2019 Annual Report

ANNUAL REPORT 2019

CONTENTS Introduction .................................................................. 2 About the School ........................................................... 4 Spiritual Life of the School ............................................. 6 Primary School Report ................................................... 8 Senior School Report................................................... 20 Community Development Report................................... 42 Strategic Operations Report ......................................... 48 Business & Finance Report .......................................... 56 Student Outcomes in Standardised National Literacy & Numeracy Testing ........................................ 58 Year 12 Results .......................................................... 60 Higher School Certificate Results ................................. 60 International Baccalaureate Results ............................. 61 Senior Secondary Outcomes ........................................ 61 Post-School Destinations ............................................ 62 School Policies............................................................ 64 Student Attendance ..................................................... 65 Student Retention ....................................................... 65 Admissions Policy........................................................ 66 Characteristics of the Student Body .............................. 67 How the School Manages Non-attendance..................... 68 Parent, Teacher & Student Satisfaction ......................... 70 Summary of Financial Information ................................ 73

INTRODUCTION It is a pleasure to present Canberra Grammar School’s 90th Anniversary Annual Report. As ever, it was a year of phenomenal activity across the full range of School life, as is evident in these pages and in the special anniversary edition of our School magazine, CGS Outlook.

Both publications are vibrant records of the year’s array of concerts, camps and carnivals, theatre productions and art exhibitions, races and matches, not to mention all that went on in classes and houses. They reflect our students’ successes in English writing and Chinese speaking competitions, Mathematics Olympiads and Geography challenges, the National Youth Science Forum, the da Vinci Decathlon, Chess, Debating, Model United Nations and Public Speaking, Code Cadet ventures, STEM Panels and STEAM Walks, let alone in service, sport, music and outdoor education expeditions to Nepal and China, Singapore and Hong Kong, the Solomon Islands and Vietnam, New Zealand, Central Australia, and beyond.

2019 was a year in which the School danced for NAIDOC Week, partied and performed Shakespeare in the Quad, shot fireworks from the Main Oval, ran en masse up Red Hill, launched new holiday sports camps, unveiled our new full symphony orchestra and wowed crowds at DanceFest. The School went co-ed in boarding for the first time with our new girls’ accommodation, opened brand new Netball and Tennis Courts as well as a superb new Rowing Centre, and announced our plans for the creation of a magnificent new Music Department, auditorium and library made possible by the extraordinary generosity of former CGS student Mr Terry Snow, the largest ever gift to a school in Australian history.

It was also a year in which our Year 12 students earned some of the strongest combined HSC and IB results in a decade, and our NAPLAN results again outperformed comparative schools. Perhaps above all, however, it was a year distinguished by the emergence of student voice and agency more than ever before: in the Courage T-Shirt initiative that fuelled our students’ climate action; in the recreation of CGS Sustainability; in the NAIDOC week celebrations led by our Indigenous Scholars; in the DigniTEA initiative, that set aside traditional taboo to provide sanitary products for women in need; in the student-driven Moonlight Concert that built upon the tradition of the House Music Festival in aid of drought relief; in the determined ingenuity of the Year 6 Exhibition and Primary STEAMWalk; and in the student initiative of CGS Insight, drawing into conversation with the School some of the most prominent thought leaders of our society on climate change, on Indigenous recognition, on gender equality, and Australia’s role in the geopolitical flux of the decades ahead.

In short, we can be very proud of what we see in the young men and women of our School who are all to which we aspire: curious about ideas, creative by instinct, confident in their responsibility to lead, and driven, above all, by compassion to make a difference.

For them, and for all who give so much in their support – the parents, Alumni, supporters and community of Canberra Grammar School; its dedicated teaching and operational staff; and our colleagues of the Board and the School Leadership teams – we give sincerest thanks.

Dr Justin Garrick Head of School

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Stephen Byron Chair of the School Board

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ABOUT THE SCHOOL

Established in 1929, Canberra Grammar School is a co-educational Independent Anglican School offering outstanding academic education, co-curricular opportunities and pastoral care to day and boarding students of all backgrounds and faiths within a community guided by Christian values.

AT CANBERRA GRAMMAR SCHOOL, WE ASPIRE FOR OUR STUDENTS TO BE CONFIDENT, CREATIVE AND COMPASSIONATE YOUNG LEADERS OF THE FUTURE; TO BE READY FOR THE WORLD. The School respects and nurtures all students as individuals, seeking to inspire, support and celebrate the efforts of all in realising their intellectual, spiritual, cultural, social and physical aspirations. CGS is also the only co-educational boarding school in the ACT, and it is an International Baccalaureate World School and is the only school in the ACT to offer the NSW Higher School Certificate.

In a world shaped by globalisation, environmental change and technological advancement, our students will live and study and work in Australia and abroad in ways that we can scarcely imagine. They will collaborate with colleagues across cultures and disciplines to solve problems using tools that we have yet to invent. To flourish, they must have the critical capacity to analyse complex information, the ability to communicate in multiple languages, the adaptive creativity to find solutions, and the integrity to serve others always before self. Our strategic plans and our academic, pastoral and co-curricular education must support that.

Building on the professional expertise of its staff, the commitment of its community and the resources of the nation’s capital, Canberra Grammar School aims to be the most dynamic and distinctive centre of learning in Australia.

Formal CGS Acknowledgement of Country from the Head of School, Dr Justin Garrick Canberra Grammar School takes this opportunity to acknowledge the age-old custodians of the land on which our School stands, the Ngunnawal people. On behalf of CGS, we offer respect and gratitude to elders past and present, and we affirm our obligation to honour the heritage of countless generations in our on-going care for this special place in which it is our privilege to learn and work.

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The School Board includes: Canberra Grammar School is a company limited by guarantee which is governed by a Board of Directors.

The Right Reverend Bishop Dr Mark Short, Bishop of the Anglican Diocese of Canberra and Goulburn was Visitor to the School in 2019.

During the 2019 Calendar Year, the following people were Directors of the Board: • Chair of the Board – Mr Stephen Byron • Deputy Chair of the Board – Ms Ayesha Razzaq • Board Members – The Right Reverend Bishop Dr Mark Short – Mr David Carr – Ms Belinda Clark – Dr Justin Garrick (Head of School) – Mr Stephen Jaggers – Ms Anne Myongsook Witheford – Ms Susan Proctor (until April) – Ms Simonetta Astolfi (appointed July) – Ms Denita Wawn (appointed December) – Mr Sung Lee (appointed December) – Mr Kent Peters (Secretary)

The Executive Leadership Team of the School includes: • Head of School – Dr Justin Garrick • Head of Senior School – Mr David Smart • Head of Primary School – Ms Rosalie Reeves • Director of Business – Mr Kent Peters • Director of Community Development – Mr Sandy Goddard • Director of Strategic Operations – Ms Kerri Rock

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SPIRITUAL LIFE OF THE SCHOOL

FROM THE SCHOOL CHAPLAIN FATHER ANDREW ROBINSON At the beginning of Term 1, 2019, the School held a remarkable service on the Main Oval to mark the 90th anniversary of the founding of Canberra Grammar School.

It was the first of many events that caused me to wonder: what would Canon William John Edwards make of the School now? Would our founding Headmaster recognise the institution that he founded on a bare grassy hillside when the population of the new National Capital hadn’t even reached 5000 people?

In my address at the service, I mentioned a quote attributed to Antoine de Saint-Exupéry, the creator of that strange and delightful book The Little Prince.

‘If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather teach them to long for the immensity of the sea.’

He is saying, of course, that the motivation for any great undertaking – whether a ship or a School – needs to come from a compelling picture of a future worth pursuing.

And it can be easy, in a School, caught up in the rhythms and routines of the week and even year to year, to lose sight of this bigger picture. But what are we actually here for?

Canon Edwards had a ‘vision of the sea’. His longing was for a kind of School that would form students in a holistic kind of way to be leaders in the world.

He did not want to train students to be individualists living lives of selfishness and isolation.

He wanted a school that would shape citizens whose entire lives were given over to the common good.

To be agents of transformation and peace in a world riven by conflict.

His thinking, of course, was shaped by his deep Christian faith.

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Pope Francis spoke with the same conviction in February 2019 in Abu Dhabi:

Jesus ‘did not ask us to build great works or draw attention to ourselves with extraordinary gestures. He asked us to produce just one work of art, possible for everyone: our own life.’

‘Let us look at how Jesus lived: poor in respect to things, but wealthy in love; he healed so many lives, but did not spare his own. He came to serve and not to be served; he taught us that greatness is not found in having but rather in giving.’

In our Chapel services, we continue to tell the story of God’s reconciling work in Christ, and of God’s deep and abiding love of the world and every human being.

We seek to live this out practically in Service Learning and express our love and care for one another in our Pastoral programme.

Our faith foundation continues to push us to be an even more welcoming and inclusive community for students and staff of all faiths and none.

The liturgical and sacramental life of the School continues. Holy Communion is celebrated weekly, and baptisms, weddings and funerals for members of the wider CGS community regularly take place in the Chapel. In August 2019, several students were confirmed by our Diocesan Bishop, the Rt. Rev Mark Short.

This year Ms Elizabeth Gale joined the Chaplaincy as Associate Chaplain and quickly made her mark through her warmth, leadership and creativity. As she heads off on Parental Leave in 2020 with our prayers and best wishes, the Rev James Coats, previous Rector of the Anglican Parish in Holbrook, NSW, will step into her role.

In a time of change and growth, the School continues to work to ensure that our culture, aspirations and principles remain founded in Christian scripture, practices and traditions, ready to engage the future.

The annual report provides a record of our work, in which, and for which, we give thanks to God. Father Andrew Robinson School Chaplain

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PRIMARY SCHOOL REPORT FROM THE HEAD OF PRIMARY SCHOOL (ACTING) MS LUCY GARVEN In 2019, the Primary School continued to build opportunities for students to find their voice in all aspects of their learning. The focus has been on student agency, choice and ownership in all learning experiences, and offering multiple levels of student leadership. The shared knowledge of educators has been designed to develop flexible learning spaces that foster agency from Early Years to our Primary School leaders.

Positive Schools has been a continued focus, utilising evidence-based practices to build positive relationships between students, adults and the wider community. Additionally, the 90th Anniversary celebrations encouraged reflection of the growth and development of CGS. Our commitment to teaching and learning continues to drive individual learning improvement. The Primary School remain dedicated to holding high expectations for all students and strive for a data-driven response to improving educational outcomes through a community that knows the individual needs and reflects on their teaching impact.

Primary School Leadership Team The 2019 school year once again fielded a slightly adjusted leadership team, consisting of: • Head of Primary School – Ms Rosalie Reeves • Deputy Head of Primary School & Director of Academic Education – Ms Lucy Garven • Director of Student Care and School Operations – Ms Janet Nieuwenhuis (Term 1 and 2) • Director of Service and Action – Mr Adam Hall • Director of CGS Care – Ms Tanya Alcorn (not pictured) • Head of Individual Learning – Ms Kirrally Talbot • Head of Performing Arts – Ms Elizabeth Pfingst • Head of Sport and Physical Education – Mr Richard Mahon (Term 1 to 3) & Ms Samantha Hosking (Term 4 / not pictured) • Director of Junior School – Mr Ken Raven • Director of Southside Early Learning Campus – Ms Allison Pegus (Term 1 / not pictured) • Director of Northside Early Learning Campus – Ms Jennifer Thompson • Primary School Administration Manager – Ms Kerri Bisseker

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Celebrating the Life of the Primary School STUDENT AGENCY: VOICE, CHOICE, OWNERSHIP & LEADERSHIP Fostering influential leaders for our future remains a substantial emphasis for developing all learning experiences with the Primary School. Developing students who have a commitment and desire to serve and improve, to place others before themselves, and to make positive choices for their personal lives, being mindful of the international community, drives the ethos of the Primary School.

Developing students who are encouraged to ask questions that will guide and direct their learning, who will propose and initiate action, and who willingly participate in decision making, drive our everyday interactions. In every learning environment, CGS strives for students to be actively engaged in the various stages of learning, to think about the planning, ask questions and self-direct the pace and content.

Our Primary School views all students as active learners capable of exploring to make sense of their environment and make connections to the real world by sharing their past with the learning community.

Educators provide multiple opportunities for students to express their view and listen to other’s ideas with respect and consideration, encouraging all to have a voice within the learning spaces. Educators have a considered knowledge of child development and engage students with multiple perspectives to challenge and build understanding. They focus on developing a strong sense of wellbeing, self-efficacy, curiosity, creativity and confidence through the lens of Inquiry learning: experimentation and investigation.

Educators assist students in defining their own learning goals and facilitating the reflective processes of learning through planning and taking action. Students are encouraged to take on leadership roles that are provided to show that leadership takes many forms and is fundamentally about empowering others. Our educators help children to develop decision making and leadership skills needed to make sound choices, to help them recognise options, responsibilities and the impact of their decisions on others.

TEACHING AND LEARNING DRIVES INDIVIDUAL IMPROVEMENT This year, our educator’s attention is centred around being responsive within the classroom to individual learning needs: academic ability, academic behaviour or social skills. The collective responsibility of the cohort or department teams remains solely on the design and implementation of learning experiences.

Utilising the curriculum planning cycle to plan, build, implement, and reflect on improvements in teaching and learning.

Building respectful relationships across the cohort allow the educators’ collective skills to be tailoring learning to meet the needs of individual students. Learning environments that will enable flexibility of working spaces continues to be a strategic direction for the Primary School, with a student-led committee investigation moveable furniture for 2020.

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ACADEMIC EDUCATION The Primary School continues to reflect and improve the academic offerings to ensure that learning is engaging, relevant, challenging and purposeful for all students, regardless of ability. The revitalisation of the use of data to inform teaching and learning has allowed teachers to be more targeted with the diversity of learning offered. Educators continue to work collectively to ensure learning opportunities are diverse, responsive to the students learning needs, and consider the perspectives of our eclectic community. Student engagement in learning remains high due to the collaborative efforts of all teams within the Primary School who consider the whole child’s academic needs.

There have been a considerable number of individual achievements across the year, with some general highlights of the extensive academic experiences for 2019 include: • Four students in Year 3 achieving the highest NAPLAN ranking possible • Thirty High Distinctions in the International Competitions and Assessment for Schools in English and Mathematics • More than 150 Distinctions in the International Competitions and Assessment for Schools in English, Mathematics, Digital Technologies, Science, Writing and Spelling • Placed first in the G.A.T.E.WAYS Year 4 and Year 5 ACT Challenge, and third in the Year 6 ACT Challenge.

• ACT Rostrum Finalist • Year 5 and Year 6 winning the da Vinci Canberra Competition • da Vinci representation at the Sydney competition • Five major prizes in the Pens Against Poverty competition – winning the overall best school • Science Technology Engineering Art & Mathematics (STEAM) evening; and • Year 6 Exhibition spectacular.

Early Years – National Quality Framework The National Quality Framework (NQF) aims to raise the quality and drive continuous improvements and consistency in education and care services. The assessment and rating process focuses on seven quality areas: Educational programme and practice; safety, health and wellbeing of children; physical environment; staffing: relationship with children; collaborative partnerships with parents and the community; and leadership and service management. As part of this process: • The Early Learning Centre (ELC) continues to embed Indigenous Australia into the everyday program.

Elders in each classroom, community leadership on bushwalks • The ELC continues to build their sustainability practices by reinvigorating the community garden: growing bush tucker and herbs for use • Both ELC and the Northside campus had compliance visits that passed; and • Quality Improvement Plan (QIP) processes and reflection enhanced.

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Primary Years Programme The Primary School continues to embed the International Baccalaureate Primary Years Programme (PYP) into all facets of academic learning. The School recognises that educating students in a transdisciplinary approach through the PYP Framework is a necessity in the 21st Century. Collaborative teaching teams evidence this through considered planning, refinement and reflection of comprehensive Units of Inquiry across Pre-School to Year 6. Our students are encouraged to share their voice, reflect on their learning and to garner multiple perspectives to form a comprehensive understanding and build knowledge. Teachers set classrooms and learning experiences to promote student agency when students can share their learning with the broader community, to find commonalities of human experience, and to explore local and global perspectives to connect their learning to real-world experiences and take action.

The Year 6 Exhibition remains a powerful vehicle for students to share their learning uniquely and creatively. Students elected to share an aspect of leadership that inspires and influences who they are as individuals. The Culture Break inspired dance performance was once again a stunning element of the Exhibition with all students using the Hip Hop style of dance to share their story. The learning this year included: • Who We Are (Pre-Kindergarten): Students connected with Nursing Homes to explore and investigate the lives of the older generation. The students were curious about the people around them and showed empathy with open-minded thinking from the perspectives on others.

• How We Organise Ourselves (Year One): Students explored the concepts involved in city planning.

Students developed an understanding of the characteristics of a city, how it worked, and how the systems were connected to use. Students observed, reflected, created and innovated on design elements of a city. They connected with the emergency services, aspects of their immediate school and own neighbourhoods and why the placement of elements might impact use.

• How We Express Ourselves (Year Two): Humans have many ways to express themselves, and Year 2 students caught Imaginitis to explore their imagination through the art of a narrative. Is imagination important? Are creativity and innovation important? Through the use of narratives, traditional fairy tales, Indigenous Dreamtime stories, modern tales, music, and Indonesian stories, students considered the purpose and ultimately, the power of innovative and creative thinking.

• Who We Are (Year 5): Wellbeing was seen through the lens of food and cooking. Students explored the elements of their favourite foods and why they might enjoy or choose them. Media, tradition, peer and family influences were explored with a focus on the design elements of cooking materials.

Chinese cooking and utensils were integrated into the unit to extend the global perspective.

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Learning and Teaching: Professional Team of Highly Able Educators Promoting excellence in teaching, learning and school leadership is a focus to strengthen in 2019.

The Primary School is firmly committed to the fundamental principles of equity and excellence in the education of all young Australians to cultivate successful learners, confident and creative individuals and active and informed citizens. At CGS, we use a plethora of evidence-based documents to guide the continued professional development of our highly capable teaching teams. The Australian Institute for Teaching and School Leadership (AITSL) assists us in defining standards for excellence in both teaching and school leadership and influence the critical reflection for individuals to recognise and aspire to excellence in teaching and learning.

Active professional learning has been an essential and integrated part of our quest for delivering high-quality education for all students. Our Learning Leaders and wider Academic Team are committed to seeing every student reach their potential with data analysis showing a years’ worth of growth.

Collaborative teams are using planning sessions to reflect and improve student outcomes through critical conversations of the learning experiences and teacher delivery. The Learning Leaders continue to be an integral element of ensuring high expectations for learning inspires our educators and students and further enhances our support of families in partnering with us. They are responsible for opening avenues for staff to learn from and with one another, connecting with the broader ACT and PYP communities. The Individual Learning Team is also integral in the review of current research practices and strategies to add to their evidence-based programmes.

EDUCATION TECHNOLOGY IN THE PRIMARY SCHOOL Chromebook’s are utilised in many ways across the Primary School. They are embedded in our Programme of Inquiry to research, cement or learn keyboarding skills, or to use software inclusive of: • Mathletics • Literacy Planet • Typing Tournament • Prodigy • PM Reader in Pre-School to Year 2; and • Sketch (digital portraits).

An exciting addition to our technology capabilities this year have been the three 3D printers. A subscription with Makers Empire which challenges the students to design, create and construct items to solve problems, including using 3D printing technology in: • Various art projects for STEAM walk • CGS Care programmes; and • Year 3’s design-tech unit in ‘Sharing the Planet’ where the students designed a machine to solve a sustainability problem affecting our world.

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Students explored the use of green screens in several different projects, and also experimented with various video production programmes to create.

• Year 6 mini-fete advertising projects; and • Year 4 documentaries.

An exciting new student leadership opportunity was created this year. Year 6 students put themselves forward if they had an interest in ICT. The Year 6 tech team: • Underwent training of all CGS products - allowing them to work as mentors • Engaged in audiovisual training to facilitate the use of technology in our facilities • Developed a Scratch programme to deliver to Year 3 classes; and • Ran Micro:bit lessons for Year 3 and Year 4 classes.

The Primary School is dedicated to staying at the forefront of technology. To enhance our current coding programmes, the School invested in several class sets of Spheros. 2020 will see implement of use into classrooms and upskilling staff on the use of these external robotics.

Micro:bits are included in our coding repertoire. The Year 6 leaders planned a lesson, created slides in pairs and then ran a class for the Year 3 and Year 4 students, supported by educator, Ms Lauren Dunn. This was a very successful pilot and dictated how the Primary School approached the Sphero implementation.

The Google Suite is adopted across the Primary School in many capacities. Students are exposed and explicitly taught to use: • Sites • Sheets • Slides • Docs • Drive - document management and sharing • Classroom - communication to students and digital feedback and marking; and • Draw - visual organisers.

Ziggy is also used in various capacities in the classroom for reading groups, mathematics lessons, etc. The Primary School also rebuilt the Years 2 to 6 Digital Licence to ensure students are safe digital citizens. This was aligned with a K-6 eSafety programme centred around resources from Safer Internet Day and the resources from the eSafety Commissioner.

CO-CURRICULAR EDUCATION The Co-curricular Programme complements our Academic Programme further to support the development of emotional and social intelligence. The Primary School endeavours to inspire and extend the interests, talents and skills of our students through the range of offerings included in our programme. This allows our students’ opportunities to pursue their passions through age-appropriate activities at targeted developmental stages. These opportunities are carefully planned and promote inclusiveness to ensure students feel they belong.

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ACTIVE EDUCATION In 2019, the Active Education Programme achieved some impressive feats thanks to our talented students across the Junior School. Some of the highlights included: • The CGS Junior School Year 3/4 Girls took home the title of the Sue Geh Cup Championship • Initiation of CGS Sports Camp provided opportunities for school-aged students from CGS and externally to remain active and healthy in the holiday periods • CGS took part in the Youth in Union Tonga 2019 Rugby charity event, Empowering Youth for the Future • CGS Under 9s Boys Rugby team won the grand final and took home the Championship title • Primary School students competed in the 2019 Australian National Interschools Championships for Snowsports. CGS teams finished second overall in the Alpine team and first place in the Snowboard team • Spirit of Rugby Awarded to U12s CGS Rugby team by Armadale School • The Junior School attained ACT representatives for Australian Football, Swimming, Cross Country, Golf, Tennis, and Athletics • Under 12s Division I, and two cricket teams, took home the Championship title in the grand final • Overall the Junior School had nearly 400 students representing CGS in Winter and Summer Sports • The Junior School also had 43 students participate in the ACT Carnivals, and 16 represent the ACT and CGS at the National Championships in Swimming, Cross Country and Athletics.

• The Junior School fielded its first-ever Touch Football Boys and Girls teams with 73 students representing CGS this past Summer Season • The Tennis Green Ball team made third place in the Tennis ACT Green Ball League; and • The Junior School took part in inter-state school sporting tours to Mosman for Cricket, Basketball, Soccer, and Netball.

CREATIVE EDUCATION: MUSIC & DRAMA The Primary School Creative Education Programme of Music and Performing Arts continued to flourish in 2019, with 14 co-curricular Music ensembles, over 400 students learning an instrument at School, and a multitude of performance opportunities throughout the year. Key highlights from 2019 included: • Junior School Music Camp. Instrumental students travelled to Warrambui Retreat and Conference in April centre for a weekend of music-making and recreational activities culminating in a special concert for family and friends • Instrumental Opportunities Programme (IOP). The IOP is a chance for students to engage in smallgroup Music lessons for a semester before moving onto individual lessons. In 2019, the programme continued to thrive with high participation rates and almost all students continuing

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• Canberra International Music Festival – Bach for All. The auditioned choir, Chorale, were invited to participate in this special community event where they performed exceptionally difficult repertoire to a high standard under the guidance and support of professional musicians and conductors • Primary School Soirees. The Soirees are an opportunity for instrumental and vocal students to showcase their learning at a community performance and are held once each semester. The size and quality of the programme were showcased at 14 concerts in 2019, with over 350 student performances • Studio Sundays. Instrumental and vocal students again had the opportunity to showcase their learning as part of Visiting Music Teacher Studio Concerts in Term 4, held in multiple venues over two Sundays, with student performances from Kindergarten to Year 12 • CGS 90th Anniversary Concert at Llewellyn Hall – CGS Celebrates. A highlight of the year was Anniversary Celebration Concert at Llewellyn Hall, a two-part Concert showcasing Primary and Senior School ensembles, where students had the opportunity to perform to family, friends and community in a professional concert hall • Across-School Performances - Guitar Fiesta, Bands in the WMH, Strings on Stage. In 2019, family and friends were treated to a concert series showcasing student ensembles from beginner Primary School groups to semi-professional Chamber Ensembles, offering a chance for students and parents alike to celebrate the progression of student learning across the continuum • CGS Singers and Chorale at the National Eisteddfod. Our Primary School Choirs represented CGS with pride at the National Eisteddfod in 2019, receiving commendations for excellent tone and being awarded Silver in all sections • Primary School Dance. Students from Years 3 to 6 participated in a variety of Dance experiences in 2019, notably the Year 6 cohort who worked with Kulture Break for each class to perform a dance for Year 6 Exhibition and Presentation Night that represented an IB Learner Attribute • Primary School Drama. In 2019, students learning in Drama was showcased across Years 3-6 Culminations and Assemblies, with readings of poetry, performances of student-written storybooks and dramatisations • ELC and K-2 Christmas Celebrations. Two of the most anticipated and enjoyable events in the Primary School calendar are our annual Christmas Concert Celebrations including the ELC Picnic and the K-2 Infants Christmas Concerts. The performances this year showcased student learning from across 2019 in the disciplines of Music, Dance and Drama, and were thoroughly enjoyed by students, staff and families. These events allowed our Primary School community to gather together, connect and celebrate student learning and the Christmas message • Junior School Carols Service. Held in the beautiful St Christopher’s Cathedral in Manuka, the annual Junior School Carols Service highlighted the quality of choral singing at CGS, with performances from co-curricular and year-level choirs alike; and • Annual Presentation Night. Presentation Night is the culmination and celebration of the School year, and in 2019 the success of the Music Programme was highlighted through performances of exceptional quality from the Years 3 to 6 Combined Orchestra of over 200 students, combined choirs, guitar orchestras and percussion ensembles.

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HORIZONS EDUCATION The Horizons Programme offers Specialised Learning Opportunities to children in the Primary School from Kindergarten to Year 6. Children can attend these sessions and learn skills for life, all while engaging and having fun with their peers.

Children within the Horizons Programme have been able to represent their activity and CGS by attending RoboCup, ACT Chess Championships and performing dances they have learnt in School Assemblies.

Horizons Co-curricular offers over 20 different activities for the children to partake in throughout the week. Activities that are offered in Horizons are grouped in categories to ensure the School offers something for all children’s interests and creativity. These Categories include STEAM, Intercultural Understanding, Physical, Speaking and Performing Arts, and Visual Arts.

Horizons also operate as a part of the CGS Care Holiday Programme which runs in the school holidays.

These programmes offer children specialised courses over several consecutive days where they can build on their knowledge and work on projects or personal goals.

During 2019 the School introduced new activities across Horizons including Vertikal Skiing and Snowboarding, Wellbeing and Mindfulness, Swim Safe with Royal Life Saving Australia, and Gymnastics.

Students and staff are very excited to see what the future will bring for the Horizons Co-curricular Programme in the coming years.

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CGS CARE In 2019, the Primary School worked with the Parents and Friends Association (P&F) to fund the refresh of the kitchen garden in front of the ELC Centre.

The project started with the children planning and deciding on what they would like to grow. Once the initial plan was developed, the students had to choose how they would prepare six new and two existing garden beds.

Throughout the year, the children worked together to plant seeds, seedlings, apple cores and beans to develop a workable kitchen garden. Since the establishment of the garden, the students have been engaging with the project by digging, picking veggies, smelling, tasting and sharing what they have grown with their friends and families.

The project, with thanks to the P&F, has allowed the children to have a hands-on learning experience and develop their literacy, numeracy, science, physical and life skills that they can take with them to make healthier life choices in the future.

STUDENT LEADERSHIP At the beginning of each year, Year 6 students participate in a Leadership Workshop. The purpose of this workshop is to help prepare the students to be an effective Peer Leader by: • Developing leadership skills • Enhancing relationships with others • Learning about your role and responsibilities • Becoming familiar with the structure of a peer support session • Gaining an understanding of how groups work • Developing strategies to lead a group; and • Practising the facilitation of some activities.

Students participated in activities to help define leadership, enhance communication skills and active listening, solve problematic socio-emotional scenarios, behaviour management strategies and the opportunity to lead some activities that may appear throughout the year in peer support sessions.

Each student leader is expected to take part in various leadership responsibilities throughout the year, including Peer Support, House Meetings and Assemblies, and House Extravaganza (a new event in 2019 to celebrate non-sporting talents).

In addition to the Primary School House Captains, each Year 6 student is given the opportunity to selfelect for Additional Leadership areas. Some of these include: • Daily Flags • Whole School Open Day Leaders • Infants Sports Days • Teacher vs Student sporting events • STEAMWALK and ARTWALK Leaders • Library Monitors • Chaplains Club Leaders; and • Tech Team.

In 2019, the Primary School altered the student election process to be as follows: Nominations > Shortlist Round Speeches > House Meetings > Counting Process > Presentations/Appointments.

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Primary School Leadership Roles HOUSE CAPTAINS & VICE-CAPTAINS 2019

CJ SHAKESPEARE

GARNSEY

RADFORD

EDWARDS

Captains

Elliot Thomson Bethan Pitt

Harry Bodman Tayla Scougall

Ethan Murphy Charlotte Lee

Nicholas Varela Lillian Healy

Vice-Captains

Harry Mackay Georgia Earle

Cooper Larkin Charyssa Biddle

Sam Lloyd Ella Welsh

Max Juric Maya Wing

Heads of Student Houses

Ms Anna Gray

Mr Brendan Mowlam

Mr Mitch Prentice

Ms Kate Boyd

CARNIVAL RESULTS, HOUSE POINTS & OVERALL CHAMPION HOUSE SWIMMING

CROSS COUNTRY

ATHLETICS

BALL GAMES

HOUSE POINTS

GARNSEY

619

384

594

18

4293

EDWARDS

669

570

664

20

4601

CJ SHAKESPEARE

616

373

660

20

4058

RADFORD

673

467

600

26

4563

Overall Champion House: Edwards

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SENIOR SCHOOL REPORT FROM THE HEAD OF SENIOR SCHOOL MR DAVID SMART Celebrating the life of the Senior School 2019 provided the opportunity to celebrate the Canberra Grammar School’s 90th Anniversary in addition to all the usual activities associated with the life of our School. Many wonderful initiatives commenced at CGS, including the launch of the ‘Word Shirt’ concept with the chosen word for 2019 being ‘Courage’. The Senior School also celebrated NAIDOC Week and Harmony Day more noticeably than ever before. These initiatives were combined with excellent academic performances, enjoyable co-curricular activities, many student-led initiatives such as CGS Insight, DigniTEA and the Moonlight Concert. The sense of purpose, belonging and connection with CGS that is displayed by almost all students is one of the most pleasing aspects of leading in this community and it one of our defining features.

90TH ANNIVERSARY CELEBRATIONS To begin the year, the School held a whole School Chapel Service on the Main Oval followed by birthday cake distributed in House groups. The Service was a meaningful way to recognise the impact that so many people had throughout our history for CGS, and to be thankful for how the School has developed over this time. The community also celebrated a fantastic community day during Term 1 with the combined CGS Foundation Red Hill Run and P&F Community Carnival. It was a beautiful morning weatherwise compared to the flooding rains of 2018, and the joyous spirit was evident. Late in the term, the whole School celebrated in elegant style with an event known as ‘Gala in the Grounds’ which was hosted in two parts – the afternoon for students, and then the evening for parents, alumni, staff and other adults.

I am sure this event will long be remembered as a positive way in which the community was able to come together and celebrate what the School meant to them.

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INDIGENOUS SCHOLARSHIP PROGRAMME One of the highlights of 2019 was the launch of our new Indigenous Scholarship Programme. This programme has helped several Scholars join CGS for their education, and it has had an enormously positive impact on the life of the School. One of the special moments during the year was an assembly in the Quad to mark NAIDOC Week, and the spirit of togetherness and understanding at this assembly was remarkable.

SENIOR SCHOOL LEADERSHIP TEAM In 2019 the leadership team in the Senior School remained stable and continued to lead the School in new directions and improved performance. The initiative provided by each member of the Leadership Team towards their particular portfolios and also the overall functioning of the Senior School allowed 2019 to move ahead with a sense of purpose while continuing the process of developing a new direction.

I would like to personally acknowledge and thank each member of the team for their valuable, tireless and professional commitment to CGS and for the co-operative spirit which has helped us achieve so much in a short period.

• Head of Senior School – Mr David Smart • Director of Academic Education – Ms Joanna Leaman • Director of Active Education – Mr Stuart McNeill • Director of Student Development – Mr Neil Dunkley

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SCHOOL ASSEMBLIES School Assemblies are an essential time to speak about central values for the School, to help develop our culture and celebrate the life of the School by recognising the many achievements and talents of the students. Setting the tone and culture of the School through vital messages from the Senior School Leadership Team and School Captains has once again been a prominent feature of our Assemblies.

Raising key themes in weekly Assemblies and then encouraging students and staff to have further discussions of these issues during Tutor Group time or in casual conversations is an essential strategy in character development. This process commenced with the unveiling of the Senior School Annual Motto for the year.

For 2019 this motto was, ‘Aim for Awesome’. Each student in the Senior School received a Moro bar (which has the slogan ‘A fistful of awesome’ on the wrapper) to remind them of this motto, and as an incentive for them to think about the attitude that they bring to School each day, and also the positive impact their actions can have on others if they aim to be awesome in everything they did.

Hopefully, considering all these issues has enabled us to be a school that values people for who they are and celebrates differences rather than being threatened by them. The musical talent displayed at Assemblies this year was, once again, outstanding. This included most Senior musicians sharing their incredible talents as a rehearsal for their HSC performance pieces and IB major pieces. The Senior School also celebrated the major works of students in Visual Arts and Design and Technology.

Throughout the year where Assemblies were held in the War Memorial Hall, one Year group would attend an alternative activity on a rotation-basis.

These activities included sessions focused on mental health and wellbeing led by the School’s Psychologists.

When gathering the whole of Senior School was required for larger Assemblies, we utilised the PDHPE Centre to bring together students, staff and members of the community.

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COMMITMENT TO AN INTERNATIONALLY-MINDED COMMUNITY – STUDENTS WHO ARE CITIZENS OF THE WORLD Exchange Programme The CGS Exchange Programme, which primarily operates for Year 10 students, continues to thrive and develop. In 2019, more students than ever before were involved in exchanges, and these opportunities proved to be exceptional developmental opportunities. Exchanges directly between CGS and other schools now operate across a range of countries. In addition to exchanges, students may also undergo language exchanges through external agencies, and also participate in numerous study tours to many countries. For more information on the Exchange Programme, please read the Community Development Report (page 46).

Overseas Tours In 2019, several special overseas tours took place which were designed to provide students with various types of international experiences. These included the REACH for Nepal trip in the April school holidays and involved not only trekking but also a significant community service project assisting in a school. CGS students also took part in activities involving travel to China, Singapore, Hong Kong, the Solomon Islands and Vietnam. Many of these trips included community service components which have proved to be very powerful and meaningful for our students. Most of these experiences will take place annually or every second year as a way of demonstrating our ongoing commitment and connection with other countries or schools.

PASTORAL CARE Pastoral Care in the Senior School is overseen by the Director of Student Development and their team of staff, with the key group being the Pastoral Leadership Team. Specialist assistance is provided through our Chaplains, Counsellors and Psychologists, Careers Advisor, Learning Development Team and Health Centre staff as required, and many students benefitted from these services during 2019.

Care for our students remains one of the highest priorities at CGS, and this encompasses many facets and interventions depending on the individual situation. To assist Senior School students develop their character and relationships, many events were held throughout the year through Houses and Year groups. These included visits by professionals in their particular fields and continued growth in our ‘PACES conversations’ between tutors and students. Our Tutor Group programmes provide a wide variety of life skills and discussion opportunities for students throughout the year, along with many activities that are great fun and build relationships and connection. The ‘Dashboard’ which provides live and up-to-date data to tutors continues to be very helpful in improving our knowledge of students and their current progress. The House system remains a pivotal component in the care of students and the delivery of meaningful character development programs across the Senior School.

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HOUSES 2019 saw Blaxland and Jones Houses being re-introduced as Day Houses for the start of the year to ensure that our smaller pastoral care units remained at a manageable number. As a result, ten Senior Houses would now function alongside the two Year 7 Houses in the Senior School. It was also the first year that all boarding students moved into Day Houses for their experience of school life, but remained as part of the residential Manaro Boarding Community.

The House system continues to be one of the finest aspects of a Canberra Grammar School education.

The pastoral care provided to students through this system helps to increase the connectedness of students to their school, and this arises through the many unique facets of each House.

It was wonderful to be able to participate in many House functions and to experience the warmth of friendships within these groups. The broader House competition and Captain’s Cup events which are run through the House system also play a valuable role in developing students connection with the School. I am always pleased with the end of the year when students speak passionately about their experience within their Houses and encourage younger members not to waste the many opportunities that are available to them.

LEADERSHIP OPPORTUNITIES Leadership opportunities and development continue to be important in the Senior School, with the School putting an essential focus on allowing students to express their leadership in a wide variety of ways. This has again been evident throughout 2019 with many students having a strong connection with their school and actively seeking ways that they can contribute and develop the spirit within the School. This occurs through many areas including Houses, student-led initiatives, various clubs and committees and co-curricular activities. The CGS Insight speaker series was an outstanding example of this type of student-led leadership in 2019.

As a part of their annual programme, Year 10 students experienced practical leadership development through their end of year expedition or ‘Urban Adventure’, and Year 11 undertook leadership days in each term including another great day at Royal Military College Duntroon.

Leadership opportunities were provided through the Creativity, Activity and Service (CAS) Programme in the International Baccalaureate, and through many fundraising initiatives led by students. These opportunities included the Leukaemia Foundation’s World’s Great Shave and a wide variety of House-led efforts supporting many worthy charities.

I express my special thanks to our School Leaders for 2019 from Year 12 who had such a positive influence on the life of Canberra Grammar School, including Joseph Suckling, Alice Feakes, Freddie Klein, Jesse Lane and Oliver Merchant as inspirational Captains. The Captains were also superbly supported by Felix Ford as Year 12 Committee Chair, the House Captains, the Co-curricular Captains, and many others without official leadership titles.

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OUTDOOR EDUCATION EXPERIENCES The ‘camps week’ near the end of Term 4 for all Year groups was another highlight of 2019. This student experience highlights the School’s ongoing commitment to Outdoor Education as an essential part of a CGS education. Depending on the students’ year group, they travelled to varying locations: • Year 7 – South Coast • Year 8 – Kangaroo Valley • Year 9 – Snowy Mountains • Year 10 – Urban Challenge in Sydney, Outdoor Experience, or Work Experience; and • Year 11 – Separate programme incorporating academic work and development activities.

By conducting an intensive Camps Week the School can provide more stability to the academic programme by removing regular interruptions throughout the year.

ACADEMIC EDUCATION 2019 proved to be one of the best academic years in the last decade for CGS. The students in the IB programme achieved a mean score of 35, which equates to an ATAR of almost 93. The HSC students performed exceptionally well at the top end, with a Top 10 place for one of our students in Software Design, and the course as a whole placing as one of the top-performing schools in the state.

To achieve these excellent results, the year continued with Departments providing students with regular coaching sessions. For many of these sessions, it was standing room only as the examination season approached.

2019 also saw the introduction of the student-led CGS Insight, which involved a series of speakers who provided thought provoking and engaging offerings to students as lunchtime sessions, often followed by a masterclass so that students could delve more deeply into the subject matter. The series proved to be a huge success and has signalled the start of a different approach in engaging students in intellectual thought and in addressing some of the big questions facing society today. The teacher-led BrainFeed initiative has been another offering for 2019, again, promoting critical discussion across disciplines.

Again, the School recognises the extraordinary commitment shown by our teaching staff in providing our students with a world class education, ensuring our students are ready for the world.

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Art, Design & Technology In 2019, the Department welcomed Ms Lauren Edwards as a Visual Arts Teacher and Ms Kathryn Podger as a Visual Arts Teacher and Assistant Head of Department. The Department also farewelled Ms Tamsin Kemp and Mr Trevor Dunbar. Department highlights included: • Year 11 and 12 excursions to the Art Express and Shape Design and Technology Exhibition, Questacon for Design Workshops, and Years 8-10 excursions to the National Gallery of Australia, and the National Museum of Australia • The Winter Project which was exhibited in the War Memorial Hall, showcasing the outstanding and thought provoking ideas from Year 7 students • Year 12 exhibiting their final HSC and IB Major Works in the CGS Gallery, with the Exhibition Prize for Year 12 HSC Art awarded to Sarah Gosney, and the Exhibition Prize for Year 12 Design and Technology awarded to Zara Harper-Dobson. The Exhibition was opened by Ms Justine van Mourik, Director of Art Collections and Exhibitions at Parliament House • Students competing in a variety of Art, Design and Technology competitions including the CIT Bridge Building Competition • Participation in the Emerging Artist Support Scheme with Katrina Leske John as a ceramist. Katrina used the CGS facilities to complete ceramic works and work with teachers and Year 12 students to develop new firing techniques • The introduction of a Set Design Club which saw students working with Ms Yumi Young, Ms Helen Sutherland, Ms Kate Deeves and broader ADT Department to create seats for the major musical in 2019, Little Shop of Horrors • The purchase of 10 sewing machines to build on the facilities on offer in the ADT Centre, allowing Year 8 students to complete garments as a part of their course • Service being introduced as a component of the Year 10 Visual Arts Programme with students volunteering their time to work with Primary School teachers to deliver before and after-school art, and work with students in the Primary School to assist in delivering STEAMWALK and to donate handmade projects to the ELC.

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Digital Technologies Our staff and students have significantly increased live production services for major events both inside and outside of the School. These productions were made possible by the creation of several custom technological innovations developed exclusively by the Department. Department highlights included: • Servicing sports carnivals, assemblies, and House Music with custom technologies, and the building of a giant 5m x 3m LED portable screen to display live results and replays at school and community events • 9th Place in the BSides Canberra 2019 CTF Competition, competing against 205 adult teams • The Code Cadets continuing their partnership with Ionize, providing students with specialised training in computer and cybersecurity.

• Four students obtaining their RPA Pilots Licences, allowing them to fly the School’s heavy UAVs commercially and operate under the School’s RPA Operators Certificate • Staff and students providing all the technical and timing services for the 2019 Oceania Orienteering Carnival in Wagga Wagga and Beechworth. A team of nine students and three staff provided support for this 10-day carnival, with several of the events being World Ranking Events. This involved the students writing and extending existing open-source software with custom code to provide real-time results displays and overlays for TV broadcast • Implementing a revised Year 9 IST course which reflected the latest technology, including serverside JavaScript programming (using Node.JS) and the latest changes on mobile development on iOS (SwiftUI); and • The Year 10 IST course – focusing on machine learning, artificial intelligence and cybersecurity – being finalised for implementation in 2020.

Economics • With continued student interest across all subject areas, the Economics Department have expanded our course offerings to cater for this growth in both the HSC and IB curriculums. Department highlights included: • The introduction of Legal Studies and Aboriginal Studies as part of the HSC programme and Business Management in the IBDP have given our students more significant opportunities to study a broader range of subjects preparing students for future career pathways • Participation in the UN Youth Competition and partake in the Constitutional Convention; and • A variety of excursions and incursions, including meeting with Prime Minister Scott Morrison at Parliament House and attending Question Time, a presentation by leading British columnist and historian Simon Heffer to discuss Boris Johnson and the future of Brexit, lunch with the RBA Deputy Governor Guy Debelle, and a presentation by Chris Richardson, an economist from Deloitte Access Economics.

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English The English Department continued its dedication to supporting and enriching students’ engagement with a rigorous and dynamic curriculum. Department highlights included: • Promoting writing competitions and students achieving recognition for entries in several competitions • Students in Years 7-10 engaging in the explicit learning of grammar and language assessed using an online assessment and marking tool • The continuation of the Writer’s Workshop • Senior students engaging in morning lessons that targeted examination practice and developing knowledge and understanding of the prescribed IB and HSC texts; and • Department staff training and preparing for the delivery of the new IBDP Literature Course in 2020, and for the IBDP language and Literature course that will be delivered for the first time in 2020.

Geography The Geography Department continues to flourish, with both the HSC and IBDP offerings in Senior classes growing. Department highlights included: • Fieldwork continuing to be an integral part of the curriculum, allowing students the opportunities to participate in the world around them, including activities such as navigating Kosciusko and investigating the biodiversity of vegetation, and wading through the Snowy River in snow and sleet to measure river hydrology • Students learning about the livability of Canberra suburbs by studying the physical environments of coastlines, rock platforms, and wetlands • Looking at the big picture question of ‘where does our rubbish go?’ by looking into sustainability • Dimitri Efstathiadis receiving 1st Place in the Arthur Philip Geography Competition by the NSW Geography Teachers Association • Tyra Kuan (Year 11) being awarded the opportunity to participate in the Australian Geographic Societies ‘Big Week Out’ in South Australia and to potentially represent Australia in the 2020 International Olympiad; and • Achieving the 20th consecutive year of placing 1st in the Combined Territories in the Australian Geography Competition.

History The History Department continues to provide outstanding education across the HSC and IBDP programmes. Department highlights included: • Harry Gibbs achieving 1st Place in the Year 10 ACT State Winner; and • A visit by professor Marnie Hughes-Warrington to the History Extension class in Term 3, where Professor Hughes-Warrington spoke about being an historian and her current work on history and philosophy.

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Languages The Languages Department has continued to receive outstanding results in external examinations and has offered numerous opportunities enabling students to develop their language skills. Department highlights included: • Hosting six students from Valbonne, France, for six weeks and CGS students return visiting during December and January • Two Year 10 students studying for two months on exchange at the Silver Lake School in Hangzhou (SLSH), China • Two Year 10 students studying for two months on exchange at the Beijing National Day School (BNDS), China • Various study tours, including the 2019 China study tour, where the group visited SLSH and BNDS, including where families from BNDS hosted five students, and the Latin and History study tour of Italy, France and England • Visits to CGS from SLSH and a subsidiary of the BNDS • Expansion in language pathways to include French ab initio in the IBDP for 2020 • A record number of students being accelerated in their IBDP language studies, including accelerated French and accelerated Chinese • Lachlan King (Year 11) representing Australia in the Chinese Bridge Speaking Competition, which was televised across China • Angus Robertson (Year 12) being offered a scholarship to study in China for six months, which he commenced in 2019 at Qinghua University • Continuing to work to extend the study of French and Chinese, including increasing access to Language Assistants; and • Various cultural activities, such as Tai Chi, Chinese Dragon Dance, Spanish-Mexican lunches, and a German Immersion Day at Telopea Park School.

Mathematics The focus for the Mathematics Department in 2019 was the new HSC curriculum and assessment.

Department highlights included: • Delivering the latest syllabus for HSC Advanced, and Extension 1, Mathematics to Year 11, and HSC Standard Mathematics to Year 12 • Maths Tutorials continuing to be offered on Tuesday, Wednesday and Thursday throughout each semester with 35 students regularly attending (80% of which were in Years 10-12) • Outstanding results in the Australian Mathematics Competition with two prizes (Top 1% in Australia), 6 High Distinctions, and 18 Distinctions • Participation of students in Years 7-10 in the Australian Mathematics Trust Challenge Stage, and the Australian Mathematics Trust Enrichment Stage; and • Two students competing in the Australian Mathematics Olympiad Senior Contest, achieving a Silver Certificate and 10 students competing in the Intermediate Contest.

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Music Music continues to grow as an academic subject with increased numbers in all year groups.

Department highlights included: • Three students receiving early acceptance into tertiary courses – Jack Bolton (Vocal Studies, Griffith University), Freddie Klein (Vocal Studies, Griffith University), and Clancy Anderson (Instrumental Studies, University of New England) • First IBDP 7 gained by Jonathan Lee in 2018 exams. Jonathan was 2018 Captain of Music and was accepted as an Organ Scholar for 2020 at Trinity College, Cambridge, UK and spent 2019 as an Organ Scholar at Harrogate Cathedral, UK • Reviewing the whole School Music Review from Kindergarten to Year 12, which included three main areas for review: » Academic Programmes, including a particular focus into Year 6 into Year 7 programme, and a more consistent approach to the structure of Years 8-10 with an emphasis on developing the skills needed for the IBDP and HSC » Co-curricular Programmes, including the development of a Years 3-5 plan for the growth of cocurricular music across the School, and the continued development of staff skills; and » Community Engagement, including the announcement of a $20 million donation from CGS alumnus Mr Terry Snow, to build a new Music Centre and 1,400 seat Auditorium. This new building will allow the School to reach out to the broader Canberra community and beyond including with MusicaViva, the Australian Youth Orchestra, Canberra Youth Music, and the ANU School of Music.

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In addition, music is offered as a co-curricular programme choice. Highlights of co-curricular music include: • The development of a whole School Ensemble policy as a part of the music review • A renewed focus on small group tuition with 38 instrumental teachers instructing across 25 different instruments; and • Nearly 700 students participating in small group weekly tuition in music.

Other Music highlights throughout 2019 included: • The 90th Anniversary Concerts at Llewellyn Hall • The first-ever performance of the CGS Symphony Orchestra – Phantom of the Opera • The first public performance by the CGS Chamber Choir – Praise his Holy Name • Hong Kong and Singapore Music Tour by the Jazz Band, Guitar Ensemble and Chamber Strings – which was the first overseas music tour since 2006 • Alumni Music MasterClass series with Marko Sever on the Organ, Jeremy Tatchell in Voice, Chris Pidcock on Cello and Aaron Chew on Piano • Participation in the Canberra International Music Festival • The Bach for All Concerts, held in the Fitters Workshop, conducted by Roland Peelman and Mr Leonard Weiss • The Merimbula Jazz Festival • The two Senior School Jazz Bands participating in the Annual Jazz Festival • Performing at the 19th Biennial Australian Combined Schools Music Festival, hosted at Sydney Grammar School • Continuing to host the House Music and Moonlight Concert, which included working with the charity Rural Aid to support regional students • Hosting the Sunday Studio Concert series throughout Term 4; and • Varied musical performances at the whole School Presentation Night, which was held in the AIS Arena in 2019, including the highlight performance of Tin Symphony.

Performing Arts • The Performing Arts Department continued to grow both in academic offering and co-curricular opportunity, with many programmes expanding. Department highlights included: • The introduction of Dance as an academic subject and co-curricular opportunity • Participation in the 2019 Dance Fest • Drama programming continuing to expand and grow; and • Three major productions – A Midsummer Night’s Dream, Count Dracula, and Little Shop of Horrors.

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PDHPE The PDHPE Department continued to grow with increased numbers in our HSC PDHPE and IB Diploma Sports Science offerings. Department highlights included: • Health and PE Week in Term 3 – the initiative aims to raise awareness of the importance of a health and active lifestyle, promoting physical and mental wellbeing through a range of activities and competitions for students • Mental Illness Education ACT (MIEACT) provided guest speakers to our Year 10 Health classes to complement the Mental Health unit during Term 2. The focus of the guest speakers was to destigmatise mental illness • Expansion of the Athlete Development Programme to 44 students. The Programme supports talented athletes through mentoring, strength and conditioning, nutrition, resilience and developing organisational and time management skills. A host of guest speakers supported this programme in 2019; and • Re-writing of the Year 10 Physical Activity and Sports Studies (PASS) elective units.

Religion & Values Education 2019 has been a year of both consolidation and change in the Religion and Values Education (RaVE) Department. Department highlights included: • Modification to the units of work across the Year 7 to 10 Curriculum, and a new Year 7 unit on Judaism was introduced • Teachers in the Department including both specialist teachers and teachers who also taught in other departments, adding depth to the teaching of RaVE; and • Moving to a semester-based model of delivering RaVE in 2020 in Years 7 (with Software Design) and 8 (with Business Economics).

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Science This year the Science Department welcomed three new members of staff and has continued to strive to deliver a rich and varied program developing skills and content knowledge across all our Science disciplines both in and outside the classroom. Department highlights included: • The first cohort completing the new HSC syllabi in Chemistry, Physics and Biology, in addition to students capitalising on the many Science Extension opportunities on offer • Three students attending the National Youth Science Forum and two students being offered places for 2020 • Several Year 11 students, and one Year 9 student, undertaking the ANU Extension Programme • Frida Meares achieving a Distinction in the Australian Science Olympiad • The CGS team placing first in the 2019 Australian Brain Bee Challenge, with two students placing first and third in their respective individual events, and one student going on to represent the ACT in the National Final in Adelaide • Year 11 Agriculture students attending a joint farm case study excursion at a local mixed farming operation with Karabar High School and Queanbeyan High School • Continued involvement and success at the Canberra Royal Show with students winning first place in their aged group for the Junior Cattle Judging Competition and two students placed as Finalists in the ACT Schools’ Merino Sheep Judging Competition.

• Year 9-11 students attending AgVision – an agricultural careers day at Sydney Show Ground held by NSW Royal Agricultural Society • Several Year 9 students organised Canberra Grammar School’s first STEM panel which welcomed guest speakers, Professor Elenor Huntington, Dean of Engineering and Computer Science at the ANU; Professor Alex Zafiroglu, PhD Researcher at the Autonomy, Agency and Assurance Innovation Institute at the ANU; and Dr Sarah Pearson, Chief Scientist and Chief Innovation Officer at the Department of Foreign Affairs and Trade.

Social Studies The introduction and expansion of both new and existing subjects in the Senior School necessitated the creation of a new Social Studies Department in 2019. Introduction of both HSC Legal Student and HSC Aboriginal Studies, grouped with existing courses of Australia Studies and IBDP Global Politics, have created a Department with a sharper pedagogical focus on how the world works on a social level.

Department highlights included: • The various opportunities to participate in multiple activities outside the classroom, including a full hierarchy of court visits and parliamentary excursions, including a question and answer session with the Prime Minister, Mr Scott Morrison; and • The introduction of CGS BrainFeed, CGS Engage and the Insight speaker series, creating various outlets for the intellectual conversation and thought in a respectful, safe and academic forum that explores and challenges ideas and norms. CGS Insight presentations included: » Mr Patrick Suckling, Ambassador for the Environment (on climate change) » Mr Noel Pearson (on First Peoples’ Constitutional recognition) » Professor John Mearsheimer (the future of world politics) » General Angus Campbell (on the importance of national security) » Ms Virginia Haussegger (on gender equality) » Mr David Hunt (on the art of forgetting; Australians and their history); and » Professor Ian Chubb (on climate change; where there is a will, there will be a way).

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CO-CURRICULAR EDUCATION Music and Drama continue to play a crucial role in the life of CGS. The diverse the range of concerts, performances and plays enrich not only those involved but also the wider School community. Concert after concert, and performance after performance, the students and staff demonstrated their incredible talents across the Performing Arts.

In celebrating 90 years of education, 2019 was a significant year as the School community witnessed the full impact of a vibrant co-curricular programme on a fully integrated, co-educational school. The effect of our new students was noticeable in all our co-curricular endeavours. Still, it was particularly pleasing to note the spirit of our students at the School Swimming Carnival and the ASC Cross Country Carnival, where both boys and girls combined to compete together; the cheering and camaraderie was tangible. The Co-curricular Programme was also significantly enhanced by the opening of the new Netball and Tennis Courts, the GS Rowing Centre, and the successful hosting of the Camps Week, despite the challenges of local bushfires.

CGS Equestrian, as a new offering, also continued to grow in both size and success. The Code Cadets continued, as always, to be an excellent support to our programme with the amazing technology of the big screen for our Cross-Country Carnival held at Stromlo for the first time.

CGS also embarked on the first year of on an Indigenous Student Scholarship Programme and have benefitted from the positive contributions from our six South Coast students. Both boys and girls have contributed widely to co-curricular and boarding life, and have also added a new dimension to our school culture. Our Term 3 NAIDOC Assembly was a powerful occasion and an acknowledgement of our aspiration to achieve reconciliation. The end of year Presentation Night saw an special performance as our indigenous students performed a Welcome Dance.

In 2019, our major drama productions included: A Midsummer Night’s Dream, Little Shop of Horrors, Count Dracula and our involvement in the annual Dancefest, Youth Dance Festival. Some of the major music concerts included: Strings on Stage, Bands in the Quad and WMH, 33rd Evening of Fine Music, CGS Celebrates, and the annual House Music production.

One major student-led initiative in 2019 in Music, in conjunction with House Music, was the Moonlight concert, which involved students and CGS Alumni guests with exceptional musical talent auditioning to perform in a concert for the wider CGS community and to support a charity. In 2019, the School supported Rural Aid and purchased instruments for rural schools impacted by the drought.

This included some of our School bands as well as the best of House Music and other individual performances. It was an excellent evening, and this concert continues to grow each year.

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FINAL THOUGHTS 2019 concluded with a fantastic Presentation Night in a new venue, the AIS Arena. This evening showcased the enormous talents of our students and the breadth of activities that contribute to life at CGS and that create the unique culture that is difficult to sum up in a few words. However, I would like to thank the staff, parents and students for their excellent contribution throughout 2019 to help make CGS the special place that it is for so many in our community.

As we continue to encourage connection and belonging to our School, we experience students who thrive in our world and have a sense of purpose and wellbeing. The information about the Senior School contained in these pages will hopefully give a sense of what it means to be part of our school; remind everyone of the great year we have had; bring much joy to all those who read it and much reflection on the activities which help to produce the community spirit of this great school.

Warmest regards, David Smart Head of Senior School

Senior School Captains & Vice-Captains 2019 NAME

POSITION

School Captain

Joseph Suckling

School Vice-Captain

Alice Feakes

School Vice-Captain

Frederick Klein

School Vice-Captain

Jesse Lane

School Vice-Captain

Oliver Merchant

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House Captains & Vice-Captains 2019 BLAXLAND

House Captain

Clancy Anderson

House Vice-Captain

Caitlin Treble & Finn Frewen

BURGESS

House Captain

Allara Brady

House Vice-Captain

Edward Budd

BURGMANN

House Captain

Oliver Sheehan

House Vice-Captain

Grace Pandy & Matthew Duncan

CLEMENTS

House Captain

Daniel Grove

House Vice-Captain

Yvette Marris

EDDISON

House Captain

Madeleine Pik

House Vice-Captain

Marlow Meares & Sam McCutcheon

EDWARDS

House Captain

Angus Pullin

House Vice-Captain

Lachlan Pedley & Peeter Mirlieb

GARNSEY

House Captain

Zara Dobson-Harper

House Vice-Captain

Hugh Robinson & Harrison Pietsch

GARRAN

House Captain

Jack Bolton

House Vice-Captain

Sean Taylor & Lucy Preece

HAY

House Captain

Kristian Larsen

House Vice-Captain

Caitlin McCabe

JONES

House Captain

Matthew Bruer

House Vice-Captain

Wai Nam Lam & Shaan Raj

MIDDLETON

House Captain

Megan White

House Vice-Captain

Christopher Cooper & Angus Jones

SHEAFFE

House Captain

Hugo Korte

House Vice-Captain

Jack Kefford & Panayiotis Morogiannis

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Co-curricular Captains 2019 SUMMER ACTIVITY 2018/2019 (APPOINTED TERM 4 2018) COORDINATOR

CAPTAIN

ARC

KLH

Thomas Gedye Ryan Neilsen

Arts

KD

Neve Hawkins

Design and Technology

KD

Sarah Peterswald

Visual Arts and D&T

KD

Zara Dobson-Harper

Basketball

MSG

Sean Thurbon

Chess

DCM

Matthew Bruer

Cricket

MSG

Felix Ford

Debating

NJL

Callum Hogden Miranda Kennedy-Hine

Dragon Boats

YHL

Zara Dobson-Harper

Drama

SGH

Harry Kilcullen

SGH

Alex Cresswell

SGH

Hugh Andrew

Film

SGH

Ethan Grace-Platow

Equestrian

JAL

Olivia Emmert

Drama Technical Production Drama Front of House

Music

CAW

Jack Bolton

Rowing

SLM

James Moylan Isabella White

Sailing

AGT

Cadel Boyce Michael Cooper

CGS Sustainability Club

JAL1

Thomas Gedye Ryan Neilsen

Swimming

JWR

Matthew Duncan Ruby Young

Tennis

AIH

Oliver Sheehan

Water Polo

LTW

Matthew Duncan

VICE-CAPTAIN

1ST TEAM CAPTAIN

Kristian Larsen Jack Moore

Jack Moore

Nicholas Arthur Sam McCutcheon

Angus Jones (One Day) Thomas Kennealy (T20)

Hugo Korte Caitie McCabe

Jesse Lane Madeleine Pik

Tom Iverach

Thomas Bolton

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WINTER ACTIVITY 2019 COORDINATOR

CAPTAIN

VICE-CAPTAIN

ARC

KLH

Thomas Gedye Ryan Neilsen

Athletics

JWR

Megan White

Badminton

AVW

Simon Jiang

Andrew Liang

Basketball

MSG

Sean Thurbon

Kristian Larsen Jack Moore

Cross Country

JWR

Daniel Dreher

Debating

NJL

Callum Hogden Miranda Kennedy-Hine

Drama

SGH

Harry Kilcullen

SGH

Alex Cresswell

SGH

Hugh Andrew

Film

SGH

Ethan Grace-Platow

Football

MOS

Tom Howarth

Hockey

LPS

Dylan Turner

Music

CAW

Jack Bolton

Jesse Lane Madeleine Pik

Netball

VMS

Brianna McLoughlin Kate Stretton

Emogen Kelly

Orienteering

MPP

Marcus Gellel William Thompson

Rugby

NJH

Finn Frewen

Angus Pullin

Water Polo

LTW

Matthew Duncan

Thomas Bolton

Drama Technical Production Drama Front of House

38 | CGS | Annual Report 2019

1ST TEAM CAPTAIN

Jack Moore

Lachlan Pedley Michael Schipani

Jake Herse

SUMMER ACTIVITY 2019/2020 COORDINATOR

CAPTAIN

VICE-CAPTAIN

KLH

India Kazakoff

Nikhil Clementi Madeline Kingsford

Visual Arts

KD

Harry Moriarty

Visual Arts and D&T

KD

Max Millyard

Visual Arts and D&T

KD

Rosie O'Brien

ARC

Badminton

Simon Jiang

Andrew Liang

1ST TEAM CAPTAIN

Basketball

MSG

Oscar Warren

Rohan Beltrami Sam Soar

Sam Soar

Cricket

MSG

Lachlan Noble

Nicholas Barclay Oliver Phillips

Hugh Stothart

Debating

NJL

Nikhil Clementi Oliver Juttner-Melland

Dragon Boats

YHL

William Peterswald

Drama

SGH

Kelsie Mailler

Technical Production

SGH

Sophie-Rose Eccles

Front of House

SGH

Hugh Andrew

Dance

SGH

Sophie Dimoff

Music

CAW

Samuel Jenkin

Rowing

AJO2

Ryan Mackay Mikayla Wadie

Sailing

RJ2

Timothy Chatfield

CGS Sustainability Club

PL

Thomas Duus Frances Hesford

Swimming (carnivals)

JWR

Max Green Laura Hobbs

Tennis

AIH

Nicholas Bisa

Harry Kilcullen Angus Mailler

Andrew A. Millar

Annabelle Connery

Elise Townsend

Annual Report 2019 | CGS | 39

CGS Colours Awarded SUMMER 2019

(FOR 2018–18 SEASON)

WINTER 2019

ACTIVITY

NAME

ACTIVITY

NAME

Basketball

Jack Moore Sean Thurbon

Drama

Cricket

Harry Dickinson Angus Jones Sam McCutcheon Lachlan Pedley

Max Ashman Josey Gazard Miranda Kennedy-Hine Hugo Korte

Equestrian

Olivia Emmert

Football

Tom Howarth Lachie Pedley Joe Suckling Harry Truman

Hockey

James Gibson Jackson Mueller Dylan Turner

Music

Jack Bolton Lachlan Carpenter Freddie Klein Jesse Lane Peeter Mirlieb Maxwell Rogers

Netball

Elise Boulton Megan White

Rugby

Finn Frewen Jake Herse

Sailing

Cadel Boyce

Snowsports

Richard Kretzschmar

Cross Country

Daniel Dreher Alexander Hughes

Dragon Boats

Zara Dobson-Harper Hugo Korte

Golf

Aaron Maxwell

Rowing

Frederick Klein Oliver Merchant James Moylan Ethan Peters Rafael Priest Isabell White

Tennis

Oliver Sheehan

Water Polo

Matthew Duncan

40 | CGS | Annual Report 2019

Senior School House Results HOUSE

SWIMMING

CROSS COUNTRY

HOUSE MUSIC

ACADEMIC EFFORT

ATHLETICS STANDARDS

ATHLETICS CARNIVAL

TOTAL

RANK

Eddison

3

3

1

4

1

1

13

1

Sheaffe

1

2

3

5

2

5

18

2

Burgmann

2

4

3

3

4

4

20

3

Edwards

8

5

2

1

3

2

21

4

Garnsey

4

1

5

7

6

3

26

5

Garran

6

6

6

5

5

8

36

6

Middleton

5

9

7

2

7

6

36

6

Hay

7

7

8

7

10

7

46

8

Blaxland

9

8

9

9

9

10

54

9

Jones

10

10

10

10

8

9

57

10

Annual Report 2019 | CGS | 41

COMMUNITY DEVELOPMENT REPORT FROM THE DIRECTOR OF COMMUNITY DEVELOPMENT MR SANDY GODDARD The CGS Community Development Office (CDO) is responsible for the School’s alumni engagement, communications and marketing, media relations, events, graphic design and community liaison functions, the International Exchange Programme (Year 10), the Cultural Student Exchange (Gap Students), and supports the CGS Foundation. The CDO provides innovative, exciting and engaging opportunities to benefit the entire School community, from students, parents and alumni to prospective families and external communities.

2019 marked the 90th Anniversary of the School’s foundation in 1929. The year’s celebrations began on Foundation Day with a whole School Chapel Service and Assembly on the Main Oval. In the coming weeks, this would be followed by the first CGS Foundation Red Hill Run and P&F Community Carnival, after unfortunately being cancelled in 2018 due to severe weather. The highlight, though, was undoubtedly the ‘Gala in the Grounds’, a celebration for the whole School community, bringing together students, staff, parents, and alumni to celebrate this milestone achievement.

In Term 2, the whole School – more than 2,000 people – were captured in the 90th Anniversary photograph. In the area of Performing Arts, there were outstanding concerts at Llewellyn Hall and through the Alumni Music MasterClass events, which saw generous Alumni share their expertise and talent with the School community.

Of course, with so many events throughout the year in celebration of the School’s 90th Anniversary, it is difficult to capture the diversity of it all. However, we have attempted to do so in the 2019 Special Edition of the CGS Outlook magazine, which can be viewed at CGS.ACT.EDU.AU The year was formally concluded with an outstanding Presentation Night, celebrating all events and achievements of the year, at the AIS Arena in Bruce.

The CDO is made up of a dynamic team dedicated to working with the whole School community andassociations.

• Director of Community Development – Mr Sandy Goddard • Strategic Communications Manager (School & Foundation) – Mr Reece Cummings • Events Manager & Fete Coordinator – Ms Rachel Gurney • Foundation Manager – Mr Peter Cursley (to June) • Communications & Marketing Coordinator – Ms Juliana Mesquita (to March), Ms Jasmine Kimlin (April to current) • Community Development & Alumni Coordinator – Ms Winnie Liu (September to July, Ms Georgia Hamon [Community Development Officer] (August to current) • Graphic Designer – Ms Twee Phan

42 | CGS | Annual Report 2019

CGS Alumni Programme The 2019 year saw another engaging schedule for the CGS Alumni with reunions held in London, Singapore, Hong Kong and across major cities and regional areas in Australia. The Reunions brought together not only the regulars, but new faces too, who were able to catch up on years gone by, connect, and reminisced with shared stories. The success of these events reinforce how strong the bonds are between the School and the Alumni, and reiterates just how special it is to keep in touch with the School and its community.

The School was especially pleased to have Alumni entertainers Alex Gibson (Class of 2005), Chelsea Bonanno (Class of 2018), Matthew Nicholls (Class of 2014), Ryan Goodman (Class of 2010), Max Wills (Class of 2014) and Mango Jam performing throughout the celebrations.

Throughout the year, the School held a series of Music MasterClasses celebrating 90 years of Music at CGS, which saw the return of four Alumni to perform concerts and teach MasterClasses to current students. The School thanks pianist Aaron Chew (Class of 2011), cellist Christopher Pidcock (Class of 2002), baritone player Jeremy Tatchell (Class of 1992), and organist Marko Sever (Class of 2011) We were also pleased to welcome back Simon Toohey (Class of 2004), CGS Alumni and MasterChef contestant, to speak at CGS Insight about his fight on food waste and experience on MasterChef.

The Community Development Office will always endeavour to improve and develop our Alumni connections, and as part of this, a Mentoring Programme will be rolled out in 2020. We look forward to providing a platform for our Alumni to strengthen personal and professional ties.

Finally, we are pleased to welcome our most recent Year 12 graduates to the CGS Alumni, who had their first Alumni event at their Year 12 Results Brunch.

Events • Whole School Foundation Day 90th Anniversary Service

• Open Days

• Northside Family Picnic

• CGS Insight Speaker Series (student-led initiative)

• CGS Foundation Red Hill Run and P&F Community Carnival

• House Presentations/Dinners and Valedictory Dinner

• Alumni Reunions and functions

• Sports Presentation Evenings

• 90th Anniversary Gala in the Grounds

• Senior School House Music Festival

• ANZAC Day Dawn Service

• Year 12 Formal

• Primary School Mother’s and Father’s Day events

• Year 6 Leavers Breakfast

• Whole School 90th Anniversary photo

• Annual Presentation Night.

• Primary School Christmas Concerts; and

• Alumni Music MasterClasses (co-event with Music Department)

Annual Report 2019 | CGS | 43

90TH ANNIVERSARY CELEBRATIONS

44 | CGS | Annual Report 2019

Annual Report 2019 | CGS | 45

International Exchange Programme In 2019, 41 students undertook school-based exchanges overseas. The duration of these cultural and language exchanges ranges from six to 16 weeks, in either homestay or boarding arrangements.

The objective of the Exchange Programme is to enable our students to gain first-hand insight into other cultures to develop tolerance, understanding and respect for different ways of life and different values.

The visits help improve languages skills through practical use through conversations, widen students’ perspective and social experiences, and allows the School to develop reciprocal arrangements with other schools.

Students are chosen following an application process, a review of their academic effort, a recommendation from the Head of Student House, and finally after a panel interview.

The experiences students have range, but the growth in their maturity and independence helps develop their ability to manage responsibilities and demands placed on them as senior students in Years 11 and 12.

EXCHANGE SCHOOLS

United Kingdom

Royal Hospital School

United Kingdom

Strathallan School

United Kingdom

St John’s School

United Kingdom

Shebbear College

United Kingdom

Warwick School

United Kingdom

Dulwich College

Argentina

St George’s College

Canada

Shawnigan Lake School

Japan

Waeda Jitsugyo School

China

Beijing National Day School

China

Hangzhou Silver Lake School

France

Centre International de Valbonne

Germany

Erzb St Joseph Gymnasium

South Africa

Hilton College

South Africa

Kearsney College

South Africa

Michaelhouse School

South Africa

St Andrew’s College

South Africa

Wynberg Boys’ High School

46 | CGS | Annual Report 2019

CGS Foundation After the inaugural 2018, Red Hill Run was postponed due to torrential rains, the combined 2019 Red Hill Run and P&F Community Carnival proved to be an amazing success, with nearly 500 registered participants, and even more attending throughout the day to participate in the festivities.

Special thanks to the CGS Foundation, Parents and Friends Association (P&F), Community Development Office and all others involved. With registrations, sponsorship, BBQ and rides, the 2019 RHR successfully raised over $30,000 for the CGS Foundation and sporting facilities as part of the Campus Development Plan.

2019 also marked a significant stage in the School’s evolution: the construction of a superb new Auditorium, Centre for Music and Centre for Learning and library at the very heart of its campus.

Made possible by a truly exceptional gift of $20 million from former CGS student, Mr Terry Snow, this major project advances the School’s long-term development plan and recognises the central importance of music, research and reading in education. It reflects the School’s core aspiration to educate students who are curious, creative, confident and compassionate young citizens of the world.

In addition to Mr Snow’s contribution towards musical excellence at the School, the gift also comes with a very significant commitment to the School’s new Indigenous scholarship and education programmes, as well as to professional learning, substantially enhancing the School’s capacity to deliver on its commitment to educational leadership in Australia.

Read more about the donation at CGS.ACT.EDU.AU/ANNOUNCEMENT141019 Sandy Goddard Director of Community Development

Annual Report 2019 | CGS | 47

STRATEGIC OPERATIONS REPORT FROM THE DIRECTOR OF STRATEGIC OPERATIONS MS KERRI ROCK The Strategic Operations Office’s role is to address and tackle identified strategic gaps in our operations and organisation. It is our remit to help shape the long-term capabilities across the whole School. As a team, we are focussed on the overall efficiency and effectiveness of operations to support the development and achievement of our strategic goals. We are also tasked with supporting the Whole School Leadership Team and play an integral part in organising, facilitating and delivering professional growth opportunities for this group. The Strategic Operations Office is supporting CGS in achieving strategic objectives, and has become a go-to place for timely service delivery, faster implementation of quality projects and processes, where stakeholders are confident in receiving necessary expert knowledge.

The key personnel in the Strategic Operations Office include: • Director of Strategic Operations – Ms Kerri Rock • Administrative Assistant - Executive Leadership – Ms Erum Hamza • Operations Manager – Ms Sally Gates • Head of Education Technology – Dr Michael de Raadt • Human Resources Manager – Mr Michael Simon • Registrar – Ms Huma Cheema

Human Resources Department In 2019 the Human Resource Department (HRD) increased the team to include a second Human Resources Assistant and some temporary staff for peak periods. As numbers of students have continued to grow, so has the staffing needs. For 2019, Canberra Grammar School engaged 299 full-time staff, 120 parttime staff and 386 (mainly short term) casuals, making a total of 805 employees over the 12 months.

Throughout the year the School onboarded 51 full-time, 42 part-time and 198 casual staff.

In recognition of the increase in responsibility in the HRD, the Human Resource Assistant roles were retitled to Human Resource Business Partner, and a Human Resource Administrative Assistant role was added to the team. Apart from significant time dedicated to recruitment activities, the department actively participated in system planning and improved projects, digitising staff files, data integrity testing, developing a workflow for data management and providing professional development activities to staff. All these activities ran alongside the generalist human resource activities which occur on a day to day basis.

48 | CGS | Annual Report 2019

Education Technology Department Education Technology (EdTech) Department continues to work alongside staff, students and parents to improve learning outcomes. The development of CGS Connect 2.0 has been a significant project, starting with extensive stakeholder engagement and then implementing that change to a whole School system. A well-deserved congratulations go to the EdTech team and contributing staff.

The system delivers functionality previously unavailable while work continues as the system is refined and customised. Throughout the year, EdTech has improved online safety and consistent access to online resources through several hardware updates and policy changes. There has also been a push in pastoral and classroom settings to educate students about online safety. Audiovisual technology in classrooms and hall spaces continues to be renewed, with classrooms approaching greater consistency across the School; in this regard, the School has been showcased as an example by one its main audiovisual partners.

As NAPLAN and other online exams went national, CGS was well practised and prepared. EdTech continues to provide training to staff to better utilise technology in educational settings, with training sessions ranging from one-on-one to large scale, and more staff are adopting technologies as a result.

Professional Appreciation Cycle The Professional Appreciation Cycle (PAC) has now been running for six years. Thirteen teaching groups have entered the cycle, which involves two years of self-reflection, goal setting, classroom observations (observing and being observed), professional conversations, and review. Every teacher in the Senior School has now been involved in the PAC as either a Mentee, Mentor, or Supervisor. Most staff have taken on more than one of these roles. In total, 152 Mentees have entered the Professional Appreciation Cycle, and 59 teaching staff have completed their two-year cycle.

The Workforce Composition for 2019 is as follows: INDIGENOUS Of CGS staff surveyed in 2019, one identified as Aboriginal or Torres Strait Islander.

GENDER THE SCHOOL

HAD 809 EMPLOYEES

422 WERE FEMALE

387 WERE MALE

(52%)

(48%)

EMPLOYED IN 2019

Please note this figure includes full-time, part-time casual and short-term temporary staff.

Annual Report 2019 | CGS | 49

Professional Development Activities for Staff The major focus for the whole of School professional learning was CGS Learning. CGS Learning is a longterm aspiration that begins to unpack what future-focused learning at CGS means. Both teachers and students were involved in this project and shared their perspectives within their classrooms. Teachers collaborated weekly in small focus groups and shared best practice regarding three essential questions: 1) What are we doing, 2) Why are we learning this? and 3) How will we know we are successful? These questions make up our learning intentions and success criteria and teachers worked together with our students to unpack, co-construct and understand the answers to these questions.

Primary School Focus The Primary School Academic Team continues the analysis of data with staff working directly with the Australian Council for Educational Research (ACER), and Pearson to ensure the delivery of standardised testing to provide a data-driven formative assessment that will differentiate student learning opportunities and improve targeted teaching. The Early Years staff implemented online data collection to inform early literacy and numeracy skills.

The Primary School continues to build an extensive understanding of the Primary Years Programme (PYP) to ensure that staff new to International Baccalaureate learning, specialist skills, and exploring the Enhanced PYP with the leadership team through a three-day course during the April school holidays in Sydney.

To continue building the shared language and embedded approach to student improvement and engagement, both academically and socially, our next tier of middle leadership staff attended the Response to Intervention (RTI) 2-day workshop. The focus on offering the timely and targeted intervention to achieve high levels of student learning continues to drive ILT professional development.

This includes the intervention Multi-Lit suite and Mini COGE, with a focus on both support and extension. Other diverse opportunities staff have participated in include: • Reading Investigation: Sounds Write, Sound Waves, • Talk for Writing – Pi Corbett • Reggio Emilia ACT Network events • Digital Technologies: iPads, Chromebooks • Research-based Intervention programme – Multi-Lit Suite: Mac Lit, Reading Tutor • Positive Behaviours – Heads of Student House planning days • ACT PYP Network – collaborative sharing, Pak Tei (Inquiry Learning), Enhanced PYP workshop, Induction 1-day course • ACT National Quality Framework termly workshops • Indigenous Education • Visible Learning • Lee Watanabe-Crockett • Primary Years Programme (PYP) • Teaching Religious Education Conference • ISTAA accreditation workshop • Provisional to Full registration workshop & Highly Accomplished workshop • Certificate III – Early Childhood Education • Diploma of Early Childhood Education • Ombudsmen Training

50 | CGS | Annual Report 2019

• ASHPER – PE teachers conference • Mini COGE – Certificate of Gifted Education • Pearson – User B accreditation • First Aid certificate, Bronze Medallion and Surf safety • Timetabling 3 day course • National Early Childhood conference • Anglican Schools Conference • Choir intensive 2-day conference • Supporting Students with Diverse Needs; Executive Masterclass • Tennis coaching 1-day workshop • ATLAS training • The Engagement in Education Form 3-day • Brave Leaders, Sydney • Dealing with Difficult Behaviours • IPSHA NSW Social Action Expo, Sydney • Mental Health First Aid • AIS Heads of Sport conference • Designing with Waste, 8-week evening course • Developing High Performance Readers • Workplace Bullying, Harassment and Discrimination Conference • AIS ACT Colloquium, Impactful Change Through Instructional Coaching • Transforming School Culture 2-day conference • Teacher Wellbeing • Supporting Students with Specific Learning Difficulties • Inclusion Support • PL Fundamentals of Systemic Family Therapy; and • Kathleen Baker-Brown: utilising Blooms Taxonomy for Inquiry Learning.

CGS Care staff attended the following professional development: • Child Protection Training • Network Conference - OOSH: Passion & Purpose • Senior Practitioner Seminar • QikKids Child Care Subsidy Face-to-Face Training • Nutrition and Food Handling Training • The National Educational Leaders Conference: Transforming Practices • Exceeding the National Quality Standard Conference • 2019 National Quality Framework Review • The International Association of Nature Pedagogy 2019 Symposium • Understanding and Responding to Controlling and Aggressive Behaviours; and • Guy Williams Leadership and Mentoring training.

Annual Report 2019 | CGS | 51

Senior School Focus Throughout 2019 the Senior School built upon enhancing their professional practice to empower students further to learn and achieve. Providing useful feedback became a focus in the Senior School for the first semester of 2019, and has been a consistent area of required professional learning identified by our teachers.

A series of workshops and departmental discussions gave staff better insight into effective feedback methods and approaches within a subject-specific context. For the second semester of 2019, staff engaged in Future-Focused Learning as part of a school-wide approach to improved pedagogy and student outcomes. Staff were involved in discussions at a department and inter-department level to discuss the first shift of teaching practice, Learning Intentions and Success Criteria. Teachers were challenged to adopt strategies in the classroom and report back to their discussion group the following week.

Our teaching staff have participated in a diverse range of workshops, seminars and conferences. The categories of Continual Professional Learning opportunities in which teachers participated include: • Educational leadership • Course updates on the Australian Curriculum, IB, and the new HSC • Curriculum development • HSC and IB marking, moderating and assessment • IB Diploma Category One, Two and Three workshops • Teaching and learning strategies • Highly Accomplished and Lead Teacher (HALT), and ISTAA accreditation workshops • Gifted and talented • Literacy and numeracy • Differentiation • Digital technologies, innovation and change • Behaviour management; and • Mental Health, including Mental Health First Aid Canberra Grammar School continues to foster our professional learning community by extending opportunities to encourage collaborative learning amongst colleagues. Teachers were required to engage in a series of rolling workshops led by colleagues. This has been a terrific opportunity for teachers to learn from each other in areas ranging from assessment, feedback, technology and systems. Furthermore, opportunities to enhance teachers physical and mental wellbeing were promoted.

52 | CGS | Annual Report 2019

Accredited Programmes The Continuous Professional Learning (CPL) collaborative accredited programme offered a multitude of opportunities for staff to learn the skills of presenting and to learn from each other as part of the teaching community. Some of the CPL sessions offered include: • CGS Learning • Integrating the Performing Arts into your Classroom Part 1 & Part 2 • ACTION in the PYP, Part 1 & Part 2 • Student Wellbeing, Resilience and Agency • Evidence of Practice: Descriptors of the Proficient Career of the APST • The Literacy Hour • Developing Conceptual Understanding with graphic organisers and thinking routines • International Mindedness • Developing Service Learning in the PYP • 10 Essential Skills for Classroom Practice • The Numeracy Hour • Teaching Reading and Spelling through Big Books • Creating and Using Rubrics for Assessment and next steps of Teaching • Collaborating with the Library; and • The Art of Life Long Learning, Visual Art Team

Annual Report 2019 | CGS | 53

Further Professional Development and Learning The Staff Professional Excellence Fund (SPEF) entered the final year of its third 3-year funding cycle.

As was the case at the end of the last cycle in 2016, there were many applications towards the end of the year. However, there had been a steady stream throughout the year, and it continues to be a valued benefit to the staff at CGS. Applications came from across the School with SPEF approving a 100 applications from staff across the campus. Staff from the Junior School, including the ELC, made 45 applications; the Senior School made 43 applications, and Operational Staff made 12 applications.

Unfortunately, due to the unexpected COVID19 situation, several of the later applications were not able to proceed due to travel restrictions. This was unfortunate for those staff who had booked travel for the early part of the year.

Many activities continue to be popular amongst staff, including visits to international schools; field trips to regions for more in-depth study of curriculum elements in Science and Geography; subject-specific conferences such as Mathematics; IB workshops for both the Diploma Program and Primary Years Programme; specific skills training; Aboriginal Education conferences; leadership programmes; and contributions towards assisting with higher education.

The SPEF continues to be a valuable asset to the staff at Canberra Grammar School. Staff value the opportunities granted them through access to the fund; feedback is always positive. Staff have also prepared summaries of their experience, and these are displayed on CGS Connect to highlight the wonderful activities undertaken across the year.

Some examples of the educational experience offered through the SPEF include: • The Nature of Listening Symposium, IANP • Australian Schools Library Conference • Piano tuition • NESLI Deputy Principals Colloquium – six months online • NESLI Women’s Middle Leadership Program – six months online • Teacher Wellbeing Toolkit • Visible Thinking 3-day conference, Las Vegas • International Languages Conference, Tasmania • Evidencing Learning PYP, Vancouver • Developing Service Learning PYP, Vancouver • AccuTrain National Conference on School Discipline, Las Vegas • AccuTrain Innovative Skills Summit, Las Vegas • Landscapes of Transformation conference, Perth • Literacy and Play for All, UK • Early Childhood PYP, US • Multi-Lit Suite, Word Attack Skills • Special Needs Symposium, Melbourne • IB school tours, Dubai • Making the PYP Happen, Adelaide • Council for Creative Education Comprehensive School Tour, Finland; and • Graduate Certificate in Early Childhood Education, Uni of Notre Dame.

54 | CGS | Annual Report 2019

Asian Engagement Throughout 2019, CGS hosted a visit from China Silver Lake school, further developed the Indonesian Language programme, offered Asian Studies as a subject to our Year 9 and 10 students and consolidated relationships in both China and Japan. CGS also increased its engagement with Asia through interaction with local business groups, visiting cultural performances, and student and staff exchanges, placements and visits. Feasibility of education projects in both Indonesia and Singapore were explored and have developed potential future opportunities for students and staff.

In January 2019, nine staff visited the China Silver Lake School using SPEF funding. The objective of this trip was to further projects that were agreed to under our 2017 Sister School Agreement.

Importantly, this trip paved the way for the inaugural secondment of a CGS staff member to Silver Lake school in April; Year 10 student placements for two months in Term 2; China Language and Cultural tour visit in August; leadership attendance at International Education Pedagogy Forum in November; development of a clear template for ongoing video conferencing between our respective schools’ classrooms in China and Australia; and preparation of Silver Lake students studying at CGS in their senior years. Consolidation of our sister school relationship with Silver Lake is progressing well and continues to have proactive input on both sides.

Additionally, we continued to progress our relationship with Beijing National Day School (BNDS) through Year 10 student placements for two months in Terms 2 and 4 and the China Language and Cultural tour visit in August. Our relationship with BNDS is strategically vital to our ongoing positioning in China and the ability to provide immersion opportunities for students and staff.

All Year 7 students were treated to a Lion Dance performance early in the year and Year 9 Asian Studies students experienced dance lessons from a specialist Korean Pop (K-Pop) instructor. Year 11 student Lachlan King represented CGS at the National Chinese Language Speaking and Cultural Competition and went on to represent Australia at the World Competition in China. The Primary School recently established a Bridge Partnership with an Indonesian School, just outside of Jakarta, which will further enrich the Indonesian programme and provide an ongoing cultural exchange.

At the beginning of the year, CGS renewed its membership with the Australia China Business Council (Canberra Chapter) to promote the School’s activities further to the local business community and leverage the local network appropriately. More recently, the School has renewed its collaboration with Asia Education Foundation and a selection of schools to develop and lead Asian Engagement best practise in Australian schools with the broader aim of contributing to Global School initiatives. Recent drive towards the CGS Global Initiative highlights the importance to continue our activities in Asia and to define our focus and develop as the leading school in Asian Engagement internationally. The CGS community support to the breadth of the above activities is encouraging, and many people are to be credited with this good work, particularly students, staff and families.

Qualifications of Teaching Staff Canberra Grammar School employed 201 full time and part-time teaching staff in 2019. Of those, 197 had teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition guidelines.

Four teachers had a bachelor’s degree (or higher) from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lacked formal teacher education qualifications.

The School also employed 57 casual teachers. All teachers held teacher registration under the ACT Teacher Quality Institute teacher registration requirements.

Kerri Rock Director of Strategic Operations

Annual Report 2019 | CGS | 55

BUSINESS & FINANCE REPORT FROM THE DIRECTOR OF BUSINESS MR KENT PETERS 2019 has been a year of consolidation at Canberra Grammar School. At the beginning of the year, we welcomed our first girl boarding students to the School and completed the final tranche of full integration into being a premier coeducational School. The demand for these boarding places resulted in the School needing to commence Stage 1B of the Boarding redevelopment, and this will see the School in 2020 being able to offer 50 places for girls boarding.

The School has continued to consolidate its total enrolments to just over 2,000 students across the Northside and Red Hill Campuses.

The reportable income including Government recurrent per capita funding for the year ended 31st December 2019 was $59.1 million excluding revaluations of the School’s investment portfolio. Parents contributed approximately 85% of this income with Federal and State Government Recurrent Grants providing around 11% and the balance from investments, donations and other sources.

The School has continued to produce a sound financial performance that is being reinvested in both teaching, learning initiatives and capital infrastructure. The School achieved an excellent performance in 2019 and continues to recognise the importance of effectively managing the increasing pressure on School revenue and expenditure, particularly managing the potential impact from the implementation of the Capacity to Contribute funding platform which will be introduced in 2020. The School is well-positioned in that it doesn’t have a significant reliance on funding from State and Commonwealth Governments.

56 | CGS | Annual Report 2019

2019 has been another busy year with major projects with the completion of Stage 1B of girls boarding adding another 22 beds. The construction of the new Rowing Centre replaced a facility that was well past its prime and now provides the School with an exceptional facility that can be utilised by the broader School operations. A new Administration and Student Services facility is currently being built and will be completed early in 2020. The old Headmaster’s Residence is presently undergoing an extensive renovation which will provide the School with a fantastic front of School facility to accommodate Reception, Enrolments, and Community Development. There has also been a muchawaited significant upgrade to the Northside Campus which will be open for the commencement of the 2020 School year. Considerable work has also continued in improving the landscapes and facilities at the School. Total capital expenditure exceeded $19.5 million in 2019, in comparison to $11.6 million in 2018.

The maintaining of careful financial management will continue to be a priority in coming years as the School continues with the delivery of the Campus Development Plan projects, whilst continuing to maintain a primary focus on the core enterprise of teaching and learning to ensure a strong and sustainable School, which is fit to fully embrace the opportunities and also any challenges that may lie ahead.

The School Board is pleased with the 2019 financial results. We will continue to focus on improving the School’s facilities and in doing so, ensuring that the School remains committed to equipping its students to be ready for the world.

Kent Peters Director of Business, and Board Secretary

Annual Report 2019 | CGS | 57

STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING In 2019, Canberra Grammar School students in Years 3, 5, 7 and 9 completed the National Assessment Program – Literacy and Numeracy (NAPLAN) tests.

Comparison of CGS v State for Top Band 80 70 60 50 40 30 20 10

Canberra Grammar School

State

Note that NAPLAN tailored testing now allows students in Years 3, 5 and 7 to be placed in higher bands than was previously possible. The percentages above include students placed above the top band for these tests.

58 | CGS | Annual Report 2019

YEAR 9 NUMERACY

YEAR 7 NUMERACY

YEAR 5 NUMERACY

YEAR 3 NUMERACY

YEAR 9 GRAMMAR

YEAR 7 GRAMMAR

YEAR 5 GRAMMAR

YEAR 3 GRAMMAR

YEAR 9 SPELLING

YEAR 7 SPELLING

YEAR 5 SPELLING

YEAR 3 SPELLING

YEAR 9 WRITING

YEAR 7 WRITING

YEAR 5 WRITING

YEAR 3 WRITING

YEAR 9 READING

YEAR 7 READING

YEAR 5 READING

YEAR 3 READING

0

The table below compares the percentage of Canberra Grammar School students in each band with the percentage of students in NSW/ACT as a whole.

BAND (IN %)

READING

Year 9 Year 7 Year 5 Year 3

WRITING

Year 9 Year 7 Year 5 Year 3

SPELLING

Year 9 Year 7 Year 5 Year 3

GRAMMAR

Year 9 Year 7 Year 5 Year 3

NUMERACY

Year 9 Year 7 Year 5 Year 3

10

9

8

7

6

5

4

3

2

1

CGS STATE CGS STATE CGS STATE CGS NSW/ACT

26

33

24

10

6

1

0

0

0

0

7

18

29

26

13

6

1

0

0

0

9

19

33

26

9

3

0

0

0

0

2

10

20

30

22

11

4

0

0

0

1

7

25

32

25

6

4

1

0

0

2

15

23

28

18

9

4

0

0

3

6

11

16

24

19

14

7

1

0

0

1

2

5

23

24

20

13

9

2

CGS STATE CGS STATE CGS STATE CGS STATE

16

15

37

19

9

1

0

0

0

1

4

9

25

25

21

12

1

1

0

1

1

7

24

30

28

7

3

1

0

0

1

4

15

23

31

18

6

1

0

0

0

0

6

27

32

29

4

1

0

0

0

6

13

32

32

11

4

1

0

0

0

0

0

33

35

28

4

0

0

0

0

0

0

19

39

25

11

4

1

CGS STATE CGS STATE CGS STATE CGS STATE

21

28

27

18

5

0

0

0

0

0

8

18

30

28

11

5

1

1

0

0

2

15

35

25

18

3

0

0

0

0

1

12

22

29

22

9

4

1

0

0

1

3

12

23

33

16

8

3

1

0

1

13

25

27

21

7

4

1

0

0

1

3

9

21

30

25

11

0

0

0

1

1

5

23

25

20

14

7

5

CGS STATE CGS STATE CGS STATE CGS STATE

28

26

24

14

6

1

0

0

0

0

8

15

25

27

17

7

1

0

0

0

8

20

25

28

14

4

1

0

0

0

2

14

17

27

19

15

6

1

0

0

4

5

18

26

23

17

4

2

1

2

3

14

22

22

20

11

6

1

0

3

5

12

22

26

14

11

8

0

0

1

1

3

6

28

22

16

13

7

4

CGS STATE CGS STATE CGS STATE CGS

30

30

26

12

2

0

0

0

0

0

12

17

27

29

14

1

0

0

0

0

12

28

31

20

8

1

0

0

0

0

3

15

20

26

21

11

4

0

0

0

0

6

14

29

32

14

4

1

0

1

2

10

19

29

25

11

3

0

0

1

1

3

15

25

27

19

9

0

0

STATE

0

0

1

3

15

23

26

19

10

3

Annual Report 2019 | CGS | 59

YEAR 12 RESULTS Canberra Grammar School offers students a choice of curriculum in the senior years alongside a broad co-curricular programme of sports, arts, leadership and service opportunities. In 2019, roughly 55% of students chose the NSW Higher School Certificate (HSC), and 45% chose the International Baccalaureate Diploma Programme (IBDP).

In 2019, the Year 12 students led the School with passion and integrity this year. They performed at the highest levels in music, in multiple concerts, and in major drama events. They represented the School in a wide range of competitive sports. They presented art and design exhibitions, and they took part in outdoor education and leadership development activities. They organised House projects and carnivals. They participated in the Sony Foundation Camp and instigated many other student initiatives and service projects, including raising tens of thousands of dollars for charitable causes this year.

They have been a great pleasure to work with. The students worked hard, and they deserve their success. The School thanks them for their enormous contribution to the life of the School and wish them every happiness for the future.

HIGHER SCHOOL CERTIFICATE RESULTS The School is pleased to congratulate the students of Year 12 2019 who sat for the Higher School Certificate (HSC). As a group they can be very proud indeed and the School is delighted to see their efforts so well rewarded.

We are also particularly pleased to congratulate many of our top performers, including Thomas Gedye, who is the HSC Dux. Nicholas Arthur also earned a place on the All Round Achievers’ List, along with 39 students – 40% of the cohort – who earned entries on the Distinguished Achievers’ List. We are also delighted to congratulate Benjamin Daniell, who earned an outstanding state placement in Software Design and Development.

In addition, we congratulate students in subjects that outperformed the NSW state percentages in the upper bands. These include Agriculture, Ancient and Modern History, History Extension, Biology, Business Studies, Chemistry, Design and Technology, Drama, English Standard, English Extension, Geography, Mathematics Standard 2, Music 2, PDHPE, Physics, and Software Design and Development, which was once again truly exceptional. A majority of subjects outperformed the state in the very highest band.

This year, around half of all HSC students received early offers to university, and we expect the great majority of university applicants to attain their higher preferences.

60 | CGS | Annual Report 2019

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME The School is also delighted to congratulate the students of Year 12 2019 who sat for the International Baccalaureate Diploma Programme (IBDP).

Like their counterparts who received their NSW Higher School Certificate (HSC) results, they can be very proud indeed.

In 2019, 45% of students took the IBDP, achieving a median IB score of 35, which equates to a median ATAR of 92.80; an outstanding outcome that is all the more impressive given the large size and broad range of the cohort, and the requirement for all IBDP students to participate actively in Sports, the Creative and Performing Arts and Service Initiatives as part of the IBDP’s Creativity, Activity and Service component. 10% of students gaining the IB Diploma attained ATARs over 99; one in three earned ATARs over 95, and 60% attained an ATAR over 90.

CGS is especially glad to congratulate the Dux of the IBDP cohort, Madeleine Pik, who achieved a nearperfect IB score of 44, equating to an ATAR of 99.85, with Matthew Bruer, Harrison Pietsch, Joseph Suckling and Sean Taylor as Proxime Accessit, all attaining the impressive IB score of 43.

The School also congratulate students and teachers in subjects that had notably strong results in the upper grades, including Chinese, Chemistry, Film, French, Geography, Global Politics, Indonesian, Latin, Physics and Theory of Knowledge. All students who took Languages a year early attained excellent grades. Extended Essays in English, Latin and Sports Science attained particularly positive final results.

Once again this year, many students received early university offers, and the School expects the great majority of university applicants to attain their higher preferences.

SENIOR SECONDARY OUTCOMES 101 STUDENTS

STUDIED THE

OF THESE 176 STUDENTS

THERE WERE 181 STUDENTS

& 97% ATTAINED A

IN YEAR

IN

12

2019

80 STUDENTS

AMONG THE STUDENTS WHO ATTAINED THEIR HSC SIX STUDENTS

STUDIED THE

STUDIED A VOCATIONAL EDUCATION COURSE

Annual Report 2019 | CGS | 61

POST-SCHOOL DESTINATIONS Our students were offered places in degree courses in the following universities in ACT and NSW: UNIVERSITY

HSC

IBDP

TOTAL

Australian National University

37

13

50

University of Canberra

35

7

42

University of Melbourne

12

18

30

University of Sydney

13

11

24

University of NSW

9

10

19

University of Wollongong

4

7

11

Charles Sturt University

2

3

5

University of Technology Sydney

2

2

4

University of Newcastle

2

2

4

Macquarie University

2

1

3

Monash University

1

1

2

RMIT University Melbourne

1

1

2

Deakin University

1

1

2

FIELDS OF STUDY EVIDENT IN OFFERS Students may receive up to six offers across a range of fields of study, and most receive at least two offers for different fields of study across multiple offer rounds.

Economics/Business/Commerce/Law

30%

Arts and Social Sciences

30%

Science, Technology, Engineering, Mathematics

15%

Health and Medicine

15%

Exercise Science and Applied Science

5%

Creative and Performing Arts

5%

62 | CGS | Annual Report 2019

Annual Report 2019 | CGS | 63

SCHOOL POLICIES All policies have been written in accordance with the requirements for ACT Government Registration and have been last rewritten and updated during the reporting period.

Major School policies cover: • Child Protection

• Business, Property and Finance

• Work Health and Safety

• Admission and Fees

• Student Duty of Care

• Grievance Procedures

• Academic

• Pastoral and Student Support

• Staff and Human Resources

• Volunteering

• Boarding

• Parent Code of Conduct; and

• Overseas Students and International Students

• Privacy Policy and Information Collection.

All policies are available to the CGS Community via CGS Connect (the School’s online Community Portal) or via application to the Head of Primary or Senior School.

64 | CGS | Annual Report 2019

STUDENT ATTENDANCE The School recorded the following attendance rates in 2019:

PRIMARY SCHOOL

SENIOR SCHOOL

Year

Attendance Rate (%)

Year

Attendance Rate (%)

K

95.1

7

95.4

1

95.0

8

94.9

2

95.6

9

93.8

3

95.2

10

94.7

4

95.7

11

95.8

5

96.0

12

96.9

6

95.9

STUDENT RETENTION 144 STUDENTS

COMPLETED

IN

YEAR

10 OF THOSE

144

STUDENTS

131 OF THEM

2017 COMPLETED YEAR

12

IN

2019

Annual Report 2019 | CGS | 65

ADMISSIONS POLICY Canberra Grammar School is an independent Anglican school that welcomes applications from students of all backgrounds, cultures and faiths. We aim to be an inclusive, diverse and talented community, educating students with a wide range of interests, abilities and aspirations.

Our admissions policy reflects our core values and places emphasis on providing opportunities through scholarships (in Years 7 and 11) for students with particular academic and other talents, on nurturing existing family connections with the School wherever possible and on responding to the dynamic nature of Canberra’s population.

The main points of entry to the School are: YEAR GROUP

OPEN TO

AGE REQUIREMENTS

Pre-School (ELC Southside)

Day boys and girls

must turn 3 by 30 April in year of entry (children commence the program once they have turned 3)

Pre-Kindergarten

Day boys and girls

Must turn 4 by 30 April in year of entry

Year 3

Day boys and girls

turn 8 by 30 April in year of entry

Year 7

Day and boarding boys and girls

Must turn 12 by 30 April in year of entry

Year 11

Day and boarding boys and girls

Must turn 16 by 30 April in year of entry

Applications for entry to all other year groups are welcome and applicants will be invited for assessment and interview as places become available.

The School will make offers to applicants, subject to interviews and assessment, in the following order until all places in each year group are full: 1. Scholarship winners and applicants with academic scholarship results in the top 25% of external applicants by performance rank (applies to Years 7 and 11 entry only) 2. Siblings of current students by registration date 3. Siblings and children of Alumni by registration date; and 4. Other applicants by registration date.

Notwithstanding the principles outlined above, at the discretion of the Head of School, places in any year group may be reserved for and offers given to, for example: • children of permanent staff of the School • children of practising ministers of the Anglican Diocese of Canberra and Goulburn • former students returning to Canberra and new arrivals to Canberra • applicants whose special talents may enhance the depth and breadth of the School’s curricular and co-curricular life; and • boarding students, indigenous students, international students or students wishing to study for the International Baccalaureate.

The full Admissions Policy and Annex can be found at CGS.ACT.EDU.AU/ADMISSIONS/APPLY-ONLINE or by contacting the Admissions Office on +61 (2) 6260 9744 or at admissions@cgs.act.edu.au

66 | CGS | Annual Report 2019

CHARACTERISTICS OF THE STUDENT BODY The data on these pages is taken from Canberra Grammar School’s entry to the Government Census in 2019. The enrolment at the time of the report was 2,068 students.

GENDER THE SCHOOL HAD

1,370 MALE STUDENTS

2,068 STUDENTS

698 FEMALE STUDENTS

=

INDIGENOUS 12 STUDENTS IDENTIFIED AS

ABORIGINAL OR TORRES STARIT ISLANDER

Languages spoken at home Students spoke the following language at home: Afrikaans

2

French

5

Malayalam

4

Spanish

5

Albanian

1

German

5

Mandarin

36

Swedish

1

Arabic

17

Greek

17

Marathi

4

Tagalog/Filipino

2

Bangla

1

Gujerati

4

Myanmar

2

Tamil

12

Bengali

7

Hakka

1

Nepali

2

Telugu

5

Cantonese

24

Hebrew

4

Norwegian

1

Thai

1

Chinese

35

Hindi

29

Polish

3

Turkish

1

Croatian

5

Italian

3

Punjabi

6

Urdu

3

Dutch

2

Japanese

3

Russian

3

Vietnamese

3

Egyptian

1

Konkani

4

Serbian

2

Other

8

1,770

Korean

4

Sinhalese

10

Total

2068

Macedonian

5

Slovak

2

English Farsi

5

Annual Report 2019 | CGS | 67

HOW THE SCHOOL MANAGES NON-ATTENDANCE Due to our student and family culture, Canberra Grammar School has very little problem with student non-attendance. Occasionally, issues arise that are related to health, mental health or family issues.

If an issue of non-attendance arises, the normal procedure is explained.

Primary School 1. Primary School Administration assistants alert Campus Directors of unapproved absences that extend beyond a week, are of a health or pastoral concern and/or any unexplained absences of longer than two days.

2. Campus Directors investigate the issue and take steps to encourage and, as needed, assist parents/caregivers in returning a student to School.

3. Campus Directors inform the Head of Primary School of non-attendance issues, involving him/her in the return to School strategy as needed.

4. If non-attendance continues, the Head of Primary School will request a formal meeting with the student and parents to outline the requirement to attend School and that of the Directorate.

5. Outside agencies such as CAMHS or Care and Protection may be utilised depending on the specific circumstances. Referrals to these agencies will be made by the Head of Primary School in conjunction with the School Counsellor.

6. If non-attendance continues then the Liaison Unit of the Education and Training Directorate (ETD) would be contacted to discuss next steps and the Head informed.

7. The Head of Primary School in consultation with the Head of School would then request intervention from the Registrar of Non-Government Schools as per ETD protocols if non-attendance remains a problem.

68 | CGS | Annual Report 2019

Senior School 1. Head of Student Houses become aware of the problem (either through the school roll marking procedure or via notification).

2. Head of Student Houses investigate the issue and take steps to encourage return to school.

3. The School Counsellor is notified and becomes involved in assisting a return to school.

4. The Counsellor and Head of Student Houses will, as deemed necessary, visit the student and parents in their home to encourage a return to school.

5. The Head of Senior School will also be involved at this stage (or afterwards if it is not successful) and will request a formal meeting with the student and parents to outline the requirement to attend School and that the Directorate will need to be notified if non-attendance continues.

6. Outside agencies such as CAMHS or Care and Protection may be utilised depending on the specific circumstances. Referrals to these agencies will be made after consultation with the Head of Senior School and the School Counsellor.

7. If non-attendance continues then the Liaison Unit of the Education and Training Directorate (ETD) would be contacted to discuss next steps.

8. The School would then request intervention from the Registrar of Non-Government Schools as per ETD protocols if non-attendance remains a problem.

Annual Report 2019 | CGS | 69

PARENT, TEACHER & STUDENT SATISFACTION

Canberra Grammar School monitors parent, student and staff satisfaction both formally and informally.

Parent and community satisfaction continues to be an important consideration for Canberra Grammar School, and the School constantly collects feedback through the year using both formal and informal methods.

In 2019, the School partnered with the Association of Indepdent Schools NSW (AISNSW) together feedback through an industry-wide Community Satisfaction Survey, Perspectives: Your School in Focus which was delivered across a range of AISNSW schools.

This survey was completed by: • 258 students • 54 teachers • 371 parent/guardians • 21 Operational Staff; and • 8 Board or School Executive Leaders.

The survey collected both qualitative and quantitative data on the areas of: • School Environment • Teaching and Learning • Student Wellbeing • Leadership; and • Community.

Feedback is also continually gathered through methods such as: • Smaller Surveys on Education Technology, CGS Connect, CGS Care, Uniform, and Staff Satisfaction • Parents & Friends Association channels and meetings • Student Representative Committees and School Captain meetings • CGS Alumni events and meetings • Community events (including the Head’s breakfasts) • Parent Teacher Nights • Academic Conferences • Student and teacher lunches; and In addition to these methods, the School is always open for feedback and communication with parents through phone calls, emails, and letters or by visiting the School.

70 | CGS | Annual Report 2019

Annual Report 2019 | CGS | 71

SUMMARY OF FINANCIAL INFORMATION

3%

1%

11%

Revenue 85% Parent Contributions 11% Federal Government Funding

85%

3% ACT Government Funding 1% Investments, Donations & Other

3%

Expenses

18%

68% Staff Costs

3%

18% Teaching & Boarding Operations

8%

8% Depreciation & Interest

68%

3% Maintenance of School Property 3% Co-Curricular Costs

72 | CGS | Annual Report 2019

4%

4%

Capital Expenditure 92% Land & Building including work-in-progress 4% Furniture & Equipment

92%

4% Computer Equipment

Capital Funding 62%

38%

62% Retained Earnings 38% Borrowings

Annual Report 2019 | CGS | 73

ANNEX A – STAFF LIST NAME

JOB POSITIONS HELD THROUGHOUT 2018

QUALIFICATIONS

Abrahams, Justin

Teacher Senior School - PDHPE

BSci (Hons); GCEd; BA

Adams, Robert (Bruce)

Maintenance Worker

Adamson, Zoe

Senior School Learning Development Assistant

Alcorn, Tanya

Director of CGS Care

DipChServ; DM

Allen, Steven (Steve)

Assistant Head of Student House - Garran; Teacher Senior School - Music

DipEd; BMus

Anthony, Conganige (Thanuja)

Teacher Assistant Primary School - Southside Year 1

Bahmann, Karen

Teacher Senior School - Mathematics

BEd

Bailey, Peter

Head of Department - PDHPE; Teacher Senior School - PDHPE; Teaching Development Coordinator

BSc (HM); GradDipEd PDHPE; GradCertRE; MEdLead

Baird, Kathleen

Primary Librarian Assistant

BA; MA(Journ)

Barbatano, Julie

Finance Officer Accounts Receivable

Barkley, Nicola

Teacher Primary School - Languages Indonesian

BA (Asian Stud); GDipLib; GradDipEd(Prim)

Barnes, Nat

Aboriginal and Torres Strait Islander Student Liaison Mentor; Senior School Learning Development Assistant

BES

Baum, Lisa

Executive Assistant to the Head of School

Beale-Harding, Alice

Teacher Primary School - Southside Kindergarten

BEd(Early Child

Bearman, Vicki

Senior School Administrator - Science

BSc

Beckett, Catherine

Teacher Primary School - RAVE

BPrimEd; BSS

Beman, Verity

Careers Advisor; Teacher Senior School - ADT; Teacher Senior School - English

BA; GradDipEd; MEd

Bennett, Hannah

Teacher Senior School - English

MTeach; BAThA

Bennett, Nerida

Assistant Head of Individual Learning; Primary Learning Development Coordinator

B(T&L); BTeachP

Bermegui, Veronica

Web Developer

BCIS

Bier, Katja

Assistant to Director of Academic Education; Teacher Senior School - Science; Timetable Co-ordinator

PhD; MSci

Bisseker, Kerri

Primary School Operations and Administration Manager

TEO

Blackmore, Maddie

Academic Administrative Assistant Data Entry and Timetabling

BA (Hons); BA (Hons)

Blain, Christopher (Chris)

Teacher Senior School - English

BA; MA; GradDipEd

74 | CGS | Annual Report 2019

Blair, Nicole

Senior School Administrator - Academic

CertIIIBus

Bloom, Samantha (Sam)

Primary School Operations and Administration Manager

CBM; CCS

Bode, Max

Assistant Head of Student House - Burgess; Teacher Senior School - PDHPE

BEdPE

Bolton, Wayne

Maintenance Worker

Bowden, Liz (Elizabeth)

Teacher Senior School - History

MTeach; BA; MTeach; BA

Boyd, Katherine (Kate)

Head of Primary Student House - Edwards; Teacher Primary School - Year 6

GDipA; BEdP

Bradford, Kate

Maintenance Worker; Receptionist Southside & CGS Care Administrator

BA (Eng); CertTEFLA; CertTEFLA

Brassington, Leisa

Finance Officer Accounts Payable; Receptionist Southside

CCS

Brearley, Gregory (Greg)

Grounds Supervisor

Briggs, Anne-Marie

Teacher Senior School - Languages

BTeach; BA (Hons)

Broadbent, Sarah

Administrative Assistant; Finance Officer Accounts Payable

BA

Brodrick, Tricia

Teacher Primary School - Year 4

BEdP; CPA; BEc

Brown, Ian

Maintenance Worker

Buckman, Matt (Matthew)

Grounds Worker

CIIIHort

Bugden, Danielle

Teacher Assistant Primary School - Southside Prekindergarten

CertIIIBus; AdvCertTravel; CCS; CCS

Bugden, Matthew

Head of Student House - Garnsey; Teacher Senior School - PDHPE

BPhysEd; BEd

Bunnett, Ruby

Teacher Primary School - Music

GDEST; BMus; BA

Cairns, Andrew

Teacher Primary School - PE

BEd; MEd

Callahan, Jane

Teacher Primary School - Year 4

BEdP

Cameron, James

Head of Student House - Sheaffe; Teacher Senior School - Geography

BA; DipEd

Campese, Sarah

Academic Administrative Assistant

CertIIIBus

Carlson, Rosie

Head of Student House - Edwards; Teacher Senior School - Mathematics

BA; DipEd; AMusA

Carr, Pauline

Teacher Primary School - Year 6

BTeachP; ACT N; RN

Carroll, Kate

Senior Nurse

BNursing

Carter, Daniel

Human Resource Administrator

BSc

Carter, Richard

Teacher Senior School - Science

BSc; MSci; PhD; GradDipEd(Sec)

Catlow, Peter

Assistant Head of Student House - Burgmann; Teacher Senior School - Mathematics

BEng (Hons); BTeach

Cengia, Adrian

Service Desk Manager

BA; DipNM; CNA

Challinor, Andrew

Risk and Compliance Manager

Annual Report 2019 | CGS | 75

Challinor, Helen

Teacher Senior School - Economics & Business

PGDE; BARM

Chappell, Philip (Phil)

Head of Department - RaVE; Teacher Senior School - Economics & Business; Teacher Senior School - RAVE; Teacher Senior School - TOK

BA (Hons); GradDipEd

Cheema, Huma

Registrar

MMgt; BA; AdDipMngmnt

Chen, Dora

Teacher Senior School - Languages

MTeach

Chen, Tian

Teacher Primary School - Languages Mandarin

GCEd; MCOM; MBA; BAEdS

Chesworth, Fiona

Teacher Assistant Primary School - Southside Kindergarten

BA; BLaws; GDipLegPrac

Chilver, Joanne

Teacher Primary School - Languages Indonesian

BEc; PGCE; MAREWP; SFA

Collier, Lizzy

Assistant Head of Student House - Clements; Teacher Senior School - Music

GradDipEd; BMus; BA

Collins, Anita

Co-Curricular Music

DipEd; MEd; BMus; PhD

Columb, Samuel (Sam)

Service Desk Technician

Couturier, Agathe

French Assistant

Cummings, Reece

Strategic Communications Manager

Cursley, Peter

Foundation Manager

Curtin, Patrick

Assistant Head of Student House - Hay; Teacher Senior School - Geography

Cusch, Marty

Maintenance Worker

Dabro, Jessica

Teacher Assistant Primary School - Visual Art; Teacher Primary School - Visual Art

BA(Graphic Des); GradDipEd(Prim)

Daly, Paul

Assistant Head of Student House - Eddison; Teacher Senior School - Economics & Business

BCom; GDEST; MEd

Damaj, Zeinat (Zita)

Head of Department - Economics & Business; Teacher Senior School - Economics & Business

BA MTeach; BCom

Daniell, Susan

Teacher Primary School - LDT; Teacher Primary School - LDT Southside Support

DipTeac; BEd; CVI; BEdP

Dariol, Janelle

Primary School Assistant LDT

CertTA

Dariol, Peter

Maintenance Worker

Darshana, Amesha

Teacher Primary School - Year 4

BA; MTeach(Prim)

Davey, Ruby

Teacher Senior School - Science

BSc; BEd (Sec); TPFirstA

Davies, Robyn

Laboratory Technician

BSc

Davies-Duff, Julia

Head of Department - Learning Development

BCSP

Dawson, Christopher

Teacher Primary School - Year 5

BAEdS

De Angelis, Rose

Teacher Primary School - Northside Support; Teacher Primary School - Year 4

BAppSci; B.Ed (Primary)

de Raadt, Michael

Head of Department - ETS

BSc (CS); BSci (Hons); PhD; CertEd

De Silva, Chamath

Network and Systems Administrator

DipInfTech; BCIS

76 | CGS | Annual Report 2019

BPR; Cert IV T and A; DSC; ADB

BA; DipEd; GradCertRE; BA; DipEd; GradCertRE

Deeves, Kate

Head of Department - ADT; Teacher Senior School - ADT

BA (Vis Arts); GDEST; Cert IV T and A

Dempsey, Emily

Associate Director of Southside; Teacher Primary School - Southside Kindergarten

BEd

Dennett, Gail (Gai)

Head of Department - Senior School Library

BA; DipEd; GDipLib; CertIVWAT

Denney, Lisa

Teacher Primary School - Year 4

GDEST; BBus

Detering, Garance (Megan)

Teacher Senior School - ADT

DipEd; MA

Dey, William (Will)

Web Developer

DipA(Graph Des); AdvDipGraphDes; Ad Dip GD

Dixon, Angela

Teacher Assistant Primary School - Southside Preschool

BA; TAinEd; CCS; CertIIICS; CertIIICS

Docker, Caroline

Primary Librarian Assistant

BA; MTeach; GRDip l&IM

Donaldson, Margo

Teacher Primary School - RAVE

SA; BEdP; Cert IVinTESOL; GCES

Donoghoe, Susan (Sue)

Head of Department - Outdoor Education

OAM; BAppSci; DipEd; GradDipEd

Downey, Gareth

Head of Student House - Boarding; Teacher Senior School - Science

BSc; GradDipEd

Drayton, Harrison

Maintenance Worker

Dunbar, Sally

Teacher Primary School - Visual Art

BA (Vis Arts); DipEd

Dunbar, Trevor

Gallery Co-ordinator; Teacher Senior School - ADT

DipA(Fine Art); GradDipEd

Dunkley, Neil

Director of Student Development; Teacher Senior School - History

BEd

Dunn, Lauren

Associate Director of Junior School; Associate Director of Student Life 4 - 6; Teacher Primary School - Year 3

MEdLead; BTch/BA

Dunn, Peter

Assistant Head of Student House - Edwards; Head of Student House - Garran; Teacher Senior School - PDHPE

BEd

Dunn, Sarah

Primary Learning Leader 3

MEd; PGDE; BA

Ebbage, Sophie

Teacher Primary School - Northside Prekindergarten

BEd; BEd; CCS

Edrich, Tom

Teacher Primary School - Southside Year 1

B(T&L); BSc

Edwards, Angela

Teacher Senior School - Drama; Teacher Senior School - English

BAEdS; BA; AdvDipStScrAct

Edwards, Lauren

Teacher Senior School - ADT

GDEST; GDEST

Elms, Sara

Teacher Assistant Primary School - LDT Junior School

BTeachP; BComms

Ensuque, Isabelle

Assistant Head of Student House - Middleton; Head of Student House - Garran; Teacher Senior School - Languages

MA (Hons); MA; BA (Hons); C4PM

Fanning, Nat

Human Resources Assistant

BBus; BAdmin; CertIVWHS

Farrimond, Sidsel

Head of Department - Geography; Teacher Senior School - Geography

MEM; PGDE

Favet, Barbara

Human Resources Assistant

Annual Report 2019 | CGS | 77

Fenton, Fiona

Senior School Administrator - Active Education

MAppSci; BSci (Hons)

Filer, Emma

Teacher Senior School - Economics & Business

BLaws; GDipLegPrac; MTeach

Fletcher, Amy

Extended Essay Co-ordinator; International Students Co-ordinator; Teacher Senior School - English

BA; GDEST; GCES

Forrest, Michael

Outdoor Education Assistant

ADip RL

Fowler, Raechel

Primary School Psychologist

BAP

Francis, Anna

Teacher Primary School - Southside PreSchool

BECE; DipTeac; BEdP; DTEC

Freeman, Daryl-Anne

Senior School Learning Development Assistant

BA (Eng); TAinEd

Freeman, Michelle

Teacher Assistant Primary School - Southside Preschool

DipTeac; CCS

Frith, James

Teacher Senior School - Science

GDEST; BSci (Hons)

Gale, Libby

Associate Chaplain

BTeach; MA; BA; BA (Eng); BEd (Sec); MA

Gardiner, Sarah

Teacher Primary School - Year 3

BHealthSci; BHealthSci Hons; GradDipEd(Prim)

Garrick, Justin

Head of School

BA (Hons); MEd; PhD; MBA

Garven, Lucy

Deputy Head of Primary; Director of Primary Academic Education

BEd(Early Child

Garven, Molly

Primary School Learning Assistant

Gates, Sally

Operations Manager

Gavin, Michelle

Receptionist Northside

Geddes, Sonia

Teacher Primary School - Year 6

BA; DTS; PGDipBusAd

Geering, Pin Pin

Receptionist ELC

BCom

Gersbach, Stephen

Assistant Head of Student House - Burgess; Teacher Senior School - Drama

AdCertFT; BTeach; BComm

Gibson, Margareta

Teacher Assistant Primary School - Junior School

BEdP; BScA

Giles, Theresa

Senior School Administrator - Academic

Goddard, Alexander (Sandy)

Director of Community Development; Teacher Senior School - Geography

BA; DipEd; MEd (Admin)

Golding, Pip

Teacher Senior School - Learning Development; Teacher Senior School - PDHPE

BSc; MTeach

Gordon, Deborah

Teacher Assistant Primary School - Southside Year 2

TAinEd; CCS

Govender, Vanessa

Teacher Senior School - Economics & Business

MTeach; BBus

Graves, Michael

Senior School Sports Administrator

BA

Gray, Andrew

Academic Tracking and Administation; Teacher Senior School - Mathematics

BA; DipEd; GCES; MLMEd

Gray, Anna

Head of Primary Student House - CJ Shakespeare; Teacher Primary School - Year 3

BEdP; B.Ed (Primary)

Gray, Lori

Teacher Senior School - Drama

BEd; BA

78 | CGS | Annual Report 2019

BSc; GradDipCE; GradDipPM; DipProjMan; ADE; AssDipPersAdmin

Gray, Tiffany

PA to Head of Senior School

BA (Eng)

Green, Amy

Primary Learning Leader 1

B.Ed (Primary)

Gregory, Karen

Australian Studies Coordinator; Head of Australian Studies; Head of Social Studies; Teacher Senior School - Economics & Business

DTS; BLaws; BBus

Gregson, Rowena

Teacher Senior School - Economics & Business

BEc; BA; MTeach

Grice, Kym

Primary School Assistant - Primary; Teacher Assistant Primary School - LDT Junior School

Griffin, Deborah

Teacher Primary School - Northside Support

BEdP; Cert IW; B.Ed (Primary)

Gurney, Rachel

Events Manager

DM

Hage, Branka

HR Business Partner; Human Resources Assistant

BEdP

Hague, Kelly

Teacher Primary School - Year 5

B.Ed (Primary)

Haines, Kimberley (Kim)

Administrative Assistant; Administrative Assistant PS Staffing

BA

Hall, Adam

Deputy Head of Primary; Director of Service and Action

BEdP

Hall, Gerard (Gerry)

Database Adminstrator

Hallen, Marg

Teacher Assistant Primary School - Junior School

BA; GDipHum; DipEd; DipEd; GDipAS; BA

Halpin, Mark

Teacher Senior School - PDHPE

BEd (Sec); Cert IV T and A

Halse, Claire

Teacher Primary School - Music

MTeach; BMus

Hamilton, Sandra

Teacher Senior School - English

MA; BA (Eng); DipEd; CertIVWAT

Hamon, Georgia

Community Development Officer

RN

Hamza, Erum

Administrative Assistant - Executive Leadership Team; Finance Officer Accounts Payable

MEcon; BCom; CertIIIBusAd; DipLeadMgmt

Hannan, Liam Dean (Liam)

Teacher Assistant Primary School - Southside Kindergarten

CHC30708; DipECEC

Hansell, Katherine (Kate)

Primary School Co-curricular Administrator

Harrison, Christine

Health Clinic Nurse

BNursing

Harrison, Tim

Teacher Senior School - Mathematics; Timetable Co-ordinator

BA

Hassall, Justin

Asian Engagement Co-ordinator; Teacher Senior School - Languages

GradDipEd; BAsSt; BA

Hays, Ryan

Maintenance Worker

Hernandez, Clarissa

Teacher Assistant Primary School - Northside

DipChServ; CCS

Herse, Lindsey

Head of Student House - Burgess; Teacher Senior School - Drama; Teacher Senior School - English

BA (Hons); PGiCE

Hilder, Lesley

Laboratory Technician

RN; CCS

Hill, Diana

Defence School Mentor; Teacher Senior School English; Teacher Senior School - RAVE

MEd; BEdSt; DipEd; BA; CertTEFLA

Annual Report 2019 | CGS | 79

Hinchcliffe, Sarah

Teacher Primary School - Music

BTeachP; BEd

Hinton, Nicole

Teacher Senior School - Science

BEd; BAppSci; Grad Cert

Hodges, David

Teacher Primary School - Visual Art

BA (Vis Arts); DipEd

Hogan, Ashley

Assistant Head of Student House - Sheaffe; Teacher Senior School - English; Teacher Senior School - History; Technical Director of Tennis

BEd; GCSM

Hogan, Deborah (Debbie)

Teacher Primary School - Year 6

DipTeach (PE); BA (Prim Ed); DipTeach (PE); BEdP

Holtby, Derek

Teacher Senior School - Mathematics

PhD; BSci (Hons)

Hooke, Genevieve

Service Desk Technician

BinfoTech

Hooke, Krista

Head of Department - RaVE; Teacher Senior School - Languages; Teacher Senior School - RAVE

BA; GradDipEd; GradCertRaVE; GradDipRaVE; MA

Hoorweg, Corinne

Associate Director of ELC; Associate Director of Student Life ELC; Teacher Primary School - Southside Kindergarten

BEd; BTeach; GCEd

Hopgood, Christina

Senior School Administrator - Music; Teacher Senior School - Music

BMus (Hons)

Houston, Deborah

Receptionist Junior School

CertIVWAT

Hu, Kiky

Language Assistant - Chinese

Hughes, Simon

Head of Department - Drama; Teacher Senior School - Drama

BA; DipEd; CertIIIAC

Hunt, Pamela

Archivist

BA; GradDipEd; BEd; MEd; Cert IV AWPT

Hunter, Jenny (Jennifer)

Assistant Head of Residential Care - Girls; Head of Student House - Boarding

B(T&L)

Hurd, Philippa

Teacher Senior School - English

BA; MTeach

Hyndes, Louise

Senior School Administrator - Science

BSc; BEd (Sec); MSci

Iliff, Michael (Mike)

Property Manager

BCivEng (Hons); BAntStud (Hons); PhD

Ings, Jennifer

Teacher Primary School - Southside Kindergarten

BSc; CHC30708; GRdip Teach & L; DipChServ

Jackson, Rachel

Teacher Primary School - Year 4

MTeach; BA (Prim Ed)

Janiszewski, Julia

Senior School Administrator - Music

BMus (Hons)

Javes, Carol

Head of Student House - Burgmann; Teacher Senior School - Mathematics

BEd; GDipComp

Jessop, Samantha (Sam)

Teacher Primary School - Year 3

BAEdS; BEdP

Jian, Jane

International Student Liaison Teacher; Teacher Senior School - Languages

BEd; GradDipIS; BA

Johnson, Craig

Teacher Senior School - Information Technology

PGDE; BE (Elect) Hons; BSc

Johnston, Katherine (Kathy)

Teacher Primary School - Southside Year 1

BEd; GradDip GE

Johnston-Robinson, Emma

Teacher Primary School - EAL

GradDipEd(Prim); BSc; Cert IVinTESOL

Jones, Owen

Teacher Senior School - Mathematics

BSci (Hons); PostGradCertEd

80 | CGS | Annual Report 2019

Jovanovic, Rosemary

Senior School Psychologist

BA; DipEd; PGDipPsych

Karapanagos, Dimitria

Assistant Director of Student Development; Director of Student Development; Teacher Senior School - Mathematics

BSc; GradDipEd

Kavanagh, Katherine (Katy)

Teacher Senior School - Mathematics

BEd

Kearns, Niamh

Teacher Senior School - History

BA; GDEST; MEd

Kearns, Sean

Assistant to Head of Senior School

psc; MBus(Hons)

Kelly, Clare

PA to Director of Academic Education

CertOSp

Kemp, Tamsin

Teacher Senior School - ADT

BA (Vis Arts); BFinArts (Hons); BEd (Sec)

Kennedy, Loretta

Teacher Primary School - Year 3

BEd

Kennedy, Patti

Research & Development Coordinator; Teacher Senior School - Drama

BEd(VisArts); MSci

Kenney, Melissa (Mel)

Services Manager

Kesby, Alison

Associate Learning Leader Library

BA; DipEd; MEd

Khan, Katherine (Caite)

Head of Student House - Hay; Teacher Senior School - Psychology

BA; BEd; MEd; GradDipEd; PostGradCertEd; MA

Kimlin, Jasmine

Communications and Marketing Coordinator; Internal Communications Coordinator

BA

Klein, John

Head of Student House - Eddison; Teacher Senior School - History

BA; GradDipEd

Knight, Christina

Finance Officer Accounts Payable

BA

Knowles, Belinda

Teacher Primary School - Year 4

MEd; GradDipEd; BCSP

Knox, Louise

Teacher Assistant Primary School - Southside Prekindergarten

Kumar, Dharmala

Teacher Primary School - Northside Kindergarten

BA; BEdP

Lai, Yat-Ho (Harry)

Senior Coordinator Dragon Boats; Teacher Senior School - Mathematics

BAEdS

Lamond, Brittany

Primary School Assistant LDT

B.Ed (Primary); CCS

Lautenbach, Juliet

Teacher Senior School - Languages

MTeach; MMgt; BA (Hons)

Leaman, Joanna

Director of Academic Education

MEd; BSc; DipTeac

Lendon, Hannah

Assistant Head of Department - English; Teacher Senior School - English

BA (Hons); GradDipEd

Lendrum, Graeme

Assistant Director of Student Development; Head of Student House - Garran; Teacher Senior School - Mathematics

BSci (Hons); DipEd

Lerat, Sophie

Assistant Head of Department - Languages; Teacher Senior School - Languages

MML; SUSD; ProfDipTch

Lesle, Madeline

Head of Student House - Clements; Teacher Senior School - Languages

BA; DipEd

Lester, Lea

Teacher Primary School - Southside Year 1

BEd

Annual Report 2019 | CGS | 81

Liu, Winnie

Community Development and Alumni Coordinator

MMgt

Lomas, Amy

Teacher Senior School - English

GDEST; MSt; BA

Lopez-Gibson, Fabian

Teacher Senior School - Languages

BComm; MA; BComm; BComm

Lynch, Phyllis-May (Phyllis)

Teacher Senior School - History; Teacher Senior School - Languages

BAsSt; BAEdS

Lysewycz, Nikolai

Assistant Head of Student House - Middleton; Teacher Senior School - English

BA; BEdHons; MTeach; DM; PhD

Lysewycz, Sarah

Head of Department - English

GDEST; BA

Macaulay, Julia

Senior School Learning Development Assistant

Mackay, Ebony

Teacher Senior School - Learning Development

Macpherson, Brett

Grounds Worker

Madeira, Alexander (Alex)

Teacher Senior School - Languages

BCLAS (Hons); MTeach

Mahon, Richard (Rich)

Head of Primary Sport and PE; Teacher Primary School - PE

MEd (Admin); BA

Maldon, Sarah

Head of Individual Learning Team; Teacher Primary School - LDT Southside Support

MEd; B.Ed (Primary)

Mathasaran, Paul

Data Integrity Officer

MBA

Mathew, Claire

Teacher Senior School - English

BA; BAEdS

McAlister, Colin

Senior School Assistant - ADT; Senior School Assistant - Ag Science

McConchie, Elizabeth (Beth)

Administrative Assistant; Senior School Administrator - Music

CertIVBusAdmin

McCormack, Emma

Teacher Primary School - Southside PreSchool; Teacher Primary School - Southside Support

BA; MTeach

McCulloch, Steven

Primary Learning Leader 3; Teacher Primary School - Year 3

BEdP(Hon); TAinEd

McDonald, Alister

Teacher Senior School - ADT

BA (Hons); PGDipElectImag; GradDipEd

McDonald, Priscilla

Payroll Officer

BA (Ed)

McLaughlin, Crystal

Course Developer

BComm

McMahon, Craig

Teacher Primary School - PE

BEdP; MSci; MSci; BEd

McNeill, Stuart

Director of Active Education; Teacher Senior School - Psychology

AssDipPersAdmin; CVI; GradDipEd; MEd; Cert IV T and A

McShane, Samantha (Sam)

Head of Primary Sport and PE; Teacher Primary School - PE

BEd

MEIKLE, FELICITY

Associate Director of Student Life K - 3; Teacher Primary School - Northside Kindergarten; Teacher Primary School - Year 4

B.Ed (Primary); HDipEd

Mercer, Jessica

Teacher Senior School - Drama

BA(Dance)BEd

Merkel, Dianne

Senior School Learning Development Assistant; Student Development Support Assistant

BSc; TPFirstA; BSc; ADipSocSci; VP

Mesquita, Juliana

Communications and Marketing Coordinator

CertIIICS

82 | CGS | Annual Report 2019

B.Ed (Primary); BAEdS

Messina, David

Head of Student House - Blaxland; Head of Student House - Snow; Teacher Senior School - Mathematics

Miller, Lee

PA to the Director of Student Development and Academic Office Coordinator

Mills, Georgina

Teacher Primary School - Year 5

Moradi, Jules

Administrative Assistant

Morris, Liz

Assistant Head of Student House - Sheaffe; Teacher Senior School - English

Morris, Max

Teacher Assistant Primary School - Northside

Mowlam, Brendan

Head of Primary Student House - Garnsey; Teacher Primary School - Year 5

BTeachP; GradDipRaVE; MEd

Muller, Sarah

Assistant Head of Student House - Garran; Teacher Senior School - History; Teacher Senior School - Languages

BA (Hons); MTeach

Mundammany, Shomy

Database and Web Services Manager

BSc (CS); MCA

Murray, Christiana (Christy)

Teacher Assistant Primary School - Southside Kindergarten

DipTeac; BEd(Early Child

Nagy, Emma-Jane

Teacher Senior School - Mathematics

BTeach; BSc (CS)

Nakhil, Ramy

Teacher Senior School - Economics & Business

BCom

Nancarrow, Louise

Teacher Primary School - Southside Prekindergarten

DipChServ; TPFirstA; BEd(Early Child

Nieuwenhuis, Janet

Director of Primary Student Care and Operations; Teacher Primary School - Year 6

BEdP

Nogrady, Matthew

Teacher Senior School - RAVE

DTS

Norman, Andrea

Teacher Primary School - Year 3

DT(P); MA

O'Dell-Teys, Janet

Head of Student House - Middleton; Teacher Senior School - Languages

BA (IR); GDipEd; BA (IR); GDEST

O'Neil, Kathy

Finance Officer & Assistant Payroll Officer

ASS.DIP

O'Sullivan, Ingrid

Teacher Senior School - Languages

PGiCE; BA; BTeach

Parducci, Julie

Health Clinic Nurse

ACT N; RN

Parkes, Ross

Teacher Senior School - Science

BSci (Hons); GDEST; PhD

Pascoe, Susan

Outreach and External Curriculum Co-ordinator

MEd (Lit); MEdLead; BAEdS; CertEd

Payne, Sarah

Head of Department - Languages; Teacher Senior School - Languages

BA; DipEd

Pearce, Carolyn

Teacher Senior School - English

BA (F & A); BA (Hons); GradDipEd(Sec); MAL; MEcon

Pegus, Allison

Director of Southside

MEd

Perkins, Mark

Head of Department - History; Teacher Senior School - History

BA; DipEd

Peters, Kent

Director of Business

MBA; GradDipTheol; CA; CPA

BA; B.Ed (Primary)

DipTeachInfPrim; B.Ed (Primary)

MTeach; BA

Annual Report 2019 | CGS | 83

Petherbridge, Marita

Duty Manager; Maintenance Worker; Theatre Manager

Pfingst, Elizabeth

Head of Performing Arts; Teacher Primary School - Music

GDSE; BMus (Hons); Cert IV T and A

Pham, Matthew

Teacher Senior School - Information Technology

GradDipEd(Sec); BinfoTech; BComm (Account)

Phan, Thuy Anh (Twee)

Graphic Designer

BA(Graphic Des)

Pickering, Sandra (Sandy)

Teacher Primary School - Year 5

B.Ed (Primary)

Pillai, Divya

Service Desk Technician

BSc (CS)

Podger, Kath

Assistant Head of Department - ADT; Teacher Senior School - ADT

MTeach; BA (Vis Arts)

Pogson, Carol

Head of Department - Geography; Teacher Senior School - Geography

BA; DipEd

Potter, Emma

Teacher Primary School - PE

B.Ed (Primary)

Powell, Suzan (Sue)

Receptionist Senior School

Prentice, Mitchell (Mitch)

Head of Primary Student House - Radford; Teacher Primary School - Year 4

Price, Frances

Primary School Counsellor

Purcell, Matthew

Head of Digital Innovation; Teacher Senior School - Information Technology

BComm (Account); BinfoTech; BCommIF; GradDipEd

Raven, Ken

Deputy Head of Primary; Director of Junior School; Director of Student Life

BSc; GradDipEd; MEdLead

Read, Kristin

Teacher Primary School - Year 5

BEdP

Reeves, Rosalie

Head of Primary

BTeachP; GradDipCurric

Reilly, Jason

Sportsmaster; Teacher Senior School - English

BA; MTeach; MPhil

Retter, Christopher

Co-ordinator of Woodwind, Brass and Percussion

MTeach; BMus; AMusA

Retter, Madeleine

Co-ordinator of Strings ELC - 12

BMus; MTeach

Richardson, Imogen

Primary School Learning Assistant

BSci (Hons); PhD

Riley, Maddy

Teacher Senior School - English

BComm (Account); MTeach

Roach, Annie

Assistant Registrar; Human Resources Assistant

DipHRMan; BBusAdmin

Robb, Terri

Senior School Library Assistant

Dip (L&IS)

Roberts, Darren

Associate Director of Junior School; Teacher Primary School - Year 4

BEd; BTeachP

Robinson, Andrew

Chaplain; Teacher Senior School - RAVE

BA; BDiv

Robinson, Rebecca

Teacher Primary School - Southside Year 2

PGCE; BA

Rock, Kerri

Director of Strategic Operations; Teacher Senior School - Economics & Business

BAdmin; GradDipEd(Sec); CAWT; GradCertRE; DipProjMan; DipProjMan

Rooks, Fiona

Teacher Primary School - Southside Kindergarten

BAppSci; GradDipEd(Prim); DipEd

Roser, Phil

Teacher Senior School - English

BA (Eng); BAEdS; BA (Hons)

84 | CGS | Annual Report 2019

BEdP

Ross, Kevin

Teacher Senior School - Science

BSc; TC; ADAS

Ross, Nathalie

Teacher Senior School - Learning Development

BA; DipEd; GDipOE; MEd; GDipPsySt; GDipPsySt

Ruan, Yunshi (Daisy)

Teacher Primary School - Languages Mandarin

GDSE; BAsSt

Rumble, Peter

Maintenance Supervisor

Rushmer, Jillian

Teacher Assistant Primary School - Northside

CertTA; JP

Samarakoon, Sam (Samanthika)

Primary School Learning Assistant

B.Ed (Primary)

Santosh, Viji

Teacher Assistant Primary School - Southside Year 2

BE (Elect) Hons; DCC

Sarwar, Naveed

Network and Systems Administration Manager

Savvas, Helen

Teacher Senior School - ADT; Teacher Senior School - Learning Development

BIndDes; BEd (Sec); MDes

Schneider, Geoffrey

Teacher Senior School - English

MA; BA; GDEST

Selmes, Luke

Horticulture Apprentice

Sheldon-Collins, Susie

Teacher Senior School - Science

BAEdS; BSc; BCom

Shelley, Andrew

Head of Department - Science

BSc; MAg; DipEd; JP

Sheridan, Vivienne

Assistant Head of Department - Mathematics; Head of Student House - Sheaffe; Teacher Senior School - Mathematics

BAEdS; MEd

Shoudra, Kim

Receptionist Junior School

BA

Simon, Michael

Human Resources Manager

MCOM; MA; BA; ASS.DIP; Cert IV AWPT; CPHR; JP

Slater, Julie

Teacher Senior School - Science

CCS; GDEST; MBA; BA (Hons); BSc; GDEST; MBA; BA (Hons); BSc

Smart, David

Head of Senior School; Teacher Senior School - Economics & Business

BEc; MLMEd; MACE

Smeal, Imogen

Senior School Assistant - ADT

SFA; BA; SA; BScA

Smith, Katie

Teacher Senior School - English

BTch/BA; GD TESOL

Soper, Janette

Assistant Head of Department - Science; Head of Department - Science; Teacher Senior School - Science

BSc; GradDipEd

Southwell, Laura

Teacher Senior School - Science

BSc; GDEST

Spencer , Catherine (Cate)

Primary School Assistant LDT

DipTeac; BSci (Hons)

Spencer, Angela

Primary Librarian Assistant

BA

Standen, Shirallee

Finance Officer & Assistant to Finance Manager

Starr, Randall

Teacher Senior School - PDHPE

Stephens, Stephani

Teacher Senior School - Psychology

PhD; GDip CC; BA; PgDip

Sterland, Sandra

Teacher Assistant Primary School Southside Kindergarten

BA (Ed); BA (Vis Arts); CCS

Stuart, Catherine

Teacher Senior School - English

BA; MTeach; BLaws

Annual Report 2019 | CGS | 85

Summers, Kristie

Senior School Learning Development Assistant

BSc

Sumpter, Alexander (Alex)

Head of Student House - Blaxland; Teacher Senior School - Economics & Business

BCom; GDEST

Sutherland, Helen

Teacher Senior School - ADT; Teacher Senior School - Geography

BSci (Hons); GDSE

Sutherland, Ross

Senior School Psychologist

BA; BA (Hons); BA

Sutton, Catherine

Teacher Assistant Primary School - Junior School

DipTeac

Swift, Nicole

Finance Project Manager

Talbot, Debbie

Teacher Senior School - Mathematics

MTeach

TALBOT, Kirrally

Head of Individual Learning Team; Teacher Primary School - Year 6

MEd; BEd; BTeach

Taylor, Kirby

Receptionist Senior School

BA

Tedeschi, Rebecca

Teacher Primary School - Northside Year 1

BEdP

Thompson, Alexander (Alex)

Teacher Senior School - History

MTeach; CRE; BAH; CertCS

Thompson, Jennifer (Jenny)

Director of Northside; Teacher Primary School Northside Prekindergarten

BEdHons; CGE; MEd; PostGradCertEd; BEdP(Hon); GCGEd; MEd; BAEdH; GCGEd; MEd

Tian, Jinfang (Audrey)

Teacher Senior School - Languages

GDipA; PhD; 0

Tran, Thao

Course Developer

BinfoTech

Truman, Clare

Receptionist Senior School

Tuan, Lynn

Senior School Administrator - Academic

AdvDipGraphDes

Turner, Angela

Teacher Primary School - Southside Prekindergarten

BTeachP; BEdP; AdDipCS; GCGEd

van der Merwe, Kent

Health Clinic Nurse

Van Dijk, Kylie

Teacher Primary School - Music

BMus; BMus (Hons); MTeach(Prim)

van Wijk, Adriaan

IB Coordinator; Teacher Senior School - Science

BSc; BA (Asian Stud); MTeach; PDMLLIS

Vane, Brenda

Primary Librarian Assistant

B.Ed (Primary)

Vangelovski, Michael

Senior Developer

BSc (CS)

Vannavong, Mai

ELICOS Coordinator; Teacher Senior School - Languages

MTeach; BA

Vijiaraj, Niroshi

Associate Director CGS Care

BEd; PGDE; MEd

Volk, Christine

Teacher Senior School - RAVE; Teacher Senior School - TOK; TOK Co-ordinator

BA(Mus); GDEST; GCRE; MRE

Waldron, Russell

Education Technology Integrator

MEd; GDSE

Wanner, Jessica

Teacher Primary School - PE

BA (Ed); MEd; TC; BA (Ed); MEd; TC

Waser, Lawson

Assistant Head of Student House - Boarding; Teacher Senior School - PDHPE

BAEdS

Waterford, Jeremy

Assistant Head of Student House - Garnsey; Teacher Senior School - Geography

BA; DipEd

86 | CGS | Annual Report 2019

Watson, Kate

Assistant to Director CGS Care - Programs; Teacher Primary School - Southside PreSchool

Wayte, John

Bus Driver (Boarding); Maintenance Worker; Senior School Assistant - Ag Science

Welch, Bronwyn

Head of Department - Mathematics; Teacher Senior School - Mathematics

BSc; GDEST; Grad Cert

Welsh, Caela

Assistant Head of Student House - Jones; Teacher Senior School - Science

MTeach; BSci (Hons)

Welsh, Lucy

Assistant Registrar

Wetherall, Daniel (Dan)

Teacher Primary School - Year 6

BEd

Wheeler, Melissa

Senior School Library Assistant

BMan; GDipHum

Whig, Robin

Primary Learning Leader 2

MA; PGCE; BSci (Hons)

Wilde, Stephen (Steve)

Finance Manager

BCom; Dip (MM)

Wilson, Jamie

Audiovisual Technician

Wilton, Shylie

Administrative Assistant; PA to the Head of Primary

Wong, Jessica

Theatre Manager

Woodland, Craig

Head of Department - Music; Teacher Senior School - Music

BMusEd; AMusA; BAEdS

Wright, Christabelle

Teacher Senior School - PDHPE

BEd

Wright, Cristina

Teacher Senior School - Languages

BA; MA; GradDipEd

Wroe, Connor

Teacher Senior School - PDHPE

BPhysEd; BPhysEd

Wyche, Richard

Teacher Primary School - Northside Year 2

DipTeac; BEd; MEdLead

Young, Yumi

Teacher Senior School - ADT

BA (Ed); BD

Zaharias, Joanne (Jo)

Teacher Primary School - Southside Year 1

B.Ed (Primary)

Zaidi, Syeda (Sidra)

Primary School Learning Assistant

DipChServ

Zam, Dechen

Service and Procurement Officer; Service Desk Technician

MBA; BCIS

Zampogna, Michael

Teacher Senior School - Science

BSc; GDEST

Zhu, Jia

Asian Engagement Co-ordinator; Teacher Senior School - Languages

BA; MEd; GradDipEd(Sec); PhD; PhD

DipECEC; BEd

CertTEFLA; CHC30708

Annual Report 2019 | CGS | 87

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