YEAR 7—12
Senior School 2024
We acknowledge the Ngunnawal and Ngambri peoples as the traditional keepers of the land on which we gather. We are inspired by their wisdom, spirituality and experience. We particularly acknowledge our debt to the wise Indigenous women who have shared language, country and culture. We commit ourselves to actively work alongside them for reconciliation and justice.
Welcome to CGGS! I trust this handbook provides parents and carers with useful information that will support the vitality of the partnership between home and CGGS, in service of our students’ learning and wellbeing.
At the heart of a CGGS education are our values—Integrity, Courage, Respect and Inclusion. As members of this community we are called upon to explicate and critically examine what the values look like in action and then model for our young people what it is to live with moral courage, care and determination.
The first iteration of the CGGS Learner Profile has been developed to provide a starting point from which students, staff and parents can begin to distil a shared commitment to our values in action. You will find this graphic on page 11. We will continue to improve the actionable commitments, aligned to our values, with students, staff and parents across the year.
Our motto—to the young, anything is possible—reflects our commitment to creating a world where young people never stop believing they can imagine, create and achieve what was once thought to be impossible. The role of our Senior School staff is to complement the parent relationship and work alongside you to support your daughter as they discover their interests and hone their myriad strengths and talents.
The MYP began in the Senior School in 2023 and as such, the IB Learner Profile attributes are central to our vision for the learner, the learning and the learning environment. It is also integral to our Signature Programs which provide a learning and development arc, alongside the curricula and cocurricular programs, for students in the Senior School.
I encourage you and your daughters to actively seek experiences that will develop their wisdom and maturity: ask questions early and often, and do not hesitate to seek help or understanding through the senior schooling journey. As parents, please remember that you are very welcome to contact us at any time with your own questions and good news, or for reassurance.
We look forward to a year characterised by community and infused with respectful relationships between students, staff and parents as we work and learn together and in so doing, give life to the shared vision and mission of CGGS as articulated in the Strategic Design 2020–2025.
Terrie Jones Principal
Discover a 100-year legacy of educational excellence, connection and opportunity.
In a 21 st century world, a young person is emerging who will challenge the status quo, lead the charge and not settle for anything less than equality, inclusion and a diverse world of acceptance and peace —and they are going to be ready to lead this world. Brave and dignified, they confront this world with fearless compassion, truth and integrity. And it is our vision to create a world where—for them— anything is possible.
A world which they will greet with an open heart, a critical reflection of self and a courage that is fearless.
These young people will know they are connected to a century-old community that carries them on its shoulders with high aspirations for them to unfold into somebody powerful, capable and courageous.
A community whose purpose is to create a world filled with possibilities and opportunities.
A community of teaching and learning—of academic excellence—where they feel safe and cared for.
A community of belief, values and founding principles that see the potential of a great future in every human.
It is our privilege to create an environment of possibilities for this young person every time they enter our school. It is our opportunity to lift them when they fall and carry them when they succeed—and ultimately cultivate within them, the ability to think of themselves as more than a purveyor of knowledge, a moulder of character.
Evolve into someone that exceeds even your own expectations.
Our approach to teaching and learning reflects an understanding that the meaning of ‘knowing’ has shifted from being able to ‘remember and repeat’ to being able to locate, apply and synthesise information and knowledge.
Our aim is to develop independent, reflective and globally aware lifelong learners.
Our mission
In partnership with our families, we aim to provide an exceptional, holistic education to children and young women.
We strive to equip them with the academic learning, emotional intelligence and creative skills to become resilient, compassionate, critical thinking leaders, ready to fulfil their potential as global citizens.
Honouring our strong tradition and heritage, CGGS is committed to being an exemplary school in the Anglican faith.
Our vision
To develop children and young women who will become independent, reflective, lifelong learners and confident contributors in a complex and changing world.
To be a school where the young believe anything is possible.
Our values
The CGGS community is bound by four core values:
We are renowned for our loyalty and ethical behaviour. We follow our strong moral compass.
We challenge the status quo, stand by what we believe and do what is right.
We cultivate an awareness of our interdependence and show deep respect for self, others and the environment.
We embrace diversity in humanity. We treat others with compassion and kindness.
The Senior School caters for students from Year 7 through to Year 12, attracting students from Canberra and the surrounding district as well as boarders from country areas and overseas. Our Senior School student population is culturally diverse and students speak more than 30 languages, representing all corners of the globe. The Boarding House provides the option for students to live on campus and caters for up to 80 boarders, offering a home away from home to support their education at CGGS. The Principal, leads the school from ELC to Year 12 with the Senior School led by the Deputy Principal (Head of Senior School).
The leadership of the Senior School is divided into Directors who have oversight of sections of the Senior School and the Middle Leadership team of Heads of Faculty (academic) and Heads of Houses (pastoral).
As an International Baccalaureate (IB) World School, we offer students a world-class education through a curriculum framework that is broad, balanced, conceptual and connected, and develops students into lifelong learners. The Middle Years Programme (MYP), designed for students aged 11–16, engages with young people’s natural curiosity and connects the classroom with real world communities through service learning. Students may decide whether they wish to complete Years 11–12 under the IB Diploma Programme or ACT BSSS program.
The Senior Council (SC) is a body of Year 12 students elected to represent and lead all students of the Senior School. The SC is chaired by the School Captain and assisted by the School Vice-Captain, and includes the Student Representative Council Chair (SRC), the Boarding House Co-Captains, the Emily Service Captain, the six House Captains, the Sports Co-Captains, Music Captain, Drama Captain, and the Debating and Public Speaking Captain. The members of the SC are elected annually by students and staff in Term 3.
The Senior Council meets weekly to plan and review its activities. Members of the Senior Council also represent the views of the students in regular meetings with the Principal and Deputy Principal (Head of Senior School).
The Senior Council’s broad goals are to: encourage all students to contribute fully to the life of the School and the community; foster school spirit; and promote self-worth among the student body.
Under that framework, the Senior Council is responsible for a variety of student-focused activities, including community service projects, non-uniform days, safe school initiatives, fundraising efforts and community spirit.
toWeunderstandthat greatesthelpothersisthe giftand teacher
pastWeappreciatetheandarecommittedintoleavingourlegacy the world
We understand the importance of respectful, positive relationships Werecognisethatwe mustactresponsiblyto maintainourworldWemutuallyrespectandacceptothers,their propertyandtheir differences
We know how t o use our voice to raise awareness and contribute to society
We take action and know that anything is possible Weappreciateandstrivefor acceptanceof allpeople, ensuringthat peoplefeelvaluedandheardWeendeavourtoinspire othersandgivehopeto thosewemeet We understand the value of empowering others
Weare graciousand young peopleof character
We take pride in ourselves, our School and our comunity
We practise life skills that will help us to forge our independence in adult life
We know how to think outside of the box andWeknowourworth valueourselvesandWearecourageous,brave andwillingtotakerisks learn opportunitiesfromall
We have always sought to prepare our students to be leaders in a future that they co-create, whilst maintaining our academic rigour and strong pastoral focus. Our academic and pastoral curriculum, along with our co-curricular offerings enable our students to gain the skills necessary for success in academic pursuits and future employment.
In Years 7–10, all students are prepared for the ACT Year 10 High School Certificate under the authority of the Department of Education.
The International Baccalaureate Middle Years Programme (MYP) provides the framework for the Year 7 program. Students in Year 7 study a range of subjects guided by the ACARA achievement standards under the MYP Year 2 objectives. All students study English, Mathematics, Science, Humanities, Design Technologies, Language, Art (Visual and Performing), and Health and Physical Education. Year 7 students are offered a choice of Language from Latin, Chinese and French. All students study Visual Art for one semester and a choice of Dance, Drama or Music as a Performing Art for the other semester.
The International Baccalaureate Middle Years Programme (MYP) continues in Year 8. Students continue to study subjects guided by the ACARA achievement standards under the MYP Year 3 objectives. All students study English, Mathematics, Science, Humanities, Design Technologies and HPE. They choose an Arts subject (Visual, Drama, Dance or Music) and continue the language of choice in either Latin, Chinese and French.
English, Mathematics, Science, Health and Physical Education and Religion and Philosophy are core subjects in Year 9. Geography and History are studied for a semester each. At the end of Year 8, students have the opportunity to select two electives for the Year 9 program. Elective subjects include Chinese, Commerce, Dance, Design and Technology, Digital Technologies, Drama, French, Global Perspectives, Latin, Music, Sports Science and Visual Art.
English, Mathematics, Science, and Health and Physical Education are core subjects throughout Year 10. At the end of Year 9, students have the opportunity to select two elective subjects. They are encouraged to continue at least one of their electives from Year 9. Elective subjects include Chinese, Commerce, Dance, Design and Technology, Digital Technologies, Drama, French, Geography, Global Perspectives, History, Latin, Music, Philosophy and Ethics, Sports Science and Visual Art.
As part of the Year 10 Signature Program ‘Young Women who Aspire’, all Year 10 students participate in the Aspire Program course. This course is designed to support students in their studies, allow for personalisation of learning and to help students make choices and prepare for their senior studies, university studies and future work.
There are three strands to the Aspire Program course: 1. Careers
2. Transition into Years 11 and 12
3. Passion Project
CGGS offers students in Years 11—12 the opportunity to choose either the ACT Board of Senior Secondary Studies (BSSS) package or the International Baccalaureate Diploma Programme (IBDP). Both can lead to an Australian Tertiary Admissions Ranking (ATAR).
The BSSS college-based system caters for students in Years 11—12, generally aged between 16—19 years of age. It is based on the principle of continuous assessment throughout Years 11—12 and governed by the policies and procedures of the BSSS. A student qualifies for the award of an ACT Senior Secondary Certificate on completion of an educational program approved by the School. Students who wish to go to university must complete a tertiary package, and sit the ACT Scaling Test (AST), to receive an ATAR. An accredited package is for students interested in direct entry to the workforce from school and/or studying at Canberra Institute of Technology or TAFE. Students study five subjects in both years. English is compulsory in Years 11 and 12, while Mathematics is compulsory in Year 11 only.
Students who complete a tertiary package and who qualify for an ATAR will receive a Tertiary Entrance Statement in addition to their ACT Senior Secondary Certificate. It contains information which may be used in applying to tertiary institutions. A requirement of completing a tertiary package is sitting for the AST in Year 12.
CGGS is an International Baccalaureate (IB) World School offering the Primary Years Programme (PYP), the Middle Years Programme (MYP), and the Diploma Programme (DP). The PYP is for students aged 3–12 and focuses on the development of the whole child in the classroom and in the outside world. The MYP is for students aged 11–16 and is delivered at CGGS from Years 6–9. The programme is designed to provide academic challenges and aims to develop the life skills of young people. The DP is for students aged 16–19. It is a demanding two year curriculum leading to final external examinations and a qualification that is welcomed by leading universities around the world. The IB does not own or administer any of the schools that employ its world-renowned education programmes. CGGS will work in partnership with the IB to share in the commitment to providing your child with the highest level of international education.
The IB Programmes are recognised by all major tertiary institutions in Australia. The IB works with 2,816 schools in 138 countries to offer the three IB programs, to approximately 775,000 students worldwide. In Australia there are currently 127 IB World Schools.
The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IB works with schools, governments and international organisations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The Pastoral Care program is designed to support the social and emotional development of our students and complement their academic pursuits. The program is specifically tailored to the specific needs of adolescents as they progress through Senior School and are framed by our Signature Programs. We work in partnership with parents to support students academic, social and emotional growth, to allow our students to grow into independent and world-ready young people.
Underpinning the Pastoral Care structure at CGGS in the Senior School are six Houses, each with approximately 130 students from Year 7–12.
Supported by a team of Tutors and a Head of House, students remain in the House for the duration of their time at the School to allow a close working relationship between staff and students to develop.
The Director of Senior School (Student Care and Experience), leads the Heads of House who maintain close links with parents in support of students development and provide opportunity for students to talk to their Tutor about their day to day development
or concerns. Each House has a Captain and two Vice Captains elected by members of the House. All Year 12 students are seen as leaders within their House. The House provides a forum for participation for all students in the areas of sport, music, drama and service. Students are encouraged to be involved in a wide range of activities and are expected to be involved in the swimming and athletics carnivals, House Sing and House Music. Each House and the School as a whole strives to achieve an atmosphere that enables students to develop leadership qualities, social skills and a sense of belonging.
Throughout the year, each student takes part in an evidence-based age appropriate Pastoral Care program specifically designed to meet the needs of adolescents. This program is supported by the Heads of House, School Psychologists and guest speakers. The Pastoral Care program builds on the themes that run through the academic program to immerse our students in personal growth. These themes are embedded within our School Chapel, camps and service opportunities.
Signature Programs are whole-school initiatives which foster interdisciplinary skills across pastoral, academic and co-curricular domains. In the Senior School, we engage students in a range of activities to prepare them for their senior years of study in either an IB or BSSS pathway, and for life beyond School. Integrating the skills of both the IB Learner Profile and Michael Fullan’s 6 C’s we aim to prepare our young people to be capable, independent and resilient learners. The Signature Program themes are embedded across the academic and pastoral curriculum of the Senior School and provide a common language for students and staff to assist students on their journey of personal growth, self-reflection and development.
Young women who make courageous choices in their learning, not just the easy choice. This includes the ability to think critically and analyse complex problems, consider alternative perspectives, research widely, communicate with clarity and reflect honestly.
Young women who dare to make a difference; who arm themselves with knowledge and courageously champion their beliefs, who dare to stand out as leaders and who dare to be brave even when it may not be the popular choice.
Young women who collaborate effectively with others, who engage with the community and consider their role in innovation, entrepreneurship and making a difference to others, as well as their own lives.
Young women who aspire to greatness, to be the leaders of their generation and who take the lead in designing and preparing for their future.
It is through knowing themselves that young women can act with integrity and justice, and can interact with others with a sense of fairness. They are globally aware citizens who take responsibility for their actions and accept the consequences of their choices. Knowing yourself means understanding your strengths and weaknesses, your passions and fears, your desires and dreams. Knowing yourself means knowing your purpose in life and where your place is in the world.
Planning for life beyond school that focuses on their interests and passions. Students identify and describe the factors that motivate and inspire them. They develop realistic goals for the future while still aiming for the stars. Students reflect on and evaluate their time at CGGS and consider the legacy they will leave for future students. They have opportunities to learn life skills that will take them into adulthood.
Our co-curricular program is an integral part of the educational experience at CGGS, which enhances the formal academic curriculum. In the pursuit of personal excellence, we offer a diverse range of co-curricular opportunities. Students are encouraged to embrace new activities, extending themselves and exploring their world through their passions and interests. Involvement in our co-curricular program nurtures the whole person and provides opportunities for students to realise their potential and foster essential life skills. CGGS’ robust co-curricular program celebrates growing global and cultural connections, providing enriching experiences for our community.
Some of the clubs and activities available through the Senior School co-curricular program include:
Amnesty
Art Club
Book Club
Ceramics
Chess Club
Creative Writing
Environmental Club
eSports
Indigenous Focus Group
Melbourne Avenue Tech Crew
NEXUS
Safe Schools Committee
School Newspaper
The House
School representation in other competitions includes: World Scholars Cup, Australian Schools English Competition, Physics, Chemistry and Biology Olympiads, Royal Australian Chemical Institute (RACI) Robotic Competitions and Australian Schools’ Mathematics Competition.
CGGS has a long tradition of valuing physical activity in the lives of students, to ensure their overall health and well-being are being supported. Our culture of participation encourages students to take part in physical activity and supports their physical fitness as they develop their sporting skills. Whether our students are competing in local, state, and national competitions or simply having fun in a social team, they are encouraged to do their best while learning the benefits of teamwork and building lifelong healthy habits in physical activity.
Sport is strongly encouraged and widely taken up by the majority of students at CGGS. We offer a variety of sports across Summer and Winter, as well as a range of non-competitive sports on offer all year round.
Non-competitive sports
Strength and Conditioning
Badminton
Athletics Club
RunFit Club
Boxing for fitness
Tae Kwon Do
Basketball
SwimFit
Water Polo training and fitness
Equestrian
Tennis/racquets/paddle/Pickle Ball
Strength and Core for sports performance
Summer sports (competitive)
Basketball
Netball
Rowing
Touch Football
Mixed Touch Football with Marist
Sailing
Winter sports (competitive)
Basketball
Football (Soccer)
Hockey
Netball
Rowing
Snowsports
Water Polo
Badminton
The Podium Program is a unique opportunity for our aspiring, high-performing sportswomen to access development and membership opportunities. Through partnerships with elite sporting institutions within the ACT, selected students at CGGS will be supported as they strive to be their best in their chosen sport.
Music education at CGGS aims to create pathways for students and members of the community to achieve through music. It encourages each individual to experience the joy of music, regardless of age or ability, as an integral part of The Music Academy program. Music is an important element of our school community. It is a pursuit that both challenges and enriches us through performance and academic study. The Music Academy provides a broad musical experience through which we can challenge our skills, knowledge and understanding, celebrating the very thing that can bring communities together, music.
A diverse range of co-curricular ensembles and classes are offered through The Music Academy. Throughout the year, ensembles participate in school concerts, eisteddfods, music festivals and tours. Ensembles also regularly provide musical support for community events, school functions and services. The Music Academy ensembles and classes are divided into six main categories: Bands, Orchestras, Choirs, Chamber, Specialisation and Ensembles.
For details of the variety of options available to students in the Senior School please visit cggs.act.edu.au/music-academy
Dance Company caters to all ages and abilities, from beginners to the elite, developing a diverse range of dance skills and techniques for performance. Dance encourages young people to be creative risk takers who feel motivated and challenged in a supportive environment. The language of movement enables students to communicate meaning about themselves and the world they live in. Dance Company is a platform for social and emotional growth as we aim for students to develop self-expression, confidence and a sense of belonging.
Dance Company offers the following classes for Senior School:
Years 7–10 Hip Hop
Years 7–9 Contemporary Performance Group
Dance Festival for AusDance ACT’s Youth Dance Festival (Years 7–12)
Student Assistant Teaching
Drama at CGGS aims to engage, inspire and enrich our students. By offering performance opportunities to interested students, providing a great way to connect, build confidence and learn.
Students participate in a range of activities, not only as performers, but also as directors, choreographers and production crew-members.
Co-curricular Drama opportunities include:
Musical Production (Year 5–12)
Summer Shorts (Year 7–12)
Senior Drama Production (Year 11–12)
Encore Musical Theatre Group (Year 7–12)
The CGGS Debating and Public Speaking (DPS) program has a long and successful history. The ability of students to express themselves clearly is encouraged through debating and public speaking.
Students participate in a range of events, including: Canberra-based competitions such as the ACTDU Junior, Senior and Advanced Premier (Years 7–12)
Public speaking competitions run and/or sponsored by The Legislative Assembly (Years 7–12)
The Plain English Speaking Award (Years 11–12)
The Australian Individual Debating and Public Speaking Championships (Years 10–11)
Sydney based competitions such as the IGSA Speech Festival (Years 8–12)
Mock Trials and Mock Meditation (Years 9–11).
The Duke of Edinburgh’s Award provides students at CGGS with the opportunity to develop into wellrounded human beings, to challenge themselves in the outdoors, and to have their accomplishments recognised in a formal way. The Award is offered at a Bronze, Silver and Gold level, depending on students’ age and level of commitment.
Available at CGGS to students from Years 9–12, the Award involves logging weekly participation in the areas of Physical Recreation, Skills and Service. Many students find they already undertake these activities through areas such as sport, music and volunteering, so the Award becomes a great way of recognising this commitment.
Tournament of the Minds, da Vinci Decathlon and the Ethics Olympiad are academic competitions for students who are interested in working in teams, to develop their knowledge and skills, in order to compete against other schools locally, regionally and possibly globally. These academic competitions are designed to stimulate and challenge the minds of school students. They are highly rigorous, drawing upon an extensive knowledge base and skill set.
These provide students with a unique opportunity to develop skills in critical thinking, collaboration and communication.
Tournament of Minds (Year 4–6) da Vinci Decathlon (Year 5–12)
Ethics Olympiad (Year 7–12)
As part of the co-curricular program at CGGS, clubs and activities are offered to provide students with the opportunity to explore and cultivate their passions and interests.
Amnesty (Years 7–12)
Art Club (Years 7–12)
Book Club (Years 7–12)
Ceramics (Years 7 –12)
Creative Writing (Years 7–12)
Environmental Club (Years 7–12)
eSports (Years 7–12)
Indigenous Focus Group (Years 7–12)
Melbourne Avenue Tech Crew (Years 7–12)
NEXUS (Years 7–12)
Safe Schools Committee (Years 7 –12)
School Newspaper (Years 7–12)
Science Club (Years 7–12)
The CGGS Boarding House continues the long and valued tradition of boarding at the School.
Boarding life enables the School to educate the whole person for the wider world, from within a close and happy community, where self-realisation, challenges and self-esteem are nurtured.
The Boarding House is a three-storey Tudor-style building, which was the original School building, established on the Melbourne Avenue site in 1927.
Boarding is offered on a weekly or full-time basis with short term boarding options available for day students. The Boarding House provides excellent, safe and friendly facilities including relaxation and study areas.
The Boarding House is a positive, lively community, where respect, responsibility, initiative, cooperation and endeavour are highly valued. Boarding is an integral feature of CGGS and the School is enhanced by the diversity in its boarding community.
Terrie Jones Principal
MEd, BA, GDipEd, GAICD, MACEL
Terrie has more than 20 years of experience in education, from teaching in government and independent schools to studying across Australia, the UK and the US. She is accredited at the level of Highly Accomplished Teacher with the Australian Institute for Teaching and School Leadership and the NSW Educational Standards Authority, and has presented many national and international conferences. Terrie has been celebrated for her pioneering work in servicelearning and commitment to developing students’ academic, social and intellectual engagement from their earliest days of learning to the end of Year 12. She believes that the best learning happens when students feel safe and supported with teachers who understand them, and in building a strong ethos of pastoral care within school communities.
Tara Dunstall Deputy Principal, Head of Senior School
BA, LLB (Hons), GradDipLegPrac, GradDipEd
Tara joined CGGS in 2008 to teach legal studies after a career as a Senior Solicitor with the Australian Government Solicitor. In her time at CGGS, Tara has also taught business, commerce and geography. After a brief stint teaching business law at the Canberra Institute of Technology and communications at the Australian Defence Force Academy, Tara returned to CGGS and was appointed the Head of the Geography and Social Sciences Faculty in 2012. Tara acted as Director of Curriculum from April 2015 until she was appointed Director of Studies in October 2015.
Nancy Lee Director (Academic Administration)
BSc CS, MEd
Nancy joined CGGS in 2009 as a Mathematics teacher, and has held the position of Head of Mathematics for several years before joining the Senior Management Team. She had an early career as a computer programmer for a major pharmaceutical company and then transitioned to secondary mathematics teaching. Before her arrival at CGGS she spent 10 years teaching Mathematics at a public high school in the USA, taking on the role of IB coordinator and department head. Her academic qualifications include a Bachelor of Science with a Minor in Mathematics from Penn State University and a Masters of Education from University of Colorado at Boulder.
Caroline McCaffrie Director of Senior School (Student Care and Experience)
BA/LLB (Hons), LLM, B Teach
Caroline has dedicated her teaching career to girls’ education, spanning both Independent and Catholic schools in the ACT and NSW. Caroline was first welcomed to CGGS in 2018, in the role of Head of Glebe House for three years. She has recently returned to the Senior School as a Director. Prior to teaching, Caroline was a corporate lawyer, working in firms in Canberra, Sydney and London. She specialises in teaching Legal Studies.
Lindy Braithwaite Director of Senior School (Learning and Innovation)
BEd
(Secondary) Economics & LawLindy joined CGGS in 2023 as the Director (Studies), having lead another PK-12 Independent School through seven years of outstanding academic results and the authorisation and implementation of the IB Diploma Programme. Originally from South Australia, she has taught Legal Studies and Business Management in several jurisdictions, including three years at the British (International) School in the Philippines while on a posting with her family. Lindy has had key roles in cross sector Curriculum and Assessment development including ACARA, BSSS, SSABSA, NTBOS and a project with ANU to develop an extension course for senior students. As a lifelong learner, she is currently working towards her Masters of Business Administration. Lindy loves being in the classroom and supporting young people to find and pursue their passions. She is committed to the education of the whole child and implementing strategies to enable teachers to really know their students.
Join us in the heart of the nation’s capital to find your own possible.
We look forward to welcoming you to our century-old community and guiding you in the journey from one campus to the next. For questions or more information, please contact our Enrolments team.
T: 02 6202 6420
E : enrolments@cggs.act.edu.au
