Senior School Parent Handbook

SENIOR SCHOOL

Parent and Student Handbook

Welcome from the Principal

Welcome to the 2025 school year! I trust this handbook provides parents and carers with useful information that will support the vitality of the partnership between home and the School, 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.

We continue to workshop the actionable commitments of our CGGS Learner Profile, which provides a starting point from which students, staff and parents can begin to distil a shared alignment of our values. You will find this graphic on page 5.

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 attributes of the IB Learner Profile are central to our vision for the learner, the learning and the learning environment. It is also integral to our suite of co-curricular programs, our camps, Signature Programs and opportunities to be of service to the community which provide a learning and development arc for students in the Senior School.

I encourage you and your children 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 and carers, 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 and carers 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

About the School

Canberra Girls Grammar School (CGGS) is an independent, non-selective Anglican school. For a century, generations of students from across Australia and the globe have experienced that at CGGS, anything is possible. Located in the heart of the nation’s capital, and now spanning three campuses, CGGS provides a world-class educational and co-curricular offering. Perfectly positioned at mid-sized with 1300+ students, the School is co-educational from Early Learning to Year 3, then female-focused through to Year 12.

In 1926, the first Federal Parliament House was nearing completion, surrounded by sheep paddocks that dominated the rural landscape of early Canberra, which at the time had a population of less than 5,000. On the other side of the Molonglo River, St Gabriel’s School was opened (with just ten pupils) in the old St John’s Rectory, known as Glebe House.

The Anglican order of the Community of the Sisters of the Church, founded by Mother Emily Ayckbowm, had answered a request from Bishop Radford, of the then Diocese of Goulburn, who saw a need for an Anglican school in the small community of Canberra, the future Federal capital.

From such humble beginnings, both the city of Canberra and CGGS began, and the School’s development has continued to reflect the story of Canberra’s growth.

On Sunday, 8 May 1927, the Foundation stone of the School was laid by Bishop Radford for the mock Tudor building which today comprises the Boarding House on Melbourne Avenue. It was no accident that this was just one day before the Duke and Duchess of York officially opened Parliament House.

Through the Great Depression both School and city weathered economic setbacks. With the decline in Canberra’s population, and hardship in the rural community—which supplied much of the School’s enrolment—the School came close to closing down. It was rescued by the determination of Canon Robertson, and later by a dedicated group of Parents and Friends, who took the dramatic step of purchasing the School from the Sisters in 1935. Prior to this, in 1933, St Gabriel’s had been renamed Canberra Church of England Girls’ Grammar School.

The decades following the end of World War II saw both a boom in the birth rate and in the number of migrants to Australia. The acceleration of Canberra’s development saw the expansion of suburbs, and all their associated services.

These were also years of growth in education, and CGGS shared in the expansion of schools (both government and independent) to meet the enrolment demands for the generation known as ‘baby boomers’. The School’s building program was assisted greatly by the Government science grants of the 1960s, and the expansion of the city mirrored the optimism and buoyancy of these years. In 1972 the Junior School moved to a new campus on Grey Street to allow for the expansion of both the Senior and Junior Schools.

From the beginning, our School has been home to boarders—meeting the demand created by parents and carers from defence forces and embassies, as well as students from rural, regional and overseas locations. The original Melbourne Avenue school is still contained within the central buildings of a much expanded and improved Boarding House.

Today a grander Parliament House dominates the original building, and our School just beyond it (with its name updated to Canberra Girls Grammar School) has expanded beyond recognition. In 2004 the School opened its Early Learning Centre for three and four year olds.

A multipurpose building and additional staff and student facilities were opened in 2011, providing flexible teaching and learning spaces. In 2012 the modern and versatile Science wing was

commissioned, and in 2016 the Innovation Centre for the promotion of STEM subjects was opened.

In 2018, a new multifunctional learning facility, known as Yhuuramulum (Ngunnawal for ‘to dream’), was opened next door to the existing Elizabeth McKay Aquatic Centre. This building provides extended opportunities for contemporary and flexible approaches to curriculum delivery for students from Prep to Year 12 and houses our rowing program.

The Canberra Girls Grammar School vision:

To develop young women who will become independent, reflective, lifelong learners and confident contributors in a complex and changing world.

Our Values:

The CGGS community is bound by four core values:

INTEGRITY

We are renowned for our loyalty and ethical behaviour.

We follow our strong moral compass.

COURAGE

We challenge the status quo, stand by what we believe and do what is right.

RESPECT

We cultivate an awareness of our interdependence and show deep respect for self, others and the environment.

INCLUSION

We embrace diversity in humanity. We treat others with compassion and kindness.

The Senior School

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 90 boarders, offering a home away from home to support their education at CGGS. The Principal,

Student Leadership

The Senior Council (SC) is a 15 member 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 Emily Service Captain, the Boarding House Captain, the six House Captains, the Sports Captain, Music Captain, Drama Captain, and the Debating and Public Speaking Captain. The members of the Senior Council are elected annually by students and staff in Term 3.

The SC meets weekly to plan and review its activities. Members of the SC also represent the views of the students in regular meetings with the Principal and Deputy Principal, Head of Senior School.

Mrs Terrie Jones, leads the School from Reception 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). Please refer to Agora for current contact information for these teams.

The Senior Council’s broad goals are:

To encourage all students to contribute fully to the life of the School and the community;

To foster school spirit; and

To 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.

A CGGS Learner

KNOWLEDGEABLE

toWeunderstandthat greatesthelpothersisthe giftand teacher

pastWeappreciatetheandarecommittedintoleavingourlegacy the world

We understand the importance of respectful, positive relationships

MINDED

Werecognisethatwe mustactresponsiblyto maintainourworldWemutuallyrespectandacceptothers,their propertyandtheir differences

We know how t o use our voice to raise awareness and contribute to society

INTEGRITY INCLUSION

We take action and know that anything is possible Weappreciateandstrivefor acceptanceof allpeople, ensuringthat peoplefeelvaluedandheardWeendeavourtoinspire othersandgivehopeto thosewemeet We understand the value of empowering others

RESPECT COURAGE

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

Signature Programs in the Senior School

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 Cs 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.

Year 7: Young Women with Courage

Year 7s are 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.

Year 8: Young Women who Dare

Year 8s are 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.

Year 9: Young Women as Changemakers

Year 9s are 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.

Year 10: Young Women who Aspire

Year 10s are 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.

Year 11: Young Women who Know Themselves

It is through knowing themselves that Year 11s are young women who act with integrity and justice, and can interact with others with a sense of fairness. Globally aware citizens who take responsibility for their actions and accept the consequences of their choices. Knowing themselves means understanding their strengths and weaknesses, their passions and fears, their desires and dreams. Knowing themselves means knowing their purpose in life and where their place is in the world.

Year 12: Young Women who Inspire

Year 12s begin 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.

Senior School Academic Program

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.

Academic Programs

Students are prepared for the ACT Year 10 Certificate under the authority of the ACT Education Directorate.

In Years 11 and 12, students select an academic package for either an ACT Senior Secondary Certificate, awarded by the ACT Board of Secondary Studies (BSSS) or the International Baccalaureate Diploma, awarded by the International Baccalaureate (IB).

Students may be issued the following qualifications and statements:

ACT Senior Secondary Certificate

Tertiary Entrance Statement

Statement of Achievement

International Baccalaureate Diploma

Further information about these qualifications can be found on the BSSS website at bsss.act.edu.au under ACT Qualifications or the IB website at ibo.org/programmes/diploma-programme

All students are provided with the relevant information as they move through the School. Year level Agora pages provide information about each of the subjects offered at these year levels, academic procedures and policies, links to extra and co-curricular offerings, camps and BSSS/IB policies and procedures (where relevant) and the CGGS Assessment and Academic Integrity policies. Parents, carers and students should read this information thoroughly as it is essential for subject selection and successful completion of work and assessments. Students are also encouraged to refer to this information as a reference.

The Senior School Academic Program is led by the Director of Senior School (Learning and Innovation) and the Curriculum Leadership team including the Heads of Faculty.

IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be:

1. Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

2. Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

3. Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

4. Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

5. Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

6. Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others.

We seek and evaluate a range of points of view, and we are willing to grow from the experience.

7. Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

8. Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

9. Balanced

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

10. Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

Senior School Pastoral Care Program

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 young people as they progress through senior school and are framed by our signature programs. We work in partnership with parents and carers 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 and carers 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 participate and attend the Swimming and Athletics Carnivals and community days including 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 young people. This program is supported by the Heads of House, school counsellors and expert guest speakers. The pastoral program builds on the themes which run through the academic program to immerse students in personal growth. These themes are also embedded within our School Chapel, camps and service opportunities.

Safe School Committee

The Safe School Committee comprises staff members and 12 student volunteers from Years 7 to 12 and is led by the Emily Service Captain. The Director of Senior School (Student Care and Experience), meets with students each week with the approach of creating connections in social relationships and ensuring a safe and supportive environment for students across the whole School. This includes initiatives to build connections with year seven tutor groups, Harmony Day celebrations and wellbeing week.

Houses

House History of the House

Burgmann Named after the Right Reverend E H Burgmann, Bishop of the Diocese of Canberra and Goulburn from 1934 to 1960 Burgmann supports the Jeans for Genes charity. Burgmann’s colours are red and black.

Deakin Named after the suburb in which the School is now situated. Alfred Deakin was Prime Minister from 1903–04; 1905–08 and 1909–10. Deakin supports National Bandanna Day. Deakin’s colours are green, black and white.

Glebe Named after the building where the Sisters of the Community of the Church first set up their school in Canberra in 1926. Glebe supports Headspace Mental Health, R U OK? Day and Cystic Fibrosis Australia. Glebe’s colours are blue and white.

Kilburn Named after the London suburb where the founders of our School, Mother Emily Ayckbowm and the Sisters of the Church, set up their first day school in 1870. Kilburn supports Red Nose Day. Kilburn’s colours are red, white and blue.

Robertson Named after Archdeacon C W Robertson, Rector of St John’s Church, Canberra, from 1936–1949, as a tribute to his tireless work for the School in its formative years. Robertson supports Sydney Children’s Hospitals Foundation. Robertson’s colours are green and red.

Waverley Named after the Sydney suburb in which the Mother House of the Order of the Sisters of the Church in Australia was located. Waverley supports Cancer Council Australia. Waverley’s colours are green and white.

Lesson Times and Term Dates

2025 Senior School Lesson Times

2025 Term Dates

Term 1 Friday 31 January is Welcome Day for all new students. Monday 3 February to Friday 11 April

Term 2 Monday 28 April to Friday 27 June

Term 3 Tuesday 26 July to Friday 26 September

Term 4 Monday 13 October to Tuesday 9 December

Moderation Days in the Senior School

There are two moderation days per year for Senior School students. In 2025, these days are:

Tuesday 4 March 2025

Thursday 14 August 2025

Students in Years 7 to 10 stay home on these days and undertake personal study. Students in Years 11 and 12 may be required to attend trial AST exams, IB classes or other sessions on campus on those days. Students will be provided with further information about this.

Academic Enrichment Clubs and Activities

Cygnus at CGGS

Integral to the educational experience at CGGS is Cygnus.

Cygnus at CGGS is our comprehensive co curricular offering, designed to amplify and extend the rich learning that takes place in the CGGS academic and pastoral care programs.

Experience a constellation of programs and activities; Cygnus at CGGS encourages you to lean into your strengths, explore a myriad of opportunities and thrive. It makes way for all to contribute, engage, improve and excel, to reach your full potential.

Whether a complete novice or highly accomplished, Cygnus at CGGS will inspire you to try something new, unlock a natural talent, hone a skill, give back, achieve excellence, discover your purpose and embrace your passion.

Academic Enrichment

Enhanced learning options provide further opportunities to learn beyond the standard academic curriculum, or to gain support to improve and develop.

Academic competitions

Designed to stimulate and challenge agile, curious minds, the annual calendar of competitions are rigorous and encourage students to draw on an extensive knowledge base and skill set. Students work individually or in teams to extend their knowledge and skills in critical thinking, collaboration and communication, competing against fellow schools locally, nationally and possibly globally. Competitions include:

da Vinci Decathlon (Y5–10)

Engineering challenge (Y10)

Ethics Olympiad (Y5–12)

International Competitions and Assessment for School (ICAS) (Y2–12)

Science and Maths Olympiads (Y7–12)

STEM challenge (Y5–10)

Write a Book in a Day (Y6–12)

The Evening Study Program

Engage in supervised study after hours on campus. This offering provides students in Years 8–12 with a supportive, focused environment to complete course work, get a head-start on assessment tasks and prepare for key exams.

Completing homework and study in a dedicated and guided environment teaches students improved study habits, concentration and self-discipline. Through the Evening Study Program, students access additional academic resources and are taught how to become self directed, independent learners, to improve their time management and study skills at home.

Hosted by a dedicated Evening Studies Coordinator and assisted by study supervisors, the program is held in the Senior School Library on Monday and Wednesday evenings across each term from 5:30–8:30pm.

Students also enjoy a nutritious dinner in the Boarding House at 6:30pm. There is a cost to participate in the program and students are able to attend on one or both nights each week for a term.

Other options are available to ensure our students’ learning is well supported:

Senior School Tutoring programs: English, Math, Science (Y7–12). Note: no additional cost.

Peer Tutoring by Senior Students (Senior School only)

Clubs and Activities

Our vibrant Clubs and Activities program adds an extra level of learning and connection to life at CGGS.

Students engage with areas of interest, that drive new talents and collaborate with peers on shared initiatives and projects. Exploring strengths and passions contributes to personal, social and academic growth. Cultivate an interest, connect with like minded peers or simply give it a go—our expansive program promises something for everyone, at any level. Senior School options include:

Art Club

Book Club

Ceramics

Chess Club

Christian Connect Club

Creative Writing Group

Melbourne Ave Tech Crew

NEXUS Club (Sci Fi/Fantasy books and films)

School Newspaper

STEM Club (Y7–10)

Debating and Public Speaking

The Debating and Public Speaking program has a long and illustrious history at CGGS, resulting in generations of quick thinkers and articulate speakers.

Debating and Public Speaking empowers students with confidence, critical thinking and effective communication skills. To gain the ability to gather, evaluate and present credible information is an invaluable skill that can be applied to all facets of life. Students learn to analyse issues from multiple perspectives and clearly articulate their thoughts and ideas.

Each year students participate in inter-school debating and public speaking competitions.

ACTDU Junior, Senior and Advanced Premier (Y5–12)

The Australian Individual Debating and Public Speaking Championships (Y7–12)

IGSA Festival of Speech (Y8–12)

The Legislative Assembly competitions (Y7–12)

The Plain English Speaking Award (Y11–12)

Speakfest (Y9–10)

The World Individual Debating and Public Speaking Championships (Y11–12)

Experiential and Outdoor Learning

Experiencing education in an unfamiliar setting introduces a fresh and engaging dimension to learning.

The highlight of a student’s year is often key times outside of the classroom—memorable moments and deeper connection occur at Camps, Retreats, Trips and Tours, making the extensive program an integral part of our educational journey.

The CGGS calendar is filled with anticipated immersion experiences that support physical health, emotional intelligence, cultural awareness and social connection.

Students gain an appreciation of the natural world and return home with profound personal insights, independence and a deeper understanding of their own capacity for action.

Exciting experiences include:

Year level Camps and Retreats

Local, interstate and international Trips and Tours

Bronze, Silver and Gold Duke of Edinburgh

Adventurous Journeys

Trips and Tours program

Often planned years in advance, Trips and Tours are carefully organised to broaden the learning horizon. Students have the opportunity to expand their worldview by being immersed in a wide range of cultures, settings and on the ground activities. Examples of some of the Trips and Tours include:

United Nations Immersion and Modern History Tour

The Great Barrier Reef and Daintree Rainforest: Rainforest Ecosystems and Global Diversity Tour

Solomon Islands: Community Service Immersion

Italy: Latin and Ancient History Study Tour

Indonesia: Science Research Expedition

The Duke of Edinburgh Silver and Gold experiences

Performing Arts

DANCE COMPANY

Aspiring performers are provided a platform to develop technique, self-expression and confidence through movement.

For all ages and abilities, a diverse range of dance styles are offered to encourage students to learn the skills for performance. Dance provides a creative outlet that motivates and inspires students to challenge themselves in a supportive and inclusive environment.

Students participate in a range of live performance opportunities including School concerts, eisteddfods and community events. In addition, years 7–12

students perform in the AusDance ACT Youth Dance Festival (Dance Fest).

Annual Dance performances:

Winter Concert (K–Y12)

Lights Up! Concert (K–Y12)

Local Eisteddfod competitions (Y5–12)

Dance Fest at Canberra Theatre Centre (Y7–12)

CGGS Fete (K–Y12)

Dance styles (K—Y12):

Ballet

Contemporary Hip Hop

Jazz

Student Assistant Teaching

The Student Assistant Teaching program is for Senior students. Mentored by a Dance Coach and the Dance Company Coordinator, they learn skills in coaching, movement instruction, rehearsal and choreographic techniques to support students’ needs during dance lessons and events.

DRAMA

The Drama program benefits students far beyond the stage, offering valuable life skills and personal growth opportunities.

Drama encourages imaginative thinking and the ability to approach scenarios from different perspectives. It enhances creativity and strengthens verbal and non verbal communication, boosting clarity, articulation and expression. Opportunities exist to learn about all facets of a dramatic performance—students can be involved as directors, choreographers, stage management and tech crew. Drama opportunities include:

Senior School Musical Production (Y7–12)

Spring Shorts (Y7–12)

Senior School Drama Production (Y7–12)

Encore Musical Theatre Group (Y7–12)

Service Learning

CGGS has a proud 100-year legacy of service to the community. Deeply rooted in our Anglican faith and founding ethos are three core guiding principles: Love, Honour and Service.

A powerful form of experiential learning, Service Learning combines academic outcomes with community service activities. Students contribute to community needs via volunteer opportunities that align with curriculum learning objectives.

Students are encouraged to take part in activities that resonate with both the School’s and their personal values, seek local opportunities that benefit those most in need and that align with and amplify our female-focused mandate.

Activities are in diverse settings with a broad cross section of populations. Exposure to real-world issues and hands-on experience increases awareness, encourages students to develop a sense of purpose and supports empathy and responsibility. Senior School opportunities include:

Amnesty International (Y7–12)

Community Projects (Y9 MYP)

Creativity, Action, Service (CAS) projects (IBDP Y11–12)

Environment Club (Y7–12)

Indigenous Focus Group (Y7–12)

Safe Schools (Y7–12)

The Solomon Islands: Community Service

Immersion. A joint Trip with Marist College Canberra (Y10–12).

The Duke of Edinburgh Award

The Duke of Edinburgh’s Award is designed to challenge young people to attain standards of achievement and endeavour in a wide variety of active interests—to serve their communities, experience adventure outdoors and to develop and learn outside the classroom.

The Award is offered at a Bronze, Silver and Gold level, depending on a students’ age and stage. Available to students in 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. All students in Year 9 participate in The Duke of Edinburgh Bronze Award program—the first step towards The Duke of Edinburgh’s Award.

Senior School opportunities:

Silver Award—Horse Riding (April) and Sailing (September/October)

Gold Award—Hiking and abseiling. Alternates between Tasmania and New Zealand (December/ January).

Sport

CGGS Sport values participation, performance and pathways. Students may join a team for fun and fitness or to fulfill their aspirations of an elite level of performance.

CGGS has long valued the countless benefits of physical activity—creating a culture of participation and fun, underscoring the importance of teamwork and improving health, wellbeing and self esteem.

For over a century students have proudly represented CGGS, competing as individuals and teams at the local, state, national and international level. Competitive pathways include qualification via School

carnivals, gala days, School Sport ACT, School Sport Australia, Associated Southern Colleges (ASC) and Club-based opportunities.

CGGS is the only ACT school that takes part in both the Independent Primary School Heads of Australia (IPSHA) competition and the Sydneybased Independent Girls Schools Association (IGSA) competition, competing against other independent girls’ schools from across NSW.

Seasonal sports are complemented by year-round non competitive sports, and interstate travel is supervised by qualified coaches, Sport staff and teachers. Sports opportunities include:

Badminton (Y7–12)

Basketball (Y2–12)

Boxing for fitness (Y5–12)

Dragon Boating (Y7–12)

Equestrian (K–Y12)

Football/Soccer (Y2–12)

Hockey (Y5–12)

Netball (Y2–12)

Rowing (Y5–12)

RunFit (Athletics/Cross Country) (Y7–12)

Snow Sports (K–Y12)

Strength and Conditioning (Y7–12)

SwimFit (Y7–12)

Tae Kwon Do (Y5–12)

Tennis/Pickleball (K–Y12*)

Touch Football (Y4–12)

Water Polo (Y4–12)

Yoga (Y1–12*)

The Podium Program

Take your game to the next level.

Take your game to the next level. The Podium Program is the School’s own athletic development program designed to support talented student-

athletes to exceed in their chosen sport. It offers a balance between demanding training schedules, competition and academic commitments.

Read more on the Podium Program: cggs.act.edu.au/ podium-program

The House: Women leading in the world

Launched on International Women’s Day in 2021, The House is a bespoke CGGS program designed to equip students with a range of skills to follow a career in government, politics and diplomacy.

The House enables girls of character, competence, confidence and consideration to commit to being women of power who lead change for an equitable and sustainable future. The program assists young women to understand the systems, processes and competing priorities that exist in politics and government. Students are inspired to develop their own visions for an equitable and sustainable future and to gain skills in negotiation and conflict resolution to make their vision a reality.

The Music Academy

The Music Academy provides a broad and innovative range of instrumental lessons, group ensemble and class opportunities.

Music education promotes self-expression, strengthens cognitive skills and enhances creativity. It fosters discipline, teamwork and perseverance, as students learn to master instruments or collaborate in ensembles. It broadens cultural understanding and appreciation, and interpreting music develops empathy and sensitivity all enriching the CGGS learning experience.

For all ages and abilities, from a beginner to the accomplished, The Music Academy encourages all students to embrace the joy of music.

Ensembles

A diverse range of ensembles perform an annual calendar of concerts, Eisteddfods, music festivals and tours. Ensembles regularly provide musical support for community events and CGGS concerts, events, functions and services.

The Music Academy ensembles are divided into six main categories, all of which rehearse weekly during term time under the baton of specialist conductors and teachers:

BANDS

ORCHESTRAS

CHOIRS

CHAMBER

SPECIALISATION

SMALL ENSEMBLES

BANDS

Concert Bands

Empire Concert Band* (Y7–12)

Holst Concert Band* (Y7–12)

Sapphire Concert Band* (Y7–12)

Beginner Instrumental Program (BIP) (Y3–10)

Jazz Bands*

Adelaide Avenue Jazz Band (Y7–12)

Grey Street Stage Band (Y5–9)

ORCHESTRAS

Symphony Orchestra***

Glanville Hicks Symphony Orchestra (Y5–12)

String Orchestras

Sutherland Chamber Orchestra (Y7–12)*

Holland String Orchestra (Y7–12)*

Celtic (K–Y12)

*There are audition requirements for this ensemble.

**Ensembles and classes are semester based.

***Project based ensemble for specific concerts.

CHOIRS

Chorale

Chorale (Y7–12)

Gabriel Singers* (Y9–12)

Bella Voce Chapel Choir* (Y7–12)

The Decibelles (Y7–12)

SMALL ENSEMBLES

Percussion Ensembles

K.T. Percussion Ensemble (Y7–12)

Handbells/Chimes Ensembles

Strike! Handbells* (Y7–12)

Resound Handbells (Y7–12)

Keyboard

Keyboard Ensembles (Y7–12)

Jazz*

Jazz Ensemble (Y7–12)

Guitar Ensembles

Kain Guitar Ensemble (Y5–12)

Contemporary

Rock and Pop Ensembles (Y7–12)

CHAMBER

String Ensembles*

Emily Quartet (Y7–12)

Gabriel Quartet (Y7–12)

Brass/Woodwind Ensembles*

Clarinet Ensemble (Y7–12)

Brass Ensemble (Y7–12)

Flute Ensemble (Y7–12)

Saxophone Ensemble (Y7–12)

Wind Quintet (Y7–12)

Keyboard*

Piano Quartet (Y7–12)

Vocal*

Chamber Vocal Ensemble (Y9–12)

Other*

Extension Ensemble (Y9–12)

SPECIALISATION

Technical**

Audio Production (Y5–12)

Theory, Aural and Musicianship**

Theory, Aural and Musicianship (Y3–12)

Performance

Performance Class (Y7–12)

Instrumental Studies Program

To elevate individual learning, individual weekly half hour lessons are conducted by visiting specialist Instrumental Tutors. Options include:

Piano (Y1–12)

Violin and Viola (Y1–12)

Cello (Y1–12)

Voice (Y2–12)

Flute/Fife (Y2–12)

Guitar (Y2–12)

Percussion/Drum Kit (Y3–12)

Organ (Y4–12)

Double Bass/Bass Guitar (Y4–12)

Oboe (Y5–12)

Clarinet (Y4–12)

Bassoon (Y5–12)

Saxophone (Y4–12)

French Horn (Y4–12)

Trombone and Euphonium (Y4–12)

Trumpet (Y3–12)

Tuba (Y4–12)

Harp (Y5–12)

Songwriting and music production (Y7–12)

Student recognition: Colours and Awards

Our School deliberately pursues excellence and encourages students to achieve their personal best. An element of this mission is celebrating and rewarding the hard work, endeavour and camaraderie that are developed within a co-curricular activity.

The recognition of students’ achievement in, and commitment to, their co curricular activity is the basis for this system.

The School has in place a three tier system of recognising both achievement in and commitment to a co curricular activity. The criteria for the awarding of prizes within individual activities are clearly delineated in the Senior School Colours, Information and Nomination page on Agora.

School Procedures

Absences From and Attendance at School

Staff supervision of the Senior School campus is between 8.15am and 4.00pm. Students who arrive prior to 8.30am or remain on campus after 3.30pm should be signed into the Library or at their co-curricular activity which is supervised by a staff member. After 6.00pm, any students still on campus must report to the Boarding House until they are collected by a parent or carer.

If a student is absent from school, a parent/carer should contact the Senior School Reception on 6202 6430 before 8.30am and 6202 6400 after 8.30am to inform the school of the absence. Upon returning from an absence, please send a note to Reception or email or telephone Reception to explain the absence.

The email address for absences is SSReception@ cggs.act.edu.au, or use the link on the CGGS App.

If the email is sent from a home address then please follow up with a note the next day, however if the email is sent from an identifiable workplace, no additional note is required.

Any request for an absence of more than one day should be directed in writing to the Deputy Principal, Head of Senior School as far as possible in advance of the relevant dates. The form necessary is the ‘Student Leave Application’ form and is accessible on Agora. Please email the form to headofseniorschool@cggs.act.edu. au or present the form to the Deputy Principal, Head of Senior School office.

If a student needs to leave the School campus for any reason during the day for an appointment, a permission note must be presented at Reception before the student leaves the school grounds. The student is required to sign out before they leave the

campus and sign in on their return. Parents and carers who are picking up a student from school, or any guardian who has permission to collect the student, should present themselves to Reception when the student signs out.

Electronic rolls are marked each period by the classroom teacher.

Year 11 and 12 Students

In relation to Year 11 and 12 students, the School must also hold students accountable to the attendance policies of the Board of Senior Secondary Studies (BSSS) and the International Baccalaureate (IB).

BSSS Students

The BSSS requires that students attend and participate in all scheduled classes, contact time, and structured learning activities for the units in which they are enrolled. Any student whose attendance falls below 90% of the scheduled contact hours for a unit or who fails to participate in 90% of its required learning activities without both due cause and adequate documentary evidence will be deemed to have voided that unit. Documentary evidence must be in the form of a medical certificate, written explanation from the office of a professional with which a student has an appointment, or Student Leave Application form from the School. Where leave has been approved, if a student is absent from an in class assessment, a medical certificate from a medical practitioner is expected.

Without documentary evidence, missing a class for any reason will be considered an unexplained absence and count towards a Void grade (V grade). A V grade can potentially break a Major, jeopardising a student receiving their Senior Secondary Certificate and impacting their ATAR.

The following are examples of absences which are NOT considered ‘due cause’:

Choosing to work on an assessment instead of attending a lesson.

Sleeping in, misreading a timetable or otherwise forgetting to attend a lesson.

Driving lesson or test.

Family holidays, or extended visits interstate or overseas, without school approval.

Failure to provide documentation of an absence for an appointment upon return to school.

IBDP Students

IB students are also required to attend scheduled lessons and activities for each of their subjects, including Theory of Knowledge. Failure to attend must be supported by evidence of an appointment or parent/carer email if the student is absent due to illness, followed by a medical certificate.

Students who do not attend the required hours for their IB subjects risk not obtaining their IB Diploma.

For all students, absences from scheduled classes during the school day must be accompanied by evidence of an appointment or a written explanation from a parent/carer to substantiate the reason for the absence. Senior Students are advised to speak to the Director of Senior School (Learning and Innovation) if they are concerned about attendance or assessment to ensure these requirements are met.

Lateness

Students are expected to be on time every day. Students should not usually have more than two morning appointments in a cycle which would cause them to be late to school.

Students who are late to school three or more times in a cycle (for whatever reason) may be issued a detention by their Head of House.

Bag Passes

Students must store their school bags in their lockers during the school day. School bags are not allowed in classrooms or outside classrooms for safety reasons. If a student has a medical or other reason for needing their bag through the day they can obtain a short term permission note from the Student Area that needs to be signed by their parents and carers.

Fundraising

CGGS has a proud tradition of raising funds for various charities throughout the year. Groups involved in fundraising range from Tutor Groups, Houses, the SRC, the SC and special purpose groups to whole school events. As part of the planning process for a charity activity, students will be asked to submit a detailed proposal for the activity to their Head of House and final approval granted by the Director of Senior School (Student Care and Experience) and/ or the Deputy Principal, Head of Senior School. This includes selling boxes of chocolates or other items.

ID Cards

In 2025, only students in Year 7, Year 11 and new students to the School will receive a new ID card. If a student misplaces their card they must visit ICT to obtain a replacement card. Replacement cards will be charged to the student’s account.

Lockers and Locks

All students are issued with a locker at the beginning of each year and a combination lock upon entry to the School, if the assigned locker requires a lock. They are to keep their belongings including their mobile phone plus bags, blazer, and sports equipment in their allocated locker. Students are expected to keep their lock from year to year. They should not swap or change lockers unless they have permission from Student Area.

Lockers should be kept securely locked (the lock needs to be clicked into place) at all times. If a student loses their lock or if they enter school during the school year, they must see the Student Area to obtain a new lock. Replacement locks will be charged to the student’s account.

For health and safety reasons, school bags are not allowed in classrooms or outside classrooms. Bags must be stored in the student’s locker during the day and collected at the end of the school day. Students may carry a laptop bag only.

Lost Property

All lost property is located in the Student Area or the Gym. Any student who finds lost property should take it immediately to the Student Area. A student who has their name on their property will be sent an email to come to the Student Area to collect their lost property. Lost property is sorted at the end of each Term, and any uncollected items are discarded if not collected.

Music Lesson Attendance Procedure

The majority of music lessons for students in Years 7–10 occur during class time on a weekly basis. Students in Years 7–10 have lessons on a rotational basis so as not to miss the same class lesson each week. Students in Years 11 and 12 are strongly encouraged to schedule their music lessons during study periods, before or after school or during lunchtime.

Whenever a student leaves a class to attend a music lesson, they must sign out of class at the Music Centre. When the music lesson is complete, the student must sign back in before returning to class. Failure to follow this protocol will result in order marks being given.

School Diary

All students are issued with a School Diary which should be brought to each class, each day. It is the responsibility of students to keep their diary free of graffiti and to use this to record homework and assessment regularly.

If a student loses their diary their school account will be charged for an additional diary.

Study Periods

Senior (Years 11 and 12) students have timetabled study periods to allow for individual study or time to meet with teachers. During these periods, students are required to remain on campus and can utilise the Library and various study spaces around the school campus.

Year 12 BSSS students have a double study period on a Day 9 and, with School and parent permission, may sign off campus from lunchtime to study at the National Library, participate in exercise, work, or otherwise manage their studies.

Year 12 IB students are able to negotiate two study periods at the end of a day depending on their timetable. This is to be confirmed with the Assistant Director of Academic Care.

Facilities and Services

Library

Opening hours

The Senior School Library is open Monday to Friday from 8.00am until 6.00pm. Students are able to access the Library before school, at recess time, at lunchtime and after school. If a student is accessing the Library outside of School hours, they must sign in and out with Library staff.

A Teacher Librarian, or a Library Assistant, is available during these times to assist students. In the Library, students can access the School network and printers, as well as all information resources, including the fiction and non fiction collections, eBooks, eResources and equipment.

All resources and information about services are available via the Library’s website at cggs.libguides.com/home

Loans

Students in Years 7 to 10 can borrow four books over a two week loan period while students in Years 11 and 12 can borrow six books over a two week loan period. Holiday lending is allowed. Short term loans of electronic devices and calculators are available to students. Any items damaged or not returned will incur a charge for replacement.

Resources

The Library’s collections support the curriculum, including the Australian Curriculum, BSSS Senior courses and the International Baccalaureate.

The Library has a variety of learning spaces, including an exclusive senior study area, breakout rooms, and a presentation space. These areas are equipped for both private and collaborative study, as well as whole classes undertaking reading or research lessons.

The Library has a dedicated website which provides links to study guides, useful sites, resources, study help and research skills. Teacher Librarians are available during opening hours to provide help in searching for and using information, writing reference lists and study skills.

Health Clinic

The CGGS Health Clinic is located in the boarding precinct and staffed by a Registered Nurse (School Nurse). The Health Clinic is well-equipped, with a 2 bed ward, a doctor’s consulting room, and a treatment room. The school nurse is responsible for looking after the physical and emotional wellbeing of all boarding and day students. Unwell students are not permitted to depart school unless permission is given by the school nurse.

The Health Clinic is open Monday–Friday from 8.00am to 4.00pm. The school nurse works closely with the Head of Boarding, the Director of Senior School (Student Care and Experience), and the Pastoral Care team in relation to the health of CGGS students.

The School Nurse provides:

Primary healthcare and first aid to students and staff.

Medical and dental appointments for Boarders.

Health and wellbeing education.

Referrals to allied health professionals and our school counsellor.

Vaccination program

The ACT Government offers free vaccinations to all Canberra students in Years 7 and 10 through the School Health Program. Nurses from this team visit all schools in Canberra to administer the vaccines.

For further information, contact the ACT Health Immunisation Enquiry Line on 02 5124 9800.

Students with additional medical needs

Parents and carers of students with additional needs or medical conditions can contact the Health Clinic on (02) 6202 6472 to discuss any concerns. Medical conditions that require an Action Plan (e.g. Anaphylaxis) are to be current, signed by a Medical Officer and supplied to the Health Clinic (please upload via the school portal system). For students who require an individual care plan one will be implemented in consultation with parents and carers, the student, school nurse, teaching staff and pastoral care team. Parents and carers and students should advise the school of any change in their circumstances, including any changes in the diagnosis and treatment of medical conditions.

Medication

The school nurse will not administer medication to students (except in case of anaphylaxis or asthma emergency) without consent of parent/carer. Consent must be updated annually via the school portal system.

ASTHMA: Students diagnosed with asthma should carry their own asthma medication (Ventolin inhaler and spacer) while at school. For hygiene reasons, if a student requires the use of a Ventolin inhaler provided by the health clinic, their school account will be charged for the cost of the Ventolin inhaler and it will become their personal property.

ANAPHYLAXIS: Students with anaphylaxis should carry their own Epipen and Anaphylaxis Action Plan while at school.

Prescription medication

1. Students who require prescription medication at school require a signed consent by a parent/ carer authorising the school nurse to administer medication.

2. The medication must be given to the school nurse where the medication will be safely stored in a locked cupboard in the Health Clinic.

3. Medication should be in its original container, bearing the original label and instructions.

4. The school medication consent form must be completed for all medications to be administered by the school nurse. Please email: healthclinic@cggs. act.edu.au to obtain a medication consent form.

Non-prescribed medication

The health clinic has non-prescription medication that the school nurse will dispense to unwell students with the consent of parents and carers. This includes analgesia, antihistamines, and anti inflammatories. Parents and carers can provide annual consent via Agora.

Trips, Tours and Excursions

Students are prohibited from self-administered any medication on a School excursion, trip or tour (except for life saving asthma and/or anaphylaxis medication). Parents will need to register all medication prior to the trip/tour/excursion and provide staff member with the medication.

Counsellors

Our School Counselling Team is made up of qualified Psychologists with extensive experience in supporting students to navigate the challenges of adolescence including social, emotional, family, educational and psychological needs. This team is led by the Head of Counselling Services.

Students can access counselling appointments Monday–Friday, during school hours and are encouraged to book their appointments via Student Area. This is a confidential service and seeks to support students to develop life long skills in managing their emotional wellbeing and mental health.

Our student centred approach to counselling supports all students to become strong, resilient and capable young people who can proactively problem solve and seek help when needed. Parents and carers are not notified of their child’s attendance at counselling unless there is an issue of risk or a need to involve parents and carers in addressing the support needs.

Careers Advisor and Coordinator

The Careers Resource Centre is open for all students during the School day, including recess and lunch times and for a short time after school. Material can be borrowed with permission from the Careers Advisor and Coordinator.

The Centre contains up-to-date information about public and private tertiary educational institutions in Australia, including universities, CIT, TAFE and private training organisations. There is also information about universities in New Zealand, Japan, the United Kingdom and the United States as well as the different application processes. In addition, resources can be obtained regarding job searching, résumé writing and apprenticeships. There are also a number of books about career choice.

Students can make appointments with the Careers Advisor and Coordinator using the booking sheet next to the office door or arranging a time through email. Senior students are able to use their non-scheduled study time for this purpose. Students in Years 7 to 10 can make a time during recess, lunch or before or after school. Parents and carers are welcome to make appointments as well.

School Canteen

The School Canteen is located at the back of the Boarding House near the Chapel car park and is open at recess and lunchtime. Hot and cold food is available every day. Students must use their school ID card to purchase food by setting up a Flexi-schools account. Visit flexischools.com.au and use your school ID

number to register. Recess and lunch orders are available for students.

Students can visit the Student Area if they need help with this.

School Calendar

The Senior School Calendar is a detailed fixture list of all events and assessments.

The Agora online portal calendar includes excursions, meetings, assemblies, chapel services, competitions, parent/carer information evenings, parent/carer teacher interviews, school holidays, testing periods, as well as a myriad of musical, cultural and sporting events. Refer to Agora for more information.

The assessment calendar for each subject is located on Agora for Years 7–12 and is available by the end of the second week of each semester.

Students are encouraged to place relevant information into their School Diary and on the family calendar at home.

Senior Common Room

The Senior Common Room is for the exclusive use of Year 11 and 12 students before school from 8.30–8.50am, at recess and lunch times. The Senior Common Room is not open during Tutor Group, as all Senior Students are required to attend Tutor Group. Students should not be spending their study periods in the Senior Common Room and should be utilising the Library or Lower Gabriel to study during these free periods. Access to the Senior Common Room is conditional upon students of both Year Levels leaving the area clean, tidy and orderly. If students abuse this privilege, the Senior Common Room will be locked for a period of time.

Security

Students are encouraged to be very mindful of the importance of security at all times. Students should not bring large sums of money, valuables or jewellery to school.

Bags or personal belongings are not to be left unattended for security reasons. Students are to store mobile phones in their bags in their lockers and keep them locked.

Students are responsible for the security of their personal items, including devices, ear buds, phones and/or portable computer devices that they choose to bring to School.

Recess and Lunch Areas

Students in Years 7 to 10 must exit buildings at recess and lunch times. Students in Years 11 and 12 may utilise the Senior Common Room.

On designated Wet Weather Days all students will be directed to the wet weather areas. Staff will supervise in these areas instead of patrolling outside.

Students are required to sit in areas supervised by staff on playground duty. Therefore, students should not sit or loiter in the following areas:

All car parks and surrounds.

The Hall and surrounds, including the upstairs gallery landings.

Locker areas.

Inside buildings. (unless wet weather)

In front of the Administration Hub and Boarding House.

Around the Gymnasium.

The Music Centre and corridors.

Students may visit lockers at the beginning and end of break times

If a student is in an out-of-bounds area, they may be issued a 15-minute lunch detention. A copy of the inbounds areas can be found in the student diary.

There may be differing arrangements from time to time if required.

Jubilee Sports Centre— Gymnasium and Swimming Pool

We encourage all students to maximise their use of the Health and Physical Education facilities. Year 7–10 classes engage in a class based Aquatic curriculum in HPE, and the co-curricular SwimFit group meet two mornings a week during term time.

Additionally the Swimming Pool is opened to Boarding House students from 1–3pm on a Saturday (Term time only) for general swimming.

The CGGS Strength and Conditioning room has been relocated, refurbished and renamed. You can find more details on accessing this space on Agora. The room is also used by supervised co curricular and HPE groups.

The outside multi-purpose courts are also open to all students for physical activity during the second half of lunchtime Monday–Friday.

Recycling

CGGS is committed to recycling and staff and students are encouraged to commit to recycling material in the recycling stations around the school campus.

Class Resources and Stationery

At CGGS, we operate a system where some text books are hired out to students and some are required to be purchased. A stationery list is provided on Agora on each year level page through our supplier, Campion. This list will indicate which textbooks and digital resources are required for each course. All materials are required for the first day of school.

If a student loses a hired textbook a charge will be issued for the replacement cost.

Assemblies and Chapels

The Senior School comes together on a cyclical basis to share whole school assemblies and chapels together. These are an opportunity to support and celebrate the young people in our community as well as to take time to reflect and focus on each individual’s personal and spiritual development. Each House runs a House Chapel two to three times per term which provide the opportunity for leadership and student involvement at all year levels. All students are expected to attend.

School Uniform Guidelines

Wearing the uniform correctly and with pride

Belonging

CGGS students belong to a unique community with a long, proud history in Canberra and throughout the world. The School uniform forms membership of this community, students are Grammarians and it is a special group to be a member of. Senior School students are encouraged to stand tall, be proud and represent themselves and the women who have gone before them well.

Equity

When all students wear the CGGS uniform they are part of the school community and there is no pressure to dress in particular brands, styles, sub-cultures or otherwise. Every girl, regardless of her social or economic background walks into the school in their uniform on a level ground with those around her.

Shine

When students wear their uniform, their individuality and character are given the opportunity to shine. Each individual identity is formed through a young person’s unique voice, talents, abilities, intellect, humour, compassion and not through clothing. What a wonderful opportunity to showcase who you really are!

Non-Uniform Days

From time to time, CGGS may have a non uniform day to support a particular charity event. On these days students are expected to dress appropriately. Students should wear closed toe shoes (this is important due to the range of activities that students undertake during the school day including in Science labs and Creative Arts spaces). It is expected that students will wear t shirts or tops with sleeves (no strapless tops, singlets or exposed midriffs), no clothing with offensive slogans or logos, shorts/skirts that are modest and of at least mid-thigh length. Students can wear their school uniform on non-uniform days as there is no obligation to participate in non-uniform days.

If a student is wearing an outfit on non uniform day that is deemed to be inappropriate by a member of staff they will be asked to either a) change into a uniform from the Student Area (which must be laundered and returned) or b) parents and carers will be phoned and asked to bring in a school uniform for their child.

Terms 1 and 4 – Summer Uniform

Term 2 and 3 – Winter Uniform

General Uniform Guidelines

Students are to wear full school uniform to school each day. The summer uniform is worn during Terms 1 and 4 while the winter uniform is worn during Terms 2 and 3.

Summer Uniform

Years 7–10: CGGS summer dress. White shortsleeve blouse and CGGS navy trousers or shorts. CGGS green jumper.

Years 11–12: White short sleeve blouse and CGGS green skirt or CGGS navy trousers or shorts. CGGS navy jumper.

Navy socks.

Navy straw hat must be worn to and from school. Either the navy straw hat or navy bucket hat must be worn when outside at recess and lunch.

If the weather is cool, the blazer is to be the outer garment, not the CGGS waterproof jacket.

Winter Uniform

Years 7–10: White long sleeve blouse and CGGS tartan skirt or CGGS navy trousers. CGGS green jumper.

Years 11–12: White long sleeve blouse and CGGS tartan skirt or CGGS navy trousers. CGGS navy jumper.

Navy socks or tights. Socks and tights are not to be worn together.

Scarves, gloves and beanies are optional with the winter uniform. If worn, these items must be plain navy.

The blazer must be worn as the outer garment.

Year 12 students may wear the School Year 12 jersey from Term 3 on Fridays or at CGGS carnivals.

General Guidelines

All uniform items must be kept clean, pressed and in good repair.

Shoes must be polished.

School dresses, summer skirts and winter skirts must be worn at knee length.

School socks must be calf length or folded down.

School shoes must be plain black leather lace up. The blazer must be worn to Assembly, School Chapels, and official school events including excursions.

Bags must be CGGS school bags with the School crest.

Students may wear plain navy or white head scarves or hijabs.

Students may not wear non-uniform items such as long sleeve shirts, hoodies, puffer jackets or t shirts under or over their school shirts.

Accessories and Other Items

For students in Years 7 to 10 shoulder length hair must be tied back with ribbons or hair ties in School colours of red, green, white or navy blue. For all students, hair must be of a natural colour and neat.

Students are permitted to wear a single pair of plain, small gold or silver studs, sleepers or small pearls worn in the lobe of the ear. They may not wear additional earrings, other piercings, or other jewellery.

Students may wear discreet sunblock make up and may have colourless polish on their nails. Students may not wear other forms of makeup, accessories or body art, such as false eyelashes or acrylic nails. Airpods are not part of the uniform and unless permission has been given in a classroom they should not be worn at any time.

Any badges or ribbons worn on the blazer must be issued by the School.

Sports Uniform

Full sports uniform must be worn for all PE lessons.

Students may not wear their sports uniform to School or attend other lessons wearing sports uniform, unless permission is given. The School sports cap or bucket hat must be worn to all outdoor PE lessons.

Consequences for Infringements of the Uniform Guidelines

Students are responsible for wearing their uniform correctly. Uniform will be checked every lesson by the classroom teacher. A note from parents and carers is not generally sufficient to exempt students from uniform guidelines.

Students who wear jewellery or non-school uniform items that do not meet the guidelines can expect to be asked to remove the item.

Consequence:

Students who breach uniform guidelines will be issued a 15 minute lunchtime detention by any teaching staff member.

Staff members will inform the student to report to the designated classroom at the start of lunch. This detention takes priority over other commitments.

Students who fail to attend the lunchtime detention or have repeatedly breached guidelines may be issued a Thursday afternoon detention.

Borrowed Uniforms

Limited uniform items are available to borrow from the Student Area in cases of emergency. Borrowed items should be returned to the Student Area, laundered, within two weeks, and have the item signed off. If items are not laundered, students will be asked to take them back and launder them. If items are not returned within a reasonable period of time, the student’s account will be charged for the cost of a second-hand item.

Out of School Uniform

If a student is unable to be in complete School uniform for some exceptional reason, a note should be brought to the Student Area from parents and carers explaining the situation. A permission card will be given to the student who must produce the card if requested by a teacher. Students should not be out of uniform for an extended period of time.

School Uniform Shop

The CGGS school uniform can only be purchased from the School Shop. Both new and high quality second hand uniforms, including items for specific sports and music requirements are available for purchase. An extensive range of sizes are available as well as a made to measure service. School bags, socks, winter tights and hair accessories are available, as is a range of school merchandise.

The School Shop is open during term time at the following times:

Mondays 8.15am – 2.00pm

Tuesdays 8.15am – 2.00pm

Thursdays 12 noon – 5.30pm

It is also open during advertised times in holiday periods. Please refer to the school website for particular times.

Behaviour Guidelines

Behaviour Expectations

The Behaviour Expectations Policy outlines the expectations of all students in from Kindergarten to Year 12 and how behaviours that do not meet these expectations will be managed. In line with a growth mindset, all students are expected to acknowledge, reflect, and grow from their experiences and be positive, contributing members of the CGGS community.

Principles

At the heart of a Canberra Girls Grammar School education are our values – Integrity, Courage, Respect and Inclusion. As members of this community, we are called upon to explain and critically examine what the values look like in action. As students at CGGS, we agree to uphold the School values as outlined in the following statements:

Integrity

We stay true to our values and follow our ethical compass.

We stand up for what we believe is right.

We celebrate each other’s achievements in and out of school.

We acknowledge ours and other people’s boundaries.

Courage

We stand up for what we believe in

We will try new things and make use of all the opportunities given to us.

Respect

We respect our school, teachers and staff.

We respect our peers and other people’s opinions.

We will look after the environment and our surroundings.

Inclusion

We empower and support others.

We acknowledge and embrace our diversity.

We challenge ourselves and encourage others to push out of comfort zones.

Student breach of behavioural expectations and consequences.

Students have a responsibility in building and maintaining a positive school environment. Each individual is expected to behave in a respectful and developmentally mature manner, taking responsibility for their behaviour at all times. CGGS students show each year that they are developing into reflective, kind, and responsible young people moving towards age and stage appropriate independence. We endeavour to demonstrate and instruct all students about their role in healthy relationships based on respectful behaviour.

All students at CGGS are learning and developing. From time-to-time students make less-considered choices or behave in a way that is not appropriate. All students are given an opportunity to gain experience from their behaviour. If students do not uphold these expectations and core values, the School will respond accordingly. Please refer to the Behaviour Expectations Policy on Agora for more detailed information.

Anti-Bullying

CGGS is committed to providing a safe, supportive and positive environment for students and staff. Disrespectful behaviours and bullying will not be tolerated.

The national definition of bullying for Australian schools says:

‘Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening. Bullying can happen in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert). Bullying behaviour is repeated, or has the potential to be repeated, over time (for example, through sharing of digital records). Bullying of any form or for any reason can have immediate, medium and long term effects on those involved, including bystanders.

Single incidents and conflicts or fights between equals, whether in person or online, are not defined as ‘bullying’.

(Source: bullyingnoway.gov.au)

Staff investigate each individual report and/or incidents of bullying internally with a no-blame approach often using a growth mindset to move forward, and broadly following the stages of the flow chart below.

Where students are found to be participating in bullying they will be supported with restorative practices as appropriate, and according to the Guidelines for Breaches of our Expectations, on a case by case basis.

If relevant (for example by law or as a matter of mandatory reporting) appropriate reports will be made to the relevant authority.

The flowchart that follows provides an overview of the procedure for following up individual reports of single incidents, conflicts or bullying behaviours.

At all times, the focus is on listening to the student/s and supporting each party in personal reflection and growth. The ‘Being our Best Selves’ reflection model may be used to assist in relevant conversations.

Students who do not meet the CGGS expectations and breach School rules or expectations will be managed on a case-by case basis according to the Guidelines for Breaches of our CGGS Expectations.

The student (or student’s friend, parent/carer or teacher) (“the reporter”) notifies the School of an incident or series of incidents (“the incident”).

Online Behaviour

The reporter may be asked to provide a written summary of the incident to the School. This will be determined on a case-by-case basis.

Online activity is a part of everyday life for adolescents. However, it should be used thoughtfully as it leaves a digital footprint which may have long lasting implications for a young person. It is not uncommon for an employer to look at the social media history of a prospective employee. A young person’s opinions, attitudes and behaviours may change as they get older and it may be awkward or embarrassing for other people to be able to access online posts/stories about their behaviour that is no longer a true representation of who they are.

The School will take appropriate steps to investigate the incident. This may take hours, days, or weeks, depending on the nature of the incident. Where a student is considered to be in immediate danger, the response will be sameday. Where appropriate, students involved are provided an opportunity to describe and explain their behaviours.

The School will develop a response to the incident that is appropriate for the student/s involved based on a growth mindset and using restorative practices where possible. This may include basic lessons in communication, teamwork and/or online conduct. Staff involved may include a range of relevant staff, such as the School Counsellor, Head of House, Director (Student Care and Experience) or external providers. Staff can refer to the Guidelines for Breaches of our Expectations to guide relevant decisions.

There are instances where young people might feel under pressure or the desire to share images of themselves with another person, whether that be a friend or a possible romantic interest. Sharing nude, partially nude or other revealing photos of themselves is not appropriate and can have serious implications for both the person who sends the message and the person who receives it. Students are encouraged to talk to an adult about this which can help them understand the implications of this choice. Students should talk to their parents and carers, pastoral tutor, Head of House or one of the school counsellors.

Useful information is available from the Office of the e Safety Commissioner for parents and young people. You can find that information at: esafety.gov.au/young-people

Students are reminded that they are in control of their device, words, images and responses. Parents and carers are able to support students in their choices by checking in on their phone usage including popular apps. A simple search of the most popular downloaded apps on the App Store will provide an indication of what is trending and assist parents in knowing what their children are engaging with.

Before posting online, students should ask themselves:

What is the intention of my comment/post?

Who will see this (even if it is posted in a ‘private’ story)?

Would I say this or show this picture to my grandparent or the Principal?

How might this make the other person feel?

Where or how could this be shared by others?

Am I happy to deal with the consequences of this post? (consequences may come from the school, parents and carers or possibly, the police)

Have I made a threat to someone in this post or could it be perceived as a threat?

Would I want a potential employer to see or find this post?

Suggestions for disconnecting with devices:

Parents and carers arrange a set time when their childs phone is handed in so that they have a peaceful night’s sleep.

Leave the phone in the family room/lounge room at night before going to bed.

Students are expected to leave their phone in their school bag in a locked locker during the school day.

Young people are encouraged to take time to respond to messages or posts that cause an emotional response, giving time to think carefully about the possible outcome of what may be written in response.

Students are encouraged to take time to calm down if it is a post that has made them angry and to consider if other people are encouraging them to respond or become involved so that the drama is increased.

Students are reminded that they cannot believe everything they read or see on social media; sometimes people are trying to create a narrative. There are always two sides to a story and both need to be considered before anyone knows the truth.

ICT Users’ Policy

Senior School

Student Acceptable Use Contract (AUC)

Students will be required, each school term, to agree to the Student Acceptable Use Contract that will appear on their BYOD device when attempting to access the school WiFi network. The AUC (see below) will appear on screen and students will need to accept the contract before accessing the network.

ICT Student Acceptable Use Contract

Access to the system is through a unique username and password. I shall not endeavour to obtain anyone else’s password or divulge my password to other students.

While at school, I will access the internet through the school’s WIFI network.

While in class, I will only use my device for the purpose of learning activities as directed by my teacher.

I will not send inappropriate messages or images to other students at any time.

I will not use my device at recess or lunch, except if I am completing school work in the library.

I shall not seek to use, or use any alternative site to gain access to, blocked sites.

I undertake that all communications sent by me will be accurate and respectful.

I shall not break copyright law by copying and/ or distributing copyright materials, except as permitted for educational purposes, in which case I shall correctly acknowledge the source.

I shall not modify or delete any material of which I am not the owner.

I shall respect the privacy of others and will not attempt to access or disseminate information to which I am not authorised.

If I encounter anything offensive online, I shall immediately report it to a teacher.

I shall not provide personal contact details, such as an address or telephone number, to anyone encountered online, without the prior consent of both a teacher and my parent/carer.

I understand that authorised staff routinely monitor the network, including messaging, and may access any part of the network to investigate possible infringements of the AUC.

I understand that the ‘Acceptable Use Contract continues to apply whilst I am a student at CGGS and regardless of the access methodology, even when using the facilities of the CGGS network from home.

I undertake to read and comply with the current Network Operational Procedures for the CGGS network. I understand that failure to comply with the ‘Acceptable Use Contract’ may result in disciplinary procedures.

Mobile Phones

The use of mobile phones is not permitted during the school day unless specific permission has been given by the teacher. Mobile phones must be kept in student lockers.

Smart watches must kept in student lockers.

Senior students are permitted to access their devices in the Senior Common Room and the adjoining outdoor terrace.

Any use of mobile phones or smart watches will result in the confiscation of devices to be held at the Head of Senior School’s office. A record of confiscated devices is kept by student services – this record does not reset.

In order to encourage appropriate use of technology during the school day the school uses these measures:

First offence — confiscation of phone until 3.20pm – Failure to deliver the phone to the Head of Senior School’s office results in detention and the phone will be confiscated the following school day

Second offence — confiscation of phone until 3.20pm and a one hour detention

Third offence — confiscation of phone for five consecutive school days (8.45am–3.20pm) and a one hour detention

Fourth offence — at the discretion of the Director of Senior School (Student Care and Experience) and Head of Senior School

The School’s main reception (02 6202 6400) is the contact point in the event of an emergency where a student needs to contact a parent/carer or if a parent/ carer wishes to contact a student.

Students are required to maintain a working, schoolissued lock on their lockers. Devices brought to, and kept at, school are entirely at their owner’s risk. The School takes no responsibility for lost or damaged devices.

AI at CGGS

The use of AI at CGGS is broadly guided by the Australian Framework for Generative Artificial Intelligence in Schools, and is subject to the Academic Integrity Policy available on each year level page on Agora. Teachers will explicitly indicate on assessment tasks if AI is permitted. It should be noted that many popular AI tools are not permitted for use by students under the age of 16, according to the app user agreements.

IT Support

IT support is available through the following methods.

Agora: Students and parents and carers can complete an IT helpdesk form from our Parent Portal. Requests are automatically forwarded to our IT Helpdesk system.

Direct email: Students and parents and carers can email directly their requests to icthelpdesk@cggs.act. edu.au and a support ticket will be created.

Phone support: Students and parents and carers can contact the School’s reception on 6202 6400 and your call will be forwarded to our office.

In-person: Students are welcomed to visit the ICT for assistance. We ask that parents and carers email the IT Helpdesk to make an appointment for in-person support at CGGS.

Passwords

Parents and carers

The IT team do not store and are not able to view existing passwords. The school uses a specialist 3rd party software named StudentNet to store login details. Parents and carers who have misplaced their password will need to select ‘Lost Password’ from our parent portal page on Agora to reset their password. Please contact the IT Helpdesk if you are unable to reset your password.

Students

Login details are provided to students on induction day. Should a student lose or wish to change their password they can ask any IT staff member. Sharing of passwords is never allowed and students should not loan their device to another student with your login details. Make sure to lock or log off your computer when you step away.

Backup of Files

It is the student’s responsibility to backup schoolwork. The school, whether at home or school, provides students with storage capabilities. Students, through Agora, can access their Home Drive and storage is available in both Office365 OneDrive and Google G Suite. Home drive and Office365 are backed up daily and Google has a 30 day backup solution

HPE Faculty

Health and Physical Education (HPE)

Students changing at the start and end of HPE lessons

We hope students feel comfortable and empowered to be physically active in many different ways during the school week.

All students are given time at the start and end of each PE and aquatic lesson to change. Students are reminded to be prompt when changing to avoid being late for their next lesson. Students may wish to use hand dryers to dry off hair and wear navy beanies during aquatic lessons in winter. Often students may have slightly more time if aquatic lessons back on to recess or lunch. Students should talk to their class teachers if they have any special requests, questions or concerns.

No spray deodorants are permissible in the PE or pool change room areas, roll on deodorant only should be used.

Physical Education or aquatic lessons in HPE

Students participate in one aquatic HPE lesson in a cycle (fortnight) during the school day

Organisation and changing after PE may cause some angst for students as they adjust to moving from lesson to lesson. HPE teachers will give Year 7 and new students additional time and leeway during their first few weeks of HPE to ensure students have enough time to catch buses after Period 5 PE or aquatic lessons

We are mindful of student cultural or religious sensitivities whilst being physically active in PE and in the pool. Students have permission to wear long sleeves and pants in PE or aquatics should they wish to take up options due to religious reasons. Students may also wear swimming rash tops and/or board shorts in the pool. Students are encouraged to talk to their class teachers about these options.

We understand that students are starting their menstrual cycle for the first time during early adolescence and our aim is for students to feel confident and comfortable to be physically active in PE or aquatics. We also appreciate that some students will choose and prefer to use sanitary pads rather than tampons in these early years. Students may have their period during the week they have a pool lesson or inadvertently start their period during the day. Where possible we ask students to bring in a note from parents and carers excusing them from swimming should they wish not to swim, or follow up with a note if they need to miss a pool lesson due to periods. We encourage students to talk to their class teacher about these options. Parents and carers may wish to email the class teacher as an alternative option or record the note in the student diary.

Dolphin Group opportunities for remedial swimming

There are many opportunities for students to improve their swimming ability, especially if students are not confident swimmers. We have a regular program in Term 1 called the Dolphin Group and students are invited to attend extra swim sessions free of charge. We hope students may then feel more confident to participate during normal aquatic lessons. Parents and carers and students can talk to class teachers about the program or email the Head of HPE.

Mouthguards

It is a requirement of the School that during some HPE units (some contact sports) participating students in Year 7–10 are encouraged to wear a mouthguard. These lesson themes are listed below:

Hockey

Lacrosse

Cricket

Indoor Hockey

If a student does not bring a mouthguard to class during these units they will still be able to participate during game (modified or otherwise) and learning activities, involving the use of equipment. There will be no further consequences if the student forgets to bring a mouthguard to class. Teachers take practicable steps during lesson time to ensure safety is maximised.

It is a requirement of the School that during co - curricular sport training and matches at CGGS or off campus venues all participating students in Year 7–12 wear a mouthguard. These sports are listed below:

Winter Hockey

Indoor Hockey

Rugby Union

CGGS encourages all students to wear a mouthguard and other protective equipment (such as shin pads) in all other contact sports within the HPE and cocurricular sporting program.

Parents and carers will be responsible for ensuring that their daughter has an appropriate mouthguard. Mouthguards are available from dentists, orthodontists, most leading chemists and sporting equipment stores.

HPE Detention

Rationale: To encourage student commitment to the HPE program. If a student fails to commit to the program, they may miss important learning opportunities. This system seeks to ensure that every student has the opportunity to maximise her learning in the HPE environment. It also ensures consistency, fairness and equity for all students.

1. If any Year 7–12 student fails to bring any part of their HPE uniform, they will receive a warning in the first instance (one warning per semester).

2. If any Year 7–12 student fails to bring their full HPE uniform or pool gear on the first occasion or part thereof on the second occasion they will receive a 15-minute lunchtime detention. This system is continuous throughout each semester.

3. If a student forgets their full HPE uniform or pool gear on the second occasion they will receive two more order marks and a PE detention by the class teacher or the Head of HPE will be issued.

4. Therefore, if a student receives three order marks in total they will receive a PE detention on a Thursday from 3.20pm to 4.30pm, reporting to the student area in the first instance. A letter will be sent to parents and carers confirming this information.

5. If a student receives another uniform infringement after serving a PE detention within a term, a phone call to parents and carers may be required and the appropriate action will be taken.

6. If a student fails to attend the first PE detention or is absent on the day, the PE detention will be rescheduled to the next Thursday.

Personal Health and Hygiene

All students have a responsibility to themselves and to each other in regards to keeping the school a healthy and happy place to learn.

All students are expected to:

Be Sun Smart

Students in the School are encouraged to protect their skin against the sun’s ultraviolet rays whenever possible during School time and School activities. Childhood and adolescent exposure to harmful ultraviolet radiation from the sun is a major contributory factor in the later development of skin cancer. Levels of ultraviolet radiation are particularly high in Canberra, owing to our altitude, clear air and long hours of daily sunshine. It is the student’s responsibility to protect themselves against skin damage by wearing sunhats and sun screen.

As part of general skin-protection strategies:

Students should wear CGGS sun hats/caps or the school hat during recess and lunch breaks in Terms 1 and 4, and in other terms as they choose.

Students should wear transparent SPF 30+ sun cream during Terms 1 and 4, and during outdoor PE lessons.

Students must ensure they come to any all-day outdoor events (such as the Athletics Carnival) wearing transparent SPF 30+ sun cream and should regularly reapply during the day. Each student should carry a personal supply of suncream.

Students will be encouraged to seek shade where possible during sunny days, particularly during Terms 1 and 4.

Actively undertake a personal hygiene routine that includes:

Regular washing of hands throughout the day.

Washing hands after using the bathroom and before eating food.

Avoid sharing drink bottles or any other personal items. (such as lip balm)

Covering coughs with your elbow.

Covering sneezes with a tissue and immediately disposing of the tissue into a bin.

Staying home if you are unwell to avoid spreading the illness with others.

Be mindful of other students with allergies

CGGS Senior School is not a nut free campus, however, in order to limit exposure of nuts to students who have nut allergies all students are asked not to eat nuts in the Senior School. If you do eat nuts at school, please be very careful with the rubbish and ensure it is safely placed into a bin. If you spill nuts on the floor please ensure you pick them up and dispose of them in a bin and then wash your hands.

Remember that eating nuts is not just in the nut form but also in peanut butter, Nutella (and other brands of chocolate hazelnut spread) and other foods like snack bars. Please be careful with how and where these foods are consumed.

Organisation of Private Study

At Canberra Girls Grammar School we help you become an independent learner so that you develop the skills needed for the future. Private study forms part of this framework. We want you to be able to set your own goals for learning as well as to complete assessment tasks set by your teachers.

Use of the Student Diary

Students in the Senior School are expected to carry their School-issued diary with them to each class, to have it signed by their teacher to explain why they may be out of the classroom during the day, and to take it home in the evenings and on weekends.

The student diary is a valuable tool to help organise your private study. Record homework and assignments on the day that they are set, as well as the day that they are due, and set regular reminders. Get into the habit of checking ahead to see what is coming up. Check your diary when packing a bag for school and when leaving school in the afternoon. Students will be provided with a new diary if they have lost theirs or regularly attend class without it. Charges for a new diary will be charged to the student’s account.

Study Tips

It is important that you regularly review the content learnt in classes. This is called study or revision, which is different to homework.

Homework is work allocated by the classroom teacher that students need to complete by a certain date. It may include specific tasks or set exercises, or working on an assessment task. You should record homework for each class in your student diary.

Study is work that you complete by yourself and is not specifically set by your teacher. This is when you review, practice and consolidate content learnt in classes and should be part of your weekly schedule. Regular study/revision will help you to manage test/ exam pressure if you have been doing it regularly.

Your Study Space:

Having a space to study is very important and will help you to manage your needs more effectively. For example, studying on your bed with your phone next to you and/or TV on is not recommended.

Below are some tips:

Find a quiet space to study in your room or in the house away from distractions.

Have a dedicated study desk or table and chair.

Set up your space with a calendar, study cards, highlighters and any other stationery you will need.

Leave your phone in a different room or away from you.

Do not open messages or social media sites on your computer.

Have water with you and drink regularly.

Stand up and stretch, go for a short walk at least every hour.

Routine for Home Learning

Have a definite time to begin your study or homework each day and set a minimum time you will spend on it. Use the weekly schedule in your diary to take account of your other commitments, such as sport, music and clubs and identify your homework time each day. The suggested amount of time for homework in each year is as follows:

Set your priorities

Decide on the order of work for the evening. Do your work early so that you have plenty of time and don’t get too bored. Your first task could be to look over the work done for that day.

Complete all tasks by the due date – cross things off as they are completed. Prepare a study plan.

Separate similar thinking areas with something quite different. Try doing English and Music instead of English and Maths.

Have a break between subjects – five minutes after each half hour to have a drink and stretch your legs. Roll uncompleted tasks over to another time. Review work done that week and ensure it is complete. Revise vocabulary. Read a variety of material (novels, magazines, internet sites, newspapers) and watch the news regularly to keep up with current events.

Course Class Pages

Agora

Welcome to Agora (Overview)

Welcome to our Agora portal. There are a number of new features for both students and parents and carers in 2025. When you login at agora.cggs.act.edu. au for the first time with your assigned CGGS ID and password you will see the Agora dashboard, which is essentially your homepage.

Agora allows students and parents and carers to access important information including timetables, classes, personalised calendars and news headlines. From the Agora dashboard you can reach many resources such as Co-curricular groups, Pastoral Care, Boarding House, Library and Year Level Pages.

Parents and carers have additional resources available to them such as Parent/Carer Engagement, Family Portal, Enrolment Agreements and Google Classroom.

Example parent Agora dashboard:

Example student Agora dashboard:

Calendar : The calendar will become a central point of reference for CGGS activities. Parents and carers will be able to view assessment dates (Senior School), Class activities, House activities, School activities etc.

The most important feature will be the ability to ‘Feed’ the information of this calendar (which encompasses all the different calendars into one) into your own.

Recess & Lunch Student Access Areas

Toilets

Senior School in-bounds map

The toilets under the Admin Hub are not open during recess and lunch breaks.

and Evacuation Assembly Points

Out of bounds

Students must remain within in-bound areas.

Chapel hours

Students may access the library during recess and lunch. No food is permitted in the Library.

Students must be outside for recess and lunch announced by the Executive Leadership team.

CRICOS