CGS Annual Report 2020 by Canberra Grammar School

ANNUAL REPORT 2020

CONTENTS

Introduction................................................................... 2 About the School............................................................ 4 Spiritual Life of the School.............................................. 6 Primary School Report.................................................... 8 Senior School Report.................................................... 16 Community Development Report .................................. 36 CGS Foundation........................................................... 38 Strategic Operations Report.......................................... 42 Business & Finance Report........................................... 48 Student Outcomes ....................................................... 50 Year 12 Results........................................................... 50 Senior Secondary Outcomes......................................... 52 Post-school Destinations ............................................. 53 School Policies............................................................. 54 Student Attendance...................................................... 55 Student Retention........................................................ 55 Admissions Policy......................................................... 56 Characteristics of the Student Body............................... 57 How the School Manages Non-attendance...................... 58 Summary of Financial Information................................. 60

INTRODUCTION

It is a pleasure to present this Annual Report for 2020, the year that few of us expected and even fewer will want to remember. Yet, despite the fires, smoke, hail, and pandemic that will undoubtedly prevail in our memories, 2020 was also a year of discoveries and triumphs that reflect the dauntless spirit of our community and our School. It was a year in which we had more reason than ever to be proud of our students’ optimism, the dedication of our staff, and the warm commitment of our families. In truth, compared to many in the world, we were very fortunate. Our remote learning period lasted barely two months, and while the anxiety and myriad daily adjustments lingered for months longer, this report is a testament to how readily our community adapted and how swiftly our School life returned to abundance. True, large gatherings became impossible under COVID-19 restrictions. For much of the year, assemblies, carnivals, camps, concerts, and plays were quashed, and sport was largely curtailed. Nonetheless, we found ways to communicate online with video messages, live-streamed open days, recorded performances, remote lectures, and parent-teacher nights beamed direct to living rooms. We kept in touch with our partner schools overseas via Connected Classrooms, and we held staff meetings and professional development sessions in online chat rooms. We became adept at talking to the camera in our One Button Studio, and we appreciated more than ever the extraordinary skill of our dedicated student Code Cadets, for whom live-streaming became a fine art, making everything shareable with families and friends, from the Year 12 Valedictory ceremonies, through Primary choral concerts and House Dinners to Presentation Day itself. As the title of our first post-lockdown theatre production put it, The Show Must Go On! Few events were the same as usual, of course, but all were still special and impressive in their own way for their innovation. Indeed, some features will remain now that the technology is in place, the whole experience having become part of our collective education. If our mission at Canberra Grammar School is to educate students who are curious, creative, confident, and compassionate citizens of the world, then 2020 served us an ample real-time curriculum. It gave us the opportunity to see all at once together, in one year, the raging front of climate change; to feel the global interdependence of our urban intensity; to wonder where the world’s new centres of gravity will fall; to recognise the fragility and preciousness of social justice, personal freedom and democracy; and to see the value of science and respect for truth reflected in the mortal cost of their denial.

2 | CGS | Annual Report 2020

There’s no coincidence, in my mind, between that and the emergence of a new impetus in student leadership focused on the four key initiatives that our School Captains have set for the year ahead: (1) to focus on health and wellbeing in these anxious times; (2) to nurture inclusion in a time of social tension; (3) to seize the challenge of sustainability in the face of climate change; and (4) to empower the young through student voice. Perhaps the Year 12 of 2020 were the greatest champions of that optimism. Few had cause to be more disappointed: they lost opportunities for leadership; they missed many chances to represent the School at the highest levels in sport and the arts; their final year studies were disrupted, and their rites of passage changed by necessity. Yet, they never allowed themselves despondency. They led by the example of their determination and they finished in triumph; their celebrations all the sweeter for the strains, and their extraordinary success in early university placements reflecting not just their ATARs but the richness of their characters and whole education. We congratulate them, as we do everyone in our community, on the spirit amidst the strains and, ultimately, the many successes of 2020. Dr Justin Garrick Head of School

Stephen Byron Chair of the School Board

Annual Report 2020 | CGS | 3

ABOUT THE SCHOOL

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 2020. During the 2020 Calendar Year, the following people were Directors of the Board: • Chair of the Board – Mr Stephen Byron

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.

• Deputy Chair of the Board – Ms Ayesha Razzaq • Board Members – The Right Reverend Bishop Allan Ewing (until June)

– Mr David Carr

– Ms Belinda Clark (until May)

– Dr Justin Garrick (Head of School)

– Mr Stephen Jaggers (until June)

– Ms Anne Myongsook Witheford

– Ms Simonetta Astolfi

– Ms Denita Wawn

– Mr Sung Lee

– Mr Kent Peters (Secretary)

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.

The Executive Leadership Team of the School includes:

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.

• Director of Community Development – Mr Sandy Goddard

• Head of School – Dr Justin Garrick • Head of Senior School – Mr David Smart • Head of Primary School (Acting) – Ms Lucy Garven • Director of Business – Mr Kent Peters • Director of Strategic Operations – Ms Kerri Rock

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.

4 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 5

SPIRITUAL LIFE OF THE SCHOOL FROM THE SCHOOL CHAPLAIN FATHER ANDREW ROBINSON 2020 is not a year any of us are likely to forget. The year began in a tumultuous firestorm, followed by the catastrophic hailstorm that pelted the Quadrangle and then the unfolding crisis of COVID-19. The pandemic left no corner of school life untouched, and the rhythms of gathering, teaching, playing and worship that have shaped our community since 1929 were spectacularly disrupted. But through the challenges of the year a remarkable resilience and creativity emerged across the entire School. Chapel, like everything else, went online for more than half the year. We were joined by the Ven. James Coats to cover Associate Chaplain Libby Gale’s parental leave, and after only eight weeks in the School he readily adapted to the circumstances, even taking on a new persona as a talk show host in some of the Primary Chapel videos. Video Chapel included puppetry, stop-motion animation, Zoom interviews, Tiktok videos, and occasional attempts at movie magic with the green screen. We gained a new appreciation for stage lighting, good audio, and the new CGS video production studio. However, even though we have been spared much of the anguish faced elsewhere in the country and the wider world, here in Canberra, the challenges of 2020 were a chance to reflect deeply on our fundamental purpose as a school. We gained a new perspective on what it means to be a community, and an appreciation for all that we take for granted in everyday reality. In our first Chapel Service by Zoom, in the earliest days of the pandemic, we found ourselves drawn to the story of Jesus stilling the storm. In the Gospel of Mark’s telling, it is evening and Jesus’ disciples find themselves engulfed in a surprising, terrifying storm on the Sea of Galilee. Jesus, strangely, is fast asleep in the stern. The disciples panic. They wake Jesus, furious and bewildered: ‘Don’t you care that we are perishing?’ But Jesus calmly replies, ‘Why are you afraid? Have you no faith?’ The disciples haven’t understood that God is with them, right there, in the boat. How do you find hope and peace when all the outward indicators are looking pretty grim? For the disciples, it meant knowing and trusting the presence and goodness of God. Christ was in the boat with his disciples in the storm. The challenges of 2020 and COVID-19 have pushed us to remember that what happens in this place really matters. The flourishing and growth of the young people in our care matters immensely, and all the more in a world driven by uncertainty and challenges. But God is with us through it all. Father Andrew Robinson School Chaplain

6 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 7

PRIMARY SCHOOL REPORT FROM THE HEAD OF PRIMARY SCHOOL (ACTING) MS LUCY GARVEN The Primary School proved how adaptable and resilient they were in 2020 with multiple opportunities to live out the Learner Profile attributes. It was a series of real-life learning experiences where student agency: voice, choice, and ownership, were never more imperative to the teaching and learning programme. The Primary School started the year farewelling Mrs Rosalie Reeves, Head of Primary, who had been an influential leader in the school for the past 24 years. The community farewelled her through a series of events that highlighted her commitment and love of providing a high-quality teaching and learning programme for students. The shared knowledge that the Primary School has been focussed on improving within the Positive School project has ensured we were ready to support a community that had been devasted by bushfires, a community that was not rested and relaxed, a community that was devasted again by loss of life and heightened anxiety. A community who watched as hail pummelled cars and more inconveniences as cars were fixed. A community that moved then into remote learning, isolation, physical distancing, and heightened hygiene. All whilst navigating the IB PYP evaluation process with reduced staffing. With all this, you would be tempted to say that it was a disastrous year, but I choose to disagree. Resilience is a word that has been used quite a lot this year, and for good reason. We chose to be resilient. To look to the collective and to carry on doing what we are good at, teaching and learning, and supporting students at school. The word ‘chose’ was deliberate, as we ultimately made a choice to stick together, find solutions and make the best learning environment we could for the children we care for. Our commitment to teaching and learning continued to drive individual learning improvement and holding high expectations for all students, assisted us to strive to have a positive impact in an uncertain and often confusing world. I have never been more grateful to work within a community that values education. In a community that is professional, hard-working, collegial, compassionate, responsive, and confident.

Primary School Leadership Team The 2020 school year once again fielded a slightly adjusted leadership team, consisting of: • • • • • • • • • • • • •

Head of Primary School (acting) & Director of Academic Education – Ms Lucy Garven Deputy Head of Primary & Director of Student Life – Mr Ken Raven Deputy Head of Primary & Director of Action and Service – Mr Adam Hall Director of CGS Care – Mrs Tanya Alcorn Director of Strategic Operations – Ms Kerri Rock Primary School Admin Manager – Ms Kerri Bisseker (Term 1) & Ms Kristen Murray Term 2 onwards) Head of Individual Learning – Mrs Sarah Maldon Head of Performing Arts – Mrs Elizabeth Pfingst Head of Sport and Physical Education – Mrs Samantha Hosking Associate Director of Student Life (4-6) – Mrs Lauren Dunn Associate Director of Student Life (K-3) – Mrs Felicity Meikle Associate Director of Student Life (ELC) – Mrs Corinne Hoorweg Director of Northside – Mrs Jennifer Thompson

8 | CGS | Annual Report 2020

Celebrating the Life of the Primary School INDIVIDUALISING LEARNING: DIFFERENTIATING THE LEARNING TO MEET STUDENT NEEDS Expanding the knowledge, understanding and skill of educators on Differentiation of Essential Learning continues to drive our commitment to individualising the students. The use of data, both standardised and formative, striving for high expectations and teachers reflecting on their practice are elements that have driven the improvement cycle. 2020 became a year where students and staff were required to adapt and change the manner in which learning was delivered and accessed. The changing environment meant that we reflected on the documentation parents had access to, to support the learning process, how we were communicating and a swift transition to exploring digital platforms. The reflection that 2020 commanded students, parents, and staff to undertake meant that learning became more tailored, was offered in multiple ways, relied more on collaboration and effective communication. Educators and students had multiple opportunities to collaborate and to trial digital platforms that were never accessed before, share ideas, and listen to the ideas of others with a real-life application of change. Student’s voices have never been so important. Our commitment to proactively plan for student agency, voice, choice, and ownership, in all our learning opportunities allowed multiple perspectives to be heard, answered, and considered. The Home Learning review was given a boost as students, parents and teachers reflected on essential elements of learning and how they could continue to take action with their learning in meaningful ways. Educators focus on developing a strong sense of wellbeing, self-efficacy, curiosity, creativity, and confidence through the lens of Inquiry learning which fosters the skills of experimentation and investigation of real-life experiences. Educators shared their collective wisdom of wellbeing in multiple ways across the year and assisted students and families to make sound choices with their learning, to recognise the options available and feel empowered to make decisions that are individualised. The Primary School educators continue to focus our collective knowledge and sensitivities within and out of the classroom to individualising needs: academic ability, academic behaviours, and social skills. Educators collaborate in cohorts and departments to design, implement and reflect on learning experiences that are evidence-based, relevant, stimulating and inspire questions. Utilising the curriculum planning cycle to plan, build, implement, reflect, and adapt the learning programme ensures all students are catered for. 2020 saw a more committed and reactive student representative council (SRC) and community care council (CCC) that were responsive to the needs of our school and local community. The student-led committees investigated ways to support families devasted by bushfires and presented to the P&F to garner their support for the purchase of new art tables. The flexible furniture investigated in previous years was utilised by the Year 3 students cementing the need for future development in this area.

Annual Report 2020 | CGS | 9

EDUCATION TECHNOLOGY IN THE PRIMARY SCHOOL An essential addition to our technological capabilities this year has been the online connection using Zoom. A new platform for students, families, and teachers to connect and engage in learning. The functionality of this programme required experimentation, online tutorials, and trial & error. Across the year we all learned the advanced functions. Again, a real-life application of technological skills to enhance learning and collaboration.

ACADEMIC EDUCATION 2020 was an interesting year on many levels. It was certainly a year to build resilience, to try new things and develop us as learners. Throughout the year, more than any other year, our PYP knowledge and understanding has been enriched and further embedded. We continued to develop great Units of Inquiry that reflected our current world and strove to engage student thinking on a personal, local, and global level. We have made great progress with developing deeper understandings of what it means to be a global citizen and students have taken action towards creating positive change. Our annual STEAM walk exhibition, whilst communicated online, followed suit with a Central Idea ‘The deep blue depends on our integrity’ and lines of inquiry that could be interpreted with all year levels and all subject areas. Our students are active learners who are learning to ask big questions, to think critically and to solve problems by creative problem solving.

YEAR 6 EXHIBITION Each year, our Year 6 students rise to the challenge of the PYP Exhibition and demonstrate their knowledge and understanding of one of the 6 Transdisciplinary Themes. During 2020, Year 6 completed a yearlong unit, Who We Are, whereby they explored the concept of identity and leadership throughout the year and in various disciplines. To develop student agency, Year 6 students excelled with leading their own inquiry in an area of leadership that interested them. Music and Visual Art were closely connected with the Central Idea “Life experiences influence who we are” throughout self-portrait in mixed media and music. It was a first for us to showcase the Exhibition over several days to allow our parent community to be involved.

The Primary School students continued to benefit from the increased numbers of chrome books available to support learning. The use of these devices allows technology to be embedded in our Programme of Inquiry, to research, either learn or build keyboard skills, utilise software that supports or enhances learning, present information and to explore functionality of hardware. The software utilised in 2020 expanded exponentially due to remote learning, with the major elements consisting of: • Mathletics • Literacy Planet • Typing Tournament • Prodigy • PM Reader in Pre-School to Year 2; and • Makers Empire. CGS Care and our Visual Arts team continued to use the 3D printers to design, create and construct items to solve problems. Students also engaged in multiple co-curricular opportunities around coding: Lego robots, micro: bits, etc. The Google Suite continues to be embedded into everyday use to support learning and communication. Students are exposed and explicitly taught to use: • Sites • Sheets • Slides • Docs • Drive – document management and sharing

IB PYP EVALUATION REPORT

• Classroom – communication to students and digital feedback and marking; and

It was a big year for the Primary School as our focus was very much on our IB PYP Evaluation Report. Our staff collaborated and reflected upon their practice, our successes and challenges. We spent twelve months reviewing all aspects of the PYP framework, including, how we strive to teach a conceptually driven curriculum, a drive for student agency, our focus on being internationally minded and teaching through a guided inquiry approach. For much of this time, we looked inwards at ourselves as learners. For example, how do we live out the Learner Profile ourselves? How do we model this with our students? What are our strengths and weaknesses? Following a constructive and positive IB Evaluation Report we can look forward to 2021 and develop a new action plan that will assist us with even greater improvements.

• Draw – visual organisers.

10 | CGS | Annual Report 2020

The Primary School continues its drive to ensure that students are engaging online in a responsible and respectful manner. The digital licence attainment focussed on being safe online and to find a balance of learning off the computer. Multiple resources to build e-Safety were shared using our intranet, CGS Connect. CGS Connect 2.0 was launched with multiple functions being explored and utilised during remote learning. These features are being adapted by the IT department with the feedback from students, parents, and teachers to provide more targeted support within the learning process.

Annual Report 2020 | CGS | 11

CLASSROOM PRACTICES IN THE PRIMARY SCHOOL

ENRICHMENT AND SUPPORT

This year, there has been a real focus on essential learning in all learning opportunities. Through clearly articulated lesson objectives and success criteria that have been collaboratively developed, there has been a greater focus on what students must learn; as well as allow scope for their agency. At least three levels of differentiation: Good Start, Making Strides & Go, Run With It, are embedded within all lessons. These differentiated learning activities allow all students to achieve the lesson objectives, however, the scaffolds used may support and/or extend so that students are met at their point of need.

2020 saw the launch of the Primary School Stretch and Challenge Enrichment Programme. This is a Kindergarten to Year 6 initiative that provides students with an extended learning opportunity that stretches and challenges students who have already mastered, or can quickly master, the curriculum. The initial launch was during remote learning and then converted to an on-campus model where the Leadership Team, together with the Individual Learning Team, continued to provide regular contact and enrichment opportunities in Literacy and Numeracy. 170 children participated in the programme this year.

Greater student agency is present in learning opportunities, as the differentiated levels allow for flexibility as students, depending on the lesson content, choose their suitable level so they feel stretched and challenged. Students know up front the next steps to their learning and what they need to make it happen. Through the clarity of the lesson expectations and experiences, students are more capable of discussing their learning and applying their knowledge and understanding across the curriculum.

Intervention across the Primary School in 2020 included Before School Reading, PreLit, MiniLit, MacqLit, Reading Tutor Programme, Word Attack Extension Skills and Key Maths. These opportunities provided intensive instruction in Literacy and Numeracy to equip students with the essential skills to succeed in the mainstream curriculum. The Individual Learning Team drew upon extensive data to ensure an appropriate mode of intervention met the needs of each individual student. 70 children participated in a variety of one to one, small group and in class intervention models.

As educators continue the School’s journey with the Primary Years Programme (PYP), many opted to further their understanding and skills by participating via online learning developed by the International Baccalaureate (IB). Through this, teachers are more knowledgeable about the curriculum and have more effective ability to reflect on the new Enhanced PYP and make stronger transdisciplinary links through conceptual teaching.

CGS CARE CGS Care participated in Koori Curriculum’s travelling mascot programme, the mascots travel around Australia to celebrate how different services embed Aboriginal perspectives into their programmes. We were lucky enough to be chosen and have Dinnawan the Emu visit us for two weeks this year. During his stay with us the children shared some fantastic experiences such as being part of our acknowledgement of country, making lemon myrtle biscuits, observational drawings and visiting our bush tucker garden. CGS Care educators were instrumental in providing essential workers a safe, structured, and supportive learning environment on campus during the remote learning period.

EARLY YEARS In 2020, the Early Years staff and students focussed upon strengthening literacy development, embedding sustainable practices, and making further connections with families. The ELC and Northside Pre-Kindergarten classes successfully launched and implemented the Pre-Lit Programme. Sustainability continued to be a priority with the reinvigoration of composting, recycled materials being used for Loose Parts Play and an incursion with Aaron Chatfield to continue our learning about Indigenous Cultures. The focus of this year’s Science Week, The Deep Blue, was a powerful provocation for our ‘Sharing the Planet’ Inquiry, where we investigated the environmental impacts of plastics. Remote learning afforded us an additional opportunity to further connect with and build strong partnerships with families. These connections enhanced our cultural awareness, inclusive practices, and a shared focus on student learning.

12 | CGS | Annual Report 2020

CREATIVE EDUCATION: MUSIC AND DRAMA The Primary School Music and Performing Arts programme sought alternative ways to develop, showcase and celebrate student learning in 2020 during the COVID-19 pandemic. With 14 music ensembles and over 350 students learning an instrument at school we continued to provide performance opportunities throughout the year.

Key highlights include: • Open Rehearsals Week in Week 5, Term 1, with parents invited to participate and watch ensemble rehearsals. • Instrumental Opportunities Programme (IOP) was a chance for students to engage in small group music lessons for a semester before moving onto individual lessons. • Primary School Soirees were an opportunity for instrumental and vocal students to showcase their learning at a community performance and were held in Term 3 in House groups. In 2020, Soirees were released digitally and screened at school during Assembly and House time, allowing fellow students to celebrate students’ performances. The size and quality of the programme were showcased with over 350 student performances across 6 pre-recorded ‘concerts’. • Primary School Dance. Students from Years 3 to 6 participated in a variety of dance experiences. In 2020, notably the Year 4 cohort worked with Kulture Break for each class to perform a dance for their Culmination concert. • Primary School Drama. Students learning in Drama was showcased across Years 3-6 Culminations and Assemblies, with readings of poetry, performances of student-written storybooks and dramatisations. • Year 3 to 6 Carols Service. We pre-recorded this event in our very own CGS Chapel of Christ the King and livestreamed to our community for all to view. This allowed every student from Preschool through to Year 6 to participate in this special event and celebrate Christmas through song. • Annual Presentation Afternoon was the culmination and celebration of the School year, the success of the Music Programme was highlighted through a digital performance of ‘Bittersweet Symphony’ from the Primary School Combined Orchestra and Choir of over 250 students.

Annual Report 2020 | CGS | 13

Primary School Student Leadership

Primary School Leadership Roles

2020 began relatively normal for Student Leaders. The Primary School welcomed, and congratulated, all student leaders during our Primary School Leadership Assembly which also highlighted the number of leadership opportunities the students in the Primary School have.

HOUSE CAPTAINS & VICE-CAPTAINS

• SRC (Student Representative Council) • CCC (Community Care Committee)

2020

CJ SHAKESPEARE

GARNSEY

RADFORD

EDWARDS

Captains

Emma Bryant Dean Amasha

Annabelle Patten-Richens Will Dawson

Jillian Murphy Luca Wah

Zara Mand John Nikias

Vice-Captains

Samantha Henry Leo Nankervis

Keira Goodear Deakin Fisher

Iris Rangiah Will Burdon

Charlotte Williams Rupert Pandy

Heads of Student Houses

Ms Anna Gray

Mr Brendan Mowlam

Mr Mitch Prentice

Ms Kate Boyd

• Year 6 Peer Support Leaders; and • House and Vice Captains. Each group of leaders brings something different to the CGS Community, however, all groups have the same underpinning values. • Student advocacy and voice • Leadership in action • Effective communication • Problem solving and decision making; and • Striving to become curious, creative, confident, compassionate citizens of the world. The year made the student leaders think outside the box about how to connect with each other and the wider community. House and Vice Captains made videos to connect with students in their House, and Google Classroom to set challenges and activities that students could participate in. The SRC and CCC worked hard to achieve their goals and organised fundraising days to support groups within, and outside, of our community. While 2020 was a difficult time for student leaders at CGS to shine and show their full potential, every one of them should be proud of the growth mindset they demonstrated during an exceptionally difficult and challenging year. Lucy Garven Head of Primary School (Acting)

CARNIVAL RESULTS, HOUSE POINTS & OVERALL CHAMPION HOUSE SWIMMING

CROSS COUNTRY*

ATHLETICS*

BALL GAMES

HOUSE POINTS

GARNSEY

619

4293

EDWARDS

669

4601

CJ SHAKESPEARE

616

4058

RADFORD

673

4563

*Cross Country and Athletics Carnival were cancelled due to COVID-19

Overall Champion House: RADFORD

14 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 15

SENIOR SCHOOL REPORT

FROM THE HEAD OF SENIOR SCHOOL MR DAVID SMART Celebrating the life of the Senior School

Indigenous Scholarship Programme

2020 was the most different yet interesting year in the life of our School during my time as Head of Senior School. It was a year in which all members of our community developed enormous resilience and learnt to adjust to the changing circumstances that we were confronted with throughout the year. The majority of our normal events, activities and initiatives were impacted, at least to some extent, with many needing to be cancelled or conducted in a very different format. Students and staff adapted superbly to the different ways of operating. The transition to remote learning was very smooth, although some found it a difficult experience and yet others thrived in this environment. I will never forget the excitement and joy on students faces when a return to school was possible, as everyone realised how important and beneficial being together was for our development as people. It was clearly something that all students and staff appreciated (and I am sure parents felt the same way). Despite the complexity of day-to-day operations, many wonderful initiatives continued at CGS, albeit in often very different formats. Assemblies and Chapel Services were largely held via Livestream or video recordings played to smaller House Tutor Group audiences. We still celebrated many important occasions as a school, even though this could not occur through our usual large gathering in the WMH and PDHPE Centre. Important celebration days such as Reconciliation day, Harmony day, Are you OK day, Mental Health Awareness days and the annual ‘Wordshirt’ concept (with the chosen word for 2020 being “Respect”) were still able to be marked and the key concepts of these days discussed in smaller groups. 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 is one of our defining features. Adjustments for Year 12 students were made to still provide a meaningful and moving finish to their years at CGS with the final assembly and march out proceeding (with social distancing measures in place) and smaller Valedictory dinners being held on a House basis in two venues over different evenings.

One of the highlights of 2020 was witnessing the first of our new Indigenous Scholars graduating from CGS. This programme has helped a number of Scholars join CGS for their education and it has had an enormously positive impact on the life of the School. It is exciting to see this programme continue to grow and develop.

Senior School Leadership Team (SSLT) In 2020 the leadership team in the Senior School remained stable and continued to lead the School in new directions and improved performance. The commitment and insight provided by each member of the SSLT towards their particular portfolios and also the overall functioning of the Senior School allowed 2020 to move ahead with a sense of purpose whilst continuing the process of improving all aspects of the Senior School. 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 of time. Team members and their areas of responsibility included: • Head of School – Dr Justin Garrick • 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 • Director of Strategic Operations – Ms Kerri Rock • Director of Community Development – Mr Sandy Goddard During the year we were joined by several other key members of the Senior School staff who help various Assistant Directors or important academic roles at CGS. These staff included, Ms Dimitria Karapanagas, Mr Graeme Lendrum, Mr Graham Maltby and Dr Katja Bier.

16 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 17

School Assemblies School Assemblies are an important 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 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 important strategy in character development. This process commenced with the unveiling of the “Annual Motto” for the year. For 2020 this motto was, “Give time …. To what matters most”. Each student in the Senior School received a Timeout bar, not to encourage them to take too much time out but to remind them of this motto and to be an incentive for them to think about giving time to what matters most each day and also the positive impact their actions can have on others if they give time to what is really most important. Given the way the year unfolded this motto proved to be almost perfect for the challenges that we all faced. A wide range of other issues were also covered each week. 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.

Commitment To An Internationally-Minded Community – Students Who Are Citizens Of The World EXCHANGE PROGRAM AND OVERSEAS TOURS Unfortunately, the Covid-19 situation meant that the School took the decision to postpone all overseas tours for the duration of 2020. The Exchange Programme also had to be suspended until some point in the future when it will be safe to resume. However, various on-line opportunities for connection and interaction with students from other parts of the world were taken up as they became available.

PASTORAL CARE Pastoral Care at CGS in the Senior School is overseen by the Director of Student Development and his team of staff with the key group being the Pastoral Leadership Team (PLT). Specialist assistance is provided through our Chaplains, School Counsellor, Careers Advisor, Learning Development Team and Health Centre as required. Many students benefitted from these services during 2020. In fact, there was increasing demand for our mental health support as was seen in all elements of society. Care for our students remains one of the highest priorities at CGS and this encompasses many facets and interventions depending on the individual situation. The House system remains a pivotal component in the care of students and in delivery of important character development programmes across the Senior School. This became even more crucial during the Covid-19 circumstances and the interactions within Houses was a crucial aspect of how successfully we were able to navigate the uncharted waters of a global pandemic.

18 | CGS | Annual Report 2020

HOUSES 2020 saw the establishment of Snow House as the third Year 7 House for the start of the year to ensure that our smaller pastoral care units remained at a manageable number. As a result, the 10 Senior Houses would now function alongside three Year 7 Houses in the Senior School. It was also the second year that all boarding students were part of day Houses for their experience of school life, and also remain as part of the Manaro Residential Community. This move has had a very positive impact across the School. 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.

LEADERSHIP OPPORTUNITIES Leadership continues to be an essential feature of a CGS education. Canberra Grammar School is a School that allows students to express their leadership in a wide variety of ways. This has again been evident throughout 2020 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. Special thanks to our School Leaders for 2020 from Year 12 who had such a positive influence on the life of Canberra Grammar School. Nicholas Bull, Samuel Alsop, Alexia Dermatis, India Kazakoff, Harry Kilcullen and Lochlan Medd were all inspirational Captains, and they were superbly supported by Sebastian Bonano as Year 12 Committee Chair, the House Captains, Co-curricular Captains, and many others without “official” leadership titles. Leadership opportunities were also provided through the CAS program in the IB, the Service Committee and through many fundraising initiatives led by students which particularly included “Shave for a Cure” (completed virtually in 2020) and a wide variety of House led initiatives supporting many worthy charities.

OUTDOOR EDUCATION CAMPS “Camps Week” was unable to proceed in 2020. However, our Outdoor Education staff provided smaller opportunities, particularly through the Duke of Edinburgh programme as restrictions eased and these became possible. We look forward with great expectation to our normal programme resuming in 2021.

MUSIC & DRAMA Music and Drama continue to play a crucial role in the life of CGS and the range of concerts, performances and plays enrich not only those involved but also the wider School community. It was therefore so uplifting to be able to return to having regular concerts late in the year in order to celebratre the enormously talented musicians who are part of our School.

Annual Report 2020 | CGS | 19

Academic Education ART, DESIGN & TECHNOLOGY In 2020 the Department welcomed Ms Sophie Dimarhos who joined us partway through Term 1 in a part-time role as a Visual Arts teacher. She has continued throughout the year and will continue with a contract for 2021. The Department also farewelled Ms Imogen Smeal (an ADT technical assistant), who completed a Master of Education and started a teaching position at Telopea High The Department highlights include: • Senior students’ excursion to Art Express and Shape Design and Technology Exhibition. We were very lucky to be able to run this early in the year before COVID19 restrictions. This year it was a 2-night, 3-day excursion and this allowed students to visit the NSW Art Gallery, The Powerhouse Museum and The Museum of Contemporary Art • Year 8 and 9 excursions to the National Gallery of Australia and Questacon at the beginning of the year. We were able to see the Matisse & Picasso exhibition held at the NGA. Only Year 10 Visual Arts and Year 9 D&T missed out due to remote learning. • Year 7 students took part in an Artist workshop with visiting artist Dub Leffler Author and Illustrator and Illustrator of the book Sorry Day by Coral Vass. He ran workshops with the students in which they looked at illustrations from the book and created their own drawings. • The ADT department was involved in targeted CPL workshops this year specifically designed to build the skills of the ADT staff. These workshops were run by ADT staff for ADT staff and included a workshop in the agriculture plot and printing and dying workshops. • Remote learning saw our department gain skills in using CGS connect and communicating programs through that platform. This will continue as we take the skills learnt over that time and integrate them into our daily teaching. • Year 12 students exhibited their final HSC and IB major works at the beginning of Term 4. This year the exhibition was held in the ADT building rather than the Gallery. The Exhibition Prize for Year 12 HSC Visual Arts went to Laura Hobbs and the Exhibition Prize for Year 12 Design and Technology went to Zac Maxwell and the Exhibition prize for Year 12 IB Visual Arts went to Sam Beetle. The Exhibition opening was a little different this year with restrictions on numbers, students were able to attend the opening with one parent and it was opened by Kate Deeves Head of Art, Design and Technology. The use of the ADT building was a huge success and will be used again in 2021. • This year Tess Chung entered the UC Faculty of Arts and Design study grants and took out first place in her category. A Faculty Study grant to the value of one-year tuition will be awarded to the student deemed to have created the best work across all categories. The Faculty study grant must be redeemed within 12 months following Year 12 completion and is subject to successful admission into a UC Arts and Design degree. • Participation in the Emerging Artist Support Scheme saw Mahnie Blakey, and Angela Coleman join as Textile artists. They were able to use the facilities to complete work at the start of the year and then in Term 4. Both artists presented to the senior students and Year 10 classes. Mahnie Blakey will exhibit the work produced at CGS in 2021. • Our Co-Curricular this year included Alister McDonald running a co-curricular activity out of the ADT department for the third year. Robotics was very successful, and students participated in a robotics competition.

DIGITAL TECHNOLOGIES During 2020, the Digital Technologies department continued to offer many opportunities for students in both curricular and co-curricular programmes. In particular, the newly re-written Year 10 IT course was introduced with a focus on cutting-edge technologies, primarily cybersecurity and machine learning. The machine learning unit focused on training autonomous vehicles using the AWS DeepRacer platform. Multiple students took the initiative to further their skills through participating in the AWS DeepRacer League, a global autonomous vehicle competition, with two students qualifying for the world championships held at AWS re:Invent 2020. The Code Cadets programme was able to launch in mid-2020, later than usual due to the events of the year. The condensed programme this year comprised of Year 7 students completing enrichment programming activities, beyond what they learn in the Year 7 Digital Technologies course, the Year 8 students learning Raspberry Pi development, and the Code Cadets Extension students learning machine language using ARM development boards. Performance in the HSC Software Design and Development (SDD) course continues to be strong with the results of the 2020 cohort. Ben Daniell achieved 10th place in Software Design and Development, out of 1808 candidates across the state. 62.5% of the CGS SDD cohort achieved a Band 6, compared with 15.1% of the state, and 87.5% of the CGS SDD cohort achieved a Band 5 or 6, compared with 44.5% of the state.

ENGLISH 2020 was a challenging and exciting year for the English Department. The Department’s collective approach to the design and delivery of courses positioned it to adapt swiftly and effectively to the demands of remote learning. Our established practice of online assessment, marking and feedback allowed for an efficient transition into online learning. Teachers developed their working knowledge of IT platforms and tools such as Google, Zoom, Screencast-O-Matic and CGS Connect to deliver curriculum and engage students in interactive learning. Online work for each year group was adapted by teachers to meet the learning needs of all students. The effectiveness of using CGS Connect as a learning tool informed our presentation and organisation of lessons for programmes for the remainder of the year. Despite the short period of remote learning, Writer’s Workshops continued to support Year 12 students in their preparation for HSC and IB exams. Student attendance in 2020 reached record highs, at one stage nearing 70, in the weekly skills-based, before school sessions. Students were particularly grateful for the active support of their teachers in preparation for rigorous examinations. Their collective determination to do their best was commendable, particularly considering the numbers who had received early entry offers for tertiary study. External tests and opportunities, such as NAPLAN, were not conducted this year; however, some students enjoyed success in a range of writing competitions, receiving recognition at state and national level for their work. In 2020, the English Department added the IB Language and Literature course to its offerings. More than three quarters of IB candidates elected this course and it enjoyed great success, alongside the newly written IB Literature course. The focus of the new courses is the development of global outlooks and the introduction of the Leaner Portfolio that encourages candidates to make real-world and cross-curricular connections, particularly to TOK and CAS in their study of English texts and works. The move to portfolio- based learning in the Diploma, as well as the changes to HSC internal assessment in some courses, will inform the English Department’s approach to Year 7 – 10 curriculum and assessment for 2021.

• This year saw the introduction of Year 9 and 10 Textiles and Design courses. This has been very successful, and students will now carry on into Year 11 Textiles and Design.

20 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 21

GEOGRAPHY

HISTORY

In 2020 the Department has seen rising student numbers and expanding courses. We also welcomed Ms Lauren Hargreaves as a new staff member. She has brought great energy and passion for geographic learning.

After a couple of years of falling numbers across the History Courses in the HSC and the IB, we have begun to recover. While numbers in HSC Modern History still lag.

With an increasing number of students undertaking HSC and IB geography and ESS, (over 150 senior students), geography has continued to evolve and make significant and innovative contributions to the academic success at CGS. Highlights include: • Our 4 goals were achieved to some extent. The most pleasing was the first goal which was for all junior years to focus on two geographic literacy skills– infographics and map/graph/photo annotations, as these are becoming increasingly important in both HSC and IB senior curriculum. • The HSC Geography School-state variation was very strong at 8.31 and the IB Geography and ESS results continued to be solid, particularly the Internal assessment components. • CGS maintained it’s no 1 position in the Australian Territories for the 21st consecutive year and 4th place in Australia, in the AGC.

There was a decent jump in HSC Ancient History:

• The following students gained First place in the combined territories: VICTORIA SPARK, Year 9; ALEX RICKS, Year 10, ANGUS WHITFORD, Year 11 and INDIA KAZAKOFF, Year 12. • In addition, Angus Whitford and Rhea Sankar will represent the Territories on the selection process for the Australian Team to the 17th International Geography Olympiad (iGeo) due to be held in Istanbul in August 2021. • The interdisciplinary course (Global Studies) has been a great success in Year 8. The curriculum for new Year 9 and 10 courses for 2021 is being developed. There will be over 130 students in 2021. • Field work continues to be the backbone of the Geography curriculum. It is a crucial part of every student’s experience at CGS and we as a department take great care, effort, and time into making these experiences valuable. This year because of COVID many excursions were cancelled but this led to staff creating innovative virtual fieldtrips, with great success.

A significant increase in IB History:

Our overall numbers have climbed back to where we were before the introduction of the IB:

22 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 23

LANGUAGES

MUSIC

The Languages Department has had another busy and successful year, with predicted outstanding results in external examinations for our students.

The 2020 HSC and IB results were on the whole pleasing. The two grade 7’s in the IB course were well deserved, however the lack of any Band 6’s in the HSC course was of concern.

• Language pathways have grown with French ab initio taught for the first time for the IB Diploma Program. This achieved the goal of taking some pressure off the Spanish ab initio teachers and giving Diploma students more options. We realised firsthand how difficult Ab initio courses are for students to achieve success, and this has cemented our belief that students should, when possible, attempt a Language B course which seems to have more attainable outcomes.

As with all departments, this year has been especially difficult due to the ramifications of COVID-19. During the shutdown period Music department this year:

• Semesters was implemented in Year 7 Chinese and French courses. Students and most staff were happy with the new system; however, questions were raised over its impact on elective numbers of Year 8. Chinese took a hit, with 30% fewer students electing to study Chinese in Year 8, 2021. • Year 7 French teachers implemented a new course based on Gianfranco Conti’s teaching principles. Teachers did not use a textbook and created all resources instead. Numbers have risen for Year 8 French by 30%. • Staff underwent significant professional learning to upskill with platforms such as Education Perfect, Flipgrid, YouTube and Screencast O’Matic before, during and after the school shutdown. Their new skills are now helping them to deliver courses and assessment in different, engaging ways. • Later in the year, the School’s PL focus on Student Voice and Agency had some impact on course design, and assessment tasks. For example, Years 7, 8 and 10 French students were given surveys on what topics they would like to learn, and how they would like to learn (within specific guidelines).

• Taught academic class lessons on Zoom. • Upskilled the 40+ Instrumental Music staff so they could deliver individual zoom music lessons. • Delivered a scaled back version of the co-curricular program in Terms 2 and 3 The highlight of the musical year was the House Music Competition in June. This was a first for CGS with the two-day event being a mix of pre-recorded music items and live interviews. The opportunity for the students to work with professionals from Eclipse Sound and Lighting proved to be an invaluable experience. Thanks also to Matthew Purcell and the Code Cadets for putting the final show together. Live academic and co-curricular performances on campus recommenced in Term 4 and the students were visibly pleased with the return of performance opportunities.

PERFORMING ARTS

• Connected classrooms were trialled later in the year for Chinese and Spanish classrooms. Different platforms and structures were used but both achieved the aim of connecting students from different countries in a time when they could otherwise not connect.

2020 was our most challenging year to date. We reorganised our programming and adapted our practical subjects to the online world as much as we were able. This led to some creative approaches to ensure that we maintained the essence of the Performing Arts collaboration, whilst maintaining student engagement throughout the shutdown. Returning to school still brought with it uncertainty, as our co-curricular programme had been wiped, losing the element of performance which is integral to our exploration of ideas and creativity. Thankfully theatre did return, with three performances directed by our Year 11 IB students, and HSC Dance were able to present their final assessment pieces for a small audience. Dance has continued to grow this year, with one of our Year 12 students being selected as a possible performer at Callback, which is a showcase of exemplary performances from the 2020 cohort.

MATHEMATICS

PDHPE

The Mathematics Department has continued its dedication to supporting and enriching all students at CGS in Mathematics during 2020. The focus for the year was the new HSC (Year 12) and IB (year 11) curriculum and assessment. Some highlights and recognitions include:

The PDHPE Department continued to grow in terms of staff and the number of students studying this core subject in Years 7-10, as well as increased numbers in our HSC PDHPE & IB Diploma Sports Science offerings. Some highlights include:

• Delivered the new syllabus for HSC Advanced Mathematics, Extension 1 Mathematics and Extension 2 Mathematics to Year 12 students

• The Department welcomed and farewelled two new members Kate Nankivell and Randall Star, the current CGS Cricket Technical Director. With the ending of the CGS Gappy program in June, the PDHPE department employed Billy Chambers as a pool attendant to help with supervision during pool lessons.

• COVID travel restrictions decimated our Exchange Program. We had the largest group ever of students lined up to do the exchange to France, all of whom were very sad when they were told they could not go. We are of course still in contact with sister schools in France, Germany, and China, with the hope of reinvigorating the programs in 2022.

• Delivered the new syllabus for IB HL/SL Analysis and Approaches and HL/SL Applications and Interpretations to Year 11 students • The dedication of our staff to support Maths Tutorials has been outstanding, and continued to be offered each Tuesday, Wednesday, and Thursday throughout each semester. A total of 542 student visits was recorded with approximately 30 students attending throughout any given week. 85% of attendees were in Years 10 to 12. • 107 students in Years 7 to 11 volunteered to compete in the Australian Mathematics Competition, with the following results: »» 5 High Distinctions »» 28 Distinctions • 3 students were invited to compete in the Australian Mathematics Olympiad Senior Contest with 2 students awarded a Silver Certificate and notably the highest achieving students for the competition in the ACT. • 18 students competed in the Intermediate Contest with 1 student achieving a High Distinction.

24 | CGS | Annual Report 2020

• COVID-19 had a significant impact this year, with cancelled events such as the Year 11 PDHPE Camp in Term 2, Health and PE Week in Term 3 and Mental Illness Education ACT (MIEACT) guest speakers to Year 10 Health classes in Term 2. The pool was closed during Term 2, resulting in practical lessons being moved to the ovals and a change of sports. The re-opening of the weights room in early Term 4 was welcomed by both students and staff. • Continual development of the Athlete Development Programme to 42 students with 8 students in the Tier 1 group and 34 students in the Tier 2 group. The program supports talented athletes through mentoring, strength and conditioning, nutrition, resilience, and the development of organisational and time management skills. A host of guest speakers have supported this programme in 2020. • Developing new study resources and workbooks for the IB Sports Science course. • Staff professional learning in department time has included water rescue (Bronze Medallion) as well as First Aid and CPR.

Annual Report 2020 | CGS | 25

RELIGION AND VALUES EDUCATION This has been a full year of substantial change, and we have worked towards beginning a process of evolution. Albeit the challenges, this has been a very rewarding year, we look forward to continuing this journey in 2021. Highlights of this year include: • Successful implementation of and engagement with remote learning • Successful move to all assessments submitted online (resulting in improved submission rates across 7 – 10) • Successful move to cycle-by-cycle planning • Successful shift to skills-based assessment tasks • Successful implementation of the single point rubric (in very close consultation with LDT and the principles of Universal be Design) • Successful student consultation process around assessment documentation (notification/ rubric) • Successful student evaluation processes (Semesters 1 and 2) • Improved accessibility to learning resources (focus on D/D/D) • Shift to student centred pedagogy promoting agency, accountability, and independent learning skills in our students • Successful re-engagement with reporting processes across Years 7 – 10 in Terms 1 – 4 • Successful re-engagement with Parent Teacher conferences Years 7 – 10 • Successful implementation of a thorough moderation process when marking assessments • Successful implementation of processes around non submission of assessment, assessment review and remarking • Further development of effective feeding back to students on assessment • Positive relationship building throughout the team • Successful (ongoing) curriculum review based on student feedback • Continued focus on authentic student-centred pedagogy • Successful development of and implementation of ‘masterclasses’ for Year 10 students

Co-Curricular Education Although it will be repeated many times, 2020 was a difficult year; particularly in relation to offering an active and dynamic co-curricular programme. Due to unforeseen restrictions of the COVID-19 pandemic, many sports and activities were curtailed. Some sports were unable to operate at all while others chose to offer a training roster but did not engage in an external competition. Some highlights of our disrupted schedule included the successful execution of the annual School Swimming Carnival held at CISAC in March. As it happened, this was our last school-wide event for 2020 and the rest of the term was spent responding to challenges and redesigning the calendar of events. The Swimming Carnival was a tangible demonstration of House spirit and in a tightly contested field it was Garnsey House that took the line honours. In sport, Basketball offered a reduced season with Rugby and Netball competing in shortened competitions, while most other sports hibernated during the winter months. Unfortunately, the restrictions in place also impacted our normally extensive Outdoor Education programme. With Camps Week being cancelled, the Outdoor team were still able to plan for future camps, carry out a series of reconnaissance trips to new and potential sites, and upgrade their policies and procedures. Although small in number, the Duke of Edinburgh expeditions were still able to operate in the Term breaks and meet government guidelines. While it proved impossible to meet regularly and communicate effectively with the Student body, our weekly Assembly gatherings were re-formatted to an online delivery. The introduction of virtual assemblies gave staff a chance to get creative and still pass on some important weekly updates. A salient feature of this remote learning phase included regular updates on health and well-being. While it was difficult to continue with regular sport, there were opportunities to promote regular activities to strengthen physical wellbeing and safeguard mental health. In Term 2, we demonstrated incredible flexibility and offered House Music in a virtual format. With the ingenuity of Mr Purcell and the Code Cadets, we pre-recorded each element of the House Music Festival and delivered the format online through separate Tutor Groups. In Term 3, having responded so well to the new challenges of COVID-19, we were able to offer Athletic Standards and to use the data towards the annual House Shield. This was an important fortnight as we started to come back together and build a sense of camaraderie from shared challenges and activity. In 2020 we continued to grow our Indigenous Student Scholarship Programme and have benefitted from the positive contributions from more South Coast students. Both boys and girls have contributed widely to co-curricular, boarding life and have also added a new dimension to our school culture.

• Standardised allocation of assessment grade and effort allocation

SOCIAL STUDIES It has been a year of several “firsts” for the Social Studies Department. The introduction of both HSC Legal Studies and HSC Aboriginal Studies in 2020 has now delivered our very first group of graduating HSC students. In addition to this, on the back of outstanding results in IB Global Politics last year, 35 HL students and one SL student completed the demands of the Global Politics course this year. With continued students’ interest across all our subject areas, we have expanded our classes and course offerings to cater for this growth in both the HSC and IB curriculums. The Social Studies department has also continued to lead the Insight Speaker Series (Insight) this year and despite COVID-19 restrictions, we were able to safely host Dr Tikki Pangestu, Prof. Gareth Evans, Professor Hugh White, and Dr Genevieve Bell. The Department was able to take advantage of a virtual Insight platform and the taping of these extraordinary external presenters has allowed perhaps a wider student and teacher audience. The Department also played an integral part in the introduction of the inaugural CGS Whitlam Address and the inspirational presentation by alumni and Australian of the Year, Dr James Meucke.

26 | CGS | Annual Report 2020

Final Thoughts 2020 concluded with an on-line version of Presentation Evening as a way of recognising our top academic achievers and to highlight many of the special features of CGS. I would like to especially thank the staff, parents, and students for their wonderful contribution throughout 2020, despite the difficulties, which helped to 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 that we achieved a great deal even though the year was different to normal and help us to realise that a co-operative spirit and sense of community helped to make 2020 a wonderful success. David Smart Head of Senior School

Annual Report 2020 | CGS | 27

Senior School Captains & Vice-Captains 2020

House Captains & Vice-Captains 2020

NAME

POSITION

BLAXLAND

School Captain

Nicholas Bull

House Captain

Alexander Wang

School Vice-Captain

Samuel Alsop

House Vice-Captain

Gautam Mishra & Emily Wickham

School Vice-Captain

Alexia Dermatis

BURGESS

School Vice-Captain

India Kazakoff

House Captain

Max Green

School Vice-Captain

Harry Kilcullen

House Vice-Captain

Scarlett Valas-Lark

School Vice-Captain

Lochlan Medd

Boarding Captain (Boys)

Guy Campbell

Boarding Captain (Girls)

Elise Townsend

Boarding Vice-Captain (Boys)

Martin Bale

Boarding Vice-Captain (Girls)

Laura Hobbs

Sacristan

Isaac de Raadt

Server

Evangeline Ah Liki Chewlit

BURGMANN

House Captain

William Peterswald

House Vice-Captain

Stephen Brighenti & Yasas Kulatunga

CLEMENTS

House Captain

Rosie O’Brien

House Vice-Captain

Gordon Fisher

EDDISON

House Captain

Nicholas Allnutt

House Vice-Captain

Chamindu Dayajeewa & Keely Farinazzo

EDWARDS

House Captain

Thomas Gaynor

House Vice-Captain

Amber Lawrance & Keenan Piazza

GARNSEY

House Captain

Rebecca Hughes & Lachlan King

House Vice-Captain

Lachlan Dowse & Ryan Mackay

GARRAN

House Captain

Koh Dewar

House Vice-Captain

Bianca Guina & Samuel Soar

HAY

House Captain

Roko Vidovic

House Vice-Captain

Tyra Kuan

JONES

House Captain

Oscar Harrison

House Vice-Captain

Hamish Bottom & Keira Sloane

MIDDLETON

House Captain

Alfred Taylor

House Vice-Captain

Lachlan Noble & Charlotte Stoney

SHEAFFE

House Captain

Jack Murray

House Vice-Captain

Sophia Nikias & Dylan Turner

SNOW

28 | CGS | Annual Report 2020

House Captain

Coco Hyles

House Vice-Captain

Jackson Low Annual Report 2020 | CGS | 29

Co-curricular Captains 2020 SUMMER ACTIVITY 2019/2020 (APPOINTED TERM 4 2019) COORDINATOR

CAPTAIN

VICE-CAPTAIN Nikhil Clementi Madeline Kingsford

ARC

KLH

India Kazakoff

Visual Arts

Harry Moriarty

Visual Arts and D&T

Max Millyard

Visual Arts and D&T

Rosie O'Brien

Badminton

MFD

1ST TEAM VICE-CAPTAIN

Simon Jiang

Andrew Liang Sam Soar

Jack Murray

Hugh Stothart

Lachlan Noble

Basketball

MSG

Oscar Warren

Rohan Beltrami Sam Soar

Cricket

MSG

Lachlan Noble

Nicholas Barclay Oliver Phillips

Debating

NJL

Nikhil Clementi Oliver JuttnerMelland

Dragon Boats

YHL

William Peterswald

Drama

SGH

Kelsie Mailler

Technical Production

Sophie Rose Eccles

Front of House

Hugh Andrew

Dance

Sophie Dimoff

Music

CAW

Samuel Jenkin

Rowing

AJO2

Ryan Mackay Mikayla Wadie

Sailing

RJ2

Timothy Chatfield

Sustainability

Thomas Duus Frances Hesford

Swimming (Carnivals)

JWR

Max Green Laura Hobbs

Tennis

AIH

Nicholas Bisa

30 | CGS | Annual Report 2020

1ST TEAM CAPTAIN

WINTER ACTIVITY 2020

Harry Kilcullen Angus Mailler

COORDINATOR

CAPTAIN

VICE-CAPTAIN Nikhil Clementi Madeline Kingsford

ARC

KLH

India Kazakoff

Basketball

MSG

Oscar Warren

Chess

DCM

Joshua Lee

Drama

SGH

Kelsie Mailler

Technical Production

Sophie Rose Eccles

Front of House

Hugh Andrew

Dance

Sophie Dimoff

Football

MOS

Cameron Hunter Lachlan King

Hockey

KXN

Zara Ford Dylan Turner

Music

CAW

Samuel Jenkin

Netball

VMS

Bec Hughes Coco Hyles

Orienteering

MPP

Zack Noyes

Rugby

Samuel Soar

Boy’s 1st XI – Dylan Turner Girl’s 1st XI – Frida Meares Andrew A Millar

Boy's 1st XV – Guy Campbell Girl's 1st X – Emily Wickham

Boys: Dougal James Girls: Keira Sloane

Andrew A Millar Water Polo

LTW

Alexander Morgan

1ST TEAM CAPTAIN

Zachary Newman Eleanor Campbell

Annabelle Connery

Elise Townsend

Annual Report 2020 | CGS | 31

CGS Colours Awarded SUMMER 2020

SUMMER ACTIVITY 2020/2021 COORDINATOR

CAPTAIN

Athletics

JWR

Itamar Oren Ava Pratho

Basketball

MSG

Charlie Merchant

Chess

DCM

Joshua Lee

Cricket

MSG

Debating

NJL

Aliqua Lappin-James

Dragon Boats

YHL

Kelsie Mailler

Drama

SGH

Tom Gazard

VICE-CAPTAIN

1ST TEAM CAPTAIN

1ST TEAM VICE-CAPTAIN

Oliver Primrose

Aidan Perera

Max Kevin Molly Teskey

Technical Production

Tom Gazard

WINTER 2020

ACTIVITY

NAME

ACTIVITY

NAME

Athletics

Samuel Soar

Drama

Sophie Dimoff

Athletics

Emily Wickham

Drama

Sophie Rose Eccles

Basketball

Jack Murray

Drama

Harry Kilcullen

Basketball

Samuel Soar

Drama

Lachlan White

Cricket

Nic Barclay

Drama

Henry Wray

Cricket

Duncan Soros

Football

Nicholas Bull

Cricket

Hugh Stothart

Football

Christopher Harsdorf

Dragon Boats

Angus Mailler

Football

Cameron Hunter

Dragon Boats

Harry Kilcullen

Football

Lachlan King

Front of House

Mia Byron

Rowing

Ryan Mackay

Football

Lawson Moore

Dance

Annaliese Soper

Sailing

Annabelle Connery

Music

Samuel Jenkin

Film

Campbell Hyam

Sailing

Lochlan Medd

Music

Andrew A. Millar

Swimming

Max Green

Music

Alexander Scheul

Netball

Coco Hyles

Rugby

Guy Campbell

Rugby

Dougal James

Rugby

Dominic Padanyi-Ryan

Rugby

Keira Sloane

Rugby

Emily Wickham

Squash

James Lloyd

Music

CAW

Alexander Fraser

Rowing

TTWC

Nick Fitzgerald Maddie Vagg

Caitlin Richards

RJ2

Caitlin Richards

Swimming (Carnivals)

JWR

Holly Abbey Zaine Della Franca

Tennis

RRT

James Greaves

Noah Gorrell

LTW

Alex Morgan Eleanor Campbell

Zac Newman Millie Jacobson

Sailing

Water Polo

32 | CGS | Annual Report 2020

Lincoln Karavas

Annual Report 2020 | CGS | 33

Senior School House Results HOUSE MUSIC

ACADEMIC EFFORT

ATHLETICS STANDARDS

Middleton

Sheaffe

Edwards

HOUSE

SWIMMING

Eddison

CROSS COUNTRY*

ATHLETICS CARNIVAL*

TOTAL

RANK

Burgmann

Garnsey

Blaxland

Garran

Hay

Jones

* Cross Country and Athletics Carnivals not held due to COVID-19

34 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 35

COMMUNITY DEVELOPMENT REPORT FROM THE DIRECTOR OF COMMUNITY DEVELOPMENT MR SANDY GODDARD

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

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), and supports the CGS Foundation.

• Strategic Communications Manager – Mr Reece Cummings

2020 began strong following the success of the 90th Anniversary of the School’s foundation in 1929. The CDO had planned various exciting and engaging opportunities and events to benefit the entire School community, from students, parents and alumni to prospective families and external communities. Early in the year, the annual P&F Welcome to New Families function was warmly received and gave parents and carers the opportunity to meet with other new members of the school community and staff from the Primary and Senior School leadership teams. In February, we had a well-attended gathering of the Sydney Alumni at The Republic Hotel, following a less than successful launch of a mentorship programme. Unfortunately, this was one of our last community held events before the onset of COVID-19 and the challenges it brought with it.

• Director of Community Development – Mr Sandy Goddard • Events Manager & Fete Coordinator – Ms Rachel Gurney • Foundation Manager – Mr Peter Cursley (to June), Ms Fiona McQueen( July – current) • Communications & Marketing Coordinator – Ms Jasmine Kimlin (to June) • Community Development Officer & Alumni Coordinator – Ms Georgia Hamon • Graphic Designer – Ms Twee Phan Sandy Goddard Director of Community Development

The impact of COVID-19 on the events of 2020 cannot be understated. Many of the cherished school events were cancelled and some were altered to suit the need of the hour. The School Fete was cancelled, and the International Student Exchange programme was suspended, after hosting students from Shawnigan Lake School in Canada, and the St George’s College in Argentina. While all alumni, international and national reunions, including the Alumni Weekend in May didn’t occur, we remained hopeful for better health and safety of our CGS community. It was a period of change and adaptability, and a lesson of resilience for the community as a whole. The myriad of changes also meant that the ANZAC Day service at the School was cancelled and our community was encouraged to take part in the candle lit driveway reflections. Presentation Night became Presentation Afternoon and was conducted in the Tim Murray Theatre in the Performing Arts Centre. All of the music was pre-recorded, and the socially distant event was live steamed to students and parents online who watched from home, work, and classrooms. We could not continue the Cultural Exchange Programme, which has served CGS well with ‘Gappies’ proving additional staff support in sports, classrooms, and boarding. A decline in the number of overseas students seeking placements and the onset of COVID-19 capped off what has been an outstanding opportunity for many students from the UK, Canada, and South Africa. CGS students were still given the opportunity to work abroad at the Strathallan School in Scotland, Shebbear College in the UK, and Shawnigan Lake School in Canada. Fortunately, the Year 12 Formal was held in November at the Old Parliament House. After almost a year of restrictions, the students were glad to accept the only restriction being that they could only attend with students from their own cohort. We look forward to returning to a more normal calendar of events for 2021, COVID permitting.

36 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 37

CGS FOUNDATION

Giving in 2020 by priority $60,000 $50,000

$53,550 $46,749

$40,000

FROM THE DIRECTOR OF PHILANTHROPY MS FIONA MCQUEEN Thank you to all donors for your generous support for our students in 2020. Despite the challenges we faced throughout the year, you continued to show your commitment to providing all students, now and in the future, the amazing experience that Canberra Grammar School has to offer.

$35, 985

$30,000 $20,000

$16,414

$10,000

We raised $167,548 from 94 members of our community towards scholarships and capital works. For the first time, we sought your assistance to provide Access Bursaries, raising $16,414 to provide financial assistance for students and families experiencing difficulties as a consequence of the pandemic.

Indigenous Scholarship Programme Our first four Indigenous Scholars graduated in 2020 and have all gone on to university at UC here in Canberra and UTS in Sydney. Each of these amazing young women are the first in their families to attend university: it is an amazing achievement, and we are proud of what they have accomplished.

INDIGENOUS SCHOLARSHIPS

ACCESS BURSARIES

BUILDING FUND

HEAD’S DISCRETION

1% 6%

13%

Board Director Alumni Parent

31%

In July we commenced construction of the Auditorium. Made possible by the generosity of Mr Terry Snow (CGS 1961), the Auditorium and accompanying Music Department will provide our students, and the wider Canberra community, access to world-class music facilities.

OTHER SCHOLARSHIPS

Donors 2020

Since we commenced, we have welcomed over 20 new Indigenous students to CGS. Our goal is to educate 100 Indigenous students by our 100th year in 2029. To achieve that, our aim is to enrol at least 10 new Indigenous students each year until 2029: and beyond. There is no shortage of good kids who we can enrol, and we are enormously grateful to our donors who give to the Indigenous Scholarship programme.

The CGS Music Department & The Terry Snow Auditorium

$13,850

Staff

33% 14%

Donor Former Board Director Former Foundation Director

You can read more about this exciting project on page 40. Finally, and on a personal note, in 2020 I had the pleasure of joining the Canberra Grammar community as the Director of Philanthropy. I am very much looking forward to meeting and working with you over the coming years to grow and celebrate our culture of philanthropy here at Canberra Grammar School. Thank you Fiona McQueen Director of Philanthropy

38 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 39

The CGS Music Department & The Terry Snow Auditorium During our 90th anniversary year, we were pleased to announce the construction of our new CGS Music Department and The Terry Snow Auditorium at the very heart of our campus. Architecturally designed to honour the existing Breezeway and forecourt to the School’s heritage Quadrangle, the complex will include the Snow Auditorium, a modern library and a formal entry way as envisaged by the School’s earliest plans for its most important meeting place. The complex will look both inward to the heritage elegance of the Quadrangle and outward over the spectacular view of the Main Oval. The project will reinforce our commitment to the thriving programme of CGS Music. When completed, the Snow Auditorium will seat more than 1300 people, it will house the music department and have enough stage space for an entire orchestra. With over 100 curricular music classes conducted weekly across the Primary and Senior School, and hundreds of individual instrumental tuition lessons supporting more than 30 ensembles, bands, orchestras and choirs, there has long been a need for teaching, rehearsal, and performance spaces to better accommodate the passion and dedication of hundreds of young musicians learning at the School every week. Made possible by a truly exceptional gift from former CGS student, Mr Terry Snow (CGS 1961), 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. The project commenced in July 2020 with the removal of 20 thousand tons of soil. The resulting threestory hole will house the Auditorium, music tutorial and classrooms. This is the biggest capital works project the School has ever undertaken and is due to be finished in early 2022. The CGS Music Department and The Terry Snow Auditorium will give not just the School, but the Canberra community, an outstanding learning facility, meeting space, concert hall and community resource for music that will make the School more intrinsic than ever to the educational and cultural life of Australia’s capital.

40 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 41

STRATEGIC OPERATIONS REPORT

FROM THE DIRECTOR OF STRATEGIC OPERATIONS MS KERRI ROCK The Strategic Operations Team works closely with the Senior Executives to lead critical strategic and operational initiatives across all areas of the School. Deploying our resources and capital and improving operational efficiency and technologies that can automate processes and functions form the basis of our remit. The Strategic Operations Office’s role is to address, and tackle identified strategic gaps in our operations and organisation. The Strategic Operations Office has become known for its timely service delivery, faster implementation of quality projects and processes, and a place where stakeholders are confident in receiving necessary expert knowledge to make change and move forward.

Human Resources Department We ended the financial year with 539 staff, 372 permanent and part time staff and 167 casuals. Over the period, we have had an average of 394 permanent staff and 194 casuals.

Education Technology Department During a year of increased utilisation of technology, Education Technology Services continued to work alongside staff, students, and parents in 2020. ETS advised and supported staff through the remote learning period early in the year. The newly implemented CGS Connect system was tested, which led to improvements in the system and confidence in its use. A greater use of video conferencing was seen for teaching and parent meetings. Hardware systems, including network and servers, were tested, and improved for reliable continuity. Staff phishing training was conducted as well as general training to better utilise technology in educational settings through several whole-day events and sessions for departments, year-level teachers, and individuals.

Professional Appreciation Cycle The Professional Appreciation Cycle (PAC) has now been running for seven 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 established 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, 162 Mentees have entered the Professional Appreciation Cycle, and 67 teaching staff have completed their two-year cycle.

The key personnel in the Strategic Operations Office include: • Director of Strategic Operations – Ms Kerri Rock • Administrative Assistant – Executive Leadership – Ms Erum Hamza • Special Projects Officer – Ms Marita Petherbridge • Head of Education Technology – Dr Michael de Raadt • Registrar – Ms Huma Cheema

The Workforce Composition for 2020 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.

42 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 43

Professional Development Activities for Staff PRIMARY SCHOOL FOCUS The Primary School Academic Team led the Primary School through its first evaluation and selfassessment of the IB Primary Years Programme (PYP). This evaluation will occur every 5 years as part of a continual cycle of improvement. The evaluation presented an interesting challenge to embrace the newly released Enhanced PYP and ensure compliance with the traditional Standards and Practices. The Learning Leaders were instrumental in this 12-month process that ensured collaboration from students, parents, and professional learning for staff. The evaluation report was received in November with multiple commendations and some recommendations that will guide the development of the next 5-year action planner. The Primary School Academic Team were ensured a busier year yet as the school moved into remote learning mode. An innovation on the teaching and learning online was needed, with regular reflection and collaboration points. Staff professional learning focused on building technological skill and confidence through a range of known and unknown digital platforms. Staff professional conversations centered around imparting the essential learning to students and parents as they supported the learning from home. Parents have never been more essential in the learning cycle then seen during remote learning. The Primary School continued to build understanding and communication of Differentiation. An embedded approach that uses a shared language and delivery of learning that caters for the individual learning needs within the cohort. This coupled with the continuation of the timely and targeted intervention through the Individual Learning Team and the introduction of Pre-Lit for our 4-year-old students in PreKindergarten. Professional Learning days at the beginning of the year provided our early years teachers and learning assistants to be upskilled to deliver this research-based program as a complement to their Unit of Inquiry. The Home Learning delivery was also targeted for review and collaboration from students, parents, and staff. We have seen a more inclusive model of home to school learning that is embedded with Student Agency: voice, choice, and ownership. Professional Learning was also impacted by COVID-19 as there was a necessity to halt face-to-face sessions. Primary School staff embraced this change and delved into the online learning world where many courses were offered free to teachers. Some examples of the diverse opportunities undertaken by the staff include: • Pre-Lit – Macquarie University 1-day course • Positive Schools • Provisional to Full registration • Assessors training for Highly Accomplished and Lead Teachers • Teaching and Behaviour support strategies for students with ASD

CGS Care • • • • •

Safe Schools Training Making the PYP Happen: Implementing Agency International Baccalaureate Nutrition and Food Handling Session for Childcare Staff Nutrition Australia Educational leader: Learning the art of compromise Semann and Slattery INSPIRE 2020: dreams, creativity, innovation Conference Semann and Slattery

• Risky Dodgy Dangerous Play Marc Armitage at Play

SENIOR SCHOOL FOCUS The CGS Learning Framework was introduced at the start of this year. Dr Garrick spoke about his vision for CGS Learning, outlining a framework for delivering on the core aspirations of the Canberra Grammar School experience. As part of this plan, we started the year examining aspects of the CGS Learning Framework through the lens of Teaching & Learning focusing on Personal & Inclusive and Structured & Resourced. Additionally, he invited us to examine our Professional Learning through Self-reflection & Observation to share and reflect on our teaching practice. However, Covid-19 forced a shift to remote learning and an unprecedented shift in the process of teaching and learning. A timely and deep reflection on this seismic shift in culture and expectation was an important way of capturing the best of this shift and to also identify significant learning for us as an organisation. By sharing what we learnt from this experience teachers where able to highlight new practices, ones that were successful and those that needed to change, given the need for rapid responses to the current environment. In the area of CGS Professional Learning we needed to reflect on both the individual teacher experience and the broader implications for how we collaborate and work together, continue to upskill staff, and celebrate the real wins gained from this difficult time. Reflecting on this remote learning time also prompted the realisation that we need to listen and act on what our students experienced and some of the challenges they faced, not just in a remote class setting, but in the regular everyday experience of our CGS classroom. Professional leaning activities were designed to support awareness of Student Voice and Agency (SVA) so that it plays a greater role in classroom delivery. Using research findings and additional resources the goal was to challenge assumptions, affirm aspects of practice and build new knowledge about learning that is critical to support the development of student voice and agency in the classroom. It is not expected that curriculum programs will change overnight but rather an invitation for teachers to consider how adjustments may be made, over time, to capitalise on the benefits of incorporating student voice and agency into our planning and practice. We were also fortunate to continue our journey of nurturing cultural inclusion across the school with a student panel interview of Indigenous students, a staff survey to understand where we are in our understanding and a discussion about what staff and students want in the future.

• Students Focused Learning: agency and inquiry 3-day course

The Senior school also ran a set of rolling workshops in the early part of the year and some opportunities included:

• International Baccalaureate (IB) Making the PYP Happen

• Year 7 French Course Evaluation

• Effective Pedagogy Workshop

• Beautifying Courses in Connect

• Walking in Two Worlds: Nurturing Cultural Inclusion in Schools

• How the HSC Works

• Partnership in the Time of a Pandemic

• Collegial collaboration in Connect Courses

• Good Teaching: Differentiated Classroom Practice

• Spanish Orals in the new curriculum

• Planning for Learning: Formative Assessment; and • The Power of Making Thinking Visible.

• Modelling Trigonometry Functions • Best evidence Science Teaching • Differentiating for Literacy needs across the curriculum; and • Response to Intervention.

44 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 45

Further Professional Development and Learning

Asian Engagement

The start of 2020 saw a good number of applications for staff to attend a variety of events and conferences across the year. Of course, what transpired in 2020 was nothing like what was envisaged at the first two meetings in February/March. Although the Committee approved three applications in February, they had to alter the sorts of activities that could be funded for the remainder of 2020.

While the COVID-19 pandemic ceased all opportunity for physical visits to Asia, it did however provide an opportunity for CGS to think more strategically regarding its engagement with Asia. The School continued discussions with Primary schools in Indonesia and initiated Senior school discussions with India to explore broader educational partnerships focusing on opportunities for staff and students to develop their global understanding. Prior to the pandemic travel restrictions, CGS conducted several visits, and then ongoing Zoom meetings with similar schools throughout Australia auditing primary and secondary level education in Asian Engagement projects with the objective of developing an understanding of best practice and incorporating this into related initiatives at the school.

As it turned out, the only applications that were approved and funded were for staff accreditations for moving up teaching levels, music lessons and tuition which took place virtually, online courses, and tertiary education courses done online. In terms of the engagement, staff who accessed the fund were only teaching staff from the Primary and Senior Schools. It is hoped that the situation will improve in 2021, and staff will once again be able to make use of this very valued fund.

Existing sister school relationships with Beijing National Day School and Hangzhou Silver Lake school were nurtured and strengthened through ongoing communication between staff and students and the trial launch of Connected Classrooms during Term 4. This provided CGS and sister school students from Language, Economics, Asian and Global Studies classes an opportunity to work with their peers on the other side of the world to better understand each other’s culture, economy, politics, and history. Throughout the Connected Classroom trial, students also prepared themselves for involvement in Mini United Nations conferences with other schools in Australia. Staff and student feedback to the Connected Classrooms trial has been positive and this project will be formalised at CGS in Term 2 of 2021 and incorporate previous mentioned subjects plus mathematics. CGS hosted a language competition with Beijing National Day School as part of the 20th Anniversary sister city relationship between Canberra and Beijing for students in years 8 to 10. All students that entered the competition submitted a recording of themselves explaining where and why they would visit certain sites should they visit the capital city in the other country. Submissions were rich in language content and reflected highly on students and their respective Chinese language teachers. The Coordinator of Asian Engagement presented on this project to members of the Australia China Business Council at their annual dinner in November. The launch of CGS Global initiative provided opportunity for fresh input from staff into priorities for 2021. These include mapping Asian Engagement in the curriculum (and comparing this to the 2015 mapping results); developing units of work embodying Asian Engagement; planning for hosting a Secondary school national forum on Australian schools’ engagement in Asia; continuing with and formalising Connected classrooms; and development of Embassy engagement programme. Opportunities for students to develop and have a mature understanding of (and engagement with) Asia are to be enhanced through implementation of these priorities and the intention is for CGS to continue as a leading and recognised school for its engagement with Asia. Kerri Rock Director of Strategic Operations

46 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 47

BUSINESS & FINANCE REPORT FROM THE DIRECTOR OF BUSINESS MR KENT PETERS 2020 has certainly been a year like no other. It has been a year of incredible contrast with both the unprecedented impacts of the COVID-19 pandemic and the changes that it brought to the day-to-day operations of the School. Canberra Grammar School has embraced the challenges and demonstrated the strength of its community in achieving significant milestones during the year. The School continues to see its overall enrolments consolidate with a total student population of just over 2,100 students across the Northside and Red Hill Campuses. The reportable income including Government recurrent per capita funding for the year ended 31 December 2020 was $63.9 million excluding revaluations of the School’s investment portfolio. Approximately 82% of this income was contributed by parents, with Federal and State Government Recurrent Grants providing around 18% 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 in capital infrastructure. The School achieved a very solid performance in 2020 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. 2020 has been another busy year with major projects with the completion of Senior School Administration Building and the heritage renovation of the old Headmasters Residence taking place at the commencement of 2021. The School undertook a significant upgrade of the Boys Boarding facilities with a complete refit of the accommodation areas to mirror the style and quality of the Girls Boarding facilities and also replacement of the electrical infrastructure and installation of reverse cycle air-conditioning to each individual room. This upgrade sees the quality of the boarding accommodation being at a very high standard and will position the School well going forward.

48 | CGS | Annual Report 2020

2020 also saw the most significant project in the School’s history with the Terry Snow Auditorium, Music Facility and Library commence in July 2020. The old Breezeway building was demolished in the July holidays and by the end of 2020 the significant excavation works were all but completed. This project having been made possible due to the $20M donation from Terry Snow. Work on this project will continue throughout 2021 and is due for completion in the first half of 2021. When completed, it will provide the School with world class facilities. The School continues with its programme of ongoing refurbishment and maintenance of its existing facilities. Total capital expenditure exceeded $10.3 million in 2020, in comparison to $19.5 million in 2019. The maintaining of diligent 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 any challenges that may lie ahead. The School Board is pleased with the 2020 financial results and 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 2020 | CGS | 49

STUDENT OUTCOMES In 2020 the National Assessment Program – Literacy and Numeracy (NAPLAN) tests were cancelled due to COVID-19.

Higher School Certificate Results The School is pleased to congratulate the students of Year 12 2020 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 especially pleased to congratulate some of 2020’s top performers, including Zack Noyes, the HSC Dux. Amongst HSC students, we are delighted to congratulate Zack Noyes, who placed first in the entire HSC cohort in Software Design and Development. We also wish to congratulate Dylan Turner, who also placed fourth in Software Design, a truly outstanding achievement for both, which consolidates our students’ exceptional track record in the subject.

YEAR 12 RESULTS 2020 was a year that began with choking bushfire smoke and was then dramatically disrupted by the COVID-19 pandemic. Nonetheless, our students remained positive, persevered, and grasped every opportunity to make the best of the circumstances to refocus their academic strategies on university entry in a year of tremendous uncertainty. 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 2020, 54% of students chose to undertake the NEW Higher School Certificate (HSC), with a small number taking nonATAR vocational pathways, while 45% of Year 12 students took the International Baccalaureate Diploma Programme (IBDP). Drawing on the strength and breadth of their education across Years 11 and 12 – in academic study, leadership, service, sports, and the arts – both Higher School Certificate (HSC) and International Baccalaureate (IBDP) students applied for tertiary options through early entry pathways in more outstanding numbers than ever, and they broke all records in securing an outstanding array of early offers. The School wishes to thank Year 12 for their enormous contribution to the life of the School and offers them the very best of regards in their futures.

We also congratulate 20 students, a fifth of the cohort, who earned places on the HSC Distinguished Achievers’ List, in some cases several times. In addition to Software Design and Development, notable HSC subject performances this year include Physics, Chemistry, Music and Geography, as well as Dance, Entertainment and Aboriginal Studies, new subjects to the School’s HSC offering this year. We congratulate all involved. We are also delighted to congratulate the first graduates of the School’s Indigenous Scholarships programme, all of whom undertook the HSC and earned excellent offers for subjects including Law, Health Science, Business and Communications.

International Baccalaureate Diploma Programme The School is also delighted to congratulate the students of Year 12 2020 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 2020, 45% of Year 12 students took the IBDP. With an impressive median ATAR of 92.2, two thirds of students who gained an IB Diploma attained point scores equivalent to ATARs of 90 or above, with almost a quarter gaining 95 or more. Amongst the remarkably high standard of achievement from our students, we are thrilled to congratulate Archer Martin, Alexander Wang and Kevin Xie, all of whom attained exceptional IB point scores of 44/45, making them co-duxes of the IBDP cohort, each with an outstanding ATAR of 99.75. Notable subject performances in either Higher or Standard Level courses include English, French, Indonesian, Business Management, Geography, Politics, Sports Science and Film. We congratulate all involved. We also congratulate students who took languages a year early, all of whom attained the highest possible IB grade of 7. The School wishes to congratulate Year 12 once again on their enormous success with their Higher School Certificate (HSC) and International Baccalaureate Diploma Programme (IBDP) results.

50 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 51

SENIOR SECONDARY OUTCOMES 101 STUDENTS

STUDIED THE

OF THESE 176 STUDENTS

THERE WERE 181 STUDENTS

& 97% ATTAINED A

IN YEAR

2020

80 STUDENTS

STUDIED THE

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

TOTAL

ACT

AMONG THE STUDENTS WHO ATTAINED THEIR HSC SIX STUDENTS

STUDIED A VOCATIONAL EDUCATION COURSE

University of Canberra

Australian National University

Australian Catholic University

NSW University of Sydney

University of New South Wales

University of Wollongong

University of Newcastle

University of Technology Sydney

Charles Sturt University

Macquarie University

QLD Griffith University

VIC Melbourne University

Overseas universities UK, USA, NZ, Switzerland

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.

52 | CGS | Annual Report 2020

Economics/Business/Commerce/Law

30%

Arts and Social Sciences

30%

Science, Technology, Engineering, Mathematics

15%

Health and Medicine

15%

Exercise Science and Applied Science

Creative and Performing Arts

Annual Report 2020 | CGS | 53

SCHOOL POLICIES

STUDENT ATTENDANCE The School recorded the following attendance rates in 2020: PRIMARY SCHOOL

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.

SENIOR SCHOOL

Year

Attendance Rate (%)

Year

Attendance Rate (%)

94.5

95.6

94.8

94.5

95.0

93.8

94.6

92.8

95.2

95.7

93.7

96.2

95.0

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.

STUDENT RETENTION 180 STUDENTS

COMPLETED

YEAR

10 OF THOSE

160 OF THEM

180

54 | CGS | Annual Report 2020

COMPLETED

YEAR

STUDENTS

THE RETENTION RATE IS

2018

2020

89% Annual Report 2020 | CGS | 55

CHARACTERISTICS OF THE STUDENT BODY

ADMISSIONS POLICY

The data on these pages is taken from Canberra Grammar School’s entry to the GovernmentCensus in 2020. The enrolment at the time of the report was 2,139 students.

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.

GENDER

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 SCHOOL HAD

1,340 MALE STUDENTS

2,139 STUDENTS

799 FEMALE STUDENTS

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

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

INDIGENOUS

Must turn 4 by 30 April in year of entry

18 STUDENTS IDENTIFIED AS

ABORIGINAL OR TORRES STARIT ISLANDER

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)

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

2. Siblings of current students by registration date

Afrikaans

Gujarati

Myanmar

Swedish

3. Siblings and children of Alumni by registration date; and

Albanian

Hakka

Nepali

Tagalog/Filipino

4. Other applicants by registration date.

Arabic

Hebrew

Norwegian

Tamil

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:

Bengali

Hindi

Persian

Telugu

Cantonese

Italian

Polish

Thai

• children of permanent staff of the School

Chinese

Japanese

Punjabi

Turkish

• children of practising ministers of the Anglican Diocese of Canberra and Goulburn

Croatian

Konkani

Russian

Urdu

• former students returning to Canberra and new arrivals to Canberra

Dutch

Korean

Serbian

Vietnamese

• applicants whose special talents may enhance the depth and breadth of the School’s curricular and co-curricular life; and

English

1825

Macedonian

Setswana

Other

• boarding students, indigenous students, international students or students wishing to study for the International Baccalaureate.

French

Malayalam

Sinhalese

Total

2,139

German

Mandarin

Slovak

Greek

Marathi

Spanish

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

56 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 57

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

Senior 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.

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

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

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

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

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. 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.

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. 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.

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.

58 | CGS | Annual Report 2020

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 2020 | CGS | 59

SUMMARY OF FINANCIAL INFORMATION

18%

Revenue

14%

Capital Expenditure

70% Parent Contributions

80% Land & Building including work-in-progress

18% Investments, Donations & Other

70%

14% Furniture & Equipment

9% Federal Government Funding

80%

3% ACT Government Funding

1% 2% 3%

Expenses

15%

19%

70% Staff Costs

Capital Funding

15% Teaching & Boarding Operations

9% 70%

6% Computer Equipment

9% Depreciation & Interest

81% Retained Earnings (balancing)

3% Maintenance of School Property

19% Borrowings

2% Teaching Resources

81%

1% Co-Curricular Costs

60 | CGS | Annual Report 2020

Annual Report 2020 | CGS | 61

T +61 (2) 6260 9700 E community@cgs.act.edu.au 40 Monaro Crescent, Red Hill ACT 2603 CGS.ACT.EDU.AU CRICOS Provider No 00580G

CGS Annual Report 2020

Articles inside

About the School

Introduction