campaign. The focus of this campaign is to protect fair funding and secure the right of every family to choose the best education for their children. Details about how school funding works and about this campaign can be found .

Ros Curtis

The Framework is underpinned by five principles that guide all professional learning opportunities at the school.

• Evidenced based
• Ongoing
• Purposeful
• Autonomous
• Collaborative

To maintain and enhance their skills, our staff actively participates in various professional development opportunities. These include workshops, seminars, and conferences that cover a wide range of topics, from the latest teaching methodologies to advancements in educational technology. By staying updated with the latest trends and research in education, our teachers can implement innovative strategies that cater to the diverse learning needs of our students.

Professional development at ̨ž³UUÖ±²¥’s is not just about individual growth; it's also about fostering a collaborative learning environment. Our staff regularly engage in peer observations and collaborative planning sessions. These provide valuable opportunities for teachers to share insights, discuss challenges, and develop new approaches together. This culture of collaboration not only enhances teaching practices but also strengthens the sense of community within our school.

Professionalism among our staff is evident in their daily interactions, both within the classroom and the broader school community. Our teachers consistently demonstrate a high level of expertise, ethical behaviour, and a passion for teaching. They are role models for our students, showcasing the importance of responsibility, respect, and a positive attitude for all students.

As we continue to prioritise staff professionalism and professional development, we are confident that our commitment will lead to even greater achievements for our students. We are proud of our staff's dedication to excellence and their unwavering commitment to lifelong learning.

Nicole Devlin

I have been reading The High 5 Habit by Mel Robbins. The habit is high fiving yourself in the mirror every morning.

Mel found that she was critiquing herself whenever she would look in the mirror. So every morning she’d begin the day with negative-self talk - things like… “too many wrinkles”… “bags under the eyes” “I don’t like my nose” - think of all the criticism!

She caught herself saying this and realised the power of her words. So, she high fived herself and immediately shifted the story in her head. In the book she unpacks the psychology of the high five habit. She argues that the habit halts the negative and shifts the mind to the positive because our brains associate a high five with joy. This habit shows the power that healthy and positive habits can have in reframing perspective and mindset.

At boarder chapel this week, I reflected on self-compassion, and how God sees us with abundant love and compassion.

A reminder that we have our Years 9 and 10 Family service coming up next Thursday 27 March at 6pm.

Rev’d Jazz Dow

For our boarding students, living away from home can be both exciting and challenging. Chapel services offer a consistent time and place where students come together, creating a sense of belonging for all. These moments of shared worship, music, and reflection help to build strong relationships among students and staff, reinforcing the values of kindness, respect and unity.

Boarding school life is busy and structured, filled with academic pressures, extracurricular commitments, year level evening routines and social responsibilities. Chapel services provide a break from these demands, allowing students to slow down and reflect. Messages delivered during services often focus on themes such as gratitude, resilience, integrity, and compassion, values that guide students in their daily lives and beyond. These services also serve as a time of inspiration and contemplation, offering wisdom that applies to all aspects of life. Boarding students may experience homesickness, personal struggles, or grief. Our services provide a safe and supportive space where students can find solace, seek guidance, and draw strength from their faith and community. Chaplains and pastoral care teams play an essential role in offering support, helping students navigate difficult times with care and compassion.

Chapel services often involve student participation, whether through reading scripture, leading prayers, performing music, or delivering messages. These opportunities help develop public speaking skills, confidence, and a sense of responsibility. It is also a platform for celebrating diversity, recognising different traditions, and promoting inclusivity. Special services that highlight cultural events, important holidays, or significant school milestones contribute to a rich and meaningful chapel experience.

Chapel services are an integral part of boarding school life, offering a unique blend of spiritual nourishment, personal reflection, and community bonding. Whether strengthening faith, fostering friendships, or developing leadership skills, students benefit from the meaningful experiences that chapel provides. By embracing this time of connection and contemplation, boarding students can carry forward the values they learn, shaping them into compassionate and thoughtful individuals.

Gracemere Mataia

When attending exams, all students need to have the following equipment:

1. Their Student ID to be presented to the supervisor on entry into the exam room.
2. Approved equipment in a clear, sealed plastic bag, this includes:

• Black or blue pens
• 2B pencils, sharpener and eraser

• Note: a 2B pencil is only required for multiple choice questions and drawing graphs or diagrams. Black or blue pens must be used for all other written responses.

• Highlighters
• Clear plastic ruler
• Water in a clear unlabelled bottle
• Asthma inhaler
• A QCAA approved calculator with memory cleared and ready for checking prior to entering the exam room (if required).

3. Please note that white out and erasable pens are NOT permitted into the exam room.
4. Mobile phones and Smart Watches are NOT permitted in the exam room.

Finally, can I please remind all Years 11 and 12 day students that if they are attending school during the exam block to study or meet with a teacher, they need to be in full school uniform and all other school rules apply, including the use of mobile phones and jewellery. Years 11 and 12 boarding students also need to be in full school uniform if they are meeting with a teacher.

Caitlin McCluskey

“There’s a big difference between doing the work at the last minute and working up until the last minute.” – Ashley Jenkins, ‘24

Interim Attitude to Learning grades are subject to change in Term 2, with a final Attitude to Learning grade to be published for each subject in the Semester 1 Academic Report. Students and parents will be able to view the interim Attitude to Learning grades through Learning Analytics from Thursday 3 April.

A reminder that the Attitude to Learning grade is a four-point scale:

• Excellent
• Good
• Satisfactory
• Needs Improvement

Teachers will apply a ‘best-fit’ approach for each student, using the criteria table below, when determining an appropriate Attitude to Learning grade.

Note: If a student fails to submit a draft or final assessment in your subject, they cannot be awarded any more than a Satisfactory for Attitude to Learning.

Kelly Alford

As Nelson Mandela once said, "The greatest glory in living lies not in never falling, but in rising every time we fall." This quote encapsulates the essence of resilience—the ability to bounce back stronger after failure. Life inevitably presents obstacles, but resilient individuals view these challenges as opportunities for growth rather than insurmountable barriers.

Courage complements resilience by motivating individuals to confront difficulties head-on. Maya Angelou famously stated, "Courage is the most important of all the virtues because without courage, you can't practice any other virtue consistently." This perspective highlights how courage is the catalyst for action, enabling people to step outside their comfort zones and embrace new experiences.

In academic and professional settings, resilience and courage are particularly vital. Students who develop these traits are better equipped to handle academic pressures, while professionals can adapt to changing work environments and lead with confidence. As Brené Brown puts it, "Courage starts with showing up and letting ourselves be seen."

Building resilience and courage requires intentional effort, such as setting realistic goals, maintaining a positive mindset, and seeking support when needed. Cultivating these traits not only fosters personal success but also inspires others to persevere and thrive in the face of adversity.

Nikki Townsend

Visual literacy helps children decode and interpret visual information, such as pictures, symbols, graphs, charts, and videos. By learning how to analyse visual elements alongside written or spoken language, children develop deeper comprehension and critical thinking skills. They understand not only what is being said but also how it’s being conveyed. This skill is essential, not only for understanding art or stories but also for interpreting data and navigating complex information in everyday life.

Whilst we will teach students visual literacy by analysing picture books, there are other ways parents can contribute to a child’s understanding. Many stories are transformed into movies or theatre productions. I would recommend to parents to read the story with your child, watch the movie and if there is an opportunity, see it as a theatre production. Look out for them in the upcoming holidays.

Engaging with stories in multiple formats significantly strengthens a child’s visual literacy as students learn how to interpret and interact with visual elements, decode symbolism, and create mental images that enhance student comprehension. When children read a book, they engage their imagination to bring the characters and scenes to life. However, watching a movie adaption of a book provides another layer of engagement, offering cinematic interpretation that emphasises different aspects of the story. Likewise, seeing a musical version encourages children to develop empathy, as they witness the characters’ challenges and triumphs. It helps them understand emotions such as joy, fear and love in a real-world context, which contributes to a child’s emotional intelligence.

Comparing the book, movie and musical helps children understand how a story or narrative can be reimagined in various formats. Students also learn to appreciate the different nuances of different art forms and mediums which enhance a child’s critical thinking and creativity.

Today, the Years 3 and 4 students had the opportunity to see the school musical, ‘Mary Poppins’. Seeing it as a musical on stage, allowed the students to experience the story in a completely new way. The live performance, vibrant set design, and dynamic choreography added depth and excitement to the narrative. Our students experienced emotions and actions conveyed not only through words but also through visual and auditory elements which helped strengthen their comprehension and interpretation skills. If you have been lucky enough to secure tickets to the musical, please not only use the experience for enjoyment but also learning.

Angela Drysdale

This experience offers the students the chance to see and subsequently respond to live theatre, which is one of two key components of Drama in the Australian Curriculum. Responding in Drama involves students being audience members and listening to, enjoying, reflecting on, analysing, appreciating and evaluating their own and others’ drama works. Responding involves developing practical and critical understanding of how the elements of drama can be used to shape and structure drama that engages audiences and communicates meaning. This more theoretical component of Drama assists students to understand how creative choices intersect to communicate a message or a perspective. The other core component, which is the one that is developed the most in our Drama lessons is Making. Making in Drama involves improvising, devising, playing, acting, directing, comparing and contrasting, refining, interpreting, scripting, practising, rehearsing, presenting and performing. Students use movement and voice along with language and ideas to explore roles, characters, relationships and situations. Both Making and Responding in Drama assist with the development of critical and creative thinking, which has been highlighted as an essential 21st century skill which can influence how we think, work and live.

When students make and respond to Drama both in their lessons and beyond, they are honing their capacity to problem solve, collaborate and communicate. The benefits of Drama extend far beyond this with the development of empathy, confidence, concentration and memory being additional benefits.

The Years 3 and 4 girls are thoroughly enjoying their time in the Drama classroom in which they have had many opportunities to demonstrate their own creative prowess, so to see their peers in action in a production they will have the opportunity to audition for when in secondary school was a wonderful treat as we move towards the end of the term. Many thanks to Ms Rowena Bracken and Mr Brad King for making this exciting outing possible.

Annette Box

The school musical is a very special event within the school’s calendar, bringing together many different parts of the school community, and providing a unique performance opportunity for students to experience the magic of live theatre. We hope that it will be enjoyed by all those who come along to watch the show and become a treasured memory for all students involved.

Mary Poppins Raffle

The Music Support Group will provide raffles at the upcoming performances of Mary Poppins. For those who might not be able to attend, or would like to purchase tickets in advance, please scan the QR Code below. Prizes range from a three-night getaway to Tin Can Bay, to generous restaurant/shop vouchers and special hampers. Thank you to all parents who provided these generous donations in support of the ̨ž³UUÖ±²¥’s Music Program.

Music Support Group

The next Music Support Group meeting will be held on Tuesday 29 April 2025 at 5:00pm in the Circular Drive Classroom 01 (in front of the Arts Centre Foyer). Parents from both the primary and secondary school are welcome to attend.

Brad King

Opens: Overall 6^th place

Senior A: Overall 5^th place

Senior B: Overall 2^nd place

Senior B: (STM ii) Overall 4^th place

Unfortunately, the season was abruptly ended thanks to ex Tropical Cyclone Alfred with the final rounds cancelled.

Thank you to both Ms Helen Lobegeiger and Ms Jordan Duffy for working with these teams over the season as well our coaching team who worked throughout the short season with the girls. We hope the girls return next year, bringing the same spirit and enthusiasm. We also look forward to the AFL Junior season in Term 4.

Club Water Polo Season

The Club Water Polo season is wrapping up with finals being played over the next two weekends. It’s been a busy end of season with our 19 teams entering the final few weeks of training and matches. Congratulations to all Water Polo players who started the season in September 2024! The following teams will be playing over the coming weeks in finals matches and the school wishes all our teams and coaches the very best.

Saturday, 22 March

BRONZE Play Off

Venue: Somerville House

13 White Div 4             Time: 9.20am

14 White Div 4 Time: 12:50pm

Venue: The Valley Pool

18 Orange Div 2 Time 11:50am

12 Orange Div 2 Time:  2:50pm

Saturday, 29 March

GOLD Medal Match

Venue: Somerville House

15 Blue Div 4 Time: 12.55pm

15 White Div 4 Time: 1.35pm

Thank you to the Water Polo Parent Support Group for their support throughout the season and, in particular, for hosting the Water Polo break up party last Friday morning which was enjoyed by the teams and coaches. It was a great way to finish up the season and to wish the teams in the finals the very best of luck! Go Maggies!

Latest Sport News and Information

For the latest sport news and information please check out all our Secondary School Sport POD pages. Currently the Sports Office is looking for sign ups for the following sports:

Rhythmic Gymnastics:

Lifesaving:

Anne Louise Williams

We have fun-filled and exciting activities planned for our Easter Vacation Care Program. Further details of the program can be found here (PDF 492.9KB).

Please refer to the attached Information Guide for full booking terms and conditions. We are unable to accept bookings via email or text message. The OSHC registration and Debitsuccess form must be completed, signed and sent back to us to finalise your booking. Please read the information guide carefully as some information has changed. OSHC Registration and Debitsuccess can be completed via the My Family Lounge.

PLEASE COMPLETE YOUR VACATION CARE BOOKING FORM VIA THE MY FAMILY LOUNGE APP

We are very excited to inform you that ̨ž³UUÖ±²¥’s OSHC has subscribed to a fantastic online Booking and Waitlist management program called QK Enrol. This program will give you access to manage your own account information, where you will have the ability to make bookings requests and allows you to complete and submit an online enrolment form for your child. You can do this and much, much more all within a parent portal called ’My Family Lounge’.

How do I log in?

Please navigate to the link below and either sign in with your existing My Family Lounge account or Register for an account if you do not already have one. Please note all families who have previously submitted an enrolment form will have an account already set up; all you will need to do is click ‘forgotten password’ and use the email address you used to receive this form.

When making a Vacation Care booking please select Casual bookings, not Permanent.

What is the cost?*

Early Bird Fees: $63

Early Bird Bookings close: 14^th March 2025

Fees: $68 per day*

Bookings close: 28^th March 2025

*Incursions and excursions incur additional costs. These are compulsory for all students and therefore you are able to claim CCS.

What are the hours of operation?

The service is open from 7:00am until 6:00pm.

How can I obtain more information?

If you would like further information regarding our OSHC Program or if you would like to make a booking, feel free to contact me on 0423 547 653 or email: oshc@stmargarets.qld.edu.au.

Palu Ingram

Date:        Friday 22 August 2025
Time:        6:30pm arrival for 7:00pm start
Venue:      Rivershed at Howard Smith Wharves
Enquires:  p&f@stmargarets.qld.edu.au. 

There is no need to do anything (other than update your diary), as tickets have been automatically carried over to the new date.

If you originally missed out on a ticket and would like to attend in August, we have a limited number of additional tickets now available

If you have any questions, please contact the P&F at p&f@stmargarets.qld.edu.au. 

We thank our Supporting Sponsors: Morgans and Charman Buyers Agency, and Maggies Supporters, Oscar Hunt.

Aspiring Young Women’s Network Breakfast - with guest speaker, Elise Gane (’04)

Is your daughter considering a career in allied health or academia, or contemplating her subject selections for Years 11 and 12?

We invite parents and senior students to join us at the first Aspiring Young Women’s Network Breakfast event of 2025 to hear from Elise Gane (’04), a physiotherapist with 16 years of clinical experience.

Elise will share her journey, from completing a PhD in cancer rehabilitation to her current role as a Principal Project Officer at Queensland Health where she works in digital health projects.

Elise’s experience across the public health service as a clinician, researcher, and project officer, gives her a unique insight into the current challenges facing the public health system in Queensland and the critical role allied health professionals play in the delivery of quality healthcare services to Queenslanders.

Date:                    Thursday 29 May 2025

Time:                    6.45am arrival for 7.00am - 8.45am

Location:             Eton Hall, ̨ž³UUÖ±²¥'s Anglican Girls' School, 11 Petrie Street, Ascot
Format:                Continental style breakfast  

Tickets:                $38 Adults/Student

 To purchase tickets please

We thank our series sponsors: Pitcher Partners and the ̨ž³UUÖ±²¥’s Old Girls’ Association

2025 Past Student Awards Dinner – Ticket sales closing today

Join us for an inspirational evening to hear the journeys of this year's Past Student Award winners, Prue Galley (’61), Ria Bhagat (’12), and Annabelle Brayley (’72) as we celebrate their outstanding achievements.

We invite you to join us with your daughters to hear from and celebrate inspirational ̨ž³UUÖ±²¥'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, ̨ž³UUÖ±²¥'s AGS
Tickets:                 $99 adult, $69 student

Please purchase your tickets .

For enquiries please contact the Development and Community Office on (07) 3862 0767 or email developmentandcommunity@stmargarets.qld.edu.au.

Lara Pickering