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Queenwood School for Girls
Locked Bag 1, Mosman NSW 2088, Australia
P: +61 2 8968 7777 F: +61 2 8968 7778
Email: [email protected]
www.queenwood.nsw.edu.au
ABN 83000532696
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“Students are
motivated by positive
reinforcement for
their efforts and
perseverance, with
the primary goal of
learning being
self-discipline and
self-regulation of
learning.”
Mr James Harpur
2011
ANNUAL REPORT
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CONTENTS
PRINCIPAL’S REPORT
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Staff Scholarship
Elizabeth Alexander
17
Staff Scholarship
Corin bone
18
Staff Scholarship
Brian Johnson
19
Staff Scholarship
Karen Lehmann
20
Staff Scholarship
Roselyn Leske/
Bronwyn mason
21
Staff Scholarship
nicky robbins
22
Staff Scholarship
Judy tenzing
23
HEAD OF SENIOR SCHOOL
25
DIRECTOR OF STUDIES
27
International Baccalaureate29
Creativity, Action and Service 30
English
31
Mathematics
32
History
33
Social Sciences
34
science
35
Health & Physical Education 36
Languages
37
Languages
38
Technology
39
Visual Art and Design
40
DRAMa
41
music
42
library
43
GIFTED AND TALENTED
44
YEAR 7
45
NAPLAN junior
HEAD OF JUNIOR SCHOOL
Kindergarten Report
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
YEAR 6
Computing
MUSIC
DRAMA
VISUAL ARTS
Ph Ed & P Dev
Junior School Sport
Junior School Sport
Learning Enhancement
Gifted and Talented
ISDA Debating
Junior Library
year 8
46
year 9
47
year 10
48
year 11
49
year 12
50
SPORT
52
Duke of Edinburgh
53
DEBATING and public speaking 54
The Chronicle
55
learning unlimited
55
Personal Development
56
SRC
57
careers
58
School Counsellor
59
Cambodia Schools Project 60
outdoor education
61
2010 Senior Academic Results 63
NAPLAN senior
70
71
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
JUNIOR SCHOOL
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SENIOR SCHOOL
CHAIRMAN’S REPORT
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B U S I N E S S A N D A D M I N I S T R AT I O N
QOGA
93
QPA
94
ARCHIVES
95
TECHNOLOGY
96
Treasurer’s Report 2010
98
STRATEGIC PLAN 2011 - 2015
101
Property and Building Report104
Director of Business and
Development
104
Prefects
105
SCHOLARSHIPS
106
SENIOR SCHOOL SPORTS
107
Junior school sportS 113
Junior school competitions 113
STAFF LIST
114
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“At Queenwood
we believe in
reemphasising the
importance and
value of a sound
education, not just in
an academic sense,
but holistically to focus
on the preparation
of our students to
enter a world that
will inevitably produce
many and varied
challenges compared
to those we have
faced over recent
times.”
Mr Leigh Minehan
Chairman, Board of Governors
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C H A I R M A N ’ S R E P O RT
C H A I R M A N ’ S R E P O RT
LEIGH MINEHAN
FC A MAICD
O ur 2 0 1 1 - 2 0 1 5 S trate g y is f ocused around
f our ke y themes : -
Dear Parents and Friends of Queenwood
We live in a volatile and rapidly changing world at present, both economically and socially, which is
putting enormous stress and pressure on traditional values, the community and the family unit. It is
therefore in times like this that we need to reflect and refocus on the importance of our core values and
the community in which we live.
At Queenwood we believe in reemphasising the importance and value of a sound education, not just
in an academic sense, but holistically to focus on the preparation of our students to enter a world that
will inevitably produce many and varied challenges compared to those we have faced over recent times.
We cannot achieve this alone and seek to establish an informal working compact between students,
teachers, and most importantly the family to work collaboratively to pursue the ideals of Queenwood
and the excellence we are striving to achieve for our students.
Students
Achieving the highest educational and personalised learning outcomes for
our students
Teachers
Developing and retaining the most talented and committed teachers
School
Creating a strong and sustainable school that is highly respected within the
wider community
Stakeholder Engaging and communicating with all stakeholders in
Teacher
Engagement
Engagement an objective, open and transparent manner.
Teacher
Engagement
In delivering on our Students and Teachers areas of focus, we have sort to define our educational
philosophy to recognise and bring together in an engaging way, a team of highly professional
and committed teachers to deliver the highest level of personalised learning and development to
our students.
Strategic Plan
Earlier this year we released our next five year “Strategic Plan 2011 – 2015” outlining our education
philosophy “The Queenwood Way”. This strategy was developed to respond to the challenges which
the Board of Governors and School Executive believe are important and address many of the structural
changes occurring in education and society, including;
T his philosoph y, “ T he Queen wood Way ” is
depicted below.
TEACHERS
• National curriculum
• New teaching professional standards
• Developing shortage of qualified teachers
• Government funding changes
• Increased accountability on schools
• Changing expectations of parents
• Diversity and the support of children with special needs
• Societal pressures, and
• Increased pressure for higher education places and employment opportunities.
At the heart of the Strategy is our desire to ensure Queenwood stands for the highest standards of
quality education and prepares its students to enter adulthood with strong core values and an objective
and enquiring mind to enable them to tackle the challenges they face and provide them with the best
possible start to their adult lives.
The Strategy is founded on four key areas of focus. Each may seem quite obvious and basic, but success
will be underpinned by the proposed initiatives in each of the four focus areas; initiatives that will
bring our vision and Strategy for Queenwood to life and provide the holistic educational and personal
development outcomes we are looking to for your daughters.
STUDENTS
Implementation of the Strategic Plan is jointly owned by the Board of Governors and the School
Executive. Implementation of the Strategy is now a standing agenda item for each Executive meeting
and for the Board. At each monthly Board meeting we have a strategic discussion with the Principal
and/or members of the Executive to monitor progress and to provide insight and guidance as initiatives
are developed.
During the year to date we have made significant progress against the Strategy and I set out below some
of the highlights of the year under review and the proposed initiatives to be implemented.
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C H A I R M A N ’ S R E P O RT
C H A I R M A N ’ S R E P O RT
S T R AT E G I C P L A N K e y H i g hli g hts and I nitiati v es
Building Program
The School’s building master plan was established in 2000 and our objective by 2014 will be to have
redeveloped all four School campuses.
S tudent O utcomes
T eacher D e v elopment
Highlights of year
Highlights of year
• Excellent HSC/IB results
• Exceed National MySchool standards
• Focus on mental health and joint venture with Macquarie
University in a research project
• Complete Stage 1 of the Junior School development, including
hall, library, Year 6 classrooms and new reception
Proposed key initiatives
• Restructure gifted and special needs support in Junior School
• Provide ongoing careers support to students in their
undergraduate years at university
• Commenced development of a formal professional development
program and engagement of a career development officer
• Expand the range of staff scholarships offered
• Continue to seek out new and leading edge teaching tools
Proposed key initiatives
• Continue to expand professional education for teachers,
including teaching skills and interpersonal skills
• Support to teachers to undertake post graduate development
programs
• Continue to up grade teacher support facilities
• Create networks/chapters of past students in key professions
• Establish teacher exchange programs with selected schools
• Development of a Resilience program to be initially launched in
Junior School
• Improve knowledge management, sharing and collaboration
across teachers
• Commence Stage 2 of the Junior School existing building
refurbishment
C ommunit y en g ag ement
STAKEHOLDER COMMUNICATIONS
Highlights of year
Highlights of year
• Continue implementation of development master plan
• Commence the “Balmoral Lecture Series” for community
participation
• Work with Mosman Council on the Art School development
to create a facility not only for Queenwood but to support and
enhance the wider community
Proposed key initiatives
• Seek to secure better access to sporting fields
• Create a tax deductible bursary fund and guidelines on how
compassionate bursaries are assessed and awarded
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• Update the School website and external access portal, including
remote access to WebSchool (to be released in 2012)
• Introduce a Principal School blog
• Increased accountability and reporting to parents
• Dedicate specific resource to improve level of communications
Proposed key initiatives
• Update parent/teacher/student survey
• Look to improve effectiveness of parent/teacher interviews
• Develop an integrated strategic communications framework
We are well through the program having completed the two major projects in the plan. Stage 1 of the
Junior School new building will be finished by the end of the year. We will progressively work on the
Junior School Stage 2 refurbishment over the next couple of years once any DA requirements and the
logistics of student accommodation needs are fully resolved.
However, one of our most exciting projects will be the new Arts and Design Precinct at Esther Road.
We have appointed Jan Utzon, son of the famous Opera House architect to work with NBRS+Partners,
who are our architects on the Sports/Science Campus at 44 Mandolong Road and the new Junior
School building. What makes this such an exciting project is not just the nature of the building, but the
opportunity to create a leading edge creative arts facility that will not only provide excellent teaching
functionality, but be able to showcase Queenwood in the community and provide a facility the wider
Mosman community can enjoy.
Queenwood facilities have come a long way over the last decade and I thought it interesting to recap on
the Capital Works undertaken and in progress over that time.
• 47 Mandolong Road
Opened 2002
Cost $22.5 million
• 44 Mandolong Road
Opened 2010
Cost $17 million
• Junior School
(Stage 1) Due to open 2011
Cost $5.7 million (incl BER funding of $2.5 million)
• Art School
Due to open 2014
Est. cost $8 million
• Junior school
(Stage 2 upgrade of existing facilities)
Due progressively to 2014
Est. cost $3 million
Simon Duncan, the Board member responsible for overseeing our Building program, will provide a
brief update on the projects currently in planning.
Funding for completion of the various projects is in hand. It is being funded out of our stable operating
cash flows and supplemented by a $4 million borrowing facility. However, we are extremely conscious
of the school funding review commissioned by the Gillard Government under the leadership of David
Gonski which could have an impact on the timing for completion of currently proposed works. I will
comment on funding later in my report.
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Fostering a Culture of Innovation and Professional Development
School Financial Performance
You will see from our strategic plan that we are committed to ensuring a strong and sustainable school
that is regarded as a leader, not just in NSW, but nationally. To achieve this requires more than following
traditional educational activities and practices, it requires a culture where innovation is fostered and
our people are recognised for taking initiative and seeking out new ideas and solutions to improve the
overall student experience.
The School has continued to perform strongly in terms of its financial performance. The Treasurer’s
report provides you with an overview of the School’s financial position.
As an educational institution, I believe it is beholden on us to ensure we invest in the quality of
education and excellence in teaching both inside and outside the class room. However, if we benchmark
the investment schools generally make in technical and continuing professional education with other
organisations, schools generally under perform.
Our aim at Queenwood is to ensure our investment in professional education is in line with acceptable
norms and that the range of development programs offered in the school and through external programs
are continually monitored.
Our staff scholarship program and our intention to appoint a career development officer are an
important aspect of creating this culture.
Staff Scholarship
Each year the Board awards a number of staff scholarships to enable teachers to further their personal
development and take the time to stretch their intellectual horizons and renew their love of teaching.
This year we have received an even wider number of applications for staff scholarships and the evaluation
process has been extremely difficult. As a result we have awarded eight scholarships for 2011/2012.
This year’s recipients of staff scholarships include;
• Melinda Bryant, Director of Junior School Music –
to attend the 66th Annual conference Midwest Clinic in Chicago, a conference of music educators, which
provides access to the latest research in music education and music psychology as well as to composers and
arrangers of music for young students.
Government Funding Update
For a number of years now I have been commenting on the debate over the Government funding of
education and more specifically the funding of non-government schools.
Whilst the debate is compounded by the shared Federal/State responsibility for education; with the
public school system largely directly funded by respective state governments the independent school
systems receive funding from both the federal and state governments with the largest level of funding
coming from the federal government. Also to complicate the debate the funding models at a state level
are different as between states and the federal government’s model.
During the early part of the year the federal government commissioned a comprehensive review of
education funding to be lead by Mr David Gonski, an eminent Australian businessman, Chancellor of
UNSW and former Chairman of Trustees at Sydney Grammar School. The terms of reference for the
panel included;
Purpose
The review will provide recommendations to the minister on the funding arrangement for the period
beyond 2013.
The recommendations will be directed to achieving a funding system which is transparent, fair,
financially sustainable and effective in promoting excellent education outcomes.
In making its recommendations, the review should consider the following issues.
1.
The role of funding in support of educational outcomes
• Nicole Dhillon – French teacher, Senior School –
2.
The roles of families, communities and other institutions in providing or supporting
educational partnerships with schools
• Amy Hall – English teacher, Senior School –
3.
The role of the Australian and states and territory governments in providing funding
for schooling
4.
The baseline level of funding for schools
5.
The most effective means of distributing funding for schooling
6.
What forms of accountability, transparency and regulation are necessary to promote high
standards of delivery and probity among schools receiving public funding, and the data
required to monitor and assess these standards of delivery and educational outcomes.
to attend a French language and civilisation course at the Sorbonne University in Paris and to research
contemporary French reading material that will provide more authentic texts for students.
to undertake an intensive study of English literature at the Oxford International Summer School covering
authors such as Jane Austen and Chaucer and providing an understanding of the latest trends in criticism and
study of English literature.
• Donna Hughes – Executive Officer/Community Relations –
to attend the Council for Advancement and Support of Education Conference in 2012, which covers topics
such as alumni relations, communications and fund-raising for professional staff in these areas in educational
institutions.
• Catriona Martin – Year 1 classroom teacher and IT coordinator, Junior School –
attend the Hawaii International Conference on Education that focuses on how technology fits into
education and BETT 2011 in London, the world’s leading exhibition of educational technology. As well as
visiting some schools.
• Katie Sharp – Kindergarten teacher –
to attend the British Association of Play Therapists annual conference and attend phonics and reading
workshops to investigate new methods of early literacy development.
• Fiona Stahl – French and German teacher, Senior School –
attend an intensive French language course in New Caledonia and to gain materials to support the Year 7
textbook which is centred on New Caledonia.
• Alexandra Tomkins – History and English teacher, Senior School –
to visit the historical places such as the battlefields of France and Palace of Versailles, as well as museums and
historical sites in Rome and London to contextualise the teaching of history and English.
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The review is due to be finalised and report back to the government by the end of the year, but it is
unlikely that any proposed changes to the funding model will be announced in the short term due to
the level of intra government debate and negotiation over shared responsibility for education at the
state and federal levels.
As part of the review four specific sub reviews were commissioned, covering;
• Assessment of current process for targeting of schools funding to disadvantaged students
• Feasibility of a National schooling recurrent resource standard
• Assessing existing funding models for schooling in Australia
• Schooling changes and opportunities
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The findings of these papers have been released and have received widespread comment in the media.
At this stage the Gonski panel has not commented on the papers or given any real indication of its own
deliberations or direction of thinking, although there is a clear inference that the review needs to focus
on delivering a minimum standard of educational outcomes to all Australians.
However, the socio-economic debate over government funding of non-government schools remains
an emotive issue in the community. At one end of the debate there are those that maintain the public
purse should not fund non-government schools, largely arguing that such schools are capable of and
should be funded by parents, whilst at the opposite end of the debate is the argument that every child
is entitled to a fair education, to minimum standards, out of public funding. This is obviously a gross
over simplification of the many complex issues that need to be considered, but represent the spectrum
of views on the issues at the heart of the primary debate.
Obviously at Queenwood we are carefully following the Gonski review, and, through the Independent
School’s Association, we are contributing our input.
The current funding models (federal and state) both have socio-economic parameters and assumptions,
which, with Queenwood’s geographic location and parent demographic means we are on one of the
lowest funding levels for independent schools. As a consequence, as a Board of Governors, we have
modelled a range of potential outcomes from the funding review and are confident that Queenwood’s
viability and sustainability is not at risk from the range of potential outcomes. In particular, we are still
confident that we can complete our building master plan, even if it may mean pushing out some of the
few remaining projects by a year or two.
Role of the Board and School Governance
I am often asked by parents about the role of the Queenwood Board of Governors. Queenwood is an
independent private girls school operated as a company limited by guarantee. We are not owned or
controlled by any other organisation or church group. The direction and operations of the school is
therefore managed through traditional governance arrangement with a Board of Governors, and a
management team lead by the School Principal.
The Board is therefore responsible for setting the strategic direction of the School, ensuring its financial
sustainability and in monitoring the performance of the School Executive in the implementation of the
School strategy.
The Board does not get involved in the day to day management or running of the School, that is the
domain of the Principal and his management team.
Our People
I would like to take this opportunity to thank Mr Harpur, our Principal, the School Executive and all
our staff for their contribution during the year.
I would also like to thank my Board for their unstinting support and for the additional continuing
workload created by the building program and strategic planning exercise.
Mr Leigh Minehan
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P R I N C I PA L’ S R E P O RT
P R I N C I PA L’ S R E P O RT
MR JAMES HARPUR
M A , D i p E d , M AC E
In advanced economies education has to meet an
increasing diversity of specialized needs. One result
has been to obscure the impor tance of broadly liberal
aspects of education, aimed at the person rather than
the future employee. The study of mathematics and
science is essential in the modern world; but so too
is the study of literature and history. The former equip
individuals to address the world of work, the latter to
address the personal, social and political demands of
life. Neither is sufficient alone….What gives concern is
the diminishing of the latter in the standard round of
education, for they are about the elements of civilized
human existence.
A.C. Grayling, The Things That Matter Great Britain,
2009 p109
A.C. Graylings observations on contemporary education confirm
what many educators (and parents) feel about the state of education.
A further element, often missing from these discussions, is the
notion that knowledge is public,that is, everything one does to
learn between students, across classrooms and within systems,
is also to accept that educational practise should be transparent.
Transparency of education allows all interested groups to see what
is happening. Even in a transparent system, however, how do we
know a school is truly a place of teaching and learning?
There are a number of key indicators that educators and parents
should look to understand how a school is working, or not. In no
particular order they are:
Leadership based on the principle of continuous improvement;
a principle that is evident at all stages of the school. This does
not mean there is only one type of leadership. Some leaders
are extroverted in the approach to leadership while others
prefer to work quietly at what a school needs. The model of
the servant leader remains the strongest model in education,
but not necessarily to the complete exclusion of other models.
Classroom dynamics which promote active and participative
learning, that ask open-ended questions, and promote student
led activities. Once learning becomes passive achievement is
diminished. Teacher focused lessons are but one strategy in
the effective approach to teaching and learning.
The relationship of the School with its community is critical.
Parents should maintain a strong interest in their children’s
education and participate in it. This may sound self-evident
but there is significant evidence to suggest that many parents
abdicate responsibilities to schools. How often do we follow
an issue being discussed in the media where the conclusion
is drawn that it should be taught in schools? Time at school
is a finite resource and I strongly believe parents should play
a significant role in the acquisition of values and beliefs in
children. Queenwood is particularly fortunate in this regard
that the parent community overwhelmingly share this view.
What might be described as grass-roots professionalism –
teacher talk, and planning. It is important to remember that
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professionals are accountable to a body of knowledge, not
just a bureaucracy. For teachers to develop professionally they
need exposure to professional development that deepens both
their knowledge and pedagogy of teaching. This is increasingly
difficult in an environment where teachers are held accountable
for results.
Schools need to operate on a ‘wiser not just more’ framework.
Content overload lies at the core of the national curriculum.
It is not possible for a school to ‘teach’ all the topics and
knowledge that differing individuals believe critical.
Alternatively, schools should consciously direct students away
from an overemphasis on content and focus on higher order
thinking and critical literacy skills. These are skills that will
be of value in the community where content is accessed at the
press of a button.
A continuity, coherence and commitment by the school to the
values it holds to be good and right. As a nondenominational,
Christian based institution, Queenwood is committed to
helping our students develop morals and values that are in
sympathy with the Christian tradition. At the same time,
Queenwood accepts students from all faiths and the school
community should respect difference of belief.
How might these indicators be achieved? First and foremost each
of them must be reflected in the attitude of the school – by that
I mean teachers and others – to the girls. For example we can
hold the old-fashioned view that students have innate differences
in their aptitude to academic work or, alternatively, we can see
aptitude as malleable and dependent on the learning context.
The view adopted is critical to the type of teaching and learning
that will take place. It does not undermine the differentiated
curriculum – far from it. Rather it reinforces the notion that
moulding aptitude takes place at different times and in different
ways across a student community.
Students are motivated by positive reinforcement for their efforts
and perseverance, with the primary goal of learning being selfdiscipline and self-regulation of learning. Transparency is best
achieved in this sense when learning becomes the ability to actively
manage one’s own learning and share that learning with others. I
have often suggested to girls that one very effective way of studying
at home involves their parents. When Mum or Dad asks ‘what did
you do at school today?’ instead of saying nothing explain to them
something undertaken or learned that day at school. I’m not sure
what my strike rate is. Whenever I suggest this approach I am
met with a look of incredulity, often the parent. Nonetheless, the
ability to teach another is a keen indicator of successful learning.
We also need to stop using the language of disincentive. Why do
adults consistently say that students need to “do the work”. Work
is not an exciting proposition to a young person – nor is it for many
adults – it is a word with layers of meaning. But the opportunity
to learn with and through others cooperatively is a different
proposition altogether. A school such as ours functions on the
basis of cooperative learning; where learning is an adventure,
often challenging, still held hostage to external high stakes tests, but one that maintains and
extends conditions that support learning at all stages in the School.
Of course there are significant challenges for a school pursuing a more transparent agenda.
Most people in Australia have attended school and tend to develop views of current schooling
through the lens of their own experience. This can be problematic. Transparency can also
make you vulnerable to the winds of politics. Transparency is also linked to communication,
a perennial source of frustration for schools and, I suspect, parents. Most schools, including
Queenwood, publish a weekly newsletter and expect interested parties to read it. Does this
remain sufficient in the age of instant messaging? How far should schools go to keep parents
informed of their daughter’s progress, the irony being that time uploading, updating is
teacher time away from the girls? These are some of the issues that continue to preoccupy
the Executive of the School. Be assured though, that Queenwood will not swerve from its
essential vision; to work with girls to help them become fully human and able to pursue their
ambitions and interests.
I would like to take this opportunity to thank and recognise the efforts of our teachers
and support staff this year. Led by Mrs Thomas in the Senior School and Ms Jenkins in the
Junior School, the teaching staff look after girls well beyond what is ordinarily experienced in
schools. Both Mrs Thomas and Ms Jenkins take on a significant responsibility in seeing that
the school is functioning well – much of their work is, like the iceberg of our imagination,
unseen. I also thank the people who contribute in many and various ways to the school –
receptionists, Design and Communication, the Business Office, the groundsmen and the IT
Department, each of whom work tirelessly to ensure our school remains at the forefront of
contemporary education.
Mr James Harpur
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S ta f f S cholarship 2 0 1 1
M s E li z abeth A le x ander
B Drama (Drama)
T
he 2011 Queenwood Scholarship
offered me a platform to explore
and investigate theatre in London
and Stratford-upon-Avon, and Ancient
Greek theatres throughout Greece.
The ancient theatre sites within Greece
were central to the development of the
western form of theatre. Coupled with
these par ticular theatres, was my desire
to also focus on the history of the
Ancient Greek Chorus.
Theatre in London afforded me an opportunity
to see plays which were rich in content and
imbued with compelling visuals. “Warhorse” –
a play developed by the National Theatre from
a book by Michael Morpugo – is now playing at
the New Theatre in London’s West End. This is
a profoundly moving production set in World
War 1. The eponymous ‘horse’ travels with
the British Army from Devon to the war torn
fields of France. Central to the visuals of this
production, is the remarkable representation
of the horse in puppet form - a form made of
bamboo and gauze - in which actors moving
inside the puppet move the animal. This was
highly effective to watch and consider not only
the huge amount of work which had gone in to
the creation of the horse, but also the emotional
journey which the cast – and consequently the
audience – experienced. This has rightly been a
hugely successful play for the National Theatre,
and is now playing in New York.
The National Theatre is also staging ‘One Man
Two Guvnors’. A brilliantly executed comedy
based on Carlo Goldoni’s ‘Servant of Two
Masters’, this adaptation sees the story move
from Italy in the 1700s, to Brighton in the
1950’s, replete with small time criminals, Eton
graduates without a grain of sense, a servant
who seems to have risen from the dead, and a
brilliant leading man. Suffice to say that the
small boy sitting next to me fell off his chair
laughing. He was not alone in his laughter.
I can’t remember a recent comedy as crazy, wild
and hilarious as this one.
London’s Globe Theatre presented ‘Dr Faustus’
on a balmy evening in July. This is a play I have
not previously seen produced, and I have to
say that the anticipation of seeing it presented
in this extraordinary theatre far outshone
the actual show. Hmmnn… Marlowe…
Shakespeare? No competition.
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The Royal Shakespeare Company at Stratfordupon-Avon has new and impressive premises
on the river. Plays were plentiful, but not all
available owing to the relentless tourist demand
for tickets. Due to its 50th Anniversary
celebrations in 2011 the RSC is presenting
readings of previous successful plays, lectures
and backstage tours, all which allow patrons
and visitors to experience the company in an
entertaining and well informed context. The
plays which I saw in production? ‘Merchant
of Venice’ – set in Las Vegas – was thrilling to
watch, but ‘Macbeth’, surprisingly for the RSC
set in Scotland, was a real disappointment. Call
me cynical, but if I see one more show with
rain, wet floors and actors avoiding puddles, I
may scream. What happened to imagination?
Taxis and backgammon aside, I was privileged
to encounter a dynamic woman who gave
me unceasing support and direction. Regina
Kapetanaki is an historian, musician, composer,
dancer (with Martha Graham) and the
producer of Greece’s top childrens’ television
show, to list a few of her accomplishments.
Added to this, and fortunately for me, Regina
was also a producer and director of Ancient
Greek theatre texts. In this context, her
particular speciality was the Ancient Greek
Chorus. Needless to say that her remarkable
resources were at my disposal and her profound
understanding of texts and chorus imparted
with generosity and incisiveness. There is a
shortage of ‘Reginas’ in this world, and I was
fortunate to meet with one.
The ancient theatre site of Epidaurus, west of
Athens, is set in a profoundly moving location.
Surrounded by pencil pines and country
steeped in history, the theatre rests in an
enclave which affords its audience a view of the
sinking sun.
17,000 people watched a performance of
‘Medea’, produced by the National Theatre
of Greece and marvelled at the acoustics and
story. But, finally it was the overwhelming
magic of the surroundings that will remain
with me.
Travelling throughout Greece, seeing countless
Ancient theatre sites, productions, museums
and galleries was fantastic. My students shall
hear the ancient stories, and together we will
delve into the astounding participation of
the chorus in ancient texts. Shakespeare and
his plays will be discussed, together with the
glorious Globe theatre. This was a wonderful
experience for me, and my thanks must go to
the Queenwood Board and Mr James Harpur
for offering me this scholarship.
2011
ANNUAL REPORT
queenwood
17
S ta f f S cholarship 2 0 1 1
S ta f f S cholarship 2 0 1 1
M r C orin B one
M r B rian J ohnson
M Te a c h B A ( H o n s ) ( M u s i c )
B E d ( M a t h e m a t i c s / C o m p u t i n g ) , D i p E d ( M a t h e m a t i c s ) , G r a d D i p E d ( C o m p u t i n g ) , N S W T C , B M E T, ( Te c h n o l o g y )
T
his past European summer I spent a very educational
few weeks in London taking par t in two quite different
but complementary professional development courses
in music education. The first course was a new and exciting
music education approach called Musical Futures, which has
been exploding in popularity in the UK for over five years, and
is just star ting to take root in Australian schools. The second
was a course in Creative Workshop Leading, at the Guildhall
School of Music and Drama.
Musical Futures
Musical Futures is an approach, particularly designed for Year 8 and
9 Music, that is based around research into how students of this age
prefer to learn music. In brief, students form groups and choose songs
to play, that they like and identify with, and are encouraged to work out
their own parts, by listening to recordings and teaching each other, and
asking the teacher for help where needed. Through this process, students
learn chords, techniques and rhythms through wanting to know for
themselves, rather than being told to learn it by a teacher. In later stages,
students then use the same approach to learn to play unfamiliar music
such as classical and world music.
I attended Musical Futures training days in three different schools,
and was struck by the ease with which all students got up to perform.
At a school in Buckinghamshire I saw a lunchtime concert in which
students of all years gave fantastic performances of songs, that they had
put together in their spare time, to a packed audience of their peers. As
a result of the Musical Futures approach, students are given the tools
to become independent musicians, able to learn music quickly, listen
perceptively, and collaborate with others. It was evident too that students
had been motivated to take extracurricular lessons and get involved
in choirs, bands and orchestras through this initial exposure to how
satisfying music making can be.
It was very interesting for me to observe the differences between the
various schools: the most successful schools were the ones where teacher
expectations were high, students were given clear goals in how to improve,
and older students provided strong role models. At Queenwood we have
already begun to apply some elements of Musical Futures in our Year 8
and 9 programs, and the initial response is very positive.
Creative Workshop Leading – Guildhall
School of Music and Drama
The Guildhall’s Creative Learning department runs many ensembles
and workshops throughout the year in which participants collaboratively
compose and perform pieces after an intensive period of work together.
The course I attended is designed to train professional musicians and
music teachers in how to lead workshops like this. We were taught by two
highly experienced musicians who showed us how to start from simple
gestures, words or rhythms to create complex and challenging pieces with
angular melodies, jazz riffs, and contemporary harmonies, often without
saying a word. Over two weekends, we were trained in activities, creative
strategies and compositional ideas, and shown how to lead clearly with
conducting gestures and cues.
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ANNUAL REPORT
2011
After this, we were thrown into the deep end helping to run a week-long
workshop for local East London musicians, aged 9 to 19, called “Sound
Refuge”. The idea behind this workshop is that all the musicians arrive
with their instruments, and then over the week, collectively compose
pieces to perform at the end of the week. We had a motley crew of
musicians arrive: from professional level drummers and guitarists,
violinists, mallet percussionists, pianists, sax and clarinet players, and
even a couple of boys with laptops who added atmospheric sounds into
the mix.
During this week, we started with just a few notes and ideas, and ended
with half an hour of exciting, energetic and innovative music. Every single
musician contributed ideas which were pieced together into a seething
mass of melodic ideas over propulsive jazz grooves. The performances at
the end were exhilarating: we had such complex rhythms going on that
my head hurt, but to actually pull them off was really exciting. Every
musician there played at a level far beyond what they had ever done before,
and they felt that they really owned the music, because they themselves
had composed every note. I was impressed with the way that the leaders
were able to demand absolute control over sound and rhythm from all
the musicians, but in a totally non-confrontational way: instead of saying
“you’re making the wrong sound”, they would get the musicians to listen
to the music and work out what sound the music needed at that point.
This was an inspiring way to end my time in London. I am very grateful
to the Queenwood Board for allowing me the opportunity to travel to do
these courses.
I attended Musical
Futures training days
in three different
schools, and was
struck by the ease
with which all
students got up to
perform.
M
y Scholarship in the Easter
Holiday break 2011, took me
to Manchester London and
Cambridge in England. I must admit I
expected to arrive in a much cooler
climate; instead I was greeted by 28
degrees, the hottest April day in 100
years, as I arrived at Manchester Airpor t.
For tunately the weather in Manchester
changed the next day to a more
expected drizzle and cool temperatures
for the rest of the week.
On the evening of Tuesday 12th April,
I attended a very interesting talk by George
Auckland, Head of Learning Innovation at the
BBC for over 30 years. George Auckland is one
of the world’s pioneers of disruptive innovation
in learning, media and technology. I came out
of the talk with some new ideas to implement in
the Years 9 and 10 IST course at Queenwood.
I then spent until the Saturday attending
the CAL conference. The conference led a
challenging international debate about the
future of research and practice in educational
technology. At CAL 11 the focus was:
• to explore the role of educational
technology research in addressing
questions of global and social justice,
widening participation and digital
democracy;
• to assess what role educational technology
might play in the context of low carbon,
energy constrained futures;
• to explore how emerging technologies
from diverse fields (e.g. gaming, AI,
biotech, ubiquitous computing) might
offer new environments for learning;
• to examine the informal learning practices
emerging in children, youth and adults’
digital cultures and their implications for
education; and
• to reflect on what lessons have been
learned over the last thirty years of
education technology research, and
what these might mean for the future of
research in the field.
The international conference was a uniquely
privileged place in which to think about the
future of education. I was fortunate to be one of
the delegates at this conference who came from
all five continents, that brought experience
and expertise from sectors as diverse as
primary education to workplace learning, from
community and youth work to schools, that
drew on disciplines as diverse as computing,
sociology, psychology, learning sciences,
cultural and media studies, youth work, health
and medicine, development and aid.
Moving onto London I then visited the Science
Museum and was fascinated by the History
of Technology and the replica of Charles
Babbage’s Difference Engine. When you see
the reduction of size from early computers to
current day computers side by side you can only
wonder of the size and processing power of
computers in the future. We will probably see
smart phone size computers with touch screens
and inbuilt projection capability.
I then moved onto Cambridge and visited
Cambridge University and the Museum
of Technology.
Based in the original sewage pumping station
for Cambridge, the Museum of Technology
exists to preserve and exhibit material that is
relevant to the Cambridge area, either by its use
or its invention.
MY LEARNING
Computing and communication technology
continue to make an ever-increasing impact on
all aspects of cognition, education and training,
from primary to tertiary and in the growing
open and distance learning environment.
With the rise of the Internet, readers need to
go beyond the interpretive skills required in
paper-reading environments and be able to
evaluate the Internet’s abundant visual and
nontextual features. One way to help students
bridge the gap between the skills required
for online versus paper-based reading is to
incorporate electronic books, or e-books, into
the curriculum.
The main use of ICT related to doing
schoolwork is the search for and treatment
of information. There is a displacement of
traditional forms of seeking out information,
such as through books and encyclopaedias, by
the use of multimedia tools.
Electronic communication is at the service
of sociability, by expanding the possibilities
to make contact and coordinate with friends.
For this reason, this is not a more solitary
generation as we may think, but rather one
that is more connected and that has more
possibilities to get together with their friends.
The adoption of technologies in education we
can describe as a steady trend, resulting from the
combination of factors such as technological
advancements, socio-technological changes,
demographic effects, market considerations,
pedagogical and administrative conditions
etc. Technologies are offering tools for
teachers to design flexible approaches to
learning, supporting collaboration, facilitating
interaction among teachers and students,
promoting
new
evaluation
methods,
reinforcing the learning context, enhancing
a more participative teaching and learning
processes and allowing the development of
knowledge communities.
Cultural processes are no longer limited to
specific geographic locations. Young people,
in particular, move across social and national
boundaries and are living in “transnational
connections” – connections often facilitated
by new technology. One example is the
emergence of social media that facilitates a
situation where new ‘participation arenas’
and ‘dialogic spaces’ are made available for
young people. Social networking sites have
become an important part of young people’s
social lives. An interesting question is what
happens when such informal activities enters
the realm of school?
Now that mobile phones have become even
more ubiquitous, powerful and connected
to the Internet, the possibilities for mobile
learning (both formally and informally) are
greater.
Smart phones, Tablet PC’s, Laptops, Desktops,
E-books, broadband cable networks, wireless
networks, Facebook, 3D technology, data
loggers, there is a lot to learn about and a lot
of technology that can used in the classroom.
It is certainly interesting and challenging times
ahead for education.
I would like to thank the Board of Queenwood
for a learning experience that challenged,
stimulated and gave me lots of ideas to
implement in computing Studies Courses at
Queenwood in future years.
2011
ANNUAL REPORT
queenwood
19
S ta f f S cholarship 2 0 1 1
S ta f f S cholarship 2 0 1 1
M rs K aren L ehmann
M rs Rosely n L eske
Dip T (B Ed Primar y)
BA, Dip Ed, M Ed
D r B ron w y n M ason
P h D, B A ( H o n s ) , D i p Te a c h , G r a d C e r t H i g h e r E d
A
s I embarked on my Staff Scholarship to the
National Research Centre for Gifted Education
and Talent Development at the University of
Connecticut in America, I reflected on the outcomes I
hoped to attain from the professional oppor tunity awarded
to me by the Board of Governors.
poem Jabberwocky, was particularly effective as two teachers took on the
roles of government officials looking into the death of the jabberwocky the last of an ‘endangered species’. Throughout the ensuing ‘investigation’
the students were obviously motivated as each individual sought to
justify his/her role in the destruction of the jabberwocky. As the students
examined the text to find details which supported their arguments they
demonstrated an increasing understanding of the language and content
of the poem.
I wanted to know more about how:
• to implement an enriching and challenging differentiated
curriculum to enhance the potential, interests and talents of all
our Junior School students;
The D4LC Conference took its title from Patrice Baldwin’s keynote
speech; Drama and the Brain. Her research strongly supports the need
for educators to choose teaching strategies which build confidence and
challenge young minds to think independently.
• to set up specialised and interesting programs for our high-ability
students with the aim of developing their strengths and talents
through authentic challenges; and
• to network with a global fraternity of educators and explore best
practice and models for gifted education.
W
The University of Connecticut is situated in the picturesque New
England village of Storrs. The University is the major economic,
cultural and employment hub of this town. The National Research
Centre for Gifted Education and Talented Development is a United
States federally funded research organisation which was established in
1990 with various university partnerships.
e are very grateful to the Queenwood Board of
Governors for giving us both the oppor tunity
to pursue an aspect of teaching that we are
passionate about – the impact of drama as pedagogy.
Our scholarship enabled us to travel to England where we attended a
conference and series of workshops run by D4LC (Drama for Learning
and Creativity). D4LC is an organisation based in Norwich which
is currently leading the world in training teachers to use drama as a
teaching strategy across the curriculum. The program was established in
2005 by Patrice Baldwin (Chair of National Drama, UK) a former head
teacher, leading theatre educator and internationally respected Drama
and learning specialist.
Dr Joseph Renzulli and Dr Sally Reis are eminent researchers and
professors who are based at the Centre. They have a number of published
studies that are considered seminal research which guides the design
and development of programs and services to meet the needs of gifted
and talented students. They have received national and international
attention for over 40 years.
I was very fortunate to make contact with Dr Sally Reis who put me
in touch with teachers and principals of five local schools that had
established differentiated and gifted programs. The day I spent at each of
these schools exposed me to new ideas and resources as I observed highengagement inquiry techniques that were part of the daily scheduling
of the gifted programs. It was wonderful to witness how each school
addressed the differentiated learning needs of all their students and to
experience the collegial atmosphere of these educational settings. I was
grateful for the hospitality and generosity of time that the staff in each
of these schools offered.
The next part of my scholarship was a week of intensive learning
at the National Research Centre at the summer Confratute. I was
with participants from across the United States and the world at the
University of Connecticut’s Education Faculty.
Confratute is a professional development conference and institute
with a good deal of fraternity mixed in and is in its 35th year at the
University of Connecticut. Everyone who teaches at the Confratute is
selected from the very best and most knowledgeable professionals who
spend the majority of time directly involved with children, teachers
and schools researching and implementing practical skills to enhance
the personalised learning process.
Intensive classes were run by Drs Renzulli and Reis as well as other
highly respected authors and researchers in the gifted field, including
those whose research I have been exposed to during my University
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ANNUAL REPORT
2011
studies in gifted education. It was a privilege to be in the audience
of a major address or a week long class of one of these respected and
published people.
The focus of the Confratute was on differentiated instruction, highend learning, and enrichment teaching. The belief is that all students
can benefit from enjoyable and challenging learning opportunities, and
that learning is maximised when considering each student’s abilities,
interests, learning styles and preferred modes of expression. How to
promote and accommodate these differences in a variety of settings is
the key to a successful educational program.
As a result of this learning experience, I have bought back to Queenwood
a number of ideas and resources to further develop the Gifted and
Talented program at the Junior School so that it offers challenge and
diversity not only to our capable students but to the whole of the Junior
student body. Being part of a community of learners with the staff and
participants at the Confratute immersed me in an atmosphere that
was purposefully designed to reignite passion, scholarship, hard work
and fun.
I am indebted to the Board of Governors for this personal and professional
experience. Not only has this opportunity given me the impetus to
initiate change in my educational setting but also the realisation of how I
can contribute to the educational excellence of my students.
Patrice is also President of IDEA (International Drama/Theatre
Education Association). The following quote summarises current
thinking on the value of drama as a means to enhance learning and
promote inquiry into personal and social issues:
Through the performing ar ts, educators are transforming
classrooms into theatres of creative dialogue, equipping
young people to enact solutions to contemporary
social needs and challenges… Collectively the ar ts offer
young people unique oppor tunities to understand
and create their own cultural and personal identities.
They stimulate interdisciplinary study and par ticipatory
decision-making, and motivate young people to engage in
active learning and creative questioning.
From IDEA 2006
As the first Australian teachers to be involved in D4LC, Patrice gave us a
very warm welcome and generously offered her time, advice and home to
us. We spent four days as guests in her charming 450 year old converted
barn nestled in the fields outside a tiny village on the Norfolk Broads.
From this amazing base we visited selected schools and spoke to teachers
working within a range of learning environments.
The conference workshops focused on ways in which drama can be
incorporated across the curriculum with a particular emphasis on literacy.
Our participation in the practical activities showed us some of the many
different techniques that can be used to encourage students to explore a
text without feeling the pressure to provide the ‘correct’ answers. Even as
adults, we were totally involved in what turned out to be a ‘fun’ learning
environment which allowed us to use our imaginations and develop a
flexible and creative approach to problem-solving.
While in England we also enjoyed theatrical performances at the Globe
and National Theatres and attended workshops for students run by both
the Royal Shakespeare Company and the Schools’ Shakespeare Festival.
As the RSC workshops and performances were conducted in Stratfordupon-Avon we had the privilege of learning more about Shakespeare in
his home town.
The Schools Shakespeare Festival (SSF) is an annual project which involves
up to 600 schools throughout Britain. The goal of the SSF is to keep the
language of Shakespeare alive by ensuring that his work is accessible
and relevant to students of all ages. The students, from both Primary
and Secondary schools, work on specially adapted texts from February
until their final performance dates in October. The workshops that we
attended were run by two energetic and patient theatre practitioners from
the National Youth Theatre. The level of engagement which they achieved
with very diverse groups of students was absolutely inspiring.
As an added bonus the London weather proved to be unseasonably
warm – great for performances at the open air Globe Theatre as well as
walking, cycling and people watching in outdoor cafes! We also managed
to absorb some English history and culture at various cathedrals, castles,
museums and galleries.
We sincerely thank the Board of Governors for offering us the chance
to have such a unique and rewarding experience. We feel very fortunate
to have met and worked with some outstanding educators within an
international setting. Their enthusiasm has invigorated and broadened
our own approach to teaching and we look forward to sharing some new
ideas with our colleagues and students at Queenwood.
The teachers’ willingness to demonstrate the implementation of D4LC
strategies within their classrooms allowed us to gain valuable insight into
how this approach works in practice. One English lesson, based on the
2011
ANNUAL REPORT
queenwood
21
S ta f f S cholarship 2 0 1 1
S ta f f S cholarship 2 0 1 1
M iss N ick y Robbins
M rs J udy T en z in g
BA Ed (Hons) with QTS and PE
BA Ar ts, Grad Dip
“If young people feel anxious they are less likely to learn
effectively. Developing resilience skills early can reduce
anxiety and depression, promote effective decision making
and enhance relationships and meaning.”
Penn Resilience Program 2005
This is the quotation which inspired me to apply for a Staff Study
Scholarship. It sums up the vital life skills which I believe I should be
helping my students acquire, yet it is not currently a compulsory part of
the Australian curriculum.
I have always been very interested in learning how to help children
become more emotionally and socially resilient. Resilience is paramount
to a child’s education and is vital for a child to be able to learn effectively.
It would seem that more and more children are being plagued by anxiety
and stress disorders, brought on by an inability to cope and deal with the
various situations that today’s society throws at them. Situations that are
inevitable: school assessments, parent divorce or separation, friendship
conflicts, managing assignments, sport trials and competitions etc.
Evidence has also shown that it can be these children who are far more
susceptible to eating disorders, addictions and other problem behaviours
later on in life. Targeting children at a young age and providing them with
coping skills and strategies could help to reduce anxiety and depression.
Teachers are in a strong position to help provide these necessary skills.
Whilst teaching Year 4 at Queenwood, I became aware that some children
were going to psychologists or counsellors for help, primarily for anxiety
and stress. I decided I wanted to do something to try to combat this.
I felt that a formal program should be used in the school to help
children become more resilient. It was touched on in our PDHPE
program but nothing ran extensively throughout the Junior School.
As “Resilience Coordinator” I researched many programs, finding the
“You Can Do It!” program to be successful in other schools. Half a day’s
training allowed the staff to implement this program into all stages.
The program has now been running since 2009 and even though some
aspects are working, there is a lot more that can be achieved to support
anxious children. My scholarship sought to improve my own personal
knowledge and understanding of how to enable our girls to become
socially and emotionally resilient in their lives.
Dr. Maurice Elias, a leading child psychologist, researcher and expert
on Social and Emotional Learning from Rutgers University in New
Jersey, explains the dangers of omitting social-emotional programs from
our children’s classrooms. He maintains that “many of the problems
in our schools are the result of social and emotional malfunction and
debilitation from which too many children have suffered and continue
to bear the consequences. Children in class who are beset by an array of
confused or hurtful feelings cannot and will not learn effectively. In the
process of civilizing and humanizing our children, the missing piece is,
without doubt, social and emotional learning.”
The second part of my scholarship was spent in England, predominantly
in Hertfordshire, where I attended a fantastic conference run by the
University of Pennsylvania, called the Penn Resilience Program.
The program is the result of years of research, including 13 separate studies
involving approximately 2000 students. The results have confirmed the
program’s effectiveness in preventing depression and excessive anxiety.
It also assists with behaviour problems. Most importantly, the skills
taught promote flexible, accurate thinking, problem solving and initiative.
The aim is accuracy. If students are able to think more accurately about
the situation then they will be more likely to solve problems effectively,
keep things in perspective and enhance their optimism and confidence.
The conference was outstanding. Not only was the content interesting and
vital for events that happen in my life, but I now also feel better equipped
to help my students with their own wellbeing. I took away many skills
from this conference which I fully believe every school teacher should
acquire; skills which ultimately should make every day more worthwhile
and positive. It is my hope that the messages of this conference begin to
seep into the everyday lives of the students at Queenwood School for
Girls. It is this ethos which should help to make a difference, now and
onwards into the girls’ futures.
I have always been
very interested in
learning how to help
children become
more emotionally
and socially resilient.
I
was one of the for tunate recipients
of a Queenwood staff scholarship for
2010 and in December travelled to
Jordan and Israel, an area of the world I
had not visited before but which is the
backdrop for the core component of
the IB History course I teach.
It was a long held dream to see the historic
walled city of Jerusalem and the old city of
Jaffa as well as the fabled cities of Bethlehem,
Hebron and Caesarea. Jordan was quite an eyeopener and I was impressed by so much there
– especially the crusader fortress of Kerak and
the exquisite Roman ruins of Jerash. However,
the highlight of Jordan was the pink city of
Petra. How little I knew of it – never heard
of the Nabateans! And I, a history teacher!
It was quite breathtakingly beautiful and one
the best-kept secrets from the ancient world.
Certainly well kept for me !
My time in Israel was immensely relevant
for my teaching and also quite a revelation
in terms of the great issues of the world. To
walk the streets of the old city – see sites I had
spoken of so often in class – like the Temple
Mount, the Wailing Wall and the Church of
the Holy Sepulchre - was a moving experience.
There was time to sit in cafes, sip mint tea and
talk with locals about the issues they face.
I took day tours to the West Bank – to the old
city of Hebron and the Ibrahimi Mosque –
wherein lies the tombs of the biblical Abraham
and his wife Sarah. And to Bethlehem, now
bustling town so far removed from its ancient
literary and biblical image.
The Holy Land is a place of conflict and tension
– but also a place of great beauty and a rich
tapestry of history. It has added such a rich
depth to my teaching of the region and I am so
grateful to have had this opportunity.
My scholarship was divided into two entities. The first part was spent in
Malta, visiting Dr Carmel Cefai who is director of the European Centre
for Educational Resilience and a senior lecturer in Psychology at the
University of Malta. I spent four days shadowing him and accompanied
him to schools, where I took part in the small groups that he runs for
children with social and emotional learning difficulties.
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2011
ANNUAL REPORT
queenwood
23
HEAD OF SENIOR SCHOOL
M rs E rica T homas
BA, Dip Ed, M Ed, Grad Cer t Ed (Histor y)
T
SENIOR SCHOOL
he dynamic learning
environment that exists in the
Senior School is a testament
to the positive attitudes of the girls
in their approach to each day and the
dedication and enthusiasm of the staff.
As this year draws to an end we have
much to celebrate.
In the classroom, a wide variety of learning
activities, the embedding of technology across
the curriculum with access to laptops and new
subject specific software, changes to programs
to reflect students’ interests and educational
trends, have been features of the 2011
academic year.
High levels of student involvement in
co-curricular activities continue to be the
strength of the School. Nearly every student
has participated in sport this year, with
Queenwood achieving its best results for
many years over a wide number of sports.
The new facilities at Lawrance have certainly
contributed to the girls’ enthusiasm for sport
as well as the excellent coaching staff assembled
by Mr Daniel Kozey and the variety of the
sporting program. The sportsmanship and
team spirit shown at interschool matches
continues to be something we are proud of
and believe to be an important part of the
girls’ education.
2011 also set a record for high numbers of
students involved in the various musical and
dramatic activities. The ‘Show Case’ Concert
in Term 3 epitomises the dedication and skill of
Queenwood’s musicians. Whether performing
as a soloist or in one of the many ensembles,
the girls’ commitment to music is obvious. The
Music Festival in Term 1 remains a highlight.
Through the ‘Junior Item’, senior girls develop
leadership skills whilst Year 7 and 8 students
mix, share an exciting experience and learn to
work the others. Congratulations to Audrey
Lim in Year 11 who won this year’s Queenwood’s
Got Talent with a guitar composition and
performance. The School Musical ‘Grease’
brought together students from all year levels
who sang, danced and played to full houses
each night.
We were thrilled with the achievements of
our Robocup Team. One group placed first
at the State Championships in September.
The girls went on to compete at Nationals.
Building robots and ‘training’ them to perform
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ANNUAL REPORT
2011
captured the imagination of students in Years 8
and 10. ISDA debating remains a competitive
and well respected competition. Our Year 9
and 11 teams reached the semi-finals in their
age groups. Opportunities for students to work
with other schools in our Gifted and Talented
program also increased – with Years 10 and 11
students involved in an overseas trip to Oxford
University and Years 7 to 10 students involved
in events such as the Knox Decathlon and
‘problem solving’ days.
The opportunities for students to be involved
in the leadership of the school have also
developed. The Student Representative Council
spent considerable time in 2011, working on a
social justice model for the School. Under the
guidance of Ms Shah, girls from Years 7 to 11
worked together to address student issues and
engage the School Community. The Prefect
group has been ably led by Rowena Lazar
and Katherine Pearce, who thoughtfully led
by example, displaying many of the values of
the School.
Jane Goodall spoke with eloquence about her
work as an anthropologist and primotologist
and left us with a message of peace. The large
numbers of girls who once again helped with
the Red Shield Appeal is a testament to the
commitment of our students to social justice
issues. We were delighted to welcome Gode
Migerano to assembly in Term 3 and look
forward to establishing a partnership with
a school in Sydney catering for refugees.
This initiative from Social Justice Prefects
Annabel Armitage and Isabella Skinner is
likely to have a long term impact and help to
demystify a complex issue. In March, we hosted
Mosman Council’s ‘Beat the Blues’ concert
that raised awareness about mental health
issues in young people. Year 9’s relationship
with St Edmund’s School remains an inspiring
opportunity and experience.
As the year draws to a close, 32 Year 10 girls
and five teachers are preparing to embark on
a Cambodian adventure. The trip this year
involves teaching English in four primary
schools, a trek in a National Park and cultural
and historical experiences. In an initiative
proposed by two Year 11 students, Gabrielle
Royle and Anna Walker, Year 10 and 11
volunteers trained for and then walked 50kms
to raise money for the Cambodian Schools’
Project in October.
Our Year 12 cohort leave the School after
making a significant contribution over many
years and I wish them well. Each year group
has a distinctive nature and make their own
contribution to our community. I congratulate
all of our students who can honestly say they
have done their best this year – academically
and socially. Many of our students consistently
contribute positively and this remains a
strength of our School. I thank the staff whose
energy and enthusiasm in 2011 have helped
to guide our students. Their commitment,
whether it involves helping Year 7 through
their first year of high school, goal setting
with Year 9 or fine tuning Year 12’s academic
performances, is evident in all they do.
Congratulations to the Senior School for a
wonderful 2011.
2011
ANNUAL REPORT
queenwood
25
D I R E C TO R O F S T U D I E S
M iss L isa Patterson
B S c , M Te a c h ( H o n s )
The Year 12 group of 2010 enjoyed the success that came from
consistently hard work, not just in the months leading up to their final
HSC or IB examinations, but over many years. At Queenwood, the
girls work very closely with their teachers to steadily build the skills
and knowledge necessary to achieve their best in the final Year 12
examinations. From a year group of 73 girls, 29% of HSC and IB students
gaining an ATAR above 95 and 54% of students gained an ATAR above
90. Across both the HSC and IB courses, 75% of girls achieved an ATAR
above 80. Details of the achievements of these students in 2010 may be
found under “2010 Senior Academic Results”.
In addition to the HSC and IB Examinations in Year 12 and the School
Certificate Examinations in Year 10, the National Assessment Program
– Literacy and Numeracy (NAPLAN) entered its fourth year in 2011.
All students in Years 3, 5, 7 and 9 took part in these mandatory tests in
May. Our results in Year 9 were very pleasing;
•
60% of Queenwood students were in the top two bands for
Reading, compared to 25% of students in NSW.
•
Writing, 53% of Year 9 girls were in the top two bands compared
to 22% of students in NSW.
•
Spelling results placed 58% of Queenwood students in the top two
bands compared to 28% of NSW students.
•
Grammar and Punctuation 50% of Queenwood girls were in the
top two bands compared to 19% of NSW students.
•
Numeracy, 55% of Queenwood students were in the top two bands
compared to 29% of NSW students.
•
Our Year 7 results were also very strong. In Reading, 83% of
Queenwood students were in the top two bands compared to 31%
of students in NSW.
•
Writing, 57% of Year 7 girls were in the top two bands compared
to 24% of students in NSW.
•
Spelling results placed 68% of Queenwood students in the top two
bands compared to 33% of NSW students.
•
Grammar and Punctuation 76% of Queenwood girls were in the
top two bands compared to 30% of NSW students.
•
Numeracy, 70% of Queenwood students were in the top two bands
compared to 32% of NSW students.
The National testing program allows us to identify areas of the
curriculum where our students may need additional focus and assists us
in continuing to support each girl to achieve her best.
until 2014 to allow schools sufficient time to develop teaching programs
of the high standard currently being delivered. Curriculum development
in Geography, Languages, the Arts, Health and PE, Technologies,
Civics and Citizenship and Business and Economics are also continuing
with expected release dates during 2012 and 2013 in these curriculum
areas. The NSW Board of Studies has continued to emphasise that they
have a strong commitment to supporting schools in this significant
curriculum change and there is recognition that schools need sufficient
time for preparation.
SENIOR SCHOOL
SENIOR SCHOOL
T
hroughout the year, it has been busy and successful
academically for the girls at Queenwood.
2011 has also seen the NSW Board of Studies announce that the
School Certificate as it currently exists will not continue beyond 2011.
The State wide tests that have taken place each November in English
Literacy, Mathematics, Science, Australian History, Geography, Civics
and Citizenship and Computing Skills will no longer be conducted.
The Board of Studies is currently conducting a review of the School
Certificate and it is expected that in 2012 the School Certificate will
continue to exist in some form but without the external tests.
Continuing to support the girls through regular feedback to parents is
an important element in assisting Queenwood girls in achieving their
best. Information evenings were held at the start of the year to outline
the academic program for 2011 and to set our expectations for girls at
each year level. Information evenings were held more regularly for Year
12 girls and their parents to address topics of importance and various
points throughout their final year of school. Goal setting interviews
for each Year 9 student and her parents were conducted in Term 1 to
allow the girls to reflect on their current approach to school and begin
to plan ahead. Interviews were also held with each Year 10 student and
her parents in Term 3 to assist the girls in selecting their senior academic
program. Parent Teacher Evenings were conducted for every year group to
allow parents to meet individually with their daughters’ teachers to gain
more specific feedback. School reports sent to parents twice throughout
the year remain another important tool in supporting the girls in their
development.
In supporting our students as they move towards the future, the annual
Careers Evening, hosted by the Queenwood Old Girls’ Association, was
held in Term 2 for girls in Years 10, 11 and 12. Girls had an opportunity
to speak to representatives from Tertiary Institutions about various
courses on offer. The second part of the evening then allowed the girls to
hear from former Queenwood students about their chosen career paths.
There are so many options available to school leavers today that we believe
it is crucial to provide our girls with as many opportunities as possible to
hear about possible career directions. Queenwood is also now a testing
centre for the SAT exams students are required to sit if they intend to
apply to US Colleges for tertiary study. In July, a number of our Year 12
girls attended a seminar at Sydney Grammar School to learn about the
application process for applying to Oxford University. School leavers are
now looking at study opportunities beyond their local community and
universities worldwide are responding to this developing interest.
This year has seen the Federal Government make further progress in the
development of a National Curriculum for all Australian school students.
Final syllabus documents for Years K to 10 in English, Mathematics,
Science and History are expected in schools by the end of 2011. However,
the implementation of the new Australian curriculum has been delayed
26
queenwood
ANNUAL REPORT
2011
2011
ANNUAL REPORT
queenwood
27
I nternational B accalaureate
M rs J udy T en z in g
Coordinator
BA Ar ts, Grad Dip
T
SENIOR SCHOOL
SENIOR SCHOOL
he International Baccalaureate Diploma (IB) is a comprehensive and challenging
two year program under taken by students in Years 11 and 12. It aims to promote
intellectual curiosity and international understanding through a balanced and
enriching curriculum.
The IB course encompasses the study of English, Mathematics, Sciences, Languages, the Arts and Social
Sciences with the additional features of Creativity, Action and Service (CAS), Theory of Knowledge
(TOK) and the Extended Essay. It is internationally recognised and facilitates geographic and cultural
mobility.
The IB Diploma has become a symbol of academic integrity and intellectual promise. A student who
satisfies its demands demonstrates a strong commitment to learning, both in terms of the mastery
of subject content and of their skills and discipline necessary for success in a competitive world.
Queenwood has offered the IB as an alternative pathway to matriculation since 2001.
The 2010 IB cohort did extremely well in their final exams with one of
our students, Lucy Forbes, attaining a maximum score of 45. Of the 18
other Year 12 IB candidates scores ranged from 30 to 44
A student who
satisfies its demands
demonstrates a
strong commitment
to learning, both in
terms of the mastery
of subject content
and of their skills and
discipline necessary
for success in a
competitive world.
28
queenwood
ANNUAL REPORT
2011
February 2011 saw the graduation ceremony for the 2010 IB cohort
held at Newington College. It was a most successful evening with
the ceremony being followed by a dinner for Heads of School and IB
Coordinators.
The training of Queenwood’s IB teachers continued with workshops
being attended by several of our IB staff. These workshops are very
valuable in the ongoing professional development of the IB staff and
in developing essential networks of IB teachers across the Asia Pacific
region. As the IB continues to expand strongly in Australia IB teacher
training workshops are increasingly being held here as opposed to
overseas, easing pressure on our professional development costs.
The strength of the International Baccalaureate at Queenwood is
growing with each new cohort. We have 12 students attempting the IB
in Year 12, 2011 and approximately 21 students planning to take the IB
in Year 11, 2012.
Enquiries from prospective parents indicate that the offering of the
International Baccalaureate at Queenwood continues to be an important
factor in their interest in the School and we look forward to continuing
to sustain and even increase our IB enrolment next year and thereafter.
2011
ANNUAL REPORT
queenwood
29
C reati v it y, Action and S erv ice
E n g lish
M r N ick M av ro g ordato
M s K ate L a z ar
C AS Coordinator
B A ( H o n s ) F i n e A r t , P G C E , A r t , D e s i g n & Te c h n o l o g y
Head of Faculty
B A D i p E d , M a s t e r o f E d u c a t i o n a l L e a d e r s h i p, S e c o n d a r y E d u c a t i o n ( E n g l i s h ) ( H e a d o f E n g l i s h )
SENIOR SCHOOL
The Cambodia Schools Project continues to thrive and has again provided several
International Baccalaureate (IB) students with wonderful opportunities to teach
and experience life in four primary schools outside of Phnom Penh. Through their
involvement, students engage with humanitarian issues in a meaningful way and
in talking to the girls, it is apparent that their respective experiences are often
empowering and potentially life changing.
Organisations such as Young Achievement Australia, United Nations Youth
Assembly and Clean Up Australia have continued to engage the interest of the
girls as have events such as Legacy, and Red Cross. Within the School, Cross Age
Tutoring, Debating, The Chronicle, the annual theatrical and musical productions
and various sports programs remain popular.
Recent Developments
During the two years of the IB Diploma Course, students need to complete an
activity, which demonstrates depth of involvement through engagement over time.
This is often a good opportunity to participate in an activity that incorporates
more than one area of CAS, another requirement of the syllabus. The 40K project
provided the current Year 12 students with a perfect opportunity to achieve this
whilst engaging with international humanitarian issues in practical ways. The 40K
Foundation is a youth led, Australian based, not for profit organisation that takes
on joint venture projects to reduce poverty in developing communities around
the world. 40K’s maiden project was the building of a school for 200 severely
underprivileged children in the north of Bangalore, India, in order to provide a
permanent building for their activities while also increasing the capacity to help
the children of the local quarry workers by providing remedial education services.
IB students and the School community assisted 40K to achieve their goal by
raising over $6,600. Under the guidance of Ms Tenzing, the students initiated and
collaborated on the organisation of an art auction. The girls bought canvas and
paint which was sent out to Bangalore with the request for images that reflect the
lives of the children. The resulting artworks were expressive and diverse in their
representations of an Indian childhood. In addition, some of the artworks sold at
auction were created by Queenwood students, made in response to those created
by the children from the Indian community; all were sold. The evening was a
tremendous success for the School community, both financially and culturally.
I continue to be impressed with the initiative and commitment demonstrated by
our students but their achievements are best summed up by the girls themselves.
Renee Carr wrote in her journal “From the day we bought the art supplies to the
day we handed over the cheque, all the work, including phone calls, car trips,
meetings, letters and marketing design was done by the 12 of us with very little
outside help. This made us feel so much prouder when it was completed, because
we hadn’t just donated money but had brought the Queenwood community into
contact with a cause we were passionate about supporting”.
Isabella Skinner wrote in her journal “The 40K Foundation was an example of
how young people can become involved in community service and have the ability
to bring about change on a local, national and international level”.
30
queenwood
ANNUAL REPORT
2011
The Cambodia
Schools Project
continues to thrive
and has again
provided several
International
Baccalaureate
(IB) students
with wonderful
opportunities
to teach and
experience life in
four primary
schools outside of
Phnom Penh.
“What is wonderful about great literature is that it
transforms the man who reads it towards the condition of
the man who wrote it.”
E.M. Forster
Teaching and learning are, by definition, dynamic pursuits, and for the
English Faculty change has certainly been the theme of 2011. Alterations
to the structure of the Faculty have accommodated staff engagement in
postgraduate study and fuelled a focus on pedagogy and a determination
to inspire the girls with our shared passion for literature.
As discussion regarding the introduction of the National Curriculum
continues, the emphasis this year has been on assessment, with a view
to broadening opportunities for high order thinking. Recognising the
influence of technology on how students communicate, our approach to
both the formative and summative assessment of English has this year
been expanded. Students from Years 7 to 12 have painted wall murals,
recorded Podcasts, produced short films and PowerPoint presentations,
collaborated on dramatic performances and engaged in a host of
challenging writing tasks designed to assist them to make connections
between their reading and the world in which we live. Collaboration
has indeed been the key to our focus on programming for 2012, our
aim to nourish the girls’ love of literature by extending their reading
of Australian and Asian material with the inclusion of classical works
ranging from Ancient Greek drama and Shakespeare to the novels of
Austen, Bronte, Dickens, Hardy and Tolstoy and the poetry of Donne,
Dickinson and Blake.
Beyond the classroom
This year the girls have enjoyed a number of opportunities to apply
their reading and learning beyond the classroom. Year 10 supplemented
their study of The Kite Runner with an informal lecture by a guest
speaker who has lived and taught in Pakistan and Afghanistan. In Year
8, an understanding of the effects of prejudice was developed with the
study of Shakespeare’s The Merchant of Venice and the novel The Boy in
the Striped Pyjamas; an excursion to Sydney’s Jewish Museum assisted
the girls to contextualise the themes underpinning these works. An
understanding of the Gothic genre was enhanced by a series of creative
writing workshops that culminated in readings of the girls’ narratives by
Mr James Harpur, Ms Elizabeth Alexander and a mystery guest at the
opening of the School’s inaugural Gothic Festival. Students were also
encouraged to see the most recent film version of Charlotte Bronte’s
Jane Eyre to enhance their study of this classic novel. Shakespeare moved
from page to stage, Years 7 and 10 enjoying performances of scenes from
A Midsummer Night’s Dream and Macbeth, while Years 9 and 11 were
treated to a theatre outing to see productions of Romeo & Juliet and Julius
Caesar. We hope to continue the theme of English beyond the classroom
with the offer of further literary tours abroad in the next 12 to 18 months.
An extension program that encouraged students to pursue their wide
reading and develop rigorous academic research practices generated
much excitement in Year 8, and thanks go to Miss Amy Hall and Miss
Alexandra Tomkins for the development of this highly stimulating
program. An appreciation of language was similarly fostered for students
in Years 7, 9 and 10, who participated in poetry workshops organised by
Mrs Virginia Pelosi as part of the School’s Gifted and Talented program.
Writers unblocked
SENIOR SCHOOL
I
returned to Queenwood at the star t of 2011 after a period of two years leave,
during which I taught at the International School of Ho Chi Minh City, Vietnam.
Since returning, I have been pleased to renew my involvement with Creativity,
Action and Service (CAS) as the program administrator. One of the most satisfying
aspects of this role is observing the transformation power that engaging in service in
the community has on our students’ growth and understanding.
In keeping with tradition, Queenwood students have participated in a
number of writing competitions, this year achieving accolades for their
contribution to The Sydney Morning Herald/Writer’s Festival ‘Write
Now’ competition, the Whitlam Institute’s What Matters, the Stanton
Library Bill Coppell Young Writers Award and The Mosman Youth
Literary Awards. Congratulations to Gabriella Brown, Zoe Iron and
Elizabeth Murray (Year 7), and Claire Birch, Kimberley Chen, Georgia
Dee and Isabelle Le Boursicot (Year 9), who were awarded Highly
Commended for their contributions to Write Now; Krystina Batt (Year
10) for her winning entries in the What Matters and Bill Coppell Young
Writers Award; and Jacqueline Lazar (Year 8) for her success in the
Mosman Youth Literary Awards.
Opportunities closer to home have also been keenly embraced, the Year
12 writer’s group meeting in a “room of their own” in Terms 1 and 2
and a record number of students submitting works for the School’s four
major writing competitions (results not available at the time of writing
this report).
While a necessary aspect of teaching and learning, change is never easy.
Fostering the development of the girls’ passion for literature in the
face of continued discussion about accountability and an emphasis on
high stakes testing is made possible by a team of committed and
enthusiastic English teachers. My thanks to Mrs Rachel Brown, Ms Sue
Charteris, Miss Amy Hall, Mrs Lucy Lewis, Mrs Virginia Pelosi, Mr
Brett Nisbet, Ms Alana Smith and Miss Alexandra Tomkins for a vibrant
year in English.
Years 7 to 12 have
painted wall murals,
recorded Podcasts,
produced short films
and PowerPoint
presentations,...
2011
ANNUAL REPORT
queenwood
31
M athematics
H istory
M rs Y v ette S emler
M r A drian M uir
Head of Faculty
B Ed (Mathematics)
Head of Faculty
BA (Hons), M Ind Rel, Dip Ed (Histor y)
History isn’t really about the past settling old scores. It’s about defining
the present and who we are.
Harold S. Geneen
Ken Burns
e day
Once again our staff members threw themselves into the spirit of days with
special dates that enabled them to approach areas of mathematics in novel
ways.
On September 18th (2.718281828459045…) we celebrated the number e;
named after Euler and first discovered by mediaeval bankers who wanted
to know why the return on their money was plateauing. Many girls learnt
e correct to more than 20 decimal places with the record being set by
Hannah Luong with 160 places. (The 2010 record for Ø was 200 places
and the 2009 record for π was over 160 places). Memory techniques were
used; one important part of being a good mathematics student.
A day to remember
This year also saw a day with repeated digits: 11/11/11. Not only a
palindrome and a prime number, students also discovered that 11 is an
important number in all their school subjects. The day provided a fun way
of practising our skills. Examples included the Prime Minister’s Eleven,
Oceans Eleven, 7 Eleven and the fact that 11 Tim Tams in a packet doesn’t
make it easy for families of any size to share. They went on to discover and
prove some mathematical magnificence; just square 111111111 to see the
number 12345678987654321 appear.
Today and Tomorrow
We thank Dr Paul Ayres from University of NSW and Dr Michael
Cavanagh from Macquarie University for their contributions.
Both worked at Queenwood for many years and their continued
association is invaluable.
Many professional development courses were attended by staff, focusing on
IB portfolios, probability and senior mathematics courses. From teaching
tips to technology, the many workshops were indeed an inspiration.
The girls have witnessed their teachers’ passion and their shared efforts
to make mathematics dynamic. They are excellent role models for their
students as they too have been busy creating new materials and sharing
their knowledge with each other. As with the students, the skills
required are the ability to reflect, communicate mathematically, reason,
question and apply their knowledge. Mathematics does not come without
challenges but supportive environments created in the classroom as well
as outside the classroom and during tutorials make the job a little easier
for students. Girls often start attending tutorials because they are advised
to but then keep going because they see the benefits. I would like to thank
Mr Maxwell, Mr McLauchlan, Ms Mowe, Miss Oudri, Miss Patterson,
Mrs Saunders, Ms Shah, Mr Shore, Mr Thompson and Mr White with
support from Mrs Tormey and Mrs Southey. We have all enjoyed sharing
the magnificence of mathematics this year.
queenwood
ANNUAL REPORT
All too easily, the study of history can
degenerate into a checklist of facts. Whilst
good history teaching has a central narrative,
the real challenge of history, for both students
and teachers, stems from expressing the
changing interpretations of people and events.
Effective teaching programs place strong
emphasis on the development of analytical
skills as much as the telling of the story.
Bringing out the potential in our students
and helping them define the present through
a study of the past is always a challenge.
This year, the History department has placed
special emphasis on learning activities outside
of the classroom.
The highlight of extra-curricular learning
this year was a 14 day study tour of Germany
and Poland led by Mr Muir, Mrs Tenzing and
Miss Tomkins. The group visited Munich,
Nuremberg, Berlin and Krakow. Apart
from visiting numerous historical sites of
significance, the group enjoyed numerous
cultural experiences from eating Bavarian food
through to watching a football game in the
Berlin Olympic stadium and catching public
transport in Poland.
In Term 3, Year 10 visited the newly restored
Making up the numbers
32
The most exciting thing about teaching history
is that it always remains relevant. Whether it is
Year 7 learning about Ancient Egypt or Year 12
making a documentary on Leni Riefenstahl,
the content and the methodology help us to
understand who we are.
2011
Quarantine Station at Manly. The students
learnt about the experiences of several
generations who arrived in, or returned to
Australia under the shroud of illness. Issues
such as migration and preservation of heritage
were discussed throughout the course of the
day and in follow up lessons.
SENIOR SCHOOL
SENIOR SCHOOL
“When you have mastered numbers, you will in fact no
longer be reading numbers, any more than you read words
when reading books. You will be reading meanings.”
Also in Term 3, Year 12 attended ‘The Mad
Square’ exhibition, at the Art Gallery of New
South Wales. The girls saw many modern works
produced during the Weimar era, very relevant
to our twentieth century study of Germany.
Practical exposure to history not only makes
it easier to learn about the events, but also to
define the present.
The History department has continued to
focus on the development of the students’
technological skills. In the junior years,
programs such as PowerPoint, Photostory,
MovieMaker and Blogster, have allowed our
students to create short presentations and
explore the power of visual images and sound
in recreating and interpreting the past. Senior
students are now well established in the art of
documentary making.
As well as overseeing the teaching of History,
the department continues to maintain a
focus on the outside world with the Year
8 World Studies course. This year we have
followed the progress of the New South
Wales election whilst exploring the role of the
media in our society, the impact of sport and
recreation and the role of popular culture.
The girls have shown great creative inspiration
throughout the year in preparing electronic
media journals, an election blog and making
their own board games. In Term 4 we visited
Auburn and Cabramatta to experience aspects
of multicultural Sydney.
Staffing
The dynamic teaching program offered by the
History department would not be possible
without the contributions of the teaching
staff. Miss McArthur, Mrs Saville, Miss Hall,
Miss Tomkins, Mrs Tenzing, Mrs Jones and
Mrs Susan Stokes have all made significant
contributions throughout the course of the year.
I would also like to specially thank Miss
Elizabeth Stockdale who replaced Miss
McArthur whilst she was on maternity leave
in 2011.
2011
ANNUAL REPORT
queenwood
33
S ocial S ciences
science
M r B ruce M arsh
M s M errily n L ean
H e a d o f F a c u l t y, D i r e c t o r o f A d m i n i s t r a t i o n
BA, Dip Ed, M Ed Admin
SENIOR SCHOOL
In Year 10 we trialed a new topic entitled Women’s issues in Africa.
This was met with great enthusiasm from the girls and broadened to
include issues on a more global scale.
Technology, as an adjunct to learning, continued across all year groups.
Some highlights included the use of data bases by Year 9 Geography, the
Sharemarket game in Commerce and multimedia presentations in Years
7 and 10.
In putting theory into practice, it was very rewarding to see the enthusiasm
and success that Year 8 Commerce showed in launching their ideas for a
small business at our Term 3 Business Expo. In the post launch financial
analysis they managed to raise $1,277.00 which was then donated to the
Cambodian Schools Project.
A fieldwork approach
As in previous years, fieldwork has continued to be a critical part of the
teaching strategies within the department with a variety of approaches
adopted in different year groups:
• Year 7 travelled to the Blue Mountains to experience a World
Heritage area first hand;
• Year 8 travelled to Ku-ring-gai Chase National Park to investigate
micro-climates and the impact of people on the natural
environment;
• Year 9 undertook a community study at Auburn with a visit to a
mosque and Turkish café for lunch;
• Year 10 Geography embarked on a study of urban decline and
renewal at Pyrmont;
• Year 10 Commerce visited the Justice and Police museum;
• Year 11 Business Studies undertook a study of small businesses in
the Annandale area;
• Year 11 Geography integrated individual fieldwork into their Senior
Geography Project and researched the impact of both physical
processes and people on the marine environment of Long Reef;
• In Term 4, as Year 11 began their HSC course, they studied urban
dynamics operating in Sydney and viticulture staying overnight in
The Hunter Valley; and
• Year 12 researched change in the mangrove ecosystem of Careel Bay.
A tireless staff
The year began by us welcoming Ms Senzeni Ndhlovu as Mrs Louisa
Tomes’ maternity leave replacement but sadly ended with Mrs Brianna
Lofhjelm tendering her resignation to allow her more time to spend with
her new daughter.
Of course, the ongoing success of the faculty, both in terms of HSC/SC
achievement and in working with each and every girl as an individual, is
34
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ANNUAL REPORT
2011
a function of the dedication and many hours of hard work invested by all
members of the department.
I never teach my pupils. I only
attempt to provide the conditions in
which they can learn.
SENIOR SCHOOL
T
his year saw the introduction of a new and completely
restructured Year 11 Business Studies syllabus. Whilst
the emphasis continued to be on planning the new
syllabus extended beyond having a primary focus on small
business to include management issues and influences on
larger corporations.
Head of Faculty
BSc Dip Ed
Alber t Einstein
Research into best teaching practices
continually shows that the most effective
methods are those where the students
are actively engaged in their learning.
This, combined with the fact that students
have differing preferred learning styles, means
that teaching programs have to be broad
enough to encompass all learners, but specific
enough to ensure that the end results are
comparable for students.
A close analysis of the Australian Curriculum
demonstrates that there is little formalisation
in terms of pedagogy. Before creating programs
for this new curriculum, it is appropriate to
reflect upon what is currently done in Science
at Queenwood.
Much of the learning done in Science follows
the constructivist model, where students learn
cooperatively and via enquiry based learning,
thereby retaining information for longer and
developing a deeper understanding of both
content and skills. As modelling of higher
order thinking skills is very important for the
success of this process, we stream our classes to
maximise the effectiveness of student learning,
thereby providing the opportunity for the
growth and development of these analysis and
lateral thinking skills. For this reason there is
also an extension class in Year 8 Science.
Learning in Science is achieved through a
variety of on and off campus activities. We take
excursions to venues such as the planetarium,
Mt Piper Power station, Jenolan caves and rock
platform. These experiences are particularly
valuable opportunities to stimulate the senses –
to see, hear, smell and touch where appropriate,
providing situations where students are
fascinated and hence intrinsically interested,
thereby stimulating deep learning. Visits to
science institutes such as the Garvan institute
and UNSW, plus challenges organised by
external organisations and with local schools,
allow us to vary and enhance the learning
opportunities for our students.
So how do we foster this kind of cooperative
and enquiry based learning? We encourage a
classroom environment where students:
• become resilient learners who do not easily
give up when they face adversity – great
ideas are generally refined again and
again. We also provide the framework for
students to learn from their mistakes;
• think scientifically, as the scientific
method is integral to everything that we
do in Science;
• are confident to share their own ideas,
work together and think laterally to
creatively problem solve;
• independently explore their own passions
in Science; and
• feel safe to make oral or other
contributions to group tasks and also take
risks in moving out of their comfort zones,
knowing that they will be supported and
valued by the group.
This kind of learning does not happen without
a department of dedicated staff who are
passionate about sharing their love of Science
with students and who are life-long learners
themselves. Our interest in Science ensures that
we keep abreast of current issues in Science,
and use them in our teaching. Cohesion and
cooperation amongst staff members is also very
important to us as we learn from each other
and from our experiences to make the learning
environments of our students as varied and as
productive as we can. We develop concepts for
lessons that allow students to learn at their own
pace, allowing them the time and opportunities
to make relevant links themselves. Our
teaching spaces are such that relationships are
developed with the students where our high
expectations of the students are made clear to
them; as teachers we believe that they can do it
and this ensures that our students set and work
towards goals, with success. We view and value
our students in their entirety and not just as a
learner of Science in our classrooms.
Learning does not happen without teacher,
student and faculty evaluation to analyse
the success of each given task and to improve
programs and individual activities for the
coming year. Often teaching is a fine line:
somehow you always need to be ahead of your
students, guiding them along the pathway
of learning, encouraging them to take side
branches when it is appropriate, talking about
and supporting their individual learning
journeys, but not being too far ahead or you
lose some students along the way.
So in terms of the Australian Curriculum,
we have before us the opportunity to use the
vast range of skills that we have built up in
the Science faculty to design differentiated
programs that focus on appropriate learning
experiences that are cooperative and enquiry
based. It is a challenge that we look forward to.
2011
ANNUAL REPORT
queenwood
35
H ealth and P h ysical E ducation
L an g uag es
M iss K ate M ortimer
M r A ntonio B oschiero
Head of Faculty
B. Ed (Hon) HHM
Head of Faculty
BA (French, Spanish, Latin Am Stud, Italian) Dip Ed, (Languages)
Todd Blackledge
Students today live in an environment where there is so much available
at their fingertips, that they often look for easy and fast solutions in
regards to their overall health. Throughout 2011 PDHPE has focused on
changing this mode of thinking. The aim for Queenwood girls is that
they recognise that strong physical, mental, social and cognitive health
takes effort. You can’t simply wish yourself healthier, but you can achieve
good health through work. This includes solid time management and
a clear recognition that action on their behalf will result in improved
fitness, self- esteem and enjoyment of life.
2011 - The Lawrance Campus
2011 has seen significant changes in the approach that Queenwood
is able to take towards the PDHPE curriculum. These changes can be
attributed to the new Lawrance facility, in particular the open access
to the pool, training room and indoor court. The girls have brought a
renewed enthusiasm to practical classes, resulting in much increased
effort towards new and challenging fitness activities. New subjects
that were introduced in 2011 include; water polo, still water biathlon,
lifesaving, spin classes, fitness circuit design, resistance training design,
body pump, boxing, cross fit classes and TRX cable workouts.
Physical Education – A belief in exercise
The Physical Education program exposes students to a variety of sports
and is aimed at involving all students regardless of athletic ability.
Lessons are designed to maximise student learning through involvement
in skill based drills, modified activities and competitive games. Nonphysical skills, such as communication, teamwork and leadership are
also emphasised. It is also crucial that students learn an appreciation
for the benefits of exercising at different intensities. In particular the
satisfaction a student feels when completing a lesson that was set to test
physical capabilities.
Year 7 experienced such a test during their Aquatics unit. After three
weeks of training they were set a series of increasingly challenging
biathlons to complete. At its most difficult the biathlon was comprised of
swimming 300m, running while carrying a tug-of-war rope, swimming
300m and hill repeats of Awaba. What was of significance is that all
students responded to the challenge and developed a healthy self- belief
that their mind was in fact in charge and that their body was capable of
more than they realised.
Year 8 enjoyed the introduction of a Lifesaving unit. Here the girls were
asked to assess various scenarios and perform a variety of rescues. The
challenging nature of the timed rescues allowed them to develop an
understanding of the link between cognitive thought and well executed
physical performance.
Year 9 was challenged with their first experience of AFL. Skills such as
kicking and hand balling did not come easily to all and a new appreciation
was gained for the different stages of skill acquisition. They adapted
to the format of the game, displaying solid and coordinated play at the
conclusion of the unit.
36
queenwood
ANNUAL REPORT
2011
Year 10 had an extremely active year, in particular in ‘Biomechanics and
Exercise Programming’. The girls were asked to complete a variety of
physically demanding exercise classes. These included the first Spin, Body
Pump and Cross Fit classes to be run in PDHPE at Queenwood. These
are activities where the intensity of the exercise is considerably high.
Students were taught how to manipulate their heart rate in order to cross
the anaerobic threshold and gain significant fitness benefits.
Health – A belief in balance
Queenwood is an advocate for the concept of a holistic approach to
health. Much emphasis is placed on the need for a balanced lifestyle
that encompasses not only the physical, but also the social, emotional
and cognitive dimensions of health. Units of work that are covered in
Health are designed to expose students to the issues that are of concern in
relation to the overall health of young Australians. Students are required
to ask critical questions of their own lifestyle and health choices and to
make judgments on which areas they can improve.
I
s it any wonder that my favourite book is called “La
grammaire est une chanson douce”? (Grammar is a sweet
song). Author Eric Orsenna writes “Le français est votre
pays. Apprenez-le, inventez-le. Ce sera, toute votre vie, votre
ami le plus intime.” To refer to a language as a country, a
friend, is very much a reflection of the Queenwood approach
to learning languages, where learning languages is a personal,
engrossing and inventive journey.
The Languages faculty has seen Queenwood girls live their languages
through fantastic projects, exchanges all over the world, excursions to
enthralling cultural performances and exhibitions, outstanding ACER
Languages Certificate results, LOTE Theatre… the list just goes on… in
every language.
• a review into the support offered to young people suffering
depression and other mental health issues;
This year we welcomed Mrs Susan Stokes to the Language faculty as our
new Latin teacher. She has already made a valuable contribution to the
School and the future of Latin is in very good hands. In Term 2 Mrs Jane
Jilek took a well-earned break and we welcomed Mrs Karen Clarkson,
who did such a fantastic job that she was quickly snapped up for Terms 3
and 4 by the Junior School where she continued her great work with our
future linguists.
• an examination into the current physical activity levels of young
Australians; and
Deutsch
Investigations that were undertaken in health this year include:
• a critical evaluation of the nutritional information available on the
websites of popular food products including Tim Tams, McDonalds
and Uncle Tobys.
2 Unit PDHPE – Senior Studies
Queenwood offers the 2 Unit PDHPE course for study in Years 11 and
12 and the course is well suited to those students with an active interest
in the areas of health and exercise science.
Year 11 undertook a study of ‘The body in motion’. Here they were
required to provide an in-depth biomechanical analysis of the joint and
muscle action that occurred through the performance of a golf swing.
Such an exercise provided the students with an entry level experience of
what occurs within an advanced exercise physiology laboratory. Year 11
also travelled to The University of Sydney and completed their Senior
First Aid Certificate.
Year 12 were fortunate to have two Olympians visit to share valuable
knowledge on technology in sport and training programs. Hannah
Campbell Pegg, the current Australian Luge representative spoke
about her experiences at the 2006 and 2010 Winter Olympic Games.
She provided the girls with valuable knowledge on how sled design
and aerodynamic suits can impact on performance times and Olympic
results. Yanda Nossiter spoke about her training programs leading up to
the 1996 and 2000 Olympics for the K4 Womens 500m sprint. Yanda
was kind enough to provide the girls copies of the Olympic training
program, allowing them to develop a deep understanding of the level of
detail behind elite athletic training.
The PDHPE faculty has thoroughly enjoyed 2011 and are looking very
much forward to another exciting and active year in the new Lawrance
campus. I would like to thank Ms Kelly Dewit and Ms Amanda Lazar for
their ongoing support, efforts and enthusiasm throughout 2011.
2011 marked the 50th anniversary of the building of the Berlin Wall,
an important chapter in the history of Germany. The Year 10 German
students completed a unit of work on the city of Berlin and the Berlin
Wall. This culminated in the opportunity to interview Herr Stahl, who
witnessed the building of the wall as a young boy living in Berlin. The
Queenwood German students in Years 8, 9 and 10 went to the Goethe
Institute in Woollahra for a day in order to participate in a work shop
called Musik + X. The girls were accompanied by Frau Stahl and Frau
Jilek, working small groups where they found out about the German
music scene through interactive tasks. Louisa Zaininger of Year 10 spent
Term 1 in the German city of Hamburg on a language exchange. She
attended a German high school and returned to Australia with a wealth
of linguistic and cultural experiences. Her host sister, Marie Schaudig,
came to Queenwood in Term 3 and was very helpful, providing the
Queenwood girls with authentic German expressions and interesting
cultural insights. The Year 12 HSC students attended German speaking
classes once a week after school with Mr. Stahl, making good progress
throughout the year. He equipped them with authentic German
vocabulary and expressions. Three of our German students, Alexandra
Mohr, Rosemary Seller and Aoife McCarthy were lucky to experience
several cities and historical sites in Germany whilst on the History tour
this year. The girls were the only German speakers on the tour and they
put their German skills to the test as translator/interpreters helping
to decipher signs, menus and travel information. This was a rewarding
experience for the girls.
Français
SENIOR SCHOOL
SENIOR SCHOOL
The 6 W’s: Work will win when wishing won’t.
Queenwood girls have had many adventures “dans le pays du français”
throughout 2011. Years 7 to 10 engaged in a range of activities in their
French classes: performing or role playing the unit dialogues, describing
pets, planning activities depending on the weather, following the
adventure of Michael Fairclough or learning about more serious topics
as they studied the Café des Rêves. We also welcomed the Theatre
LOTE for a performance of “Coco, Curie et Jeanne d’Arc” – a show that
combined drama, live music and documentary style, this presentation
weaved together the lives of three famous and extraordinary French
women and outlined their different contributions to the fashion world,
scientific achievement and history of La France. Just as we enthused
about our once again fantastic HSC and IB results from the 2010 Year
12 cohort, our 2011 senior French girls began showing that they are not
going to be outdone. Extension French girls read and analysed at length
the classic French novel Jean de Florette by Marcel Pagnol and IB girls
gave in depth exposes on pertinent social issues for their Individual Orals
lingua latina
This has been an annus mirabilis for Latin at Queenwood with a range of
activities both in and beyond the classroom allowing students to explore
the utility and currency of this seminal language. The beginning of the
year saw Sarah Carlisle (Year 11 IB) attend the annual Year 11 Latin and
Greek students’ symposium at Trinity Grammar School, where over a
century of students from the Sydney region, (and Mittagong) gather to
celebrate these ancient tongues through costumes and fine food. Sarah’s
evening was doubly successful with her being awarded best dressed Roman
matrona and belonging to the winning trivia team. Year 8 have struggled
and overcome the trials and challenges of the foundations of the Latin
verb system, whilst expanding their English vocabularies exponentially
and Year 10 have investigated the subordinate clause system amidst the
mythology behind the fabled Trojan War and its myriad cast of deities and
heroes. Term 3 culminated in a visit to the Museum of Ancient Cultures
at Macquarie University where year 8 and 10 Latin students examined
original Latin inscriptions largely by mourning spouses honouring
deceased beloveds, which rendered these ancient people more empathetic
to a modern audience. Year 7 spent much of Term 3 immersed in an
introduction to the Latin language highlighting the hitherto unknown
concepts of the object of the verb, stuffed dormice and rotten fish guts
sauce. It is almost superfluous to note that it was enlightening for most.
Nihongo
Japanese provides our students with the opportunity to experience
one of the major cultures in the Asia Pacific region. The students enjoy
learning Japanese through a variety of activities. This year we took part
in several incursions and excursions such as: eating Obento (Japanese
lunch); Yakisoba (Fried noodles) making lessons; Origami; calligraphy
activities at School; Year 8 to 10 students went to Nihongo Tanken centre
in Kirrawee, Year 12 IB students went to Ukiyoe (Wood block print)
demonstration at the Japan Foundation and Taikoz concert at the Angel
Hall in the city. Plus Year 7 to 12 students made 1,000 paper cranes to
send to Miyagi Prefecture after the earthquake and Tsunami disaster as
a school project. It was a great experience for all students from Senior
2011
ANNUAL REPORT
queenwood
37
L an g uag es
T echnolo g y
M r B rian J ohnson
Head of Faculty
B Ed (Mathematics/Computing), Dip Ed (Mathematics), Grad Dip Ed (Computing), NSWTC , BMET
Español
A bottle of soy sauce! That is the first thing met by Year 11 IB Spanish ab initio students at the start of
Spanish language learning journey. Soy sauce?! Well, let’s remove the word sauce and we’re left with just
“soy” – “I am” in Spanish. It’s a simple yet catchy beginning to the learning of Spanish. Whilst the Year
12 delved into the language exploring topics such as leisure, the world of work and the environment,
Year 11 spent their first few months learning some communication basics and some cultural imperatives
such as the importance of “la siesta” and “el mate”. They also start to realise exactly how big the Spanish
language is. Here are some facts: Spanish is the second most used language in the United States. There
are more Spanish speakers in the United States that there are people in Australia and more people
speak Spanish in America than there are speakers of Chinese, French, Italian, Hawaiian, and the Native
American languages combined. There are 45 million Hispanics who speak Spanish as a first or second
language, as well as six million Spanish students. So for the few girls studying Spanish at Queenwood,
they are joining the community of the widest spoken language in the world. ¡Bienvenidas!
Italiano
Firstly, our congratulations go out to Lauren Sarjeant and Adelaide Coleman who achieved 3rd and
4th place in Italian Beginners 2010. For this great achievement they were honoured by CO.AS.IT and
presented with certificates by none other than the Italian Minister for Culture at a special presentation
in the Italian Forum Leichhardt. Year 11, 2011 began the year with great excitement immersing
themselves in the Italian culture by researching regions and their culinary specialities. A number
of them have already visited Italy and were able to include their own experiences in a PowerPoint
presentation. The great array of Italian food available in Australia offered the opportunity for them to
organise their own Italian lunch. The girls have delved into the language exploring many topics such as
the family, friendship and leisure activities to mention a few. They are experimenting with the language
and trying to assimilate language concepts. It has been a productive year. Year 12 perfected their skills
to such an extent that at the end of less than two years of language, many of them will leave Queenwood
as bilingual. Their approach to their study has incorporated many innovations of technology and
the internet and it is pleasing to see how audio files, such as songs and podcasts have played such an
important part in language acquisition.
T
his year has seen some exciting developments in
Technology at Queenwood. In Years 7 to 10 students
learn computing skills in each subject area. This is
known as Information and Communication Technologies (ICT)
skills. Computing and communication technology continue to
make an ever-increasing impact on all aspects of cognition,
education and training, from primary to ter tiary and in the
growing open and distance learning environment.
SENIOR SCHOOL
SENIOR SCHOOL
School not only to achieve their goal, but to think of people in Japan. We look forward to next year as
we will go to the Nihongo Tanken centre again, Year 10 Day at the University of Sydney and Year 12
HSC Continuers Day at North Sydney Boys High School! Sensei is planning to do the Aikido class as
an incursion. Students will learn not only the self-defense but understanding a Japanese culture through
the class. Finally a special congratulation to Erika Takemoto and Yuri Kato for their achievement in IB
higher level as both succeeded in gaining band 7.
Year 10 undertook the Board of Studies School Certificate online
examination in ICT skills. The feedback from this examination will
allow us to evaluate the effectiveness of our teaching programs. This
will ensure that students at Queenwood will continue to gain the best
possible delivery of computing skills.
In the area of E-Learning, the use of the Course Compass Internet site
was negotiated with Pearson Education Publishing Australia to deliver
courses to 10 Information and Software Technology Students, Year
10 ICT students and Years 11 and Year 12 Information Processes and
Technology students. These courses allow students to complete self
paced, self marking review and consolidation exercises at school or at
home. The teacher at all times can monitor student progress. The courses
also provide students with an electronic textbook, weblinks and learning
activities. The teacher is able to create tests and learning activities to add
to the courses and access Pearson Education Australia’s vast array of
learning resources to add to the courses.
In 2011 we also added access to Pearson Places an online learning site
for all subjects 7 to 10. This site provides students with enrichment and
consolidation activities and includes worksheets, online quizzes, online
tutorials and interactive drag and drop games.
The School has five modern computer labs. The library ICT room has 30
computers and a touch screen display board known as a Smartboard.
The new Renee building, R202 computer lab has 26 computers and a
Smartboard along with Robotics control equipment. Both rooms also
have flat panel LCD screens for student use. In computer studies we have
all the Microsoft Office suite, Visual basic, Adobe CS5.5 , Corel Suite
and Gamemaker Pro 6.1 software as part of our extensive software range.
We also have a full set of LEGO NXT Robotics and Tribotix Robotics
kits. We are also able to use the vast open space and beautiful scenery at
Balmoral Beach to record our movies and photographs.
In addition, the School has four mobile computer labs. Students from
Years 7 to 12 now have access to laptops and are using these in many
subject areas to integrate computing skills into their lessons.
All computers have Internet access, including access to Encyclopaedia
Britannica Online. This allows students to access up to date information
quickly in class.
The Challenge involves participants solving interesting but simplified
computational tasks typically performed by scientists.
In Year 10 girls completed the Information Software and Technology
course. The girls produced excellent multimedia work using Flash CS-5,
Website Design and Spreadsheets. A programming tool Gamemaker pro
6.1 was used and the girls enthusiastically developed their own computer
games.
In the 2 Unit HSC Information Processes and Technology, Years 11
and 12 course the practical use of computers is emphasised. Queenwood
students completed computing studies courses from Years 10 to 12.
The students enthusiastically used Multimedia Software, Platypus
Multimedia, to complete their Major projects. The main aim of the
course is to develop a good working knowledge of computing that will be
of immediate practical value in the workplace or at university.
Webschool continues in the Senior School with students being able to
access announcements and assessment diaries via the internet from
home. Students were also able to download lesson materials, permission
notes and access revision quizzes via Webschool.
All students discussed sensible ways to use email and post messages on
chat groups. We also discussed the dangers of the Internet and to not
post inappropriate messages about other students on any chat site, email
or text message
Lots of other computing activities were integrated into subject areas
such as spreadsheet and graphics in Maths, databases in Science and
Geography, Internet research skills in History, Music Composition
programs in Music, Multimedia in social science, Graphics program in
Art and Technology subjects.
In 2011 we offered Years 10 Information and Software Technology
students an Honours course in the Python Programming language.
Students completed the National Computer Science School Challenge
online through Sydney University. The NCSS Challenge is a five week
programming competition designed to educate participants about
computer science and its significant impact on how scientists work.
38
queenwood
ANNUAL REPORT
2011
2011
ANNUAL REPORT
queenwood
39
Visual A rt and D esi g n
DRAMa
M s M e g L omm
M r Gu y S herborne
Head of Faculty
B Ar t Education (Honour s)
Head of Faculty
BA Hons Drama, MA Hons Drama, Dip Ed Drama and English (Drama)
SENIOR SCHOOL
Creative Arts Week
This year’s theme was Mis-Takes. The theme was chosen as a means of
highlighting the many opportunities that occur in the creative process.
Often a mistake can open up a new trajectory and become divergent
in nature offering students new directions in their making of Art and
Design. Four practitioners were invited to explain the role of mistakes
in their professions. Students attended lunchtime seminars and engaged
in dialogue with the guests. From this experience students appreciated
the real world application of the subjects taught in Art and Design and
reflected on their own practice and future aspirations. To highlight
Creative Arts Week to the School community, a Desktop Redesign
Competition was also held. Each day a screen saver was exhibited on
the schools computers to encourage further awareness and dialogue
about mistakes.
Art and Design Workshops
Workshops are an integral part of the teaching programs in Art and
Design. This year the faculty hosted a drawing workshop with The
Whitehouse Institute of Design for Senior textiles students. Artist
Seraphina Martin completed a two day printmaking workshop
with senior visual art students and Indigenous artist Sarrita King
worked with students 7 to 10 in developing a deeper understanding of
Aboriginal work and its role in contemporary and urban art. During the
week she spent at Queenwood, her story telling and knowledge of both
contemporary and historical works was devoured by students.
Ms Lynda Espinola who has returned to Australia after three years of
teaching abroad. With her she also brings fashion industry experience.
It is with great pleasure that I step into the role of Head of Faculty in
2011. I am looking forward to being involved with the development of
the new Art School and working with dedicated staff. I would like to
thank all faculty staff for their continued commitment to inspiring and
fostering the creative pursuits of Queenwood girls.
T
he Drama Faculty made a decision to push for fur ther par ticipation of Riverview
and Shore in our annual school productions. In 2011 this emphasis continued,
with both schools involved in the production of the musical Grease. Faculty Head,
Mr Guy Sherborne, took long service leave in Term 1, with Ms Elizabeth Alexander
taking the reins, while actor and writer, Linden Wilkinson stepped into Mr Sherborne’s
teaching role for Year 11 and Year 12. At the outset of Term 2, Ms Alexander enjoyed
the benefits of the staff scholarship, investigating Greek theatre in the 5th century. The
scholarship is a vital enrichment model, with a corollary in study leave for academics at
university. In the last three years we have employed past Queenwood Drama students
to teach the Extra Curriculum strand for Year 7 and Year 8. This year Julia Rober tson
has taken over from Kate Leaver. Julia is at the University of Sydney. Three students
have been invited to par ticipate in an International Adolescent Health Conference at
Darling Harbour, as program managers and performers in the adolescent ar ts initiatives.
They are Isabella Pelosi from Year 12 as Coordinator, Tess Connellan from Year 11 as her
assistant and Rebecca Zhou from Year 10 to perform on keyboard.
SENIOR SCHOOL
V
isual Ar t and Design offers students of Queenwood
the oppor tunity to exercise imaginative, critical,
reflective, and higher order thinking. Through rich
programs and a focus on innovative learning experiences,
students discover and engage through historical issues their
relationship to contemporary conditions. Connections through
research and discussion are common. Staff and students
value the study of Ar t and Design through direct experience
with objects and practitioners. In light of this, Creative Ar ts
Week, Ar t and Design Workshops and an Ar tist in Residence
program have contributed to the richness and diversity of
teaching and learning.
Shakespeare Festival
The Shakespeare Festival adopted the theme of ‘mystery’. Shakespeare’s plays are replete with this
theme, and Term 1 saw Drama students from Year 6 to Year 12 investigating numerous scenes from the
tragedies, history plays and comedies, all of which offered a platform for their performance abilities,
and also endorsed the topic theme. Ms Elizabeth Alexander and Ms Linden Wilkinson compiled the
students’ chosen scenes into a play in which a private detective and an ‘everyman’ consider the ‘mystery’
of murder. Understandably, there was no lack of choice. Evelyn Parsonage was awarded Outstanding
Performer of the evening, and Jackie Brooke and Christina Ramsey were awarded Outstanding
Group Performance.
Grease – the Musical
Grease had a huge audience over three nights, in excess of any previous production. It offers sheer
entertainment and catchy rock tunes. Director, Elizabeth Alexander showed her ability to inspire
performers whilst addressing issues of production. The Music Faculty were heavily involved, with
Mr Tim Crow as band leader and conductor, Mr Corin Bone as vocal coach and Head of Faculty,
Mrs Mary Carter on the keyboard. Past student Eliza O’Cana led a choreography team of three.
Grease had a huge audience over the three nights, in excess of any previous production. For the first time
we used a booking service, whilst also selling at lunchtime and on the night. This format will continue.
An important discovery was a group of mothers who designed, made costumes, found props, designed
character makeup, all with thrift, care and extreme dedication. Jenny Bennett and Jo Appleton need to
be bottled. Liz Duke was once again active in assuming responsibility for make-up and hair.
Extra Curriculum Drama
Visual Arts and Textiles and Design Exhibition
40
Congratulations to our Year 12 Art and Design students for a fantastic
exhibition. The quality of work exhibited was thought provoking and
showcased the talents of the students who successfully worked across a
range of media and topic areas. Opening night was a huge success. Glen
Barkley, curator from the Museum of Contemporary Art, opened the
show with the Astra Foyer at maximum capacity.
Julia Robertson, a past Queenwood Drama student is the tutor. Using students now studying at
university means they have a clear knowledge of Queenwood and its demands on students, and they
care. It does however mean a closer role for the Head of Faculty. In Year 7 we have 24 students. In
Year 8 there are 14. In August we embarked on a training course for selected Year 8 students to assume
the running of all public drama presentations, as lighting operators and stage managers. In Term 3,
they ran the Year 11 Performance Night. Their mentors are the current production team from Year 10:
Sasha Lesiuk, Samantha Woodforde, Rebecca Zhou.
Teaching Staff
Drama Support Parents
After 6 years of service (and Queenwood Old Girl) Fiona Nettheim left
at the end of Term 1. Her contributions to this faculty and the wider
School have been instrumental in the quality of textiles produced.
Fiona’s expertise and enthusiasm were greatly valued. We welcome
Our thanks to the new Drama Support Parents; coordinator Tracey Steggall, assisted by Roz Wells,
Jo Morbey and Rhonda Johnson. The School, students and staff are fortunate to have an easy natured
force of mothers, involved in ordering and selling refreshments for the Shakespeare Festival and Grease.
queenwood
ANNUAL REPORT
2011
2011
ANNUAL REPORT
queenwood
41
music
library
M rs M ary C arter
M rs T eresa S tubbin g s
Head of Faculty
M M u s Te c h , B M u s E d , A M u s A
Head of Faculty
D i p E d . , B E d . , G r a d D i p E d ( C o m p u t e r s ) , M a s t e r s E d . ( Te a c h e r- L i b r a r i a n )
SENIOR SCHOOL
Ensemble Consolidation
The 11 different music ensembles in the Senior
School have had a very pleasing year and were
able to demonstrate their achievements at
various functions, particularly at the annual
Showcase Concert held in September. This
year the ensembles were: Senior Choir, String
Orchestra, Symphonic Wind Ensemble,
Orchestra, Jazz Band, Chamber Singers, Orion
Strings, Flute Ensemble, Percussion Ensemble,
Clarinet/Saxophone Ensemble and a Piano
Duet. At the Showcase Concert some combined
Junior and Senior items were also featured.
These included a combined K to 12 choir and
the Junior School Suzuki Violins accompanied
by the Senior School String Orchestra. Other
ensembles featured in the Showcase Concert
included two class ensembles: a Year 8/9
chamber ensemble, a Year 11 vocal ensemble
and the Junior School Swing Band.
In preparation for the Showcase Concert,
several workshops were held for the ensembles,
so that their items could be fine-tuned.
The choirs were very fortunate to have two
members of the a cappella vocal group, the
Idea of North, come and work with them on
aspects of vocal technique as well as ways to
improve their overall vocal tonal quality. The
girls responded very well to the workshop and
it looks like we will have to have the whole Idea
of North group come and work with the girls
next year. A full day of instrumental workshops
was run on the Sunday prior to the Showcase
Concert with visiting tutors and conductors
assisting the girls to refine their performances.
The Orchestra was very fortunate to have the
assistance of Mr Brian Buggy OAM, conductor
of the Sydney Youth Orchestra Philharmonic.
Throughout the year, Queenwood ensembles
perform at many school and community events
such as the QPA Cocktail Party, the Mosman
Council Beat the Blues Concert, the School’s
Birthday and many other special services or
functions.
Diversification and
Differentiation of the
Curriculum
Differentiation has been a School focus this
year and music lends itself well to this approach
to activities. All tasks that students undertake
in music have a minimum requirement that
all students can achieve, but also allow the
students to go beyond these and stretch their
abilities. An example was teaching drum
skills to Year 7. Several drum patterns were
issued to the girls to learn, some of which were
within every students’ capabilities, and some
were more difficult and complex, providing a
challenge for those girls who wanted to extend
themselves.
A new method of teaching music, Musical
Futures, takes this idea further. It allows
students to discover how music works through
staged activities in which they are progressively
given more challenging music to recreate
in practical groups. It has been proven to
develop students’ aural and instrumental skills
significantly, as well as dramatically increasing
their motivation to participate in musical
learning, particularly between the ages of 12
to 15. Mr Bone recently undertook training in
this method and has successfully introduced
it to some of his classes. The Music Faculty is
currently looking at adapting their program to
fit the Musical Futures model.
To supplement the curriculum a variety of
excursions and incursions have been organised.
These have included a performance and
workshop presented by the drumming group,
TaikOz to Year 7, 8 and elective music students;
a performance by a baroque duo for the Year
9 elective class; a performance of jazz styles
presented by Queenwood tutors to Years 9 and
10 elective classes; senior students attending the
Encore Concert at the Opera House featuring
the best performances and compositions of the
2010 HSC and an excursion to the Australian
Institute of Music by all elective music students
to attend a performance of The Magic Flute,
presented by students at the Institute.
Interaction with the
Junior School
This has been a successful year for a more
cohesive interaction between the Junior and
Senior Music programs. Throughout the year a
number of advanced Junior School performers
have been included in Senior School ensembles.
Participation in these ensembles has provided
an exciting challenge for the girls involved and
has given them inspiration to continue with
their instrumental studies. Several combined
Junior and Senior School items were presented
at the Showcase Concert. The interaction
between older and younger girls was fantastic
and each group gained an invaluable experience
through participating in these items.
Music staff have also been more flexible this year
with some members of the permanent music
staff working with classes or groups across both
the Junior and Senior schools, which has led
to a more cohesive department. In Term 3, we
were very fortunate to have Ms Topham join us
and she was able to split her time between the
Junior and Senior schools, which reinforced
the links between both schools. Ms Bryant
(Junior School Music Coordinator), Mrs Anne
Sweeney (String Director) and Mr Tim Crow
(Band Director) also divide their time between
both schools.
In May this year, Queenwood took possession
of a magnificent Steinway Concert Grand
Piano. To celebrate this acquisition, a special
piano recital evening was organised which
featured past and present students and some
staff. The current students featured were from
years 6 to 12: Vanessa Li (Year 6), Therese Hava
(Year 7), Amelia Hellicar-Foster and Sabrina
Macdonald (Year 8), Lucy Dalton and Morgan
Houston (Year 9), Alice Barber and Rebecca
Zhou (Year 10) and Emma Donnelly (Year
12). The 3 past students spanned the past 20
years and were: Cate Williams (Class of 2009),
Heather Willis (Class of 2001) and Iona Luke
(Class of 1990). Staff who performed included
Mrs Carter (Head of Music), Mrs Wardell
(Senior Language Teacher), Mr Bone (Senior
Music Teacher and Choral Director), Mr
Haire (Senior piano teacher and jazz musician
extraordinaire) and Ms Brenda Jones (Keyboard
Director, accompanist and world class pianist).
Finally, thank you to all music staff who
have contributed to another busy and
successful year.
42
queenwood
ANNUAL REPORT
2011
SPACE AND PLACE
SENIOR SCHOOL
2
011 has been a year of ensemble
consolidation, diversification and
differentiation of the curriculum
and a more cohesive interaction with
the Junior School Music Depar tment.
“The quality of spaces – alive,
holistic, balanced, self-sustaining,
timeless, appropriate…the life and
soul of a place depends not simply
on the physical environment, but on
the patterns of events that happen
there…”
(Alexander)
The Rennie library has continued to focus on
student centered learning in 2011. The student
is ‘who and what is valued here’. Our extended
hours from 7.30am to 6.00pm have proved that
learners demand to work in a variety of ways.
Because no other space in the School is as freely
accessible, offers universal membership or is
visited simultaneously by several groups the
library plays a vital role in providing physical
spaces in which we are able to perform our roles
and identities. According to students it is a safe,
comfortable, accessible, flexible and equitable
space where they feel welcome.
With the emergence of new technologies
the library has assumed a new definition.
We have aimed to create learning spaces that
embed these new technologies in order to
re-engage our learners and so giving them a
sense of ownership. Walk into the library’s
large space and you will be greeted by hushed
tones, study tables, privacy niches, seminar
rooms for project-based learning, students
accessing information through wired data,
informal and formal learning spaces where
anywhere, anytime learning is taking place.
Virtual environments that engage students
and physical environments that blend learning
with socializing are effective for time on task.
The Rennie library is not just a place but also a
doorway to a global world of learning.
JESSIE STREET LUNCHEON
Once again a group of Year 10 students
attended the annual fund-raising lunch for
the Jessie Street Women’s Library held in
Parliament House. This library is a self-funded
specialist library that aims to promote the
library and cultural heritage of Australian
women. Jessie Street was an active campaigner
for the equality of status for women and
instrumental in the Aborigines gaining
citizenship. Queenwood was honoured to be
able to support such a worthy cause. Jemma
Dickman, Samantha Woodforde, Sophie
Deans and Emily Fell attended the lunch this
year and were addressed by Professor Kerryn
Phelps AM on the topic of ‘From Fringe to
Mainstream: Turning Unconventional Ideas
into Accepted Wisdom.’
DVC
After careful and thorough research we chose
Digital Video Commander (DVC) as our new
digital content management system. DVC is a
library of digital video content that teachers
and students can access through a catalogue
menu using a PC and/or SMARTBoard. It
suits the Queenwood context as we have PCs
and SMARTBoards in every classroom.
DVC enables the digitisation of our existing
library of Screen rights VHS tapes; the capture,
editing and storage of TV broadcasts (free to
air and pay TV); the reticulation of commercial
DVDs and the inclusion of Queenwood
created materials such as student work and
performances. Essentially DVC’s core function
addresses our need to efficiently store, retrieve
and circulate quality digital video files.
Kindles have proved to be very popular with
both staff and students. Loaded with a variety
of classics, biographies, science fiction, crime,
mystery and suspense there is something to suit
everyone’s tastes. Staff and students notify us
of specific e-book titles they would like to add
to the Kindle library which are automatically
delivered wirelessly.
PROQUEST DATABASE
At the time of writing no other school
in Australia subscribes to this database.
It provides comprehensive and easy-to-use
research to support K to 12 learning. With
high-quality digital content from both primary
and secondary sources students and staff
have access to appropriate and authoritative
information. In a Google world Queenwood’s
investment in this high quality online database
ensures that our students have access to
curriculum-relevant, scholarly magazines and
peer-reviewed journals with robust primary
sources. Details of how to access the database
are available on the Rennie library wiki at
www.queenwoodschoolforgirls.wikispaces.net.
KINDLES
The library began experimenting with different
formats of books this year by purchasing five
Kindles. A Kindle is a wireless reading device
that provides instant access to thousands of
electronic books and with its electronic ink
paper display, simulates reading on paper. The
2011
ANNUAL REPORT
queenwood
43
G I F T E D A N D TA L E N T E D
M s Vir g inia P elosi
M iss A manda O udri
Head of Special Programs
BA(Syd) Dip Ed COGE
Robotics
B Sc, B Ed (Mathematics)
SENIOR SCHOOL
The highlight for this year, however, must be
the exciting Scots/Queenwood Trip to the
United Kingdom which ended with a two
week program at Oxford University, taking
place in the Semester 2 break. An initiative of
Scots College, Bellevue Hill, this program is
one with which Queenwood was proud to be
associated. A group of our Year 10 and 11 girls
accompanied students from Scots to England
where they became part of an international
contingent from other educational institutions,
such as Marlborough College, Wiltshire. Our
students were given an opportunity to view
tertiary study at its highest level. Intense in
nature and intellectual in calibre, this program
was designed to immerse our girls in academic
pursuits. Maddalena Easterbrook in Year 10
tells of her trip:
“Our large Australian group was made
up of eight Queenwood girls who were
accompanied by Miss Smith and boys form
Scots and their teachers. With our tour
guides we were able to squeeze in numerous
sights while in London. My favourite was
the night at Shakespeare’s Globe theatre,
where we watched “Dr Faustus,” whilst not
actually a Shakespearean play, it was still an
incredible production. We were surprised
and very pleased to see Mr Harpur who met
us at the station and travelled with us to
Oxford where we walked to our home for the
next two weeks Balliol College, its oldest and
largest college. The “city of dreaming spires”,
Oxford is a unique medieval university and
is absolutely stunning! Before arriving here
we had chosen three subjects to study, my
electives were Experimental Psychology,
Medical Biology and “Shakespeare on
Stage”. Being at Oxford was a life changing
experience, I was able not only to see what
it is like to be a tertiary student at one of
the best universities in the world but also to
experience college life. I met so many friends,
both from Australia and overseas, who I will
keep in contact with for years to come.”
queenwood
ANNUAL REPORT
2011
Interfaculty Workshops
Following hard on the heels of the Oxford
Trip was another joint school activity with
Scots in Term 3 when a team of Queenwood’s
very enthusiastic Year 7 and 8 scientists led by
Mr Mark Shore invited another team of likeminded students from Scots to attend a one day
Science workshop.
This workshop was an extension of
Queenwood’s own Interfaculty Workshop
program which has been developing steadily
over the last two years. As part of this program,
in Term 1 our Year 9 Mathematicians and
Historians were pitted against each other, as
they sought to devise a new Intelligence Test
suitable for their peers.
Again in Term 3, as an acknowledgement
of the ending of the Space Shuttle Program,
two teams of Year 7 and 8 Language and
Mathematics students and led by Mr Chris
White and Miss Fiona Stahl, devised a message
in symbols to leave on the moon for other extra
terrestrial travellers to decipher.
These workshops, which culminate in an
afternoon performance for an audience of
their peers, have provided our girls with an
introduction to lateral thinking methods,
an experience that they have revelled in.
In 2012 we will continue to develop to this
concept further.
The Knox Decathlon
Queenwood enthusiastically entered four
teams in this year’s Knox Decathlon. Thirty
two of our students took part in the Decathlon
which tested their skills in a myriad of
events from Forensics and Code Breaking to
Advertising. As usual our girls were keen to
take up the challenge and look forward to it
next year.
R
oboCup is a robotics and
computer programming
competition in which students
design and create a robot using NXT
Lego technology. This year Queenwood
par ticipated in two categories at both
the Sydney regional and NSW Open
competitions. In Dance Theatre, students
are required to build and program a
handful of robots to perform to a piece
of music. In the Rescue competition,
students are required to design a robot
which can perform a rescue operation.
This involves following a specific trail
along the ground using light sensors,
and removing a “person” (a can) from a
dangerous “green zone”.
This year proved to be very successful in many
ways for Queenwood’s robotics group. Not
only did we welcome new members Elizabeth
Cosgrove, Rebecca Zhou and Hannah Stacey to
the group, but we also placed first at the NSW
RoboCup Open. Our winning team consisted
of Rebecca and Nicola Mackenzie, Isabella
Pettit and Rebecca Zhou. Their creativity and
originality clearly stood out from the rest of the
entrants, and their theatre performance was
choreographed to the music from the sound
track of My Fair Lady. The four robots danced
a ballroom dance while the girls danced in time
in the background; all were dressed in vintage
attire. This fantastic result has put the girls in
good stead for the Australian Open in Hobart
this year.
Elizabeth Cosgrove and Emily Oliver created a
love scene between two robots, who danced to
the song Airplanes by B.O.B. Their backdrop
was outstanding and accompanied by a wellchoreographed dance.
Samantha Woodforde and Hannah Stacey
came to the competition with an outstanding
program. At one stage, they were placed fourth
out of 22. They were also the only female team
to gain a place in the quarter finals. It was
unfortunate that a computer malfunction
restricted them from progressing any further
into the finals.
Congratulations to all the girls involved
in RoboCup this year. We look forward to
welcoming new members next year. As you can
see, fun is had by all – both living and mechanical.
M rs Zoe T hompson
Coordinator
B E c o n o m i c s ( S o c i a l S c i e n c e ) ( H o n s ) , M A Te a c h i n g ( Ye a r 7 Pa s t o r a l C a r e )
“I have really enjoyed Year 7, I have
loved making new friends and
everything is really different. I love
that!”
Year 7 has made a wonderful start to their life at
Senior School; they have been an enthusiastic,
friendly and committed year group right from
the very start of the year. They have enjoyed the
new freedom they have been given, including
the use of their locker room and walking
between the three campuses. They have also
embraced all their new subjects, studying some
for the first time. Importantly, they have looked
out for each other and made new friends easily.
At the end of Term 2 they were asked whether
they were enjoying Year 7 and what they liked
best and the overwhelming response was that
they loved school.
athletes among them. Year 7 girls have also
thoroughly enjoyed extra-curricular drama
before school. A highlight for many girls was
participating in the Music Festival at the end of
Term 1 and, in particular, getting to know the
senior girls and other Year 7 and 8 students in
the Junior Item.
Camp also proved an excellent opportunity to
get to know more girls in the year group and
to try a range of new activities including high
ropes, mountain biking, orienteering and bush
art. For some it was their first experience of
camping in a tent. It was a little bit chilly but
there were only smiles when they emerged in
the morning. They were cheerful, adventurous,
thoughtful and genuinely good fun to take
away for the week. I am looking forward to
next year.
“I’ve loved the freedom and the
responsibility”
“Meeting all the nice girls and getting
to know all the teachers”
The transition to Senior School is a little
daunting for some but was facilitated by the
orientation DVD, our Peer Support program,
run very ably by 24 Year 10 students, and
our careful consideration of timetable and
rooming selections.
A focus of Term 3 year activities has been on
Social Justice. With the encouragement and
help of Mrs Mary Carter, Head of Music, Year
7 and their families knitted enough woollen
squares to make 6 blankets for the charity
Wrapped With Love. Mrs Carter sewed
up the blankets and will be sent all around
Australia and the world to those most in need.
Our second charity event was a Baby Photo
Guessing Competition which proved lots of
fun and raised more than $200 to support the
CARE Australia fund for East Africa. Lastly
“I have definitely enjoyed Year 7
especially the meeting of new
people. I thought Peer Suppor t was
really good like that.”
Our first whole Year group activity was a
Geography field trip to the Blue Mountains.
The students enjoyed their trip on the Scenic
Railway which took them down into the
temperate rain forest where they learnt about
the unique features of the Blue Mountains
World Heritage site. The day proved a good
learning opportunity and also gave the girls a
chance to bond as a Year group. The girls also
had a wonderful excursion to the Art Gallery
for history and Taronga Zoo for science.
we held a mammoth Bake Sale in the form of
a competition between roll call classes to raise
money for the Cambodian Schools Project.
Altogether we raised more than $1100 with
7W raising the most. One girl was overheard
saying that “they (7W) can’t knit but they sure
can bake!”. Well done to all the roll call classes
for their huge efforts.
SENIOR SCHOOL
T
he Enrichment Program at
Queenwood continued to
expand in 2011 offering more
exciting oppor tunities and an increasing
range of activities to fire the imagination
of our girls.
44
YEAR 7
I would like to thank the Year 7 Prefects
Lauren Smart and Georgina Gotch for their
support throughout 2011. My thanks also go
to Mrs Barbara Saville, Mrs Hannah Burns,
Ms Senzeni Ndhlovu and Ms Lynda Espinola
for the care they have taken of the girls in roll
call every morning.
It has been an absolute pleasure to work with
the girls this year and I look forward to seeing
the girls continue to grow and prosper next year
in Year 8.
“I have enjoyed Year 7. The best thing
so far is getting lockers! Also our
excursions have been fun.”
The girls are always being given the message
to participate, try new things and embrace
all the opportunities that Queenwood has to
offer. Year 7 2011 have certainly done that.
They have made a significant contribution to
both the music and sporting program at the
School with some very able musicians and
2011
ANNUAL REPORT
queenwood
45
y ear 8
y ear 9
M iss K elly D e w it
M r L incoln T hompson
Coordinator
B H l t h a n d H u m M ov, ( P hy s i c a l E d u c a t i o n ) ( Ye a r 8 Pa s t o r a l C a r e )
SENIOR SCHOOL
ACTIVITIES
Year 8 have been involved in a number of different activities this year, including Personal Development days, camp
and various excursions. Camp is always a highlight for students as they get to spend time with their peers and
it gives them an opportunity to push their boundaries whilst participating in various challenges. Year 8 camp
certainly proved to be a challenge! Part of this year’s camp saw the girls go on a two day hiking expedition. Each
student was required to carry their own packs, set up tents and work together as a team to cook their meals. It was
immediately evident who cooks at home as there were several girls that made packaged vegetables into a five star
meal. The highlight of the week was getting to wake up on a white sandy beach, with the ocean in the background,
taking in nature whilst enjoying a hot drink.
Earlier in the year, Year 9 spent time looking at
the value and benefits of setting goals.
Another highlight was the roll call basketball competition which took place at the end of Term 2. 8Z led by Kate
Reynolds and Mia Willows proved too good and the award for winning the student competition was that they got
the opportunity to face off against the roll call teachers. Led by our fearless leader Mrs Thomas the game was played
in high spirits, but there could only be one winner with 8Z winning the game by two points.
• difficult goals, if accepted, result in better
performance; and
social justice
I have been impressed by the girls’ caring nature and their eagerness to become involved in Social Justice issues.
Year 8 have been involved with two charities this year. Our first charity event was the popular open air cinema
night which was held on the basketball court at Lawrance. The girls rugged up with their sleeping bags, whilst
enjoying a movie and eating pizza for dinner. It was a successful evening and we were able to raise over $800 for
our charity ‘Puppy Pals’.
Our second charity event was the Commerce stalls held in Term 3. There was an endless supply of chocolate, sweets
and ice-cream to be brought with the proceeds going to the Cambodia Schools Project. The most popular stall by
far gave students the chance to throw sponges and whipped cream at various teachers. Fortunately the excitement
of seeking revenge against certain teachers proved too much, with lots of erratic throwing and not many sponges
actually hitting their mark! To coincide with the Commerce stalls the girls used their creative side, making a
number of teaching resources in extended roll call which were taken over to Cambodia by the Year 10’s during
their trip this year.
FRIENDSHIP
A change in colour groups saw new friendships develop and brought about a change in social circles. Our Personal
Development day at the start of the year encouraged the girls to discuss the ever changing nature of friendships,
highlighting the benefit of having multiple groups of friends. This ideal has been encouraged throughout the year
and the girls have had different opportunities to bond as a year group. A good example of this is the tradition of
‘Friendly Fridays’ where the girls got to spend time at Lawrence playing sport and coming together as a year group.
Fun was had by all and I hope the girls finished the year making lots of new friends.
THANK YOU
I would like to take this opportunity to thank Sophie Glew, the Year 8 Prefect for her time this year. The girls have
enjoyed having you as their prefect, especially when eating their Valentine lollies in February! We have been lucky
to have four dedicated roll call teachers this year and I would like to thank Miss Georgina Gammans, Mr Tony
Coutts, Ms Elizabeth Alexander and Mrs Yvette Semler for all their help and support of both myself and the girls
throughout the year.
Finally, to the girls of the Year 8. I thank you for your constant energy, kindness and positivity. I have enjoyed
sharing in your many achievements this year and I wish you all the best as you take on the challenges of Year 9.
46
A
s Year 9 left behind the Junior
years at Queenwood the girls
have embraced with enthusiasm
the challenges they face. The staff have
encouraged the girls to “Reach for the
Stars” and we have watched as they
have endeavoured to do so.
queenwood
ANNUAL REPORT
2011
Research on goal setting shows us that:
• people who set goals for themselves do
better than those who do not;
• people who set specific goals do better
than those who set vague goals;
• successful goal attainment attributes to
high self-esteem.
It was hoped that setting small goals and
achieving them in Year 9 would lead the girls
to aspire for even greater goals being achieved
in the future. Many of the girls have far
exceeded our expectations and are moving on
to even greater heights as they prepare for their
Senior years.
Three girls, Evie Costa, Madison Fitzpatrick
and Avrill Pratt were given the chance to
participate in the annual exchange to St Peter’s
School in Cambridge, New Zealand. This gave
the girls the opportunity to attend a school
in a co-educational environment. The school
was situated in a typically New Zealand rural
setting, with the girls being hosted on farms.
They came back talking enthusiastically about
such experiences as milking a cow, climbing
Mt Maunganui and the obsession of New
Zealanders with all things concerning rugby.
The girls had the good fortune of being in
New Zealand during the running of the Rugby
World Cup to witness this obsession first hand.
The All Blacks even had a training session
at their school while they were over there.
To be chosen, the girls had to go through an
interview process with both Mrs Thomas and
myself, giving the girls a unique, if somewhat
daunting, experience. All the interviews were
of an exceptionally high standard, reflecting
the high calibre of candidates and also
making the choice particularly difficult. It is
not an exaggeration to say I would have felt
perfectly comfortable sending any of the girls
who applied.
I would like to take this opportunity to thank
all the families who participated in this program
and hosted the New Zealand exchange students
when they attended Queenwood. The program
could not have run without their generosity.
Camp this year was held at Point Wolstoncroft
on the beautiful Lake Macquarie. I can not
speak highly enough of the girls’ willingness
to throw themselves into all the activities.
The camp’s staff repeatedly remarked to me
about the cooperation the girls showed towards
the camp leaders and their enthusiasm for the
activities. It was a pleasure to be associated
with them.
The girls have embraced their involvement in
charity work this year. At the end of Term 3
the girls conducted a very successful cake stall,
where all the money raised went towards the
Somalian food famine. Particularly successful
was their contribution to Legacy Day.
A Queenwood record total of $9,886.00 worth
of badges was sold over the two days, which
was a really great result. The girls conducted
themselves with grace and style and were
excellent representatives of Queenwood.
Congratulations to all concerned!
Year 9 has gained a reputation this year for
their enthusiasm in participating in so many
co-curricular activities. They have been
well represented in debating, The Chronicle,
Shakespeare Festival, the School’s production
of Greece, where Emily Davis gave a stunning
performance as the Teen Angel, and an array
of sports, with many being selected to compete
at regional, state and even national level.
They have contributed to the musical life of the
School as members of the choir, orchestras and
bands.
SENIOR SCHOOL
A
fter a fantastic transition into Senior School, Year 8 star ted 2011 full of enthusiasm and
ready to take on the challenges of another year. It was evident that the girls were not
going to slow down and they have kept up their keen involvement in the life of the
School, through spor t, music and other extra-curricular pursuits. Due to their effor ts and hard
work, 2011 has been a fantastic year and the girls should be proud of their many achievements.
Coordinator
B S c , D i p E d ( Ye a r 1 0 Pa s t o r a l C a r e )
I would like to congratulate all girls in Year 9
for their contributions throughout the year and
their supportive and caring nature they display
towards their peers. A special thank you goes to
all of the Year 9 teachers who have helped and
guided the girls through their transition from
the junior to senior years of their education.
Hopefully, the girls will continue to set and
achieve their individual goals as they proceed
into Year 10.
Large numbers of girls have taken the
opportunity to participate in the Duke of
Edinburgh’s awards scheme and Year 9 were
the first group to tackle the Online Record
Book. This presented some initial teething
issues and I would like to thank the girls for
their patience. Many have already completed
their skill, community service, physical
recreation and expedition components for the
Bronze award, while others have even got their
initial award. It is a credit to the year group that
so many of them have embraced the challenges
this program provides. I constantly receive
feedback about the proficient and enthusiastic
manner in which the girls approach their tasks.
Another highlight for Year 9 this year was
hosting St Edmunds for a day. St Edmunds is a
special school located in Wahroonga. This was
an incredibly rewarding experience for both
the St Edmunds students and our own. It was
interesting to watch the girls taken out of their
comfort zones and placed into a challenging
environment. Most remarked on what an
enjoyable but exhausting day it had been. The
smiles on the faces of all those involved as their
bus pulled away was evidence enough of the
days success.
2011
ANNUAL REPORT
queenwood
47
y ear 1 0
y ear 1 1
M r B rett N isbet
M s A lana S mith
Coordinator
M A D i p E d , ( E n g l i s h ) ( Ye a r 9 Pa s t o r a l C a r e )
SENIOR SCHOOL
Looking ahead:
HSC/IB preparation
To help each student choose the senior program
of study most appropriate to their interests,
needs and strengths, a number of guidance
opportunities were offered: a series of career
interest, aptitude and personality assessment
tests was followed by an Information Evening,
subject presentations and an interview with a
member of the senior academic staff. Many
teachers commented on the great maturity
shown during the decision making process.
Looking further ahead:
Work experience
Looking to higher learning:
Oxford University
Stephanie Priestley, Meaghan Powell, Isabella
Fahmy and Maddalena Easterbrook enjoyed
the academic stimulation of study at Oxford
University in the July break. The girls discovered
the exhilaration of scholarship at a highly
queenwood
ANNUAL REPORT
Looking outward: Cambodia
Interest in the Cambodia Schools’ Project has
been very high since the Cambodia Links fund
raiser organised by this cohort of students last
year. The funds grew this year as Cassandra
Kibble, Samantha Woodforde and peers
chose to organise a further gala charity day:
‘Socks, Ties and Tights’. The sight of students
in creative costumes and the $713 sent to our
partner schools in Cambodia piqued further
interest in the country and its people. A group
of Year 10 girls will travel to Cambodia over
the summer break to meet Khmer students
and develop a greater understanding of the
challenges facing the country and its citizens.
Looking at cultures:
School exchange
A week of participation in the workforce was
offered in Term 4 to develop students’ ideas
about post school options. Knowing it would
be difficult to gain a work placement at Taronga
Zoo, one resourceful student, Emily Fell began
the application process a year in advance; she
was delighted to be invited to work in animal
care alongside experienced zoo keepers.
Examples of other interesting work placements
included Laura Fitzpatrick’s work in video
editing and research, Georgia Cathels’ position
as a design assistant and Jemma Dickman’s
work in marketing. Students developed their
understanding of employer expectations in
the workforce, including the need for high
standards in work ethic, dress and demeanour.
48
intensive level with students from around the
world. Maddalena described the trip as ‘a once
in a lifetime experience.’ Isabella shared this
sentiment, declaring that ‘the opportunity
to study at Oxford while still at school was
amazing.’ A real feature of the UK trip was
engaging with students from a diversity of
backgrounds. ‘The Greeks were really political
in their discussions,’ said Meaghan. ‘And the
Dutch students took forever in the showers!’
added Stephanie.
2011
The year group was joined in Term 2 by four
French exchange students who were graciously
hosted by Krystina Batt, Georgia Boward,
Sophie Mellish, Sita Mason and Sophie Rolph.
Our visitors were warmly received and many
students benefitted from meeting and working
with them. In the summer vacation, some of
the Queenwood host students will travel to
Europe to develop their language skills and to
savour a new culture.
Looking for challenge:
Year 10 camp
This year’s camp was comprehensively different
to previous years’ camps. Controversially,
the Year 10 girls were faced with five days
in the bush without the luxuries of showers,
hairdryers, straighteners or – septimana
horribilis – Facebook. Girls had the opportunity
to choose the degree of difficulty they were
prepared to take on; I was delighted that the
vast majority elected to accept a high or very
high challenge program. Interestingly these
girls were, almost without exception, the most
enthusiastic in their praise of the experience.
As well as the satisfaction of pushing themselves
to overcome challenges, many girls expressed
genuine appreciation of time spent in a small
group without wider contact. Girls learnt to
rely on one another, to move beyond their usual
social circle and to appreciate the beauty of a
quiet evening around a campfire with friends.
Looking good: Year 10 formal
One of the highlights of Term 4 was the Year
10 Formal on Sydney Harbour. The girls
were, of course, stunning with their elegant
dresses, beaming smiles, rapidly acquired tans
and clearly undeserving partners. As the ferry
cruised the harbour under a beautifully starlit
night, the girls cruised the deck, enjoying
music, dance and fine conversation; their
behaviour and demeanour were testament to
their developing sense of responsibility and
growth in maturity.
It has been a great joy to work with the warm,
gregarious and high spirited girls of Year 10,
2011. They surely will be a great asset to the
School as they move into their Senior years.
Y
ear 11 2011 are a vivacious year
group who bring great warmth
and passion to the School,
par ticularly in spor t, social service, and
performing and creative ar ts. Over the
year they were well represented at key
events including the School musical
production “Grease”, the Head of the
River rowing and at the Oxford Summer
School trip.
SENIOR STUDIES
In Year 11, students have the option to
pursue the HSC course or the IB program.
This allows them a wide range of subject
choices, enabling them to develop their
interests in a more focused way. English is the
only subject that is compulsory for all students.
It has been a challenge for Year 11 to balance
their outside commitments with the increasing
demands of their academic study. However,
they have managed it well, providing a solid
foundation for their final year.
PERSONAL DEVELOPMENT
Year 11 has enjoyed a range of guest speakers in
their homeroom lessons, which are scheduled
once a teaching cycle. Especially memorable
was the visit by former student Susan Overall
(2009) who inspired the girls with tales of
her exciting college life at Harvard and in
teaching African women to create online
medical databases during her summer break.
Homeroom lessons have also been dedicated to
personal development and year group bonding.
The girls particularly enjoyed rehearsing their
year group anthem “Lean on Me” to sing at
the top of Mount Kosciuszko on camp. They
were also inspired to focus their efforts on
Year 12 goals via a marshmallow experiment
that demonstrated the importance of delaying
gratification on the path to success.
Paul Dillon presented to the year group on drug
and alcohol issues, with particular emphasis on
how to deal with intoxicated people in a safe
manner. His entertaining style and serious
message made a strong impression on the girls.
Year 11 attended the RYDA road safety
education program at the Sydney Olympic
Tennis Centre at Homebush in August.
The course is partly subsidised by Rotary and
equips students with the knowledge to make safe
driving choices. The presenters were engaging
and Year 11 found the practical demonstrations
of stopping distances quite surprising.
In Term 4, Year 11 enjoyed the Shore Personal
Development Day based on the theme of
respect. They had mixed discussion groups
about gender relations with Shore and Roseville
College students and were captivated by Brent
Saunders’ presentation on sex-related crimes.
Four students were selected to attend the
HMAS Penguin Leadership Day run by the
Navy for high schools on the Northern Beaches
and Lower North Shore. The girls gained
valuable insights into leadership styles and
enjoyed a desert survival simulation exercise
that tested their individual and group ability
to make life or death decisions under pressure.
SOCIAL OCCASIONS
Years 10, 11 and 12 and teachers. After a nervewracking interview process, the 26 elected
prefects then attended a leadership weekend
at Allambie Heights where they collectively
defined their goals for the School in 2012.
All of the elected leaders were officially sworn in
at the Senior Service on the 22nd of September
at St Clement’s church and they have shown
great enthusiasm for their upcoming roles.
SENIOR SCHOOL
Y
ear 10 is a time to strive for
par ticularly strong academic
progress as students prepare for
their final years of secondary study.
The 2011 cohor t was more than
equal to this challenge. The girls have,
as a group, developed a very positive
work ethic and appear to thrive on
the intellectual stimulation of the
classroom. Their creativity, commitment
and character make them a delightfully
rewarding group to work with as Year
Coordinator.
Coordinator
B M e d i a , B A D i p E d , D i p M u s i c ( E n g l i s h / F r e n c h ) ( Ye a r 8 Pa s t o r a l C a r e )
Many thanks must go to the following special
people: Mrs Erica Thomas and the Year 11
Roll Call teachers, Mrs Susan Stokes, Mrs
Sarah Jones, Mrs Rachel Brown, and Mr Nick
Mavrogordato for their dedication to the
students’ welfare; the Year 11 subject teachers
for their tireless efforts; the parents of Year
11 for working closely with me to ensure the
support of their daughters; and of course to
Year 11 for a fabulous year.
The Fancy Dress Formal held at the Novotel
Manly Pacific was an outstanding success
with some very original costumes including
a Mexican taco! We are most grateful to the
Formal Committee for their efforts.
The Rock n’ Bowl event at Manly Bowling
Club gave fathers and daughters a chance to
bond on the green with some tasty sushi and
cupcake refreshments. Many thanks go to
Chris Barnes, Liz Jeavons-Fellows and Sharon
Ferrarin for organising this fun event.
CHARITY
Many Year 11 students volunteered to sell raffle
tickets at the Gunawirra Dinner to raise money
for developing health and education programs
for young Aboriginal children. Their efforts
were most appreciated and rewarded with
certificates from the organisation.
Anna Walker and Gabrielle Royle are
heartily congratulated for pioneering the
Walk for Cambodia in October this year.
This 50km charity walk from Palm Beach to
Queenwood is designed to raise money for the
Cambodian Schools Project in a way that
invites active participation.
PREFECTS and HOUSE OFFICIALS
In Term 3, the students began the exciting
process of electing prefects and house officials
for 2012. For prefects, the elections were carried
out via an online voting system that included
2011
ANNUAL REPORT
queenwood
49
y ear 1 2
M rs K irsten Wardell
Coordinator
M Te a c h ( L a n g u a g e s ) , B A r t s , A M u s A
SENIOR SCHOOL
As would be expected of such a talented group
of students, Year 12 maintained a balanced
program throughout the year participating
regularly in extra curricular activities as well
as maintaining a strong academic program.
Despite the extra demands of their last year
at school, many girls were able to achieve
their personal goals through individual
achievements. A fine example of this was
the excellence obtained by Rowena Lazar
in achieving her Gold Duke of Edinburgh
Award. This is worthy recognition for the hard
work and commitment that she has shown
in developing her skills since beginning the
scheme in Year 9. The enthusiasm in a wide
range of sports, Music, Drama and Art is
also a trademark of this group. Year 12 has
contributed to a number of school sports,
concerts and shows throughout the year,
including the School Production Grease, and
many girls have also performed at the highest
of standards in their field of interest outside of
school. Georgina Gotch and Coco Bryant have
shown excellence in rowing; Georgina was
selected for the Australian Junior Coxless Four
to compete at the World Championships in
London and Coco Bryant was chosen for both
the National Talent ID squad and the NSW
Youth Cup Team. Sarah Roger also furthered
her success in Futsal competing for Australia in
Term 4. Finally, it is very impressive that a third
of Year 12 took part in the Salvation Army Red
Shield Appeal Door Knock, working with the
younger years and helping coordinate such an
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ANNUAL REPORT
2011
important event. It is this commitment that is
most admirable across Year 12.
In particular, the Prefect body and House
Captains have made a wonderful contribution
to the life of the School. The Swimming and
Athletics Carnivals and the Music and Drama
Festivals have been immensely successful
thanks to the time and energy invested by the
Year 12 girls. Rowena Lazar and Katherine
Pearce have shown excellent leadership this
year and the support and encouragement of
the rest of Year 12 has certainly helped to
make their role all the easier. I would also like
to thank Freya Edwards-FitzSimons for her
tireless energy and efforts in making Year 12’s
last year at school as memorable as possible as
Year 12 Prefect.
Year 12 has maintained a strong academic
program throughout their senior years. The
positive approach that they have shown to their
studies and their level of achievements have
been most pleasing. The program of numerous
assessments, exams and Trial exams has been
daunting, but the girls have worked hard and
been rewarded for their efforts. They have
looked for ways to improve their skills in both
class time and study routine and the member
of staff chosen as their mentor at the end of
Year 11 has been there to assist them whenever
there was a need and has kept an eye on their
progress. The year began with their Year 12
Retreat at the University of Sydney in Term 1
and in Term 3 their last set of internal exams
ended with a Special Program away from classes
on Level 5 of the Medway Building with a focus
on future preparations, plans and a break away
from the ‘norm’ with a music workshop with
Mr Percival. No matter the ability, all of Year
12 were able to get involved and revealed their
talents in coordination, harmony and even a
few unexpected solos!
SENIOR SCHOOL
T
he Year 12 students of 2011
have worked well this year as
an enthusiastic, cohesive and
conscientious group of young ladies.
They began the Year 12 course in Term
4 of Year 11 with a strong awareness
of the impor tance of their last year at
school, accepting their role as leaders of
the School with pride and looking to the
culmination of their secondary studies
in the HSC and IB with determination
and focus. The last 8 months have seen
Year 12 take on a greater focus with
the goal of preparing themselves as
much as possible for their final exams,
to par ticipate in as many activities as
time permits and to lead the School to
the best of their abilities. Yet again, Year
12 2011 has fulfilled and even exceeded
the high expectations that the staff and
the School had set for them.
Such a full and successful year culminated in
many different ceremonies and celebrations in
the last week of Term 3. At the Senior Service at
St Clement’s Church, the girls handed over their
leadership responsibilities to the 2012 Prefects
and Captains, reminisced and reflected their
years at Queenwood in a well organised and
entertaining Final Assembly and celebrated
their last formal occasion at the Valedictory
Dinner in the Leighton Hall at the University
of New South Wales where students, parents
and staff gathered to toast the end of the girls’
schooling. The final day of fun and farewell
was emotional and memorable, visiting the
Junior School and walking the red carpet back
at 47 Mandolong Road, dressed in colourful
and creative uniform transformations as a last
goodbye. Year 12 2011 will be greatly missed.
However, their enthusiasm and meaningful
contributions to Queenwood over the years
will remain here in memory continuing to
affect and influence the leadership groups of
Year 12 in the years to come.
2011
ANNUAL REPORT
queenwood
51
S P O RT
D u k e o f E dinbur g h
M r Daniel Ko z e y
M r L incoln T hompson
Director of Spor t
B E d H u m M ov a n d H l t h E d u
Coordinator
B S c , D i p E d ( D u ke o f E d i n bu r g h )
S
ome say that it is harder to defend
a title than to win one, and this is
no truer than when contemplating
the task facing our Rowing 1st VIII.
Having to defend their 2010 win at
the NSW Schoolgirl Head of the River
was a monumental challenge, and one
which quickly became the focus of each
training session. Our girls fought off all
opposition crews to once again return
the most coveted Schoolgirl Rowing
trophy to Queenwood.
One needs to look no further than the IGSSA
Tildesley Shield Tournament for sheer tradition
and prestige. With almost 500 competitors, this
school girl tennis tournament, with a scoring
system that would baffle top mathematicians,
has remained virtually unchanged for over
90 years. Queenwood entered the 2011
tournament with the realistic and challenging
goal of a top 10 finish and walked away
achieving eighth position, securing the Peter
Spender Cup for the Most Improved School.
Where we are heading with our sport is just as
important as where we have been.
Belonging
The IGSSA Carnivals are major marks on
the sport calendar of each school, and the
86th Swimming, 88th Track and Field
and 17th Cross Country Carnivals of 2011
were no exception. Queenwood displayed
energy, enthusiasm and a genuine belonging,
competing alongside our larger rivals.
A Division 3 win at the 2010 Swimming
Carnival saw Queenwood promoted to
Division 2 in 2011, where the focus was
clearly on consolidating our position in the
higher Division. Our girls swam against the
best IGSSA had, and proved, with an eight
place jump and 10th place overall finish that
Division 2 was appropriate. An unprecedented
seven of our girls were selected to the IGSSA
team, with our All Age Relay team selected
to the NSWCIS team and impressively
finishing 4th at the NSW All Schools
Swimming Carnival.
overall, while our Cross Country team showed
natural talent, dedication and pure grit to
consolidate their position in the IGSSA top ten
with a 9th place result. Six Queenwood girls
were selected to both the IGSSA Athletics and
Cross country teams, displaying the strength
we possess in both these disciplines.
Touring the undoubted home of football,
Brazil, with the Australian Futsal team, Sarah
Roger proved she is one of the country’s top
prospects at the indoor version of the game.
With speed, accuracy and an innovative
approach, Sarah certainly has a future in this
fast growing sport.
Australian Representatives
2012
After another phenomenal season, Georgina
Gotch was selected to represent Australia at
the World Rowing Junior Championships at
Eton, Great Britain, as a part of the Australian
Coxless Four. Georgina’s crew had an
unpredictable campaign against the best junior
rowers in the world, eventually winning the B
Final.
Queenwood Sport will continue to swim, run,
play and train at the best of our ability; our
coaches will further develop challenging and
meaningful session plans and Queenwood
teams will consolidate our position within the
IGSSA sporting realm.
Sarah Dennis continued her meteoric rise in
the world of Skiing, representing Australia at
the Whistler Cup in Canada. With over 400
athletes from 25 countries involved, Sarah
finished an impressive 10th in the Giant
Slalom, 11th in Kombi and 16th in the Slalom,
with her Australian team finishing 6th.
“I guess you can always go into a
match having your tactics, but you’ve
got to execute them. Today I was
able to do it very well.”
Samantha Stosur after winning the 2011
US Open.
C on g ratulations to the
f ollow in g students w ho had
completed their awards b y the
end o f T erm 3 .
Bronze
Lucy Heyworth, Claudia Bartlett, Laura Boyd, Isabella
Fahmy, Emily Fell, Anna Grieves, Claire McGlinchey, Rebecca
Mackenzie, Sophie Mellish, Eloise Picton, Eleanor Pollock,
Sophie Rolph, Arielle Stone, Samantha Woodforde, Lauren
Ferrarin, Aoife McCarthy, Vanessa McEwen
Silver
Nicola Culey, Ruby Rose, Ashleigh Johns
Gold
Rowena Lazar, Taylor McMullen, Gwendolyn Reilly,
T
he Duke of Edinburgh’s Award is an international
award and an exciting self-development program
available to all young people worldwide, equipping
them with life skills to make a difference to themselves, their
communities and the world. In the Duke of Edinburgh’s
program the emphasis is on students achieving their own
personal bests and pushing themselves beyond their comfor t
zones. The award is truly global and operates in over 110
countries. It is divided into four basic sections - these being
service, skills, physical recreation and adventurous journey.
SENIOR SCHOOL
SENIOR SCHOOL
Achievement
The adventurous journey is always a highlight of the award. It involves
both a Practice and a Test expedition. The girls are required to be
completely self sufficient for the entirety of the expedition. This means
carrying their own food, water, tent, cooking utensils and maybe a spare
change of clothes if there’s room. The memories they take with the will
be cherished for a lifetime.
At Queenwood the program is offered to students in Year 9 and above.
This year’s Year 9 group have proven incredibly willing to take on the
challenge the award provides, with 54 students currently participating.
Most of them are close to, or have, completed their Bronze award. Lucy
Heyworth was the first Year 9 student to gain her Bronze award. In total,
Queenwood have 250 students enjoying the challenges the award offers,
which is another record at the School.
As the Duke of Edinburgh coordinator it is always exciting to see
students gaining their Gold awards. This year is no different and I would
like to extend my congratulations to Rowena Lazar, Taylor McMullen
and Gwendolyn Reilly, who juggled completing their Gold awards
while undertaking their HSC, and in the former instance, her role as
Head Prefect. I would like to commend both girls on the outstanding
time management skills they displayed in accomplishing this goal.
The significance of this achievement can not be overstated. It requires
years of commitment to the community for no financial gain. It also
requires participants to push themselves beyond what they may have
previously considered possible. This commitment is even recognised by
some tertiary institutions (UNSW) who, in certain circumstances, offer
bonus ATAR points to girls who complete their Gold awards
Many thanks must go to the parents for their assistance in supporting
the award. Congratulations also to all the students who participated in
the award.
Please note that at the time of writing there were several more students
close to achieving their award and may have completed their award
before the year’s end but whose name is left of the above list.
Our swimmers were not the only team gaining
major success at IGSSA Carnivals. Our Track
and Field team ran, jumped and threw their
way to a Division 3 title, and 17th place
52
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ANNUAL REPORT
2011
2011
ANNUAL REPORT
queenwood
53
D E B AT I N G and public spea k in g
T he C hronicle
learning unlimited
M r C hris White
M s A lana S mith
M r B ruce M arsh
Coordinator
BA, Dip Ed, (English/Science)
Coordinator
BMedia, BA DipEd, Dip Music (English/French)
T
A
ebating at Queenwood has been enjoyable, challenging and rewarding throughout 2011. The
excitement began early in the year with the selection of six teams for the ISDA competition.
It was evident from the large number of students who turned out for team trials that it was
going to be a busy season. Mr Shant Fabricatorian and Ms Thea Fabricius, our team selectors, worked
hard to ensure Queenwood entered solid teams into 2011s ISDA competition. Later, during the
competition, it was pleasing to see that the quality of debaters was indeed high across all teams, with
most teams experiencing regular success.
his year we decided to follow a
RED theme to inspire the writers
in their choice of ar ticle topics.
This resulted in an array of interesting
ideas including famous redheads,
donating blood, vampire mania,
bullfighting and infrared light.
s in previous years the Learning
Unlimited program was the
concluding program for the year
for girls in Years 7 to 10. A great deal
of success and enjoyment was had by
all, with girls under taking new skills in a
positive learning environment.
Debating is an excellent way for students to improve their skills in public speaking, verbal presentation and argument
construction. It also provides students an opportunity to practise good sportsmanship and to display a well-mannered,
friendly rivalry in a very competitive environment. I am happy to say that these qualities were abundantly demonstrated
by all Queenwood teams throughout the 2011 season. Students engaged in debates about topics as broad ranging as
parliamentary quotas, flood levies, fast food and cosmetic surgery. The depth of knowledge, and the skill with which
our debaters presented their ideas and arguments, were very impressive and always enjoyable to watch.
Many Year 11 students were deeply involved
in the editing and layout process, as well as
running meetings, making it a truly student
run publication. The dedicated Editorial team
worked tirelessly to produce this impressive
edition and particular thanks go to Tess
Connellan, Kimberley Owen, Emma Dalco
and Laura Collins for managing their special
roles with great maturity and independence.
It was great to see so many younger students
contributing articles and we look forward to
their continued involvement in future years.
The Learning Unlimited program works to
expand the love of learning through a different
forum to a normal classroom setting and
so encourage girls to be motivated, take on
leadership roles and develop their self esteem. It
is also a chance for girls to mix with each other
and staff in a pastoral setting.
We were fortunate to work with a group of very talented and committed coaches. They included Felicity Nelson and
Thea Fabricius, two former Queenwood students; Edwin Nelson, a former ISDA adjudicator; Alex Southcott and
Lachlan Carey who have coached for Queenwood for a number of years; and a new addition to the coaching staff,
Thomas Fitzgerald.
Queenwood saw two of its six senior teams through to the second semi-final round of the ISDA competition.
Queenwood’s Senior B team was comprised of Kellie Box, Lauren McClintock, Gabrielle Royle and Anna Walker.
They presented a strong case arguing the negative in their semifinal debate, but were defeated by Barker College. Queenwood’s
Year 9 team was comprised of Kia Aoki, Imogene Grieve, Harriet
Kesby, Gretal Menzies, Rafaela Stalph and Isabella Wiggs. They
debated admirably against Tangara in their semi-final debate but
were unlucky to be defeated in a very close adjudication. Under the
supervision of Ms Catriona Martin, Queenwood also saw its Primary
A team through to the first round of the semi-finals.
Early in 2011, a Year 10 group attended the University of NSW
Schools’ Debating Day run by the UNSW Debating Society. The
event was a great success and enjoyed by those who attended. Students
received debating training and practice before having the opportunity
to watch a debate by members of the UNSW Debating Society.
Later in the year, Queenwood’s lunchtime debating competition
began. This inter-house, in school competition is aimed at proving
students with a more informal and less intimidating opportunity to
participate in debating; and to increase the profile of debating across
the school by providing an extra lunchtime activity.
As 2011 draws to an end I wish to extend my thanks to Miss Amy Hall
for her on-going assistance throughout the year with the transition
between debating coordinators. Her very generous help has been
much appreciated. Thanks also to the Year 7s and Year 11s for their
assistance with Queenwood’s lunchtime debating competition – your
ideas and suggestions are invaluable. I would also like to extend my
thanks to Georgia Higgins, Queenwood’s debating prefect for 2011;
Lynne Roberts for her assistance with feeding the hordes of visiting
students; and, lastly, to the parents who consistently attend Friday
evening debates – thank you for your friendly conversation and
encouragement.
Debating is an
excellent way
for students to
improve their skills
in public speaking,
verbal presentation
and argument
construction.
In 2011, The Chronicle entered its 24th year
of publication. We have continued to follow
the glossy magazine format introduced by Mr
Nicholas Westhoff in 2006. Prior to that, the
publication was printed in broadsheet under
the expert supervision of Mrs Anna Farrelly.
It is wonderful to see the spirit of this
publication continue through multiple
transformations, giving talented writers of
Queenwood a forum to inform, entertain and
ultimately learn.
SENIOR SCHOOL
SENIOR SCHOOL
D
Coordinator
BA, Dip Ed, MEd Admin
Year 10 girls undertook a program with
a theme based on Personal Development.
The courses in the program focused on
developing leadership skills, understanding
the ethical issues associated with plagiarism,
mental health and motivation. There was
also a strong community service component.
The program concluded with a very popular
set of lectures on etiquette hosted by Bathers
Pavilion including lunch at the restaurant.
In Years 7 to 9 the girls undertook an activities
based program. In 2011 we were able to offer 48
different activities for the girls to choose from.
These were a combination of the old favourites
that have appealed to the girls over the years
along with many new activities offered for the
first time this year. In this way the program has
continued to grow over time as well as expand
to offer girls new choices.
Like all special programs, Learning Unlimited
would not be the great success that it is without
the time, effort and support that all staff
have put into the organisation and running of
their activity.
I look forward to another enjoyable and intellectually stimulating
season of debating in 2012.
54
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2011
2011
ANNUAL REPORT
queenwood
55
P ersonal D e v elopment
SRC
M s K atherine S aunders
M s M eetal S hah
Coordinator
B A r t s ( E n g l i s h , H i s t o r y, A r t H i s t o r y a n d T h e o r y ) , B A r t E d ( P h o t o g r a p h i c a n d D i g i t a l M e d i a )
SENIOR SCHOOL
PEER SUPPORT
During November 2010, a group of Year
9 volunteers participated in Peer Support
training in preparation for leading in 2011.
Peer Support commences the week before
school returns, and runs for the duration of
Term 1. Each week a group of two Year 10
leaders and around ten Year 7 students meet
for one class period. It was a great joy to watch
the Year 10 leaders invest in the welfare of
Year 7 students, and work hard to assure the
younger students settled into high school. Peer
Support allows Year 7 students to ask questions
and build friendships in a safe environment.
The Year 10 leaders demonstrated great
sensitivity and commitment in the way they
prepared for and delivered group meetings.
FRIENDSHIP DAY AND
CELEBRATING SISTERHOOD
Queenwood has worked with Rising
Generations since 2006 to deliver year
group seminars focused on building positive
relationships and enhancing leadership
qualities. Rising Generations uses a range of
multimedia and games to engage students
in thinking about their own actions and
behaviour. Small group discussions throughout
the day long seminars provide important
opportunities for students to dialogue about
how individual actions affect whole year
groups. This year, Year 8 students participated
in Friendship Day, while Year 9 students
attended a Celebrating Sisterhood program.
Both programs complemented the work Year
Coordinators have been doing to develop
cohesion and harmony within each year group.
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ANNUAL REPORT
2011
THE PSYCHOLOGY OF HAPPINESS
ST EDMUNDS
In Term 2, Queenwood students and parents
were fortunate to hear presentations from Dr
Michael Carr-Gregg, a prominent Australian
psychologist who specialises in adolescent
mental health and happiness. Dr Carr-Gregg
spoke to students in Years 6 to 9 about the
Eight Secrets of Happiness, steps Queenwood
girls can take on their own or together with
peers to produce greater happiness. These
included forgiveness, gratitude, investing in
relationships, and practical suggestions to
reduce stress. In an evening presentation,
Dr Carr-Gregg spoke to parents about the
challenges of millennial parenting, including
online safety and healthy lifestyle habits. Both
presentations were very relevant, and Dr CarrGregg was clear and passionate in the way he
explained how to maintain happiness in every
stage of life.
Each year, Year 9 students from Queenwood
and St Edmund’s School for students with
specific needs make reciprocal visits. At the
beginning of Term 3, 30 Year 9 students visited
St Edmunds for a day where they experienced
what it is like for students with vision
impairment to attend high school. Highlights
included a cane walk with sighted guides and
learning to write in Braille. At the end of Term
3, the whole of Year 9 hosted 84 students and
18 staff from St Edmunds for a day of fun
activities. Both schools performed musical
items in the Astra, and enjoyed an afternoon
at Balmoral Beach. These visits were wonderful
opportunities for students from both schools
to build friendships and learn about students
with different skills and abilities. It was a
great delight to watch Queenwood students
communicate with great interest and patience
as they each hosted a ‘buddy’ from St Edmunds
for a day.
ALCOHOL AND DRUG
EDUCATION
During Term 3, Paul Dillon visited
Queenwood twice to deliver seminars on
alcohol and drug education to parents and
students in Years 10, 11 and 12. The main aim
of Paul’s parent seminar was to provide parents
with strategies to communicate with their
children around these sensitive but important
issues. Paul’s student presentations focused
on the consequences and grave risks associated
with alcohol abuse and drug consumption. His
message to Year 12 was about taking a wellinformed approach to considering whether
or not to attend public ‘schoolies week’
celebrations. The manner in which students
engaged in discussions and asked honest
questions was a positive indication of their
engagement with Paul’s presentations. Paul’s
strength and great benefit to Queenwood is
his ability to synthesize factual and anecdotal
information in the delivery of powerful and
candid seminars.
SELF-DEFENCE
Brent Sanders presents practical and theoretical
self-defence seminars drawing on his career
as a Police officer and a decade of research
into offender psychology. In Term 3, Brent
presented two half day seminars to Years 9 and
10 students. His presentations were focused on
three key areas: the ability to control how we
think in pressured situations, knowing what
an offender is thinking, and understanding
the importance of always having a strategy.
These presentations were carefully constructed
to help Queenwood students understand that
self-defence is about prevention, preparedness,
and empowerment. Year 9 discussed date
rape and the prevention of assault, while Year
10 learned how to identify indecent assault
and physically defend themselves against
attackers. Students in both Years 9 and 10 were
encouraged to think carefully about two keys
factors in preventing assault: where they go
and whom they trust. These simple guidelines
emphasised the responsibility of staff and
parents in helping students understand
how to navigate social circumstances with
educated wisdom.
CYBER SAFETY
This is the first year Susan McClean has visited
Queenwood to speak about cyber safety. Cyber
space generally includes the use of social media,
the Internet, and mobile phones. During
her presentations, Susan drew upon 27 years
experience with the Police force to educate
students in Years 5 to 10 about their potential
vulnerability in cyber space. Susan emphasized
the importance limiting the display of personal
information online and encouraged students
to consider the very real consequences of cyber
activity. In the evening, Susan presented a clear
seminar about how parents can help protect
their children from cyber bullying, such as the
use of filters, adequate supervision, and limiting
the duration of online activity. Queenwood
feels it is very important that the School works
with parents on these issues.
RESPECT
In Term 4, Year 11 students from Shore
School, Roseville College and Queenwood
participated in day long program based around
the theme of ‘respect’. Thought provoking
presentations from Brent Sanders and Choice
Media stimulated discussion in small break out
groups comprised of staff and students from all
three schools. Conversations addressed ethical
dilemmas related to the theme of ‘respect’
and issues raised by the keynote speakers.
Queenwood thanks Roseville for their
ongoing collaboration, and Shore for their
generous hospitality.
I thank every staff member who has
contributed to the planning and delivery of
Personal Development events this year. Your
enthusiasm provides genuine support and
encouragement for students. I would like to
extend particular thanks to Mrs Erica Thomas,
Mrs Zoe Thompson, Mr Bruce Marsh and Mr
Adrian Muir, whom I have worked closely with
in the organisation Personal Development
events this year. It is a great privilege to work
with such professional and dedicated staff
at Queenwood.
“Star of Service make us dwell on
not our own but other needs…”
On 11 March 2011, a megathrust earthquake’s
hypocentre off the Oshika Peninsula was
reported. It was the strongest to hit Japan
and one of the top five largest earthquakes in
the world since seismological record keeping
began. The disaster left thousands dead and
inflicted extensive material damage. All
around the world this natural disaster made a
profound impact on the lives of those involved
and onlookers alike. The earthquake moved
Honshu 2.4 m east and shifted the Earth on
its axis by estimates of between 10 and 25
cm. The earthquake moved every one of us
at Queenwood.
This event was very likely the single most
powerful catalyst driving the Student
Representative Council’s (SRC) growing
commitment to focus more on Community
Service this year. The SRC’s immediate response
was overwhelming. The Year 10 representatives
together with the Japanese language students
and Mrs Terley organised 1000 origami paper
cranes to be sent to Miyagi prefecture. A Green
tea and Sushi Day was held on 1 April 2011 to
raise funds for the disaster relief.
throughout the year, thus enabling students to
see their ideas put into action, and giving them
a stronger voice within the School.
SENIOR SCHOOL
T
he development of social
maturity and wellbeing are core
elements in the holistic education
of young women. Queenwood’s
Personal Development program
provides unique oppor tunities for
students to learn about and openly
discuss the issues that affect young
women within their age groups. The
program is delivered across a variety
of settings including PDHPE lessons,
extended roll call meetings, year
group seminars, and guest speaker
presentations.
Coordinator
B Sc, Dip Ed (Sec)
We look forward to seeing the Community
Service Model in action next year and more
innovations from the students on how to make
Queenwood an even more exciting learning
community.
SRC Members 2011
Year 7
7W - Sarah Adams
7X - Aleisha Hewett
7Y
- Charlotte Munns
7Z - Ella Williams
Year 8
8W - Carina Lauren Chong (re-elected)
8X - Kelly Lillas (re-elected)
8Y
- Monica Osborn (re-elected)
8Z - Sophie Walker
Year 9
SRC representatives Rafaela Stalph, Madison
Darnell, Alysandra Quan and Anna Grieves
were invited to join the World Vision Youth
Conference at Homebush on 17 June 2011.
This was a great segue to the 40-Hour famine
in collaboration with the World Vision
representative Rosemary Woodhead. Elizabeth
Maidment (Year 8) has received the Accessory
from Icon Australia award in recognition for
raising more than $500 during her 40-hour
famine fundraising drive. As a school the first
round of collection amounted to a monstrous
$2,000 and there is more to come!
9W
- Madison Darnell (re-elected)
9X
- Rose Gooding (re-elected)
9Y
- Harriet Kesby
9Z
- Rafaela Stalph
In an attempt to maintain the sense of
commitment to all those around us we will
be launching the Community Service Model
in 2012, as it is at the heart of all things
Queenwood. To raise awareness of the model,
we ran roll call campaigns to get ideas and
input from the greater school population.
SRC Representatives have made a list of
community service activities that the School
can get involved in and get recognition for.
11W – Madeleine Allaway
11X – Gabrielle Hedge (re-elected)
11Y – Chelsea Loewensohn (re-elected)
11Z – Anna Walker (re-elected)
Year 10
10W - Isabella Darin (re-elected)
10X - Anna Grieves
10Y - Alysandra Quan (re-elected)
10Z - Samantha Woodforde (re-elected)
Year 11
The student representatives have been diligent
in passing student feedback to Ms Shah
2011
ANNUAL REPORT
queenwood
57
careers
S chool C ounsellor
M rs B arbara S av ille
M s B ron w y n M oulds
Coordinator
B A , D i p E d , T h C , ( E n g l i s h , H i s t o r y, R . E . , C a r e e r s )
T
he oppor tunities the girls have careers wise are many
and varied. Every year their horizons are expanded
with new courses being offered at universities and
new pathways to study that combine practical TAFE courses
with university theory courses. An interesting new offer has
come from New York University which has established a
branch in Abu Dhabi. It is seeking top high school students
from all backgrounds and from around the world who are
intellectually engaged, passionately committed to positive
change, and interested in joining an internationally diverse
student body. All relevant information for Year 12 careers is
included in the newsletter. It is impor tant that this publication
is read carefully every week so that the girls are fully aware
of what is being offered. Often universities make changes to
their existing courses.
Careers nights (including the QOGA Careers Evening) and University
Open Days provide the girls with a view of the many possibilities for their
future study. It is a good idea for them to go to these with an open mind
so that they can make informed choices when each girl completes her
UAC application.
Scholarships and Cadetships are offered by universities and various
business groups. The girls need to be aware that these provide good
opportunities for them. An application form can generally be
downloaded from the website so, once again, the girls need to take note of
the information provided in the newsletter.
GAP years are also proving popular; the many opportunities on offer have
been publicised. It has proved to be a good idea for the girls to expand
their horizons and combine an overseas holiday with volunteer work that
contributes to the wellbeing of people who are much less fortunate than
they are.
I
have been at Queenwood one year now, so I can say that I have experienced the
School through all its seasons, and I know what each Queenwood event entails and
what to expect. I have thoroughly enjoyed my year working with the staff, students
and parents. I count my job as a real privilege. It is wonderful to be trusted by the girls
to journey with them, and to see the personal growth that occurs as they make sense
of their own life and the world around them.
For me personally, I have just engaged in an Art Therapy Course with the Centre for Education and
Clinical Art Therapy to become more specialised in my field. Art Therapy also strongly encourages
self discovery and emotional growth. Plato states that, “You can discover more about a person in
an hour of play than in a year of conversation”. This is a great way to help the girls make links with
their unconscious. It is also based on the assumption that visual symbols and images are the most
accessible and natural form of communication to the human experience. It particularly helps those who
struggle to talk about their thoughts and feelings. As Aristotle says, “The soul never talks without a
mental picture”.
I am utilising the Art Therapy with both the Senior and Junior school girls. The Junior girls are
particularly enjoying telling their stories through art and sand play. It is wonderful to see the
enthusiasm and fun they have as they tell their stories through sand and art, and the healing that takes
place without them realising.
In Term 2, the Year 6 to 9 girls were fortunate to listen to Dr Michael Carr-Gregg. He focussed on
the positive message of happiness which was a continuation of his presentation last year. Dr CarrGregg encouraged the girls to do something for someone else, or by volunteering their services to an
organisation, as the benefit not only helped others but also themselves psychologically.
The girls were also encouraged to invest time into their family and friends because other people
are important, and quality relationships help you through life, particularly when there are difficult
obstacles to overcome.
Dr Carr-Gregg also encouraged the girls to focus on their health, making sure that they received
enough sleep and exercise. It is advocated that one hour ‘down time’ before going to bed allows for
a better night’s sleep. It is also good to study outside the bedroom, so that the unconscious links the
bedroom with sleep and not work.
VET courses
He concluded by emphasising the importance of forgiveness and not holding grudges. This would
lessen the internal stress and allow for a happier life.
The girls in Year 11 have happily embarked on a number of different
TAFE courses, most of which can contribute to their ATAR in the HSC.
Accounting, Dance, Childcare, Screen: Film and TV and Hospitality
have featured in their choices.
He spoke that evening to the parents about five key areas that were significant for parents in dealing
with adolescents. These were alcohol, sleep, the internet, building resilience and understanding the
stages of adolescence.
This year there were a sufficient number of those taking Hospitality to
have a class on Monday. They have enjoyed the different expectations
of learning a practical subject in a non-school environment. This course
has included a 35 hour work placement to put their learning into
practice. It is essential that those interested in doing Hospitality realise
that this is a mandatory part of the course. This placement must be
done in the holidays early in the year or part time out of school hours.
Ms Patterson and I were able to see the girls using their front of house
skills at the end of Term 2. They were excellent hostesses at the restaurant
attached to Brookvale TAFE. They prepared and offered non-alcoholic
drinks as well as carrying around trays of snacks cooked by a class of Year
12 students.
SENIOR SCHOOL
SENIOR SCHOOL
Careers
Dip Ed, B Ed, Grad Dip Counselling Studies
In Term 3, Paul Dillon who is one of Australia’s leading drug and alcohol experts spoke to the Year
10, 11 and 12 girls to make them aware of the dangers of these drugs and how to keep themselves safe.
I am looking forward to continuing to build relationships with staff, parents and the girls at both the
Junior and Senior Schools in 2012. My hope is that I can help and assist your daughter to live a full and
meaningful life that has purpose and direction.
This year we will take the Year 10 students who have enrolled in Hospitality
to an introductory afternoon at the TAFE. This was organised to ensure
that the girls will be comfortable with their surroundings and with TAFE
expectations of classroom behaviour in 2012.
58
queenwood
ANNUAL REPORT
2011
2011
ANNUAL REPORT
queenwood
59
C ambodia S chools P ro j ect
outdoor education
M iss R achel M ow e
M iss R achel M ow e
Coordinator
B . S u r ve y i n g , D i p E d , ( M a t h e m a t i c s )
Coordinator
B . S u r ve y i n g , D i p E d , ( M a t h e m a t i c s )
SENIOR SCHOOL
Since its inception Queenwood has been an active fund raiser for
this international project and yielded significant results for the
Cambodian schools. The money raised has been used to send teachers
over for demonstration lessons, providing teaching resources, making
improvements to the schools in the form of classroom renovations,
playground improvements and new toilet blocks which have all lifted
standards and provided educational opportunity where it previously did
not exist.
This year has been no exception, active fund raising by Queenwood
has meant that the school was able to renovate one male student
teacher toilet block and completely renovate one male student teacher
dormitory. This helps to complete all student teacher dormitories and
toilet blocks and should be completed by October 2011 in time for the
girls who are visiting the schools in December.
As quoted by Ron Auckland, the Cambodia Project Director
“We have been told by visiting Ministry Officials that
Kandal has the best ST accommodations in the entire
country.”
This is a remarkable accomplishment for the project when we think that
these schools were ready to be demolished and closed down several years
ago, leaving a whole province without schools. The provision of toilet
blocks and dormitories for the teachers can never be undervalued in a
country where teachers are paid less than tuk-tuk drivers. The School’s
ongoing support is vital in developing our awareness and special bond
with this country and project.
60
queenwood
ANNUAL REPORT
2011
The money raised has
been used to send
teachers over for
demonstration lessons,
providing teaching
resources, making
improvements to the
schools in the form of
classroom renovations,
playground
improvements and
new toilet blocks
which have all
lifted standards and
provided educational
opportunity where it
previously did
not exist.
T
he success of the Outdoor
Education program in the
second week of Term 2, could
be seen in the tired but happy faces of
the students returning from their week
of fun, companionship and adventure.
The challenges that are achieved during
this week are intangible but lasting. It
is a program with a strategic sequence
and progression built into each year
group and fur ther differentiated within
the program itself. The School works
closely with experienced and highly
professional individuals who help
to ensure that all camps convey the
message of self reliance, communication
and team work in a safe and caring
outdoor environment.
Run by the Outdoor Education Group, the
success of Tallong, located two hours south of
Sydney in the Southern Highlands, with Year
7 was seen in all the excited chatter on their
return. The girls participated in activities such
as bike riding, bush art sessions and the high
ropes course, culminating into a final mini
Olympics. High ropes were voted the highlight
of the week with many wishing for a longer
session. Sleeping under the stars, waking up
with ice on tents and campfire cooking was a
first time experience for many. By the end of the
week many new friendships were formed and a
strong foundation of acceptance set. The cold
nights made some realise how the fun of camp
can depend very much on how well prepared
one is for the elements and the strength of
character they have within themselves.
La Salle, near Wiseman’s Ferry and known for
its proximity to excellent coastal walks, was
slightly more challenging for Year 8, reflecting
their growth and maturity. The enthusiasm
and professionalism of the Outdoor Education
Group based the program on developing
emotional resilience and understanding the
strength gained by working successfully as a
team. This year canoeing was the highlight for
many. All participated in the “not to be missed”
coastal walk, challenged with the choice of one
or two nights out in tents. Camp sites were in
stunning areas with magnificent beach views,
where they cooked their own food on small
camp stoves, trangias, using the teamwork
developed over the week. Having challenged
themselves and with new found confidence,
they discovered their own potential. This
camp was about seeing the benefits of both
mixing with the year group and working in
smaller groups.
Run by NSW Sport and Recreation, Year
9 returned to Point Wolstoncroft on Lake
Macquarie, a stunning location which boasts
scenic views across the bay. The philosophy of
collaborating cohesively as a year group was
of prime importance. The team challenge at
the end of the week brought together all the
skills learned and the camaraderie developed
was obvious on their return. It highlighted
how all the exciting activities and skills learned
throughout the week could bring a group
together. Canoeing, mountain biking and
rock climbing were just some of the activities
run with the perfect weather just adding to
the experience. Sailing and the giant swing
were voted the highlight for this year group.
The night of the county fair and damper on
the bush fire was an outstanding success. The
girls had a wonderful time and impressed their
teachers with their cheerful natures.
impressed by how the girls didn’t let the cooler
elements hinder their exuberance in all the
outdoor activities. The highlight for most girls
was the walk up Mt Kosciusko on the Tuesday.
There were lots of opportunities for the girls to
relax, laugh and reflect on the day’s challenges.
Other activities included mountain bike
riding, paint combat, bush cooking and indoor
rock climbing. One of the greatest assets of
the facility is the excellent accommodation
and catering which was thoroughly enjoyed by
the girls.
SENIOR SCHOOL
Q
ueenwood’s international funding has concentrated
on a project based in Cambodia involving four
schools in the Kandal province. It is a teacher
training project that began in 2003, associated with the
International Baccalaureate Organisation, Asia/Pacific (IBO/
IBAP) and the Cambodian Ministry of Education. This project
aims to introduce child friendly, interactive teaching strategies
into the existing teacher training curriculum, with minimal
resources and ultimately reforming the current teacher
training model. The Kandal Teacher Training College, located
in a province adjacent to Phnom Penh, its Demonstration
school and three local cooperative schools were selected to
par ticipate in this program.
Special thanks go to the Year Coordinators
and the Queenwood teachers; they are an
important link between the students and
the camp leaders. They often find themselves
in unfamiliar and trying conditions, but
participate with enthusiasm, encouraging the
girls in the various activities.
Year 10 was run by the Outdoor Education
Group on their privately owned site, Biloela,
located two hours south of Sydney in the
Southern Highlands. The philosophy behind
this camp was to have smaller isolated groups to
develop greater intimacy, further challenge the
individual and see how the strengths of those
around them are instrumental in achieving
this goal. The program was differentiated to
allow for the different ability levels of the
students. It brought together all the skills and
teamwork developed in the lower years and for
some it may have been the first time away from
any form of technology. The sites were located
near a river, where, if they were quiet and woke
up early enough, the girls saw platypuses.
Otherwise the resident wombat was always
around at dusk feeding on the grass. Kangaroos,
birds and clear nights looking at the stars were
all part of the camp’s aim in not only gaining
valuable skills in the technical sense, but also
fostering new friendship possibilities and
strengthening existing ones. The camp leaders
were outstanding and made the girls feel safe
and cared for, while all the time taking them
out of their comfort zones.
Year 11 camp was held at Jindabyne, in the
heart of the Snowy Mountains and run by
NSW Sport and Recreation. The philosophy
behind this camp was for reflection and taking
in what the senior years mean. Staff were
2011
ANNUAL REPORT
queenwood
61
2 0 1 0 S enior Academic R esults
2 0 1 0 H i g her S chool C erti f icate and
I nternational B accalaureate R esults
Higher School Certificate
The fourteen students who completed the IB in 2010 are to be
congratulated on their wonderful results. The average Australian Tertiary
Admission Rank (“ATAR” was formerly called the University Admission
Rank, UAI) for the cohort was 96.22 and 85% of the group achieved an
ATAR above 90.
The students who completed their HSC performed very well. There were a
large proportion of students who achieved to their personal best and they
should feel proud of their achievements. From a year group of 59 HSC
students, 35 of these (59%) were on the HSC Honour Roll for gaining
marks of 90 and over. In total, Queenwood HSC students amassed 100
marks of 90 and over. Three students were on the All-Rounders Honour
Roll for gaining 90 and over in at least ten of their units. Another five
girls achieved 90 and over in eight or nine of their units. The Sydney
Morning Herald listed Queenwood as 31st in the Top 100 NSW Schools.
Queenwood was also ranked 25th in the State in their performance in
English and 45th in the State in their overall Mathematics performance.
Lucy Forbes achieved the maximum score of 45 and a corresponding
ATAR of 99.95. She was one of five students in NSW to achieve
this result.
The following girls achieved ATAR’s above 95:
Fiona Dixon
Camilla Ferguson
Lucy Forbes
Yuri Kato
Jessica Oldfield
Amy Patterson
Isabella Rowe
Trisha Shastri
Erika Takemoto
SENIOR SCHOOL
SENIOR SCHOOL
International Baccalaureate
The following students received Premier’s Awards for All Round
Excellence, gaining marks of 90 and above in at least 10 units. This is a
significant achievement.
Imogene Ewen, Charlotte James and Emily Mills.
A further five students received marks above 90 in 8 or 9 units of their
total HSC Course:
Olivia Chapman, Adelaide Coleman, Nikola Orgill, Lauren Sarjeant and
Antonia Watson.
We also congratulate the following girls for outstanding achievement in
individual subjects:
Lauren Sarjeant Italian Beginners 3rd
Adelaide Coleman Italian Beginners 4th
Alexandra Pentz Geography 7th
Belle Higgins and Odessa Harbon nominated for Art Express
We can also measure our academic success through an analysis of the
Band 5 and 6 results. The tables on the following pages compare the
performance of Queenwood HSC students with all HSC students in
NSW. The Band 6 column shows the percentage of Queenwood students
in each subject who gained marks of 90 and above and compares their
performance with the performance of all Band 6 students in the State.
The Band 5 and 6 column sets out the same comparison for marks of 80
and above.
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63
2 0 1 0 S enior Academic R esults
2 0 1 0 S enior Academic R esults
E n g lish and M athematics
Other S ubjects
Subject
Percentage of Band 5 and 6
results
at
Queenwood
in the
State
at
Queenwood
in the
State
English Advanced
28.26
13.98
89.12
57.85
English Standard
0
0.18
23.07
English Extension 1
80
24.48
English Extension 2
0
General Mathematics
Mathematics
SUBJECT
PERCENTAGE OF BAND 6
RESULTS
PERCENTAGE OF BAND 5 AND 6
RESULTS
AT
QUEENWOOD
IN THE
STATE
AT
QUEENWOOD
IN THE
STATE
ANCIENT HISTORY
35.71
11.08
64.28
38.32
4.31
BIOLOGY
33.33
7.38
79.16
33.34
100
85.56
BUSINESS STUDIES
9.09
9.58
66.66
37.03
28.06
100
81.46
CHEMISTRY
0
10.17
33.33
39.39
41.37
6.55
75.85
26.1
ECONOMICS
0
13.22
57.14
41.14
30.76
19
100
47.98
FRENCH CONTINUERS
62.5
26.72
100
59.67
Mathematics Extension 1
25
36.93
87.5
82.55
FRENCH EXTENSION
100
45.7
-
90.04
Mathematics Extension 2
(1 student)
0
37.44
100
90.01
GEOGRAPHY
16.66
8.76
91.66
38.32
HOSPITALITY
0
5.06
50
31.69
INFORMATION PROCESSES
0
9.65
50
34.07
ITALIAN BEGINNERS
100
16.52
-
36.12
LATIN CONTINUERS (1 STUDENT)
100
53.97
-
80.67
LATIN EXTENSION (1 STUDENT)
100
77.31
-
100
MODERN HISTORY
12.5
8.07
62.5
41.71
HISTORY EXTENSION
71.42
23.22
100
70.98
MUSIC 1
57.14
16.06
100
60.22
PDHPE
40
9
90
38.39
General Mathematics
PHYSICS
0
8.35
50
39.12
Penny Constanti 90, Carson Darling-Blair 90, Megan Dixon 94,
Amy Gooding 94, Lucy Hollands 90, Jasmin Howorth 94,
Jasmine Lee 92, Imogen Merrony 93, Sophie Pride 95,
Alexandra Roles 91, Annabelle Seller 90, Nathalie Vermeer 90.
TEXTILES AND DESIGN
50
14.35
87.5
46.27
38.46
11.66
100
50.58
M arks o f 9 0 and A bov e in E n g lish
and M athematics
English (Advanced)
Georgia Barnes 90, Sanya Bhojwani 90, Stephanie Carter 91,
Olivia Chapman 94, Adelaide Coleman 90, Imogene Ewen 95,
Georgia Flint 95, Charlotte James 91, Joanna Lawson 90,
Emily Mills 92, Nikola Orgill 90, Alexandra Pentz 93,
Antonia Watson 92.
English Extension 1 (/50)
Olivia Chapman 45, Georgia Flint 48, Charlotte James 46,
Joanna Lawson 45,Imogen Merrony 46, Nikola Orgill 45,
Alexandra Pentz 45, Antonia Watson 47.
VISUAL ARTS
SENIOR SCHOOL
SENIOR SCHOOL
Percentage of Band 6
results
Mathematics
Imogene Ewen 95, Hannah Kok 90, Joanna Lawson 90, Emily Mills 91.
Mathematics Extension 1 (/50)
Imogene Ewen 45, Georgia Flint 92 (/100)
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65
2 0 1 0 S enior Academic R esults
2 0 1 0 S enior Academic R esults
M arks o f 9 0 and A bov e in Other S ubjects
English – Literacy
The results in English were very strong with 78% of the cohort gaining marks of 80 and above compared with 36% of the State. These results highlight
the depth of performance of our students in English.
Georgia Barnes 93, Elia Boulton 90, Olivia Chapman 93,
Emily Mills 93, Lauren Sarjeant 90.
Biology
Elia Boulton 91, Imogene Ewen 94, Allana Ferguson 90,
Georgia Flint 91, Charlotte James 92, Hannah Kok 90, Emily Mills 94,
Nikola Orgill 92.
Business Studies
Imogen Merrony 92, Lauren Sarjeant 90, Annabelle Seller 90.
French Continuers
Adelaide Coleman 97, Sheena Krempff 93, Emily Mills 94,
Lauren Sarjeant 94, Antonia Watson 96.
French Extension (/50)
Adelaide Coleman 46, Laura Harvey 45, Sheena Krempff 45,
Emily Mills 47, Lauren Sarjeant 46, Antonia Watson 47.
Geography
Adelaide Coleman 92, Jennifer Gilmore 92, Alexandra Pentz 97,
Nathalie Vermeer 90.
Italian Beginners
Adelaide Coleman 99, Anna Couston 93, Alexandra Roles 98,
Lauren Sarjeant 99.
Imogene Ewen 95.
Latin Extension (/50)
Imogene Ewen 48.
Modern History
Charlotte James 93, Antonia Watson 93.
History Extension (/50)
Stephanie Carter 45, Olivia Chapman 47, Charlotte James 48,
Nikola Orgill 45, Antonia Watson 49.
Music 1
Olivia Chapman 95, Tess Dixon 91, Stephanie O’Connor 90,
Alexandra Pentz 93.
PDHPE
Megan Dixon 90, Jasmin Howorth 90, Joanna Lawson 92,
Nikola Orgill 92.
Textiles and Design
Anna Couston 92, Carson Darling-Blair 94, Nicola Manettas 91,
Imogen Merrony 95.
Visual Arts
Elia Boulton 91, Carson Darling-Blair 90, Charlotte James 90,
Sheena Krempff 90, Nicola Manettas 90
queenwood
ANNUAL REPORT
Students who gained a Band 6 result were:
Both HSC and IB results are converted into a single ranking index
across the State. The highest possible rank is 99.95. Unlike the HSC
rank which relies on the best ten units studied (including English),
all IB subjects contribute to the calculation of the final rank.
The following data indicates just how well our HSC and IB
students performed:
The following percentages were gained in each band:
•
29% of HSC and IB students gained an ATAR over 95
(top 5% of NSW students)
•
54% of HSC and IB students gained an ATAR above 90
(top 10% of NSW students)
•
75% of HSC and IB students gained an ATAR above 80
(top 20% of NSW students)
•
The top ATAR was 99.95
Lara Chapman 97, Katherine Carrington 96, Xenia Boynton 95, Chelsea Loewensohn 95, Tess Taylor 95, Courtney Darville 94, Yasmin Stelling 94,
Laura Collins 92, Emma Dalco 92, Sarah Frish 92, Audrey Lim 92, Kira Ollman 92, Sarah Carlisle 91, Myrrhine Fabricius 90, Jacinta Hudson 90,
Meg Wallis 90, Elowyn Williams Roldan 90.
BAND
BAND
BAND
BAND
BAND
BAND
BAND
2011
QUEENWOOD %
STATE %
17.89%
60.00%
21.05%
1.05%
0
0
5.12%
31.26%
44.37%
14.08%
2.47%
0.21%
6
5
4
3
2
1
Mathematics
The Mathematics test is challenging for students as it is set at the one level. The 2010 cohort produced pleasing results with 52% of students scoring 80
and over compared with 27% of the State. The strong results were further seen with 85% of our students gaining a mark of 70 and over.
Students who gained a Band 6 result were:
Audrey Lim 97, Courtney Darville 94, Yasmin Stelling 92, Katherine Carrington 91, Kate Hundleby 91, Lauren Ferrarin 90, Rosemary Seller 90,
Meg Wallis 90.
The following percentages were gained in each band:
BAND
Latin Continuers
66
THE COMBINED AUSTRALIAN TERTIARY ADMISSION
RANKS 2010
SENIOR SCHOOL
SENIOR SCHOOL
Ancient History
BAND
BAND
BAND
BAND
BAND
BAND
QUEENWOOD %
STATE %
8.42%
43.15%
33.68%
12.63%
2.10%
0
8.29%
19.04%
25.46%
29.81%
14.58%
0.23%
6
5
4
3
2
1
Science
In Science the results were very pleasing with 19% gaining a mark in the top band compared with 9% of the State. The depth of the results is shown by
the fact that 73% of the students gained a result of 80 and above.
Students who gained a Band 6 result were:
Yasmin Stelling 97, Sarah Frish 96, Rosannah Jeavons-Fellows 95, Kira Ollman 95, Kellie Box 93, Xenia Boynton 93, Courtney Darville 93, Holly
Shuttleworth 93, Katherine Carrington 92, Myrrhine Fabricius 92, Chelsea Loewensohn 92, Lauren McClintock 92, Kirsten Brown 91, Sarah
Carlisle 91, Audrey Lim 91, Lara Chapman 90, Maria McKnight 90, Meg Wallis 90.
The following percentages were gained in each band:
BAND
BAND
BAND
BAND
BAND
BAND
BAND
6
5
4
3
2
1
QUEENWOOD %
STATE %
18.75%
54.16%
23.95%
2.08%
1.04%
0
8.77%
32.11%
31.90%
18.73%
5.68%
0.22%
2011
ANNUAL REPORT
queenwood
67
2 0 1 0 S enior Academic R esults
N A P L A N j unior and senior
Australian History, Civics and Citizenship
2 0 1 1 N A P L A N R esults – Year 7
The Australian History results were very good with 44% of girls gaining a mark of 80 and above compared with 18% of students state wide. The strong
results are further seen with 94% of the girls gaining a result of 70 and above.
Audrey Lim 94, Kira Ollman 94, Myrrhine Fabricius 93, Kellie Box, Katherine Carrington 91, Sarah Frish 91, Sheree Ng 91, Lara Chapman 90.
The following percentages were gained in each band:
BAND
BAND
BAND
BAND
BAND
BAND
BAND
QUEENWOOD %
STATE %
9.37%
34.37%
50.00%
5.20%
0%
1.04%
5.16%
13.29%
33.40%
27.76%
15.52%
2.15%
6
5
4
3
2
1
The Year 7 2011 NAPLAN results were very strong. All students met or exceeded the National Minimum Standard (Band 5
or higher) in the areas of reading, Writing, Spelling, Grammar and Punctuation and Numeracy.
TEST
BAND 9
(%)
BAND 8
(%)
BAND 7
(%)
BAND 6
(%)
BAND 5
(%)
BAND 4
(%)
QUEENWOOD
44
39
11
4
1
0
STATE
11
20
24
26
16
3
QUEENWOOD
21
36
30
13
0
0
STATE
8
16
23
27
19
7
QUEENWOOD
29
39
26
5
1
0
STATE
12
21
29
22
11
5
QUEENWOOD
30
46
17
7
0
0
STATE
12
15
28
24
10
11
QUEENWOOD
31
39
19
10
0
0
STATE
16
16
25
24
16
4
DATA,
MEASUREMENT,
SPACE &
GEOMETRY
QUEENWOOD
26
39
26
6
2
0
STATE
14
16
24
25
15
5
NUMBER,
QUEENWOOD
41
36
12
8
1
0
STATE
19
16
25
21
15
4
READING
WRITING
SPELLING
Australian Geography, Civics and Citizenship
The Australian Geography results were excellent with 24% of students gaining a mark of 90 and above compared with 5% of the State. The depth of
performance of our students is highlighted by the fact that 97% of our students achieved a mark of 70 and above.
GRAMMAR &
Students who gained a Band 6 result were:
PUNCTUATION
Kellie Box 96, Katherine Carrington 96, Lara Chapman 96, Courtney Darville 95, Xenia Boynton 94, Nicola Culey 94, Sarah Frish 94, Audrey Lim
94, Kim Pham 94, Kirsten Brown 93, Lauren Ferrarin 93, Lauren McClintock 93, Kira Ollman 93, Meg Wallis 93, Isabella Constantinou 91, Gabrielle
Royle 91, Sarah Carlisle 90, Claudia Coyle 90, Myrrhine Fabricius 90, Chelsea Loewnsohn 90, Yasmin Stelling 90, Elowyn Williams Roldan 90.
NUMERACY
The following percentages were gained in each band:
BAND
BAND
BAND
BAND
BAND
BAND
BAND
6
5
4
3
2
1
SENIOR SCHOOL
SENIOR SCHOOL
Students who gained a Band 6 result were:
QUEENWOOD %
STATE %
23.95%
48.95%
23.95%
2.08%
1.04%
0
4.81%
21.21%
32.81%
25.44%
11.42%
1.60%
PATTERNS &
ALGEBRA
Computing Skills
In the Computing Skills test, students are judged by their competency in a range of computing skills, some very advanced. It is pleasing that 97% of
our students were considered highly competent.
The following percentages were gained:
Competency
Highly Competent
Competent
Competency Not
Demonstrated
68
queenwood
ANNUAL REPORT
2011
QUEENWOOD %
STATE %
90.62%
8.33%
0
54.86%
42.39%
0.15%
2011
ANNUAL REPORT
queenwood
69
N A P L A N senior
N A P L A N j unior
2 0 1 1 N A P L A N R esults – Year 9
2 0 1 1 N A P L A N R esults – Year 3
SENIOR SCHOOL
The Year 9 2011 NAPLAN results were very pleasing. All students have met or exceeded the National Minimum Standard
if they achieve results in Band 6 or higher. Queenwood’s average score in each test area was well above the State average.
TEST
BAND 6
(%)
BAND 5
(%)
BAND 4
(%)
BAND 3
(%)
BAND 2
(%)
BAND 1
(%)
QUEENWOOD
84
2
14
0
0
0
bands Cf. State 47%
STATE
29
18
21
18
10
4
WRITING
QUEENWOOD
52
45
2
0
0
0
bands Cf. State 61%
STATE
18
43
21
12
4
2
SPELLING
QUEENWOOD
59
34
7
0
0
0
STATE
25
26
21
18
7
4
QUEENWOOD
80
11
9
0
0
0
STATE
28
22
24
15
7
5
QUEENWOOD
34
39
14
11
2
0
bands Cf. State 40%
STATE
18
22
27
20
12
3
DATA, MEASUREMENT,
SPACE & GEOMETRY
59% in top two
bands Cf. State 38%
QUEENWOOD
36
23
23
14
5
0
STATE
18
20
23
28
9
3
READING
86% in top two
TEST
BAND 8
(%)
BAND 7
(%)
BAND 6
(%)
BAND 5
(%)
BAND 4
(%)
QUEENWOOD
32
28
33
7
0
0
STATE
9
16
25
25
18
6
QUEENWOOD
25
28
37
9
1
0
STATE
10
12
23
21
18
16
QUEENWOOD
26
32
35
7
0
0
STATE
8
20
28
24
13
6
QUEENWOOD
20
30
44
5
1
0
STATE
6
13
32
25
15
10
QUEENWOOD
21
34
30
13
2
0
STATE
13
16
22
26
19
5
DATA,
MEASUREMENT,
SPACE &
GEOMETRY
QUEENWOOD
20
34
34
8
2
1
STATE
14
14
25
25
15
7
NUMBER,
QUEENWOOD
24
30
29
15
2
0
STATE
15
13
23
25
18
6
READING
WRITING
SPELLING
GRAMMAR &
PUNCTUATION
NUMERACY
PATTERNS &
ALGEBRA
97% in top two
93% in top two
bands Cf. State 51%
GRAMMAR &
PUNCTUATION
91% in top two
bands Cf. State 50%
NUMERACY
73% in top two
JUNIOR SCHOOL
BAND 9
(%)
2 0 1 1 N A P L A N R esults – Year 5
TEST
BAND 6
(%)
BAND 5
(%)
BAND 4
(%)
BAND 3
(%)
BAND 2
(%)
BAND 1
(%)
QUEENWOOD
37
27
29
6
2
0
bands Cf. State 35%
STATE
16
19
21
26
11
7
WRITING
QUEENWOOD
35
27
22
16
0
0
9
17
31
31
7
5
READING
64% in top two
62% in top two
bands Cf. State 26%
STATE
SPELLING
QUEENWOOD
29
41
22
8
0
0
bands Cf. State 36%
STATE
14
22
27
24
9
5
NUMERACY
QUEENWOOD
24
22
37
16
0
0
bands Cf. State 29%
STATE
15
14
29
28
10
4
DATA, MEASUREMENT,
SPACE & GEOMETRY
45% in top two
bands Cf. State 31%
QUEENWOOD
18
27
29
24
2
0
STATE
15
16
30
24
12
4
NUMBER, PATTERNS &
ALGEBRA
53% in top two
bands Cf. State 33%
QUEENWOOD
29
24
39
6
0
2
STATE
15
18
28
19
14
6
70% in top two
46% in top two
70
queenwood
ANNUAL REPORT
2011
2011
ANNUAL REPORT
queenwood
71
HEAD OF JUNIOR SCHOOL
M s B elinda J enkins
M E d , B A , D i p E d , M AC E
The Capacity to Learn
Teaching is a profession incorporating
many rewards but also many
responsibilities. There are high
expectations of the skills our students
will need for the twenty-first century.
Professor Guy Claxton, Director
of the Centre for Real-World
Learning (University of Winchester)
understands that being a successful
learner does not just mean doing
well in assessments and exams. He
describes a successful learner as
one that has the capacity to learn
and can demonstrate creativity,
resourcefulness and empathy
(Professional Educator, 2011, p.15).
Staff Development
Staff are provided with opportunities to extend
their knowledge in their areas of expertise
so that their students can benefit from new
ideas and approaches to learning. The Staff
Scholarships, presented by the Board of
Governors, develop and reward staff for their
commitment. Mrs Karen Lehmann added
to her knowledge of the education of gifted
students through her Scholarship, returning
to School full of ideas. Miss Nicky Robbins
followed her interests in developing resilience in
students through studying the Penn Resilience
72
queenwood
ANNUAL REPORT
2011
All staff benefited from the Photoshop Staff
Day at the end of Term 2 and have passed
on their skills to students. Both Junior and
Senior School staff took part in the Term 3
Staff Day on differentiation which gave solid
insight into best practice for varying student
learning. Five staff attended the AIS Primary
Conference in Term 3 where expert key note
speakers, Professor Guy Claxton and Kath
Murdoch, illuminated approaches to inquiry
based learning. At other times during the year
staff attended other courses that addressed
specific areas of pedagogy. In Term 2 Stephanie
Bush returned from Long Service Leave and
Miss Melissa Finn returned from Maternity
Leave. Mrs Kate Gurjian and Mrs Christine
Cassidy are on Maternity Leave from Term 3
into next year.
Catering for all Students
Learning Enhancement is a vital provider
of skills for students in need of concept
clarification. Mrs Bernadette Pratt who
joined Junior School in January this year,
has been a guiding influence in the area of
learning difficulties.
We also added Mrs Robyn Harper to the
Learning Enhancement team but were sorry
to farewell Miss Ngaire Wood and Mrs
Jodie Watson. Mrs Sue Rawson and Mrs
Lynda Beckingham also support students,
with the former offering speech pathology
services and the latter advising staff regarding
students with hearing impairment. Mrs Karen
Clarkson joined the staff in Term 3 as our new
French teacher.
Students with a high level of concept
understanding also need nurturing. This is
achieved through Honours courses, extension
work in the classroom and independent
and group projects. This year the Honours
courses were offered from Year 3 to Year 6
and included Literature/Drama (Dr Bronwyn
Mason), Ancient History (Ms Belinda Jenkins),
Mathematics (Miss Lisa Ochs), Computing
(Mrs Catriona Martin), Visual Art (Mrs
Helen Gigner), Science (Mrs Karen Lehmann),
Creative Writing (Mr Guy Tate) and Debating
(Ms Helen Bryant).
Building for Learning
The new building at Junior School is taking
on character and style and building work
is proceeding very well. Mr Simon Duncan
has led a number of site tours so that staff,
bedecked in hard hats and fluoro vests,
can see the development up close. The new
facilities will provide space for the creative and
performing arts that play such a large part in
the development of our students. It will allow
us to plan for future renovations of the existing
Junior School and it will provide special areas
where students can move more freely and use
technology more easily. By the end of this year,
our new building will be close to completion
and the excitement is growing.
Stories Encourage Learning
JUNIOR SCHOOL
Professor Claxton’s words fit well with
our approach to teaching at Junior School.
Through the commitment and creativity of
teachers and the ongoing development of
independence, resilience and empathy in our
students, girls are encouraged to embrace
their learning in a holistic manner using
collaboration and communication of ideas
to build confidence and resourcefulness.
The K to 6 sequencing of skills demonstrates
this approach. In Kindergarten students
develop a sense of identity and are trained well
to face the early challenges of starting school.
In Years 1 and 2 students are encouraged
to develop confidence, leading to a deeper
understanding of themselves and their
relationship with others. In Years 3 and 4
students are encouraged to draw inferences
through learning of other cultures and develop
empathy for different societies and in Years 5
and 6, our students’ independence and social
skills are extended through their role as leaders
and their experiences beyond the classroom.
Program. Mrs Ros Leske and Dr Bronwyn
Mason studied approaches to literature and
strengthened their understanding of the use of
drama in the classroom.
The students of Junior School embrace events
that provide not just enjoyment but also a
deeper understanding of the world. Book Week
with its theme of “one world, many stories”
lived up to its name. Students and staff dressed
in costumes that depicted the stories of the
world. Another learning experience allowed
Year 5 students to hear the interesting stories
of Jane Goodall and her amazing work with
chimpanzees. Later there were stories from a
Year 5 father on Indonesian Day. Year 3 were
congratulated by a member of the Japanese
consulate for the well wishes they sent to
Japanese children as a result of the story of
the Japanese tsunami and Year 6 learned the
importance of cyber safety through instructive
stories.
“Urging to endeavour high”
The stars of truth, courage and service
are a shining symbol of the confidence,
independence and empathy that we want
our students to use in their daily learning.
While we prepare our students for the future,
it is their “fiery searching light” that will make
all the difference. I thank all the Junior School
staff for their dedication and expertise and
for the capacity to learn that they develop in
our students. I personally thank Mrs Angela
Toohey, Deputy Head of Junior School, for
her keen knowledge and helpfulness and look
forward to watching our students develop their
capacity to reach for the stars in all they do.
2011
ANNUAL REPORT
queenwood
73
Kinder g arten R eport
YEAR 1
M rs K atie S harp
M iss K im D i x on
Mrs Helen Worthington
B Ed Mus (Hons)
G L C M ( H o n s ) , P C G E , LT C L ( M u s E d ) , A L C M
C
correctly and develop the skills to write simple recounts and narratives.
Subsequent terms introduce a range of more complex text types including
poetry and information texts and an annual favourite is the crosscurricular Fairy Tale unit in Term 3.
One of the main aims of Kindergarten is to learn to be independent.
Girls are encouraged to become connected with, and to contribute to,
the changing world around them. They develop a strong sense of identity,
become confident and involved learners and display an increasingly selfsufficient approach to all aspects of school life. The first day begins with
girls happily saying goodbye to their parents and beginning the life-long
learning journey. Girls unpack their bags and are encouraged to manage
their personal belongings independently from the first day.
The girls experiment with a wide range of technologies both in the
classrooms and in the computer room. These provide a breadth of
interactive learning tasks across all areas of the curriculum, which appeal
to the variety of different learning styles within the classes. In Term 1
the Kindergarten girls quickly learn how to log on to a computer, open
applications, word process text and insert an image. They rapidly become
confident in their use and application of information technology. Touch
screen computers in the classrooms provide the opportunity for girls to
engage in differentiated tasks in order to consolidate their understanding
of concepts in all subjects and visualisers allow the girls to display their
work in progress on the SMARTBoard. This promotes a sense of pride
in their work and allows for class discussion on elements such as correct
letter or numeral formation, punctuation and sentence construction.
hildren learn best when the experiences they have
are meaningful to them and are focused on personal
and familiar events. The Queenwood kindergar ten
curriculum enables the girls to continually learn new skills
and gain insights into their world through par ticipating
in integrated interactive learning experiences. The girls
par ticipate in a variety of rich and meaningful enquiry-based
learning experiences and are suppor ted to take on challenges
and try new things.
In Literacy lessons during Term 1, girls learn the letters of the alphabet
and their corresponding sounds. They also learn how to hold a pencil
The Kindergarten Mathematics curriculum reflects the fact that
mathematics is an integral part of everyday life. Tasks are based on real life
situations so that girls learn to use and apply their knowledge and skills
in a practical and relevant way. Traditional elements of maths are begun
in Kindergarten; girls develop an awareness of patterns in the number
system, leading to counting in twos, fives and tens which is the precursor
of the traditional ‘times tables’. Walking to the local shops to spend
two dollars on a bright sunny day was a very exciting excursion, having
previously been ‘rained off’ for two consecutive weeks. On the rainy days
a shopping emporium was set up in the classrooms; girls enjoyed baby
chinos whilst compiling shopping lists, ordering and making Chinese
pizzas and exchanging money in the bakery!
M iss C atriona Ross
B Ed (Primar y) (Honour s)
Y
ear 1 is an exciting place to be. Throughout the year, the girls experienced the
wonder of watching chicks hatch and grow, they became meteorologists and
even architects. Year 1 marks a year in the school life of our students, where
they become familiar and confident with the school environment and consequently
continue to flourish and demonstrate their full potential.
This year, the girls demonstrated their leadership in the Infants Playground, becoming fabulous
role models for the 2011 Kindergarten students. They demonstrated remarkable work ethics and
commitment to the Queenwood spirit. Their achievements have been significant and they should
be proud of what they have accomplished this year. Below are the highlights from our busy year.
Celebrations Day
Hip hip hooray for Celebrations Day. With assistance from some dedicated parents the girls
enjoyed participating in craft activities to rejoice in celebrations from around the world. Year 1
dressed up in their finest party clothes and celebrated the day away. The girls made Chinese
lanterns and spinning dreidels used at Hannukah celebrations. They even made and iced their own
celebration cupcakes.
Science Day
JUNIOR SCHOOL
JUNIOR SCHOOL
The girls become effective communicators through regular, purposeful
Speaking and Listening tasks in which they prepare a short presentation
on a cross-curricular theme. Topics are linked to units in English (for
example: recounting a story from a different culture), Science (describing
and modelling appropriate clothing for a variety of weather conditions)
and HSIE (using photographs to create a time-line showing how they
have changed since they were a baby). This encourages students to
recount events, re-tell stories, instruct, describe and ask questions as well
as to become active listeners.
B Ed (Primar y)
Super Scientists is one way to describe Year 1 this year. They are always looking at how they can
investigate Science in new and exciting ways. Did you know you can use marshmallows, icing,
coconut and toothpicks to explain the characteristics of a mammal?
Science day was no different. With their naturally inquisitive approach, the girls made astute
observations of all things weather. They spent a day investigating terrifying tornados, ravishing
rainbows, and experimented with remarkable rain catchers! With assistance from some dedicated
parent helpers, they became experts in their field.
Book Week
What interesting characters turned up in Year 1 during Book Week. From Pippy Longstocking
to Alice in Wonderland the girls were able to enjoy their love of reading. Year 1 enjoyed the
performances of Two peas in a pod and were fascinated by the Chinese Friendship Gardens where
they spent the afternoon enjoying the beautiful surroundings.
Year 1 is a vital educational stage of schooling and our girls have savoured every new learning
opportunity with enthusiasm.
74
queenwood
ANNUAL REPORT
2011
2011
ANNUAL REPORT
queenwood
75
YEAR 2
YEAR 3
M rs C hristine C assidy
B Ed (Primar y)
M rs Rosely n L eske
B A D i p E d , M E d ( Te a c h e r L i b r a r i a n s h i p )
Learning through participation
R
eading is a vital par t of learning in Year 2. In Reading Groups, each student has the chance
to read aloud in a small group and par ticipate in differentiated activities that focus on
understanding and interpreting aspects of the text. Reading Groups provide for a wide
range of ability levels, each group presented with a text and activities to meet the needs of the
students. Activities include sequencing pictures, ordering events, character profiles, facts and
opinions, rhyming words and poetry, dictionary meanings and research tasks.
An exciting way to learn about a text is for the students to ‘put themselves in the story’ and take on the role of
the characters. The girls are very excited if they are then able to perform in front of an audience and this can take
place in both the classroom and at our Infants’ Assemblies.
Year 2 has had fun with literacy by incorporating role play into many of their literary texts. Engaging in role
play gives a deeper insight into the characters and their actions and feelings. The fiction reader “Chook in the
Middle of the Road” provided a great opportunity for students to write simple scripts for their characters, show
compassion and think about the consequences of their actions, as well as provide fun and comic entertainment.
The non-fiction reader Elephants enabled the students to become animal experts, dress in safari and elephant
costumes and demonstrate the differences between African and Asian elephants.
Incorporating literacy into HSIE, our topic for Term 2, “The Way
We Were” was introduced with the Mem Fox story “Wilfred Gordon
MacDonald Partridge.” The book highlighted how people change as they
grow older and memories fade. Through role play the girls were able to
gain a greater understanding of the importance of the past and the special
memories we all have. It also highlighted the relationships between young
people and the elderly.
As part of this HSIE unit we visited Vaucluse House to learn about the
Wentworth family and life in the 1850s. To cement their understanding,
Year 2 took on the roles of the Wentworth family and their servants and
dressed in appropriate costumes. Each had a small but vital part to play
in our Vaucluse House Presentation. As well as learning about history in
a fun way, the students were also practising their speaking and listening
skills and developing their confidence and self esteem. Each girl shone in
her role!
Blogging as a tool for differentiation
New this year has been the Year 2 Blog. This was introduced as a fun
way to extend and enhance the IT knowledge of those students with
advanced skills in this area. In addition to the grade blog, a select group of
capable students were chosen to begin their own blog and thrived on the
challenge. Girls were given a set of simple guidelines and were encouraged
to blog about something for which they held a passion. The wide range
of blog posts ranged from class discussions on topics, e.g. water, to ideas
for art projects and favourite Top 40 music. Many important skills were
learnt through this collaborative process. In particular, blogging clearly
showed girls the importance of proof-reading by giving this important
skill a purpose. Cyber safety and etiquette was an integral part of
the experience.
Year 2 can be proud of their achievements.
76
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ANNUAL REPORT
2011
B S c ( H o n s ) , Po s t G r a d C e r t o f E d u c ( P G C E )
Y
ear 3 2011 began at our annual
camp at Stanwell Tops. Two days
were jam packed with activities
from bike riding to the giant swing. The
campers were treated to an information
session by a National Parks and Wildlife
Service local Aboriginal group who
taught them all about fine hunting
techniques, technology, music and dance.
However, the calm of the one night
camp was broken when the fire alarm
was activated at 3.14am! For tunately, it
was just a technical fault but it cer tainly
made for a very tiring second day.
The Aboriginal experience was continued when
we visited the Botanic Gardens later in the
term where the students had the opportunity
to participate in an array of Aboriginal cultural
activities such as face painting, weaponry and
food preparation.
The tragic events in Japan stimulated the Year
3 students into organising a project to send
their condolences to the stricken children of
Japan. Every student throughout the school
wrote a postcard to an unknown friend in one
of the affected areas with a message of hope
and sorrow. These were then dispatched to the
Japanese Consulate where they were sent on
to Japan. The Japanese theme continued into
Term 2 and thanks to the help of the Japanese
Consulate, the students brought their learning
experiences together in the form of a Japanese
Day. A traditional Japanese tea ceremony,
calligraphy, face painting and language practice
enabled the girls to sample a whole range of all
things Japanese.
M iss S arah H u g hes
B S c ( P s y c ) , B A , M Te a c h
Challenge and extension activities were
another strong component of a differentiated
curriculum where the girls were offered a
broad variety of choices based around Bloom’s
taxonomy to appeal to different learning
styles and intelligences. These involved
many design and make tasks and research
projects which utilised higher order thinking
skills. Sarah Humphreys, an expert in the
field of differentiated instruction, came to
Queenwood and worked with the K to 12 staff
to enhance differentiated programming. The
Year 3 teachers spent some time with her where
she helped them to formulate extension tasks
based around their HSIE and Science topics of
space and explorers. These tasks were linked to
sequential rewards and were structured in a way
that progressed with challenge. It was fabulous
to see the girls excel through spending lots of
productive time completing the tasks and in
turn improving their skills and knowledge.
JUNIOR SCHOOL
JUNIOR SCHOOL
Our study of class novels Tashi, Flat Stanley and Ark in the Park was enhanced through an activity called hotseating where one student takes on the role of a character in the ‘hot seat’ and the rest of the class ask thoughtful
questions (Why? What if? How would you?), giving their interpretation of a character’s actions and feelings.
Also, in pairs and small groups the students worked cooperatively to present brief scenes from the story.
M r Gu y Tate
Map making and space exploration were the
focal points of Term 3. The girls researched
pioneers such as Captain Cook to describe the
incredible journeys and discoveries. During
Book Week, we travelled to the city where we
visited the Power House Museum which fitted
perfectly into our Science and Technology
topic of space. It was there that the girls learnt
about the lunar landings and our efforts to
venture into the solar system.
Throughout the year, a weekly event for every
student was ‘News’. During this time every
girl presented a topic of her own choosing.
We had everything brought in from chickens,
cats, dogs, recipe demonstrations to elaborate
posters and SmartBoard presentations. This
was a wonderful opportunity for students to
work at their own level and stretch themselves
and their imagination as well as enhancing
their communication and presentation skills.
Of the five novels that were read in Year 3 2011,
one really stood out. Danny Champion of the
World is probably one of Roald Dahl’s least
known books, which is precisely why we chose
it. The book inspired many funny and revealing
discussions in that it related to the girls’ own
experiences of fear, temptation and excitement.
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YEAR 4
YEAR 5
M rs L ucille L iberts
M iss N ick y Robbins
B a c h e l o r o f Te a c h i n g
BA Ed (Hons) with QTS and PE
Year 4: You Can Do It!
Positive Habits
I
n Year 4 we dedicate one hour a cycle to the teaching
of the ‘You Can Do It!’ (YCDI) program. As teachers we
both feel that it is of the utmost impor tance to provide
our students with as many life skills as possible, which they
can use on a daily basis, to help them tackle any social and
emotional problems which may arise. Problems which, in the
21st century, are unavoidable, such as school assessments,
spor ting competitions, friendship or parental issues. Problems
which largely are happening to all of us, both children and
adults alike, that we often find incredibly difficult to deal with.
Evidence has shown that children’s social and emotional
development is vital not only to their social and emotional
well-being, but also to their academic achievement. So as
teachers we should act upon this if we want the very best for
our students.
The Aims of You Can Do It!
These girls love to talk! So what perfect way to enjoy learning through role
play and discussion in small groups with their peers. We teach them how
to work cooperatively in groups, a vital life skill which not all girls are able
to do naturally or successfully at the beginning. The girls are encouraged
to listen to and accept others’ opinions as well as having the confidence
to voice their own. They are able to model positive and negative responses
so that they can see for themselves what both options look and sound
like. They are taught how to use positive body language and they learn to
see the benefit of positive self-talk – something which we then encourage
them to use on a regular basis. We also try to teach them the power of
stillness and how sometimes just the shortest amount of ‘downtime’ with
some taught breathing techniques, can help to clear the mind and give
them the strength to continue. These sorts of techniques are especially
vital at the start of school assessments or competitions.
The YCDI program was implemented into Queenwood Junior School
two years ago because we felt that these skills were as necessary to our
girls as are Maths, Science, Art and P.E. skills for example.
The YCDI program aims to... “identify the social and emotional
capabilities that all young people need to acquire in order to be successful
in school, experience wellbeing, and have positive relationships”. If it is
taught regularly as an important, valid part of the curriculum, this can
be achieved. Another aim is to encourage the girls to create positive
habits of the mind and to try to stop them from falling into negative
thought patterns.
The program is split into five major foundations: Getting Along,
Confidence, Resilience, Persistence and Organisation. In Year 4 we have
split these into four terms worth of work:
Term 1: Getting Along,
Term 2: Confidence,
Term 3: Resilience and
Term 4: Persistence.
Organisation is linked into everything the girls do throughout the school
year and thus scaffolds the major foundations.
The Lessons
We combine our two classes every week for the YCDI lesson. It is good
for the girls to be mixed together so to encourage new partnerships. We
always try to encourage them to work with someone different whom they
have not had a chance to play or chat with before. The girls often come
to us later on to say how much they enjoy this as they are often surprised
by how these working relationships then develop into strong friendships.
The lessons give the girls a forum and the freedom to discuss any issues or
emotions linked to the topics. The girls know that they are not allowed
to name names, and that people in their stories must remain anonymous.
It is good for them to hear how other girls have solved problems or how
someone else has successfully dealt with an issue similar to one that they
have experienced.
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As teachers we both
feel that it is of the
utmost importance
to provide our
students with as
many life skills as
possible, which
they can use on a
daily basis.
B Ed (Primar y)
“I am not a teacher, but an awakener”
Rober t Frost
Throughout 2011, Year 5 has been exposed
to a diverse and fulfilling range of activities.
A variety of excursions and experiences has
broadened the learning opportunities for
the girls, providing an enriched curriculum
across all key learning areas. Standardised
testing has again been present in the form of
NAPLAN, and the girls were ready and eager
to demonstrate their abilities. Year 5 has been
a passionate group of students who display a
keen enthusiasm for learning and always try
their best. They should be very proud of their
achievements and we thank them for their hard
work and commitment.
English
M iss L indsay Zachert
B Ed (Primar y)
so that previously addressed concepts are
revisited, new concepts are introduced and
supported with practical and written strategies,
and foundation skills such as mental arithmetic
are revised regularly.
HSIE
Year 5 has had the opportunity to explore
the significance of particular people, places,
actions and events that have developed
Australian identities. Through investigating
Antarctic explorers, participating in the
Indonesian Day experience, gold panning at
the Bathurst gold fields and role playing during
the Gold Game, students have been immersed
in a variety of cultures, highlighting the
similarities, differences and values compared
with contemporary Australia.
Science
During Science lessons, the girls have been
developing scientific method and thinking, but
more importantly confidence and enjoyment in
scientific pursuits. Throughout 2011, Year 5 has
explored Marine and Environmental Science in
their study and research of Antarctica. Physics
has taken them into the theme of Light and
they have become geologists while researching
and examining the earth in their Gold unit.
Investigating why icebergs float, learning about
the refraction of light and studying the rock
cycle have been some of the activities in which
the girls have experimented and explored.
JUNIOR SCHOOL
JUNIOR SCHOOL
It is our hope that the girls will remember to use these skills when they
leave Year 4 and move off into new pastures, as it is these skills which
will hopefully aid them to become successful both in school and beyond.
M rs K aren L ehmann
This year the girls have had the opportunity
to immerse themselves in a variety of texts.
The year began by reading John Marsden’s
Staying Alive in Year 5, a humorous fiction
which allowed the girls to study the narrative
structure. Thunderwith by Libby Hathorn
enabled the girls to identify powerful themes
such as resilience as well as explore symbolism.
The girls also read A Banner Bold by Nadia
Wheatley which complemented their study
of Gold. This historical fiction, set in 1854,
skilfully weaved historical facts through
the everyday events leading up to the
Eureka Stockade.
Furthermore, Year 5 has studied a variety of
text types through their writing. Exposition
writing has taught the girls how to develop well
structured arguments. They have investigated
the structure and various forms of poetry and
have completed journal writing during the
Gold Game. Their final creative piece dealt
with the imaginary and futuristic settings of
science fiction.
Mathematics
The aim of Mathematics in Year 5 is to
develop students’ mathematical thinking,
understanding, competence and confidence
in the application of mathematics. We aim to
foster the promotion of the girls’ creativity,
enjoyments and appreciation of the subject,
and their engagement in lifelong learning.
Different learning styles are carefully catered
for by including class, group, partner and
individual activities. The program is structured
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YEAR 6
C omputin g
M rs A n g ela Toohe y
M iss L isa O chs
Being Part of the Digital Age
designed were basic in nature, the focus was on
appealing graphics that did not overcrowd the
page and effective hyper linking which allowed
for clear navigation. After a staff Professional
Development session on Photoshop, Year 6
explored the program and was able to see how
popular teen magazines distorted body image.
This is important for their own self esteem as
they move into young adulthood.
M E d , D i p Te a c h ( E a r l y C h i l d h o o d )
T
echnology plays such a large par t
in the lives of young students
today, and Year 6 Queenwood
students are no exception to the rule.
As teachers, it is par t of our role to help
them develop the skills they will need
to ‘survive’ in an ever increasing digital
world. Applicable skills include critical
researching ability, an understanding
of how adver tisers manipulate images,
cyber safety and confidence with
emerging technologies.
During ICT lessons, students worked on
producing their own websites after evaluating
the appeal and functionality of several existing
Internet sites. While the websites the girls
In March Year 6 attended an informative
session on Cyber Safety. This session was
presented by Susan McLean who discussed
with the girls their responsibilities on-line,
laws surrounding the use (or inappropriate use)
of the Internet, the pitfalls and how to protect
their digital image. Many came away from this
presentation with a better understanding of
what constitutes Cyber Bullying, who to turn
to and the importance of not sharing passwords
and logins.
Wide and varied reading remains a priority
as the girls move into the senior years. This
provides them with insights into plot,
characterisation and author’s craft. Some
students have opted to read novels on a
‘kindle’, another emerging digital technology.
Television, computer games, iPods and iPads
as well as skype often seem to replace quiet
reading time. It is vital that reading does not
slip to the bottom of the list of entertainments.
B Ed
It is clear that Year 6 have had an exciting
and eventful final year of primary school. We
thank them for their leadership and as always
their involvement in so many extra-curricular
activities and events. We are confident that as
the girls continue to grow and mature in this
digital age that they will utilise technology in
meaningful and productive ways, remembering
that it cannot replace creative thinking
nor the joy that comes with personal learning
and discovery.
Blogging
“Technology is transforming our lives and the political
process. Blogging has provided millions of people with the
ability to engage in a global contest of ideas that underpin
social and political development.”
http://www.smh.com.au/opinion/blog/the-bishops-gambit
Technology is changing the way we receive and share information
and opinions.
What is a blog? You need only ask one of the students in Year 2 who have
been blogging since the beginning of the year. They will explain all about
posting comments and adding posts and multimedia to a continuously
updated internet page.
To introduce the Year 2 blog, the girls were asked to list creative blog
names as their first post. From this extensive list, five finalists were chosen
and added to an online poll. With 26% of the vote You 2ube was the
winner, followed closely by News from the Year 2s with 24% and Blog till
you Drop with 21%.
The Year 2 blog was used to share photographs, work samples and to start
a narrative on topics being covered in class. Blogging was also used as a
tool for differentiation. A select group of capable students were chosen to
begin their own blog and thrived on the challenge.
This valuable experience taught the students the importance of carefully
reading and considering each comment and proof reading before
posting a response. Cyber safety and etiquette was an integral part of
the experience.
networking within the classroom. One thing we all agree on is that
technology is an integral part of children’s lives. As a result, staff at the
Junior School decided to experiment with Edmodo. Edmodo started as a
teacher tool for teachers but quickly grew into an educational networking
site providing schools with a safe and easy way for their students to
collaborate and share ideas with other students.
Our Year 6 girls connected with the Year 6 boys at Mosman Prep through
the use of Edmodo. During their study of the novel Goodnight Mr Tom
by Michelle Magorian, the Year 6 teachers, from both Queenwood and
Mosman Prep, posted open-ended questions based on the content of each
chapter. The students thoroughly enjoyed responding to these questions,
reading their classmates’ ideas and in particular, the thoughts and ideas
of boys!
Scratch
The IT Honours group is a small group of students from Years 3 to 6
with a passion for learning about and experimenting with computing
programs. This year in the honours sessions we focused on the computer
programming application Scratch. Scratch can be used in a variety of
ways, including building interactive stories, animations and games and
creating art. During the IT Honours sessions students explored the
many applications of Scratch. All students approached these sessions
with interest and enthusiasm. Initially the students found deciphering
the programming language challenging but persevered and worked well
collaboratively to solve problems when they arose. The students’ final
projects were interesting and original. As a culmination of these sessions,
four students were chosen to share their projects at the K-6 assembly.
JUNIOR SCHOOL
JUNIOR SCHOOL
Across the curriculum Year 6 has researched
authors, International Rights, Australian
icons, deforestation, their own eco footprint
and the effects of WWII on the population of
Britain. Being able to cross reference websites,
evaluate their validity and use the information
to demonstrate their understanding of specific
topics is vital. These skills are also reinforced in
Library lessons where the Information Literacy
Skills scaffold is used to help support students
by providing them with specific headings
under which to frame their writing.
M rs C hristine C assidy
Bachelor of Education (Primar y) (Hons),
LMusA (Piano)
Social Networking
Facebook and Twitter have become an important part of many of our
lives, however, educators continue to be divided on the use of social
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MUSIC
DRAMA
M iss M elinda B ryant
D r B ron w y n M ason
B Mus, Grad Dip Ed, Dip Mus, L Mus A
Tell me, I forget, show me, I
remember, involve me, I understand.
Carl Orff
The fully differentiated music program at
Junior School has allowed every girl to be
involved in both the creation and recreation
of music through their vocal and instrumental
performances as well as listening and
composition tasks in their class music lessons.
It has been a wonderfully busy year of
music making.
P h D, B A ( H o n s ) , D i p Te a c h , G r a d C e r t H E d
Dickson’s Yamaha Music
Festival
The Stalley String Orchestra competed
successfully in the Dickson’s Music Festival
this year. Many groups from around Sydney
competed and our girls won a Gold Award
in the Primary School String Orchestra
section. The repertoire performed by the girls
demonstrated their ability to play energetic
folk style music as well as producing a beautiful
tone and vibrato.
Year 5 Sound of Musicals
Class Lessons
Year 6 Musical
Year 6 students were very busy in Term
2 with rehearsals and performances of A
Kidsummer Night’s Dream; a modern version
of Shakespeare’s A Midsummer Night’s Dream.
The musical was the perfect forum for the
girls to showcase their singing and acting
skills resulting in a colourful and entertaining
display of talent.
Year 5 students showed much enjoyment and
enthusiasm performing in the all singing,
all acting, all dancing extravaganza in Term
3. Hits from eight different musical theatre
productions were featured including numbers
from modern musicals such as Wicked as well
as old classics like My Fair Lady. The cameo
performances from Mrs Lehmann, Miss
Zachert and Mr Speechley were a highlight of
the night.
Music Showcases
Term 3 was a particularly busy term with major
performance opportunities for all ensembles.
The Junior School Musical Showcase involved
every band, orchestra, choir and small ensemble
highlighting all parts of the music department
Twilight Soiree
The Twilight Soiree in Term 4 provided
a relaxed evening of musical performance
and featured a range of repertoire from all
instrument families. The students who have
only just begun their instrumental studies at
Junior School were able to demonstrate their
progress in the small group class lessons.
Carol Service and Infants’
Pageant
Once again, the year ended in song at the
Infants’ Pageant and Carol Services.
The support from parents has been
greatly appreciated and the girls are to be
congratulated on their progress this year. The
Music Faculty is looking forward to 2012 with
great anticipation.
I have had a most rare vision. I have
had a dream, past the wit of man to
say what dream it was…
William Shakespeare
A Midsummer Night’s Dream Act 4, Scene i
Dreams, magic and the concept of reality
were major themes this year in Junior School
Drama. The Stage 3 girls began with an exciting
workshop and performance based upon A
Midsummer Night’s Dream presented by the
Bell Shakespeare Company. The vibrant Actors
At Work team had adapted the play specifically
for younger students and the girls easily
understood and appreciated both the comedy
and the magic of Shakespeare’s Dream.
Years 3 and 4 have also been very busy as
they continue to use Drama to explore topics
studied in class in greater depth. Year 3 made
their own Bunraku style puppets to effectively
retell Japanese folk tales through performance
while Year 4 found that improvisation and
playbuilding activities allowed them to enter
the ‘alternate reality’ created in their class novel
The Lion, the Witch and the Wardrobe.
The highlight of the year for the younger girls is
always the annual Christmas Pageant which is,
of course, pervaded by a special sense of magic.
In fact, the Year 6 girls were so engaged by this
brief introduction to ‘the bard’ that they quite
confidently took on the same roles for their
own version of the play which was entitled A
Kidsummer Night’s Dream. Although most of
the Shakespearean language was translated into
very modern text for their musical production,
the characters, story and associated mayhem
remained exactly the same – making for many
laughter-filled rehearsal sessions. The students’
enthusiasm throughout the whole process was
impressive and they continued to challenge
themselves further throughout the year by
‘playing’ with scenes from Romeo & Juliet,
Macbeth and Hamlet. Their willingness to
learn the complex dialogue and their eagerness
to find new ways to communicate its essential
meaning showed their ability to explore many
different worlds through performance.
JUNIOR SCHOOL
JUNIOR SCHOOL
Students from Kindergarten to Year 6 listened
and responded to a range of music in their
class lessons and using this stimulus, created
compositions of their own both individually
and in groups. The creativity and inventiveness
of their work is to be commended.
at Junior School. Selected groups were chosen
to join in the Senior School Showcase the
following week. This wonderful celebration of
music showed the range and depth of talent
K to 12.
In Term 3, Year 5 also demonstrated their
versatility as they celebrated films from the
great Hollywood ‘Dream Factory’ – a place
in which it is quite normal to burst into song
and dance down the street. In The Sound of
Musicals they represented a range of characters
from films such as Singing in the Rain, Fiddler
on the Roof, My Fair Lady and Wicked! with
humour and self-assurance.
The younger students are devoted fans of
the ‘big girls’ and the Stage 1 classes always
love watching their ‘buddies’ perform – the
fairies in A Kidsummer Night’s Dream were
a particular hit. This inspired them to apply
different performance techniques to their own
work and they happily participated in mime,
improvisations and story-telling activities in
which they created their own magic ‘worlds’
based on myths, legends and fairy tales.
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V I S UA L A RT S
P h ysical E d & P ersonal D e v elopment
M rs H elen Gi g ner
M s M elissa Finn
B Ed (Hons) Cer t Ar t and Design
BPE
T
he Personal Development, Health and Physical Education syllabus is one of six key
learning areas in the NSW primary curriculum. It is concerned with developing
the necessary knowledge and skills to enable each student to lead a healthy and
fulfilled life.
In a highlight of the annual Art Show, Year 6 students paraded their ‘Wearable Art’ created from
re-cycled or re-purposed materials. The project tested creative thinking and practical skills and the
finished garments demonstrated individuality and enterprise. Portraiture and screen-printing were
other areas of study this year.
‘Regular physical activity is an essential ingredient for the development and maintenance of optimum
health. It can improve cardiovascular efficiency and aid efforts to reduce risk factors of coronary heart
disease. It is critical for enhancing bone development, controlling obesity and improving psychological
health and immune status’. Board of Studies PDHPE K to 6 Syllabus.
The landscapes of Antarctica and Australia were explored in mixed media artworks by Year 5.
The girls practised alternative ways of applying paint to create bold and textured surfaces that
replicated ice and water. Effective portrayal of shadows, reflections and colours were central to the
compositions. The study of figure and form drew on artworks as diverse as the pop art of Haring
to the elongated sculptures of Giacometti. Images were printed and variously posed figures were
constructed from armature wire.
All girls from Kindergarten through to Year 6 participate in one hour of Physical Education per cycle.
They also do weekly fitness sessions and are encouraged to partake in extra-curricular activities.
Year 4’s study of plants and flowers was inspired by works in various media by Matisse, and O’Keeffe.
The girls have given much attention to tonal variation as a way of creating dimension, visual texture
and interest in their artworks. Violins were closely observed and made into 3D forms, using
cardboard and then paper mache. The decoration of these resulted in highly individual artworks.
Year 1 was introduced to many new games to help develop their understanding of directions, spatial
awareness and boundaries. They also spent time discussing and describing healthy habits such as
enjoying a balanced diet, taking care of their teeth and being sun safe.
A highlight for Year 3 has been the study of Japanese painting to support their work in HSIE.
The girls learned to use Chinese brushes and traditional painting techniques to create beautiful
images of bamboo forests. The construction of Japanese puppets from old plastic bottles was also
of great interest. Girls have also been learning to mix secondary hues more accurately and develop
colour schemes for their artworks. Rich tertiary colours were applied to imaginary, geometric cities
inspired by Paul Klee.
Year 2 began the year looking at artworks by Kandinsky and Mondrian. These provided an ideal
stimulus for abstract compositions directed by the varied qualities of lines. African animals were
the subject of chalk pastel pictures while three dimensional dragons made from polystyrene balls,
wire and plaster bandage furthered the girls’ construction skills. A focus has been on the cumulative
process of creating an artwork, involving often several different stages.
Year 1 girls responded with enthusiasm to viewing works by Monet to inspire their paintings,
learning to mix and apply colours using varied brush techniques to achieve different effects.
The students explored their imagination to create collages of the sun and enjoyed making bears
from clay.
Kindergarten students have enthusiastically responded to creating pictures and models of animals.
Colours, shapes, patterns and textures have been discussed and represented using various media
and techniques. Close observation of sunflowers resulted in detailed charcoal and pastel drawings
that showed developing compositional skills.
Mrs Gigner has worked with an Honours group largely from Years 5 and 6. The girls have furthered
both their understanding of elements and principles of design and their technical skills in
application of various media.
T
Kindergarten focused on the development of their manipulative skills through a variety of learning
experiences. They explored and practised different ways of throwing and catching a ball, threw at
targets, rolled and bounced balls to a partner and played ball games.
JUNIOR SCHOOL
JUNIOR SCHOOL
he Visual Ar t curriculum enables students to explore and express ideas,
feelings and experiences through a range of ar t activities. Ar t making across
all year groups has involved two and three-dimensional work in a variety of
media alongside the appreciation of ar tworks of different styles, periods and cultures.
Year 2 competed in their first athletics carnival in Term 2. They had fun learning to high jump, throw
a discus and pass a relay baton. In Term 1, Year 2 enjoyed writing a story about going to the beach and
the safety aspects they need to follow.
Year 3 spent much of Term 3 learning about the skills and rules involved in playing a game of T-Ball.
They demonstrated very good hand-eye coordination when throwing, catching and fielding and worked
well as a team. Many girls even managed to hit a home run.
Year 4 participated in their ‘Life Saving’ course at the Senior School in Term 3. They were involved
in activities such as treading water, sculling, stride entries, retrieving submerged objects and reach
and rescues.
Years 5 refined their netball skills in Term 2 and this unit was a fantastic preparation for the girls who
chose netball for their Term 3 sport. They also showed great poise and flexibility in a series of rhythmic
gymnastics lessons in which they performed routines using hoops, balls and ribbons.
Year 6 completed a unit of work on manipulative skills. Students were taught a number of sports, such
as Basketball, Touch Football and Volleyball. The girls enjoyed learning to play different sports that are
not IPSHA Saturday Sport options.
Peer Support
All girls in Years 2 to 6 were involved in the Peer Support program which was run over Terms 2 and 3 and
led by our Year 6 students. The purpose of the program is to provide the students with the opportunity
and environment to learn what they need to know to live safe and healthy lives, be the best they can be
and give back to the community. They focus this year was ‘Good Citizens’ and sessions included ‘Giving
and growing’, ‘Faces of the world’ and ‘Being a good citizen’.
The Junior School also continues to participate in the wider Art community, with work shown in
the Combined Schools Art Exhibition at Mosman Library as well as in the prestigious ‘Operation
Art’ Exhibition.
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Junior S chool S port
Junior S chool S port
M rs S haron J ohnston
B E d ( P hy s i c a l E d u c a t i o n a n d M a t h e m a t i c s )
A
n eventful and challenging year
of spor t was experienced by
our Queenwood girls. I continue
to be impressed by their commitment
to spor t and the fine spor tsmanship that
they display.
Major Sports
Swimming Carnival:
Blue skies, the Harbour Bridge as the backdrop
and the House Captains leading the cheering;
it was inspiring for all our swimmers to try
their hardest and show true Queenwood
spirit. The swim team went on to compete at
the IPSHA Carnival where all our swimmers
performed creditably.
86
Saturday Sport
Athletics and Cross Country
Clubs
So much experience is gained from playing
a team sport. Building individual skill, selfconfidence and working effectively as part of a
team are just some of the ideals we pursue in
our interschool sport teams.
Participation in both Clubs was high, with
many Year 2 girls showing enthusiasm and
an appetite for running and being active. It
was pleasing to see many Queenwood girls
competing in local fun run events as well.
Term 1: Football and Teeball/
Modball/Softball
Basketball
Ten teams participated, with two undefeated
for the season. We were delighted to have
Sophie Roberts trial for the CIS team and
make it to the last three for the position of
goal-keeper.
Testing stamina and strength, girls from Years
2 to 6 ran the scenic school Cross Country
course. The school team comprised 40 athletes
who tackled the diverse and challenging
2km and 3km courses at the IPSHA Cross
Country carnival. Our team performed
admirably with Laura Liles and Olivia Hogg
finishing in the top 20 and Nicola Hogg who
finished thirteenth and was selected in the
IPSHA team.
Term 2: Minkey and Hockey
Athletics Carnival
Ten teams were entered, congratulations to
Years 5 and 6 teams who were undefeated for
the season. It was pleasing to have experienced
students umpiring and helping at training. We
were thrilled to have Amelia Johnson and Lily
Hawkins trial for IPSHA and to have Jessica
Robinson gain selection in the IPSHA team.
High participation in track and field events
made for a competitive House competition. An
athletics squad was named and the girls trained
for several weeks, developing their strength
and technique. High jump and long jump
training was held at Balmoral Oval for the first
time. The Queenwood team of 31 athletes was
selected from these sessions and there were
noteworthy performances in the field and on
the track at the IPSHA Athletics Carnival.
Julia Dower was selected in the IPSHA team to
compete in long jump. The athletes are praised
for their dedication to training and their
pursuit of excellence.
Eight minkey teams took part in Years 4 and 5
minkey and one full field, 11 a-side team played
hockey in the Year 6 competition. We were
delighted to have Isabella Janic and Sophie
Roberts selected in IPSHA teams and to have
Annabelle Miller gain selection into the CIS
team.
Term 3: Netball
Term 4: Tennis and Kanga
Cricket
Two cricket teams and six tennis teams
provided opportunities for the girls to enhance
their striking skills, general ball handling skills,
spatial awareness and apply game strategies.
IPSHA Gymnastics
Extra-Curricular Sports
This competition is an exciting and unique
opportunity for our Level 1 gymnasts.
Observing competition etiquette, using
apparatus in a formal gymnastics setting and
coming under the scrutiny of judges are all part
Aussie Sports:
queenwood
ANNUAL REPORT
2011
specific skills, rules and the need to work
together as a team.
This program introduces and prepares Year
3 girls for Saturday sport. The girls had fun
participating in minor games, learning sport
Whilst basketball is not an interschool sport at
the primary level, it is possible for experienced
players to trial for representative teams. We
were delighted to follow the progress of
Jessica Robinson as she played at the NSW
Championships after gaining selection in the
CIS basketball team.
Dance
Twenty-two girls were selected in the
Dance Group. The highlight of the year was
participating in the Extreme Dance Eisteddfod
in early June where they were commended
for their outstanding performance. School
assemblies and concerts for parents also
provided opportunities for the group to
showcase their routines and continue to
develop their stage presence, confidence and
performance skills.
During Terms 3 and 4, a Year 4 dance program
was initiated. Twenty-eight girls worked with
Miss Ochs and the 2011 Dance Prefects to
learn a jazz routine which they performed in
the end-of-year Dance Concert at the Astra
Theatre.
Park Riding School in Terry Hills. It was
pleasing to see the girls supporting each other,
showing great care and adoration of the horses
ridden and displaying fine sportsmanship in
all activities: horse management, a dressage
test and a timed team jumps race. Claudia
Lemercier and Phoebe Barnes, the youngest
riders in the Queenwood Equestrian Team,
competed in many gymkhanas throughout
the year, with one of the highlights being their
participation in the State Equestrian NSW
Interschool Championships.
Gymnastics
Girls from Kindergarten to Year 6 participate
in our gymnastics program. This activity is
extremely popular with the K to 2 children
having four weekly sessions on offer. The girls
work towards mastering the skill components
of each grade level in addition to developing
their overall strength and flexibility. The young
gymnasts also grow in independence and
confidence as they use the specific apparatus.
number of entries in the Junior School Tennis
Championships and the singles and doubles
matches were of a high quality. There was
a noticeable impact of using the Hot Shots
modified tennis balls. The girls were able to
achieve extended rallies and apply the skills
learned in lessons to match play situations.
Please see individual results at the back of the
Annual Report for more detail.
Ski Trip
Twenty-eight eager girls from Years 5 and 6
enjoyed this year’s ski trip to Perisher Valley
staying at Chalet Sonnenhof. Day 1 dawned
with clear blue skies and once equipped for
action, the girls were off to ski lessons. Day 2
tested everyone’s resilience as they endured
heavy rain whilst mastering parallel turns and
skiing with improved speed. After two days of
instruction the girls who had never skied before
could use a t-bar and chair lift so the group were
able to ski together in Happy Valley on the last
morning, a highlight of the trip.
JUNIOR SCHOOL
JUNIOR SCHOOL
Cross Country Carnival
of this experience. Our young team trained
eagerly and with purpose and are encouraged
to continue their pursuits.
Snow Sports
The Junior School team was again extremely
successful, with strong representation at State
level. We were delighted to follow the progress
of Ines Leckie and Hannah and Georgia
Stewart who competed at the 2011 National
Championships and achieved second place in
the Moguls event.
Tennis
The tennis program offers individual, group
or squad lessons. There were a pleasing
Double Dutch
The Double Dutch Fitness Club continues
to be a popular activity with over 100 girls in
Years 2 to 6 participating each term. Year 1 were
introduced to Double Dutch skipping in Term
4 and were mesmerized by the tricks and skills
of the older girls. We had several Queenwood
girls qualify for the National Double Dutch
Championships in Canberra.
Equestrian
Twenty-one girls from Years 3 to 6 were treated
to an enjoyable day of horse riding at Samurai
2011
ANNUAL REPORT
queenwood
87
L earnin g E nhancement
M rs Rob y n H arper
B A , Te a c h e r C e r t i fi c a t e , D i p. Te a c h E S L
M rs C arole M c D onell
BA, Dip Ed
M rs B ernadette P ratt
B . E d G r a d D i p. S p e c i a l E d . ( M a c q . ) C O G E
(UNSW) Cer t TESOL
M rs J odie Watson
B Te a c h ( P r i m a r y ) , B E d ( S p e c i a l E d u c a t i o n )
M iss N g aire Wood
B Te a c h ( E a r l y C h i l d h o o d ) , B E d ( P r o f D e v )
T
he major focus of the Learning
Enhancement Program is to
foster a joy of learning and
maintain and build self-confidence
so that students can achieve their
personal best.
The Learning Enhancement teachers, with
expertise in this specialised area of teaching,
Miss Wood and Mrs Pratt had the care and
responsibility of integrating and teaching
students with special needs. Miss Wood also
worked with Year 6 prefects coordinating a
very enriching and successful Community
Outreach Program that brought joy to the
elderly residents at local nursing homes.
Standardised tests are administered by the
Learning Enhancement teachers across all
grades. In Years 1 and 2 students are tested
twice a year to enable the staff to follow the
girls’ progress and diagnose learning needs. The
Learning Enhancement teachers consult and
liaise with practitioners who supporte students
outside the school where necessary. Tests are
also used to create ability groups across the
grades and within individual classes to allow
for differentiation in content and planning for
realistic student outcomes.
The MULTILIT Program has been very
effective this year in supporting student
learning. It is a systematic reading program
that caters for the learning needs of students
who need extra support. Its focus is on building
sight word vocabulary, improving reading
accuracy and fluency. It is delivered regularly
throughout the week by Mrs Bernadette
Pratt for individual students who have been
identified as needing this extra support.
Specific language lessons are also provided
for students needing support with English.
Students work in small groups to focus on oral
expression skills and expanding vocabulary
to bridge the gap between their first language
and English.
In Kindergarten and Years 1 and 2 learning
sessions have focused on:
• oral and aural and visual study of phonics;
• word building and word usage;
• guided reading and comprehension;
• written expression, handwriting and
grammar;
• Stage 1 extension and support in
Mathematics; and
• Stage 1 extension and support in Literacy.
In Years 3 and 4 students have attended
workshops for:
• comprehension strategies focusing on
summarising, visualising and finding the
main idea in a text;
• novel studies;
• reinforced reading;
• writing skills; and
• support in Stage 2 Mathematics and
English.
In Years 5 and 6 before school workshop
content has included:
• narrative writing;
• comprehension strategies;
• novel studies;
• fractions and decimals; and
• advanced Mathematics.
We continued to strengthen and develop and
adapt the Learning Enhancement program and
take pride in the fact that the students continue
to show enthusiasm for working in small
learning groups. This style of learning advances
social interaction, speaking and listening skills
and academic progress.
M rs K aren L ehmann
B Ed (Primar y)
“The needs of gifted learners cut across cognitive, affective,
social and aesthetic areas of curriculum experiences.’
Joyce Vantassel-Baska, 2004
Queenwood’s Gifted and Talented program presents an educational
experience that meets the academic needs of our capable students.
Honours Programs
The Honours program offered opportunities for students to study a
subject in greater depth and at a more sophisticated level. The courses
were both academically stimulating and rigorous in their nature and
were offered to selected students from Years 3 to 6. Girls worked on
individual projects in the disciplines of Science, (Mrs Karen Lehmann),
Ancient History (Ms Belinda Jenkins), Literature (Dr Bronwyn Mason)
and Writing (Mrs Jodie Watson and Mr Guy Tate.)
During 2011, the nominated students who attended the IT Honours
classes with Mrs Christine Cassidy and Mrs Catriona Martin were
immersed in the ‘Scratch’ software program. The girls were able to
showcase to their peers and parents the games, stories and puzzles they
created with this software.
The Art Honours classes, conducted by Mrs Helen Gigner and the Dance
classes choreographed by Miss Lisa Ochs added additional depth to the
Junior School’s talent program. Students who attended the Art classes
completed a piece that was showcased at the Art Show and the Dance
students performed at the Extreme Dance Eisteddfod, Year 12 Farewell
and in the Astra Theatre for the Senior School students.
Competitions
The Junior School involved groups of talented students in a variety of
external competitions. The primary aim was to encourage girls of higher
intellectual ability to mix with other like-minded students and to further
stimulate their interests. In 2011 these competitions were:
M athematics
A variety of competitions were offered to the Years 5 and 6
outstanding mathematical thinkers as an opportunity to engage
in advanced mathematical challenges. These challenges included
a gala day at the Mathematics Cup, held at Sule College in Sydney
and the Mathematics Challenge and Olympiad competitions
run by the Australian Mathematics Trust which is a University
of Canberra initiative. Our Years 4 and 6 students also competed
in the University of NSW Mathematics competition which is
acknowledged internationally. Queenwood supports the provision of
opportunities for our students which foster a love for Mathematics.
T ournament
of the
M inds
TOM is an international problem solving competition which
enhances critical thinking skills and was offered as an inter-year
group challenge for Years 4 and 5. This year Queenwood participated
in the Social Science and Maths Engineering problems. Participants
were required to work collaboratively on a given problem over a
six week period which culminated in a ten minute presentation to
88
queenwood
ANNUAL REPORT
2011
a panel of judges at the regional Tournament day held at the UTS
Kuring-gai campus. A large number of schools across all educational
systems participated in this competition.
This year the Maths Engineering problem asked the students to
build a crane from plant materials that could lift weights up to one
kilogram. The Social Science problem emphasised the idea that photos
circulated in public can be falsified or changed. The students were
required to create a scenario that exemplified this and demonstrated
the possible harm to those individuals in these situations.
The girls who represented Queenwood Junior School displayed
admirable team spirit, hard work and problem solving talent.
Recognition for their guidance and facilitation is also extended to
Miss Lindsay Zachert, Mrs Lehmann and a very supportive group
of parents.
D a V inci D ec athlon
The Decathlon’s mascot is Leonardo da Vinci who was an artist,
scientist, engineer, anatomist and one of the world’s creative thinkers
during the 15th Century.
JUNIOR SCHOOL
JUNIOR SCHOOL
At the beginning of the year Mrs Bernadette
Pratt joined the Learning Enhancement
team. She brought a wealth of knowledge
and experience and quickly became a valued
member of the team. In the middle of the year
Mrs Jodie Watson and Miss Ngaire Wood left
Queenwood to take up promotional positions.
They both left a lasting legacy at Queenwood.
Mrs Robyn Harper was welcomed to the
Learning Enhancement team in Term 3.
work collaboratively with the classroom
teachers and each other to complement and
support the teaching and learning activities
presented in the classrooms. Mrs Carole
McDonell and Mrs Pratt present the whole
school Spelling and Mathematics program
on a daily basis to cater for the wide range of
different ability groups.
Gi f ted and Talented
The focus of this gala day was to appreciate academic pursuit and use
the team ‘think tank’ to be inventive, draw on prior knowledge and
take risks to work through the rather challenging tasks in the areas
of Mathematics, Science, Engineering, Art and Poetry, Forensic
Sleuths, Code Breaking, General Knowledge and Games of Strategy.
The new Great Hall at Knox Grammar offered a wonderful space
where 87 teams from different schools, as far reaching as Armidale
NSW, could gather for a day of intellectual competition. The Year
5 team was exemplary in their collaborative effort as they diligently
worked through each question, sharing creative ideas and displaying
supreme effort.
H arbourside G ifted
and
T alented N etwork
Queenwood has been a member of this Gifted and Talented network
since its inauguration in 2007. There are sixteen schools located
in the Lower North Shore and Eastern Suburbs that make up the
Harbourside network.
This collective school group is a key link for selected students from
Years 2 to 6 from each school to participate in enrichment activities
conducted by guest teachers. During 2011 a variety of workshops
were offered in Writing, Mathematics and Music. Students enjoyed
the challenges and interaction with gifted peers of different genders
from neighbouring schools.
The Junior School students have benefited from the breadth of
appropriate and exciting courses delivered through the Gifted and
Talented program. I would like to take this opportunity to thank
the many staff involved in these programs for their dedication and
enthusiasm throughout this year.
2011
ANNUAL REPORT
queenwood
89
I S DA D ebatin g
Junior L ibrary
M rs C atriona martin
BEd (Primar y) Hons
V
iewing an issue from one
perspective is like looking
through a narrow lens with no
scope or allowance for imagination
or creative thought processes. To
view an issue through a multitude of
lenses encourages a variety of different
perspectives to be analysed with deep
thought. This encourages the mind
to consider the unconsidered and
question the unquestioned. Debating
is an excellent example of action
learning where students are able to
use their imagination, knowledge, skills
of reasoning and higher order thought
processes to consider contentious issues
relevant to modern society.
M s H B ryant
B A , M Te a c h i n g ( J u n i o r S c h o o l )
The representative ISDA and IPSHA
Debaters were:
Year 6
Monica Neville, Anna Sutton, Isabella Janic, Vanessa Li, Niyati Verma, Sarah Mullins
and Ingrid Jones.
Year 5
Isabelle Mellish, Emily Brunner, Marissa Payne, Michelle Thomes, Laura Ganley,
Kate Wagstaff and Dominique Galetto.
M rs S tephanie B ush
BA, Dip Ed, M Ed, A Mus A
T
he Medway Library provides
resources and services to staff
and students to suppor t the
curriculum and literature program
of the School. All students come to
the Library for one hour each cycle
where they are introduced to a range
of fictional literature and non-fiction
resources. Girls borrow each cycle.
Par ticipation in the Premier’s Reading
Challenge includes the full Junior
School complement. Information
literacy skills form the basis of all
instruction and are integrated into
classroom teaching programs.
Book Week
The Year 5 and Year 6 girls competed in
the ISDA debating competition where they
were given one hour to prepare their case.
Topics debated covered environmental, social
and political issues. All girls demonstrated
exceptional organisational and cooperative
skills as they deliberated each topic and built
an argument with substantial supporting
evidence. During each debate the speakers
proved skilful in rebutting the points put
forward by the opposition. To critically analyse
the opposing case and find flaws to highlight is
a difficult task, particularly under pressure and
with limited time.
Later in Semester 2, we sent four teams to
compete in the IPSHA gala days against
other reputable debating teams from
independent schools within our region. All
teams were very successful and should be proud
of their achievements.
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ANNUAL REPORT
2011
The highlight of the year was our Book Week
celebrations. The theme for Book Week 2011
was “One World Many Stories”. Our story
bridge has become a signature piece in the
Medway Library and was transformed into
a multicultural flag-bearing structure that
greeted girls and parents as they entered the
space. Incursions during the week included
Bronwyn Vaughan who returned with Aditi
and her Rickshaw storytelling session and Tony
Bones Theatre Group which presented two
shows, Duck for a Day and Peas in a Pod to the
Primary and Infant girls respectively.
Our feature author this year was James
Roy, whose humour resulted in continuous
laughter amidst many pearls of wisdom for
budding young authors. Parents in attendance
were clearly captivated. Open classrooms
that followed James Roy’s presentation
gave parents and friends the opportunity to
connect with their daughters in a relaxed
atmosphere. Generous parent donations at
the Book Fair have enabled us to continue
to update and expand opportunities for the
girls to experience the richness of children’s
literature and establish positive lifelong
reading habits. Staff also contributed to the
ambience with highly inventive dress-ups to
the amusement of the girls. Excursions were
varied although the weather was not up to
standard: Kindergarten enjoyed their scones
and jam at school, Years 1 and 2 had a fabulous
if blustery day at the Chinese Friendship
Garden at Darling Harbour, Years 3 and 4
explored the Powerhouse Museum, Year 5 had
an outstanding tour of Parliament House and
Year 6 toured the ABC Ultimo studios.
Charles Sturt Information
Literacy Project
We continue to develop the girls’ Information
Literacy skills, in conjunction with Dr James
Herring from Charles Sturt University. Results
of this study were presented at an Australian
School Library Association Conference in
Perth. It is anticipated that future work will
focus on ensuring the correct and consistent
usage of information literacy skills across the
school with the goal of embedding these skills
into the curriculum. This work appeared as
articles in two academic journals in 2011,
giving the school increased professional stature.
Technology
In the library students have access to on-line
resources such as Encyclopaedia Britannica,
WebLinks, Magpies- the Source, and
Read Plus.
The SMARTBoard continues to enhance
teaching and learning strategies in the library
and we are looking to future development of
more on-line, interactive resources. To ensure
easy retrieval, we have added useful interactive
internet sites for the SMARTBoard onto our
library database.
JUNIOR SCHOOL
JUNIOR SCHOOL
During a debate, arguments must be presented
cohesively in a manner that engages the
audience. Students are taught to speak clearly,
varying their pitch and tone to emphasise
important points. Body language is also
important to portray a strong presence and
conviction in the content being presented. The
argumentative and persuasive skills developed
through debating are life-long skills that will
encourage students to voice their opinions in
public forums with confidence.
for the Premier’s Reading Challenge this year.
Students from Kindergarten to Year 2 read 40
books from a selected list and girls from Year
3 to Year 6 read 20 books. It is a tribute to the
girls that so many completed the challenge this
year. Approximately one third of our Junior
School girls achieved that result and received
certificates from the Challenge organisers.
Library Prefects
Our dedicated library prefects this year were
Niyati Verma, Isabella Harding, Vanessa Li,
Sarah Mullins and Kandace Leung. They
have been outstanding in their planning of
lunchtime activities for the younger students,
such as storytelling, competitions and craft.
They conducted many of the Book Week
events, showing exceptional maturity and
oral communication skills. Their regular
School Assembly presentations were invariably
entertaining and purposeful.
Volunteers
Our Library Lovers morning tea at the
beginning of the year resulted in a bigger
than ever roster of absolutely wonderful
parent helpers. We love having you in the
Medway Library.
Premier’s Reading Challenge
The aim of the challenge is to encourage a
love of reading, to broaden students’ reading
experiences and to reward consistent effort
and perseverance. All students were registered
2011
ANNUAL REPORT
queenwood
91
Q ueen wood O ld Girls ’ A ssociation
M rs M e g an Darin
President
The aims of the Queenwood Old Girls’
Association (QOGA) are to:
• Keep Old Girls in touch with each other –
reunions and sharing news
• Provide a system whereby Old Girls can
network professionally
• Mentor current students through career
seminars, work experience and hosting
events such as the Artist in Residence
• Support the School through our
mentoring and fundraising events.
At the beginning of the year, the committee
made a conscious effort to ensure we would
meet the aims of QOGA during 2011. I am
very excited to look back and see the results of
all the hard work of our dedicated committee
members who work closely together to support
the School in many ways.
Year 12 Special Assembly
Each year, the School invites the previous
year’s group of Year 12’s back to allow QOGA
to welcome them into the next phase of their
life with Queenwood – the Old Girls. It is at
this time we congratulate them on their exam
results and we encourage them to stay involved
in the School community. Most girls were
able to attend the Honours Assembly and be
presented with a beautiful QOGA key-ring.
Wilshire Cup
This year at the Queenwood Championships,
the final of the doubles was played in honour
of Susan. The players were Year 12 partners
Katherine Pearce and Phoebe Woods verses
Hannah and Kate Fitzpatrick. The game was
played in true Queenwood Spirit with the
Fitzpatrick girls taking the trophy.
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ANNUAL REPORT
2011
Careers Evening
With over 30 Old Girl speakers and over 25
representatives from universities, colleges and
businesses, the Careers Evening was a great
success.
Students from Years 10, 11 and 12 were invited
to attend this event to listen to Old Girls speak
about various industries and professions. This
type of event is invaluable to the Queenwood
calendar and we rely solely on the support of
the Old Girls to make it a success. Each year
we are very grateful to those who volunteer
and give up their time to support the current
students. We were also pleased that a number
of current parents volunteered to present this
year and we thank them for their involvement
and we hope to encourage many more parents
next year.
London Reunion
In June Mr Harpur and Ms Jenkins attended
the London Reunion along with twenty Old
Girls who now reside in and around London.
It was a wonderful evening with drinks and
canapés at the Cavendish Hotel.
Pizza Lunch
This lunch is an opportunity for us to talk to the
current Year 12 students about how important
it is to stay connected with the School and their
classmates. While the girls lunched on pizza
and fruit we also had guest speaker Old Girl
Hayley Wyndham, registered nurse, talk to
the girls about how life can take them on many
different journeys to the one they may have
envisioned at school.
The Arrival of the Steinway
School’s Birthday – Old
Girl Mother and Daughter
Breakfast
As our aims state, we try our best to give
back to the School. We were thrilled to be
able to assist towards the purchase of the new
Steinway. Earlier this year Mrs Mary Carter
and the Music faculty showcased the piano at
a fantastic recital including Old Girls who had
Old Girls, who have daughters in the School
are very privileged to be invited to a special
breakfast on the School’s Birthday. It is a
wonderful event to be invited to, as it takes you
back to your time here at Queenwood and the
fond memories we all have.
Vision 6 Art Show
The committee and I were very excited about
the return of the Vision Art Show in 2011. This
was a massive event that involved artists and
sculptors from local areas and from as far away
as Yass.
In the week leading up to the show we invited
Aboriginal artist Sarrita King, to be Artist in
Residence, to spend time with students and
talk to them about her work. During her time
here, the School and QOGA commissioned
a beautiful artwork that tells the story of her
week at Queenwood.
I would personally like to thank Keith Murphy,
owner of Gallery 577 in Melbourne who
worked with us on the show and introduced
us to Sarrita, and of course Sarrita King who
certainly made an impression on the students,
staff and the QOGA committee during her
short visit.
Vision 6 was a huge success and will be a
biennial event at the School.
Thank You
As you can see this year has been a busy one. It
goes without saying that without the amazing
QOGA committee none of this would be
possible. I appreciate the enthusiasm, hard
work and commitment they bring to each event
and thank them very much.
Our Patron, Elizabeth Ellis continues to guide
us with her wisdom and encouragement. I
appreciate her time and support throughout
the year.
B U S I N E S S A N D A D M I N I S T R AT I O N
Susan Wilshire was a student of the Class of
1965 who sadly passed away far too early in
her life. She was a keen tennis player and her
parents made a donation towards the tennis
court in memory of Susan.
played the piano while at school. The evening
was a wonderful event and we hope the first of
many.
I would like to thank Mr Harpur for his
support and thank him for continuing to invite
Old Girls to special Queenwood occasions each
year. I would also like to thank the Board who
are always interested and encouraging of all of
our initiatives. I would like to thank Donna
Hughes for her incredible assistance in helping
Old Girls remain connected and all that she
does for our association. Finally, thank you to
all the Old Girls and current parents who and
attend and support our events.
2011
ANNUAL REPORT
queenwood
93
Q ueen wood Parents ’ A ssociation
ARCHIVES
M rs A ntoinette C olbran
M s K aren Finch
President
W
Consultant Archivist
W
e had a mission this year and that was to achieve
the goals we had set when first elected as a new
Committee.
ith last year’s building
program at the Junior
School necessitating the
relocation of the Archive, and with
long term accommodation still being
finalised, the Queenwood Archive has
been in a transitional state in 2011.
During such periods, when there is
time to reflect and consider new
directions, bright ideas are often born,
and so it is that a decision has been
made to begin digitising key resources
with a view to establishing the ‘vir tual’
presence of the Archive.
The first of these was to sponsor gazebos for each Sports Department.
The School now owns two red gazebos for use at sporting events within
the School and for inter-school sports as well, proudly sponsored by the
Queenwood Parents’ Association (QPA).
This year we developed our own magazine, QPA Connect which is
incorporated in QNews. The magazine contains articles of interest, parent
profiles and QPA Connect has appeared in QNews and will continue to
be an integral part of the news but as an independent offering, specifically
written by QPA members.
It is with the enthusiastic support of Mr Harpur that the QPA has hosted
the Speaker Series events at School this year and that too will become
a regular item on the QPA calendar. Such speakers have included, Dr
Michael Carr-Gregg, Mr Paul Dillon, Ms Susan Maclean and Mrs
Michelle Chevally-Hedge. We also hosted the wonderful “book launch
over lunch” of Ms Kaz Cooke’s latest book, Women’s Stuff.
Since many photographs were digitised last
year for the School’s 85th anniversary book, a
cache of photographs already exists. Now a new
project has commenced to digitise the School’s
main publications, starting with the School
magazine. First published in 1925, the year
of the School’s foundation, the magazine was
called The Gazette until 1988, when it became
The Echo. For much of its life The Gazette
provided the only comprehensive record of
school activities and student achievements,
especially during those years when it also
contained the Principal’s annual report.
We upped the ante on Father’s Day this year in the Senior School with
a breakfast attended by 350 dads and their daughters. We would like
to assist with the Mother’s Day breakfast in the Junior School which is
already very popular.
Our proudest achievement though this year has been the secondhand
text book sale. This event was reinvented this year as a firm agenda item
for the QPA. It is our desire that this become a regular feature on the
QPA agenda.
I would like to thank the Board of Governors for their support of the
QPA this year and our efforts and members of the School staff who have
assisted the QPA throughout the year. In particular the administration
staff, the Business Office and the maintenance staff, as well as the Heads
of Senior School and Junior School and their staff. Finally I want to
thank the QPA Committee of 2011 who give tirelessly as volunteers to
achieve our goals and planning during the school year:
A r c h i ve s O f fi c e r
Student writing has always been included and
this is historically significant too – not just
because of the juvenilia of the likes of Shirley
Hazzard and Dorothy Porter – but because the
work of successive generations reveals both the
changing and unchanging preoccupations of
children and teenagers.
With The Gazette online, a principal research
tool will be instantly accessible to any students
or staff interested in the history of the School.
As with any online information, users often
find a myriad of additional, creative uses, so
new inspiration, for all kinds of projects, may
well be found in the past.
What is clear is that the girls are interested in
school history: perhaps, and understandably,
not so much in the facts and figures side of
things, but in the history of themselves. A
few back issues of The Echo and The Chronicle
are on a shelf in the lounge area of the Senior
Library, and staff say they are constantly flicked
through and poured over. When we put all
issues within their grasp, what will the girls see
reflected back?
The future of the Archive as an online presence
is exciting, but a virtual Archive cannot replace
the need for a physical presence for work must
continue collecting and processing incoming
record. Not only does this ensure historical
continuity, but more prosaically, it is essential
to the protection of the legal and business
interests of the School. Looking ahead, 2012
will be a busy year as we shall need to catch up
on this important area of work.
The Archive has operated for most of this year
out of the Senior School library and while our
activity has been limited, our presence must
have inevitably caused some inconvenience.
We would like to take this opportunity
to thank all library staff for their warm
cooperation, especially Head Librarian, Mrs
Teresa Stubbings.
One advantage in working out of the library
has been the chance to more closely observe
the daily life of the School, and it has been
uplifting to realise there is no reason why the
Archive cannot play a more interactive part.
In the beautiful modern environment of the
Senior campus, the relevance of heritage may
not be immediately apparent, but heritage, like
the DNA in our body, is something alive inside,
something ancient and modern, which both
defines us and allows us to grow.
One of the youngest females elected to the Northern Territory Legislative
Assembly, Ms Elizabeth Andrews spoke of volunteers and had this to say
in one of her speeches in Parliament:
“Volunteers don’t necessarily have the time - they just have the heart”.
A big thank you to all our Class Representatives and in particular the
following who leave their posts as Year 12 reps this year, Mrs Jo Minehan,
Mrs Melissa Duncan, Ms Mary-Ellen Noble,, Mrs Carolynne Valance,
Mrs Ros Hills and Mrs Alison Gotch. Many of these mums have been
class reps many times over their time at Queenwood, two of them Senior
and Junior Reps Coordinators on Committee too some 10 years ago. We
thank those of them leaving our school and wish them and their Year 12
daughters the very best for the future.
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
Mrs Coralie Collins as Vice-President,
Mrs Deborah Heathcote as Treasurer,
Mrs Jo Stewart as Secretary to Committee,
Mrs Briony Tyquin as Junior Reps Coordinator,
Mrs Annie Boward as Senior Reps Coordinator,
Mr Michael Barker, responsible for Legal and Governance,
Mrs Ellen MacMahon as Events Coordinator,
Trevor Easterbrook as Events Support,
Mrs Meredith Rankin, Mrs Alison Walker (Newsletter)
Mrs Loretta Hofer and Mrs Caro Webster as Committee members
D r Vicki H astrich
Each has clearly ‘had the heart’.
Any school is enriched by the volunteers whom in most cases act as
communicators and organisers of events coupled with the all-important
task of fundraising. Our school is no exception but we sensibly have an
appreciation for the quest to have parents give financially for major events
and then allow a time of reprieve between times. To ask parents to give
all year at various events, year in and year out is not what Queenwood
is about.
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ANNUAL REPORT
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2011
ANNUAL REPORT
queenwood
95
T E C H N O L O GY
T E C H N O L O GY
M r C hris Walsh
B A ( S c ) , D i p E d , G r a d C e r t C P, G r a d C e r t D B D, ( E D P a n d I T M a n a g e r )
O
ur teaching staff, our students
and their parents can all
expect that the educational
experience at Queenwood will be
within a successful technology-rich and
engaging environment. An enthusiastic
and suppor tive Board, Executive and
teaching staff ensures that Queenwood
remains at the forefront in the wise
use of technology to provide a rich
learning environment.
Also in 2011, the Junior School received a
similar upgrade.
As an instructional tool technology benefits
all students, from those with disabilities to the
most gifted. As a presentation tool technology
enhances the way we can communicate and
share ideas. As a motivational tool technology
increases engagement and interest. As an
assessment tool it provides useful information
that can be used to improve outcomes
and performance.
The Queenwood network spans all campuses
and carries computer data and voice traffic.
The link between the Junior and Senior School
is optic fibre.
Smart Classrooms
One of the most significant elements has
been the continued development of our
“smart classrooms”. In the smart classroom
the blackboard is replaced by a large touchsensitive interactive whiteboard which
functions as the computer screen. These smart
classrooms integrate the latest computing
technology, internet access, data projection,
and multimedia educational software. The
increased motivation and involvement that
results from these installations is remarkable.
Network Infrastructure
In 2011 the Senior Campus network
infrastructure has been comprehensively
upgraded from 10/100 switches to
10/100/1000 switches. This increases
bandwidth to each desktop and each wireless
access point by a factor of 10.
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queenwood
ANNUAL REPORT
2011
In 2011 the link between the Art School and
the main senior campus was upgraded to a
1Gb laser optic link, giving 50 times greater
bandwidth. All the senior sites are now
linked by these 1Gb lasers which provide huge
bandwidth with no ongoing costs. High-speed
data links between the Campuses are essential
to allow the sites to function and be managed
as a single network.
The digital VOIP (Voice Over Internet
Protocol) telephone system allows transfer of
calls between all the Queenwood Campuses.
The transferred calls are carried over our own
data links, so no additional costs are incurred.
The system uses the network infrastructure,
and has allowed the seamless integration of all
campuses into our telephone coverage.
The workstation computers are predominantly
Windows-based desktops, with dual boot
iMacs available for Visual Arts. In 2011 an
iMac precinct was added to the Senior Library.
Laptops are being integrated into the
Queenwood computing environment as an
additional tool. There are banks of laptops in
Science, in the Senior Library, and on levels 3
and 4 at 47 Mandolong Road. In 2011 several
banks of laptops have been upgraded to
Windows 7, providing much faster startup and
improved ease-of-use.
Also in 2011, a wider range of devices,
including Kindles, iPad’s, and iPhone’s have
been introduced to the Queenwood fleet.
Software
Software of professional standard (for example,
PhotoShop for graphics work and Sibellius for
musical composition) is installed to ensure that
students continue to have good exposure to
mainstream software. Software is continually
updated; in 2011, for example, the Adobe suite
was upgraded to the latest version (CS5.5),
and Microsoft Office was upgraded to the
latest version.
A wireless precinct will be installed in the
Junior School prior to the start of the 2013
school y\ear.
Automated distribution of software enables
the School to rapidly deploy software to
particular groups of students or particular
machines. In addition the system enables the
remote installation of printer drivers, security
settings, and anti-virus software. Using
automated distribution, the installation of an
Office suite on our 620 workstation computers
can be completed in hours rather than weeks.
Hidden “images” (copies) are stored on hidden
partitions on the hard drive of each PC, and
enable a corrupt drive to be returned to its asinstalled condition in under three minutes.
The time savings possible when repairing
machines set up this way is enormous.
User Logins
Maintenance
Each student from K to 12 logs into this
network and is provided with her own private
storage space, and software, which is delivered
to her according to her year and the location
of the computer being used. Students learn
that their username and password is like the
pin number for a credit card and should be
kept secure.
Computer equipment at Queenwood is
continuously assessed and upgraded on a
rolling basis. We purchase PCs with high
specifications to ensure that they are fast and
have a long useful life. Each year an average of
180 PCs are replaced; we donate the replaced
PCs, still in good working order, to many
local charities.
Wireless precincts
Wireless precincts have been set up in the
campuses at Bottom School and Top School
using enterprise grade wireless access points
and discrete controllers. Both have been fine
tuned in 2011 to provide greater bandwidth.
It is a high priority of the School that student
and staff computer equipment is kept in an
excellent state of repair. Few can make the
claim as we can, that there is no dead PC
anywhere in the school.
WebSchool
WebSchool is a web-based system of interactive
classrooms, which provides messages, on-line
discussion forums, a calendar of events, and
a section for “handouts and assignments”.
Students ranging from Kindergarten to Year 12
use WebSchool. WebSchool has no anonymous
access, and is available only to students and
staff of Queenwood.
Trialing has begun on the introduction of the
next generation of cloud-based file storage and
e-mail for students.
Internet
The Internet continues to be a significant
resource tool, and bandwidth is increased
on a regular basis, generally being doubled
every year. The School has integrated internet
filtering as part of the responsibility to its
students. The filtering is based on black-lists
(known offensive, racist, time wasting, or
in some other way inappropriate sites that
are blocked), white-lists (sites of value that
are always allowed) and real-time content
checking. The real-time content checking
allows control over the hundreds of new
sites that surface each day - every page that is
requested by a Queenwood student is scanned
for words that might signal offensive material.
The occurrence of each word is given a score,
and when the score exceeds a preset limit, that
page is blocked. The filtering software is run on
our own servers, and so we can readily fine tune
it to provide exactly the right level of protection
that is appropriate for our use.
Care for the environment
Queenwood has a responsibility to be a
environmentally friendly “world citizen”.
We are focusing on a range of initiatives,
from controls to reduce wasteful printing
to decreasing the energy footprint of our
technology installations.
Objectives
Our primary goals are to enrich the education
of our students and to provide effective
productivity tools for our staff. We strive to
make the computer equipment as “bulletproof ” as possible both by choice of hardware
and by locking the configuration options.
We aim for efficient management of all the
computers and systems. We also recognise the
importance of safeguarding data belonging to
the School, the staff and students.
Mr David Foreman (an experienced software
engineer) plays an important role as primary
support contact for IT related issues, and has
primary responsibility for purchasing He has
also taken on a roll managing the growing
iMac fleet. Mr Dominic Huynh continues
to work tirelessly installing, maintaining
and repairing the PCs. Mr Ben Tinker (our
Netware Engineer) ensures our servers,
infrastructure, and delivered software is all
of a very high standard, and is playing an
important role in planning for a transition to
cloud-based services.
The IT Department is proud of its role as a
leader in the use of technology in education
and of the resulting positive impact on our
current and future students.
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
There are now 78 smart classrooms available
throughout the school. We constantly review
and replace the equipment in these installations
to ensure that they remain up to date.
While some schools are yet to embrace
interactive whiteboard technology, in 2011
Queenwood has begun replacing our first
generation boards with second generation
technology. These new boards are much more
accurate using four cameras, one in each corner
of the board, to detect input. They are also
multi-touch, allowing two people to interact
with the board at one time.
Novell NetWare servers are used for file and
print services. Linux (Red Hat) servers are
used for Internet caching proxy, web, and mail
servers. Microsoft Windows servers are used
for the School’s SQL based administration
system and library system. In 2011 planning
for a transition from edirectory (Novell) to
active directory (Microsoft) has commenced.
Hardware
In 2011 additional gateways were added
that allow staff access to additional material
while preserving appropriate filtering for
our students.
2011
ANNUAL REPORT
queenwood
97
T reasurer ’ s R eport 2 0 1 0
T reasurer ’ s R eport 2 0 1 0
M r P hilip C oleman
A brid g ed Financial R eport
Year ended 3 1 D ecember 2 0 1 0
B E c o n , M B A , AC A
A
s indicated in the 2009
Treasurer’s Repor t, the repor ted
operating surplus in future years
was expected to decline. This would
occur largely as a result of the School’s
cash resources being utilised to fund the
planned development and infrastructure
projects (reducing interest income) with
higher depreciation charges arising from
the new School assets capitalised.
The reported surplus for the year ended 31
December 2010 was $3.895 million, down
from $4.720 million in 2009. Interest income
was lower at $475,000 (2009 $527,000) with
higher depreciation charges reported of $2.082
million (2009 $1.425 million). Cash and short
term deposits at 31 December 2010 stood at
$5.717 million some $7 million lower than in
2009 (2009 $12.987 million)
Experience has also shown that with the
new School facilities, operational expenses
will rise as those facilities move into full use.
Additional water, electricity, repairs and
maintenance charges were expensed in
2010. These charges are included within
administration expenses. Higher charges
for other project related security costs and
consultants’ costs incurred in the development
and compilation of the School stakeholder
survey have also impacted administration
charges in 2010.
The largest operating expense for the School
remains the salaries and wages of the teaching
staff. Agreement has been reached with the
98
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ANNUAL REPORT
2011
Funding
As at the end of August 2011, the cash
resources of the School were approximately
$8.5 million. With the current contractual
commitments to complete construction
works at the Junior School, the year end cash
position is expected to be some $4.5 million.
The Junior School project is supported by the
Federal Governments Building the Education
Revolution (BER) program amounting to
$2.5 million. The final instalment of some
$500,000 remains outstanding and will be
paid post completion of construction works in
early 2012.
The School continues to have committed
(but undrawn) bank facilities available of
$4 million to apply to on-going building
programs. Existing borrowings continue to be
repaid over the agreed 20 year term at a rate of
$400,000 pa. Interest on those borrowings has
been fixed at a rate of 7.38%. As a result the
School is well placed to manage completion
of the projects planned for completion over
the next 3 to 5 years. Prudence would dictate
that cash resources should continue to be
accumulated at least in line with annual
depreciation charges to fund future capital
works and infrastructure improvements.
funding arrangements. The commitment
remains on foot from the Federal Government
to continue funding for non-government
schools for the 2009 - 2012 quadrennium.
NSW State Government funding will also
remain unchanged pending clarity on Federal
funding. A number of research reports
commissioned by the Review of Funding for
Schooling panel, chaired by Mr David Gonski
AC, have recently been released. The panel
is continuing its investigations and its final
report to the Australian Government will be
made before the end of 2011. The emerging
issues papers released cover a diverse range of
considerations and challenges and the Board
and the School are reviewing the developments
closely. It does appear that the basis for funding
of non-government schools will change in the
future. What is less certain is how this will
impact Queenwood and when the impact will
be felt. The Board will continue to monitor the
ability of the School to generate operating and
cash surpluses sufficient to fund building and
infrastructure improvement programs over
the medium term without reliance on such
funding. This will also involve balancing any
increase in school fees against the financial
demands of running the School.
S tatement o f Financial P er f ormance
2010
$000
2009
$000
17,128
16,342
Government grants – Recurrent
3,322
3,152
Government grants – Non-recurrent
1,189
100
Interest income
475
527
Registration and acceptance fees
291
290
Other income
276
266
22,681
20,677
12,528
11,196
637
545
Administration expenses
3,528
3,449
Depreciation
2,082
1,425
373
399
19,148
17,014
3,533
3,663
362
1,057
3,895
4,720
Income
School fee income
Expenditure
Teacher costs
Teaching materials
Interest expense
Net operating surplus
Donations and the
Queenwood Capital Appeal
Donations
Surplus for the year
The School continued to receive the generous
support of the parent body during 2010 by way
of donations and through specific contributions
to the Queenwood Capital Appeal. The Board
will continue to promote the Capital Appeal
as a vehicle to accumulate funds and provide
additional financial resources to meet the
future needs of the School. Creating a strong
and sustainable school remains a key strategic
focus of the Board as does providing the very
best outcomes for both student s and teachers
at Queenwood.
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
Appended to this report are the abridged
Statement
of
Financial
Performance
and Statement of Financial Position for
Queenwood School for Girls for the year
ended 31 December 2010. Whilst overall
the result can be considered satisfactory, it
will be important for the School to maintain
its financial discipline in order to achieve its
stated strategic objectives. These objectives
include completing the current development
works at the Junior School, completing a
master plan to prepare for additional upgrade
of the Junior School facilities and also tackle
the redevelopment of the Arts School site.
This will require continued high levels of
capital expenditure which must be sourced
from a combination of the School’s operating
surpluses, committed bank facilities and
current cash resources.
teaching body to establish clear guidelines
on future increases for the next four years
commencing 2011. The rate of increase has
been agreed for each year ranging from 3.2% to
4.0% and will allow the School to assess future
operational costs with a higher level of certainty.
During 2010 underlying increases in total
salary expenses was approximately 9%. This
was a result of a number of factors including
additional staff numbers, maternity leave cover
and adjustment of salary bands through staff
and teacher promotion and movements to
higher professional excellence status.
Government Grants
Government grants are shown in the Statement
of Financial Performance as either Recurrent
or Non-recurrent. Non-recurrent refers to
the BER and DER grants relating to building
works at Junior School and are building and
program specific. These grants will not be
received in future years. Recurrent grants are
those received from both the Federal and NSW
State Governments under existing school
2011
ANNUAL REPORT
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99
T reasurer ’ s R eport 2 0 1 0
S T R AT E G I C P L A N 2 0 1 1 - 2 0 1 5
A brid g ed Financial R eport
Year ended 3 1 D ecember 2 0 1 0
our VISION
Queenwood is founded on an enduring vision to produce confident young women, underpinned by a culture and set of values
focused on the student.
S tatement o f Financial P er f ormance
our STRATEGIC FOCUS
2009
$000
5,294
7,233
423
5,745
1,204
901
6,921
13,879
51,172
40,390
584
621
51,756
41,011
58,677
54,890
1,663
1,689
400
400
1,033
957
598
384
3,694
3,430
4,400
4,800
Provisions
600
573
Other
370
370
5,370
5,743
9,064
9,173
Net Assets
49,613
45,717
School Funds
49,613
45,717
Current Assets
Cash
Short term deposits
Other
Non Current Assets
Property
Other
Total Assets
COMMUNITY
TEACHERS
STUDENTS
STAKEHOLDERS
create a strong
and sustainable
School that is highly
respected within the
wider community
develop and retain
the most talented
and committed
teachers
achieve the highest
educational and
personalised learning
outcomes for our
students
engage and
communicate with
all stakeholders in an
open and transparent
manner
our EDUC ATIONAL PHILOSOPHY
Current Liabilities
Payables
Borrowings
Provisions
Other
Non Current Liabilities
Borrowings
Total Liabilities
“THE QUEENWOOD
WAY”
Teacher
Engagement
“THE QUEENWOOD WAY” Teacher
EDUC ATIONAL PHILOSOPHY
Engagement
At Queenwood our education philosophy is to bring together a team of highly engaged, professional and committed teachers
to deliver the highest level of personalised learning and development to our students.
TEACHERS
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
2010
$000
STUDENTS
EDUC ATIONAL OUTCOMES
Our aim is to develop students who achieve their potential and are well prepared to pursue their lives and their aspirations
beyond Queenwood
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ANNUAL REPORT
2011
2011
ANNUAL REPORT
queenwood
101
Teacher
Engagement
S T R AT E G I C P L A N 2 0 1 1 - 2 0 1 5
S T R AT E G I C P L A N 2 0 1 1 - 2 0 1 5
The Student Learning and Development Framework
Community Focus
Achieve the highest educational and personalised learning outcomes for our students
Create a strong and sustainable School that is highly respected within the
wider community
DESIRED OUTCOMES
• Inter personal skills
• Social and ethical responsibility
• Networks and enduring
friendships
• Life skills and mentoring
• Careers counselling
• Resilience
• Physical fitness
• Healthy lifestyle
• Sport
• Outdoor Education
•
Continue to improve the School’s infrastructure and facilities.
•
To broaden opportunities for the local community to access Queenwood’s facilities, including the Pool Complex and the Art precinct.
•
Continue to play a leading role in support of the local community.
•
Further develop our programs for the support of underprivileged and developing communities.
Stakeholders Focus
DESIRED STUDENT OUTCOMES
• To reach and exceed national standards with a
highly structured curriculum.
• Students develop a strong sense of responsibility
and expectation for their own learning.
• Opportunities to learn in different ways.
• Developing resilience.
• Networks with Queenwood Old Girls’ Association
and Queenwood Parents’ Association.
• Continue to develop, promote and extend the
sense of social responsibility.
• Further develop the use of technology in a manner
that is both satisfying and ethically responsible.
• Heightened physical and mental health.
Engage and communicate with all stakeholder s in an open and transparent manner
• Academic achievement
beyond National Curriculum
• Educational system choices
(HSC/IB)
• Excellence in their chosen area
or speciality
• Creative and Performing Arts
• Extracurricular clubs and
activities
DESIRED OUTCOMES
Teacher
Engagement
•
Develop new ways in which the School interacts and works with the parent community.
•
Reassess the process and continue to improve the effectiveness of teacher parent interviews.
•
Continue to improve the level of accountability of the School to the parents and prospective parents beyond basic
MySchool website measures.
•
Continue to balance the level of engagement between the Board, School Executive and QPA.
The Teacher Engagement Framework
Develop and retain the most talented and committed teachers
B U S I N E S S A N D A D M I N I S T R AT I O N
DESIRED OUTCOMES FOR TEACHERS
• Develop a professional learning program that responds to the needs of teachers at different stages
of their careers.
• Develop in teachers the greatest confidence to
deploy new technologies.
• Ensure that exemplary staff are attracted to
Queenwood.
• Develop a collegial working environment conducive to achieving learning outcomes.
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ANNUAL REPORT
2011
B U S I N E S S A N D A D M I N I S T R AT I O N
• Interpersonal skills development
• Empathy with students and
parents alike
• Focus on the total student not
just the specific subject
performance
• Teachers as professionals
• Continuing professional
engagement
• Staff scholarships
• Research
• Thought leadership
• Collaboration
• Classroom teaching theory
• Teaching accreditation
• University qualification
• Ethical behavioural standards
• Queenwood culture and
induction
• Safety in the school
environment
2011
ANNUAL REPORT
queenwood
103
P ropert y and B uildin g R eport
D irector o f B usiness and D e v elopment
M r S imon D uncan
M s J udith M cGre g or
D i r e c t o r o f B u s i n e s s a n d D e ve l o p m e n t
B o a r d o f G ove r n o r s
B Sc, B Eng, M Phil
T
he final quar ter of last year saw
the final completion and full
occupation of the re-developed
44 Mandolong Road Campus. It is
pleasing to repor t the first full year of
operation of this facility has been highly
successful. Usage of the pool, cour t and
gymnasium has exceeded expectations,
whilst the Science faculty has enjoyed
their new surroundings. This facility
has been nominated for a number of
architectural and building awards.
Construction of the new Junior School
building is well advanced with completion
expected during November this year.
Following completion of the School’s fitout over the Christmas holiday period, the
facility will be ready to occupy from the
commencement of Term 1, 2012.
During the year, the Board engaged the
Architects to redesign the mid-level of the
Burrawang building as the new entrance and
reception to Junior School. This refurbishment
will be completed in time for the occupation of
the new building in 2012.
The Board also engaged the Architects to
review the detailed masterplan for the Junior
School site with a view to identifying stages
for the refurbishment of the existing building.
Planning is well advanced with several key
projects identified for early commencement.
Most of the work in this building can be
implemented during holidays to minimise the
impact on our students.
C
areful financial planning and the generous financial suppor t from many members
of the Queenwood family assist us in achieving our goals. We are sincerely
appreciative of the donations that we have already received for the Queenwood
Scholarship Fund, Library Fund and Capital Building Fund; all donations to these funds
attract tax deductibility.
Our enthusiastic supporters work consistently for the benefit of our School. Parents, the Queenwood
Parents’ Association, various sub committees of the QPA, past students and the Queenwood Old Girls’
Association are all a valuable part of the School Community. In addition, many individual families
have supported specific areas including Rowing, the Libraries, and Specialist Facilities.
An opportunity exists to donate to Queenwood by way of a bequest with criteria specifically selected by
the donor in consultation with the School. If you require information or assistance concerning bequests
please contact the Business Office.
Queenwood has spent the Australian Government Building Educational Revolution grant wisely;
detailed analysis of the needs, suitability, environment and quality of the construction were all part of
the planning. Whilst the Government grant did not cover the total cost of the new development in the
Junior School, it did accelerate the timing of construction commencement. The new facilities are the
first phase in the overall redesigning of this campus.
The release of the Australian Government’s Review of Funding for Schooling is expected late
2011. Funding for schools in the independent sector is currently calculated using data from the
Commonwealth Census figures with respect to income, education and occupation. An analysis of this
information determines the SES score for each school.
Queenwood’s SES is 133. Independent Schools with SES scores of 130 and above are generally funded
at 13.7% of the ‘Average Government School Recurrent Costs’- AGSRC. By comparison, Independent
Schools with SES scores of 95 receive 57.5%, 105 receive 45%, SES of 110 receive 38.7% of the AGSRC.
There is strong support from the independent sector for future funding to be calculated using a base
grant supplemented by a needs-based approach. In addition, there is strong support for funding to be
legislated for at least four years, as per the current funding arrangement. This provides schools with
stability and predictability to facilitate financial planning and management.
As 2012 approaches, we reflect on this year’s achievements and look forward to another successful year;
once again, working with all our supporters, your commitment, time and generosity are invaluable,
thank you.
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ANNUAL REPORT
2011
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
Detailed planning for the Esther Road Art
and Design campus is well advanced. Meetings
have occurred with key stakeholders, including
the relevant authorities. Jan Utzon, the project
architect, has presented a number of detailed
design concepts for the site. The School plans to
submit a Development Application to Mosman
Council in the first quarter of 2012.
2011
ANNUAL REPORT
queenwood
105
P re f ects
SCHOLARSHIPS
JUNIOR SCHOOL PREFECTS
S enior S chool P re f ects
Creative Arts-Drama
Head Prefect
Rowena Lazar
Vice Head Prefect
Katherine Pearce
Queen House
Ellise Hills/Kate Spiers
Wood House
Olivia Slip/Phoebe Minehan
School House
Stephanie Duncan/Sophia Athas
Charlie MacLennan, John Colet School
Junior School
Sarah Englemann
ACADEMIC YEAR 11
Annabelle Dane, Hannah Leuchars, Isabella Reynolds, Gabriella Viel
Year 7 Lauren Smart/Georgina Gotch
Evelyn Parsonage, Queenwood School for Girls
Charity
Year 8
Sophie Glew
Molly Batchelor, Samantha Bird, Ashlegh Coles, Sophie Roberts
Year 9
Monique Foy
Year 10
Sonia Hartog
Sabrina Giordano, Amelia Johnson, Ingrid Jones, Nicoletta Lee,
Monica Neville
Year 11
Alicia Humbel
Indy Beard, Queenwood School for Girls
Library
Year 12
Freya Edwards-FitzSimons
VM MEDWAY
Isabella Harding, Kandace Leung, Vanessa Li, Sarah Mullins,
Niyati Verma
Student Liaison
Lara Bouris
2008 Medway Scholarship was awarded to Rebecca Cahill
Social Justice
Isabella Skinner/Annabel Armitage
Olivia Croker, Isabelle Poiner, Laura Reynolds, Sara Copeland
S cholarships
2011 Selection for commencement in 2012
MUSIC YEAR 7
Isabella Janic, Queenwood School for Girls
Creative Arts-Dance
Lily Hawkins, Mackenzie Lidbury, Francesca Livesey, Alessandra Johns
Creative Arts-Music
Isabella Janic, Anna Sutton, Portia Bardsley, Kira Holden, Emily Green
Creative Arts-Visual Arts
Community
Sport
Lucie Michelakis, Emily O’Donnell, Phoebe Reede,
Stella (Coco) van Dijk
Music
Claire Whittle/Melanie Werner
Sport
Coco Bryant/Sarah Ludowici
Drama
Isabella Pelosi
Queen House
Chelsea Connor, Chloe Grounds, Phoebe Humphreys, Astrid Mullins
Year Prefect
Lara Berkman, Estelle Collins, Arabella Cull, Madeleine O’Meara,
Hannah Schnorpfeil
Emily Fell, Queenwood School for Girls
Sophie Deans, Queenwood School for Girls
VISUAL ARTS YEAR 11
2009 Medway Scholarship was awarded to Imogene Ewen
2010 Medway Scholarship was awarded to Lauren Smart
2011 Medway Scholarship was awarded to Meg Wallis
2012 Medway Scholarship winner will be announced at Speech Night
2011 Basketball Captain – Xenia Boynton
2011 Equestrian Captain – Isabella Constantinou
2011 Hockey Captain – Meg Wallis
2011 Indoor Hockey Captain – Michelle Sleeman
2011 Netball Captain – Laura Collins
2011 Rowing Captain – Georgina Gotch
2011 Snow Sports Captain – Valentina Hofer
2011 Soccer Captain – Emily Fardell
2011 Swimming Captain – Olivia Edwards
2011 Tennis and Tildesley Shield Captain – Gabrielle Royle
2011 Touch Football Captain – Michaela Johnston
2011 Water Polo Captain – Rachel Parsonage
TERM 4, 2010
S AT U R DAY A N D M I DW E E K S P O RT
IGSSA Water Polo
Premiership Teams
Q1
Xenia Boynton, Katie Buttel, Olivia Edwards, Sophie Glew, Rachel
Parsonage, Isabella Perego, Isabella Skinner, Michelle Sleeman, Tess
Taylor, Hilary Tier
Q4
Yvette Boynton, Isabella Fahmy, Holly Greet, Isabella Oldfield, Simone
LaMartina, Charlotte McGrath, Allycia Park, Alice Pemberton,
Christina Ramsay, Sophie Rolph, Mia Willows
Q7
Charlotte Cook, Billi FitzSimons, Madeleine Gilmour, Sasha
Greenaway, Georgina Lax, Samantha Leaver, Peta McMullen, Emily
Patience, Isabella Pettit, Kate Reynolds, Sophie Smith
Runner Up Teams
Georgia Higgins
SRC Community
Sohini Mehta
Most Improved Players
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
Isabella Barnes, Jesse Lee, Jessica Robinson
LANGUAGE YEAR 11
2011 Athletics and Cross Country Captain – Madeleine Allaway and
Myrrhine Fabricius
Public Speaking
Francesca Athas, Olivia Blackley, Shirley Zhou
Wood House
VISUAL ARTS YEAR 7
2011 SPORTS CAPTAINS
Q6
Christina Athas, Gemma Grayson, Imogene Grieve, Hannah McGrath,
Holly Phillips, Dominique Race, Rebecca Rogers, Daisy Smith, Kia
Sydney, Amelia Wilson
Debating/
School House
Rene Shi, Neutral Bay Public School
S enior S chool S P O RT S H I G H L I G H T S
Q1 – Xenia Boynton
Q2 – Gabrielle Hedge
Q3 – Evie Costa
Q4 – Charlotte McGrath
Q5 – Jemma-Lee Hadley
Q6 – Gemma Grayson
Q7 – Madeleine Gilmour
Most Valuable Players
Q1 – Rachel Parsonage
Q2 – Ashleigh Larden
Q3 – Harriet Scriven
Q4 – Mia Willows
Q5 – Stephanie Priestley
Q6 – Daisy Smith
Q7 – Kate Reynolds
106
queenwood
ANNUAL REPORT
2011
2011
ANNUAL REPORT
queenwood
107
S E N I O R S C H O O L S P O RT S H I G H L I G H T S
IGSSA Representatives
Rachel Parsonage
NSWCIS Representatives
Rachel Parsonage
HKDTA Tennis
Premiership Teams
Q16
Ellise Hills, Sarah Mitchell,
Christina Onate, Alice Robertson
Q17
Emily Blackley, Alice Boyd,
Tara Christensen,
Coco Thomas-Englert
Runner Up Teams
Q4
Emily Blackburn, Lucy Gray,
Olivia Slip
Q8
Isabella Baker, Nicola Barr,
Holly Grant, Adriana Vassiliou
Q10
Sophie Barkla, Valentina Hofer,
Charlotte Mathers, Alexandra
Wells
Q15
Maddisyn McGregor,
Holly Metcalfe, Georgia Parker
Q21
Harriet Barker, Jessica Manken,
Amelia Rector, Samantha Ritchie
Q22
Imogen Kline, Helena Mackie,
Taylor Quale-Blake, Eve Swain
Most Valuable Players
108
queenwood
Yr 9 4x+ Div1
Georgia Dee, Dana Ganley,
Charly-Rose Iron, Rafaela Stalph,
cox: Clare Birch
SIHA Indoor Hockey
SGS 4+
Premiership Teams
Coco Bryant, Georgie Gotch,
Q1
Rosannah Jeavons-Fellows, Sarah
Madeleine Duncan, Saskia Hartog, Ludowici, cox Morgan Carroll
Sonia Hartog, Alexandra Herlihy, Yr 10 4x+ Div 2
Rowena Lazar, Sydney Rae, Claire Lucy James, Meaghan Powell,
Whittle
Antonia Stainer, Louisa Zaininger,
Q5
cox: Danielle Pettit
Charlie Byrne, Lucy Dalton,
Yr 10 4x+ Div 4
Eliana Dery, Madeleine Duncan,
Georgia Dee, Dana Ganley,
Isabella Fahmy, Hannah Stacey,
Charly-Rose Iron, Rafaela Stalph,
Sophie Williams
cox Kelly Lillas
Q6
2nd Place:
Sophie Amedee, Jacinta Bowman, SG1 8+
Sarah Buttenshaw, Emma Collins, Coco Bryant, Sally Corben,
Lucy Copeland, Gretal Menzies,
Georgina Gotch, Kate Hundleby,
Eirena Sapounas, Samantha
Rosannah Jeavons-Fellows, Sarah
Woodforde
Ludowici, Jacqueline Morbey, Mia
Pritchard, cox Tahlija Wall
Runner Up Teams
Yr 9 4x+ Div 2
Q3
Anna Neville, Monica Osborn,
Ellen Corr, Stephanie Duncan,
Alexandra Prendiville, Angela
Annabella Grieve, Georgia
Scicluna, cox Kelly Lillas
Hunter, Phoebe Minehan,
Yr 9 4x+ Div 3
Megan Vallance, Nicole Vallance
Zoe Elvy, Grace Tayler,
Q4
Julia Thorn, Tessa Wicks,
Lauren Amedee, Christina Athas, cox: Kelly lillas
Imogene Grieve, Stephanie Priestley, SGS 4+
Sydney Rae, Harriet Scriven,
Kate Hundleby, Jacqueline
Nicole Vallance,
Morbey, Mia Pritchard, Chelsea
Randall, cox: Tahlija Wall
Most Valuable Players
Yr 10 4x+ Div 1
Q1 – Saskia Hartog
Amy Brown, Sophie Deans, Saskia
Q2 – Meg Wallis
Hartog, Lucy Lillas, cox Jemma
Q3 – Stephanie Duncan
Dickman
Q4 – Sydney Rae
Q5 – Madeleine Duncan
IGSSA GYMNASTICS
Q6 – Eirena Sapounas
Q7 – Sophie Walker
IGSSA Representatives
Q8 – Kelly Lillas
Rose Gooding
SSC Volleyball
Most Valuable Player:
IGSSA 40th EQUESTRIAN
COMPETITION
Q1 – Claire Whittle
Pony Club Jamboree
ROWING
Queenwood Time Trial
1st Place: Queenwood –
Overall Point Score
SG2 8+
Amy Brown, Sally Corben,
Sophie Deans, Saskia Hartog,
Lucy James, Lucy Lillas,
Meaghan Powell, Antonia Stainer,
cox: Danielle Pettit
ANNUAL REPORT
2011
Lucy Dodd:
Senior team of riders for Sydney
Easter Show
Amy Tennant:
15 years Reserve Champion
ACTIVITIES
Individual Results:
3rd Charly Rose Iron (12-14 years)
TERM 1, 2011
S AT U R DAY and
M I DW E E K S P O RT
IGSSA Tennis
Premiership Teams:
Q1
Siobhan Anderson, Hannah
Fitzpatrick, Kate Fitzpatrick,
Gabrielle Royle
Q4
Emily Blackburn, Maddalena
Easterbrook, Olivia Slip, Arielle
Stone, Kristin Vos
Q5
Nicole Duncan, Christina
Onate, Lauren Smart, Madison
Woodward
Q6
Isabella Baker, Louise Daffas,
Alexandra Van Voorthuysen,
Michaela Van Voorthuysen
Q16
Emily Blackley, Alice Boyd,
Tara Christensen,
Coco Thomas-Englert
Q18
Sasa Barnes, Ella Davidson,
Katie Michelakis, Eleanor Rogers
Q20
Amelia Byrne, Gabriella Brown,
Marianthe Godwin, Hannah Riley
Runner Up Teams:
Q7
Valentina Hofer, Charlotte
Mathers, Eloise Picton,
Laura Taylor, Alexandra Wells
Q9
Kirsten Duncan, Maddisyn
McGregor, Georgia Parker,
Genevieve Roles, Holly Tonkin
Q13
Nicola Barr, Adrienne Koor,
Lydia Treleaven, Lara Tufegdzic
Q15
Madison Darnell, Isabelle Le
Boursicot, Indiana Pooley, Stefanie
Sjobeck, Jordan Stam
Most Valuable Players:
Q1 – Siobhan Anderson
NSW Double Dutch
Q2 – Isabella Darin
Skipping Championships Q3 – Hannah Stacey
Team Results: 2nd Seniors; 3rd 12
to 14 years
Q4 – Emily Blackburn
Q5 – Lauren Smart
Q6 – Isabella Baker, Louise Daffas
Q7 – Charlotte Mathers
Q8 – Sophie Baburin
Q9 –Genevieve Roles
Q10 – Samantha Woodforde
Q11 – Sarah Engelmann
Q12 – Dominique Louw
Q13 – Nicola Barr
Q14 – Taylor Lowry
Q15 – Indiana Pooley
Q16 – Emily Blackley
Q17 – Jessica Manken
Q18 – Sasa Barnes
Q19 – Carina Stone
Q20 – Gabriella Brown
IGSSA Softball
Runner Up Teams:
Q1
Tess Connellan, Lucy Heyworth,
Georgia Hunter, Ashleigh Johns,
Grace Latchford, Hana Miyajima,
Danielle Nestel, Olivia Rath, Kate
Reynolds, Eleanor Rogers, Nicole
Vallance, Megan Vallance,
Claire Whittle
Most Valuable Players:
Q1 – Georgia Hunter
Q2 – Peta McMullen
Q3 – Caroline Lonergan
Most Improved Players
Q1 – Kate Reynolds
Q2 – Barclay Israel
Q3 – Isabella Skulley
Danebank Water Polo
Competition
Premiership Teams
Q8
Rebecca Bennett, Philippa
Clegg, Teigan Forbes, Francesca
McGrath, Charlotte Munns,
Jasmine Pye, Sophia Sillar, Kelly
Singleton, Nikita Spalvins, Aliki
Vassiliou
Runner Up Teams
Q5
Yvette Boynton, Evie Costa,
Imogene Grieve, Ursula Jones,
Gemma Liles, McCall Manuel,
Allycia Park, Alice Pemberton,
Ottilia Spencer
Q6
Isabella Anastasiou, Emily
Davis, Laura De Fraine, Madison
Fitzpatrick, Eva Hammans, Ella
Howe, Holly Phillips,
Honor Sinclair, Kia Sydney,
Lydia Whiston
Q10
Annabel Bergman, Hannah Foster,
Elise Griffin, Eleanor Hundleby,
Zoe Iron, Emma Kehoe, Grace
Kennedy, Caitlin O’Dowd,
Christie Skipper, Ellie Skipper,
Isabella Yeaman
Most Improved Players:
Q1 – Xenia Boynton
Q2 – Taylor McMullen
Q3 – Laura Collins
Q4 – Hannah Rillstone
Q5 – McCall Manuel
Q6 – Emily Davis
Q7 – Mathilda Checketts
Q8 – Aliki Vassiliou
Q9 – Sophie Hadley
Q10 – Grace Kennedy
Most Valuable Players:
Q1 – Katie Buttel
Q2 – Harriet Scriven
Q3 – Georgia Faure
Q4 – Isabella Fahmy
Q5 – Evie Costa
Q6 – Eva Hammans
Q7 – Gemma Grayson
Q8 – Kelly Singleton
Q9 – Tessa Mapplebeck
Q10 – Annabel Bergman
3rd Place
Q5 – Lucy Dalton
Q6 – Kelly Lillas
Q7 – Matilda Wall
Q8 – Aspen Jackson
NSTA Touch Football
Premiership Teams
Premiership Teams:
Q1
Lauren Amedee, Ellen Corr,
Lucy Dalton, Madeleine Duncan,
Stephanie Duncan, Rebecca
Mackenzie
Runner Up Teams:
Q4
Madeleine Allaway, Alexandra
Herlihy, Ellise Hills, Ashleigh
Johns, Sydney Rae, Meg Wallis,
Samantha Woodforde
Q8
Ruby Chapman, Charlotte
Inwood, Aspen Jackson, Sabrina
Kirby, Amy McGlinchey,
Christine Menzel, Brianna
Polkinghorne, Grace Triglone,
Ella Williams
Most Valuable Players
Q1 – Stephanie Duncan
Q2 – Sophia Athas
Q3 – Claire Whittle
Q4 – Sydney Rae
PLC Regatta
Q5
Alexandra Alpe, Nicola Barr,
Natalie Day, Amber Eyles,
Courtney Gribble, Victoria Holt,
Holly Tonkin, Lucy Heyworth,
Adriana Vassiliou
1st Place
Runner Up teams
Q8
April Barton, Mathilda Checketts,
Isabelle Hawkins, Madison
Lidbury, Annie Johnson, Olivia
Montgomery, Diana Priestley,
Olivia Rath, Eleanor Skinner,
Olivia Sutherland, Hana Tsubota
Most Improved Players
Q1 – Claire Harry
Q2 – Laura O’Toole
Q3 – Kelly Box
Q4 – Isabelle Miller
Q5 – Victoria Holt
Q6 – Holly Metcalfe
Q7 – Maddisyn McGregor
Q8 – Hana Tsubota
SG1 8+
Amy Brown, Coco Bryant,
Georgina Gotch, Lucy James,
Rosannah Jeavons-Fellows, Lucy
Lillas, Jacqueline Morbey, Sarah
Ludowici, cox: Danielle Pettit
SG 1x – Chelsea Randall
SG4+
Sally Corben, Rosannah JeavonsFellows, Mia Pritchard, Louisa
Zaininger, cox: Morgan Carroll
Yr9-14x+
Georgia Dee, Dana Ganley,
Charly Rose-Iron, Rafaela Stalph,
cox: Chelsea Duncan
Yr9-24x+
Anna Neville, Monica Osborn,
Alexandra Prendiville, Julia Thorn,
cox: Kelly Lillas
2nd Place
Most Valuable Players
SIHA Indoor Hockey
SG2 8+
Sally Corben, Sophie Deans,
Saskia Hartog, Lucy Lillas,
Meaghan Powell, Mia Pritchard,
Antonia Stainer, Louisa Zaininger,
cox: Tahlija Wall
Q1 – Phoebe Woods
Q2 – Emma Dalco
Q3 – Sophie Barkla
Q4 – Indy Beard
Q5 – Nicola Barr
Q6 –Anna Johnston
Q7 – Jemma Lee Hadley
Q8 – Mathilda Checketts
SG2 8+
Sophie Deans, Kate Hundleby,
Lucy Lillas, Meaghan Powell,
Mia Pritchard, Chelsea Randall,
Antonia Stainer, Louisa Zaininger,
cox: Tahlija Wall
Yr9-34x+
Zoe Elvy, Amelia Hellicar-Foster,
Angela Scicluna, Tessa Wicks,
cox: Clare Birch
IGSSA Regatta
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
Q1 – Siobhan Anderson
Q2 – Courtney Gribble
Q3 – Katrin Herbert
Q4 – Olivia Slip
Q5 – Hannah Stacey
Q6 – Lauren Smart
Q7 – Dominique Louw
Q8 – Nicola Barr
Q9 – Adrienne Koor
Q10 – Valentina Hofer
Q11 – Taylor Lowry
Q12 – Laura Taylor
Q13 – Amelia Malouf
Q14 – Indiana Pooley
Q15 – Holly Metcalfe
Q16 – Ellise Hills
Q17 – Tara Christensen
Q18 – Holly Tonkin
Q19 – Fiona Noble
Q20 – Sohini Mehta
Q21 – Jessica Manken
Q22 – Helena Mackie
S E N I O R S C H O O L S P O RT S H I G H L I G H T S
1st Place
ROWING
NSW State Rowing
Championships
1st Place
U19 4+
Amy Brown, Coco Bryant,
Georgina Gotch, Lucy James,
cox: Danielle Pettit
U16 4x+
Sophie Deans, Georgia Dee,
Rafaela Stalph, Antonia Stainer,
cox: Jemma Dickman
U17 4x+
Sophie Deans, Saskia Hartog,
Lucy Lillas, Rafaela Stalph,
cox: Jemma Dickman
2011
SG1 8+
Amy Brown, Coco Bryant,
Georgina Gotch, Saskia Hartog,
Kate Hundleby, Lucy James,
Lucy Lillas, Jacqueline Morbey,
cox: Danielle Pettit
Yr9-14x+
Georgia Dee, Dana Ganley,
Charly Rose-Iron, Rafaela Stalph,
cox: Chelsea Duncan
SG 1x – Chelsea Randall
2nd Place
SG 1x – Sally Corben
SG2 8+
Sally Corben, Sophie Deans,
Rosannah Jeavons-Fellows, Sarah
ANNUAL REPORT
queenwood
109
S E N I O R S C H O O L S P O RT S H I G H L I G H T S
Ludowici, Meaghan Powell, Mia
Pritchard, Antonia Stainer, Louisa
Zaininger, cox: Jemma Dickman
3rd Place
Mager, Katherine Pearce,
Gabrielle Royle, Olivia Slip,
Hannah Stacey, Arielle Stone,
Adriana Vassiliou, Kristen Vos,
Phoebe Woods; Reserves:
Nicola Barr, Carina Chong
Yr9-2 4x+
Anna Neville, Monica Osborn,
Alexandra Prendiville, Julia Thorn,
Team Results
cox: Kelly Lillas
National Rowing
Championships
1st Place
U19 8+
Amy Brown, Coco Bryant,
Rosannah Jeavons-Fellows,
Georgina Gotch, Lucy James,
Lucy Lillas, Jacqueline Morbey,
Sarah Ludowici cox: Tahlija Wall
U19 2
Coco Bryant, Georgina Gotch
Schoolgirl Head of
the River
Senior Handicapped Point Score
Trophy – Queenwood
1st Place:
1st VIII
Amy Brown, Coco Bryant,
Rosannah Jeavons-Fellows,
Georgina Gotch, Lucy James,
Lucy Lillas, Jacqueline Morbey,
Sarah Ludowici
cox: Danielle Pettit
2nd Place
8th Place
Spender Cup for Most Improved
School – Queenwood
Singles Results
Siobhan Anderson – 4th Round
Gabrielle Royle – 3rd Round
Doubles Results
Hannah Fitzpatrick/Kate
Fitzpatrick –
4th Round
QUEENWOOD TENNIS
CHAMPIONSHIPS
Senior Singles Champion –
Gabrielle Royle
Senior Singles Runner Up –
Kate Fitzpatrick
Senior Doubles Champion –
Hannah Fitzpatrick / Kate
Fitzpatrick
Senior Doubles Runner Up –
Katherine Pearce / Phoebe Woods
Junior Singles Champion –
Siobhan Anderson
Junior Singles Runner Up –
Katrin Herbert
Junior Doubles Champion –
Siobhan Anderson / Lucy Gray
Junior Doubles Runner Up –
Katrin Herbert / Chantale Mager
Junior Champion –
Charlotte McGrath
Yr 9-3 4x+
Eloise Carpenter, Zoe Elvy, Amelia Junior Runner Up –
Hellicar-Foster, Angela Scicluna,
Maeve Boakes
cox: Clare Birch
Intermediate Champion –
Lauren Amedee
Queenwood
Representatives
Siobhan Anderson, Emily
Blackburn, Isabella Darin,
Hannah Fitzpatrick, Kate
Fitzpatrick, Lucy Gray, Courtney
Gribble, Katrin Herbert,
Dominique Louw, Chantale
110
queenwood
Lauren Amedee, Maeve Boakes,
Xenia Boynton, Katie Buttel,
Philippa Clegg, Olivia Edwards,
Kate Fitzpatrick, Sophie Glew,
Ashleigh Larden, Gemma Liles,
Ursula Jones, McCall Manuel,
Charlotte McGrath, Francesca
McGrath, Charlotte Munns,
Evelyn Parsonage, Rachel
Parsonage, Harriet Scriven,
Sophia Sillar, Isabella Skinner,
Hilary Tier, Mia Willows
Individual Finals
Placings
Intermediate Runner Up –
Harriet Scriven
Senior Champion –
Sophie Glew
Senior Runner Up –
Olivia Edwards
Fastest Girl over 50m Freestyle –
Olivia Edwards
House Winner – School
ANNUAL REPORT
2011
12 years 50m Butterfly –
Maeve Boakes
13 years 50m Freestyle –
Charlotte McGrath
All Age Freestyle Relay –
Maeve Boakes, Charlotte
McGrath, Mia Willows,
Harriet Scriven, Lauren Amedee,
Olivia Edwards
16 years Runner Up –
Saskia Hartog, Meaghan Powell
House Winner – School
EQUESTRIAN
NSW State
Interschools
Isabelle Miller
1st 2B Dressage, 5th 3D Dressage,
6th 2D Dressage
Tess O’Connor
3rd and 7th 3 Phase Showjumping,
6th 2D Dressage, 7th 2B Dressage
Renee Carr: 4th 2B Dressage, 4th
2D Dressage
Sarah Knight
6th Showman 60cm
Lucy Dodd
5th Non-jumping Showman
Amy Tennant
6th Showman, 9th 2B Dressage
Isabella Constantinou
6th Showjumping AM7 60cm
Canberra Royal Show
Amy Tennant
3rd place Novice Show Hunter
Large Pony – Over 12.2 hands, 4th
place Led Australian Pony Mare –
over 12.2hh
IGSSA Representatives:
Lucy Dodd
Lauren Amedee, Maeve Boakes,
8th Pony Club Rider 13-15 Years,
Olivia Edwards, Charlotte
3rd pony Club team of 4 riders
McGrath, Charlotte Munns,
13-15 years
Harriet Scriven, Mia Willows
Tess O’Connor
Champion Pony Club Girl Rider,
NSWCIS Representatives: 3rd Open Girl Rider 11-13 Years,
1st Official 1A Pony Dressage Test,
Lauren Amedee, Maeve Boakes,
3rd Official 2B Pony Dressage Test,
Olivia Edwards, Charlotte
McGrath, Harriet Scriven,
2nd Led part APSB Pony under 13
Mia Willows
hands – gelding, 3rd Ridden Show
hunter riding Pony under 13 hands,
4th Led Saddle pony Gelding 13 hh
QUEENWOOD CROSS
COUNTRY CARNIVAL
12 years Champion –
Nikita Spalvins
12 years Runner Up –
Charlotte Munns
13 years Champion –
Kelly Singleton
13 years Runner Up –
Charlotte Wilson
14 years Champion – Lucy Gray
14 years Runner Up –
Rafaela Stalph
15 years Champion – Indy Beard
15 years Runner Up – Nicola Barr
16 years Champion – Katie Buttel
Tara Equestrian Event
Tess O’Connor
1st Senior Novice 2C, 7th Senior
Novice 2A, 1st Best Presented, 1st
Open Rider, 1st Active Rider, 2nd
Best Open Exhibit
Amy Tennant
Hacking - Senior Open Ring Years 9
& 10; 1st Best Presented, 2nd Place
Pair of Riders, 3rd Place Active
Rider Dressage - 5th Place Novice 2A
Isabelle Miller
2nd 2A, 4th 2C Dressage, 2nd Best
Presented, 2nd Rider
TERM 2, 2011
S AT U R DAY and
M I DW E E K S P O RT
IGSSA Basketball
Premiership Teams
Q2
Sophie Barkla, Lara Chapman,
Laura Collins, Sarah Mitchell,
Christina Onate, Rachel
Parsonage, Hannah Stacey,
Melanie Werner, Phoebe Woods
Q9
Laura Boyd, Amelia Cameron,
Jemma-Lee Hadley, Georgia
Parker, Danielle Pettit, Arielle
Stone, Michaela Van Voorthuysen,
Portia Watson
Q13
April Barton, Tara Christensen,
Zoe Elvy, Ursula Jones, Alice
Pemberton, Taylor Quayle-Blake,
Lillian Richardson, Eleanor
Skinner
Q16
Amelia Byrne, Angelica Elvy,
Ellise Griffin, Eleanor Hundleby,
Zoe Iron, Danielle Loewensohn,
Caroline Lonergan, Phoebe Papas,
Carina Stone
Runner Up Teams:
Q3
Isabella Darin, Maddelena
Easterbrook, Olivia Edwards,
Courtney Gribble, Claire Harry,
Lucy Lillas, Evelyn Parsonage,
Isabella Perego, Stephanie Priestley
Most Improved Players
Q1 – Katie Buttel
Q2 – Melanie Werner
Q3 – Isabella Darin
Q4 – Caroline Brunner
Q5 – Madigan ArmstrongBroomhead
Q6 – Hannah Anastasiou
Q7 – Alice Robertson
Q8 – Nicola Culey
Q9 – Portia Watson
Q10 – Rhyanan Behn
Q11 – McCall Manuel
Q12 – Samantha Leaver
Q13 – Taylor Quayle-Blake
Q14 – Imogen Kline
Q15 – Ainslie Lambourne
Q16 – Carina Stone
Most Valuable Players
IGSSA Representatives
Q1 – Samantha Robinson
Q2 – Sarah Mitchell
Q3 – Lucy Lillas
Q4 – Isabella Baker
Q5 – Sophie Deans
Q6 – Rosannah Jeavons-Fellows
Q7 – Lulu Unsworth
Q8 – Annabelle Maartensz
Q9 – Arielle Stone
Q10 – Sarah Frish
Q11 – Yvette Boynton
Q12 – Allycia Park
Q13 – Zoe Elvy
Q14 – Kelly Lillas
Q15 – Diana Priestley
Q16 – Amelia Byrne
Sarah Roger
IGSSA Representatives
Samantha Robinson (U16)
IGSSA Soccer
Premiership Teams
Q7
Meagan Barr, Ella Davidson,
Sophie Davis, Marianthe Godwin,
Tessa Houston, Rosie Licence,
Mia McKernan, Christine Menzel,
Katie Michelakis, Emma Phillips,
Brianna Polkinghorne,
Estelle Rillstone, Eleanor Rogers,
Ella Williams
Runner Up Teams:
Q1
Ellen Corr, Louise Daffas,
Madeleine Duncan, Stephanie
Duncan, Emily Fardell, Hannah
Fitzpatrick, Saskia Hartog,
Georgia Hunter, Michaela
Johnston, Sarah Ludowici, Sydney
Rae, Sarah Roger, Olivia Slip
Q4
Christina Athas, Nicola Barr,
Laura Cameron, Lucy Dalton,
Natalie Day, Chelsea Duncan,
Imogene Grieve, Katrin Herbert,
Anna Johnston, Jacqueline Lazar,
Gemma Liles, Eirena Sapounas,
Rafaela Stalph, Adriana Vassiliou,
Tessa Wicks
Q6
Isabelle Aucoin, Renuka Blewitt,
heather Brown, Georgia Carter,
Sophie Colbran, Lorane Gaborit,
Nicola Mackenzie, Ainsley
Pahljina, Holly Reynolds, Becky
Rogers, Christie Skipper, Ellie
Skipper, Olivia Sutherland,
Isabella Thomas, Sylvie Van Dijk
Sarah Roger
Senior Runner Up –
Hannah Fitzpatrick
Fastest Girl over 100m –
Chloe Platt
House Winner – Queen
NSW All Schools
Representatives
IGSSA 17TH CROSS
COUNTRY CARNIVAL
NSWCIS Representatives
Sarah Roger (Reserve)
Most Improved Players
Q1 – Georgia Hunter
Q2 – Indy Beard
Q3 – Sophie Baburin
Q4 – Rafaela Stalph
Q5 – Carina Chong
Q6 – Lorane Gaborit
Q7 – Sophie Davis
Most Valuable Players:
Q1 – Emily Fardell
Q2 – Hannah Rillstone
Q3 – Amy Ohlsson
Q4 – Nicola Barr
Q5 – Claudia Lavender
Q6 – Renuka Blewitt
Q7 – Mia McKernan
EDWHA Hockey
Premiership Teams:
Q3
Siobhan Anderson, Suzannah
Hope Murray, Charlotte
Inwood, Aspen Jackson,
Sabrina Macdonald, Alexandra
MacGregor, Charlotte Munns,
Kate Reynolds, Nikita Spalvins,
Olivia Stainer, Abbey Stewart,
Grace Taylor, Grace Triglone
IGSSA Cross
Country Carnival
Representatives:
Georgie Allan, Madeleine Allaway,
Nicola Barr, Indy Beard, Rebecca
Bennett, Annabel Bergman, Maeve
Boakes, Xenia Boynton, Yvette
Boynton, Katie Buttel, Philippa
Clegg, Sophie Deans, Hannah
Fitzpatrick, Kate Fitzpatrick,
Sophie Glew, Lucy Gray, Gemma
Grayson, Saskia Hartog, Katrin
Herbert, Georgia Higgins, Kate
Hundleby, Charly Rose Iron,
Ursula Jones, Simone La Martina,
Rosie Licence, Sarah Ludowici,
Francesca McGrath, Hannah
McGrath, Mia McKernan,
Rachel Miller, Charlotte Munns,
Elizabeth Murray, Danielle
Pettit, Emma Phillips, Eloise
Picton, Meaghan Powell, Taylor
Quale-Blake, Christina Ramsay,
Michelle Sleeman, Kelly Singleton,
Nikita Spalvins, Rafaela Stalph,
Tess Taylor, Sylvie Van Dijk,
Aliki Vassiliou, Sophie Walker,
Charlotte Wilson
Individual Results
(within top 25)
Most Improved Players: 6th Nikita Spalvins, 8th Charlotte
Q1 – Madeleine Allaway
Q2 – Isabella Pettit
Q3 – Kate Reynolds
Most Valuable Players:
Q1 – Meg Wallis
Q2 – Emma Collins
Q3 – Aspen Jackson
Munns, 9th Katie Buttel, 9th
Sarah Ludowici, 16th Maeve
Boakes, 18th Rebecca Bennett,
23rd Kelly Singleton, 23rd Lucy
Gray, 25th Sophie Glew
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
SWIMMING CARNIVAL
IGSSA 91st TILDESLEY
SHIELD
Queenwood Swim
Team Representatives
2nd Place
Yr9-1 4x+
Georgia Dee, Dana Ganley,
Charley-Rose Iron, Rafaela Stalph,
cox: Chelsea Duncan
Yr 9-2 4x+
Anna Neville, Monica Osborn,
Alexandra Prendiville, Julia Thorn,
QUEENWOOD
cox: Kelly Lillas
3rd Place
IGSSA 86th SWIMMING
CARNIVAL
S E N I O R S C H O O L S P O RT S H I G H L I G H T S
Team Results
1st Under 12 team
9th Queenwood overall team
QUEENWOOD ATHLETICS
CARNIVAL
IGSSA Representatives
Junior Champion –
Rebecca Bennett
Junior Runner Up –
Philippa Clegg
Intermediate Champion –
Nicola Barr and Katie Buttel
Intermediate Runner Up –
Alexandra Prendiville
Senior Champion –
Kate Fitzpatrick
2011
Rebecca Bennett, Maeve Boakes,
Katie Buttel, Sarah Ludowici,
Charlotte Munns,
Nikita Spalvins
Individual Results
(within top 15)
2nd Nikita Spalvins, 3rd Sarah
Ludowici, 13th Katie Buttel, 14th
Charlotte Munns
ANNUAL REPORT
queenwood
111
S E N I O R S C H O O L S P O RT S H I G H L I G H T S
Team Results:
1st Under 12 team
NSWCIS Representatives
TERM 3, 2011
S AT U R DAY and
M I DW E E K S P O RT
IGSSA Netball
Rebecca Bennett, Maeve Boakes,
Sarah Ludowici, Charlotte Munns, Premiership Teams
Nikita Spalvins
Q12
Nicola Barr, Georgia Dee, Lucy
FOOTBALL NSW
Gray, Katrin Herbert, Lucy
FUTSAL REGIONAL
Heyworth, Charly Rose Iron, Kate
CHAMPIONSHIPS
Reynolds, Samantha Robinson,
Runner Up Teams (Qualifying
Sophie Walker
for Football NSW Futsal State
Q17
Championships):
Harriet Barker, Charlotte Cook,
Imogen Kline, Nicola Mackenzie,
Q1
Jessica Manken, Rebecca
Stephanie Duncan,
Madeleine Duncan, Emily Fardell, O’Callaghan, Olivia Rath, Sophie
Smith
Saskia Hartog, Georgia Hunter,
Sarah Ludowici, Sydney Rae,
Sarah Roger
Runner Up Teams
112
queenwood
ANNUAL REPORT
2011
Most Improved Players: Most Improved Players
Q1 – Sophie Deans
Q2 – Lauren Amedee
Q3 – Rosannah Jeavons-Fellows
Q4 – Emily Fell
Q5 – Madison Blampied
Q6 – Antonia Stainer
Q7 – Sarah Ludowici
Q8 – Maddisyn McGregor
Q9 – Rachelle Hills
Q10 – Fiona Noble
Q11 – Elizabeth Cosgrove
Q12 – Charly Rose Iron
Q13 – Daisy Smith
Q14 – Samantha Ritchie
Q15 – Dana Ganley
Q16 – Luisa Corben
Q17 – Jessica Manken
Q18 – Carina Stone
Q19 – Christie Skipper
Most Valuable Players
Q1 – Katherine Pearce
Q2 – Louisa Zaininger
Q3 – Lucy Copeland
Q4 – Gemma Liles
Q5 – Nikita Spalvins
Most Valuable Players
Q1 – Meg Wallis
Q2 – Sophie Williams
Q3 – Lucy Dalton
Q4 – Olivia Stainer
Q5 – Lucy Dodd
IGSSA Representatives
Saskia Hartog (U16)
NSNA Netball
Q1 – Kate Fitzpatrick
Q2 – Coco Bryant
Q3 – Georgie Allan
Q4 – Sarah Frish
Q5 – Sascha Gray
Q6 – Georgia Parker
Q7 – Kirsten Duncan
Q8 – Annabelle Maartensz
Q9 – Jemma Dickman
Q10 – Imogen Jones
Q11 – Portia Watson
Q12 – Samantha Robinson
Q13 – Zoe Elvy
Q14 – Grace Tayler
Q15 – Adriana Vassiliou
Q16 – Laura Corben
Q17 – Olivia Rath
Q18 – Sasa Barnes
Q19 – Amelia Byrne
Runner Up Teams:
IGSSA Hockey
Premiership Teams
IGSSA 88th ATHLETICS
CARNIVAL
Q4
Yvette Boynton, Emma Carlisle,
Kimberley Chen, Natalie Day,
Barclay Israel, Harriet Kesby,
Jacqueline Lazar, Gemma Liles,
Allycia Park, Alice Pemberton,
Eirena Sapounas, Olivia Stainer,
Ella Williams
Q5
Georgia Carter, Lucy Dodd,
Lorane Gaborit, Sabrina
Macdonald, Alexandra
MacGregor, Christine Menzel,
Charlotte Munns, Isabella Pettit,
Amelia Rector, Eleanor Rogers,
Nikita Spalvins, Eve Swain
IGSSA Athletics
Carnival
Representatives:
Bronte Blampied-Wild, Jacinta
Bowman, Emily Davis, Georgia
Dee, Madison Fitzpatrick, Lara
Girling, Alice Johnstone, Arabella
Stagg, Matilda Wall
Most Improved Players:
Q1 – Madison Fitzpatrick
Q2 – Hannah Luong
Q3 – Saskia Hill
Most Valuable Players:
Q1 – Lara Girling
Q2 – Laura De Fraine
Q3 – Georgina Molinari
Madeleine Allaway, Sophie Barkla,
Nicola Barr, Indy Beard, Rebecca
Bennett, Maeve Boakes, Jackie
Brooke, Katie Buttel, Charlie
Byrne, Philippa Clegg, Sophie
Davis, Madeleine Duncan, Olivia
Edwards, Myrrhine Fabricius,
Teigan Forbes, Emma Kehoe,
Charlotte Munns, Chloe Platt,
Alexandra Prendiville, Jasmine
Pye, Sarah Roger, Madison Salier,
Kelly Singleton, Isabella Skulley,
Nikita Spalvins, Tessa Wicks
Individual Results
(Division)
Overall Place:
1st Place:
IGSSA Representatives:
Sophie Barkla Senior High Jump
Jackie Brooke 16 years Hurdles
Katie Buttel 16 years 100m
Sophie Davis 14 years Hurdles
Emma Kehoe 13 years 100m
Charlotte Munns 14 years 800m
Chloe Platt 18 years 100m
Sarah Roger Senior Long Jump
Nikita Spalvins 12 years 800m
Rebecca Bennett, Philippa Clegg,
Chloe Platt, Alexandra Prendiville, Team Results:
Kelly Singleton, Nikita Spalvins
2nd Place:
Interschools
Representatives:
Madeleine Allaway 17 years
Hurdles
Nicola Barr 15 years Hurdles
Indy Beard 15 years 800m
Rebecca Bennett Junior 400m
Maeve Boakes 12 years 100m
Katie Buttel Intermediate 200m
Madeleine Duncan 15 years 100m
Chloe Platt Senior 200m
Alexandra Prendiville Intermediate
High Jump
Kelly Singleton 13 years 800m
Tessa Wicks 14 years 100m
Intermediate 4x100m Relay (Jackie
Brooke, Katie Buttel, Madeleine
Duncan, Alexandra Prendiville)
Senior 4x100m Relay (Madeleine
Allaway, Myrrhine Fabricius,
Chloe Platt, Sarah Roger)
3rd Place:
Madeleine Allaway Senior 400m
Rebecca Bennett 12 years Hurdles
Katie Buttel 16 years 800m
Philippa Clegg Junior Shot Put
Myrrhine Fabricius 17 years 100m
Teigan Forbes Junior Javelin
Kelly Singleton Junior High Jump
Isabella Skulley 13 years Hurdles
Junior 4x100m Relay (Maeve
Boakes, Philippa Clegg, Emma
Kehoe, Tessa Wicks)
Individual Results
(Finals):
2nd Place:
Chloe Platt 18 years 100m
Nikita Spalvins 12 years 800m,
Junior 1500m
3rd Place:
17th Queenwood
1st Place:
NSWCIS Representatives: Moguls Div 2 – Saskia Hartog,
Alexandra Prendiville, Nikita
Spalvins
SNOWSPORTS
Sydney Interschools
Sarah Adams, Amelia Cameron,
Laura Cameron, Sarah Dennis,
Madeleine Duncan, Stephanie
Duncan, Elise Griffin, Saskia
Hartog, Sonia Hartog, Valentina
Hofer, Aspen Jackson, Harriet
Locke, Chelsea Randall,
Gwendolyn Reilly, Sophie Rolph,
Abbey Stewart, Eve Swain,
Madeleine Tropman, Tahlija Wall,
Kasha Wojcik
2nd Place:
Alpine Div 3 – Sarah Dennis,
Aspen Jackson, Abbey Stewart,
Madeleine Tropman
Skier X Div 3 – Sarah Dennis,
Aspen Jackson, Abbey Stewart
Individual Results:
1st place:
Moguls Div 2 – Kasha Wojcik
2nd Place:
Alpine Div 3 – Sarah Dennis
3rd Place:
Skier X – Sarah Dennis
Overall Result:
Queenwood 7th
1st Place:
Australian
Championships
Alpine Div 3 – Sarah Dennis,
Aspen Jackson, Abbey Stewart,
Madeleine Tropman
2nd Place:
Moguls Div 2 – Saskia Hartog,
Sophie Rolph, Kasha Wojcik
Skier Cross Div 3 – Sarah Dennis,
Aspen Jackson, Abbey Stewart
3rd Place:
Snowboard Div 3 – Sarah Adams,
Aspen Jackson, Madeleine
Tropman
Moguls Div 3 – Elise Griffin,
Abbey Stewart, Eve Swain
Individual Results:
1st Place:
Moguls Div 2 – Kasha Wojcik
Alpine Div 3 – Sarah Dennis
2nd Place:
Skier Cross Div 3 – Sarah Dennis
NSW State
Championships
Representatives:
1st Queenwood
Sophie Rolph, Kasha Wojcik
Team Results:
Alexandra Prendiville Intermediate
State Championships
High Jump
Divisional Place
(Division 3):
Saskia Hartog, Aspen Jackson,
Sophie Rolph, Abbey Stewart,
Madeleine Tropman, Kasha
Wojcik
Sarah Adams, Amelia Cameron,
Laura Cameron, Sarah Dennis,
Madeleine Duncan, Elise Griffin,
C ompetitions
Junior School
International
Competitions and
Assessments 2011
UNSW ENGLISH
DISTINCTION
Year 4: Saachi Brajkovic, Bronte
Forbes, Jessamine Janic, Annaliese
Jones, Gabriella Langenhoven,
Elser Mitchell, Alexandra Topalov
Year 6: Sabrina Giordano,
Phoebe Humphreys, Vanessa Li,
Sarah Mullins, Anna Sutton
CREDIT
Year 4: Olivia Bird, Montana
Mollai, Olivia O’Donnell, Emma
Shew, Annika Suri, Portia Viel
Year 6: Molly Batchelor,
Samantha Bird, Olivia Croker,
Annabelle Dane, Kira Holden,
Isabella Janic, Amelia Johnson,
Ingrid Jones, Francesca Livesey,
Isabelle Poiner, Phoebe Reede,
Shirley Zhou
UNSW MATHEMATICS
DISTINCTION
Year 4: Emma Shew
Year 6: Inryese Hava, Vanessa Li
National
Championships
Representatives:
CREDIT
Amelia Cameron, Sarah Dennis,
Madeleine Duncan, Saskia
Hartog, Aspen Jackson, Sophie
Rolph, Abbey Stewart, Madeleine
Tropman, Kasha Wojcik
Team Results:
1st place:
Moguls Div 2 – Saskia Hartog,
Kasha Wojcik
Individual Results:
Year 4: Saachi Brajkovic, Laura
Eckersley, Bronte Forbes, Olivia
Hogg, Jessamine Janic, Elser
Mitchell, Montana Mollai, Olivia
O’Donnell, Kodi Tupper
Year 6: Portia Brajkovich, Sabrina
Giordano, Phoebe Humphreys,
Ingrid Jones, Francesca Livesey,
Lucie Michelakis, Sarah Mullins,
Monica Neville, Sophie Roberts,
Hannah Schnorpfeil, Anna
Sutton, Shirley Zhou
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
Q3
Georgie Allan, Zoe Bell, Ellise
Most Valuable Players:
Hills, Alicia Hills, Rosannah
Q1 – Sarah Roger
Jeavons-Fellows, Audrey Lim,
Meaghan Powell, Joanne Richards,
Q2 – Nicola Barr
Madison Salier
EQUESTRIAN
Q8
Kate Barnes, Priscilla Blaxland,
Sydney Royal Easter
Morgan Carroll, Chloe Corben,
Show
Valentina Hofer, Annabelle
Tess O’Connor:
Maartensz, Maddisyn McGregor,
Eleanor Pollock, Christina
Champion Pony Club Rider U17,
Ramsay, Alexandra Van
2nd Led Saddle Pony Gelding,
Voorthuysen
2nd Led Part APSB Gelding,
Q9
3rd Ridden Part Welsh Mare
Alexandra Alpe, Alice Barber,
or Gelding, 3rd Led Part Welsh
Laura Boyd, Caroline Brunner,
Gelding, 5th Led Arab Derivative
Jemma Dickman, Rachelle Hills,
Gelding
Cassandra Kibble, Danielle Pettit,
Eloise Picton, Holly Tonkin
Oxley College
Q11
Interschools Event
Lucinda Batey, Elizabeth
Isabella Constantinou
Cosgrove, Anna Grieves, Georgia
1st Dressage 2B, 1st Preliminary
Hird, Annabelle Howard, Rebecca
Cross Country, 1st Please Mount,
Mackenzie, Alysandra Quan,
2nd Showjumping 90cm, 3rd
Laura Taylor, Michaela Van
Judges Choice, 5th Senior Rider
Voorthuysen, Portia Watson
Q18
Caterina Hammond
Sasa Barnes, Meagan Barr, Sophie
2nd Dressage 1D, 3rd Showjumping
Davis, Angelica Elvy, Danielle
75cm, 5th Judges Choice
Loewensohn, Katie Michelakis,
Elizabeth Murray, Brianna
Bathurst Show
Polkinghorne, Carina Stone,
Tess O’Connor
Zoe Taylor
Champion Show Hunter Pony,
Q19
Reserve Champion Working Hunter Amelia Byrne, Hannah Foster,
Pony, 1st Show Hunter pony, 1st
Charlotte Inwood, Zoe Iron,
Ridden Arab Derivative Pony, 1st
Holly Reynolds, Hannah Riley,
Pair of Riders U17, 5th place Open
Estelle Rillstone, Christie Skipper,
Girl Rider 12-15 years
Ellie Skipper
S E N I O R S C H O O L S P O RT S H I G H L I G H T S
1st Place:
Moguls Div 2 – Kasha Wojcik
3rd Place:
Alpine Div 3 – Sarah Dennis
Overall Result:
Queenwood 9th
ACTIVITIES
All Schools
Taekwondo
Bronze Medal: Sarah Buttenshaw
and Hannah Stacey
2011
ANNUAL REPORT
queenwood
113
Junior school sport and competitions
S TA FF L I S T
J unior
S chool S port
H i g hli g hts 2 0 1 1
BOARD OF GOVERNORS
QUEENWOOD STAFF
Mr Leigh Minehan, FCA (Chairman)
Mr Philip Coleman, B Econ, MBA, ACA (Treasurer)
The Honourable Justice Margaret Beazley, AO
Mr Simon Duncan, B Sc, BE, M Phil, MIE Aust
Dr Judith MacCormick, PhD, MBA, Grad Dip Sci., BA, FAICD
Ms Julia Selby, BA (Hons), MPPP
Mr Thomas Dery, BComm, MBA
Ms E Alexander, B Drama (Drama)
Junior School
Athletics Carnival
Sophie McFadden
Junior Champion
Julia Dower
Senior Champion
Wood
Winning House
Junior School
Swimming Carnival
Annaliese Jones
Junior Champion
Annabelle Miller
Senior Champion
School
Winning House
Double Dutch
Amber Arnold
Second place National
Championships
Julia Dower
Second place National
Championships
Emma Kennedy
Second place National
Championships
Julia Hammans
Second place National
Championships
Dominique Galetto
Fourth place National
Championships
Isabella Kench
fourth place National
Championships
Tennis Championships
Athletics
Julia Dower
IPSHA Representative
Basketball
Jessica Robinson
CIS Representative
Cross Country
Nicola Hogg
IPSHA Representative
Equestrian
Phoebe Barnes
State Interschool Equestrian
Championships
Claudia Lemercier
State Interschool Equestrian
Championships
Annaliese Jones
Junior Singles Champion
Amelia Leuchars
Junior Singles Runner-Up
Annaliese Jones & Laura Eckersley
Junior Doubles Champions
Sophie Heathcote & Scarlett Green
Junior Doubles Runners-Up
Sophie Roberts
Senior Singles Champion
Phoebe Reede
Senior Singles Runner-Up
Ingrid Jones and Phoebe Reede Senior Doubles Champions
Sophie Roberts and Lucie
Michelakis
Senior Double Runners-Up
Hockey
Netball
Jessica Robinson
IPSHA Representative
Snowsports
Ines Leckie
NSW State Representative
Georgia Stewart
NSW State Representative
Hannah Stewart
NSW State Representative
114
queenwood
ANNUAL REPORT
2011
Mrs M Archer, BA, DSCM (Opera), (Voice)
Miss C Baker, B Early Childhood Education (Junior School from Term 3 & 4)
Mrs L Benz, B Mus (Peformance), M Mus (Performance) (Flute – Terms 1 & 2)
Ms M Birks, Dip Ed Art, Dip (Graphic Design), Cert (Design and Technology) Cert (Computer
Graphics and Web Design), Cert (Web Design) (Visual Art and Technology)
QUEENWOOD EXECUTIVE
Mr J Harpur, MA, Dip Ed, MACE (Principal)
Mrs E Thomas, BA, Dip Ed, M Ed, Grad Cert Ed (History), (Head of Sen Sch, Deputy Principal)
Ms B Jenkins, BA, Dip Ed, M Ed, MACE, (Head of Junior School, Deputy Principal)
Mrs A Toohey, M Ed, Dip Teach (Early Childhood) (Deputy of Junior School)
Ms L Patterson, B Sc, M Teach (Hons), (Mathematics), (Dean of Students)
Mr B Marsh, BA, Dip Ed, M Ed Admin (Head of Social Science, Director of Administration)
Ms J McGregor, (Director of Business and Development)
Mr C Bone, M Teach, BA (Hons) (Music)
Mrs R Brown, BA (Hons), Post Grad in Education (English), C.E.L.T.A. (English)
Miss R Brown, BA, B Ed, (Library Assistant T 2 & 3, Drama & History Term 4) (Senior School)
Dr M Brereton, M.Sc, PhD, DipEd, MRACI, C.Chem (Science)
Ms H Bryant, BA, M Teaching (Junior School)
Mrs H Burns, B Art Education (Visual Arts)
Mr R Carson, (Maintenance)
Mrs C Cassidy, B Ed (Primary) (Junior School) (Maternity leave from Aug 2011)
DEPARTMENT HEADS
Ms S Charteris, BA, Dip Ed, Grad Dip Ed, (English)
Mr A Boschiero, BA (French, Spanish, Latin Am Stud, Italian) Dip Ed, (Languages), La Sorbonne
Mr B Clarke, Dip Mus Jazz, (Double Bass)
- Cours de Langue et Civilisation Française
Miss M Bryant, B Mus, Grad Dip Ed, Dip Mus, L Mus A, (Music Junior School)
Mrs S Bush, BA, Dip Ed, M Ed, A Mus A, (Junior School Library)
Mrs M Carter, M Mus Tech, B Mus Ed, A Mus A, (Music)
Mr S Dunstan, B Ed Art/Design, Cert Graphic Design, (Visual Arts) (Art Director, Publications)
Mr B Johnson, B Ed (Maths/Comp), Dip Ed (Maths), Grad Dip Ed (Comp), NSWTC, BMET, (Tech)
Mr D Kozey, B Ed Hum Mov and Hlth Edu, (Director of Sport)
Mrs K Lazar, BA Dip Ed, Master of Educational Leadership, Sec Ed (English) (Head of English)
Ms M Lean, B Sc, Dip Ed (Sec), (Science)
Ms M Lomm, B Art Ed (Hons) Graduate Certificate in Dance Ed (Head of Visual Art & Design)
Mr B Marsh, B A, Dip Ed, M Ed Admin (Head of Social Science, Director of Administration)
Miss K Mortimer, B Ed (Hons), B Hlth and Hum Mov, (Physical Education)
Mrs B Moulds, Dip Ed, B Ed, Grad Dip Counselling Studies (School Counsellor)
Mr A Muir, BA (Hons), M Ind Rel, Dip Ed, (History)
Mrs V Pelosi, BA Dip Ed, C.O.G.E (Gifted Education)
Mrs Y Semler, B Ed, (Mathematics)
Mr G Sherborne, BA Hons Drama, MA Hons Drama, Dip Ed Drama and History, (Drama)
Mrs T Stubbings, B Ed (Primary), Grad Dip Ed (Comp. Ed.), M.Ed (TL), (Head of Library)
Ms J Tenzing, BA Arts, Grad Dip Ed (Director of International Baccalaureate)
Dr H Voskuyl, BA, Dip Ed., GDTL, MA (Ch. Lit & Literacy), PhD (Head Librarian) (Term 1 only)
Mr C Walsh, BA (Sc), Dip Ed, Grad Cert CP, Grad Cert DBD, (EDP and IT Manager)
Mr A Young, Director of Rowing
Ms M Cimino, B Info Tech (Info Sys) (Database Administrator)
Ms K Clarkson, B.A. Dip Ed., Dip Hum.
Miss L Cook, (Business Manager’s Assistant)
Mrs H Cotman, (General Duties Assistant) (Junior School)
Mr A Coutts, BA (Hons) Geography MSc Environmental Engineering, Post Grad Cert Ed, Adv Dip
Business Development (Geography, Commerce)
Mr T Crow, BMus (Jazz Perf) (Director of Bands, Trumpet) (Junior & Senior School)
Mrs N Dhillon, BA, Dip Ed, MA, (Languages)
Mr G Divola, B Ec, Dip Ed, (Economics, Business Studies, Commerce, Geography)
Ms K Dixon, B Ed (Primary) (Junior School)
Ms L Espinola, B Ed Secondary Design and Technology (Hons), Dip. (Theatrical Costume
Manufacturing), Dip. (Apparel Manufacturing), Cert. (Fashion Design)
Ms M Finn, B PE, (Junior School PDHPE)
Mrs S Fisher, (Business Manager’s Assistant)
Mr D Foreman, B Sc (Computer Science/Pure Mathematics) (Computer Technician)
B U S I N E S S A N D A D M I N I S T R AT I O N
B U S I N E S S A N D A D M I N I S T R AT I O N
Annabelle Miller
CIS Representative
Sophie Roberts
IPSHA Representative
Isabella Janic
IPSHA Representative
Ms D Andrew, (Senior Receptionist/Administration)
Ms S Froome, (Library Assistant) (Junior School)
Ms G Gammans, B Design, B Art Ed (Technology, Visual Arts, Design and Technology)
Ms D Gardner, Cert Management (Senior Library) (Term 1 only)
Mr E Georgakopoulos, Dip Accounting, Member of IPA.MNIA, (Assistant Business Manager)
Mrs M Gibson, (Payroll Assistant)
YEAR COORDINATORS
Mrs H Gigner, B Ed (Hons), Cert Art & Design, Dip English Literature, (Junior School)
Mrs Z Thompson, B Economics (Social Science) (Hons), MA Teaching (Year 7 Pastoral Care)
Ms K Dewit, B Hlth and Hum Mov, (Physical Education) (Year 8 Pastoral Care)
Mr L Thompson, B Sc, Dip Ed (Year 9 Pastoral Care)
Mr B Nisbet, MA, Dip Ed, (English) (Year 10 Pastoral Care)
Ms A Smith, B Media, BA Dip Ed, Dip Music, Cours de Langue et Civilisation Françaises de la
Ms J Greene, B Mus (Performance), M Mus (Performance) (Guitar – Term 4)
Ms I Gouiric, Teacher Librarian (Junior School Term 1 & Senior School Term 2)
Mrs I Greenfield, (Senior Administration Assistant)
Ms D Gunn, (Assistant to Head of Junior School)
Mrs K Gurjian, BA (Ed), Grad Dip Ed (ECS), MACEL, (Junior School) (Maternity Leave Term 3)
Sorbonne (English, French) (Year 11 Pastoral Care)
Mr P Haire, B Mus, ADMT, A Mus A, (Piano)
Miss J McArthur, BA, Dip Ed, (Geography, History), (Year 12 PC Term 1 Maternity Leave)
Miss A Hall, B Ed (Secondary), BA (English, History)
Mrs K Wardell, BA, M Teach, A Mus A, (Languages) (Year 12 Pastoral Care Terms 2 to 4)
Ms M Hardy, Dip Ed, (General Duties Assistant)
2011
ANNUAL REPORT
queenwood
115
S TA FF L I S T
Mrs R Harper, BA (Education), Dip TESL, Trained Teachers Cert (Primary)
Miss A Oudri, B Sc, B Ed (Mathematics)
Mrs A Harris, BCA, CA (Administration Assistant) (April to Sept)
Ms V Parkin, MA Hons (Cantab), DipGSMD
Ms M Heinrich, B.M. Music Education, University of Colorado at Boulder, M.M. Music
Ms K Parsell, (French Substitute teacher) (Junior School Term 1 & 2)
Performance, Sydney Conservatorium of Music (in progress) (Terms 3 & 4 only Maternity leave)
Ms A Pipino, (Administration) (Senior School)
Ms D Hicks, B Mus (Hons) (Junior School Music) (Clarinet, Piano)
Mrs F Pollard, B Sc (Maths) (Payroll Manager)
Ms E Hopper, B. Mus (Hons), Sydney Conservatorium of Music (Term 2 & 3)
Mrs B Pratt, BEd, Cert in TESOL, Postgraduate Dip (Special Ed), Cert Gifted Ed (Junior School)
Mrs J Hoyos, BA, Dip Ed, (History, Latin)
Ms S Renney, A Mus A, (Flute)
Mrs D Hughes, (Community Relations / Executive Officer QOGA)
Mrs P Reynolds, (Junior School Reception/Administration)
Miss S Hughes, Master of Teaching, (Junior School from June)
Ms N Robbins, BA (Hons) QTS with PE (Junior School)
Mr D Huynh, BE, CNE, MCSE, CCNA, A+, Adv Cert Network Support, Adv Cert Computer
Mrs L Roberts, (Bursar’s Assistant)
Technology, (Computer Engineer)
Mrs A Saucier, B Teaching (Science), B Applied Science (Exercise and Sport Science & Nutrition)
Miss A Jackson, B PH, (Snow Sports Co-ordinator)
Ms K Saunders, B Arts (Eng, Hist, Art Hist & Theory), B Art Edu (VA, Photo & Dig M), (P Dev)
Ms K Jennings, BA (Hons) (Modern Languages) (Business Manager’s Assistant)
Mrs B Saunders, Higher Diploma in Education (Maths & Science)
Ms J Jilek, BA, Dip T, (French, German)
Mrs B Saville, BA, Dip Ed, ThC (Latin, History, Careers)
Ms S Johnston, B Ed (Junior School)
Mr A Scott, B. Mus (Performance), Sydney Conservatorium of Music (Guitar – Terms 1 to 3)
Ms B Jones, M Mus (Performance), B Mus (Performance Hons)
Ms M Shah, B Sc, Dip Ed (Sec) (Mathematics)
Mrs S Jones, B Sc, BA (Hons), Grad Dip Ed (Hist, Psych), (Psychology, Science and History)
Mrs K Sharp, B Ed (Hons) (Junior School)
Mrs D Kaye, (Registrar)
Mr M Shore, Dip Teach (Sec. Science) Grad. Dip. Comp. Ed., MCSE, MCSA, Dip Proj. Man.
Miss A Lazar, B Ed Hum Mov Hlth Edu, (Health and Physical Education)
Mrs A Slater, BA (Hons 1 English), Dip Ed (Dist), A Mus A (Piano), (English)
Ms K Lee, B Sc (Biological Oceanography) (Laboratory Assistant)
Ms M Smith, B Sc (Joint Hons), P.G.C.E. (Secondary)
Mrs K Lehmann, Dip T (B Ed Primary) (Junior School)
Mrs V Southey, B Edu (Special Ed)
Mrs R Leske, BA, Dip Ed, M Ed (Junior School)
Mr S Speechley, (Maintenance and Grounds)
Mrs L Lewis, B Sc, Grad Dip Ed (Science and English)
Dr K Spence, BSc, (Hons), DPhil (Oxon) (Science) Grad Dip Ed
Ms L Liberts, B Ed Dip T (Junior School)
Ms F Stahl, BA (German, ESL), B Edu (Languages), Master of App. Linguistics, La Sorbonne
Mrs J Lillycrop, B Ed (Human Movement and Health) (JS Sports Coord, Year 10 Phy Ed) (Term 1)
-Cours de Langue et Civilisation Françaises de la Sorbonne
Mrs K Linnette, (Manager) (Uniform Shop)
Miss E Stockdale B.A ( Hons) (Classical Studies) Dip.Ed (History, English and Latin), (History)
Mrs T Lynch, BMus (Performance Major) LMUSA (Violin) (Junior School)
Mrs S Stokes, BA, (Honours), Dip Ed (Secondary: History, English)
Mrs A Mace, BA Dip Ed (Geography, History)
Mrs C Sullivan, (Business Manager’s Assistant)
Mrs C Martin, B Ed (Primary) (Hons Class 1) (Junior School)
Mrs A Sweeney, Dip Mus (Inst), Grad Dip Mus (Inst), A Mus A, (Director of Strings)
Mrs M Mansbridge, (Administration Assistant) (Part time Senior School)
Mr G Tate, B Sc (Hons), PGCE, Grad Dip Psych, (Junior School)
Dr B Mason, PhD, BA (Hons), Dip Teach, Grad Cert Higher Ed (Drama) (Junior School)
Mrs H Terley, B Econs, Dip Languages, M Arts (Languages)
Mr D Mathieson, BA (Music) (Clarinet, Saxophone)
Mrs J Thompson, (General Duties Assistant)
Mrs R Mathur, M Science (Chemistry), B Education, B Science
Mr L Thompson, B Sc, Dip Ed (Mathematics)
B U S I N E S S A N D A D M I N I S T R AT I O N
Mr N Mavrogordato, BA (Hons) Fine Art & Hist of Art, PGCE, (Art & Des, Tech, CAS Coord) Mr B Tinker, Dip Electrical Tech Eng, Cert Music, Cert Audio Eng, CAN, CNE, (Net. Engineer)
Mr R Maxwell, B Maths, Dip Ed, M Commerce (Mathematics)
Mrs L Tomes, BA, Dip Ed, (Geography, Commerce, Business Studies) (Maternity Leave)
Mrs C McDonell, BA, Dip Ed, (Learning Enhancement)
Miss A Tomkins, B Liberal Studies, M Teach (English, History)
Mrs J McGuigan, BA, Dip Ed, ADMT, A Mus A, (Piano, Accompanist) (Junior School)
Miss N Topham, B Music, M Teaching (Secondary) (Music from Term 3 only)
Mr G McLauchlan, B.Sc., B.Comm., Dip. Ed. (Mathematics)
Ms H Tormey, B Ed (Special Education), Dip Teach (Sec Visual Arts), CELTA (ESL)
Miss T McWilliam, B.Mus (Hons)
Ms J Valentine, B Sc, Dip Ed, (Sec)
Mrs M Mitchell, (Principal’s Assistant)
Mrs J Watson, B Ed (Special Ed), B Teach, COGE (Junior School)
Mr M Moore, Grad Dip Mus (Jazz Studies), (Percussion)
Mr C White, BA, Dip Ed, (English/Mathematics)
Mrs K Moray, A Mus A, L Mus A, (Piano Musicianship)
Ms L Wilkinson, Drama (Term 1 only)
Mr K Morgan, (Facility Supervisor, Lawrance Campus)
Ms C Willsdon, B Sc (Hons), ARCS, PGCE, (Science)
Ms R Mowe, B. Surveying, Dip Ed, (Mathematics)
Mrs H Worthington, GLCM (Hons), PGCE, LTCL, ALCM, (Junior School)
Ms S Ndhlovu, PGCE Business Education (Secondary), BA Honours Business Enterprise
Miss L Zachert, B Ed (Junior School)
(Geography, Business Studies, Commerce)
Miss F Nettheim, B Design, B Art Ed (Textiles & Design, Tech, Design & Tech) (Term 1)
Miss L Ochs, B Ed (Primary) (Hons Class 1 + Uni Medal) Amus A, Lmus A (Piano) (Junior School)
116
queenwood
ANNUAL REPORT
2011