168¿ª½±¹ÙÍø

We are currently looking at how some of our experiences during this crisis might influence our future practice in the school. We have certainly heard when we have been checking in with families and students that many of our introverted students have enjoyed the online environment. Others have reported the gift of time, particularly time with their families and time to think. Sports training, face to face meetings, some ensemble practices, endless homework have given way to jigsaw puzzles, board games and card games with the family. There has been more time – time to reflect, wonder, breathe, and live the moment. This time is precious for teens particularly as they are in the process of becoming – forming their future adult identities, values and views of the world. More free time has been a bonus over the last few weeks.

Several people have asked me about the scheduled functions in Term 3. At this stage, while we do not know definitively about the rules for social distancing in July to September, we have resisted the urge to make early decisions about cancelling or postponing events. Once we know more about the requirements for future gatherings, we will update you with changes to the calendar.

Nevertheless, given the limited opportunities for our Primary students to prepare for the Arts Spectacular currently scheduled in August, we have decided to postpone the Arts Spectacular and provide students with the performance opportunity in Term 4 at the Mayo Arts Festival in October. Hopefully, the Mayo Arts Festival will be able to be held and the performances of our Primary students at this event will only enrich the enjoyment of the day.

Ros Curtis

With our students online learning, the dinner table is a great place for families to discuss what they have done in the day to share with their children, and what our students have learnt in their online classes. It is so beneficial for students of all ages (Pre Prep through to Year 12) to discuss what they learnt, in fact it is a way of consolidating their learning. Conversations with family about learning can help to provide depth, context and experience that can’t be read on a page of a textbook or on an internet page.

So, my challenge in my article this week is to start a conversation together at the dinner table that you might not normally have had, and watch the students learn from it. In fact, have a conversation that has nothing at all to do with COVID-19 – I think we all need a little break from that! Families can contribute so much to their children’s learning through a dinner table conversation without realising it.

Karen Gorrie

Families are doing all sorts of activities together that they would not normally do. The bike path I walk most days is near a big sporting oval. In the afternoons there are many families enjoying time together riding bikes, kicking balls and playing with their dogs. It is quite special seeing so families around. My family is also taking advantage of technology. We have gathered together for virtual birthday celebrations, art classes, trivial pursuit and other fun family things. I have heard many others talking about their virtual gatherings. How have we used this gift of time? How have we given the gift of time?

Not long after Jesus died some disciples were walking along the road to Emmaus. They had heard that Jesus was alive. As they are walking along a stranger joined them. They asked the stranger to join them for a meal. It was only when they slowed down and relaxed around the dinner table and the stranger broke the bread that they realised the stranger was Jesus. He had been with them the whole time! The story revealed that the God of love is always with us, even in the ordinary things like breaking bread and sharing stories. Jesus gives us the gift of time, and what a gift it is. While the situation we may find ourselves in may not be ideal, there is the gift of time. A gift I hope we may relish.

This weekend we celebrate Mother’s Day. An opportunity of giving the gift of time to our mothers and those who have been like a mother to us. Mother’s Day allows us to honour mothers. Please check on the POD Spirituality and Faith tile as the Sacristans have prepared a Mother’s Day service which you could share together. You will also find the service with activities under the Chapel tile. Another great activity which you will find under the Prayer Space at Home tile is the ‘memory box’ which Reverend Gillian, Chaplain at St Aidan’s and I created to use during this time. It may be something we could create with our mothers and those who have been like a mother to us.

Susan Crothers-Robertson

The girls in Boarding made the most of the extra day and cool weather last weekend to relax and get away from their screens. I am sure all students and adults are suffering some screen fatigue at the moment and, therefore, it is so important to embrace activities away from technology.

Puzzles have taken over the Boarding House from Junior House to Senior House and there appears to be some competition between the girls to get these puzzles done! Even the House Mothers are lending a hand and the competition is fierce. A spot of gardening was enjoyed in the Autumn sun on Sunday morning and our herb gardens on the east side of the Boarding House are looking great. There were also art competitions on the whiteboards around the Boarding House. Who knew we had so many talented artists in Boarding! The weekend was completed with a visit from chocolate Labrador, Jessie who was immediately taken on many walks around the grounds by the girls.

We were buoyed by the recent announcement by the Queensland Premier about Years 11 and 12 students being allowed to return to school. We look forward to our girls returning soon; we have missed their laughter, their smiles and their company.

Fiona Spooner

This term, all Year 12 students will be taken through an ‘Orientation’ process for these assessments. Through this process all students for all subjects, will be familiarised with their subject specific assessments. This will include them looking at the features of the assessment pieces, such as where the instructions are, how to complete the exam and how the assessments are marked. Alongside this, the Heads of Faculty are embedding skills and processes in day to day classes to practice with these assessments.

In Term 3, this process will be enhanced by adding activities in subject classes by investigating the assessments at a deeper level. This will have the girls looking at how the questions are constructed, the time required to answer questions, the format and spacing to answer questions and procedural processes. This process will happen in Weeks 1-5 of Term 3 and will be followed by a 4-week program of mock exams. More information about this organisation will be provided in Term 3.

Information about External Assessments, including samples of assessments and the timetable for Term 4 can be found .

Nicole Devlin

At 168¿ª½±¹ÙÍø’s, we have a commitment in our teaching that we look to foster flexibility, independence, resilience and the ability to take initiative across multiple constituencies. We know that the avoidance of challenge will not allow young people to deal with the mounting complexity for life in the 21st century. It has been inspiring to witness the development of these skills by 168¿ª½±¹ÙÍø’s students as they adapt to the profundity of change that has occurred in the past few months. Indeed, this has been demonstrated in their interactions with one another, and with their teachers as they work in different ways and express their learning on different platforms. The student’s ability to meet the challenges of online learning has been affirming to staff and we are confident the girls will be able to employ their developed sense of initiative and adaptability as they begin to return to campus.

Tom McCormick

Included on this page is information relating to 168¿ª½±¹ÙÍø’s Student Wellbeing Framework. The rationale which sits behind this plan rests of four guiding principles which shape the aims and practises relating pastoral care at 168¿ª½±¹ÙÍø’s:

1. Student wellbeing is the central component of high-quality education
2. Student wellbeing sits at the heart of effective learning
3. Student wellbeing in a school context depends on the twin themes of connection and belonging
4. Student wellbeing is the responsibility of all members of the community not just those identified as having pastoral care responsibilities.

At 168¿ª½±¹ÙÍø’s, we value the pursuit of continued growth and wellbeing. Wellbeing is a full integration of intellectual, physical, social, emotional, spiritual and vocational wellbeing. Each area contributes to a sense of wellbeing and quality of life and each affect and overlaps the other.

Nikki Townsend

Regarding social media etiquette, there is a great video on the POD (Primary - Maggies Connect) about the correct and incorrect behaviour online. One important statement made in this video is if you wouldn’t do it in class, you don’t do it online. This is very relevant in the use of mobile phones. We have been made aware that some students in the older year levels are texting and taking photos while online. The rules for mobile phone use at school apply at home; students should not be using their mobile phones between 8:20am and 3:20pm. I request that parents ensure their child is following this rule.

I would also encourage parents to continue to monitor their child’s access and use of Apps rated above their age. There is an Australian Classification of Apps. These apps have been given an age rating based on a child’s social, cognitive and emotional ability. Please access the for details.

One App that has gained in popularity during this time is TikTok. Its use is recommended for greater than 13 years of age with parental consent. Last year, the girls were educated by Kirra Pendergast about online behaviour and TikTok through her program, Safe on Social. On the Primary POD page, her article is available for your information. I would implore parents to read this article, but essentially Kirra identifies two big issues with TikTok: privacy and data security and the welfare of its users. It is a big “no, no” from her and we support this stance.

Angela Drysdale

168¿ª½±¹ÙÍø’s Spotlight

Over the next several weeks, the 168¿ª½±¹ÙÍø’s Music Department will be providing an opportunity for girls to share their musical abilities with the 168¿ª½±¹ÙÍø’s community. Each week, we will share several videos of girls performing on their respective instruments. If your daughter is interested in sharing a video of her performing a piece, she is encouraged to speak with her private music teacher who can then assist in getting the video sent through to our Music Captains who will be facilitating the process. This opportunity is open to students of all ages and abilities and we look forward to seeing and hearing some wonderful performances!

Music Performance – Seasons of Love

Thank you to all our 168¿ª½±¹ÙÍø’s conductors who have been working very hard to provide continuity in learning to our girls in various music ensembles. I know that a number of innovative performance projects are currently being undertaken and we look forward to seeing and hearing them in the future. Recently we presented a performance of Seasons of Love which we believe contains a beautiful message for our current times. To view the performance, please .

Brad King

The Virtual Interhouse Cross Country requires students to lace up their joggers and pound the pavement with a run, walk or jog until Sunday 10 May. This event has been altered to suit the virtual medium and will involve the following categories for 2020:

Individual Age Group Results – A leader board for each age group will be derived from one 3km run recorded by all participating students.

*Individuals can record as many runs as they like; however, only their fastest 3km run will count.

Overall House Champion – Overall leader board derived from the finalised age group results.

Spirit Champion – Every participant gains one point for their House (staff also included). The House with the most participation is crowned Spirit Champion.

Overall Distance House Champion – Derived from the kilometres run by each House and their participating members (staff included).

*Students can record as many runs as they like throughout the specified time-frame at whatever distance they chose (e.g. 6km) to contribute towards their overall House kilometre total.

To get involved, students are asked to download the Strava Training: Run and Ride Application onto their smart phone and join their House group within the ‘Clubs’ section. A ‘How to Guide’ is available on the Secondary Sport POD page and by clicking here (PDF 627.2KB).

Last Friday, the National Cabinet released a set of National Principles for the Resumption of Sport and Recreation Activities, as well as a Framework for Rebooting Sport in a COVID-19 Environment. The return to sport from elite to community-based sport and recreation will be determined by the Queensland State Government and the Chief Health Officer who will take time to consider how these principles can be applied. Whilst the timeframe is unknown it is a positive step towards the staged return to school sport over the coming months.

Helen Lobegeiger

This year, 168¿ª½±¹ÙÍø’s nominated Yuhui (Queena) Jiang in Year 11 to be our Study Brisbane International Student Ambassador and last Thursday we attended an online appointment ceremony. The ceremony included a speech from the Mayor of Brisbane and one of last year’s student ambassadors. It was amazing to see all the selected students and the diverse range of countries they have travelled from to study in Brisbane.

I asked Queena to share her thoughts on her appointment and having the opportunity to study at 168¿ª½±¹ÙÍø’s:

“I cannot describe how excited and surprised I was when I knew that I was nominated by the school as the Student Ambassador. This is both a good opportunity and a challenge for me. I believe that being a Student Ambassador will be a completely unique experience. I came to Brisbane when I was in Year 9 and I have been studying here for one and a half years. Brisbane is a nice city with beautiful scenery and modern skyscrapers; the pleasant climate is one of my favourite parts of this coastal city. This is my first time studying aboard and in a Boarding school. When I stepped into the school, I did feel lonely and homesick; however, 168¿ª½±¹ÙÍø’s is a big, warm family. All the teachers and girls are friendly and easy going. They make me feel like I am at home.”

We are very lucky to be part of a multicultural community, both in Brisbane and within our 168¿ª½±¹ÙÍø’s community. We really are a local school with a global outlook and for me it’s one of the things that makes it such a pleasure to work at 168¿ª½±¹ÙÍø’s (virtually or in person!).

I would like to take this opportunity to thank the Boarding House staff for their care of our international students during this challenging time. Please spare a thought for these girls who are a long way apart from their families and are doing such a wonderful job to support each other and keeping positive.

Emily Labinsky

We are still offering takeaway meals with collection daily from M’s Café between 2:00pm-4:00pm.

Orders can be placed via .

Lara Pickering

QUT

In recognition of the extraordinary challenges Year 12 students are facing due to COVID-19 disruptions, QUT will now accept VET qualifications (Certificate IV and above) for entry in 2021 for any student who completes Year 12.

In addition to applying to QTAC, students must apply online to QUT by 5pm on Monday 28 September 2020 for creative industries courses with additional entry requirements. Additional entry requirements include auditions, portfolio submissions, personal statements and interviews. Please refer to individual course information on the . In-person auditions and interviews will move to an online format.

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Elizabeth Johnston