25 May 2018
BRAINways EDUCATION is running a program for gifted and talented students, on 2 and 3 July, at USQ. There is a range of programs being offered, for students in Prep to Year 8. Students from schools across the Darling Downs are invited to participate.
If you are interested in your child being part of the program, please download the workshop flyers and nomination form
25 May 2018
These school holidays, Glennie is hosting a very special school holiday program called Code Camp where your child can learn to code and build their very own app!
Code Camp has already taught more than 30,000 students in Australia and is a great way to spend time over the holidays as kids have lots of fun with friends while learning important new skills such as logic, creativity, problem-solving, app development and game building in a fun and engaging way, ready to take on the digital world of the future.
Every child attending a 3 to 4-day holiday camp will build incredible games on the software platform ‘’Code Camp World’’ and walk away with their very own app, playable via the Code Camp App store that they can take home to share with family and friends!
25 May 2018
Senior Ichthus is a six day – five night camp during the June school holidays for high school students in Years 10 to 12. This is an exciting week away which allows young adults to have fun, build friendships, and to learn about and grow in Christ. This year we exploring the theme of ‘In what do you Trust?’ under the guidance of our new camp directors Nathan and Jenna Haywood who have been involved in the Ichthus Camping Ministry for a number of years both as campers and leaders.
For more information contact Rev'd Sharon.
25 May 2018
Bonjour à tous
For the first time in many years, Glennie is hosting a French poem and song competition. At a minimum, Downlands, Fairholme, Grammar, St Ursula and TACAPS will participate.
The competition is open to Middle Years and Senior Years students. There are six categories in total.
- Middle Years Individual Song
- Middle Years Group Song
- Middle Years Individual Poem
- Senior Years Individual Song
- Senior Years Group Song
- Senior Years Individual Poem
The event will take place on Tuesday 21 August, and students who wish to participate can register using this form.
Teachers from Alliance Française will be judging the different performances and winners will be rewarded with great prizes.
So, we look forward to seeing you on that day and until then, remember that La poésie… c’est mettre de la couleur sur les mots écrits à l’encre noire” (Serge Dérès).
25 May 2018
While we recognise that mornings can be a busy time, it has come to our attention that we have some students who are regularly late for class. It is important that girls are on time for class so that they can settle in for the day before getting involved in their learning.
Girls in Years One to Six are able to arrive from 8:00am when there is a teacher on duty in the Junior Years Courtyard. Prep classrooms open at 8.20am. The morning bell is rung at 8.25am and class starts promptly at 8.30am.
25 May 2018
The SRC girls are conducting a Free Dress Day on Wednesday 30 May to support the Red Shield Appeal. Girls are asked to wear free dress and bring a $3 donation. We are also conducting an appeal for tinned or packet food, towel sets or toiletries. We do not require blankets or warm clothing this year. There are collection boxes in each of the classrooms.
25 May 2018
The Glennie Community Kindergarten is looking forward to holding the Art Show and Exhibition on Friday 1 June in the Glennie Art and Design studio.
The ogranisers desperately need some Kindergarten parents to assist with this event and are also looking for donations for their raffles. This is a fundraising event for the Kindergarten and all funds raised go directly towards purchasing resources that will benefit Kindergarten children.
Please contact Mr Warren directly via email email@example.com if you can assist in any way or are able to donate something for our raffles. A huge thank you to the Morton family (parents of Georgie), who have donated all of the wine for this event. This is very much appreciated.
25 May 2018
Design your perfect bedroom.
A groovy little creative workshop with an award-winning interior designer.
It’s for girls of 10 to 15 years, it’s full of creativity, it’s quality (of course) and because there is a lot of special one-on-one time, the class size is limited.
18 May 2018
Walking around the school during the Empowerment Day activity sessions on Wednesday reminded me yet again of the amazing enthusiasm and leadership of our students. Empowerment day came about because our arrangements for International Women's day had to be cancelled due to poor weather predictions.
The day started with a lunchtime session including music performances, speeches and the opportunity to purchase from the sausage sizzle and sno-cone stalls, manned by parent and past-student volunteers. The PAC lawns were filled with girls enjoying the mild weather and each other’s company.
Immediately after lunch the Student Welfare Committee organised the students into their predetermined groups and off they went to engage in activities that challenged them, pushed them out of their comfort zones, encouraged teamwork and relied on them to reflect on what empowerment means to them. The afternoon ended with the girls coming together on the oval to perform a dance that they had each had a 10 minute opportunity to learn during the day.
The leadership and organisation shown by the Year 12s, particularly Bella Nolte and Kate Reeves (Captain and Vice-captain of the Student Welfare Committee) was outstanding and resulted in a very successful day. To quote a Year 9 student, ‘That was the most awesome day ever!!! I wish we could do that every week!!’
There is great value in having these kinds of activities in a school; the research is clear - students, particularly girls, learn best when they feel connected within their learning environment. According to Pretty and Ward, ‘When many in a community feel positively connected with each other, this can lead to a level of social capital in which trust and reciprocity predominate and there is a greater chance of defining and attaining shared goals’ (2001).
The fortnightly Wednesday afternoon sessions in the MSY are proving to be successful in enhancing our connected community through house meetings, study sessions, guest speakers, chapel and other whole school services. At the same time, there are aspects of the program which are designed to enhance students’ resilience, study skills and leadership skills. These have been included in the school day at the same time as increasing the amount of time students spend in academic classes.
These activities are an important part of our School’s program and I ask parents that you do not use this time to make appointments for your daughters which could occur outside of school hours. If they tell you that they are not doing anything, please check the outline for the term in the School calendar or phone Mrs Blades. There is so much more to education today than sitting in classroom, desk-bound.
Mrs Kim Cohen
18 May 2018
With the introduction of our conflict resolution program, ‘Bridge Builders’ in the Junior Years, I have been reading articles looking at the impacts of intervention programs on the change to mental health, well-being and anxiety in children.
In a recent article, parenting expert Michael Grose discussed the topic of exposing children to safe challenges and the impact that this has on promoting better mental health and resilience in them.
Two studies were referred to in this article one from Beyond Blue looking at children’s well-being and the other from Macquarie University- a long-term study looking at children’s mental health.
These studies found conclusively, that young people who were able to talk about their emotions and those who were exposed to failure and loss at a young age, had much better skills in dealing with challenges in their lives as they grew into adolescence. Children who were exposed to safe risks were happier and much less anxious when dealing with failure or rejection from their peers.
It is recognised that children do need to experience failure in a safe and supportive environment such as they have at Glennie, where they are taught strategies to support them on their learning journey.
Research from Macquarie University indicates that one in six children and teenagers are experiencing anxiety on a regular basis, so the more we can do to support their mental resilience, the better they will be as they get older.
Michael Grose suggests five strategies which are straightforward and easy for all children and families to adopt.
- The need for children to spend physical time with other children- not just in an online way! When children play without adult intervention, they create their own games and rules for these. Yes, from time to time there will be disagreements as to the “rules”, but in most instances, they will problem solve and work out solutions for themselves. The Victorian Education Department has encouraged “Pod Play” with younger children - a shed full of recyclables that can become whatever the children want them to be; encouraging creativity and language development, but at the same time, the valuable skills of team building, problem solving, negotiation and resolution of differing opinions and ideas. The results have been very positive with fewer issues being identified in the older year levels who also want to be involved! It is acknowledged that there are times when adults need to intervene and offer support and guidance- the key is not to solve the problems for them, but to give the guidance and intervention needed at that time.
- Being a good loser and a gracious winner- There has been a big push in recent years to make everyone a winner, particularly on the sporting field and whilst this might be ok at a very young age, once children get to the end of early childhood years, there need to be opportunities for children to realise that loss and failure happen and that this is ok and a normal part of life. This helps to not only build resilience over the disappointment, but also confidence building from the satisfaction that comes with winning - when it happens. I have often said to the older girls you go into a competition prepared to do your best and to try to win, that’s what competitions are about, but when you don’t, you lose graciously and congratulate those who did. There are many other times when events are just for fun and that’s different.
- Encourage children to talk about their feelings and emotions- Children need to be comfortable with the uncomfortable- unpleasant feelings such as disappointment, nervousness, and loss need to be experienced as they grow and learn. This can be hard for adults and especially parents, as we never want to see our children “hurting.” Sometimes, our reaction can escalate these feelings in the children, rather than diffuse them and it’s important that we listen, acknowledge that we understand and that their feelings are ok, and support without carrying their problems totally ourselves. When we enable children to verbalise their feelings to us, it helps them to process and make sense of them. Sometimes too, they need to understand that there are behaviours associated with these feelings that we won’t tolerate as adults!
- Model calm and rational thinking- we need to remember that high emotions can be contagious and we can feel the same way as the child when they are angry or upset. As adults, we need to manage our responses and emotions so that we can provide effective and empathetic responses and support.
- One of the first lessons in Bridge Builders has involved teaching children how to take a deep breath and regain control and a sense of calm. Once calm, we can then help them to logically think their way through the situation and avoid catastrophising and letting things get out of control. Adults who model calm behaviours, when faced with stress, show children how to respond in a safe and effective manner, rather than reacting at an emotional level.
- Encourage children to become independent problem solvers- If adults continually solve problems for children, they reinforce the child’s sense of dependency and they can start to feel worried about taking risks, through fear of making mistakes and may blame themselves for not being good enough.
When as adults, we are presented with a routine problem, eg they left their musical instrument at home or have forgotten lunch or sports gear, step back and get them to provide a solution. The children need to know that growing up increases their level of responsibility and that they need to develop the skills they need to manage challenging situations which will present as they get older.
We don’t, however, want to deter them from talking with us about bigger issues and problems, so there is a line to be drawn and a close understanding of when to seek help and when they should be able to manage it for themselves.
So, if we as teachers, and you as parents, work to provide them with these skills and strategies, they will soon be able to navigate all manner of challenges and issues knowing they are supported, yet not over-protected.
We have a great parenting library in the Junior Years which is available to all Glennie families. Please feel free to borrow any of these practical resources.
Source: Parenting Ideas Michael Grose.Child Development and Parenting advice 2018
Mr Steve Warren
Head of Junior Years
18 May 2018
As our girls grow through their teen years, it can be difficult to navigate how they speak to others. At times, when they try to express their views or express how they feel, they can come across as aggressive, but as they grow older and begin to see the wider perspective of the relationships they have, they learn that respect is paramount in all communication.
At a recent conference, it became apparent to me that many teenage girls are not challenging what they see around them, even if they think that it is not acceptable. They are demonstrating passive compliance - doing and accepting things with which they do not agree.
Our girls need to practise assertiveness. In many circles, they are excellent at expressing themselves, but this can become more difficult when applied to relationships because of the perceived social impact.
Assertive communication is a skill that needs to be learned. Our culture sometimes tends to reward aggression. Putdowns are framed as humour in cartoons and sitcoms, and the internet can be a platform for bullying. It’s hard to find examples of assertiveness in the public sphere. That’s why teachers and parents need to explicitly teach assertiveness, so students internalise skills and use them in everyday situations.
Kristin Stuart Valdes suggests some techniques in her article 'Modeling Assertiveness with Students' (Edutopia, 2018).
The “nice no” – When a student feels pressured to go along with other people’s ideas or invitations (“Do you want to trade lunches?”), it can be effective to say, “No, thanks” or “Thanks for asking, but not today.”
Setting a boundary and holding to it – When asked to do something outside your comfort zone (“Can I copy off your paper?”), it’s effective to say, “No, I’m not comfortable with that” and not feel compelled to give reasons.
Asking for some thinking time – When asked for something and you’re not ready to answer, an assertive response is to say, “I’m not sure how to answer that right now. Can I get back to you later today?” Ask for the amount of time you need to get more information, weigh other options, and reflect on your feelings about the situation.
Stating your needs – It may seem that others are ignoring or disrespecting your needs when the problem is that you actually haven’t articulated them clearly enough. For example, a student might say to a teacher, “Could you please repeat that? I need to hear the directions again”.
Using an “I feel” message – This may be the best way to communicate your feelings and emotional needs, so others have a chance to understand – for example, saying to a friend, “I feel sad when you cancel our plans because I love hanging out with you.”
Responding to aggression – Sometimes an assertive statement is met with an aggressive response. A good next step is to calmly remove yourself from the conversation, saying, “I think I communicated my thoughts clearly, so there’s not much more to talk about.”
Being assertive allows us to show integrity by standing up for what we believe in while being respectful in our communication with others. Girls, let's stand up for what we believe in and ensure that the world around us reflects our values.
Mrs Jo Matherson
18 May 2018
Last Wednesday, Glennie student leaders hosted the annual Rankin Leaders' Dinner. The dinner is in memory of a Glennie Old Girl, Annabelle Rankin, who was the first Queensland woman to serve in Parliament in 1946. Ninety-six student leaders from across the Darling Downs, accompanied by senior members of staff from the schools gathered in the Lawrance Hall dining room. It was a fantastic opportunity to socialise, share stories and discuss school leadership with our peers. A highlight of the night was a speech by Councillor Geoff McDonald. His engaging presentation shared memorable stories about how to be a great leader. The Year 12 leaders thank everybody who contributed to making the evening such a success, especially Mrs Farrell, Assistant to the Dean of Students.
Claudia Sullivan, Year 12
18 May 2018
Last Thursday, the Years 11 and 12 Geography classes went on an excursion to the New Acland Mine and surrounding farms, collecting data and gaining different perspectives on coal mining and its impacts.
The day began with a conversation with two dairy farmers who are experiencing difficulty regarding their water quality and supply and how the mining site is impacting their farms.
Then, we went to the New Hope Mining Site, where we were greeted by employers. At the site, the miners provided us with information on their company's aims and values in relation to community development and environmental sustainability. The day continued with a tour around the mine which was highly informative and contributed to our opinions regarding thin seam coal mining.
The information received on the trip was of great value to our decision making for our current assessment and widened our perspectives on mining and farming in the Darling Downs region.
18 May 2018
Empowering women, engagement and nurturing community through interconnections, are powerful messages for our girls. These were our themes on Empowerment Day in support of the achievements of women around the world and the need to press for progress on a range of gender parity issues. In 2018, when we are focussing on the idea of ‘Being Like a Girl’, we had the opportunity to support and connect with each other. It was a glorious afternoon for a celebratory picnic and concert followed by community building activities. Thank you to our guest speakers Mrs Cohen, Mrs Broadfoot, Isabella Nolte (SWC Captain) and Kate Reeves (SWC Vice-Captain). We are also grateful to several parents and Old Girls who came to support us by cooking a sausage sizzle and all of the Year 12 Committees for running the programme of events. The day concluded with a fun dance taught to us by our School Captain, Rachel Hall and her team. A particular thanks to the SWC, the Student Welfare Committee, for their efforts in preparation for the day.
Mrs Broadfoot spoke to us about the idea of ‘Becoming Wonder Woman’ and the need to find people in our lives who make us feel BIG! The following is an extract from Mrs Broadfoot’s wonderful address.
Becoming Wonder Woman
"…To this little girl, here was a woman [Wonder Woman] who seemed big, powerful, strong, and her goal in life was to defend those who could not defend themselves. … Now I know that I am small, in fact quite tiny, but for as long as I can remember, I have always felt BIG. I do not perceive myself as little at all, and sometimes it shocks me that people say that I am “so small”. Perhaps I owe this to Wonder Woman, but as I reflect, I know that it was not actually her. It was, in fact, the people who I had close in my life who allowed me to be Wonder Woman.
…But it was more than that, I realised I was surrounded by a strong woman, my mum who made all of our clothes, who made do with what we had but most importantly she would give so much away and give her time to so many people… And then, my sister who after continual setbacks and obstacles in her life, still to this day lives by the philosophy that “No matter what lies in front of you, there will always be a way over, under, around or through it”. These were the people who believed in me and shared a part of who they are with me, each and every day. It is because of them, that I feel big. …I was surrounded by people who allowed me to be who God had intended, and that was me. I suppose this is my point.
Who are the people in your lives, girls, who make YOU feel BIG?
These people are generally those who you are close to here and now. People you sit with or even stand with, people you look across a crowd to find. They are the people who fill your life. It is so very important to surround yourself by these people. As I have grown, I have found people in my life who believed I could be someone unique in the world and continue to be BIG…These are the people who make me feel big, who, because they share a part of their life with me, let me share in something more than me. These are the people you need to find.
So on this day, International Women’s Day or Empowerment Day, make a point of finding these people, push forward, make the move to surround yourself with those who believe in you, let you be who you need to be. Let ‘you’ share in the lives of others. Because when you do, I truly believe you, too, will become Wonder Woman.”
18 May 2018
The Glennie Aquatic team are celebrating national success after being awarded the Swim Australia’s Outstanding Community Service Award for their latest swim program initiative, Aquaversity.
Run in partnership with the Royal Life Saving Society Queensland Inc, Toowoomba Regional Council and the Toowoomba African Community, Aquaversity commenced in September 2017 and was also held in the 2018 January school holidays.
“We have quite a few schools that use our Centre for swimming lessons and swimming carnivals, and our instructors notice the alarming number of Sudanese children either frightened of the water or simply not confident in basic swimming skills. Sadly, this becomes more of an issue when the parents and families of these children are also not confident in or around water” said Shannon Townsend, Centre Manager for Glennie Aquatic.
Local African Women’s Association advocate Sisilia Ajang works closely with members of her community sharing opportunities to integrate into the Toowoomba community and the Australian lifestyle. Sisilia spread the word about Aquaversity, and as a result, the instructors introduced 15 babies to their first learn to swim experience, 70 children aged 3 to 17 experienced learn to swim classes, and 12 adults were welcomed to the pool environment.
Through programs like this, participants get to be involved in a popular Australian sport, experience achievement in a supportive and inclusive environment and learn a skill for life.
18 May 2018
On Tuesday morning, the Chapel committee, two Year 6 representatives, Reverend Sharon Baird, Mrs Cohen and Mr Warren attended the annual Mayor’s Prayer Breakfast at Rumours International.
This event has been running for 26 years and has raised over $280,000 for various Toowoomba Charities. This year, the guest speaker was Shaun Hart, Triple AFL Premiership winner and Head of Development with the Gold Coast Suns. He talked about his life’s journey and his work with coaching and development and the importance of his faith in assisting him to be where he is today.
18 May 2018
Wednesday to Friday this week has been very busy as our Year 3, 5, 7 and 9 girls participated in the online NAPLAN assessments. Glennie has been a trial school for this over the last few years. This online format allows for tailored testing for individual students. We will also be able to access the data much sooner than the paper testing option provides.
We were impressed with our Year 3 children who have undertaken NAPLAN for the first time and have adapted to this testing very well. Norma Jean the NAPLAN Fairy provided the Junior Years girls with a celebratory gift following their completion of NAPLAN.
18 May 2018
C’mon Glennie! Let’s show this town just how strongly GIRLS can play!
For too long the gents have walked away with the tournament trophies and medallions. There is absolutely no logical reason why a female player, or a team of girls, cannot dominate and walk away with the silverware.
In June, students will be competing at the Primary School’s Invitational Championship and the High School Regional Individual Tournament. Just a month later, Glennie will also compete at the Senior School Teams Tournament.
There are many competent chess players in the Middle and Senior Years. We have a wonderful opportunity to represent our school and to show the lads how to play like a girl!
Contact Mr Carter (firstname.lastname@example.org) or Ms Lee for more information regarding these tournaments.
18 May 2018
The Glennie Aquatic Centre participated in the International Water Safety Day on 15 May 2018. This day is a worldwide day to promote water safety and drowning prevention education as well as equip our youth with tools to understand how to act in emergency and rescue situations in aquatic environments.
18 May 2018
Earlier this year, we wrote about how Tori Gallegos placed first in Australia and Australasia for 14/15 years Crossfit. Based on these results, Tori has been officially invited to participate in the CrossFit Games to be held in America in August this year. For the first two weeks of Term 3, Tori will be in America acclimatising to the conditions before participating in a surprise workout weekend. The number of the workouts is unknown, but could be up to 14 over the course of the weekend.
This is an incredible achievement for Tori, and we wish her all the best in America!
18 May 2018
We are up and running with After Kindy Care. Mrs Cheryl Mannion has been appointed to run this service for Glennie, which runs under the Glennie Outside School Hours Care licence and takes place at the Glennie Prep room. This service runs every afternoon from 3.15pm until 6.00pm.
Please, can you tell your friends about this new service. We will also be running Vacation Care over the June and July holidays which will be open to children from outside of Glennie, so we would appreciate your assistance in ‘spreading the word’.