Annual Report 2021

ANNUAL REPORT 2021

CONTENTS

Introduction................................................................................. 1 About The School........................................................................ 3 Spiritual Life of The School......................................................... 5 Primary School Report................................................................ 7 Senior School Report................................................................21 CGS Professional Learning ......................................................43 Community Development Report.............................................49 CGS Foundation.........................................................................51 Strategic Operations Report.....................................................55 Business & Finance Report......................................................59 Student Outcomes in Standardised National Literacy & Numeracy Testing (Naplan).....................................61 Year 12 Results.........................................................................63 Senior Secondary Outcomes....................................................64 School Policies..........................................................................65 Admission Policy........................................................................66 Student Retention.....................................................................67 Student Attendance..................................................................67 How The School Manages Non-Attendance............................68 Characteristics Of The Student Body.......................................69 Summary of Financial Information...........................................71

INTRODUCTION

It’s a pleasure to present this Annual Report for Canberra Grammar School in 2021.

On the surface, it was another year of stress and loss dominated by the impact of the COVID-19 pandemic.

Our campus stood dormant for months, its locker rooms empty, its classrooms dark, and its gardens beautiful but silent. For many in our community, another year of hardship has been real, educationally, emotionally and financially. There is no minimising that or its impact on our collective culture.

Yet, it is also possible to see a year of hope, dedication and extraordinary achievement. Our grounds may have been deserted, but our School was humming; alive with learning, online and in a thousand different kinds of personal growth spread across the city and beyond. We remained a community vitally connected in the care of online tutor groups, house meetings, chapel services, assemblies and daily check-ins; a school networked for video lessons, self-study modules, research projects, online exams and oral assessments.

All were virtually unimaginable as recently as 2019, and all are a triumph of dedication and ingenuity, for which everyone should be proud.

With the practice of 2020 behind us, the transition to remote learning this year was remarkable. Courses were ready and systems were tested. Students, staff and parents knew what to do, and made it good.

Content was covered, but more important was the sudden impetus to inquiry, organised study schedules, self-motivation, resilience and independent learning: the Holy Grail of education in normal times.

Too easily we look for the deficit; the supposed lost progress that remote learning must entail for a society determined to measure education only in NAPLAN numbers; but not all education is what’s on the curriculum, nor what’s examinable. In every household there was learning in the kitchen, in the garden, around the table, in playing games, in conversation and music and in the quiet occupation of reading, drawing and thinking.

We don’t for an instant dismiss the potential impact of lockdown on the crucial Kindergarten stage of early reading just as in the final months of preparation for Year 12 exams; but, if lifelong learning is more than a slogan, then we should keep the lockdown months in perspective and look for what we gained from them.

If we seek for learning, there was plenty in 2021, both in lockdown and before it. In fact, the first half of the year was bursting with it; proof of just how rapidly and vibrantly our School bounced back from the gruelling year before it, as we will again. This report, like the 2021 edition of CGS Outlook, is testament to remarkable accomplishments in academic Olympiads across the sciences, linguistics and humanities; to the power of intelligent young minds in addressing national and global issues; to victories in debating and major achievements in art and service.

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Year 6 Exhibitions were again powerful expressions of our Primary learning and our aspiration to educate curious, creative, confident and compassionate young citizens of the world. Likewise, whatever the enormous impact of the pandemic on our Year 12 students’ final results, their resilience and steadfast focus were their testament.

The fact that more than 85% attained early offers for tertiary study, even before their exams were finished, is not only a tribute but a welcome transformation of what we may measure and value in education.

The momentum of our return to sport this year was also palpable, with superb summer season victories and our prospects in winter finals before the lockdown looking stronger in some sports than in many years. The creative and performing arts burst back onto the stage with the fun and flair of Grease and with countless concerts, soirees and recitals large and small across the Primary and Senior Schools. Outdoor Education was back, excursions were running, chess, coding and a thousand other activities were fuelling the richness of our daily lives. House Music was more spectacular than ever for the joy of its return, and as the construction of our new auditorium and music department has continued through the tribulations of the year we can only imagine what’s yet to come next year.

Like the hard year before it, 2021 has proven our resilience, the dedication of all in our community, and the strength in our diversity that will see our many passions thrive again in 2022. For that and more, we sincerely thank our students, staff, families, Alumni, supporters of the CGS Foundation, the Board and friends of our community. Our School is blessed indeed.

Dr Justin Garrick Head of School

Stephen Byron Chair of the School Board

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ABOUT THE SCHOOL

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

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

In a world shaped by globalisation, environmental change and technological advancement, our students will live and study and work in Australia and abroad in ways that we can scarcely imagine. They will collaborate with colleagues across cultures and disciplines to solve problems using tools that we have yet to invent.

To flourish, they must have the critical capacity to analyse complex information, the ability to communicate in multiple languages, the adaptive creativity to find solutions, and the integrity to serve others always before self. Our strategic plans and our academic, pastoral and Co-curricular education must support that.

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

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

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

The Right Reverend Bishop Dr Mark Short, Bishop of the Anglican Diocese of Canberra and Goulburn was Visitor to the School in 2021.

During the 2021 Calendar Year, the following people were Directors of the Board: • Chair of the Board – Mr Stephen Byron • Deputy Chair of the Board – Ms Ayesha Razzaq (until May), Ms Simonetta Astolfi • Board Members – Mr David Carr – Dr Justin Garrick (Head of School) – Ms Anne Myongsook Witheford – Ms Simonetta Astolfi – Ms Denita Wawn – Mr Sung Lee – Mr Kent Peters (Secretary) – Ms Bobbi Campbell (from April) – Dr Antonio Di Dio (from April) – Mr Xavier Simonet (from February) – The Right Reverend Grant Dibden (from December)

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

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SPIRITUAL LIFE OF THE SCHOOL

FROM THE SCHOOL CHAPLAIN FATHER ANDREW ROBINSON By the end of 2021, it became almost hard to believe that the first half of the year had been somewhat normal in Canberra. The School had returned to many of its regular rhythms – the joy of gathering in Houses for Chapels, and Assemblies, culminating in the remarkable House Music Festival at the end of second term.

But the deep strain and anxiety that came with the Delta wave engulfed Canberra too, and we entered lockdown with the rest of south-eastern Australia. This makes reflecting on the School’s spiritual life difficult, as so many of the touchpoints of our communal life together were missing.

The pandemic years have been years of disappointment, to say the least. Even for those spared the sorrow of losing loved ones to the virus, these years of suspension, waiting and isolation have taken their toll.

But amidst the frustrations and limitations on our communal life, the light and joy of school have not dimmed.

Year 12 finished with superlative results and marked their graduation with a deep sense of connection with one another as well as gratitude to their parents, carers and teachers. The ministry of the Chapel continued, with online services of Morning Prayer, weekly video Chapels across the School community featuring Will the blue monster puppet, and gatherings via Zoom where we could meet together, even in moments of deep grief.

What has struck me most of all is the deep resilience of the School community. It’s a resilience that springs from hope and a deep commitment to one another.

In the Epistle to the Romans, St Paul writes that ‘suffering produces endurance, and endurance produces character, and character produces hope, and hope does not disappoint us, because God’s love has been poured into our hearts through the Holy Spirit that has been given to us.’ (Romans 5:3b-5) We head into 2022, I suspect, with some caution – life is far more unpredictable in these times than we are usually accustomed to in Australia. But we go forward in hope, knowing that God is the God of the past, present and future, and that the hope he offers will not disappoint us.

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PRIMARY SCHOOL REPORT

FROM THE HEAD OF PRIMARY SCHOOL DR SANDRA WEBSTER 2021 was certainly a big year for the Primary School. It was a year of change and disruption, but at the same time, a year of challenge and growth. I joined the staff as Head of Primary at the beginning of the academic year after relocating from Hong Kong, where I had worked for 14 years as principal of a large international school. Like many of our students starting at a new school, I was excited, but also apprehensive about living in a new country and joining CGS. Fortunately, I felt welcome from my very first day, and the feeling of support and unity that I was hoping for was certainly there! I found staff to be dedicated and committed to our students and looking forward to professional growth and change.

Throughout the year, my initial impression has been reinforced and confirmed. I am proud of the team that we have here at CGS. During 2021, our children have all progressed in their learning. Each one has experienced wonderful opportunities to grow and develop, extending their skills as problem solvers and critical, conceptual thinkers. Camps, Outdoor Education days, music, art, science and language learning opportunities were all underpinned by a solid foundation in Numeracy and Literacy, delivered through a variety of pedagogical approaches, with inquiry learning being dominant.

The challenge of COVID-19 presented itself during Term 3, causing a major disruption to the way we usually experience learning and teaching, and how we operate. For me though, with more than 40 years of educational experience in schools as a teacher and leader, I welcomed a revisioning around how we view learning. We have been saying in education for years, and years, ‘we are teaching our children for their future, not our past’. However, the way we deliver our curriculum has not substantially changed over time.

This pandemic and the lockdown have forced us to reset our concept of learning and expand our vision of what learning is, who can teach our children, and what is it they can learn. That is a fantastic thing, and I would never have missed that. I was impressed with how our staff embraced the need to change their teaching to accommodate remote learning, and how our children embraced new ways to participate in their at-home classroom. The remote learning programme also gave me an opportunity to feel and appreciate the very real support of our parents, something for which I am very grateful for, as were all staff.

Watching the school year unfold, I have been impressed with the high-quality learning opportunities that our children enjoy. Following is a summary of just a few of the highlights, but for every event mentioned, there are many more that occur daily in every classroom in this wonderful school.

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Primary School Leadership Team The 2021 school year once again fielded a slightly adjusted leadership team, consisting of: • Head of Primary School – Dr Sandra Webster • Deputy Head of Primary School & Director of Academic Education – Ms Lucy Garven • Director of Action and Service & Director of Sports Camps – Mr Adam Hall • Director of CGS Care – Ms Tanya Alcorn • Primary School Operations and Administration Manager – Ms Kristen Murray • Head of Individual Learning – Ms Sarah Maldon • Head of Performing Arts – Ms Elizabeth Pfingst • Head of Primary Sport and PE – Ms Samantha McShane • Associate Director of Student Care & Development (4-6) – Ms Kate Boyd • Associate Director of Student Care & Development (K-3) – Ms Sally Nicholas • Associate Director of Student Care & Development (ELC) – Ms Corinne Hoorweg • Director of Northside – Ms Jennifer Thompson • Learning Leader – Ms Nerida Bennett (Pre-S, Pre-K, K, Year 1) • Learning Leader – Mr Craig Newton (Year 2, Year 3, Year 5) • Learning Leader – Ms Sarah Dunn (Year 4, Year 6, Specialists)

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Celebrating the Life of the Primary School Ms Lucy Garven – Deputy Head of Primary School & Director of Student Learning The Primary School continue to strive for excellence in all academic pursuits, whether this be in the achievement of high results or individuals achieving their best performance. Data continues to be a strong driver for reflection, adaption and consideration of learning and teaching. Teachers collaborate to interpret student assessment data to evaluate student learning and modify their teaching practices as required.

Working as a collective, teams understand the need to be responsive with teaching strategies, sequences of delivery and the feedback they give students that drives improvement. Deepening the communities understanding of differentiation through the use of a common language of the targeted levels of engagement - Good Start, Making Strides, Go, Run with It, and introduced this year, Flying High. In connection with the documented learning intentions and success criteria for each learning session, students are empowered to make decisions about their engagement, challenge themselves or consolidate their learning.

The need to move to remote learning across Term 3 and 4 allowed students within the Primary School to show their agency when navigating the learning platform and determining daily engagement in collaboration with their class teacher and parents. Students were exposed to a range of new skills and knowledge.

They navigated digital technologies and used it creatively to present and share learning. They have developed an invaluable digital toolbox to enhance their learning and learned the benefits of collaboration and connection. We will not underestimate the new and varied learning of skills and understanding developed away from the classroom.

Emphasising just a couple of our academic highlights this year was the Year 5 and Year 6 Da Vinci decathlon teams both winning first place, multiple ICAS Distinctions and High Distinctions. In addition, celebrating student agency in action as a Year 4 student felt his calculation was correct and debated an answer with the Australian Math Trust which ended with him indeed being correct. A mammoth achievement.

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Primary Years Programme 2021 was an opportunity to pause, to consider, to remember and to celebrate our growth as a school influenced by the IBPYP. In what has been a turbulent year, we have all had to be adaptive and flexible in our thinking and the way we work. In many ways, the impact of COVID-19 has strengthened our ability to be more open-minded and creative. It has created opportunities for us to work more collaboratively and effectively together, connecting us in unlikely ways.

Our focus in the Primary School has been to review our IBPYP Action Plan and identify areas for improvement and strategies to implement over the next three years. These include: • Strengthening our relationship and communication with our parent body. The importance of building positive connections with families and becoming more united as a learning community is a priority for us • Developing a Whole School common language around the approaches to Learning Skills which include, but are not limited to, Self-Management, Critical and Creative Thinking, Communication and Research Skills. By building a repertoire of strategies, we will be better equipped to explicitly teach and monitor each student’s growth; and • Building understanding and consistency of Inquiry as a learning process.

This year, we have centred our attention on the concept of building students’ self-efficacy and sense of agency. There are endless examples of our students using their initiative and taking responsibility and ownership of their learning.

• There is no better example of student agency than the Year 6 Exhibition. This year students directed their exhibition portfolio that related to the concept of Energy. They were entirely responsible for the direction of their work, how they presented their ideas and the action they each committed to take.

Whether a change in their behaviour, a letter to the Prime Minister or action around participation, all students could choose, act and reflect on the action of their choosing.

• As part of year long Who We Are Unit of Inquiry, Year 5 wrote their own line of Inquiry relating to a topic of health of their choice. They have learnt how to construct meaning from their prior knowledge and research to produce some extensive work that clearly demonstrated how they have taken responsibility for their own learning.

• Our Year 3 students had to select a unit of Inquiry they wanted to revisit and develop a series of questions to form their Personal Inquiry Project. They demonstrated their learning through a medium of their choice. The growth in self-efficacy was clear to all.

• From a landmarks and memorials matrix that aligned with the blooms taxonomy and multiple intelligences, Year 2 students were able to select tasks that suited their learning style and depth of understanding. It has been rewarding to see our young learners take agency over their learning and make decisions that would see them shine; and • Year 5 showcase this year was particularly special for it was the only showcase we were able to present due to COVID-19 restrictions. The How We Express Ourselves celebration was student-led, reflected student voice and was authentically transdisciplinary across all disciplines.

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Early Years –Embedding Indigenous Culture and Project Based Learning In 2021, the Early Years staff and students have been inspired to further embed Indigenous culture in our learning and teaching. With the guidance of local Indigenous Australian elders and caretakers, we have continued to work collaboratively to increase our knowledge and understanding. This has led to teachers embedding an appreciation for Indigenous culture and practices throughout our everyday experiences with the students.

Local Indigenous caretaker, Aaron Chatfield, has been a wonderful mentor for both students and teachers; sharing his culture, knowledge of bush tucker and plant use, Ngunnawal history and family stories. As part of our Inquiry, Sharing the Planet, Aaron’s presentation on bush tucker led to the students and Aaron working together to develop bush tucker gardens at both the ELC and Northside Campus. As a School, we have an inspiring group of Indigenous Scholars who have been keen to enrich our Unit of Inquiries. Kai and Jason shared how they like to express themselves through their culture. They also imparted their knowledge of family traditions, animal totems and the history of the didgeridoo.

We have also delved deeper into Project Based Learning. PBL is a teaching method in which students gain knowledge and skills by working for an extended period to investigate and respond to an authentic, engaging, problem or challenge. The projects often stem from the current Unit of Inquiry and will run parallel to the main learning taking place. The projects have been varied and unique to each class – researching how robots are made, exploring how stories and meanings are expressed through Art and investigating the properties of water.

Learning and Teaching: enhancing individual opportunities for all learners ENRICHMENT This year has been the second year that the Primary School has run the Stretch and Challenge enrichment programme. The programme spanned across Years 1 to 6 with a Literacy and Mathematics focus for students who have already mastered, or can quickly master, the curriculum. 2021 saw more than 160 students participate in the programme with opportunities to extend their application, analysis, evaluation and creative skills. Some particular highlights included the Australian Maths Trust Dirichlet Enrichment Challenge, the Maths Challenge and the Maths Games.

INTERVENTION The Individual Learning Team supported in excess of 120 students with Literacy and Numeracy intervention in 2021. Supported by evidence-based intervention programmes, students’ individual needs were targeted and guided to ensure personal growth. PreLit, MiniLit, MacqLit, Reading Tutor Programme, Word Attack Extension Skills and Key Maths were delivered across the school by Individual Learning Teachers and Learning Assistants to support each individual. It was a joy to see the excitement of the children as they participated in such programmes as well as note the fast-tracked learning these students undertook.

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ELC Ms Corinne Hoorweg – Associate Director of Student Care and Development Pre-School to Pre-Kindergarten

EARLY LEARNING CENTRE: CULTIVATING A VARIETY OF STEM SKILLS IN THE GARDEN A SUSTAINABLE TOMORROW BEGINS WITH THE ACTIONS OF CHILDREN TODAY Throughout 2021, we have delved deeper into our ‘Sharing the Planet’ inquiry, focusing on the environmental sciences. We have utilised our ELC gardens to inquire into the central idea ‘By learning to appreciate the environment we learn to care for it.’ We have drawn upon nature play to further support our student’s journey to connective learning and a love of the outdoors.

These playful, hands-on experiences in Science, Technology, Engineering, and Maths are rich learning opportunities that lay foundations for positive learning dispositions. They strengthen scientific habits of critical thinking, collaboration and problem-solving. Similar to learning a language, STEM fluency is established with early beginnings and immersion in daily life.

Bush Tucker Garden Ms Jenny Thompson – Associate Director Student Care and Development Northside Campus

THE DEVELOPMENT OF A BUSH TUCKER GARDEN AT THE CGS NORTHSIDE CAMPUS The development of a Bush Tucker Garden at the CGS Northside campus has been a joint School and P&F Project in 2021. Following the launch of the Canberra Grammar School Reconciliation Action Plan this year, the Northside community has worked together to develop an Indigenous edible garden.

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K – 3 Red Hill Ms Lauren Dunn – Acting Associate Director of Student Care and Development In K – 3, it has been a fun, energetic and vibrant year with many opportunities for our students to expand and extend their learning.

In order to unpack how we can be safe in our community, Kindergarten had a visit from Kenny Koala and the Firemen who worked through steps that our children can follow in order to be safe. During Remote Learning our students created dioramas for a chosen animal to explain what living things need to survive and how we can protect their habitats and environments.

Year 1 had the privilege of meeting Ronnie, a Kalkadoon woman, as part of our Inquiry, How the World Works. We were exploring the features of living things and invited Ronnie to share some traditional weaving methods, inspired by Tjanpi Desert Weavers.

The learning continued to deepen throughout the year, as the concept of caring for country remained central to our daily focus.

Year 2 extended their understanding of water, its impacts on the environment and its links to scientific understanding, the cohort undertook a visit to Cotter Dam. They were able to express their love of books and reading during Book Week, dressing up in their favourite book character. They also loved participating in their own cross country.

Year 3 were able to experience the challenge of their first Camp at Berry Sport and Rec. Here, they challenged themselves with activities such as canoeing, archery, water balloon games, bushwalking, a disco and a games night. Another highlight was when Larry Brandy and Aaron Chatfield came to immerse us in Indigenous artefacts, dreaming stories, and art for Reconciliation Week.

Year 4 – 6 began the year getting to know each other with a year-long Inquiry of How We Express Ourselves and also looking at Who We Are through the lens of the internet and how it shapes and influences our lives.

Our history unit focusing on early settlement in Australia was another highlight of our year. It was a unit that had an Indigenous spotlight.

Progressing into remote learning Year 4 began a new unit on How We Organise Ourselves with a focus on simple machines.

Year 5 students engaged in amazing tasks linked to the units of Inquiry throughout the year. In How The World Works, students designed and created a website comparing two cities, one from Europe and one from America. Another highlight was the House Captain process which asked the students to put themselves forward to run for House Captains.

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YEAR 6 LEAVERS’ SERVICE The end of the year is a celebration of our time together and a wonderful opportunity to take a moment to reflect on the memories that have been created. As student leaders of the school, this final year is filled with opportunities and challenges, ideas and collaboration, mistakes and success.

It is our hope that students venture forth with integrity; that they show kindness and compassion to everyone around them; that they continue their quest for learning; they are confident with interacting with others; they care for one another and for themselves; they have grown in confidence, have an intrinsic sense of who they are and who they want to be.

Congratulations to each Year 6 student who will be graduating in 2021. You leave with our very best wishes for success in your continued study, as well in your personal endeavours.

EXHIBITION 2021 In 2021 we successfully produced our first online Year 6 Exhibition. The Year 6 Exhibition represents a significant event in the life of an International Baccalaureate (IB) Primary Years Programme (PYP) student and is a chance for students to share their learning with the whole school community. The Exhibition is a culmination experience, which presents the opportunity for students to exhibit our CGS 5 Cs and the attributes of the IB Learner Profile. It allows each student to develop their sense of international mindedness by exploring a real-life issue from multiple perspectives. It allows them to demonstrate independence and responsibility, and to take action as a result of their learning. This year, our overarching concept was Energy and given our global climate, students were able to make connections with current events such as the CPO26 event.

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MUSIC & DRAMA The Primary School Performing Arts department had another exciting and eventful year in 2021, with multiple performances, new programmes, and Eisteddfod success.

• The semester started with our Studio Sunday recital series, celebrating performances from more than 630 students across K – 12 supported by over 40 specialist instrumental teachers • Performance opportunities continued in Term 2 with our Primary School Soiree events, with 10 concerts across two weeks • The Northside and Red Hill K – 2 concerts nurtured many new performers to the stage for their first performance, while the Year 3 to 6 concerts were grouped by house, fostering house spirit and belonging through Music • Ensemble performances were also plentiful, with three showcase concerts from the Co-Curricular Programme.

• Audiences at the RMC & CGS Bands Concert on Wednesday 23 June had the pleasure of experiencing performances from the professional musicians at the Royal Military College Band alongside every concert band at CGS • Students from the K – 12 String Ensembles performed in the Strings on Stage showcase concert.

Every student from Piccolini to Senior Chamber Strings finished the concert by performing in a huge, massed K – 12 string orchestra • Our choirs were also celebrated through a special Thanksgiving service, where we heard the resonant tones of four choirs: CGS Singers, Chorale, CGS Choir and CGS Chamber Choir • Our ensembles also succeeded in their Australian National Eisteddfod submissions. Primary School Concert Band, Primary String Orchestra and Sinfonia entered this competition and all groups received excellent commendations with CGS taking away two platinum trophies and one gold trophy • We also saw the successful implementation of new programmes and initiatives including embedding of the Open Rehearsals, restructuring of the Music Enrichment Programme and the implementation of the enhanced Instrumental Opportunities Programme • Open Rehearsals were held every term in Week 5, affording parents and families the opportunity to see ensemble learning in action • The Music Enrichment Programme was restructured for the 2021 Year 5 cohort, with students requiring extension and enrichment being invited to participate in an additional hour of advanced music learning each week • The Instrumental Opportunities Programme also launched in a new format, with a common learning and ensemble time on Friday mornings • Performing Arts Department also implemented the first Primary School theatrical production in many years. Students co-wrote their very own script alongside their specialist theatre tutors to create a production called ‘Boring!’; and • Our ensembles were also afforded a fantastic creative opportunity in working with local composer, Leonard Weiss, to co-write a piece of music for a Primary School Combined Orchestra.

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CAMPS Outdoor Education like many programmes was impacted by COVID-19 this year. Whilst this limited the number of camps that we were able to offer and enjoy, it did not stop us from providing meaningful experiences for every cohort in the Primary School. Outdoor Education is part of our commitment to educating the whole person. We aimed to enrich the learning of our students, promoting a harmonious balance between all aspects of our outdoor offerings in terms of both commitments and opportunities.

Year 6 expedition through the Illawarra and our Year 3 Camp to Berry. The camp was split between various camping locations throughout the Shoalhaven and southern Illawarra areas.

Our Year 3 Camp was based at Berry Sport and Recreation Centre. It was an introduction to basic outdoor education experiences that provided a positive and engaging time away from home.

We are excited about our Outdoor Education prospects for 2022, and looking forward to building upon the opportunities that students had this year. Focusing on the thought that exploration and Outdoor Education are not just about where you go, but the experience you take from it.

CULTURAL & LANGUAGE DEVELOPMENT The Primary School Language Department has worked collaboratively through the year to develop and implement strategies to support students’ language learning by examining the process of how students acquire an additional language. The teachers have sought ways to empower students to make connections to the real world and to develop their skills and knowledge in order to become confident and effective learners of language, who readily engage in exploring language systems and the interrelationship of language and culture. Highlights include:

Indonesian CGS Primary is developing a partnership with a private primary school, SDK Cor Jesu in Malang, Java, under the auspices of the Asia Education Foundation’s BRIDGE Programme, which aims to build educators’ capability to develop deeper learning experiences for students and school communities across the AsiaPacific region. We will be focusing on intercultural learning, the use of technologies in the classroom, Australia and Indonesia’s place in the world, language learning and global collaboration. The two Indonesian teachers have each participated in over 20 hours of professional learning late in 2021 to begin building our relationship with the teachers in our Indonesian partner school.

Chinese In Term 2, Year 4 students explored the formation and development of pictographic characters in the Chinese language through the How We Express Ourselves UOI. Students studied the pictographic characters through animations, writing and drawing activities.

The Year 5 Chinese Showcase in Term 1 was connected to PYP learning UOI, How We Express Ourselves.

In this unit, students have discovered that Chinese traditional cultural activities are an important part of Chinese people’s expression. Students’ calligraphy works and their designed Peking Opera masks have been presented in the Year 5 Chinese exhibition showcase.

The Year 6 Chinese syllabus covers a new PYP related unit titled ‘Chinese traditional Yin-Yang energy theory’. The project from this unit was displayed during the Year 6 Energy Exhibition in Term 4.

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SPORTING EDUCATION The Primary School Sports department had another busy and eventful year in 2021, with multiple new sporting programmes, and varied success in a range of competitions.

Many of the competitions and activities were heavily affected by the COVID-19 pandemic and lockdown.

Despite this, the recommencement of sport happened quickly and saw a large number of students across the Primary School participate in numerous activities. The sporting department is looking forward to building on the experiences provided in 2021, with some new and exciting opportunities planned.

HORIZONS EDUCATION The Horizons Programme offered specialised learning opportunities to children in the Primary School from Kindergarten to Year 6. Students attended these sessions and learned skills for life, all while engaging and having fun with their peers.

Students within the Horizons Programme were able to represent their activity and CGS by attending RoboCup, ACT Chess Championships and performing dances and drama pieces they have learnt in School Assemblies. Horizons Co-curricular offers over 25 different activities for the children to partake in throughout the week. Activities offered in Horizons are grouped in categories to ensure the School offers something for all children’s interests and creativity. These Categories included STEAM, Intercultural Understanding, Physical, Speaking and Performing Arts, and Visual Arts.

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

These programmes offer children specialised courses over several consecutive days where they can build on their knowledge and work on projects or personal goals. In 2021 the School introduced new activities across Horizons, students and staff are very excited to see what the future will bring for the Horizons Co-curricular Programme in the coming years.

CGS PLUS CGS Plus week was an exciting new programme of optional activities to extend the experiences of Primary and Senior students in the days that immediately followed the end of term. Running from Monday 6 December to Thursday 9 December, CGS Plus week included our regular CGS Care, CGS Horizons and CGS Sports Camps.

It also offered additional opportunities led by CGS Co-curricular staff and external providers, including outdoor and on-country education, health and wellbeing, the creative and performing arts, science and technology, entrepreneurship and barista training.

In recognition of all that families have sustained this year, CGS Plus week activities were substantially subsidised by the CGS Parents and Friends Association. Due to this, CGS Plus week activities and CGS Care and CGS Horizons holiday programmes were offered to families at or below cost.

CGS Plus saw over 450 students participate in a range of activities throughout the week. We are looking forward to building on this programme in 2022.

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EDUCATION TECHNOLOGY IN THE PRIMARY SCHOOL The focus for 2021 remained on ensuring that quality learning and teaching could be delivered using efficient and effective digital systems at CGS. Teachers and students have continued to reflect on and improve their use of technology as a tool to enhance learning.

Students and teachers have become more discerning in their use of technology, confident that it can be a tool to support learning, and that skills can be developed with continued use. Keyboard skills, locating and using information, balancing screen time and action, functionality of Zoom, referencing information online and problem-solving digital solutions have all been enhanced or developed this year.

Year 6 students utilised the Primary School’s One Button Studio to digitally record their Exhibition. It is exciting to have access to such an efficient and effective tool to her record learning. Whilst the emphasis on the set up of the One Button Studio is providing access to a recording facility with little need for technical skill, the set up allowed students to focus on recording their learning rather than on their technical abilities.

A great example of technology enhancing learning.

All students and teachers engaged in CGS Connect as a learning portal this year. Teams took on the challenge of presenting learning in new and effective ways. The functionalities of CGS Connect were tested, trialled and improved with students, parents and teachers all feeding back their engagement during remote learning. We have critically reflected as staff on what elements where enhanced and what skills were developed during remote learning and considered how we can continue to embed these in our everyday practices.

Kindergarten and Year 5 teachers worked with the Ed Tech department and the Academic Team to trial technology, through CGS Connect, that would enhance our assessment and reporting systems. They will now become the drivers as the Primary School moves to share the learning with parents and students, yet another way we can use technology to enhance learning and teaching.

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PRIMARY SCHOOL STUDENT LEADERSHIP Student Leadership preparation began early in the year with the Year 6 Leadership Day in February.

This day provided the Year 6 students an opportunity to develop an understanding of how to be a successful Peer Support Leader in the House system, and the roles and responsibilities of a Year 6 Leader within the Primary School.

Throughout the day the students participated in activities with the Year 6 teachers, Heads of Student Houses, and Mr Adam Hall (Director of Service and Action) to achieve the Learning Outcomes for the day; • To define what is meant by the term ‘leadership’ • To develop skills to be a successful Peer Support Leader • Understand how the PYP Learner Profile Attributes support leadership The students came away with a better understanding of building relationships, leadership skills, and working in a group towards a common goal.

We officially welcomed and congratulated all student leaders at the ‘Primary School Leadership Assembly’ in Week 4 of Term 1. Class Student Representative Council (SRC) and Action and Service Council (ASC) representatives from Years 3-6 were presented with their badges, a role they will hold all year. House Captains were presented with their badges by their Head of Student House, and the Year 6 Peer Support Leaders were acknowledged by the assembly. The afternoon was concluded with a beautiful afternoon tea outside the International Centre.

Throughout the year there were many opportunities for the student leaders to put their skills and knowledge into practice. The Swimming Carnival was the first opportunity for the House Captains to support their House and demonstrate what they learnt during the Leadership Day at the beginning of the year.

It was lovely to see the House Captains cheering for their House, congratulating the other Houses, and showing wonderful House Spirit through leading chants and dressing up in House colours.

The Cross Country Carnival was another opportunity for all members of the Primary School to show their leadership abilities through cheering, wearing House colours, supporting their House members, and running for House Points.

SRC and ASC members met every second week from Term 2 to discuss and implement changes to improve the Primary School and support other people and local organisations in our community. The ASC was involved in a Whole School initiative of promoting the Winter Appeal for Anglicare, making promotional videos and posters, and organising and packing the vans ready for delivery. The SRC made a valuable contribution to the recruitment process of our Director of Student Care and Development, developing a set of questions and interviewing each candidate.

Peer Support began in Term 2, with the Year 6 Peer Support Leaders delivering three lessons before going into Remote Learning. It was lovely to see the Year 6 Peer Support Leaders getting the opportunity to work with the younger students within their House, and deliver lessons about important issues relevant to Canberra Grammar School and the wider community.

A wonderful connection began this year between the student leaders in the Primary School and the Senior School. Once a term, the Primary School House Captains would have lunch with the Head of Student Houses and the Senior School Captains and Vice Captains. This was a fabulous opportunity for the Primary School students to ask questions about leadership and reflect on their own leadership in a safe, friendly environment. Thank you to the Senior School Captains and Vice Captains who gave up their time to support the student leaders in the Primary School.

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House Captains 2021 CJ SHAKESPEARE

EDWARDS

GARNSEY

RADFORD

Gracie Byron

Thomas Barnes

Emily Bodman

Sahil Aggarwal

Yasi Heenatimullage

Victoria Farmer

Connor Havas

Georgia Hallam

Ishe Kapuya

Ashima Kinloch-Paul

Ben Mackenzie

Dev Jain

Ananya Rai

Robert Laverty

Ariella Redwin

Abigail Reiner

CJ Shakespeare: Ms Anna Gray and Ms Sue Blumenthal Edwards: Mr Adam Guzowski and Ms Jasmin Clark-Wellington Garnsey: Ms Nat Maclarn and Ms Jasmin Clark-Wellington Radford: Mr Mitch Prentice and Ms Sue Blumenthal

Athletics Carnival Results, House Points & Overall Champion House SWIMMING

CROSS COUNTRY

ATHLETICS

HOUSE POINTS TOTAL GRAND TOTAL

GARNSEY

1780

523

1149

9322

EDWARDS

1430

419

903

8383

CJ SHAKESPEARE

1000

440

929

8098

RADFORD

1200

449

962

8139

Overall Champion House: GARNSEY

Annual Report 2021 | CGS | 20

SENIOR SCHOOL REPORT

FROM THE HEAD OF SENIOR SCHOOL MR DAVID SMART Celebrating the life of the Senior School The 2021 school year commenced with much anticipation following the difficulties of the previous year.

During the first two terms life seemed very normal with lessons, assemblies and many of our usual events and Co-curricular activities proceeding as usual. Being involved in the return to the regular flow of the school year and activities that have become important aspects of our life as a community was very encouraging. Each term commenced with caution, but gradually activities, events, sport and larger gatherings for assembly and Chapel were able to return. Houses were able to enjoy activities and a modified House swimming carnival was able to be held, with less spectators but all the normal spirit of competition.

The annual Year 12 led ‘Shave for a Cure’ fundraiser for the Leukaemia Foundation returned to a real-life event and with incredible support. Sporting seasons were completed for the summer season and most winter competitions commenced. House Music returned to the PE Centre for a wonderful few days of performances and fun. All was progressing very well and the difficulties of 2020 seemed a world away.

During this time our School Captains with the support of all of Year 12 had developed four key initiatives that they were focusing on in an attempt to bring positive change to the life of the Senior School. This involved the introduction of the four initiatives to the school which included: • Improving inclusion for all members of our school • Highlighting the issue of mental health difficulties and how to receive support • Fostering student voice at CGS; and • Improving our awareness and action regarding sustainability.

Many powerful and positive messages and guest speakers provided clear insights in these four areas.

The development of a revamped and rejuvenated SRC committee model based on each year group provided the avenue for student voice to be much more prominent.

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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. A 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. The Year 12 Trial examinations commenced in Term 3 and then ACT went into lockdown. Learning continued as positively as possible, but many of the traditional activities that mark the end of Term 3 were cancelled such as the Athletics Carnival and Standards. Students took this in their stride and remained positive despite the disappointment. 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, others thrived in this environment. 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 as they had been conducted in 2020. 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 2021 this motto was, ‘Eclipse everything …. By going the extra mile’. Each student in the Senior School received an Eclipse mint, to remind them of this motto and to be an incentive for them to think about what it means to go the extra mile in different aspects of their daily lives and the positive impact their actions can have on others if they live this way. 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. 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, International Womens’ Day, Harmony day, R U OK day, Movember, Mental Health Awareness days 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 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 outside in the amphitheatre (with social distancing measures in place) and smaller Valedictory dinners being held on a House basis in three venues over different evenings. The formal was also held at Old Parliament House. Presentation Afternoon was pre-recorded and played to the school community on the final day of classes for the year. It made for a very busy finish to the year but one that was extremely important and valued by all.

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Senior School Leadership Team (SSLT) • Head of School – Dr Justin Garrick • Head of Senior School – Mr David Smart • Director of Academic Education – Mr Neil Dunkley • Director of Student Care and Development – Ms Dimitria Karapanagos • Director of Teaching Development – Ms Ann Hamer • Director of Active Education – Mr Stuart McNeill • Director of Strategic Operations – Ms Kerri Rock • Director of Community Development – Mr Sandy Goddard In 2021 the leadership team in the Senior School underwent a number of temporary changes as this group continued to lead the School through the difficulties of COVID-19 as well as always trying to improve our operations and care for students and families. The first of these changes involved Mr Sandy Goddard moving into the Head of Senior School role for second term while Mr Smart was on Long Service Leave. During that term Ms Joanna Leaman, the Director of Academic Education decided to leave for another role at her former school. This resulted in Mr Neil Dunkley moving to the Director of Academic Education, Ms Dimitria Karapanagos stepping into the Director of Student Care and Development position and Ms Lindsey Herse moving to the Assistant Director of Student Care and Development while Mr Stephen Gersbach moved into Burgess Head of Student House. These appointments will continue until at least the end of First Semester 2022 when decisions about the ongoing structure of the Senior School and permanent appointments can be made. Ms Deborah Tierney joined the Senior School in the role of Senior School Co-ordinator and this has added a positive dimension to our operations. The commitment and insight provided by each member of the SSLT towards the overall functioning of the Senior School allowed 2021 to move ahead with a clear vision and commitment to 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.

Exchange Programme & Overseas Tours Unfortunately the COVID-19 situation meant that the School once again took the decision to postpone all overseas tours for the duration of 2021 and the Exchange Programme also had to be suspended until some point in the future when it will be safe to resume. Various on-line opportunities for connection and interaction with students from other parts of the world were taken up as they became available.

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Pastoral Care Pastoral Care at CGS in the Senior School is overseen by the Director of Student Care and Development and the team of staff with the key group being the Pastoral Leadership Team (PLT). Specialist assistance is provided through our Chaplains, School Counsellor, Careers Advisor, Individual Learning Department, Indigenous Student Co-ordinator, Boarding staff and Health Centre as required and many students benefitted from these services during 2021. In fact, there was increasing demand for our mental health support as was seen in all elements of society.

Our 10 Senior Houses and three Year 7 Houses in the Senior School continue to play a crucial role in providing individual pastoral care to all students as well as delivering an important programme of learning about key topics in character development and becoming good citizens.

The House system continues to be one of the finest aspects of a Canberra Grammar 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. Care for our students remains one of the highest priorities at CGS and this encompasses many facets and interventions depending on the individual situation. This continued to be even more crucial during the COVID-19 lockdown and the interactions within Houses were a crucial aspect of how successfully we were able to navigate the uncharted waters of a global pandemic and keep students connected and motivated.

During 2021 a new Pastoral Programme has commenced development and will be launched next year through the House Tutor Group system. This programme will see the delivery of key elements based on 10 important pastoral dimensions commencing in early childhood with a natural progression to Senior School of relevant issues. The programme will provide holistic and age-appropriate sessions and activities aimed at developing ethical values and strong, positive behavioural skills.

Leadership Opportunities Leadership opportunities are provided across all levels of the Senior School through various activities and our House system and formal positions of responsibility. Our model of leadership is based on service and having a positive impact on others. In 2021 a positive change to our model of student representation and agency was made whereby the Student Representative Council (SRC) was expanded to have a separate committee for each year group under the leadership of one of the School Captains. This provided much greater opportunities for student voice from all year groups.

Special thanks to our School Leaders for 2021 from Year 12 who had such a positive influence on the life of Canberra Grammar School. Lachie Byron, Umi Kahloon, Noah Gorrell, Diane Ko, Joshua Lee, Yasmin Osborne and Robert Willingham were all inspirational captains, and they were superbly supported by the House Captains, Co-curricular Captains and many others without ‘official’ leadership titles.

Leadership opportunities were also provided through the CAS programme in the IB, the Service Committee and through many fundraising initiatives led by students which particularly included ‘Shave for a Cure’ and a wide variety of House led initiatives supporting many worthy charities. Outdoor Education also provides many practical leadership experiences when students are out in the field.

Indigenous Scholarship Programme Our Indigenous Scholars programme at CGS continues to grow and thrive through our valuable connection with the South Coast community and now broader areas. 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 our aim to see this programme continue to grow and develop. Our Boarding Houses provide enormous support to all students but particularly those on scholarship as they adjust to the different demands of a CGS education.

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Outdoor Education Camps In 2021 CGS returned to the model of offering rolling camps for Year 9 students throughout the first half of the year and these camps proceeded smoothly and were wonderful experiences for our students.

Two groups, of approximately 20 students each at a time, experienced an outdoor education programme run by our own Outdoor Education staff during Term 2 and the initial weeks of Term 3. Fortunately we managed to have all groups complete the programme before lockdown. Our Outdoor Education staff also continued to provide smaller opportunities, particularly through the Duke of Edinburgh programme throughout the first half of the year and then again as restrictions eased in the first week of the Christmas holiday break. Unfortunately, ‘Camps Week’ was unable to proceed again in 2021 due to the lockdown and no camps being permitted at the time. We look forward with great expectation to our normal programme resuming in 2022.

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 some concerts early in the year in order to celebrate the enormously talented musicians who are part of our School. ‘Grease’ was our chosen school musical and this ran for two weeks to full audiences in the Tim Murray Theatre. It was a fun and uplifting experience for all. As mentioned previously the return of the House Music competition as a live event was also a highlight at the end of Term 2.

25 | CGS | Annual Report 2021

Boarding Boarding continues to provide a wonderful component of a CGS education for many students. Our facilities are now excellent for all residents and the level of care provided by our boarding staff, led by Mr Kiel Brown and Ms Jenny Hunter and their teams, makes a huge difference in the lives of the students who join us to board. It was a very complex and difficult year for all in our boarding community with many additional restrictions needing to be put in place to protect all those who live in close proximity in our boarding accommodation. Despite these difficulties we kept the boarding house open throughout the lockdown period for students who had no other viable option. The goodwill displayed by all members of the boarding community, in taking many steps to ensure the safest possible environment was maintained throughout the year, was greatly appreciated.

Numerous initiatives were introduced throughout 2021 (and will continue in 2022) to improve the assistance provided to boarding students with their academic work and study, and hopefully this has provided valuable extra support.

Final Thoughts Once again, 2021 concluded with a recorded and streamed version of Presentation Afternoon as a way of recognising our top academic achievers and to highlight many of the special features of CGS. 10 separate Valedictory functions were also held at the conclusion of Year 12 examinations in early December to conclude the year. Special thanks to the staff, parents and students for their wonderful contribution throughout 2021, 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.

Annual Report 2021 | CGS | 26

Academic Education ART, DESIGN & TECHNOLOGY • This year we welcomed a new staff member to the department. Ashley Roxburgh joined as at the start of Term 2 as a Technical Assistant. She completed a Bachelor of Arts (Visual) from the Australian National University in 2020 and has contributed greatly to the department through supporting teachers and students in classes, material organisation and department documentation.

• Unfortunately, Senior students were unable to attend the annual Art Express and Shape Design and Technology Exhibition due to COVID-19 restrictions, however they were able to participate in online workshops and several virtual exhibitions.

• Year 8 – 9 students were all involved in excursions to the National Gallery of Australia and Questacon at the beginning of the year and were able to participate in workshops and view the galleries collection.

Year 10 Visual Art and Design and Technology students attended a whole day excursion to the NGA and participated in workshops including a digital drawing workshop which greatly benefited the Year 10 Design and Technology students.

• 2021 saw the introduction of a new initiative partnering with Lanyon Homestead. All Year 7 Visual Art students took part in an excursion to Lanyon Homestead with their Visual Art teacher. This excursion gave students the opportunity to explore their local history and landscape. Students visited the homestead and walked to the canoe trees exploring Indigenous culture and history. This subject matter and images collected by the students were then used back at school in the student’s artworks.

• 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 wood workshop in constructing frames, printmaking and 3D printing.

• Remote learning saw our department gain skills in using CGS connect and communicating programmes through that platform. This will continue as the skills learnt over time are integrated into our daily teaching. Ashley Roxburgh and Colin McAlister were able to use the remote learning time this year to up-skill in many areas of the department including 3D CAD drawing programmes, metal work project development, and improving our stock of work samples. They were also able to learn how to use and navigate CGS Connect to assist teachers throughout this period.

• This year Lily Bilston 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. Zara Ford (Year 11 Visual Arts IB student), entered and won the junior section in the M16 Drawing prize and her work was displayed in the M16 Artspace in Griffith.

• 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; and • This year saw the introduction of Year 11 Textiles and Design courses which have been very successful.

27 | CGS | Annual Report 2021

ECONOMICS Curriculum Developments This year our Department focused on the following development areas: • Standardising, scaffolding and lifting expectations for research and referencing skills across all year levels and courses • Introducing the design thinking process into the Year 8 Economics and Business programme with a direct focus on explicit teaching of the 4Cs learning dispositions • Collaborating with the History Department on the development and transfer of the new Year 10 and HSC Aboriginal Studies; and • Flexible assessment design that enabled our teams to maintain our full assessment schedule despite the COVID-19 lockdown period. This involved a focus on project based learning in Years 8 to 10 and adjusted assessments in Term 4.

Demand for Elective Courses The demand for our elective courses in Year 9 to 12 remains high. We continue to have three - four full classes in Years 9 to 10. Student enrolments in both the IB and HSC courses have also remained consistent with two lines of subject offerings in all courses except for IB Business Management. Popularity in our elective courses and teaching team has also been evident in the high number of students electing to complete their IB Extended Essays in Economics, Business Management and Global Politics.

Student-Led Extra-Curricular Initiatives This year a group of Year 12 students ran a share market trading club that was very popular with Year 10, IB and HSC students. The group used the club as an opportunity to supplement their curriculum by running weekly news updates, preparing presentations on more difficult syllabus topics and discussing current events in both the ASX and blockchain markets. This club will continue to run in 2022 with a new student leadership team.

Our Year 12 Global Politics students maintained their leadership and momentum for the CGS Together group. They met every week providing an opportunity for a range of students to discuss their concerns about inclusion at CGS. The group also ran a series of presentations on neurodiversity in Term 2, discussing the unique attributes of high profile influencers such as Greta Thornburg and Elon Musk and their challenging experiences with school life.

Our Global Politics students also ran a successfully modified Model United Nations conference in Term 4, which generated participation from students in Years 9 to 12.

NEW TEAM MEMBERS Term 3 Toni Heferen joined us from Daramalan College and is an experienced psychology teacher. Toni is a very positive and supportive addition to our team. Rayleen Brown joined us from an Anglican school in Townsville and has already shared her expertise in specialised business curriculum development in our Year 8 course and the HSC Business Studies courses.

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ENGLISH This year, the English Department introduced portfolio learning into Years 7 to 10, a development in learning and assessment. Portfolio learning, an integral part of the Language A: English IB programme, values learning as an authentic progression and offers opportunities for cross-curricular and real-world connections. In all year levels, the Learner Portfolio allows students to trace the evolution of their thinking, reading and writing throughout 2021, in all English classrooms had weekly portfolio lessons in which students were given agency to respond to provocations, formulate personal responses to texts, explore how textual extracts in prescribed texts represent different or similar perspectives, ask questions, make connections and reflect on their journey as individual learners. The learner portfolio also provided natural opportunities for extension, as students were able to follow their individual interests and select from a range of portfolio activities to work on. Assessment was grounded in the Learner Portfolio – students were encouraged to plan, draft and refine their ideas and responses in their portfolios. Assessment was planned to allow students to select their best work from their portfolios. Further, weekly portfolio sessions were run over lunchtimes, accessible to all Years 7 to 10 students, in order to develop their ideas and writing. The focus on portfolio learning also provided regular hand-writing sessions, supporting students in their preparedness for HSC and IB exams. Portfolio learning, combined with a focus on skills and varied text selection, continued to provide engaging, innovative learning opportunities in English.

During Remote Learning, a teams-based model enabled teachers to respond to the increased challenges faced by students, by adjusting content and assessment to reflect the rapidly changing situation.

Assessment tasks were shifted from summative to formative, allowing students to demonstrate their learning and obtain feedback, while reducing their workload. In Year 7, the English Department developed an interdisciplinary approach to assessment in collaboration with the Arts subjects, wherein students completed a writing component for their elective subjects, which was supported by dedicated lessons and feedback in their English class. This reduced their assessment load, but also provided an opportunity for students to select their best writing piece, for submission in English. This collaborative approach produced an improvement in learning outcomes for all students. As we look forward into 2022, and the introduction of the new Australian Curriculum, the English Department will continue to refine our approach to developing ongoing, authentic opportunities for interdisciplinary learning, with specific focus on Indigenous texts, independent reading and writing.

In Years 10 and 11, students spoke to guest speakers from the Sydney Jewish Museum and the producer of the podcast Toxic from Stitcher media. They prepared and asked intelligent questions of these experts in order to expand their knowledge of the issues presented in the prescribed texts.

2021 was an exciting year and, although it proved exceptionally challenging for our Year 12 students, their preparation for IB and HSC exams was second-to-none. The students are to be commended for their determination to persist with their learning and consolidation of skills, despite the lockdown and remote learning. We know that this experience will resonate far beyond the students’ tertiary years and will impart a resilience and willingness to adapt to change for many years to come. For the English Department, our collaborative focus and determination to work as a team to support our students no matter the context, has provided us with fresh approaches to learning and assessment that will continue to drive our curriculum development and learning experiences well into 2022.

29 | CGS | Annual Report 2021

GEOGRAPHY Curriculum Highlights With a number of students undertaking HSC and IB geography and ESS, geography has continued to evolve and make significant and innovative contributions to the academic success at CGS. Three of our department goals were achieved to some extent: • To continue to create formative and summative assessment that is linked effectively to reporting • This is a constant evolving task. Clear online rubrics have been a focus (which has developed after remote learning) and will be a main goal for 2022 • To continue to support new staff in teaching of geography and the development of all in teaching senior students • Support and a focus for LEH1 in Senior HSC teaching and in PC and JCW in IB geography.

• To continue to sustain and improve results in HSC and IB. (Self-regulated learners) • The HSC results (Geography) on further analysis show stronger results, once ATARs were considered; and • The IB Geography and ESS results continued to be strong, particularly the internal assessment components.

Australian Geography Competition CGS maintained it’s number 1 position in the Australian Territories for the 22nd consecutive year and 8th place in Australia. The following students gained First place in the combined territories: Edward McCammon in Year 8, Thomas Lin in Year 10, Jack Gardner in Year 11 and Owen Stothart in Year 12.

There were 110 High Distinctions.

In addition, Jack and Zara Ford will represent the Territories in the selection process for the Australian Team to the 18th International Geography Olympiad (iGeo) due to be held in in August 2022.

Further Rhea Sankar represented Australia in the 17th International Geography Olympiad held in Istanbul, Turkey. She was one of four students selected from thousands of students who participated prior in the Australian Geography Competition. As COVID-19 prevented overseas travel, Rhea competed remotely from Darwin and received a Bronze medal. Her contributing score being the highest amongst the Australian Team. Rhea represented both her School and her Country with pride and is a worthy recipient of CGS Colours.

Global Studies The interdisciplinary contemporary course (Global Studies) has continued to be a great success; Four classes in Year 8, two classes in Year 9 and two in Year 10 .

Fieldwork 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-19 many excursions were cancelled but this led to staff creating innovative virtual fieldtrips and altering assessment, to great success.

Staffing The department continues to be dedicated to exploring new technologies, pedagogy, and fieldwork.

It is an environment that encourages, supports, and motivates one another.

Annual Report 2021 | CGS | 30

HISTORY The History Department’s results for the class of 2021 show the courses continue to make substantial contributions to CGS students’ ATARS. In the HSC, Modern and Ancient History students performed significantly above the NSW average in their exams, with half of CGS students achieving in the top two bands. 2021 has also seen the renewal of Extension History, an elective 1 unit course that enables interested students to further deepen their writing and analytical skills. In 2021, HSC students have undertaken oral histories, learnt about archival research and have selected a new case study: The Crusades.

For their major projects, students are researching the contested nature of the: • Cultural contact between ancient Greece and Persia • Ancient mathematician Hypatia of Alexandria • Causes of the US Civil War; and • Place of the Bolshevik Revolution in Russian historical consciousness.

In the IB, 85% of CGS students achieved in the top three bands, compared to 40% of candidates worldwide.

Students also worked with staff on Extended Essays across a wide range of topics, including: • Nicholas II’s leadership during the Russo-Japanese War • Women’s experiences during the Holocaust • The ideal of mateship and the Kokoda Campaign; and • The decolonisation of West Papua.

Department members also undertook additional training in supervising the Extended Essays, a literature review and action research into the factors contributing to improved student success.

Work to promote History’s value to Year 10 students has resulted in increased enrolments for preliminary classes in 2022. Although the Year 11 IB cohort is a third smaller, we have still been able to attract students for two classes. History is seen as a subject that contributes directly to their writing and analytical skills, supporting their work in other subjects, particularly English. Surveys show the next step is to better inform students about the specific topics we study and address how History gives students an array of skills relevant to their desired career path.

In responding to the challenges of remote learning, History staff made efforts to simplify, provide extra scaffolding and use technology to support students in their learning at home. Nearly 95% of Year 7-10 students were still able to meet the achievement standard for their year. Our data suggest that student success in the disrupted Semester 2 was strongly positively correlated with: • Attendance in Zooms during remote learning • Self-reported mood and wellbeing • Consistent completion of work during remote learning • Using active test preparation techniques; and • Using their knowledge of the types of source analysis questions to focus their revision.

In 2021, a team from the Department contributed to the national review of Australian Curriculum: History.

This has helped renew our engagement with colleagues in the UK, NSW, Victoria, and across the ACT. As a part of this, we also reviewed whether our programme reflects the diversity of our student body, surveyed over 400 students, and considered how the curriculum could better align with the CGS Learning and Teaching Framework. As a result, teams have begun work on new units for Year 7 on the deep time history of Australia and for Year 9 on the transatlantic slave trade and frontier conflict in Australia. Deploying and evaluating these new units will be a goal for 2022. Units on the causes of global conflict, the Holocaust, and the struggle for Civil Rights remain relevant to the world today and promote social cohesion and tolerance.

31 | CGS | Annual Report 2021

In 2021, the Department significantly improved the reliability of marking between teachers and will continue the valuable processes identified to ensure comparability and consistency in our judgements. We also want to improve the way assessment information is presented to students on CGS Connect and will participate in the School’s continuous reporting project.

Following the appointment of Mr Mark Perkins to Assistant Director of Academic Education, Mr Alex Thompson, who joined the Department in 2014, took on the role of Head of History. He was supported by Assistant Head of History, Ms Liz Bowden, who was appointed to her role at the end of 2020 and played a crucial role in integrating new staff. Ms Sophie Krieger, who had been covering a parental leave position, will continue in a permanent role. The Department also welcomed Ms Louise Dwyer, who had been Head of Faculty at CGGS, to teach History and Aboriginal Studies. Sadly, we farewelled Ms Katie Smith.

Alongside lesson observations and other continuing professional learning undertaken by Department members, it is notable that: • four continued post-graduate studies • two had papers accepted for the History Teachers’ Association conference • one had an article on Xerxes published in Teaching History; and • one was nominated for an ACEL Award.

MATHEMATICS The Mathematics Department has continued its dedication to supporting and enriching all students at CGS in Mathematics during 2021. The focus for the year was to continue to refine the new HSC and IB courses and IB (Year 12) assessment.

Some highlights and recognitions include: • Delivered the new syllabus for IB HL/SL Analysis and Approaches and HL/SL Applications and Interpretations to Year 12 students • A trial for Year 10 students to be placed in their Year 11 cohorts based on their Mathematics subject choices for the final weeks of Term 4 was implemented. Students were provided an overview of expectations of their chosen course and provided content/ mini-lessons for focus and success in their Year 11 studies. The student feedback was extremely positive, and teachers’ feedback confirmed that students maintained their focus until year’s end. We will continue this initiative in 2022.

• 109 students in Years 7 to 11 volunteered to compete in the Australian Mathematics Competition, with the following results: » 1 AMC Medal » 6 High Distinctions » 29 Distinctions • 17 students competed in the Intermediate Contest with 1 student achieving a High Distinction.

Annual Report 2021 | CGS | 32

MUSIC • 2021 - Two IBDP Grade 7 gained by James Monro and Noah Gorrell; and • 2021 - Two HSC Music 2 and 6 gained by Alexander Fraser and Ziggy Goiser.

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

• Year 8 has three classes for the first time • Year 9 and 10 have over 17 students in each class which, warrants additional classes; and • Year 11 has five students in the HSC stream and four in the IB stream.

Co-curricular Programmes • Continued development of a Years 3-5 plan for the growth of Co-curricular music across the School, and the continued development of staff skills • Introduction of the compulsory two pre-requisite conditions for individual instrumental tuition » Some form of internal / external assessment » Involvement in at least ONE related Co-curricular ensemble • A renewed focus on small group tuition with 41 instrumental teachers instructing across 25 different instruments • Continued growth of the PS IOP – 50 Year 3 to 4 students signed up for 2022 programme • Nearly 700 students participating in small group weekly tuition in music • COVID-19 and the subsequent period of lockdown have had a dramatic effect on the continued growth of the Co-curricular music programme across the school • Apart from a period at the end of Term 2 when House Music was able to be run, there have been little or no public performance opportunities for any of the Co-curricular ensembles; and • 2022 will need to begin a sustained period of rebuilding both numbers and momentum.

Staffing The music staff, which has been remarkably stable and consistent for several years, will undergo a dramatic change for 2022: • Elizabeth Pfingst – HoPA will be on maternity leave from week 5 of Term 1 till 2023 • Maddie Retter will move from Co-ordinator of CGS Strings to acting HoPA • Steve Allen will go from full time academic load to 1 year 7 class and Co-ordinator of Guitars • Lizzy Collier – formerly Assistant head of Music is now HoSH – Hay House, with a reduction in class load; and • Elizabeth Ferman – newly appointed Assistant head of music will take up the position from week 5 Term 1, 2023.

33 | CGS | Annual Report 2021

PDHPE 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 steady numbers in our HSC PDHPE & IB Diploma Sports Science offerings.

• The Department welcomed a new staff member in Olivia Gurney • Major relocations and renovations within the PDHPE Centre included a larger office, a much needed third classroom, a converted meeting room and smaller rooms used as meeting and breakout rooms • The department also benefited from the new weights room and associated outside areas for fitness lessons.

• Health and PE Week had to be cancelled due to COVID-19. Health and PE week aims to raise awareness of the importance of a healthy and active lifestyle, promoting physical and mental wellbeing through a range of activities and competitions for students • Mental Illness Education ACT (MIEACT) provided on-line resources to our Year 10 Health classes to complement the Mental Health unit during Term 2. Again, due to COVID-19, we were unable to have guest speakers at the school. We have already booked guest speakers for 2022, the focus of the guest speakers was to de-stigmatise mental illness • Continued consolidation of the Athlete Development Programme. The programme supports talented athletes through mentoring, strength and conditioning, nutrition, resilience and developing organisational and time management skills. A host of seminars and guest speakers, where possible, have supported this programme in 2021 • Staff professional learning in Tennis with Reza Tomsitt • Re-writing of the Year 7 units, undertaking a thematic approach that will be implemented consistently across Year 7 to 10 (re-writing of Years 8, 9 and 10 units will be a department goal in 2022 • Application to move Year 10 PASS into Year 9 and create a Year 10 Sports Science elective. It was felt such an elective would enhance the skills and capabilities of students leading into the senior courses, and provide an attractive intellectual and academically rigorous elective offering for many students interested in these topics. This was rejected but the department will apply again in 2022. It was also felt that Year 9 students would benefit from PASS more so than Year 10; and • At the time of writing, the department is awaiting a decision on a special budget proposal for sports science related equipment to enhance the educational offerings of all our students, particularly those studying PASS and the senior courses.

Annual Report 2021 | CGS | 34

SCIENCE It would be fair to say, and no surprise, to report that 2021 had been a year of achievements and challenges for the CGS Science Department.

Highlights • James Monro represented Australia in the International Physics Olympiad and was the best performing member of the Australian team, gaining a bronze medal. James represented both his School and Country with distinction and is a worthy recipient of CGS Colours and the Waterhouse Medallion for Science • Seven students attended the National Youth Science Forum in Jan 2021 (Sithum Dissanayake, Tristan Ho, Jaxon Jarvis, James Monro, Itamar Oren, Rhea Sankar, Robert Willingham). Four students have been offered places for the 2022 NYSF (Oscar Brown, Zara Ford, Jennifer Liu & Rachael Wan) It is most pleasing to see the female participation increase. (Oscar will most likely be unable to attend due to clashes with other programmes) • Oscar Brown (Chem and Phys), Frida Mears (Phys) and Thomas Fahey (Jnr) were awarded High Distinctions in the qualifying exams for the 2022 Science Olympiads • Oscar Brown has been offered a place and the final selection trials for the Physics Olympiad; and • 2021 IB and HSC results were stronger than anticipated given the cohorts and disruption due to COVID-19.

Progress has been made in reviewing and renewing curriculum in Year 7 to 10 and in the modes of assessment. This will be a continued focus for 2022.

Another focus in Years 7 to 12 for next year will be to increase the use of peer assessment as a tool to improve formative assessment.

Challenges 2021 saw unprecedented challenges in recruiting suitable staff and responding to many unexpected departures at short notice. The fact that the education of our students was able to continue unaffected is a credit to the professionalism and dedication of so many within the department, especially Janette Soper, Melissa Bradnam and Katy Mitchell. There is reason to be optimistic in regard to the staff we have recruited for 2022, challenges do remain, for example the departure of Vicki Bearman as Laboratory Manager in early 2022.

Physical facilities such as the number of laboratories and Science staff areas continue to present difficulties and will be reviewed with a view for better options from the start of 2023.

35 | CGS | Annual Report 2021

Co-Curricular Education 2021 proved to be another challenging year for sport, activities, and outdoor education; and for the 2nd year in a row, the competition for our annual House Shield was disrupted.

We started the year with promise and purpose and staged the School Swimming Carnival at CISAC. Running on a different model this year, we decided to take competitive swimmers only and ran a carnival to decide individual and House title-holders. The event was a great demonstration of House spirt with Middleton House taking line honours with excellent individual performances and consistency in relay events. 2nd place went to Sheaffe with Garnsey, always in the hunt, taking 3rd place.

Term 1 continued with optimism and in the last week of term, we were able to stage the Cross Country Carnival at Stromlo. Garnsey athletes proved victorious in the endurance format with Sheaffe and Eddison sharing the podium.

In Term 2 we had the good fortune to offer House Music festival which is the highlight of the school calendar and the first Whole School event in over twelve months. Burgmann House took out the two-day event and capped off their victory with an excellent performance for House Shout. Eddison and Edwards were also strong and will be amongst the top groups in overall House placings. As always, the House Shied will be a hotly contested and dynamic competition with Academic effort from Semester 1 deciding the final places for 2021.

Annual Report 2021 | CGS | 36

Senior School Captains & Vice-Captains 2021 NAME

POSITION

School Captains

Lachlan Byron Umamah Kahloon

School Vice-Captains

Dain Ko Noah Gorrell Joshua Lee Yasmin Osborne Robert Willingham

Boarding Captain (Boys)

James Hicks

Boarding Captain (Girls)

Hannah Astner

Boarding Vice-Captain (Boys)

Seamus Stuckey

Boarding Vice-Captain (Girls)

Sienna Davies

Sacristan

Fergus Pandy

37 | CGS | Annual Report 2021

House Captains & Vice-Captains 2021 BLAXLAND

House Captain

Alison Taylor

House Vice-Captain

Lawson Moore

BURGMANN

House Captain

Sithum Dissanayake

House Vice-Captains

Avo Pratho & Bella Parton

EDDISON

House Captain

Linus Zwahlen

House Vice-Captains

Alexander Fraser & Lucy Russell

EDWARDS

House Captain

Miles Hatcher

House Vice-Captains

Angus Develin & Robyn True

GARNSEY

House Captain

Matthew Gibson

House Vice-Captains

Breeya Fry & Camille Frewen

GARRAN

House Captain

Phoebe Warr

House Vice-Captains

Itamar Oren & Charlie Martin

HAY

House Captain

Songxiang Xie

House Vice-Captains

Rhea Sankar & Kelsie Mailler

JONES

House Captain

Tiger Steele

House Vice-Captains

Olivia Kent & George Walker

MIDDLETON

House Captain

Eliza Fergusson

House Vice-Captains

Emily Stoker & Anthony Siciliano

SHEAFFE

House Captain

Bryce Junk-Gibson

House Vice-Captains

Philippa Bull & Thomas Marshall

BURGESS

House Captain

Olivia Farmer (Sheaffe)

House Vice-Captain

Arthur Simonet (Garnsey)

CLEMENTS

House Captain

Frances Hesford (Middleton)

House Vice-Captain

Edward Ashrafi (Hay)

SNOW

House Captain

Joel Gould (Jones)

House Vice-Captain

Caitlin Richards (Burgmann)

Annual Report 2021 | CGS | 38

Co-curricular Captains 2021 WINTER ACTIVITY 2021 COORDINATOR

CAPTAIN

VICE-CAPTAIN

ARC

KLH

Andrew Dryden

Madeline Kingford

Badminton

RP

Sithum Dissanayake

Nancy Xu

Colton Goodear

Angus Byatt

Basketball

MSG

Lily O’Rourke Football

MOS

Joshua Lee

1ST TEAM CAPTAIN

Charlie Merchant Lara Essex

Benjamin Lee

Tiger Steele Hockey

DJT

Beno Branch Frida Meares

Netball

OJF

Polly McKelvie Hill

Orienteering

MPP

Will Madl

Outdoor Pursuits

SJL

Rugby

JXT1

39 | CGS | Annual Report 2021

Emma Willett

Timothy Lott Charlie Crozier

Boys 1st XV Angus Develin

Alexandra Mencshelyi

Girls 1st X Holly Abbey

1ST TEAM VICECAPTAIN

SUMMER ACTIVITY 2021/2022 COORDINATOR

CAPTAIN

VICE-CAPTAIN Oliver Primrose

Basketball

MSG

Charles Merchant

Chess

DCM

Joshua Lee

Cricket

MSG

Dance

1ST TEAM CAPTAIN

Aidan Perera

1ST TEAM VICECAPTAIN

Thomas Gazard

Annaliese Soper

Debating

JXR1

Aliqua Lappin-James

Dragon Boats

YHL

Kelsie Mailler

Max Kevin Molly Teskey

Drama

SGH

Thomas Gazard

Film

Campbell Hyam

Front of House

Mia Byron

Music

CAW

Alexander Fraser

Rowing

TTWC

Madeline Vagg

Caitlin Richards

Nicholas Fitzgerald Sailing

RJ2

Caitlin Richards

Lincoln Karavas

Tennis

RRT

James Greaves

Noah Gorrell

Water Polo

LTW

Alexander Morgan

Zachary Newman

Eleanor Campbell

Millicent Jacobson

Annual Report 2021 | CGS | 40

CGS Colours Awarded SUMMER 2021

WINTER 2021

ACTIVITY

NAME

ACTIVITY

NAME

Cross Country

Angus Thompson

Athletics

Itamar Oren

Bella Parton

Basketball

Charlie Merchant

Cricket

Rowing

John Allen

Angus Byatt

Eric Bell

Lara Essex

Lachlan Bugden

Oliver Primrose

Oliver Swan

Football

Joshua Lee

David Waters

Gymnastics

Emil Rivera Jonsson

Niamh Pascoe

International Geography Olympiad

Rhea Sankar

International Linguistics Olympiad

Noah Gorrell

International Science Olympiad (Physics)

James Monro

Penelope Robson Zach Newman

Music

James Monro

Madeline Vagg Zoe Bond Orlando Throsby

Water Polo

Millie Jacobson

AJ Fraser

Eleanor Campbell

Caitlin Richards Noah Gorrell Netball

Polly McKelvie Hill Emma Willett

Rugby

Holly Abbey Alexandra Mencshelyi Angus Develin Charlie Crozier Joshua Hardy James Hicks

41 | CGS | Annual Report 2021

Senior School House Results SWIMMING

CROSS COUNTRY

HOUSE MUSIC

ACADEMIC EFFORT

Burgmann

4

4

1

Eddison

7

3

Middleton

1

Garnsey

HOUSE

ATHLETICS STANDARDS•

ATHLETICS CARNIVAL*

TOTAL

RANK

4

13

1

2

3

15

2

6

7

2

16

3

3

1

4

8

16

3

Edwards

8

5

3

1

17

5

Sheaffe

2

2

8

9

21

6

Blaxland

6

7

6

6

25

7

Hay

10

8

4

5

27

8

Garran

5

10

9

7

31

9

Jones

9

9

9

10

37

10

* Athletics Standards and Athletics Carnival not held due to COVID-19

Annual Report 2021 | CGS | 42

CGS PROFESSIONAL LEARNING FROM ANN HAMER & LUCY GARVEN CGS Learning: A Whole School Focus CGS Learning in 2021 has involved the whole school in unpacking the CGS Learning and Teaching Framework.

This Framework underpins all the work teachers do in the classroom. Staff have focused on two areas in particular: Personal and Inclusive and Challenging and Empowering. Through developing inclusive classrooms, teachers are able to maximise the power of their teaching. As part of this focus, staff worked with the National Museum of Australia in a professional development session focusing on Indigenous Culture and History.

This informative workshop allowed teachers to consider Indigenous Cultural Practices and Ways of Learning and how all subjects can support Indigenous students.

In July, the CGS Professional Learning Day centred on Challenging and Empowering and drilled into Learning about Learning. This included ideas of metacognition and self-regulation. Dr Shyam Barr, Associate Professor from the University of Canberra, spoke to the whole staff about how all children, no matter what age, can be taught how to self-regulate. Following on from the excellent practical and informative presentation, underpinned by the latest research, staff moved into discussion groups on inquiry learning.

Finally, staff opted into a range of workshops which focused on learning, information, communication, solution and collaboration skills. Topics covered included: • Literacy • Collaborative solution skills • Design • Creativity • Developing group work • Theory of Knowledge • Master classes • Information Skills/ Research • Media • Peer Assessment • Self-regulation; and • PYP. This year has also seen the development of a new publication within school called PD Matters. It features reflections from the Primary School and Senior School about how staff have engaged with professional learning over the year: whether through personal goal setting, further study, professional learning courses and workshops or going for higher accreditation in the profession. It conveys the variety of experiences and success that staff have had throughout 2021 and showcases their achievements.

43 | CGS | Annual Report 2021

Senior School Focus Staff in the Senior School have continued developing ideas from the whole school sessions by looking at self-regulation and metacognition as well as Indigenous learning, in their departmental meetings and professional conversations. In addition to these topics of focus, staff have been accessing external professional learning opportunities and conferences. Although there was limited travel across Australia this year, many professional learning events were delivered online. Opportunities have included: • IB courses in a range of subjects as well as the IB conference Asia-Pacific 2021 • HSC workshops: Meet the marker in a range of subjects • Engaging 21st Century Learners of French in the Pacific • Teaching AITSI Histories and Cultures • Teaching For Metacognition • Modern Languages Teachers’ Association Conference • Focus on Mathematical Teaching • Youth Mental First Aid • Curiosity in Schools • AUSTA Q Mini Conference • AIS ACT workshops: Coaching and Using Data • Diocesan Clergy conference • Geography Teachers Annual Conference • Gifted Education • Yamaha Winds • Diverse Learners • Women’s Leadership • Art, Optics and Popular Culture • Australian Reconciliation Convention • Trauma Informed Practices; and • Mathematics Teachers Conference: Different by Design.

Seven teachers went through the accreditation process which involves completing a portfolio of work, and, for the Highly Accomplished accreditation, also involves a classroom observation by external assessors.

The accreditation process involves the collation of evidence, including lesson observations and professional conversations about teaching practice.

Each week during Terms 2 and 3, professional readings were distributed amongst staff on a range of topics which were of relevance: such as assessment, pedagogy, how children learn etc. This focus on research underpinning educational ideas is important for keeping practice current and relevant.

Technology is well embedded into the curriculum and pedagogy and comes to the fore during lock down times. This year was no exception, and despite COVID-19, professional learning, departmental meetings and professional conversations continued, albeit, over Zoom.

Annual Report 2021 | CGS | 44

Primary School Focus The Primary School, having undergone the IB PYP accreditation reflection in 2020, has had a major focus on unpacking the report, analysing the recommendations and developing our Action Plan for the next 5 years. The PYP Co-ordinator, Ms Sarah Dunn, has planned with small groups of staff across the year to develop a strategic Action Plan that will assist to keep the PYP elements of learning and teaching thriving.

The Primary School Academic Team continue to drive individualised learning through differentiation of all learning and teaching. They have worked with teams each week to analyse student data and plan for the differing needs of students within the cohort. The strong connection with the Individual Learning Team has meant the extension of our MultiLit suite has been seamless within our Early Years. Kindergarten to Year 2 have undertaken training on the implementation of InitiaLit and continue to reflect to assess the effectiveness through collection of evidence. This is a continuation of our ongoing commitment to offer timely and targeted intervention to achieve high levels of student learning through the Individual Learning Team.

Remote learning at the end of 2021 has assisted to drive the trial of continuous reporting in Year 5, and the development of online marking criteria for Kindergarten teachers. The Primary School has explored the software available to support student and parent access to timely feedback on a range of assessment tasks, working with the IT Department to make the process efficient and informative. This will be a major focus for professional learning in 2022.

Remote Learning has also meant that professional learning agencies are offering webinars and online course that allow teachers to choose when they participate, thus allowing greater access and individualisation of professional learning. Other diverse opportunities staff have participated in are: • Macquarie Literacy Programme: InitaLit Training – One day course & Two day course • Macquarie Literacy Programme: MultiLit Training – Two day course • MiniLit Sage • Functional Grammar – making language come alive for English language learners • Collaboration, Creativity and Formative Assessment in Language Education • Unpacking the Literacy Learning Progressions • Speech Development in the Early Years • Seven Steps for Writing • Introduction to Soundwaves and Soundwaves extension course • PEETA Leading with Literacy: Powerful practices for all learners – Two days • How to Teach Fine Motor Skills to Young Children • ACT PYP Network introduction to the PYP • ACT PYP Network – Trevor Mackenzie • Developing Creative Thinking in any classroom • Building a culture of Inquiry • Guided Inquiry: Learning in the 21st Century • Concept-Based Inquiry Summit • IB Virtual Conference, Asia Pacific – Three days • Kath Murdoch : exploring Inquiry & The Wonder of Writing • Reggio Emilio professional conversations • Optimising Learning Assistants in the classroom • Catalyst High Impact Teaching • The Time-Poor Teacher • Teaching Boys – developing classroom practices that work

45 | CGS | Annual Report 2021

• Zones of Regulation • Autism Spectrum disorder Explained • Unpacking ASD in the classroom & A guide to understanding behaviour with Sue Larkey • Youth Mental Health • Disability standards for education for primary schools • Kimochis • IPSHA NSW Student Wellbeing • Generation SunSmart • Be You: Mentally Healthy Communities • AEDC: Moderation, Impact and Next Steps • Everyone Everyday: A toolkit for inclusion • Inclusive practices in PDHPE • How to learn Maths for Teachers • Jo Boaler: How to Teach Maths • Teaching Aboriginal and Torres Strait Islander histories and culture • Red Hill Culture Walk • CSA Governance Symposium • RaVE Inclusive Education and Skills Based Assessment • Laser Cutting Jewellery Making • Intensive paper mache evening course • AIS ISTAA - Supporting Experienced Teacher Accreditation • Experienced Teacher application process • Supporting Highly Accomplished & Lead Teacher accreditation • Diploma of Early Child Education and Care • Co-teaching action research project • Difficult conversations • Dewey really need this?

• Keys to Learning ASLA Conference • IBSA Webinar: Designing for Learner Agency • Exceeding the National Quality Standards & Critical Reflection webinars • Coaching/Mentoring workshop • Habits of Leadership: Change, Resilience, Mindful Leadership • Masters of Leadership and Management in Education • Masters of Arts in Education: International Education • Level 1 Google Certified Educator Course; and • Certificate of Physical Literacy.

Annual Report 2021 | CGS | 46

CGS Care • Safe Schools Training • QikKids Training Roadshow 2021 Qikkids • Developing a Culture of Reflective Practice Niki Buchan • How to write a piece of documentation from beginning to end Semann and Slattery • I’m Alert Food Safety Health Protection Service • Encountering and Interpreting the Principles of Reggio Emilia Early Childhood Australia • Cultural Competence Programme • Diploma in Early Childhood Education and Care YWCA Canberra (Two staff); and • Cert III in Early Childhood Education and Care YWCA Canberra (One staff member).

SPEF Once again, 2021 started off well, with quite a lot of applications from staff across the campus. Many staff were able to do courses in person, and it looked like we would have another year with large numbers of staff doing a variety of activities.

In the first half of the year, several staff took part in a poetry conference, one did a university-led Gothic Fiction course, another undertook a music composition collaboration, our Head of Football did an FFA Coaching course, and a member of the support staff in the ADT department did a blacksmithing course.

There were also a couple of staff who completed Masters courses. Applications came from the Primary School and Senior School, and as noted, two support staff members.

By August, although staff had applied for a variety of courses and trips, due to another lockdown, the SPEF was once again put on hold. The only payments after August were for previously approved courses. Many trips had to be cancelled, and although staff were keen to apply, there were no additional approvals done due to budgetary constraints.

47 | CGS | Annual Report 2021

Professional Growth Cycle PERFORMANCE AND DEVELOPMENT IS ABOUT CREATING A CULTURE OF TEACHER QUALITY, FEEDBACK & GROWTH FOR ALL TEACHERS WITHIN ALL SCHOOLS. – AITSL 2013

Performance & development measures Consistency of standard & language

Report Formal feedback

Ongoing feedback & collaboration CGS Strategic direction & expectations

Focus on student achievement Student learning Engagement Well-being

Professional learning

CGS PROFESSIONAL GROWTH CYCLE

Relevant Collaborative Future Focused

Leadership Collective responsibility Shared commitment to improvement

Professional Practice Evidence

Self-Reflection Professional growth

Effective Teaching Professional knowledge Professional practice Professional engagement

All teachers began the year by setting their goals and discussing their plans with their Heads of Department or Learning Leaders. A digital portfolio was created for each teacher, allowing them a space to add their goals, reflect on their progress, add professional readings and evaluate their progress.

In Terms 2 and 3, the senior leadership team engaged in lesson walk throughs to see learning in action.

In addition, two teachers spent a day following a student in Years 7 and 8 to see what their experience was like.

In the final term, teachers had a professional conversation with their Head of Department to reflect on their progress throughout 2021. This cycle of planning, collection of evidence and reflection is the cornerstone of professional growth for individual teachers.

Annual Report 2021 | CGS | 48

COMMUNITY DEVELOPMENT REPORT

FROM THE DIRECTOR OF COMMUNITY DEVELOPMENT MR SANDY GODDARD The CGS Community Development Office (CDO) is responsible for the School’s Alumni engagement, communications and marketing, media relations, events, graphic design and community liaison functions, the International Exchange Programme (Year 10), and supports the CGS Foundation.

2021 began strong amidst the 2020/21 COVID-19 pandemic. 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. The annual P&F Welcome to New Families function held in the Arts Quad 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 School and Senior School leadership teams.

The impact of COVID-19 on the events of 2021 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 again cancelled, and the International Student Exchange programme remained suspended with the hope of relaunching again in 2023. While all Alumni, international and national reunions didn’t occur, the annual Alumni Weekend was held incorporating years holding marked stages and including those peers years who had missed their gatherings in 2020. The opening and blessing of the new repositioned Alumni Memorial Wall was a significant event of the weekend. A number of successful virtual reunions were made possible connecting with national and international Alumni. A more extensive plan to visit all national capital cities is being development as part of the Alumni Strategy for 2022.

The traditional ANZAC Day service in the Quad was able to be held and our community was encouraged again to take part in the candle lit driveway reflections. In marking the beginning of Term 2, the Primary School and Senior School gathered on the Main Oval to commemorate ANZAC day and remember those ‘Old boys’ who had paid the ultimate sacrifice. Presentation Night once again became Presentation Afternoon and was conducted in the Tim Murray Theatre in the Performing Arts Centre. The music, speeches, and student items were pre-recorded, and the socially distant event was live streamed to students and parents online who watched from home, work, and classrooms.

49 | CGS | Annual Report 2021

On November 1 a school community welcome back to all years was marked, as the final Year 3, 4, 5, 7 and 8 cohorts returned to normal school. Still bearing face masks, the day began with a walk through of a balloon arch in the traditional school colours.

The Year 12 Formal was delayed due to the HSC exam period being moved back to a later start and was held on the last day of the School year at Old Parliament House. With various venues and activities gradually opening up, the students still could only attend with students from their own cohort. Unfortunately, the year cohort photograph on the front steps of Old Parliament House could not occur. The Senior School Leadership Team, Heads of Academic Departments and Heads of Student Houses also attended.

We have planned and look forward to returning to a more normal calendar of events for 2022, where the highlight will be the opening of the CGS Music Department and The Terry Snow Auditorium and celebration of normality to school life.

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

• Director of Community Development – Mr Sandy Goddard • Director of Philanthropy – Ms Fiona McQueen • Communications and Marketing Manager – Ms Ayesha Shahed • Events Manager & Fete Coordinator – Ms Rachel Gurney • Communications and Marketing Officer – Mr Ryan Hall • Community Development Officer & Alumni Coordinator – Ms Georgia Hamon (Jan – Jun) • Graphic Designer – Ms Twee Phan • Reception – Ms Samantha Bronar • Attendance Register – Ms Holly Williams (Jan – Sept)

Annual Report 2021 | CGS | 50

CGS FOUNDATION

FROM THE DIRECTOR OF PHILANTHROPY & THE DIRECTOR OF COMMUNITY DEVELOPMENT MS FIONA MCQUEEN & MR SANDY GODDARD In what has been a challenging year amongst the COVID-19-pandemic the ongoing generosity and increased support from our donor community is evermore appreciated by the School.

Ongoing financial assistance through the Access Bursaries for students and families experiencing difficulties over the past two years has been maintained. And the significant support for the purchase of air purifiers in all classrooms and common areas throughout the School by the CGS Foundation was very generously received.

Indigenous Scholarship Programme This year three CGS Indigenous scholars graduated in 2021. One young man is going to study law in Queensland, another is taking a gap year and the other will study an Environmental Science degree at the University of Canberra. Their contribution towards the School in sharing and helping to develop the CGS Reconciliation Action Plan & Aboriginal and Torres Strait Island Education Plan were notable and greatly appreciated. We look forward to their return to the School in giving back to the programme by supporting those new students coming through in the years ahead.

There are 8 new Indigenous families who will join Canberra Grammar School and the boarding community in 2022. This will attribute to 28 students who have been given the opportunity to attend the School since the programme commenced and we are grateful for the ongoing support of our community donors who give generously to the programme.

51 | CGS | Annual Report 2021

The Snow Concert Hall At the time of writing, the beams for the roof of the auditorium were being placed and the work continues to shape the building which will define the School as a centre for excellence in the arts. The educational value and experience that acclimates both student and staff in a way that respects and values the building cannot be underestimated by the performers or audiences who will come to enjoy the facility.

The lockdown period in September/ October has delayed the completion of the building, however, it is expected to be completed and officially opened on 25 August 2022.

Annual Report 2021 | CGS | 52

Overview of Gifts by Area of Support To date the School received $421,930 in gifts from 72 donors.

TOTAL GIVING BY APPEAL TOTAL ($) 200,000 180,000

$193,805 $173,085 $173,085

160,000 140,000 120,000 100,000 80,000 60,000 40,000

$43,047

20,000 0

$11,993 Indigenous Scholarships

Other Scholarships

Building Fund

Head’s Discretion

AVERAGE GIFT The overall Average Gift is $4,741 across 72 donors.

TOTAL OVER TIME TOTAL ($) $692,106

700,000 600,000 500,000

$421,930 400,000 300,000

$290,939

$285,920

$219,252 200,000

$168,022

$130,796

100,000 0

2013

2014

53 | CGS | Annual Report 2021

2015

2016

$167,548

$120,409

2017

2018

2019

2020

2021

GIVING BY COHORT As at 30 June 2021 there were 72 donors.

% BY RELATIONSHIP

$ BY RELATIONSHIP

1%

1%

3%

1%

6% 15%

2% 6%

24%

12% 1%

8%

21% 40%

53%

5%

Board Director

Foundation Director

Alumni

Parent

Staff

Donor

Former Board Director

Former Foundation Director

Pledges Existing Pledges New Pledges

TOTAL

CASH (2021)

0

0

12,000

3,500

We have received the pledges above in response to the Auditorium Plaque/Scholarship Appeal.

Bequests 11 members of our community have indicated that they have left a bequest to the School.

In conclusion, Ms Fiona McQueen concluded her time as the Director of Philanthropy and returned to Sydney at the end of September. Her time at CGS was significant in restructuring and developing a new strategic plan for the Foundation and we are grateful for her experience and contribution.

The Foundation will now become part of the Community Development Office which will enable the resourcing and events supporting the Foundation Board and providing stewardship for our generous donor community.

Annual Report 2021 | CGS | 54

STRATEGIC OPERATIONS REPORT

FROM THE DIRECTOR OF STRATEGIC OPERATIONS MS KERRI ROCK The Strategic Operations Team works closely with the Senior Executive 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 has become known for its timely service delivery, faster implementation of quality projects and processes, and is a place where stakeholders are confident in receiving necessary expert knowledge to make change and move forward.

The key personnel in the Strategic Operations Office include: • Director of Strategic Operations – Ms Kerri Rock • Administrative Assistant - Executive Leadership – Ms Erum Hamza • Head of Education Technology – Dr Michael de Raadt • Registrar – Ms Huma Cheema • Research and Development Coordinator – Ms Patti Kennedy • Special Projects Officer – Ms Marita Petherbridge • Asian Engagement Coordinator – Justin Hassall • Head of CGS Centre for Global Citizenship & Australian Studies – Ms Karen Gregory

55 | CGS | Annual Report 2021

Education Technology Department 2021 yet again saw greater utilisation of technology at CGS and the Education Technology Services Department continued to work alongside staff and supported students and parents. A longer period of remote learning created greater reliance on CGS Connect, video conferencing and other online technologies. Support for staff using School infrastructure increased as they achieved more teaching, assessment and feedback to maintain student progression while at School and while studying remotely.

Training was achieved in sessions at the start of the year and later with new-staff inductions and sessions with departments, year-level groups and individuals.

The ETS Service Desk continued providing vital support to staff, students and parents, even during the remote-learning period where their support became remote and distributed. The last remaining classrooms were brought up to a standard of AV equipment, including touch screens, and attached computer and wireless screen sharing technologies, allowing connection from almost any device. Recording and streaming equipment was added to halls to facilitate event participation beyond School walls. Streaming and video conferencing was also utilised for events including Open Days and parent information sessions, to positive effect.

New electronic forms were introduced to assist in the recording of information such as vaccinations.

Reports, dashboards and proactive alerts were further developed to inform staff, which became increasingly important when staff were working at home. CGS Connect was further developed. A new system for organising excursions, including parent permission, was developed and acclaimed as a significant positive step forward. Newly developed online activities for student and teacher interactions were used and improved, including student portfolios. A new approach to disseminating and invigilating online exams was introduced. The School continued work towards models of continuous assessment and reporting, with trials in Primary School. A new system was developed to give a voice to students about the success of teaching may see testing and use in future. CGS Care started greater use of CGS Connect.

Network and server systems became more stable than they have ever been, increasing trust in the classroom. A new wireless network system was installed mid-year, greatly improving network access.

Increased load during the remote-learning period created novel problems, all of which were overcome.

Parents, staff and students can now use a common secure password reset portal from anywhere. The School has increased its security against attacks and is in the process of auditing its security practices.

Annual Report 2021 | CGS | 56

Asian Engagement 2021 presented several opportunities including implementation of Embassy Engagement programme, interaction with the Australia China Business Council, collaboration with the Asia Education Foundation, and presenting at the China Annual Conference for International Education. Some challenges included: prevention of physical exchanges abroad (tours and study due to COVID-19), class scheduling for Connected Classrooms, geo-political environment, a decrease in support from the community, and lock down restrictions.

The development of the Embassy Engagement programme last year allowed for implementation this year.

The goal of this project is to create relationships with Asian country representatives to better understand culture, politics and develop opportunities for ongoing exchanges of information and visits, enriching students’ education about Asia. The programme was implemented through visits to the Indonesian and Chinese Embassies and a visit to the school from the Education Consul of South Korea. The Indonesian Education and Cultural attaché initially visited CGS at our invitation and was provided a tour of the School and then had a Q&A session with Indonesian language students. Students and staff were then invited to the Cultural Centre at the Indonesian Embassy and provided with a geographic and cultural introduction.

They also learnt how to play Indonesian musical instruments and had an Indonesian lunch.

The Director of Strategic Operations and Asian Engagement Coordinator visited the Education Office of the Chinese Embassy and met with the Education Consul to discuss language learning at CGS and possible exchange opportunities with a school in Shanghai. The Education Consul of the Embassy of the Republic of Korea visited CGS and discussed CGS Asian Engagement programme and broadening the School’s understanding of Korea. Initial Embassy Engagement has been successful, and priority now is to be able to build similar connections with the Japanese and Nepalese Embassies given the School’s existing interaction in these countries.

Our sister school relationship with Beijing National Day School was nurtured through ongoing communication and our presentation at the 22nd Annual China Conference for International Education, which BNDS hosted. Justin Garrick presented at this conference on school curriculum and development of students and staff. The Director of Strategic Operations and Chinese language staff were involved in preparing for this.

One of the more significant challenges has been navigating and responding to the broader community sentiment towards Asia. The present geo-political and COVID-19 environment has resulted in underlying nervousness regarding Asian Engagement projects.

The challenge for CGS is to continue to prepare students for the world, informing our students about— and providing opportunities with—Asia. CGS has been recognised as a pioneer school regarding its engagement with Asia. Through the implementation of its International strategy and appropriate resourcing across the School we will reinvigorate support from the community and maintain Asian Engagement projects. Priorities for 2022 are: creating a roadmap for the community regarding re-establishment of physical offshore exchanges; Connected Classrooms and further development of Embassy Engagement.

CGS Centre for Global Citizenship The CGS Centre for Global Citizenship (the Centre) seeks to deliver an important aspect of our academic mission here at the School; to prepare our students to be ready to engage with the world. The Centre is an important platform to ensure that our students are provided with the knowledge and skills to live a value driven life in the Asian Century through the promotion of sustainable development, human rights, gender equality, a culture of peace and non-violence, good global citizenship and importantly, an appreciation of cultural diversity.

57 | CGS | Annual Report 2021

For 2021, the CGS Insight Speaker Series (Insight), the Annual Whitlam Address, active participation at the National Press Club of Australia (NPC) addresses and the ABC’s Q&A, the ACT and National Schools Constitutional Conventions, the ACT Interschool Parliamentary Debating and the Montgomery Bell Academy International Symposium, collectively acted to provide a live experience for our students designed to advance student reflection, original thinking and ethical action.

CGS Insight hosted three speakers in the Snow Centre before the coronavirus lockdown; Dr Brad Tucker (the New Space Race), Ms Rachel Nobel (Australia’s Digital Future) and Professor Will Steffan (Climate Change Cascading Tipping Points). The Annual Whitlam Address for 2021 was given by Diggory Howitt (CGS 1985) current CEO and President of Cochlear International. In a moving address, Diggory graciously shared his own journey and his theme - the importance of enduring purpose for individuals and companies – certainly resonated in these challenging times. These interactive presentations gave students across the School the chance get up close and personal with leaders in their field through a very special shared experience, reiterating to students the gravitas that must now be placed on rejecting the politics of division and facilitating good national and global governance as many of the issues that will face them in their lifetime will know no borders.

Our students were exemplary ambassadors for the School on the local, national and international stages as active and informed participants, asking questions of Grace Tame, Kevin Rudd, Fiona Cornforth and Dr David Fricker at the NPC and to the panel on the ABC Q&A programme in June. The School also competed for the first time in the Colegio Claustro Moderno Montgomery Bell Academy International Symposium, with Canberra Grammar School selected as the only school to represent Australia.

Human Resources Department The Human Resources team has primary responsibility for managing and assisting with all employeerelated matters including human resource administration, end-to-end recruitment, onboarding, employee record management, and contract management.

The last year has certainly challenged individuals, teams, and departments in ways never thought possible.

During this time a new Human Resources team was formed at Canberra Grammar School consisting of three individuals. Tinashe Taneka, Head of Human Resources, Kristina Smith – Human Resources Officer, and Jess Oakley – Human Resources Officer.

In 2021, the pandemic was not only the catalyst for rethinking where we work, it also prompted a change in how we work. We remained committed to inclusive excellence and ensuring a safe and positive environment in which our people were enabled to perform their best. The Human Resources team in forming, storming, norming, performing, and adjourning focused on the following areas: • HR Operating Model - Getting back to basics and implementing streamlined processes for the end-to-end management of the Human Resources function with a particular focus on recruitment, and onboarding • Process Management - A renewed focus on the employee experience and continuous improvement • Employer Branding - Attracting and retaining committed people with the right skills and capabilities • Culture - Maintaining an environment in which our people are engaged and enabled; and • Talent Management - Harnessing the potential of our growing workforce.

One lesson the Human Resources team has learned in the last year is that it is possible to oversee a different kind of workforce and still deliver the highest level of service to all relevant stakeholders. As we look forward to the future and how Human Resources will support the community, we are encouraged by the progress and improvements made over the last year. The team has prioritized the employee experience at Canberra Grammar School. The continued focus on a transformation of HR processes and support will bring positive change to the entire employee life cycle – from the date of hire to retirement at Canberra Grammar School.

Annual Report 2021 | CGS | 58

BUSINESS & FINANCE REPORT

FROM THE DIRECTOR OF BUSINESS & BOARD SECRETARY MR KENT PETERS Just when we might have thought that the uncertainty and challenges that were faced in 2020 were behind the School, 2021 brought an even greater level of challenge with the increased disruptions caused by COVID-19 including the lockdown. However, in the midst of all that these challenges have posed, Canberra Grammar School has continued to embrace the challenges and in the midst of it all has 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 some 2,125 students across the Northside and Red Hill Campuses. The boarding community has been hit very hard with the impacts of COVID-19 and the uncertainties that being in boarding has created for many of our boarding families, but is well positioned to bounce back in 2022.

The reportable income including Government recurrent per capita funding for the year ended 31 December 2021 was $62.4 million excluding revaluations of the School’s investment portfolio. Approximately 73% of this income was contributed by parents with Federal and State Government Recurrent Grants providing around 13% and the balance of 14% from investments, donations and other sources.

The School has continued to build upon its sound financial performance. The School is making significant reinvestment in both teaching and learning initiatives, with a major focus on the significant capital infrastructure project. The School achieved a solid performance in 2021 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.

59 | CGS | Annual Report 2021

The School has been able to maintain fee increases at historically low levels to assist with the ongoing impact of COVID-19.

2021 has been a busy year with the main focus being on the major project — the Snow Concert Hall and Library Development. This project remains on track to be completed by mid-2022 and has progressed well in the midst of the COVID-19 challenges. This project is being significantly supported by the Canberra Grammar School Foundation Building Fund and the significant donation made by Terry Snow. As the project continues to take shape, it confirms that this will be a world class facility that will not only serve the School well but also the wider community for decades to come.

The School continues with its programme of ongoing refurbishment and maintenance of its existing facilities.

During 2021 the renovation and refurbishment of the Northside Campus has been completed and the McKeown Building has also been renovated – this being the first area to have been renovated some 10 years ago. The total capital expenditure exceeded $13.2 million in 2021, in comparison to $10.3 million in 2020.

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 also any challenges that may lie ahead.

The School Board is pleased with the 2021 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.

Annual Report 2021 | CGS | 60

CGS

State

61 | CGS | Annual Report 2021

Year 9 Numeracy

Year 7 Numeracy

Year 5 Numeracy

Year 3 Numeracy

Year 9 Grammar

Year 7 Grammar

Year 5 Grammar

Year 3 Grammar

Year 9 Spelling

Year 7 Spelling

70

Year 5 Spelling

Year 3 Spelling

Year 9 Writing

Year 7 Writing

Year 5 Writing

Year 3 Writing

Year 9 Reading

Year 7 Reading

Year 5 Reading

Year 3 Reading

STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING (NAPLAN)

2021 Comparison of CGS vs State for Top Band v

60

50

40

30

20

10

0

BAND (IN %)

READING

Year 9 Year 7 Year 5 Year 3

WRITING

Year 9 Year 7 Year 5 Year 3

SPELLING

Year 9 Year 7 Year 5 Year 3

GRAMMAR

Year 9 Year 7 Year 5 Year 3

NUMERACY

Year 9 Year 7 Year 5 Year 3

10

9

8

7

6

5

4

3

2

1

CGS

19

33

33

10

5

1

0

NSW/ACT

8

18

26

25

15

7

2

0

0

0

CGS

8

23

28

24

13

4

1

0

NSW/ACT

2

10

21

27

25

12

5

1

0

0

CGS

1

11

33

29

19

6

1

1

NSW/ACT

0

3

15

25

27

18

8

3

0

0

CGS

4

7

13

18

23

13

12

6

3

0

NSW/ACT

1

1

4

8

22

22

19

13

8

3

CGS

10

17

39

21

11

2

0

NSW/ACT

5

10

27

25

20

9

2

1

1

1

CGS

1

9

29

30

22

6

2

1

NSW/ACT

2

5

19

25

27

15

4

2

1

1

CGS

1

1

14

24

36

21

4

0

NSW/ACT

0

1

8

17

33

27

10

3

1

1

CGS

0

0

2

5

25

33

28

5

1

0

NSW/ACT

0

0

1

4

20

37

23

9

4

2

CGS

8

28

39

20

6

0

0

NSW/ACT

7

19

31

23

13

6

1

1

0

0

CGS

3

14

28

31

16

6

1

1

NSW/ACT

1

12

23

32

18

9

4

1

0

0

CGS

0

5

23

29

28

10

3

1

NSW/ACT

1

3

15

28

24

17

8

4

1

0

CGS

0

3

4

10

24

25

18

15

4

0

NSW/ACT

0

1

2

7

23

23

20

13

7

5

CGS

19

22

34

19

4

1

1

NSW/ACT

9

15

27

24

15

8

2

1

0

0

CGS

13

12

26

24

21

3

0

1

NSW/ACT

4

11

17

22

26

12

6

2

1

0

CGS

2

12

19

27

28

12

0

0

NSW/ACT

2

3

13

21

27

20

9

5

1

0

CGS

2

3

11

11

32

20

13

6

1

1

NSW/ACT

1

1

5

7

22

24

19

10

6

4

CGS

16

34

39

10

2

0

0

NSW/ACT

11

15

29

28

14

3

0

0

0

0

CGS

14

16

27

31

10

1

0

0

NSW/ACT

4

14

19

26

21

11

5

1

0

0

CGS

1

4

16

33

31

12

4

0

NSW/ACT

1

2

10

21

29

24

10

3

0

0

CGS

1

3

4

6

19

28

23

12

4

0

NSW/ACT

0

0

1

4

14

22

27

19

10

3

Annual Report 2021 | CGS | 62

YEAR 12 RESULTS 10%

27%

39%

99

95

90

ACHIEVED ATAR OF

ACHIEVED ATAR OF

OR ABOVE

23%

OF HSC STUDENTS EARNED A SPOT ON THE

ACHIEVED ATAR OF

OR ABOVE

OR ABOVE

THE MEDIAN ATAR FOR IB WAS

ATTAINED EARLY UNIVERSITY OFFERS

ACHIEVED AN ATAR

10%

FIVE STUDENTS EARNED A PERFECT IB SCORE OF

96.25

80%

99.5%

DISTINGUISHED ACHIEVERS LIST

OF IB STUDENTS RECEIVED A SCORE OF

44

45

SCHOOL RECORD

OR ABOVE

Post-school destinations UNIVERSITY

HSC

Australian National University

60 offers via direct application. 1 offer via UAC

Australian Catholic University

3

Charles Sturt University

7 offers – 6 students

Macquarie University

12 offers – 11 students

6 offers

University of Canberra

76 offers – 65 students

31 offers – 26 students

University of New England

1 offer

University of Newcastle

8 offers

3 offers

University of Sydney

10 offers – 9 students

23 offers

University of Technology Sydney

7 offers – 6 students

4 offers

University of Wollongong

12 offers

7 offers

University of NSW

HSC 11 offers

20 offers

Western Sydney University

2 offers

University of Melbourne

4 offers

27 offers

Monash University

7 offers

7 offers

Deakin University

2 offers

2 offers

La Trobe University

1 offer

1 offer

RMIT University

3 offers

3 offers

Victoria University

1 offer

1 offer

63 | CGS | Annual Report 2021

IB

PATHWAYS

4

Fields of Study Evident in Offers Arts & Social Science

37

Education

7

Double Flex

12

Philosophy

1

Eco/Business & MGT

38

Commerce

24

Politics

12

Law & Criminology

33 with Law or Dbl Law

Medicine/Nursing/Health/ Physio/Biomed/MedSci

8 /10 /1 3 /7 /8

Agriculture

2

Performing & Creative Arts

2

Comms/Media

11

Design

3

Exercise Science

25

Engineering

27

Built Env

2

Building MGT

3

Aviation

1

Science

22

Software/IT

5

Psych

15

SENIOR SECONDARY OUTCOMES 112 STUDENTS

STUDIED THE

OF THESE 193 STUDENTS

THERE WERE 195 STUDENTS

& 99% ATTAINED A

IN YEAR

IN

12

2021

83 STUDENTS

AMONG THE STUDENTS WHO ATTAINED THEIR HSC

STUDIED THE

1 STUDENT STUDIED A VOCATIONAL EDUCATION COURSE

Annual Report 2021 | CGS | 64

SCHOOL POLICIES

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

Major School policies cover: • Child Protection • Work Health and Safety • Student Duty of Care • Academic • Staff and Human Resources • Boarding • Overseas Students and International Students • Business, Property and Finance • Admission and Fees • Grievance Procedures • Pastoral and Student Support • Volunteering • Parent Code of Conduct; and • Privacy Policy and Information Collection.

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

Changes/additions to policies include: • Weather Response Policy • COVID-19 Vaccination Policy • Student Code of Conduct Policy • Student Drug Policy • Student Acceptable Use of Technology Policy; and • Transgender and Gender Diverse Student Policy.

65 | CGS | Annual Report 2021

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

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

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

OPEN TO

AGE REQUIREMENTS

Pre-School (ELC)

Day boys and girls

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

Pre-Kindergarten

Day boys and girls

Must turn 4 by 30 April in year of entry

Year 3

Day boys and girls

turn 8 by 30 April in year of entry

Year 7

Day and boarding boys and girls

Must turn 12 by 30 April in year of entry

Year 11

Day and boarding boys and girls

Must turn 16 by 30 April in year of entry

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

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

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

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

Annual Report 2021 | CGS | 66

STUDENT RETENTION 205 STUDENTS

IN

COMPLETED YEAR

10 171 OF THEM

OF THOSE

2019 COMPLETED

205

YEAR

12

STUDENTS

THE RETENTION RATE IS

IN

2021

83.4%

STUDENT ATTENDANCE The School recorded the following attendance rates in 2021: PRIMARY SCHOOL

SENIOR SCHOOL

Year

Attendance Rate (%)

Year

Attendance Rate (%)

K

94.3

7

94.7

1

94.0

8

94.0

2

95.0

9

94.0

3

93.7

10

92.0

4

94.9

11

94.0

5

94.6

12

94.9

6

94.4

67 | CGS | Annual Report 2021

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

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

Primary School 1. Primary School Administration assistants alert Campus Directors of unapproved absences that extend beyond a week, are of a health or pastoral concern and/or any unexplained absences of longer than two days 2. Campus Directors investigate the issue and take steps to encourage and, as needed, assist parents/ caregivers in returning a student to School 3. Campus Directors inform the Head of Primary School of non-attendance issues, involving him/her in the return to School strategy as needed 4. If non-attendance continues, the Head of Primary School will request a formal meeting with the student and parents to outline the requirement to attend School and that of the Directorate 5. Outside agencies such as CAMHS or Care and Protection may be utilised depending on the specific circumstances. Referrals to these agencies will be made by the Head of Primary School in conjunction with the School Counsellor 6. If non-attendance continues then the Liaison Unit of the Education and Training Directorate (ETD) would be contacted to discuss next steps and the Head informed; and 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.

Senior School 1. Head of Student Houses become aware of the problem (either through the school roll marking procedure or via notification) 2. Head of Student Houses investigate the issue and take steps to encourage return to school 3. The School Counsellor is notified and becomes involved in assisting a return to school 4. The Counsellor and Head of Student Houses will, as deemed necessary, visit the student and parents in their home to encourage a return to school 5. The Head of Senior School will also be involved at this stage (or afterwards if it is not successful) and will request a formal meeting with the student and parents to outline the requirement to attend School and that the Directorate will need to be notified if non-attendance continues 6. Outside agencies such as CAMHS or Care and Protection may be utilised depending on the specific circumstances. Referrals to these agencies will be made after consultation with the Head of Senior School and the School Counsellor 7. If non-attendance continues then the Liaison Unit of the Education and Training Directorate (ETD) would be contacted to discuss next steps; and 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 2021 | CGS | 68

CHARACTERISTICS OF THE STUDENT BODY The data on these pages is taken from Canberra Grammar School’s entry to the Government Census in 2021. The enrolment at the time of the report was 2,134 students.

GENDER THE SCHOOL HAD

1,283 MALE STUDENTS

851 FEMALE STUDENTS

INDIGENOUS 17 STUDENTS IDENTIFIED AS

ABORIGINAL OR TORRES STARIT ISLANDER

69 | CGS | Annual Report 2021

=

2,134 STUDENTS

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

2

Macedonian

5

Albanian

2

Malayalam

4

Arabic

7

Maltese

2

Bangla

2

Mandarin

Bengali

5

Marathi

3

Cantonese

19

Myanmar

2

Chinese

40

Nepali

2

Croatian

2

Norwegian

1

Dutch

2

Polish

2

Egyptian

1

Punjabi

8

1830

Russian

3

Estonian

1

Serbian

1

Farsi

7

Setswana

1

Finnish

1

Sinhalese

8

French

7

Slovak

2

German

9

Spanish

2

Greek

15

Sri Lankan

1

Gujarati

4

Swedish

1

Hakka

1

Tagalog/Filipino

2

Hebrew

4

Tamil

13

Hindi

32

Telugu

6

Italian

2

Thai

3

Japanese

4

Turkish

2

Konkani

3

Urdu

6

Korean

4

Vietnamese

4

Lithuanian

1

Other

5

Total

2134

English

38

Annual Report 2021 | CGS | 70

SUMMARY OF FINANCIAL INFORMATION

14%

3%

Revenue

10%

73% Parent Contributions 14% Investments, Donations & Other

73%

10% Federal Government Funding 3% ACT Government Funding

2% 2% 3%

Expenses

14%

71% Staff Costs 14% Teaching & Boarding Operations

8%

71%

8% Depreciation & Interest 3% Maintenance of School Property 2% Teaching Resources 2% Co-Curricular Costs

71 | CGS | Annual Report 2021

4% 13%

Capital Expenditure 83% Land & Building including work-in-progress

83%

13% Furniture & Equipment 4% Computer Equipment

Capital Funding 51%

49%

51% Retained Earnings 49% Capital Donations

Annual Report 2021 | CGS | 72

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