168¿ª½±¹ÙÍø

The light shades add to this historical theme by including more images from the past and quotes chosen from past Heads’ addresses or editorials in The Link, our school magazine. Combined, we believe, these quotes provide a comprehensive summary of what is at the core of the 168¿ª½±¹ÙÍø’s experience. To save you standing below the light shades and peering at them uncomfortably to ‘read’ the light shades, I have reprinted here the quotes we used. 

School life is a joyous adventure, a climb up a steep range, beyond which, veiled in clouds and mist lies the rest of life – mysterious and unknown, partly here and partly hereafter. But the trail has been blazed and, well-equipped and well-directed, we shall eagerly follow it up.

Sister Teresa (1924)

168¿ª½±¹ÙÍø’s Principal

To express oneself truly, effectively, and appropriately, to listen with a sensitive ear, to look with a perceptive eye, and to experience joy – this is the first object of general education.

Sister Jean Marie (1968)

168¿ª½±¹ÙÍø’s Principal

168¿ª½±¹ÙÍø’s is a ‘belonging place’, where generations of Old Girls and current students want to belong and celebrate connection. It is here young people explore and form their identity, when they discover and develop their strengths and talents, and it is here where they grow friendships that last a lifetime.

Ros Curtis (2015)

168¿ª½±¹ÙÍø’s Principal

The teaching of a school – and by teaching I do not mean class lessons – is like a stone dropped into a clear pool, for its influence expands in ever widening circles.

Sister Bernardine (1939)

168¿ª½±¹ÙÍø’s Principal

O gente umana, per volar sù nata,

Perché a poco vento così cadi?

O human creatures, born to soar aloft,

Why fail ye thus before a little wind?

Dante’s Divine Comedy

Purgatorio, Canto XII, Line 95

I had fun. I found confidence. I left school with no doubt about who I was, who my friends were. And a sense of ability – there was nothing I couldn’t do.

Kate Gibson (2005)

168¿ª½±¹ÙÍø’s 1996 School Captain

Word for the week is Paltering. Watch out to see if your daughter does this. Paltering is a form of deception which involves making statements which are true, but are purposely skewed to mislead the other side. People use paltering because in their minds they’re telling the truth, so they think they’re being honest. Paltering is misleading. You might say, ‘since your results have gone up in second semester for the last 2 years, I expect them to go up this semester.’ If a child knows that their marks may not be as strong they could mislead by paltering, saying ‘Well that’s true, my marks do always go up in second semester.’ The answer is technically true, but the child has not revealed that they expect this would not happen this year. Paltering works as it can be quite difficult to detect and the response could be accurate despite the omission of important information. Paltering is a deliberate attempt to give the wrong impression. My advice is this: watch out for paltering when it comes to your daughter’s sleepovers or attendance at parties. The best way to become a paltering identification expert is to identify when perhaps you may be paltering yourself!

Ros Curtis 

I read recently that talent has little or nothing to do with success. In most things, people learn quickly at first, then more slowly and then stop developing completely. However, some people keep improving – how does that happen?

People who have achieved success in their chosen endeavour will mostly say that they have devoted time to effective practice. By effective practice I mean the type that gives you feedback on what you are doing well and what you can improve. It often means doing the same things over and over again until understanding is reached, then moving onto the next step. This can be frustrating, but perseverance is the key.

You can also practise your schoolwork. Here are some ways you can try to practise and improve your schoolwork I read recently that I thought I would share with you this week:

• Approach each school task with the goal of getting much better at it
• As you do the task, focus on what’s happening and why you’re doing it the way you are
• After the task, ask your teacher for feedback on your work. Truly digest this feedback – use it to make changes if necessary. Practise the changes.

(Source: Principals’ Digest, Vol 23, No 25)

Karen Gorrie 

The morning will begin from 8:30am with the Blessing Service starting at 9am. Stay for a chat and some morning tea.

Rev Nicki Colledge, Long Service Leave until 7 October 2017

I will be taking Long Service Leave from 21 September, travelling to some wonderfully eclectic, beautiful and spiritual places! Should you or your family be in need of a priest during this time (hospital visits, prayerful support, conversation, baptism, funeral etc), please contact our Deputy Principal, Ms Karen Gorrie, who will be able to direct you to one of our local clergy.

With every blessing on you and your week ahead,

The Reverend Nicki Colledge 

Our Pastoral Care Coordinator, Sandra Johnson, together with the House Mothers of each year level, have decorated the Boarding House with reminders about the importance of checking in with each other and asking ‘R U OK? 

This national campaign is incredibly valuable for our boarders at this testing time of term when mood and motivation can often slump. The girls have responded brilliantly, often asking each other, including the staff around them, about how they are. This simple courtesy is authentically realised as a vital life skill and has certainly raised awareness about mental health and the importance of starting a conversation. Girls know they can approach House Mothers, Mrs Johnson, Ms Fowler or myself if they are concerned about a friend. Connecting girls with support is something we consider paramount in Boarding. For more information about starting conversations and ‘R U OK? Day’ please click on the link: . 

Dimity Harris 

I love the quote above. I love it because it speaks to me as a person, a parent and an educator. It is uplifting and empowering, reminding us that everything we need to flourish lies within us. Giving young people this belief sits at the core of excellent education.

This can be a particularly challenging time of the year for many students. Some are still immersed in the demands of assessment, others may be receiving results which are not what they would like them to be and others feel spent at the energy the term has required. I would like to take the opportunity in my piece this week to remind the girls about what the purpose of their schooling is. All our actions, whether as teachers, parents or students should be driven by purpose. We need to begin and continue with the end in mind. In this way, we can maximise the benefits gained from learning and minimise the disappointments.

The purpose of school, in my view, is to lay the foundation upon which young people can build successful and meaningful lives – lives rich with opportunities and relationships. Our school mission statement reflects this, asserting that, “… 168¿ª½±¹ÙÍø’s Anglican Girls School aims to provide excellence in teaching and learning … preparing confident, compassionate, capable women able to contribute in a global community”. When schooling is seen in this holistic way the result achieved on a piece of assessment is put into perspective. A result on an exam does not predict a student’s future success, her capacity or her intelligence. It reflects what she has been able to demonstrate in that context at that time. A result is one small part of a learning journey; it is an opportunity for further learning. That is, for making meaningful progress through focused and consistent effort. This does not happen quickly or easily. In fact, it can be painful and difficult, but progress is always possible.

True learning can only happen when the learner is out of her comfort zone; when she is challenged. It relies on a genuine melding of the cognitive and the emotional. Both the head and the heart are needed for high quality learning to take place. Our thoughts and our feelings combine to promote learning or to inhibit it. Knowing this is an important step in becoming a more effective learner. When we are highly stressed we do not learn well. When we are anxious we do not learn well. When we are frightened, we do not learn well. Conversely when we are calm and optimistic we are better learners. Being a good student involves caring for yourself emotionally, physically and mentally. Embracing intellectual struggle is more likely when one is feeling whole – well and happy.

As the term comes to a close I hope that our girls recognise that this is not the end of a chapter of their learning but rather part of the long cycle which will hopefully engage them throughout their lives. They have everything they need to prosper.

Samantha Bolton 

Teacher and school leaders concerns about high stakes testing and assessment driven education has driven the education system into the accountability corner. Accountability within schools has become a main driving force for providing a reference point to measure how a school and its’ students are performing. With the introduction of high stakes testing, websites that publish league tables and a media that is ready to pounce on any negative of a school, teachers and students are feeling the pressure to produce high results and outcomes for schools. This drive for accountability within schools has produced a system facing a level of disengagement. However, at 168¿ª½±¹ÙÍø’s we have implemented the 168¿ª½±¹ÙÍø’s Teaching and Learning Framework, that is driven by 5 pillars – Challenge, Differentiation, Feedback and Connection, making up the outside pillars all supported by Motivation as the central pillar.

Erica McWilliam and Peter Taylor have written numerous times about their concerns that accountability and other factors are stopping our students from developing the learning dispositions that will enable them to be self-managing motivated learners (2012). They argue that students need to be given opportunities to take their rightful place as active and ethical participants in the world. Not play it safe through imitation and memorisation that is required for a system that is driven by accountability and success seen as high test scores.

As a staff, we have been challenging ourselves to construct classrooms based around personally significant learning for all learners to enable them to understand and appreciate:

• That learning matters more than knowing
• The discomfort of learning should not be avoided
• The need to develop relentless curiosity, knowledge agility and have the ability to unlearn

Therefore, we are increasing the expectation on the students in terms of their engagement and motivation for their own learning. After all, the intention of learning is that it needs to be ‘owned’ by all who engage in it (McWilliam and Taylor 2012). As teachers we are in a new era for educating young minds. Once being a teacher meant being the ‘Master’ of the classroom, holding all the knowledge and controlling the path students take to learn knowledge. Up until a decade ago the words ‘student engagement’ were used in a binary way, students were either working or not working. (Antonetti and Garver 2015). Antonetti and Garver say it best; “Engagement for its own sake is just fun, to enhance learning, students must be engaged in a cognitive way” (2015:80). Therefore, if the intention of learning is that it needs to be ‘owned’ by all who engage in it, the challenge has been set for teachers to facilitate a classroom of co-learning, modelling, risk taking and resilience, be a true ‘Meddler in the Middle’ to challenge and engage (Antonetti and Garver 2015, McCrindle 2016, McWilliam and Taylor 2012).

So put simply, the secret to student engagement at 168¿ª½±¹ÙÍø’s is understanding that accountability, high stake testing and technological devices will come and go, but the experience of students and teachers learning from each other is timeless.

References:

Klem, A.D. and Connell, J.P. (2004) Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 1-47.

Schlechty, P.C. (2002). Working on the Work: An action plan for teachers, principals, and superintendents. San Francisco: Jossey-Bass.

Antonetti, J.V. and Garver, J.R. (2015). 17000 Classroom visits can’t be wrong: Strategies that engage students, promote active learning and boost achievement. Virginia: ASCD Press.

McWilliam, E. and Taylor, P. (2012). : Why our kids need a powerful disposition to be self-managing learners when they finish their schooling, why they are unlikely to have it, and what we can do about it.

Mark McCrindle (2016) How Can 21st Century Students Learn In 19th Century Schools?

Nicole Devlin 

Looking critically at the skills and knowledge that have been the central focus of the work covered throughout the term is imperative. Working consistently during the term will usually place the girls in the best place for coping with the demands of a heavy assessment load at this time of term. It is also important to encourage them to eat well, get enough sleep and factor in some relaxation time to counter balance their study commitments.

Year 9 Camp

This week, our Year 9 cohort are attending their camping expedition on the Sunshine Coast. The girls and staff are hiking, kayaking, surfing and camping from Bribie Island to Caloundra. Our Outdoor Education Program provides valuable personal growth opportunities for girls as it develops their autonomy, confidence, teamwork and problem-solving skills, while strengthening friendships amongst the year level. The camp is expected to be both challenging and rewarding for our students. Thank you to Mrs Kelly Alford for her organisation of the camp.

Duke of Edinburgh

168¿ª½±¹ÙÍø’s offers The Duke of Edinburgh Award in conjunction with Year 9 camp. The Duke of Edinburgh Award is an exciting development opportunity that encourages young people to accept challenges, set goals and explore their interests. The Duke of Edinburgh Award is both fun and challenging and helps participants aged from 14 years to build confidence and resilience.

There are three levels of The Duke of Edinburgh Award – Bronze, Silver and Gold. To achieve each level, participants will complete an Adventurous Journey and regularly commit to three ongoing sections: learning a skill, participating in a community service and taking part in physical recreation.

Year 9 Camp 2017 provides an ideal opportunity for students to complete their practise Adventurous Journey, which is a compulsory aspect of the course. Upon successful completion, the students are then able to count Year 10 Camp as their Adventurous Journey towards their certification.

The Duke of Edinburgh’s International Award (The Duke of Ed), is available to young people aged 14 – 25 years. The Duke of Ed is an internationally recognised Award scheme currently run in 140 countries around the world.

Our school is strongly committed to assisting students to achieve success and grow as a person through The Duke of Edinburgh Award. Mrs Shirley Patton is the School’s Award Leader and is available to answer any questions or concerns.

Year 7 Showcase

On Wednesday afternoon, 13 September, the Year 7s will showcase their learning in the Toorak Precinct where many of their lessons have been conducted throughout the year. The girls have chosen examples of work which demonstrate their learning journey and will display a range of pieces from different Faculties. The focus of the afternoon is to allow students to proudly present their efforts and engagement in learning opportunities. Each girl will have the chance to discuss or demonstrate a piece of work to the visiting Year 7 parents and staff. It is extremely important for the girls to be able to share their learning experiences and achievements. The afternoon is about presenting authentic learning that has occurred, with an emphasis on the process, not just the polished end product. They look forward to welcoming the Year 7 parents to this exciting event.

Please ensure you RSVP to Miss Claire Bloomer by Friday 8 September.

Nikki Townsend 

Thank you to the many fathers who began their celebrations at the breakfast held last Friday. I know each of the fathers and grandfathers were moved by the heartfelt messages inscribed on the back of the handmade tie. I think it is a wonderful gesture to all fathers that this significant week begins on this day.

Child Protection Week encourages Australians to play their part to promote safety and wellbeing of children and young people. This week reminds everyone that:

• We ALL have a part to play in protecting ALL children
• Even small actions can help to improve a child’s future
• By building stronger communities, we are creating safer environments for our children

As a school, we are very committed and mandated to child safety and student protection. This has been particularly relevant in the last week when nationally renowned expert, Judith Krause commenced the Personal Growth and Sex Education Program for students of our Primary School. This week also included 2 (parents of P - 3 and 4 - 6) parent information nights. The parents who attended found the information night relevant and insightful and were grateful for Judith’s guidance and direction. As one parent said, “I was so impressed and grateful for how Judith handled the discussion, I was also impressed by how beautifully and sensitively she delivered the message.”

Students in Years 4, 5 and 6 participated in lessons which are sequential and age appropriate. The program addresses a range of physical and emotional changes the girls will experience as they grow into young women. Judith had some very strong messages for the girls about the relevance of relationships with your own self and others.

This week, Judith will begin the transition for Year 3 students by meeting with them for 2 lessons. At the end of this week, Judith also presents a group talk to students in Prep to Year 2. The focus of the Prep - Year 3 sessions is personal safety and body awareness which is an important aspect of the Daniel Morecombe Child Safety Curriculum.

The key elements of this program are Recognise, React and Report. When children recognise that they are in an unsafe situation, we encourage them to think about what they could do to be safe again. They are encouraged to think about ways to react using real-life scenarios. Our students will also learn that breaking the rules (e.g. saying no to an adult who is behaving inappropriately) is sometimes necessary so that they can become safe again. Report means telling an adult in your life who cares about your safety when there is a problem. It’s adults who can keep you safe from harm and who can make a situation safe again for you.

An overview of the different lessons is as follows:

I encourage parents to support the school and Judith in her teaching of the Personal Growth and Sex Education Program and our implementation of the Daniel Morcombe Child Safety Curriculum. For more information, a Parent Guide is available through Prep - Year 2 and Years 3 - 6:

As the teaching of this program will begin with the component Recognise, we would encourage parents to read this section of the parent guide (page 3) as it highlights the program’s reference to learning rules about private body parts to develop understanding about appropriate and inappropriate touching. Students will use anatomical language for private body parts in lessons to remove any embarrassment associated with discussing body parts.

We all have a part to play in protecting children this week and every day, as NAPCAN suggests:

• Be a good role model for children
• Be kind to children, parents (and yourself!)
• Take the time to really listen to children and believe them if they tell you something
• Learn about what help services are available so you can support others if they need help
• Don’t judge other parents and families; remember that we’re all trying our best
• Look out for all children, not just your own
• Be a friendly, helpful member of your local community
• Don’t be afraid to ask for help or to ask someone if they need help

Leesa Waters, Deputy CEO, NAPCAN

Art Awards

Once again, students’ art work was submitted to the Independent Education Union, Queensland and Northern Territory Branch IEUA-QNT Awards for Excellence in Art Design. This year, art works from 8 students were submitted which reflected the theme “Seasons in Australia”. Congratulations to Lily Gillan and Caitlin Williams who each received Highly Commended awards.

Upcoming Events:

Angela Drysdale 

Please arrive 5 minutes prior to your first interview time to ensure you know where you need to go and to allow for smooth transitions from one interview to the next.

Continuous Reporting

The following assessment results and feedback will be available after 3:30pm on Friday this week:

Year 6 Art – Wearable Art Assessment

Year 6 Maths – Probability Assessment

Year 6 Chinese – Role Play Assessment

Year 5 English – Listening and Responding Assessment

Year 5 Maths – Data Assessment

Year 5 HPE – Dance Assessment

Year 5 Art – Escape to the Sea Sculpture Assessment

Year 5 Chinese – Writing Assessment

Trudi Edwards 

This deposit is fully refundable if the tour does not go ahead. For further details please see below a draft itinerary along with other useful information. I believe that this is a unique opportunity for our music students and hope that many will become involved in this special experience.

Draft Itinerary Music Tour 2018 (PDF 1.1MB)

Initial Deposit Information Letter (PDF 293.6KB)

Choral Concert

Fast approaching is our annual whole of school Choral Concert. It is always a fun night filled with lots of dynamic performances from all choirs across the Primary and Secondary Schools. This year’s concert will be no exception with girls learning a wide variety of repertoire ranging from Broadway tunes to pop songs. The Year 2s will perform with Encorah which is always a special treat and we will of course hear from the 168¿ª½±¹ÙÍø’s Community Choir. The concert will be held on Tuesday 12 September in Eton Hall, starting at 6:30pm with refreshments available in Eton Courtyard from 6:00pm. The cost is $5 for adults (no charge for students/children). Please click here (PDF 204.7KB) for more information pertaining to this event.

Combined Churchie Music Afternoon

On Wednesday 11 October, members of 168¿ª½±¹ÙÍø's Wind Symphony, Encorah and Stradivari Strings will participate in an informal rehearsal and performance with the members of Churchie’s Music Program in Morris Hall, Anglican Church Grammar School. This will be a fantastic opportunity for the girls to experience performing in a large ensemble setting.

Students will rehearse between 4:00pm and 5:30pm and from 5:30pm, Churchie’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 Morris Hall at Churchie, Oaklands Parade, East Brisbane, which will conclude at approximately 7:00pm. Please click here (PDF 287.1KB) for further details and permission form.

Music Support Group Meeting

The next Music Support Group meeting will be held on Tuesday 17 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.

Brad King 

Our smART Club activity for Term 4 will be a free ‘come and go’ class, held every Monday afternoon until 5:30pm. Girls will make and decorate wooden Christmas decorations to be displayed at the Anglican church on Racecourse Rd. Please click here (PDF 704.5KB) for further information.

The girls have loved working with Thomas Oliver, our photography tutor in Term 3. Pictured is Charlotte Hoey holding a t’shirt created using light sensitive stencils.

Lisa Smith 

There will be a variety of vocal and instrumental performances, specifically selected to allow the students to demonstrate their technical skills, musicianship and their mature awareness of mood and the composer’s intent. Please join us for a wonderful evening of music provided by Years 7-12 Music and Year 12 Music Extension students!

Nicole Walker 

Further details of the program can be found here (PDF 596.7KB). Staffed by our in-house staff. Boys, girls, siblings, friends and family are welcome.

Bookings for the 168¿ª½±¹ÙÍø’s OSHC September School Holiday Program opened Monday 7 August. If you require care for the upcoming school holiday period, please return your booking form before 8 September 2017.

How do I book?
Complete the official booking form attached to the program. For further details please email: oshc@stmargarets.qld.edu.au.

What is the cost?*
$60 per day. Incursions and excursions incur additional costs. These are compulsory for all students and therefore you are able to claim CCB/CCR for these.

What are the hours of operation?
The service is open from 7:00am until 6pm.

Location
168¿ª½±¹ÙÍø’s Anglican Girls School, OSHC Room (under the Primary School Reception).

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 

The flexischools cashless card system links a students' existing school ID card to their flexischools account, allowing them to purchase securely on the school grounds without the need for cash.

For further information, please click here (PDF 117.8KB).

Leah Saul
Business Manager - Operations and Compliance

School Holidays Trading Hours

Thursday 14 September 2017, 8am-2pm
Friday 15 September 2017, 8am-12 midday
Closed Saturday 16 September 2017
Reopens Tuesday 3 October 2017, 8am-2pm

Terisa Arnold

Date: Thursday 12 October 2017

Time: 7:00am arrival for 7:15am start, 8:45am finish

Where: Arts Centre Foyer, 168¿ª½±¹ÙÍø’s Anglican Girls School

Tickets: Corporate Tables $650, $60 Adult, $40 Students (Years 10 to 12/Tertiary)

ST MARGARET’S P&F ASSOCIATION

ST MARGARET’S RACE DAY

Thank you to everyone who joined us for the 21st 168¿ª½±¹ÙÍø’s Race Day. It was a perfect Spring day for the 320 guests attending this sold-out event; the setting and atmosphere was second to none!

Tickets sold in a record breaking time (in just around the one week mark) – so I would highly recommend responding quickly in 2018 when the tickets are released.

We gratefully acknowledge all our 2017 168¿ª½±¹ÙÍø’s Race Day sponsors, raffle donors and lucky envelope prize donors. The generosity of these individuals and businesses is greatly appreciated. We encourage you to support those who have supported us.

Please click here (PDF 1.6MB) to see the full list of Race Day Sponsors and Donors.

Events such as these can only come together with the helping hands of many. To all the helpers who donated their time and energy in organising this wonderful community event – your efforts are very much appreciated. Special mention must be given to:

• The P & F Race Day Committee; well led by Samantha Traves and Karen Lane.
• The management of the online raffle email responses – Sharon Ryan; well done!
• The fundraising efforts of Anthea Damman, Sharon Ryan, Karen Lane and their enthusiastic supporters - who worked tirelessly behind the scenes in sourcing the prizes for the raffle and the famous Lucky Envelopes!
• Roger Traves, Barry Roberts, Hilary Coates, Susan Stephens, Tom Reddacliff, Peter Lane and the many volunteers who pitched in before and on the day – you all helped make the day a great success!
• The 168¿ª½±¹ÙÍø’s families who organised their Year 11 daughters to assist with selling tickets.

Finally, thank you to all the families and friends who bought tickets in this year’s Race Day Raffle. Your support is very much appreciated.

Congratulations to the winners of the Class Pizza Party - 6G, clear winners by 32 tickets!!

168¿ª½±¹ÙÍø’s Anglican School Race Day Raffle Prize Winners 2017:

1st Prize: Victoria Rombola

2nd Prize: Sharon McKendry

3rd Prize: Phillip Zappala

4th Prize: Alice Greenup

5th Prize: Rosalind Clarke

6th Prize: Karen Jack

7th Prize: Katie Herring

8th Prize: Lyn Lisle

9th Prize: Alison Quinn

10th Prize: Emily Tritton

Luanne Wishart 

Students interested in creative industries can also access , ranging from $10,000 to $30,000, many of which are awarded based on creative ability.

The University of Melbourne would like to invite you to attend their Information Day for interstate students and their families at the Parkville campus on Monday 2 October, 9:00am – 5:00pm.

The day will focus on aspects of the university that are of greater concern to interstate students such as the application process, scholarships, student services, the student experience and accommodation options. Participants will have an opportunity to ask current University of Melbourne students who have come from interstate about their experience and how they managed the transition. The program will also include a campus tour and residential college tour. Lunch will be provided on the day.

Event Details
Date: Monday 2 October 2017
Location: University of Melbourne, Parkville, Victoria 3010
Register now:

Law LEAD Scholarships - apply now
The TC Beirne School of Law is currently offering the Leadership, Excellence and Diversity (LEAD) Scholarship to deserving students from disadvantaged backgrounds who intend to study an undergraduate law program at UQ. For 2018 entry up to 17 LEAD scholarships are available, granting students $7,000 per year for up to five years in financial support, in addition to one-on-one academic support and other benefits.

Applications for the LEAD Scholarship will close on 8 September 2017. Applications can be submitted online.
 

For information, please contact the TC Beirne School of Law:
Phone: 07 3365 2206
Email: tcbeirne@law.uq.edu.au
Web:

New program: Bachelor of Advanced Business (Honours), QTAC Code - 709101
From 2018, UQ Business School will offer a Bachelor of Advanced Business (Honours). This elite program will help students become critical and reflective thinkers, capable of identifying, analysing and developing solutions for the complex challenges facing businesses in the 21st century.

Our four-year honours program will be limited to a small, highly motivated and high-achieving cohort aspiring to leadership roles in business, the community or academia. The courses in this program are designed to ensure students stand out to employers and are run by internationally respected industry experts and academics.

Our unique capstone course in leadership and ethics will give students the opportunity to apply their knowledge and skills on real business cases. Applicants must have Queensland Year 12 (or equivalent) English, and Mathematics B or C, or a combination of both.

For more information, please visit the website or contact UQ Business School:
Phone: 07 3365 2203
Email: admissions@uq.edu.au
Web:

QUT
Making decisions - START QUT program
Students can test drive uni and experience different study areas through the START QUT program. Applications for 2018 opened 1 August and close 31 October 2017.

Entry program, scholarships and support for elite athletes
QUT is recognised by the Australian Institute of Sport and The Australian Sports Commission as an elite athlete friendly university. Find out about our entry program, scholarships and support for elite athletes.

University of Queensland Scholarships
UQ Sporting Scholarships - apply now
UQ's sporting scholarships support students to balance their studies with the demands of elite-level competition. In addition to financial support, these scholarships offer academic tutoring, facility access, workshops and much more.

UQ's sporting scholarships opened on Thursday 3 August. Applications can be submitted .

UQ School of Economics Scholarships
Applications are now open for two invaluable scholarship opportunities at the UQ School of Economics: The Year 12 Domestic Australian Scholarship and the Year 12 Equity and Diversity Scholarship.

The Year 12 Domestic Australian Scholarship is for outstanding Australian domestic students who are completing Year 12 studies. The successful candidate will receive a $5,000 bursary each year for three years. Applications close 3 November 2017.

The Year 12 Equity and Diversity is for students who can demonstrate a very keen interest in economics but who have faced educational disadvantage during high school. The successful candidate will receive a $5,000 bursary each year plus a mentoring scheme. Applications close 28 November 2017.

UQ Support for international students under 18 years of age
If you have international students who will be aged 17 at the time they will commence their studies at UQ, The University of Queensland Student Services offers a supervision program which approves the accommodation, support and general welfare of unaccompanied international students under 18 years of age.

Applicants under the age of 18 will be identified in the admission process and an offer of admission will be conditional on the applicant submitting a completed International Student Supervision registration form signed by the applicant and their parent/legal custodian.

If the University accepts responsibility for accommodation and welfare arrangements, a Confirmation of Appropriate Accommodation and Welfare (CAAW) alongside a Confirmation of Enrolment (CoE) letter will be issued, so applicants can then apply for a student visa.

Bond University
You can apply direct to Bond right now. Applying online to study at Bond University is free and easy. We encourage you to lodge your application as soon as you have decided what you would like to study. There’s no application fee – no obligation to accept a place if it is offered – it simply gives you another option when it comes to making a decision about your future.

QUT For Aboriginal and Torres Strait Islander students
QUT’s Oodgeroo Unit offers the entry pathway from mid-October for QTAC applicants who identify as Aboriginal or Torres Strait Islander and place QUT within their top three preferences. Applicants need to have their from a and as this process can take time, we recommend students and/or their parents start this process early.

QTAC:Selection guidelines for initial teacher education courses (pre-service teachers)
As part of the Australian Institute for Teaching and Leadership (AITSL) revised Standards and Procedures (2015), all applicants to initial teacher education courses (pre-service teachers) must satisfy both . This requirement applies for the 2018 tertiary admissions period onwards. Details, including a new video, may be found at: .

Students can upload their completed personal statements to their applications by logging in to QTAC Applications Services. Normal QTAC documentation due dates apply.

KEY DATES: 

15 September - 5pm
Closing date for QUT such as auditions, portfolios or interviews.

15 November
QCS Test results available in student learning accounts.

17 November
Final day for Year 12 students: You must stay at school up to this day to be eligible to receive a QCE and OP.

15 December
QCAA posts QCEs, Senior Statements, Statements of Results, QCIA and Tertiary Entrance Statements to Year 12 students.

16 December
QCAA publishes Year 12 results and OPs in student learning accounts on the Student Connect website:

16 December – 22 December
Griffith University: Know Your Options
Chat online with our expert study advisers after you have received your entry score, to discuss your study options. Find out about pathways, entry requirements and program options, plus what you can do if your score was higher or lower than expected.

18 December - 10am
Due date to supply documents to QTAC for 21 December offer round

18 December
UQ OP Results Advice Night, Advanced Engineering Building, St Lucia campus, 4:00pm - 7:00pm. OP Results Advice Night is the perfect opportunity to discuss your study options at UQ after receiving your OP.

19 December
QUT: Real Decisions, Gardens Point Campus, 9am – 1pm
Throughout the day, staff and current students from each faculty will be on hand to answer your questions and provide advice on courses and career outcomes.

21 December 2017
QTAC offer round

9 January 2018 - 10am
Due date to supply documents to QTAC for 16 January offer round

16 January 2018
QTAC offer round

Elizabeth Johnston