BOYS: KINDERGARTEN–YEAR 3
GIRLS: KINDERGARTEN–YEAR 6
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 the CGGS Junior School—a place to grow, to learn and to wonder! From strong foundations in literacy and numeracy, children at CGGS explore and inquire into a range of essential questions and big ideas, while learning what it means to be an active and contributing member of a vibrant, cohesive community.
Our school community extends from ELC to Year 12 and throughout the journey, CGGS students learn not only to think, but to think for themselves and importantly, they learn a range of skills relating to ways of knowing, doing and being in the world.
Learning experiences from three year old Reception to Year 6 are designed with, and for our students by an expert team of staff that believes, for the young, anything is possible. As an expression of this vision, we ensure every child is seen, valued and supported to exceed their own expectations, to move into their courage zone, to create, explore and imagine. In so doing, each child has many opportunities to identify and hone their individual strengths and talents.
It is from the example of our founders, the Community of the Sisters of the Church, that we have distilled four core values, Integrity, Courage, Respect and Inclusion and these shape our educational project across the School. Our students interact in an inclusive environment where they learn from, appreciate and respect the diverse range of perspectives and cultural backgrounds of their peers.
We know that children and young people thrive when the home-school partnership is supportive. We invite you to consider the contribution you can make to our community by sharing your unique gifts and experiences as part of our learning and inquiry programs. The connected, diverse community that is CGGS will be enriched by your involvement and I am certain you will find the experience rewarding.
I look forward to meeting your family at one of the many occasions and events across our three campuses. It promises to be an exciting year.
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.
This young person 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 for them.
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 where each child will thrive. 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 as themselves not a purveyor of knowledge but a game changer.
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 Junior School is a leading International Baccalaureate (IB) school. The IB framework is used to engage with the content and skills of the Australian Curriculum, thereby creating a relevant, engaging, challenging and significant educational experience for all children.
The Primary Years Programme (PYP) is designed for students aged three to 12, focusing on the development of the whole child as an inquirer both in the classroom and the world outside. Each year, students will explore a transdisciplinary theme of global significance using the knowledge and skills derived from subject areas to emphases inquirybased learning.
The Middle Years Programme (MYP) is a challenging framework that encourages students to make practical connections between their studies and the real world. The MYP is designed for students aged 11–16, beginning in Year 6 at CGGS. At a time when students are establishing their identity and building their self-esteem, the MYP motivates students and helps them achieve success by developing them into active learners who have the intellect and skills to pursue lives of purpose and meaning.
In our Junior Primary years there is a commitment to the education of both boys and girls and a focus on the explicit teaching of foundation skills in literacy and numeracy. Students are encouraged to take risks in their learning, identify with strong role models and engage in higher-order thinking.
We believe students learn best when strong relationships have been formed and they feel safe, happy and respected.
We believe students learn through interaction and collaboration. They best learn when they have agency, voice and flexibility in the way they learn.
We believe learning should be meaningful, challenging and accessible for each student. Learning should build on prior learning and foster skill development, resilience and curiosity.
Reflection and feedback, from a variety of sources, are integral components to the learning process, and help to inform the next steps in learning.
Our Philosophy of Learning is realised through our Learning Anchors. The Junior School and ELC Learning Anchors are our constant and ever-present foundational principles that underpin all aspects of the learning experience in each Reception to Year 6 classroom.
Our Learning Anchors are the cornerstones of teaching and learning in the Junior School. Our Learning Anchors provide a clearly articulated set of behaviours and learning expectations for every student, in every lesson, every day.
Commitment and respect
The primacy of learning defines our classrooms. Positive and mutually respectful relationships are vital to creating a classroom culture where both students and teachers feel valued and that they belong, and thrive.
Expectations and engagement
We have high expectations for all students’ engagement, achievement, and progress. We do not limit or restrict learners to the curriculum outcomes of their current year level. We expect students to work hard, be focused, and rise to every learning challenge.
Presentation and pride
The presentation of all learning is always of the highest standard and quality. This includes classroom displays, bookwork, digital work and handwriting. From Reception to Year 6, students take pride in the presentation of themselves and the School environment.
Descriptive feedback
Feedback is essential to learning and is provided verbally and in writing. To deliver growth and direct the next learning steps, students receive clear and timely descriptive feedback and direct correction that they are expected to act upon. Students should seek out and use classroom displays of worked examples during independent practice and review.
Mindset and character
Our classrooms are characterised by clear structure and consistent routine. Our classrooms are productive learning communities, where students work harmoniously in groups and pairs, and work with diligence and focus when learning independently. Students approach all learning with optimism, curiosity, persistence, flexibility, resilience and empathy for others.
The study of English is central to the learning and development of all students. It helps to create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that students learn to analyse, understand, communicate and build relationships with others and with the world around them. At CGGS, the language of instruction and inquiry is English.
The three strands of Language are divided into Speaking and Listening, Reading, and Writing. Information, Communication and Technology (ICT) skills are embedded throughout the entire program. Our language program aims to ensure students learn to listen, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts. Students are encouraged to appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue. Students develop an understanding of how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning.
The language program is enriched through co-curricular activities including: Debating and Public Speaking, Rostrum and Tournament of Minds.
At CGGS, all students study French as a language additional to the language of instruction.
The Mathematics curriculum at CGGS is guided by the Australian Curriculum and is implemented within the philosophy of the PYP in which appropriate mathematical concepts are taught within a transdisciplinary approach and integrated, where possible, into units of inquiry.
In Mathematics, it is intended that students become competent users of the language of mathematics and begin to use it as a way of thinking, rather than an isolated set of skills.
Our Mathematics program aims to ensure that students are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations as active citizens. Students develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability.
Students are encouraged to recognise connections between the areas of Mathematics and other disciplines and appreciate Mathematics as an accessible and enjoyable discipline to study. The Mathematics program is enriched through a variety of academic Mathematics competitions and challenges. Furthermore, there are many opportunities for both extension and support for students.
The Australian Curriculum has developed three interrelated Science strands: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.
Together, the three strands of the Science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world. Students are challenged to explore the nature, concepts and uses of science through clearly described inquiry processes.
The Science Understanding strand comprises four sub-strands: Biological Sciences, Chemical Sciences, Earth and Space Sciences and Physical Sciences.
The four strands are explored each year, both within the transdisciplinary units of inquiry and in some stand-alone Science units. A hands-on approach is taken to the learning of Science, in order to engage students’ curiosity, draw on prior knowledge and construct their own meaning.
The Humanities and Social Sciences are the study of human behaviour and interaction in social, cultural, environmental, economic and political contexts.
In the Australian Curriculum, the Humanities and Social Sciences learning area comprises four subjects: History, Geography, Economics and Business (Years 5–6), Civics and Citizenship (Years 3–6).
Although these subjects are considered separately, in practice they are inextricably linked. Students are made aware of the inevitable links to other areas of the curriculum in order to understand the interconnected nature of the subject areas with one another and with the PYP transdisciplinary themes.
Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about
and responding to issues requires an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate.
At CGGS, learning in the Arts encompasses Music, Dance, Drama, Visual and Media Arts. Arts inquiry in a PYP classroom takes place in an environment that stimulates and challenges students. Students draw on a wide range of stimuli: the creative works of professional artists, contemporary and historical works, music, artwork, dance and stories.
The Music component of the curriculum includes the study and exploration of sound and the expressive use of musical elements. Students participate in musical activities using voice, body and instruments to develop concepts about sound and musical awareness. Dance is also implemented through parts of the Music and Personal, Social and Physical Education programs. Music is taught primarily by specialist teachers in the ELC, Junior Primary and Primary years and dance is taught by both Music and PSPE staff.
The Visual Arts program includes the development of creative skills, verbal and non-verbal expression, an awareness of the perspectives of others and aesthetic appreciation.
All students in the Junior School have Visual Arts lessons under the guidance of a specialist art teacher.
The Media Arts component of the curriculum includes the development of skills to use existing and emerging technologies to explore imagery, text and sound. These skills are developed in the transdisciplinary units of inquiry.
Further opportunities for students to develop their skills in the Arts are available in our extensive cocurricular program which includes drama and musical productions, instrumental groups, choirs, public speaking, debating, dance and art clubs.
Personal, Social and Physical Education (PSPE) takes place within the Pastoral Care and the Physical Education and Health programs.
PSPE is concerned with the development of knowledge, attitudes and skills related to personal, social and physical wellbeing in order to make healthy lifestyle choices. It is also concerned with the ongoing development and growth of the individual with respect to feelings, beliefs and behaviours and how they interrelate.
Physical education is concerned with the development of movement skills, through which students can increase confidence and cooperative skills, and come to understand the role of physical education in a healthy lifestyle.
The Library and Resource Centre (LRC) is the hub of learning resources in the School. Students are encouraged to fully utilise the Library for personal investigation, study and recreation. The LRC arrange a variety of enrichment experiences in the form of author and book illustrator workshops.
CGGS provides a technology-rich environment to support learning and teaching. Students from Kindergarten to Year 4 participate in a 1:1 iPad program; each student is issued with a School managed iPad and stylus for their educational use at School. The iPads remain at School overnight and do not go home with the students.
Students in Years 5–6 currently participate in a ‘Bring Your Own Device’ (BYOD) program, where they are required to bring their own laptop to School. It should be a Windows, Mac or Chromebook device. Students have free access to a range of productivity software, such as Office 365 and Google for Education Suite. It is the responsibility of students to ensure that devices maintain the latest firmware and that anti-virus software is installed.
In the Junior School, technology is purposefully and authentically integrated across the curriculum in order to foster and promote personalised learning, collaboration, creativity, critical thinking and communication skills. This is in line with the requirements of the new Australian Curriculum which requires students to develop a sound ICT capability in order to appropriately access, create and communicate information and ideas, solve problems and work collaboratively.
InspirED is CGGS’ diverse, research-driven and targeted suite of learning extension and support programs, specifically designed to recognise and nurture every student’s potential.
At CGGS we are recognised for our outstanding curriculum support and learning enhancement for high potential learners, including gifted students. We hold a strong commitment to unleashing brilliance, providing challenging learning experiences through rigorous, differentiated teaching and learning programs, which actively nurture ongoing and intentional growth opportunities for our students.
Each student is unique and needs to learn at a different level and pace; learning is never a one size fits all approach. At CGGS we promote full participation, engagement and positive learning outcomes for all students within an inclusive educational environment.
Our inspirED enrichment and support programs complement and enhance the broad educational offerings at CGGS. Our highly skilled teachers differentiate lesson content, processes, tasks and opportunities for all learners, so we can challenge, extend and inspire exceptional and personalised learning. We use a range of internationally recognised standardised assessments, anecdotal evidence and parental knowledge to identify learners who may benefit from our inspirED curriculum.
Highly-able and Gifted students from ELC to Year 6, who meet program criteria, are provided with a personalised academic plan.
These plans are designed to stimulate the child’s curiosity and wonder, connecting academic programs, extension opportunities and external challenges and competitions that extend their learning. Gifted and High Potential students are presented with a range of academic opportunities designed to develop creativity, high level critical thinking and complex problemsolving, with a focus on science, mathematics, literacy, Public Speaking, Debating and thinking.
The co-curricular program is an integral part of the educational experience at CGGS and includes all activities that support, enhance or complement the formal academic curriculum. It is based on the philosophy that personal growth occurs when students and staff can access a broad range of experiences.
The following sports are offered as part of the program and sports teams are entered into local competitions where available and appropriate:
Summer Winter
Basketball
Summer netball
Netball Discover Program
Rowing
Mixed Water Polo
Learn to Row
Basketball Football
Hockey
Netball
Winter Rowing Snowsports
The School anticipates fielding teams in the following competitions each year:
AFL Athletics
Basketball
Cricket
Cross-Country
Equestrian
Football (Soccer)
Hockey
Netball
Rugby Snowsports
Swimming
Tennis
Touch Football
Water Polo
The CGGS Junior School offers a number of co-curricular clubs and activities for students of all ages.
Students are able to join these activities to pursue personal interests. All classes generally take place after school and run between 1–1.5 hours.
Some of our clubs include:
— Art Club
— Chess club
— Cooking classes
— EV3 Robotics
— Grammar Green Thumbs
— Junior Robotics
— Mini Artists
— Mini Coders
— Mini Engineers
— Puzzle Time
— Read, Write, Create
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.
Dance Company caters to all ages and abilities, from beginners to the elite, developing a diverse range of dance skills and techniques for performance. It offers opportunities to create, perform and understand movement. Dance lessons foster kinaesthetic learning where students develop style specific skills and technique, flexibility, strength and conditioning in preparation for community performances. Styles offered include Jazz and Contemporary.
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.
Pastoral Care and wellbeing are intrinsically linked to all aspects of student life at CGGS. We focus on the physical, emotional, cognitive, spiritual and social health and development of all students, whereby our young learners develop an understanding of self, relationships with others, and the importance of an active, healthy lifestyle.
Pastoral Care and wellbeing are integral to learning and teaching in the PYP and are embodied in the IB learner profile which represents the qualities of internationally-minded students and effective lifelong learners.
The development of a student’s wellbeing can be implicitly and explicitly addressed through all areas of the IB curriculum. Therefore, every teacher has a responsibility to support each student’s personal, social and physical development through all learning engagements both within and outside the programme of inquiry.
Students from Kindergarten to Year 6 are taught explicit wellbeing and pastoral lessons daily. The Junior School implements the URStrong and Grow Your Mind programs, as well as the Positive Education Enhanced Curriculum, focusing on healthy friendships, online and digital safety, strategies for positive wellbeing and positive body image and health.
In the Junior School, our suite of Signature Programs has grown to include four specialised, researchdriven, experiential learning frameworks, each with their own distinct flavour and focus. The intention, however, across all four programs— HERO, smART Girls, Girls with Grit, and Girls Who Lead—remains the same: the promotion of positive health, relationships, accomplishment, emotions and meaning.
HERO is our exciting year-long Signature Program for Year 3 students that focuses on interconnected facets of learning integral to the development of a sense of belonging and wellbeing: Positive Health, Positive Emotions, Positive Relationships and Service to Others.
Kindness and empathy are embedded in our values as an Anglican school. During our HERO program students will learn the importance of caring for themselves, their friends and their community and take action to assist others locally, nationally and globally.
Through a balance of explicit teaching and learning, and implicit strategies embedded across the Year 3 curriculum, students will develop the understandings, dispositions and habits that will ensure they flourish during Year 3 and beyond.
Our unique smART Girls program is the Year 4 component of our suite of signature wellbeing, strengthsbased programs designed specifically for girls.
smART Girls is built on the large and ever-growing body of evidence that indicates regularly engaging in creative activity and artistic pursuits can lead to a more positive state of mind, can improve wellbeing, benefits self-regulated emotional functioning, builds confidence and strengthens community.
smART Girls draws on the expertise of creative and artistic professionals, including our talented author in residence and actor in residence, in addition to accomplished and nationally recognised singers, dancers and choreographers, sculptures, visual and media artists, poets and performers. Through the Arts, smART Girls builds our students resilience, their
commitment, teamwork and confidence, promoting divergent, imaginative and critical thinking skills that support the generation of innovative and original ideas.
What our students say:
“smART Girls is all about communicating who you are and being happy and confident to be yourself.”
– Darcy
“Being outside of the box and being outside your comfort zone is easy in smART Girls, everyone is included, no one doesn’t take part, it’s OK to be different and it as fun to be part of something exciting.”
– Felicity
The Year 5 Girls With Grit program was developed to foster and promote a range of skills and dispositions essential for success in the 21st century. The immersive program teaches students valuable life lessons which can be applied to our leadershiporiented Year 6 program, the challenges of transitioning into Year 7, and beyond.
Our acclaimed Girls with Grit is a unique year- long strengths based program developed by our teachers, who are experts in girls’ education, to foster perseverance and resilience (grit) and to promote a range of valuable life skills and essential dispositions important for success at school and beyond.
Grit, research is now telling us, is a better predictor of success than IQ. With an emphasis on outdoor education and physical endeavour, learning how to learn, well-being, and action and meaning, Girls with Grit is the catalyst for our girls to understand and embrace their strengths and challenges, strive to do their best in all situations and flourish.
We want our girls to be proud of who they are and what they can achieve and to truly believe that, to the young, anything is possible
“Failures are going to happen, and how you deal with them may be the most important thing in whether you succeed. You need fierce resolve. You need to take responsibility—grit and fortitude. The ultimate thing is that we need to grow over time, to demonstrate determination, resiliency, and tenacity. Do not let temporary setbacks become permanent excuses. And, finally, use mistakes and problems as opportunities to get better—not as reasons to quit.”
– Jamie Dimon CEO of JPMorgan Chase
Girls Who Lead is a year-long program designed to empower Year 6 girls with leadership skills for the future. It recognises and develops their talents and abilities through student-initiated action groups, community volunteering experiences and other leadership opportunities.
The program also aims to develop the students’ mentor skills. By working collaboratively and cooperatively with Junior Primary peers in the Buddy Reading and Peer Meditation programs, the Year 6 students have consulted with teachers to further develop their leadership skills.
The School operates an OSHC program in the undercroft and outside playing areas. This program runs until 6.00pm every School day. Students attending after School co-curricular activities will be required to complete the online OSHC application form to be used in the event of unforeseen difficulties that prevent prompt pick up at the conclusion of the co-curricular activity. The form link can be found on the School website.
For students in Prep to Year 6, the Awesome Activities Holiday Program is provided. This program is open to CGGS students as well as students from the wider community. A separate ELC Holiday Program is also offer for CGGS students who attend the ELC.
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.
Peter McDonald Deputy Principal Head of Junior School and ELC
MEd, GradCertEd (Maths), GradCertBusAdmin, BEd, MACEL
Peter is an experienced Primary educator and university lecturer who holds four university qualifications in the areas of education, mathematics, and business. With a firm commitment to international mindedness and delivering outstanding student learning, he has held various school leadership positions both in Australia and internationally. As a published academic focusing on teacher development and inquiry-based learning, he has presented at conferences in Japan, Singapore and Taiwan. A member of the global International Baccalaureate Educator Network, Peter supports IB schools throughout Asia and the Pacific as an IB workshop leader and programme leader. As a specialist mathematics teacher, Peter holds a keen interest in supporting students to develop a passion for learning, using, and enjoying mathematics.
Craig Newton Director of Junior School (Operations and Environment)
BEd (Primary), MLMEd, MACEL
Craig has spent many years working in Primary school settings in Australia and internationally, and holds degrees from Griffith University and the University of Newcastle. As an educator, he is passionate about supporting children’s literacy development and fostering positive, safe, supportive classroom environments. In addition, Craig has a wealth of experience leading research projects and implementing effective pedagogical approaches to support student learning. With his genuine warmth and relational approach to leadership, he is committed to facilitating the professional growth of teachers, ensuring they feel supported and empowered to strengthen their capacity and develop holistically.
Alex Galland Director of Junior School (Learning and Innovation)
BA, DipEd, MEd, LTCL, MACEL
Alex has degrees from the University of Sydney and the University of Southern Queensland. As a member of the International Baccalaureate Education Network, Alex is an IB workshop leader and programme leader. She has extensive experience in both primary and secondary settings, including a variety of leadership positions. Alex is passionate about working with teachers to ensure a rigorous, engaging and inquiry-based curriculum. She has a particular interest in the authentic integration of technology, and has presented at many national and international conferences.
Tara Bourne Director of Junior School (Student
BEd, MEd
Tara is an experienced Primary school teacher who is passionate about nurturing the holistic development of students. With a depth of experience implementing, researching, and leading school based positive education and positive psychology programs. Tara is committed to ensuring all students feel supported as they learn the skills and dispositions that enable them to flourish. Tara’s Master of Education dissertation focussed on the correlation between Pastoral Care practices and mathematical achievement. She has extensive experience teaching both early years and upper Primary, curating a strong sense of belonging within the school community.
BASc (Health Science and Psychology), GradDipAppPsych, GradDipEd
Renee is a practiced psychologist who has experience working in public health settings, private practice and educational contexts. She is a passionate educator, having previously taught in primary schools and at the University of Canberra in Inclusive Education. Since 2011 she has had an ongoing affiliation with the CGGS community, previously working as a School Counsellor in the Senior School.
Renee has a keen interest in supporting students to reach their full potential academically, socially and emotionally. With a strong commitment to collaboration, she works closely with the student, their family and staff to optimise their development and sense of belonging.
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
