Volume 4 – December 2024
A FULFILLING AND REWARDING WORKPLACE: AT CANBERRA GRAMMAR SCHOOL, WE ARE A STIMULATING AND FULFILLING COLLEGIAL COMMUNITY. WE REMAIN COMMITTED TO HIGH-QUALITY PROFESSIONAL LEARNING AND SIGNIFICANT INVESTMENT IN THE PROFESSIONAL GROWTH OF OUR TEACHING AND OPERATIONAL TEAMS.
As we approach the end of another school year, it is easy to share the narrative that education is exhausting; and in truth it is. In our commitment to giving our students the best of opportunities, we cram so much that is good into short terms that sometimes we leave too little time to take care of ourselves. Education is a giving profession. We do it because it fulfils us to see our students grow, and no-one dedicated ever wants to put limits on that; so we give more and, if we are not careful, the wells of our giving, by the end of the year, begin to dry. The stories of our profession become parched and dusty. We long for input to refuel our capacity for output.
Holidays help, of course, but our thirst is not just for rest; it is for fresh ideas, for new clarity of purpose, and for the energy of optimism that realigns us with the young. How wonderful then that this edition of CGS Aspire should come like drenching rain into the pause between school years; an opportunity to read over the summer story after story of what a privilege it is to be an educator; a loud expression of the joy that it is to work with the young and with ideas, and with colleagues who are dedicated and curious.
This volume articulates the profound fulfilment that comes of seeing the impact of your efforts on hundreds of individual minds and lives, and on the horizons of opportunity for successive generations. It is a generous sharing of insights and experience; a humble offering of thoughts explored, ideas researched and experiments tried. It is an assertion that teaching and learning are intrinsically entwined, each recharging the power of the other. Likewise, it is an instance that all who work in schools – teachers and otherwise – are together shaping a culture that is premised on the perpetual quest for excellence in what we do and distinction in what we give in service to the young.
This fourth edition of the professional journal of Canberra Grammar School is our largest yet, by far. What began as an aspiration in itself a few years ago, in the thick of the pandemic, is now a substantial annual publication and a central vehicle of our conversation as a school that demonstrates the extraordinary diversity and sincerity of our endeavours and our dedication.
In these pages, colleagues explore the many facets of our continuously evolving academic and pastoral programmes, from our new IB MYP to the Wellbeing Project. Others illuminate different aspects of our commitment to holistic education: mathematics and the arts, technology and justice, writing and reading. Some examine leadership and professional coaching, or global and Indigenous education. Several present a timely focus on the education of masculinity, while others offer a pertinent expression of education as a source of hope in uncertain times.
What unites them all is a refusal simply to tell the end of year tale of weariness, but instead to seize a challenge: to prove ourselves as educators to be energised by the dynamism and the yet-unanswered questions of our field; to insist that, despite what makes our business hard, what we do is worth it; and that we are not only the masters of our profession but the narrators of its greater stories.
For all of that and more, I thank everyone who has contributed to this edition of CGS Aspire and to the vibrant community of learning from which it comes. I hope you take great pride in everything it represents.
Sincerely,
Dr Justin Garrick Head of School
By Andrea McNamara Assistant Director of Academic Education
(MYP Coordinator) – Senior School
We were delighted to have Lauren Cullimore, a dedicated educator with extensive experience in MYP assessment practices, join us at our staff professional conference in January this year. Lauren’s understanding of the International Baccalaureate (IB) programmes is evident through her roles as an IB Diploma Dance examiner, moderator, and consultant in the IB Diploma Dance Curriculum Review. In addition to being the MYP coordinator at St Paul’s Grammar in Sydney, Lauren also serves as a Programme Communities moderator for MyIB and as a workshop leader for the International Baccalaureate, where she travels globally to explore innovative educational methodologies.
The day began with a captivating keynote presentation by Lauren, setting the tone for a day focused on assessment in the MYP space. After the presentation, staff engaged in departmental strategic planning sessions guided by Lauren or the MYP coordinator, emphasising the importance of criterion-referenced assessment and subject-specific criteria unique to each MYP subject.
During department time, staff focused on criterion-referenced assessment, highlighting the importance of evaluating individuals based on established criteria rather than peer comparison. Additionally, the discussions delved into subject-specific criteria, where assessment standards were delineated into categories A, B, C, and D to address various facets of each subject. Assessment strategies were explored, advocating for a range of assessment methods customised to align with learning objectives and subject matter.
Throughout the day, the conversation revolved around assessment objectives, emphasising the evaluation of students’ knowledge, understanding, skills, and attitudes to foster a holistic approach to learning. Attention was given to assessment criteria and rubrics, ensuring that students are provided with explicit expectations through detailed rubrics, promoting transparency in the assessment process.
Lauren’s expertise and guidance enriched our understanding of MYP assessment practices, empowering staff to enhance their teaching methodologies and assessment strategies. This year, we have been implementing these valuable insights into our educational practices to benefit our students’ learning in Years 7 and 8.
By Lucy Garven Deputy Head of Primary Director of Academic Education – Primary School
Every teacher needs to improve, not because they are not good enough, but because they can be even better.
– Dylan Wiliam, 2011
One of the key challenges for educators is the ability to continuously improve teaching knowledge and practice to meet the diverse needs of students. At the beginning of a school year, professional learning is an opportunity to collectively engage in thinking that inspires and allows critical reflection on what we do to enhance student learning. This year, Dianne Smardon led a full-day session on Assessment for Learning. Dianne currently works as a programme manager with Springboard Trust to enhance strategic leadership practices in schools. She has over 30 years of experience in education and has worked with the University of Waikato, facilitating professional learning opportunities for school leaders and teachers in curriculum, assessment, and leadership. She is a firm believer in empowering teachers.
The focus of the day was to explore the principles and role of assessment and how teachers design, develop, select, and evaluate a range of assessment strategies and tasks that are responsive to the learning needs of all learners. We looked at what types of evidence and data allow teachers to build professional trust and robustness of judgement. We explored exemplary practices that provide timely and effective feedback to students to progress their learning. The day afforded time to examine the role of feedback when reporting on student achievement and how clear, constructive, and precise feedback can shape further engagement.
Assessment for Learning is not new. We constantly engage in the processes of designing, delivering, and reflecting on assessment. This day was an opportunity to stop and reflect on our collective understanding of assessment and how we develop and evaluate its effectiveness to drive learning forward. We have a diverse staff with varying professional knowledge, experience, and subject interest areas. Dianne’s programme was grounded in a deep understanding of assessment that emphasised the need for all teachers to maintain a continuous growth mindset to meet the diverse learning needs of students, work with a consistent understanding of assessment, and feel empowered to improve our practice.
Dianne provided teachers with tangible strategies and tools to implement immediately in the classroom. She shared several tools and techniques that facilitated professional conversation and left us with academic articles focusing on assessment, learning environments, empowering students, feedback, and peer coaching.
This professional learning day set the tone for the year, focusing on ensuring we have a collective understanding of assessment for learning. It aimed to ensure that we discuss effective assessments in teams, critically reflect on our assessments to ensure they are not just good but great and allow students to demonstrate what they have learnt while helping them determine their next steps. To connect this professional learning to our daily practices, teams were asked to formulate one of their Professional Growth Cycle (PGC) goals focusing on assessment.
Time to review, reflect, and consider is a gift in the busy world of a teacher. We thank Dianne for providing resources and space for us to collectively ponder assessment.
By Lindsey Herse Assistant Director of Student Development – Senior School
One of the most important aspects of modern education is understanding the best approach to incorporating wellbeing concepts into the school environment. It was, therefore, timely that, at the start of 2024, a dedicated team of staff from both the Primary and Senior Schools came together to collaborate with the Association of Independent Schools, New South Wales, on a whole school wellbeing initiative.
Having worked as a wellbeing consultant in Term 4 of 2023, I was personally eager to leverage my knowledge and research to better understand the school’s unique context and needs. Fortunately, from an outcomes perspective, I was also joined by a ‘dream team’ that included David Smart, Lauren Dunn, Caela Welsh, Dan Wetherall, James Graham, and Mark Halpin. As the year progressed, the team expanded, including Connor Wroe, Lauren Hargreaves, and Brendan Mowlam. This team brought together an experienced group of educators from both academic and pastoral perspectives, representing Primary and Senior School views and providing an amalgam of useful insights.
The wellbeing initiative encompasses masterclass sessions, consultancy meetings, and whole school professional learning afternoons. The masterclasses, held in Sydney and facilitated by the AISNSW, feature experts in the field of wellbeing, including Emeritus Professor Donna Cross. Her research findings and proven strategies highlight how wellbeing initiatives can significantly enhance the health and happiness of all stakeholders within the school community.
Sam Kourakis, our wellbeing consultant from AISNSW, has expertly guided our team through the planning stages of our initiative. She has helped us assess our current systems and identify ways to enhance them, fostering a positive, inclusive, and respectful school community. One engaging activity involved creating a metaphor that captures our team’s perspective on wellbeing at CGS. We chose a jigsaw puzzle to symbolise our belief that we possess all the necessary pieces to create a thriving wellbeing environment. However, these pieces currently don’t fit together cohesively. Our goal is to uncover the common thread that connects our various departments, houses, schools, and communities, allowing us to complete our jigsaw puzzle and cultivate a unified space for wellbeing.
A key aspect of the wellbeing initiative that has already been introduced across the whole school is Social Emotional Learning (SEL). Grounded in the five CASEL competencies of self-management, self-awareness, social awareness, relationship skills, and responsible decision-making, we have seen how our teachers already foster positive learning environments where students feel connected and safe. From the use of scented oils in kindergarten to collaborative grouping activities in Senior School, our educators recognise the importance of creating an enriching and welcoming learning space.
Significant progress has been made since our initial consultation meeting, and we are preparing to implement new processes and practices in 2025. For instance, we have developed a Decision-Making Matrix that outlines three tiers of social and emotional support, established a Holistic Growth Framework that aligns social emotional competencies with wellbeing pillars and the 5Cs, and formed a Staff Wellbeing Committee to drive staff wellbeing initiatives.
As we continue this journey, engaging with the broader school community, including students, staff, and, importantly, parents and guardians is essential. This collaborative approach will help us tailor our programmes to meet everyone’s unique needs and create ‘live’ programmes that can adapt to changing circumstances.
To this end, we look forward to working collaboratively to ensure that every member of our school community can thrive and grow.
By Lisa Kaptein
Associate Director of Academic Education (Mathematics) –Primary School and Anna Gray
Class Teacher and Team Coordinator –Primary School
The International Congress on Mathematical Education (ICME) is held once every four years. It provides an opportunity for delegates worldwide to come together to discuss mathematical research in education. While the event is heavily focused on research, researchers are encouraged to engage with teachers to strengthen the applicability of findings in the classroom. This year, the Congress was held in Sydney, marking the first time in eight years that delegates could meet face-to-face since COVID, and the second time the Congress has been held in Australia. There were over 2,500 delegates from 97 countries, comprising students, teachers, and academic researchers.
The Congress spanned eight action-packed days, with the first day offering early-career researchers a chance to learn from seasoned academics. The following days featured lectures, workshops, discussion groups, study groups, and, of course, fantastic networking opportunities. We also had a day to explore mathematics-related tourist locations around Sydney. We highly recommend the guided tour of the Sydney Opera House, a mathematical marvel.
Emeritus Professor Kay Stacey, the recipient of the Emma Castelnuovo Award for Achievement in Mathematics Education, spoke passionately about the need to enrich mathematics teaching by ‘seeing mathematics through the eyes of learners’. This principle encourages educators to view mathematics from a student’s perspective, acknowledging how this view may vary given the diversity of student abilities in any classroom. By combining knowledge of how students perceive a concept with the teacher’s expertise in teaching it, this principle becomes a powerful driver for enhancing student learning.
The Plenary Panel on Saturday followed the style of an Oxford Debate, where panellists argued for or against the statement: ‘Mathematics education effectively responds to humanity’s problems. This panel challenged us to think about mathematics’ role beyond preparing students for jobs and careers and to recognise the inherent bias towards a geographic north (i.e., more developed countries) in education and educational research. This means that educational approaches that work in certain regions may not directly translate to others without modification.
The breakout sessions provided an opportunity to listen to ongoing research from around the world and engage in robust discussions about current trends in education. It was affirming to hear that many Australian-based researchers are exploring ways to enhance student learning through rich mathematical tasks, the use of concrete materials, and the importance of purposeful planning in delivering quality learning opportunities. Anticipating student needs throughout the planning process is critical. These practices reinforce the work CGS Primary School has been doing with Professor Peter Sullivan over the last 18 months to enhance mathematics education and embed it within classroom learning.
While it was a busy week away during the school holidays, the exposure to a wide range of topical research in mathematics education was invaluable. It challenged our current practice while also affirming fundamental principles. We enjoyed the opportunity to reflect on how we currently teach mathematics, discuss possible implications for our contexts, and hear what it’s like to teach mathematics in other countries. It was affirming to hear that the targeted professional development undertaken by the Primary School over the last two years aligns with the research in the field. We left with the impression that CGS Primary School is well-positioned to implement international best practices by continuing to think deeply about our mathematics programme, building on our work with Professor Sullivan, and seeking opportunities for continuous improvement.
Reference
By Nicola Barkley Indonesian Teacher – Primary School
When Sandra, as Head of Primary, asked me to respond to her challenge set out in her beginning-ofthe-year speech, I immediately said yes without thinking much about it. Then I realised I only had a hazy recollection of that challenge. What on earth do differently coloured and sized glass baubles have to do with teaching an additional language to young children? All I could remember was the photograph.
Go for glass. When we teach children, are we striving to create something beautiful to transform with specialist techniques and purposeful shaping?
But after a bit of judicious asking around and obtaining a copy of the presentation slides, I realised that there is a connection, which Jo and I could expand on the more we thought about it. We had been transforming our students throughout the year. It’s what we all do every day.
Our students arrive at the beginning of the year like sand, ready to be transformed by the year’s experiences, carefully and purposefully shaped into more knowledgeable and capable learners using methods that appear effortless, exciting, and endlessly different. Only teachers know how difficult that can be, day after day.
If things had gone as planned, Jo and I would have returned from Indonesia in 2023, visiting our partner school as capacity builders and learners. We finally went in Semester 1 of 2024. This partnership between our two schools is one way we try to mould our students. We aim to enhance their awareness of how their own positive attitudes can assist them now and, in the future, contributing to the global community through strengthened intercultural understanding. The partnership is giving impetus to our Year 3 students’ development of empathy, inquisitiveness, and a desire to improve their language skills. The connection gives meaning to their learning and, in its own way, shapes each one of them as global citizens.
This shaping doesn’t happen by accident or incidentally. Transformative learning must be intentional, and time must be given to reflect so students can be guided beyond their perspectives and immediate contexts. Our role, particularly as language teachers, is to take them to the edge of their comfort zone and expand their thinking and knowledge.
This is where our Early Years language teaching influences. We begin the process that will continue in their later language learning, transforming how students view and learners engage with language and cultural diversity—locally, nationally, and globally—through experiential learning.
Reflecting on how we can ‘go for glass’ led to a review of our practice. Instead of just listing the foods they eat at school, we photographed lunch boxes and drinks and asked the students to explain what they would eat and drink that day. Many included whether they liked the food or would prefer something else. They were interested in the different foods in their lunch boxes, and we discussed the cultural reasons for their choices. We concluded that what we eat, who we eat with, and where we eat all express our sense of belonging. To further enhance their learning and real-time experiences, we asked their peers in Malang, Indonesia, about what they eat at school. Our students were surprised by the great similarities, showing that too often, we focus on the differences. It was one of those moments when, as a teacher, you know that you’ve given some students something to ponder and build on at a deeper level.
We are yet to share with Cor Jesu in Malang our Term 4 posters, where the Year 3 students have combined their Indonesian skills with their service learning, providing information about each group. They saw this as an authentic task, as the posters were to be taken with us to Indonesia. We will still do this, and I know that many of the students want us to report to them next year about what the students at Cor Jesu do in their community as members of a private Catholic school with a similar ethos of service and social justice.
Jo Chilver and I could finally visit our BRIDGE partner school in Malang, East Java in February of this year. Like Canberra Grammar School, Cor Jesu is a K – 12 co-educational school with boarding facilities. It was established by the Ursuline Sisters in 1900, and while it still has many of its older Dutch-style buildings, it also has many modern features.
The primary school principal and staff treated us as honoured guests during our week-long stay. The school arranged a room for us in a nearby Catholic guesthouse and provided our breakfast and lunch on the days we attended school. We visited and taught many primary school students during their English lessons. We watched traditional dances performed by students and joined them in learning to play bamboo instruments called ‘angklung’. We toured the 125-year-old senior school campus with Sister Regina, the principal of the whole school, joined English and Art classes, and discussed the university aspirations of boarders from other regions in Indonesia. We enjoyed a delicious lunch prepared by the students in the vocational section of the school, with the Australian Consul-General in Surabaya also joining us for the day. We were taken on day trips to nearby towns and were privileged to visit the tomb of Indonesia’s first president and founding father, Sukarno.
We learnt so much from our Cor Jesu colleagues, and to give back, we presented a workshop to the teachers in which we shared the teaching and learning models embodied at CGS. The visit proved pivotal in the relationship, building our friendships and expanding interactions with other year levels at CGS. It further inspired us in our quest to transform the outlooks of our students.
Our job is not to make fleeting impressions but to shape, transform, and hope that the results may be permanent.
By Melissa Chadwick Associate Director of Academic Education
(Science and Technology) – Primary School
Canberra Grammar School (CGS) is taking a significant leap forward in technology integration by adopting Apple MacBook devices and iPads in its classrooms. This move signifies the school’s commitment to providing cutting-edge educational experiences to its students. With the introduction of Apple devices, CGS aims to enhance teaching and learning, foster creativity, and prepare students for a technology-rich world.
Recognising the transformative power of technology, the school has launched an ambitious initiative to equip students with the tools they need to thrive in a rapidly evolving digital landscape. This year, the Primary School started its journey to become an Apple School. Over the next few years, the whole school, from Pre-School to Year 12, will become a celebrated Apple ecosystem.
A switch to the Apple ecosystem will provide a more efficient, effective, and engaging learning experience for both students and teachers. By transitioning to Apple products, we ensure that our students have access to state-of-the-art technology that enhances their learning experiences and prepares them for the future.
During Term 4 of 2022, our first pilot group of teachers swapped out their ThinkPads and transitioned to Apple MacBooks. These early adopters used their new devices throughout the term and had the opportunity to provide feedback on enhancing learning in classrooms. In December, all teachers received an introduction to iPads session, where they explored the numerous classroom possibilities offered by the Apple apps, which they looked forward to as the iPads were rolled out into classrooms.
In 2023, we began with our first pilot year level, which consisted of our Year 4 cohort of students and teachers who were provided with a 1:1 iPad for use as a classroom learning device.
Additionally, the Year 4 teachers have been offered professional learning opportunities with an iPad specialist and the chance to work alongside me as the in-school technology integrator throughout the year to facilitate integration across various subject areas.
CGS recognises the immense potential of iPads in modernising the classroom experience. The introduction of Apple iPads puts a world of knowledge at students’ fingertips and allows personalised learning. iPads offer mobility and flexibility, enabling students to learn anytime and anywhere through interactive lessons, educational apps, or e-books.
With iPads, teachers deliver immersive and engaging lessons catering to different learning styles. The versatility of these devices enhances student collaboration, encourages creativity, and provides opportunities for real-time feedback. In 2024, we were involved in rolling out iPads to all year levels and continuing to enhance classroom curriculum and learning outcomes through collaboration, sharing of ideas, and exploration with and learning from students. I have worked with staff and students to build confidence, knowledge, and skills. The development of the Innovation Hub has allowed teachers and students to practice and extend skills within a targeted and innovative space where I am available to guide and facilitate learning. In addition, the Innovation Team was developed with a representative from each year level to engage in targeted professional learning sessions and then bring back the learning to the team.
The transition to Apple MacBook devices and iPads represents the school’s dedication to providing a balanced and forward-thinking approach to education. By integrating cutting-edge technology into its classrooms, CGS ensures students have the skills to thrive in a rapidly evolving digital landscape. The adoption of Apple technology will undoubtedly enhance teaching and learning at CGS and prepare students to confidently navigate the digital world. Working with teachers, students, the Ed Tech team, and professional learning providers has been rewarding in challenging and inspiring enhanced learning and teaching.
By Stewart Crowley Health and Exercise Science Teacher – Senior School
Coaching is unlocking a person’s potential to maximise their performance. It’s helping them to learn rather than teaching them.
— Tim Gallwey
Coaching is an area I have been involved in for many years. I have been fortunate to work with various incredible coaches and mentors throughout my professional sports and teaching careers. These individuals have supported me through various phases of my development—acting as sounding boards when dealing with obstacles, challenging my worldview, and, at times, providing career growth opportunities. As a result, I have been eager to develop my skills further in this area.
At my previous school, I was fortunate to be part of the Senior Leadership Team, working on designing, developing, and implementing a whole-school instructional coaching model. Through coaching, we can create momentum and change by:
• Aligning individual conversations to development initiatives
• Creating critical shifts in perception, attitudes, and behaviour
• Building trusting relationships, asking insightful questions, and encouraging teachers to think differently
• Allowing teachers to understand better and challenge themselves, forming new habits; and
• Supporting teachers to turn reflection into action, learn from outcomes, and be accountable.
After having success with my team using instructional coaching, I was interested to see how CGS was operating in the coaching space. As a lifelong learner, I always seek to develop tools for my coaching toolbox.
Before starting coaching at CGS, I completed a two-day Growth Coaching workshop focused on holding better conversations. The Growth Coaching Model is based on fostering a coach-coachee relationship, where the coach uses emotional intelligence to guide the conversation through active listening and questioning. The goal is to help the coachee gain awareness of their present situation, establish goals, and work to achieve them.
The Growth Model is built around the following acronym:
What do you want to achieve?
What is happening now? OPTIONS
could you do?
will you do?
How and when will you do it?
How will you sustain your success?
Sponsored by CGS, this workshop was delivered by an external provider aimed at improving listening skills and managing conversations. The facilitator was highly qualified and experienced, and together with the other CGS teachers, we created a psychologically safe environment to learn new approaches and skills. It was a pleasure to be part of a team willing to try a new approach to coaching, make mistakes, have a laugh, and try again.
The biggest insight I gained from the course was a deeper understanding of the distinction between a coach and a mentor. A coach’s role is to support the individual, helping them identify goals, develop strategies, and take action to achieve those goals. Conversely, a mentor helps individuals develop and learn through focused input and sharing knowledge and experience as a role model. Growth Coaching is not about fast-tracking progress in a single session but supporting the coachee to develop their objectives, strategies, and tactics. This has been the most impactful CPL I have completed in the education sector.
As part of the CGS Aspire Leadership Programme, I aim to further develop my Growth Coaching skills through a four-day workshop focused on coaching in leadership. I look forward to implementing these skills as a coach, unlocking the potential for excellence at CGS and fostering professional success by helping teachers to learn and build the confidence to embrace change.
By Kaitlyn Delaney
History Teacher – Senior School
Earlier this year, I was selected to participate in the CGS Aspiring Leaders Course 1 programme. Course 1 is designed to build the knowledge, skills, and capabilities of teachers who are looking to enter Associate Director, Head of Department, or Head of Student House roles. The programme is approximately 18 months in length and involves teachers from both the Primary and Senior Schools.
When the programme was first introduced earlier this year, I was immediately interested. At the time, I was in an Acting Assistant Head of House position and had just finished my first year at CGS. I was thoroughly enjoying the experience of being an AHoSH; the collaboration with my HoSH, engaging with students, and having a say in the Pastoral Programme were all aspects of the role I relished. However, what initially led me to the CGS Aspiring Leaders programme was my desire to explore other areas of leadership.
I had always considered myself a ‘pastoral person’ due to my background in Inclusive Education and the satisfaction I gained from my Acting AHoSH role. However, during my first year at CGS, I had the opportunity to mentor a UC Education Practicum student and assist with departmental planning and curriculum creation—experiences I enjoyed immensely but that were outside the pastoral care space. This ultimately motivated my application to the Aspiring Leaders Programme; I wanted to learn and explore all aspects of leadership, rather than being confined to the area I felt most comfortable in.
So far, we have completed Module 1, which involved engaging with various academic articles. We reflected on our leadership practice within our specific context in relation to what we learned from the articles. This module certainly challenged some of my preconceived beliefs about leadership, but I learned a lot from each article. I reflected on how different ideas, leadership styles, and management systems can positively influence the classroom and the broader school community. I also found the discussions with the other course participants valuable; we all took something different from the readings, which was beneficial to hear and learn from.
We are about to complete Module 2, which involves meeting with leaders in various contexts. We are preparing to visit Tumbarumba to explore leadership in an Indigenous context, which is a critical component of effective and impactful leadership. Later in the term, I will be attending another ACT school to speak with a Head of Department about their leadership style and learn how they manage their team in a context different from CGS.
I have personally benefitted significantly from the course. Engaging with fellow teachers to further build my leadership capabilities has been invaluable, and I felt that my contributions provided valuable insights for the other participants. One area I want to work on professionally is confidence, both in leadership and in my everyday role as a teacher. I believe the programme will continue to help develop my confidence by empowering me with the skills to lead a team and enact positive change. Furthermore, the programme has influenced how I approach different scenarios and challenges in my role. I frequently refer back to the qualities and strengths of effective leaders and try to employ them when needed.
The CGS Aspiring Leaders Course 1 has been a wonderful experience so far, and I am excited for the rest of my journey.
By Ally Fullerton Head of Visual Arts – Primary School
This year, I took on the challenge of stepping into the specialist role of teaching Visual Arts. Reflecting on this journey, I am reminded of how vital creativity is in our lives. Being part of the Visual Arts team in the Primary School has been a professional milestone and a deeply personal journey of growth. The interactions with our talented students and the remarkable work they produce have reshaped my understanding of the critical role art plays in our rapidly changing world.
The Visual Arts team has noticed a significant increase in student engagement when students are given the opportunity to be innovative with materials and bring their ideas to life. Providing students multiple opportunities and time to develop their original ideas allows them to see themselves as artists, creating personalised art pieces. We have recognised the importance of giving students time to transform their 2D artwork into 3D creations, which deepens their connection to the art-making process.
When students engage in hands-on projects like ceramics, weaving, and working with upcycled materials, they learn much more than just artistic techniques. They develop critical thinking and problem-solving skills as they figure out how to bring their 2D designs into the third dimension. Each project requires them to experiment, adapt, and refine their approach when challenges arise—just as they would in real-life situations.
By working with their hands, students experience the satisfaction of turning ideas into physical creations, building a deeper connection to their work and a strong sense of achievement. I have deepened my commitment to providing materials that nurture creativity and imagination in new and exciting ways.
I have observed increased resilience and perseverance in the students. Sometimes, things don’t go to plan—a ceramic piece might crack, or a weaving pattern may need to be restarted—but students learn to remain patient and work towards a solution through these moments. These experiences mirror the challenges they will face in life, teaching them to approach obstacles creatively and with confidence.
A highlight for me this year has been watching Year 6 students immerse themselves in creating blue-andwhite pottery and mastering the skill of weaving. These activities have allowed them to explore traditional art forms and encouraged a deep appreciation for the craftsmanship involved. The students’ enthusiasm, calmness, and creativity in producing intricate designs and patterns have been truly inspiring, reflecting their growing confidence and skill in Visual Arts. I have learned that embracing a challenge can bring unexpected professional growth.
By Sarah Muller History Teacher – Senior School
The theme for Reconciliation Week 2024, Now More Than Ever, calls for active support of Aboriginal and Torres Strait Islander voices in pursuing treaties, truth-telling, education, and tangible change.
As part of this week, 15 teachers from across the ELC, Junior School, and Senior School’s Aspiring Leaders programme travelled to Tumbarumba, Ngarigo Country, to reflect deeply on Indigenous perspectives and observe models of leadership.
In Tumbarumba, we met with Uncle Craig Wilesmith, the co-ordinator of Ngarigo Little Hawk Indigenous Education. He led us on a tour of the new educational facilities at Gudja Gudja Cultural Reserve while sharing his experiences of leading his community in a groundswell of change aimed at embracing Indigenous knowledge and celebrating local Ngarigo culture.
“Come on the journey together” is the driving idea that underpins Uncle Craig’s vision for his community. To achieve this, he emphasised the power of effective communication. He reinforced that approaching conversations with an open mind and gentle words is key in community engagement, as in education, leadership, and reconciliation.
Back in Tumbarumba, we were guided by our inspirational Indigenous Student Co-ordinator, Emily Coleman, in an Acknowledgement of Country. She then led us in a meaningful task to foster stronger connections among us. Significant ideas that emerged from our reflections included:
• The reciprocal respect inherent in Indigenous leadership
• The importance of circles in supporting group decision-making and sharing: “It is a shape of respect, connection, and equal status.”
• That Elders in the Tumbarumba Ngarigo mob cultivated personal skill sets that they brought to their community, which prompted us to reflect on our skills and passions.
As leaders and educators, Uncle Craig also encouraged us to practise Deep Listening and place respect for others and Country at the heart of everything we do.
The awe-inspiring arboretum at Pilot Hill provided the perfect space to reflect on these ideas. Established in the 1920s, the arboretum is home to 50 tree species worldwide, nestled within the picturesque native forest of Alpine Ash—a fitting metaphor for reconciliation. In 2019 – 2020, bushfires swept through much of the region, causing catastrophic destruction. Yet, the heart of the arboretum miraculously survived. The community has worked tirelessly to rehabilitate the area, creating stunning reflective spaces and beautiful sculptures for visitors to admire and ponder.
As we journeyed through the arboretum, we were guided by two poems and a series of prompting questions on leadership. The first was a blessing by Irish poet and author John O’Donohue, titled For a Leader. One line that resonated with many that day was: “May you learn to cultivate the art of presence.” The second was a poem by Wiradjuri woman Michele ‘Mickey’ Hetherington, titled Pass it On. It served as a timely reminder of the important role of Elders as knowledge holders:
Before it’s gone, remind me Show me where the wildflowers grow. Teach me our stories from long ago. Who made the sunrise, where does the moon go? Walk me back to the land that owns me, Through the trees that know my name The animals, plants, and birds, we are but the same. On the dust of our earth lay me down. I am home again.
Michele Hetherington’s poem beautifully connected with Emily’s teachings on the importance of understanding our context and the backgrounds of those we journey with. This practice reminds us to reflect on the sources of our personal strength and encourages us to seek out the strengths in others. This strengths-based approach is fundamental to Indigenous leadership.
Reconciliation Week reminds us that Now More Than Ever, the work continues. We need connection. We need respect. We need action. We need leadership. And we need change. What does this look like for you in your context?
By Stephen Gersbach Performing Arts Teacher – Senior School and Tina Tang
Chinese Teacher – Senior School
Entering the world of teaching or transitioning to a new school can feel daunting, but it also presents exciting opportunities for personal and professional growth. What makes the journey even better is having a coach who has been through it and is willing to share their wisdom with you.
Picture this: You’re a new teacher or just stepping into a new school, feeling a bit unsteady. Then, along comes a seasoned educator who has navigated the challenges, emerged victorious, and is now looking to help steady your feet. They’ve got the tips, tricks, and insights to help less experienced colleagues navigate the fast-paced, large school environment.
This image is why I took a vested interest in developing my skills as a coach for 2024. I wanted to offer my experience to fellow educators, helping them reflect on their practice while sharing some of my insights in the process.
Thanks to the generous support from the Association of Independent Schools of the ACT, I had the privilege to enrol in the Crowther Coaching Lab, a transformative coaching course led by Mark Dowley from Brighton Grammar School (BGS), Victoria. Held over three fortnightly sessions during lunch breaks, the programme was nothing short of insightful. We explored various topics, from the fundamentals of coaching to its implementation in school settings. Not just everyday teachers attended the sessions, but also heads of schools, directors, and leaders in pastoral care from across the country, all looking to upskill and explore coaching with like-minded professionals. The depth and breadth of knowledge shared were inspiring, leaving me eager to share my newfound insights with colleagues.
By the end of the course, the Coaching Lab had exceeded my expectations. I now feel equipped to provide guidance and support to my peers should they ever require coaching.
My advice for anyone considering this course in the future is simple: seize the opportunity! Even if you are not looking to coach here at CGS, the skills taught are perfect if you aim for leadership in your career.
I was fortunate to be chosen as a recipient of an AIS grant to participate in the Crowther Coaching Lab. Reflecting on my experience with Dr Mark Dowley’s sessions, I feel grateful for the opportunity to build my knowledge and skills in coaching.
During each online session, we focused on enhancing instructional practice and well-being for our teachers through coaching. I began to see myself as more than just a co-worker but as a teacher support partner. These sessions highlighted core beliefs in equality, choice, voice, reciprocity, and humble inquiry. I believe these practices beautifully echo aspects of our school’s 5 Cs learner profile. By participating in the coaching programme, I also strive to be a 5 Cs teacher.
Anyone interested in coaching should initially contact Ann, who will organise a coach to help you navigate the demands of the classroom.
– Tina
By Anna Gray Year 3 Class Teacher – Primary School
Professor Peter Sullivan has been a champion of Mathematics throughout his career. At the beginning of the school year, he presented to staff and worked with us to reflect on developing and delivering rich mathematical tasks. Peter challenged us to think differently about Mathematics teaching and learning to ensure that all students accessed and extended the concepts and skills. Following these professional learning sessions, team meetings, and in-class support provided by Professor Sullivan, the Year 3 teaching team reflected on our professional knowledge and practice. We did not get everything “correct”, but we continue our journey and enjoy the scope and depth of learning with our students.
The updated format of the Mathematics Planner was initially challenging as the structure seemed large and, at times, onerous within our workload. However, with time and understanding, it has become a clear guide for us—a structure to assist with explicitly teaching content and skills. The Mathematics Padlet has been invaluable, and we highly recommend taking the time to explore its resources. Ensuring that the team clearly understood our learning intentions and success criteria and connected to the ACARA descriptors supported our reflection as a team. Engaging the students in developing success criteria further enhanced our thinking.
We designed our warm-ups to be broad and not necessarily linked to our current content focus. These activities allow us to spiral back and touch on different content areas throughout the year. One warm-up example was a NAPLAN Time question, multiple choice, where students shared which wrong answer some might mistakenly choose and why. Another was an estimation picture of “How many golf balls are in this jar?” When we reflected on successful lessons, we found that lessons we thought could be simple or “too basic” were sometimes the ones that allowed students to learn deeply. A Tuning-In activity, for example, allowed students to describe the features of 3D shapes, leading to an exploration of the consistencies of 3D objects, group thinking, and learning from others. Extending the exploration to patterning within 3D shapes led to generalisations being extended and expressed algebraically.
Although we don’t always have time at the end of a session, the Summarise Reflection time is valuable. A simple sentence stem, like “I now know...” helps cement student understanding.
This year, my mathematics goal was to embed, enable, and extend prompts. Previously, I thought of differentiation in three levels—expected grade level, above, and below—which often meant producing three “levels” of work. This year, I have begun to understand that a good explore task allows me to adjust for enabling and extending. For example, a task to design a U-shaped garden with 56 plants (three arrays in a U-shape) was overwhelming for one student, so she instead used just 24 plants in her arrays.
Anecdotally, we are seeing students’ attitudes towards Mathematics change. Responses to the attitudinal survey included comments such as “challenging but fun” and “My favourite lesson was drawing block towers on isometric dot paper—I didn’t know what to do, but I worked with a friend.”
Our team goal for 2024 is to integrate formative assessment into Mathematics. This year, we relied heavily on summative assessments for continuous reporting, but these were big and possibly less helpful in showing our learning.
Thanks to Lisa, Associate Director of Academic Education – Mathematics, for making this professional learning possible, and thank you to our team of Learning Assistants and ILT for supporting students with additional needs. We have tried to embrace the “You do, we do, I do” mantra, resulting in a year of Mathematics that has been more creative, collaborative, and rigorous than I remember.
By Erum Hamza Strategic Operations Project Manager
I still remember my first day at CGS as if it were yesterday. It was filled with excitement and apprehension, especially regarding the unfamiliar technology, systems, and procedures. It was a little daunting, I recall!
CGS is a dynamic environment where operational roles involve crucial and complex tasks. Due to their annual nature, these tasks require attention to detail and must often be completed under high pressure. This infrequency makes it difficult to remember the procedures, as there is minimal opportunity to repeat and reinforce them. Performing tasks without certainty can be stressful, and constantly verifying or seeking help can be inefficient, directly affecting the well-being of those completing the tasks and those responsible for delivering them.
Earlier this year, we began planning a programme to support new operational staff on their professional journey at CGS. This initiative aligned with the CGS Strategic Plan, which aims to make the School a fulfilling and rewarding workplace for everyone. The goal was to develop a sustainable and evolving resource, readily available when needed, to help new operational staff learn essential operational procedures and tech skills at their own pace.
We piloted the programme with the Senior School Administration Team, starting with an investigation phase that included a self-assessment survey to identify training needs for new operational staff joining CGS.
Based on the survey data from the pilot group, modules and guides were developed using a cyclic model. Work was completed in sprints, with deadlines set to manage the workload effectively and allow for reflection and feedback at every stage.
The prototypes were initially created in Moodle as learning modules; however, constructive feedback from the pilot phase led us to develop clearer, step-by-step guides saved as a collection in Knowledge Base.
CGS aims to inspire students with the 5Cs: becoming Curious, Creative, Confident, and Compassionate Citizens of the World. These are values we also hope to foster in our staff. The programme not only provided an opportunity to support our new operational staff and help them feel confident in performing CGS-specific procedures, but it also proved valuable for me, as it enhanced my confidence in using my newly acquired Agile Project Management skills.
The CGS Operational Procedures and Tech Skills resource is designed to be a valuable, evolving tool for staff. It includes management frameworks, operational procedures, and tech guides, as well as a link to a ‘Wishlist and Feedback Form,’ inviting staff to request guides and resources that will be useful to them. This feedback will aid continuous improvement and the development of the guides, and it will also help improve the management of CGS procedures.
Currently, the collection includes management frameworks for wholeschool operations, step-by-step procedures provided by the Senior School Administration Team, and Tech Skills guides. Moving forward, we will invite staff to document their CGS-specific operational procedures for inclusion in the collection. This collaborative effort will help identify gaps in existing procedures and highlight opportunities for continuous improvement, enabling our operational staff to operate even better.
QR code for CGS Tech and Operational Skills
By Randall Starr PE Teacher – Primary School
When I started my teaching degree in 2014, I was employed by a company called Inclusion WA. In this role, I mainly worked with Indigenous, culturally, and linguistically diverse people in remote communities. I also worked as a support worker for several young men with intellectual disabilities, where I served as a mentor. As a mentor, I was trained to walk alongside the client rather than make every decision for them. This approach was because the mentees needed to learn ‘Life Skills,’ which included making mistakes and problemsolving to find solutions.
Reflecting on my impact as a PE teacher this year and how inclusive I have been in my practice, I realised that although I had experience working with people with disabilities, my experience did not extend to children within schools. My uncertainties, or perhaps my lack of understanding of how capable students can be, stemmed from seeing firsthand the challenges my mentees faced daily. I had allowed my experience to cloud my thinking, and I underestimated students’ capabilities with additional needs. I also underestimated how capable we are as an inclusive school and how incredible our Individual Learning Team (ILT) is at supporting these students.
This year, I have undergone a profound shift in my professional knowledge and understanding—a change sparked by a realisation that has reshaped my professional and personal perspectives. I now see that embracing diversity, including children with high needs, is not just an act of compassion but a cornerstone of enriched enlightened education. Observing students’ engagement with peers with additional needs has positively impacted me, and it will undoubtedly make all students more rounded, compassionate, and inclusive individuals who are truly ready for the world.
I believe our School is not just an amazing place of education; it reflects the reality of our diverse world. By opening our doors to children with additional needs, we offer them a strong education and foster a culture of acceptance and understanding. In doing so, we equip all our students, regardless of ability, with the tools they need to thrive in an inclusive society.
My engagement has evolved from a hesitation to an unwavering belief in the power of inclusivity. I now see that the strength of our School lies not in its uniformity but in its diversity. As a community, I hope we continue to embrace these changes, recognising the immeasurable value inclusive practices bring to the fabric of our educational experience. As an early career teacher reflecting on my professional growth this year, I have learned that being open to new thinking and embracing challenges allows me to continue enriching the learning experience for all students.
By Patrick Taylor
The game of Dungeons & Dragons celebrated its 50th anniversary this year and is currently experiencing a new level of popularity and growth among young people. Combining elements of drama, improvisation, storytelling, map-making, board games, video games, fantasy literature, imagination, mathematics, and miniatures, ‘D&D’ or ‘DnD’ is an adventure waiting to happen. While the game has seen several iterations throughout its history, at its core, it involves role-playing a hero character in a world of monsters, battles, challenges, and dilemmas, using a combination of dice, rulebooks, and creativity to determine the outcomes of players’ decisions.
As I got to know the students and their interests, I founded the official D&D club at CGS Primary School, which has been running since last year. The game’s potential to bring joy, excitement, and connection to those involved has been exciting to facilitate and witness. Students as young as 8 and as old as 13 have been playing together, sharing moments of humour, agonising over disappointment, and finding exultation in equal measure.
While adventure and triumph are the primary goals, games like D&D come with a host of other beneficial outcomes, both personal and interpersonal, for young people. Each Wednesday after school, I witnessed students practising compromise, compassion, problem-solving, mediation, communication, organisation, self-control, mental mathematics, descriptive writing, public speaking, and patience. Between the gasps of astonishment, fearsome war cries, and hoots of laughter, you might hear students giving a detailed description of a palace environment they spent the previous week imagining, explaining to a novice how to use their character sheet, negotiating a point of rules contention, or inviting someone to share their ideas for the next stage of the story.
Perhaps the most profound outcome of the time we’ve spent exploring dungeons and fighting evil together is the connection forged between students across classes, genders, and year groups—barriers that can sometimes seem insurmountable to a primary school student.
As a teacher focused on providing engaging and challenging learning experiences, I would argue that the potential to bring people together is one of the many magic spells you might find in use on a Wednesday afternoon in the D&D club.
By Georgie Macdiarmid
Kindergarten Teacher – Primary School Head of Student House (Namarag) – Primary School
Writing is a fundamental skill that allows children to share their thoughts, ideas, and feelings, equipping them with the ability to express themselves through documentation.
Learning to write can be a complex process as it involves developing many skills, including fine motor control, lettersound recognition, and the ability to craft ideas. For this reason, I undertook an action research project focused on an inquiry into developing confident writers in the Early Years. A combination of my professional experience and observations of students guided the focus areas that may impact a student’s success in writing: engagement, student agency, and access to learning goals.
Engagement and student agency are intrinsically linked; one cannot exist without the other. For authentic engagement, students must find the activity personally meaningful or relevant to their interests and experiences. When learning opportunities encourage conversation, questioning, and exploration— especially through their five senses—students can develop their ideas and effectively communicate their thoughts. In designing learning sequences for Kindergarten, I observed that giving students ample time to explore and engage with their peers greatly enhances their writing success. For instance, during our Unit of Inquiry within How We Express Ourselves, I provided felt boards, dress-ups, and puppets for students to create stories. This approach helped them organise and sequence their ideas, drawing inspiration from their classmates and making it easier to start when it was time to write.
Using learning visuals is an effective way to enhance understanding and engagement for early writers. I implemented a range of learning visuals from The Teacher Toolbox of Learning Visuals created by Leanne Brazier as part of my Action Research Project. These visuals were used on whole-class anchor charts and as workbook stickers to simplify complex concepts and make learning goals more accessible. The visuals provided differentiated learning opportunities, helping children connect with their next steps for success. They also served as valuable references that students could revisit, reinforcing their understanding and encouraging independent exploration.
Common misconceptions about the writing process and how it should be taught often limit the ability to create confident writers in the Early Years. Regardless of academic ability, students should be exposed to writing daily through quality texts, modelling, vocabulary walls, or coconstructed writing. Having accessible print and available vocabulary can be the difference between students engaging in the writing process or becoming resistant. I have noticed a decrease in students’ access to quality print with the introduction of more technology, as content is often visible only during the lesson and not afterwards. Reflecting on my practice through this project, I found that maintaining a print-rich environment supported all writers, encouraging positive participation in written components of the lesson and alleviating the stress of “not getting it right.”
At the start of my action research project, I interviewed students to explore their understanding of what makes a good writer. In Term 3, I reinterviewed them and noticed remarkable improvements in their ability to articulate their writing goals and identify their next steps for success. All students demonstrated a clear understanding of sentence conventions and their current learning objectives, and they could effectively pinpoint areas for improvement. Although my action research project is ongoing, I am confident that my initial focus areas are
Student sample - Semester 1
Student sample - Semester 2
crucial for fostering confident writers in the Early Years. I am enjoying critically reflecting on my practice as a Kindergarten teacher and using evidence of students’ engagement and learning to drive my next steps.
By Louise Nancarrow
Associate Director of Students
Pre-Kindergarten
School
I would like to share some aspects of my personal journey towards growing an understanding of our First Nations People. My personal journey has of course spilled into my professional life and combined to impact me in every way.
I started working at CGS in 2009 as a Teaching Assistant at Northside. I was encouraged to study teaching, which I began in 2011, studying part time and working full time. Six years later becoming a qualified Early Childhood Teacher.
My studies changed my life, and I am forever grateful that I did persevere and complete the degree. The most significant impact was studying an Aboriginal Perspectives Unit. I felt ashamed as I began to understand how much I didn’t know about the history of this country. I gradually built my passion and became determined to embed Aboriginal and Torres Strait perspectives in my everyday teaching.
I was never interested in tokenistic integration – more interested in genuinely embedding Aboriginal culture, knowledge, stories, music, art, drama etc into my class every day. This soon became a part of what I did, just making links and connections when I could and building on the interests this led to.
I knew however, that I wanted to connect with a Ngunnawal Elder, to try to bring in some genuine, local Aboriginal learning. I have worked with, and continue to work with, many wonderful Aboriginal people and am fortunate to have made a strong connection with Tyronne Bell, Ngunnawal Elder.
Tyronne worked with my class and other classes at the ELC for several years and then again when I moved to Year 1. The impact of his engagement at School and on Bushwalks to Redhill have been profound. Tyronne, who now works with his son Jai, shares his culture and history in a relaxed, non-scripted, responsive manner. His visits have always led to significant ongoing learning that has been deep and important to the children and staff he has worked with. I am incredibly grateful I have this connection with Tyronne.
Tyronne and Jai changed their direction over the past years and have spent a lot of time working towards reclaiming language. They have also been involved with new subdivisions in Canberra, sharing their understanding of the land and significant features. They design and create gardens across Canberra, including the Mununja Garden at the Arboretum and the Casino. They also work with the CSIRO, studying bushtucker and bush medicines from this region. Consequently, Tyronne has become less able to work in Schools as much as he used to.
Fortunately, Tyronne continues to work with us and I am so pleased that he does. He has told me that he knows I ‘do it right’ and by that, I think he means that he knows I have the best intentions as I embed the learning Tyronne has shared and continues to share. It is an honour to have this trust. I have learned that building trust and strong connections can take time and effort but is always worth every bit of that effort.
I have had the pleasure of seeing the learning build in children, staff and parents over the years. I ask for feedback sometimes and am always overwhelmed with the deep understanding children from as young as 3 have. I believe that this learning is incredibly important for our country and our world.
Student feedback:
After the incursion, a child was digging around the base of a tree. A staff member noted the roots of the tree were exposed and commented that they were like the roots that Jai had spoken about, in context to making the boomerangs. The child said, “yeah but I don’t need it – we only take what we need”.
Parent feedback:
“Very impressive. The local knowledge was very interesting. This gave me more understanding and respect of Indigenous people.”
“Brilliant – I really loved it. I thought the children were more engaged in terms of learning about the land, compared to when they just play and run.”
Staff feedback:
“I really liked Tyronne and Jai’s approach with the children. It was really emergent and responsive to their connections. It was fascinating. I really liked that you can tell Tyronne does not say the same thing every time – it is not scripted and really natural.”
– Sophie Ebbage
“We are privileged to have the friendship of Tyronne and Jai and that they share their culture, language and heritage with all of us.”
– Tricia Brodrick
By Desiree Bandle English Teacher – Senior School
On a foggy autumn morning in May, I made my way through the beautiful Cranebrook countryside to arrive at the impressive St Paul’s Grammar School for a professional learning day on the International Baccalaureate Diploma Programme’s Extended Essay (EE). The IB DP is a rich, rewarding, and worldrenowned course, and the Extended Essay, as part of the Core Programme, is a significant component of it. I am delighted to be appointed as the new coordinator for the EE this year, and I look forward to continuing the detailed and dedicated work of my predecessors, while also adding some new and creative ideas to support students through this process. While all students have written essays during their academic careers, translating that experience into a 4000-word research-based essay that adheres to IB DP requirements is something I am eager to assist them with.
St Paul’s, with its 70-acre campus nestled in a leafy suburb, is one of the top IB schools in Australia, making it an ideal and inspiring setting to learn more about the Extended Essay. The day was led by Katherine Davidsen, a highly experienced IB teacher and EE coordinator, who ensured we all felt welcomed and supported. I also had the pleasure of meeting some lovely EE coordinators and supervisors from across Australia, engaging in stimulating and informative discussions, both during the session and over a delicious lunch. Together, we identified and outlined the most important aspects of the Extended Essay and explored creative ways to inspire students in forming and pursuing their essay questions.
One of the most valuable activities of the day involved blind marking sample essays in table groups, after which we compared our marks and comments with those from IB markers. This exercise led to rich and enlightening conversations about assessment criteria and the challenges of evaluating student work.
The day concluded with the creation of posters in new mixed groups, summarising advice and takeaways from the session. It was an excellent way to wrap up the day, leaving me with a wealth of new information and ideas, as well as contacts from new colleagues. I am excited to continue these discussions and collaborations, ensuring the process of writing the Extended Essay becomes an enjoyable and meaningful experience for all our students.
By Caitlin Dominey
Art, Design and Technology Teacher – Senior School
It was a beautiful, sunny Friday when I traded the halls of Canberra Grammar School for the quiet luxury of the Rydges Hotel to attend the ‘Thrive Your Way’ PD through Powerful Partnerships. As one of the first groups of teachers in Canberra to participate in this newly developed professional development, I can highly recommend it to my colleagues as a day of reflection on how our working environments, habits, and thought processes impact our wellbeing. Throughout the day, we were introduced to several frameworks that helped us examine the factors contributing to stress, and we worked on strategies to address them. Below is a summary of two of the frameworks we reviewed.
This framework is useful when you feel overwhelmed and powerless. We all have days when we deal with the consequences of events beyond our control—student behaviour, administrative processes, or even daily traffic. This framework allows you to reframe your experiences and regain some control and peace. Best done as a collaborative activity, aspects of life and work are grouped into three categories: Things We Can Control, Things We Can Influence, and Things That Cause Concern. Through reflection and collaboration, strategies can be implemented to increase your control or influence over things causing concern. Ideally, you realise that it’s best to let go of the concern if you cannot influence something.
This matrix helps you plot your daily tasks according to their importance and urgency. As highly successful teachers, we need time to complete the ‘not urgent but highly important’ tasks, such as planning, skill development, creating quality resources, professional development, and collaboration. However, we often become overwhelmed with urgent tasks—some crises, while others are less important. This matrix aims to identify which tasks consume most of your time and cause unnecessary stress. From there, you can plan to minimise or delegate those urgent but ultimately unimportant tasks, creating valuable time for the important aspects of teaching.
Beyond the individual approaches covered by these frameworks, we also discussed school-wide culture and how staff wellbeing can be nurtured. A key focus was on safety. We know how vital safety is for students to participate willingly in classrooms, and as adults, we also need to feel safe in our working environment. Thrive Your Way key pillars: Feeling Included, Safe to Learn, Safe to Contribute, and Safe to Challenge the Status Quo.
I found the frameworks provided by Thrive Your Way and the concept of teacher safety interesting when compared to the findings of the study Teacher Retention: An Australian School Perspective conducted by the Australian Council for Educational Research (ACER). This study highlights concerns experienced teachers have regarding increased administrative duties, increasingly diverse student needs, changing classroom technology, and the level of professional support available to adapt to these changes. More than ever, teachers need to safeguard their time, reflect on existing practices, and provide feedback to school leadership to create a positive staff environment.
I’ll leave you with one final idea introduced during the Thrive Your Way PD: aspects of our lives can be sorted into glass or rubber balls. Our jobs fall under the rubber category—if dropped, they’ll bounce back. However, our health, relationships, and wellbeing are like glass. If you drop them, they may shatter. So, prioritise your wellbeing and implement stress management strategies.
By Sophie Lerat Head of Department (Language Acquisition) –Senior School
In our department, we have focused on our wellbeing. We work on a group project every day—having lunch together, organising outings, taking time for conversation, being attentive to colleagues’ needs, offering to take on playground supervision, and, of course, the avocado project.
At school, we have been working with AISNSW on wellbeing, which focuses mainly on the mental health of students. I attended a workshop run by Powerful Partnerships and led by Jodie Davey, which allowed me to refocus on our wellbeing as adults and teachers. Jodie is an education professional who later became a consultant, and she is the founder and leader of Powerful Partnerships. She surrounds herself with specialists in all her training sessions and ensures her approach is well-informed.
This programme was, first and foremost, a moment of pause and reflection. In Thrive Your Way, we began by discussing the concept of authentic happiness. The PERMA model (Positive Emotion, Engagement, Relationships, Meaning, Achievement) resonates with the self-determination theory and its three pillars: autonomy, relatedness, and competence.
After reviewing essential definitions of psychological safety and sharing some enlightening statistics (60% of teacher absences are related to mental health, and depression rates in our profession are four times higher than average!), we moved forward.
What has brought us to where we are today as educators? Participants were invited to draw their journey— an excellent activity to start the year in our departments and a constructive way to introduce ourselves. Knowing oneself well helps manage mental health, and knowing one’s team well creates a healthy environment. Sometimes, we recognise signs of stress in our colleagues before they do. We shared strategies for managing pressure, both individually and as a team.
I was captivated by the circles of control, influence, and concern, which proved to be a powerful tool for putting things into perspective. I plan to use this in our team during an upcoming meeting—probably during the reporting period—to help us look at tasks and issues differently. Covey’s time management matrix was also introduced as an organisation and time management tool. Everyone talks about time, or the lack of it—oh, if only!
As with every training, the greatest benefit came from the connections made. We listened to how other schools manage staff wellbeing institutionally, but we also shared personal stories and ideas for micromindfulness breaks, such as starting our meetings by practising gratitude, gathering in the atrium for coffee, or walking around the oval while listening to the life around us.
By Kate Harvey-Sutton
Associate Director of Academic Education (Literacy) –Primary School
The more that you read, the more things you will know. The more that you learn, the more places you’ll go.
— Dr Seuss
Fostering a culture of books and reading is a key component of Canberra Grammar School’s approach to literacy learning. Developing an environment where reading is valued and encouraged is essential for our students to become lifelong readers and, more broadly, lifelong learners.
During programming discussions, teachers noted that building a strong reading culture within the school community relies on several key elements:
• Children possessing high-level decoding and comprehension skills to access the texts they read
• School-wide promotion of reading and collaboration between classroom teachers, the school library, and families at home
• Celebrating reading through events such as Kids Lit Quiz and Book Week
• Providing students with sustained opportunities to read, alongside access to large quantities of quality literature in the classroom; and
• Staff reading for pleasure and modelling this behaviour to students.
After engaging in extended professional discussions about our current reading instruction methods with K – 6 teachers, it became clear that many teachers—especially those who had moved to different year levels—were working with new reading programmes and resources they had not previously used. As a result, they had missed earlier professional development focused on systematic reading instruction.
One teacher highlighted the need to understand the cognitive science behind how students learn to read. Engaging further with research on effective instruction would make implementing an evidence-based approach to reading in the classroom easier.
At Canberra Grammar School, teachers in Years K – 2 currently use the InitiaLit by MultiLit programme to systematically teach children how to read. Earlier this year, I attended the InitiaLit course alongside two of our primary school teachers. This valuable opportunity allowed us to focus intensely on the teaching of reading in the early years and reflect on our current classroom practices. The two-day workshop thoroughly analysed the programme’s implementation through small group role-play activities and demonstration lessons.
The course focused on:
• Exploring the theoretical framework underpinning InitiaLit
• Unpacking the detailed programme content across Years K – 2
• Understanding the assessment procedures
• Taking part in practical demonstrations and practising lesson delivery in groups; and
• Learning how to differentiate learning and teaching to meet the needs of all students.
This professional learning experience supported not only the successful implementation of the InitiaLit programme but also gave me the opportunity to discuss how I can help teachers reflect on their reading data. I gained valuable insights into how to use InitiaLit resources to differentiate learning experiences and support the varying needs of students in each classroom.
One of the most successful components of the training was the collegial discussions we had across the two days. We discovered that, in addition to teaching the foundational skills of reading, we all shared a desire to build a positive reading culture in our classrooms. To complement explicit reading instruction, the classroom environment is equally important. Creating spaces that foster and engage students in reading is paramount to cultivating a lifelong love of literature and learning.
Following this professional learning, the K – 2 team has begun building curated classroom libraries by partnering with the Primary School Library. We encourage students to borrow quality literature to enjoy at home and surround them with books in classrooms that spark their interest in reading. Developing wellstocked classroom libraries and working closely with the library team to increase the selection of quality texts available to students will be a priority moving forward.
Recently, I had the privilege of participating in a professional development course on InitiaLit, funded through SPEF. This experience was invaluable, giving me a deeper understanding of the foundational principles and instructional strategies underpinning this evidence-based literacy programme. During the course, I gained insight into the structure and intent of the programme, which is grounded in the science of reading. I learned how to implement components such as phonemic awareness, phonics, fluency, vocabulary, and comprehension in ways that are both engaging and accessible for young learners. The practical tools and resources provided have equipped me to deliver InitiaLit with greater confidence and fidelity, ensuring I can support my students in developing crucial early literacy skills.
This professional development experience has significantly enhanced my teaching practice. It has deepened my knowledge of literacy instruction and improved my ability to apply evidence-based methods in the classroom. I am excited to integrate these strategies into my teaching, knowing they will make a meaningful difference in my students’ learning outcomes. Refining my skills through InitiaLit has been a significant milestone in my professional growth, and I look forward to continuing my collaboration with the Academic Team and colleagues while seeing the positive impact on my students.
– Molly Brown, Kindergarten Class Teacher, Primary School
By David Gooley
Legal Studies Teacher – Senior School Assistant Head of Department (History) –Senior School
I attended the annual Legal Studies Teacher’s Association Conference in March this year in Sydney. The conference offers an opportunity for teachers to access the latest developments in the teaching of Legal Studies and hear from academics and experts in the legal field. This year’s conference was no exception.
Speakers included Judge Nel Skinner, President of the NSW Children’s Court, who highlighted the social and economic causes of juvenile offending. She noted the link between children appearing before the court due to abuse or neglect and their subsequent involvement in juvenile justice issues. In the Legal Studies course, students study both legal and non-legal means of achieving justice, and Judge Skinner emphasised that programmes aimed at building relationships and supporting families in the care system are the best way to prevent juveniles from entering the criminal justice system.
We also heard from Lorraine Findlay of the Australian Human Rights Commission, who presented the Challenges of Protecting Human Rights in the Australian Context. Despite Australia’s relatively good record, she discussed the difficulties of safeguarding rights in a multicultural, socio-economically diverse society, particularly given our contested social history. Ms Findlay highlighted that promoting the human rights of First Nations people remains a significant challenge.
Justice Warwick Hunt from the NSW District Court delivered a compelling talk on the role of juries in criminal trials. He questioned whether juries can be truly impartial in the age of social media and examined how different members might interpret ‘reasonable doubt.’ These are valuable questions to pose to students.
Justice Hunt also discussed the recent innovation of the ‘Walama List’. Walama is a word from the Dharug language that means ‘come back’ or’ return. ‘ In the context of the Walama List, it refers to a return to identity, community, culture, and a healthy, crime-free life for eligible Aboriginal and Torres Strait Islander offenders. The Walama List provides a therapeutic and holistic approach to sentencing, working with Elders and respected community members to address the underlying needs and risk factors related to offending behaviour. It aims to reduce re-offending, keep communities safe, and reduce the overrepresentation of Aboriginal and Torres Strait Islander peoples in the criminal justice system. Like the issues raised regarding the Children’s Court, this provides a highly relevant case study for students, encouraging them to consider whole-community approaches to addressing criminal offending.
In addition to these and other guest speakers, the conference included sessions on literacy and innovative means of delivering content in Legal Studies. I picked up several ideas I have since shared with colleagues and implemented in my classes. As always, the conference was a valuable opportunity for subject-specific professional development and the cross-fertilisation of ideas with peers across NSW and the ACT.
By Ann Hamer Director of Teaching Development – Senior School
When I learned that Ron Ritchhart was in Sydney running an AISNSW workshop on Crafting a Thinking Classroom at Abbotsleigh Junior School, I knew I had to attend. The work of Harvard’s Project Zero is extensive and practical, offering many Thinking Tool activities available on their website PZ.HARVARD. EDU/THINKING-ROUTINES, that can be utilised in the classroom. The tools are grouped into categories to help teachers find the most appropriate ones for their learning intentions: Core Thinking Routines, Introducing and Exploring Ideas, Digging Deeper into Ideas, Synthesising and Organising Ideas, Investigating Objects and Systems, Perspective-Taking, Considering Controversies, Dilemmas and Perspectives, Generating Possibilities and Analogies, Exploring Art, Images and Objects, and Global Thinking. There’s plenty for all subject areas to explore and trial.
I expected the workshop to be packed with various thinking tools; however, it focused on only three: “I used to think, but now I think,” (PZ.HARVARD.EDU/RESOURCES/I-USED-TO-THINK-NOW-I-THINK), “Give one, get one,” and “Peeling the fruit.” (PZ.HARVARD.EDU/RESOURCES/PEEL-THE-FRUIT)
These routines allowed us to share ideas, build our thinking, and explore concepts in a collaborative and focused environment. The main aim of the workshop was to examine the cultural forces that define our classrooms and consider the factors that enhance understanding. Based on research, the work of Project Zero aims to “deepen students’ thinking and help to make that thinking visible.” In this way, students become more aware of their learning, build their metacognitive skills, and teachers can see student thinking more explicitly. When routines are embedded in the classroom, students can transfer a thinking tool from one activity to another, explicitly choosing a tool that matches their task.
The day went quickly, and teachers left with many ideas about creating productive and positive learning environments. The tools can be used for various age levels and fit beautifully with our IB philosophy (PZ.HARVARD.EDU/FOR-EDUCATORS-AT-IB-SCHOOLS). Additionally, developing thinking skills prepares students for external examinations and fosters their independence. Many Project Zero online courses (PZ.HARVARD.EDU/PROFESSIONAL-DEVELOPMENT), ranging from in-depth courses to mini courses, are available for teachers. Prices are in US dollars, and teachers need to be in groups of six, but individuals can join and collaborate with a group from other schools in their area. It is worth exploring these courses and investing in our students to help them become the independent and thoughtful learners of tomorrow.
The Eight Cultural Forces: The Lens and the Lever (HTTPS://THELEARNERSWAY.NET/IDEAS/2019/1/13/THE-EIGHT-CULTURAL-FORCES-THE-LENS-AMPTHE-LEVER)
By Andrew Jones
During the holiday weekend of June this year, I presented a paper at the 7th International Conference on Advanced Research in Education, held at the University of Cambridge. This online presentation was titled “Navigating the Classroom: A Critical Reflection of Male Art Teachers and the Complexities of Negotiating Gender, Identity, and Art Education in the Post #MeToo Era.” It formed part of the research plan for my PhD study through the University of Southern Queensland. It stemmed from my ongoing research into masculine identities in art education through narrative inquiry methodologies.
The subject of this paper emerged as an epiphany while teaching an art history lesson focusing on issues related to gender, culture, and identity through contemporary art practice. In this context, I found myself positioned as a middle-aged male heterosexual teacher in a senior college, teaching classes primarily populated by female students. I began to critique my role as a male art teacher in the Post #MeToo era, which has illuminated the pervasive awareness of power abuses and sexual violence towards women. This prompted an examination of the male art teacher’s professional identity while teaching a curriculum that included depictions of women throughout art history.
My paper critiqued current research and perceptions of how male art teachers can navigate the complexities of working in visual arts classrooms in the Post #MeToo era, highlighting ongoing debates about gender equity, identity politics, power imbalances, and the teacher-artist identity within art education.
The #MeToo movement has been a watershed moment for victims of sexual harassment and assault to speak out, revealing the lack of equity in the portrayal and treatment of women in contemporary society. I outlined the unique nature of visual arts and its place within the Western canon. I discussed persistent attitudes towards the human body—particularly the female body—in art history and education and the art criticism that sustains these attitudes. The Australian Curriculum encourages students to apply critical and creative thinking while responding to contemporary social and cultural practices. I questioned the process of teaching art, positing it as one embedded with political, aesthetic, and ethical decision-making, which is now more heightened and visible than ever.
I examined current theories of masculinities and identities in schools and their effects on classroom management and hierarchies. The presentation also explored how the role of the artist-teacher fits within mainstream conformity and acceptance in schools and how evidence suggests a mistrust of certain social groupings, including the perception of the artist-teacher as free-thinking, non-conformist, and unconventional. Evidence indicates that individuals with a fine art education may not always align comfortably with the expectations of professional teachers in secondary schools.
I concluded by asserting that teachers of any gender can uphold an equitable art education fit for all students in the twenty-first century. We must be sensitive to contemporary contexts and formations of knowledge and have the courage to recognise when we may fail to uphold equity through stereotypes and an uninformed lens. Ultimately, our art education curriculum should encourage all students to be informed, critical, and independent thinkers, and our classroom practices should facilitate opportunities that promote positive outcomes for all students, regardless of gender.
By Liz Furman Assistant Head of Department (Music) – Senior School
The MYP Arts course (Category 2) enhanced my understanding of the principles underpinning the IB Middle Years Programme and deepened my knowledge of the MYP Arts framework. As we implement the MYP at CGS for Years 7 and 8, I was keenly interested in attending this workshop to share my learning with the CGS Senior School Music Department and, more broadly, with colleagues in the CGS Arts departments.
Delivered online, this course provided a truly international experience. My workshop leader was based in Canada, and fellow participants came from around the world, currently teaching in Japan, China, South Africa, Egypt, Thailand, and Azerbaijan. The four-week course was divided into weekly modules: “From Principles into Practice,” “Developing an MYP Unit,” “Assessment,” and “Putting It All Together through Inquiry.” We completed our reading, research, and learning engagement tasks individually, then posted them online for appraisal by our workshop leader. Receiving and providing feedback to peers was a course requirement and proved particularly insightful.
Some course highlights included expanding my understanding of “International Mindedness.” I now recognise it as having a global perspective, acknowledging current world and local issues, and providing inclusive education accessible to all students. Learning how to write an “authentic” assessment was another highlight. The importance of creating “real-life situations” for students was emphasised. For example, the educational benefits of setting a task where students act as “professional composers” assigned a “specific brief” for evaluation by an “artistic panel” were encouraged, rather than simply assigning a generic creative task.
While the workload of this course was more time-consuming than expected, and navigating the online learning platform presented some challenges, I highly encourage others to complete MYP courses presented online in this format. The four-week timeframe allowed me to process information more thoroughly. I valued sharing ideas with Arts educators from around the globe and observing how other participants approached various learning engagement tasks within their specific disciplines. I look
By Sarah Czarnota Head of Department (Economics) – Senior School
It was a great pleasure to welcome and host over sixty IBDP educators for various CAT3 workshops in March, Term 1. The event was strategically timed to showcase some of Canberra’s most popular events and festivals, such as the Balloon Spectacular and Skyfire, both of which proved to be highlights for many of our interstate visitors.
The range of workshops included the new IBDP courses for Environmental Systems and Societies (ESS), Sports, Exercise and Health Science (SEHS), and Global Politics (GP). I had the privilege of attending the GP workshop alongside Justin Hassall and engaging with Sidsel Farrimond (ESS) and Peter Bailey (SEHS) on the new developments in the direction of teaching and learning in the IBDP. To capture the main themes from our experience, I asked each attendee to share their insights on the following questions.
In all three courses, there is a greater emphasis on helping students develop a deeper knowledge and understanding of key concepts and transferable thinking skills across different topics. High expectations on teachers to integrate topics and develop teaching programmes with effective structures and resources will be key to achieving these changes.
All IBDP teachers have a keen interest in assessment structures! It was interesting to see a varied range of changes to assessment. For the SEHS course, Peter Bailey noted that the Paper 3 exam has been removed, and there is now greater and equal weighting on the Internal Assessment components. For the GP course, the main changes are for students completing the Higher Level (HL) course. A HL Paper 3 exam has been added, and the oral presentations for the HL IA component have been removed. Justin Hassall and I will be sad to see the oral presentation assessment go, as it has been a fantastic tool for enabling students to develop the important lifelong skill of structured and evidence-informed oration. In ESS, adding a Higher-Level course is exciting as it will allow content to be investigated through three new lenses: environmental law, ecological economics, and environmental ethics. There remains a focus on the themes of perspectives, systems, and sustainability, emphasising skills development across multiple domains. It is encouraging to see new opportunities for students to collaborate and support each other in small groups while exploring the tensions that exist between different perspectives.
Some key trends emerging from these new courses indicate a clear move away from detailed and sequential syllabus content. We all agreed that this is an intentional change to promote integrated programmes in teaching and learning. Peter Bailey was pleased to see these changes. He shared his insights on the potential for the new course to promote better problem-solving skills and students’ ability to apply more holistic approaches to future careers in sports science and health. Similarly, in the GP course, we were pleased to see clear opportunities for students to develop informed recommendations for current global political challenges. In ESS, there is an emphasis on interrogating and developing their own worldviews on contemporary challenges and skills that will benefit them in dynamic and changing work environments.
Hands down, the main benefits of attending an IBDP CAT3 are networking and resource sharing between experienced specialist IB educators. Being an IBDP teacher can sometimes feel somewhat isolated in Australia, especially during and post-COVID-19. This event was a welcome and overdue opportunity to engage face-to-face with educators across Canberra, NSW, and Victoria. These workshops are also an excellent opportunity to quickly build confidence with the IBDP courses. We highly recommend that anyone considering an IB CAT course take the plunge and reap the benefits.
Thanks to Peter Bailey, Justin Hassall, and Sidsel Farrimond for their contributions to this article.
By Sarah Field Head of Department (English) – Senior School
One way Canberra Grammar School ensures its students are ‘Ready for the World’ is by providing staff with multiple professional learning opportunities. These opportunities allow staff to continually grow their classroom pedagogy, reflect on their leadership and management styles, and network with schools from diverse settings and backgrounds. One recent opportunity that my colleagues, Mr Graham Maltby, Ms Lindsay Reid, and I participated in was the IB Global Conference, “Inspiring Learners, Realising Potential,” in Daegu, South Korea. This choice of location reflects Daegu’s status as “Korea’s leading future education destination with 24 IB World Schools” (IB, 2024).
Arriving first in Seoul before heading south to Daegu, we toured Seoul Foreign School with a handful of our fellow conference delegates, exploring what an international education in Korea can look like. We networked with teachers and educational company representatives to gain a broader perspective on how the IB is administered in different contexts.
Attending the conference was humbling; being part of a group of over 1,000 educators striving to provide the best education possible for the students in their care was a privilege. Keynote speakers emphasised the need for continuous educational innovation while fostering empathy in students to help them understand and value the global relationships that connect us all.
Most importantly, the conference allowed attendees to develop their professional knowledge and practice. The numerous workshops and sessions were led by educators highly experienced in facilitating the IB’s programmes within their schools, and their passion, enthusiasm, and joy for teaching in an ever-changing educational landscape were palpable.
As Head of the Department – of English, I curated my selection of workshops around managing educational change and expanding leadership capacity. In my sessions, IBEN Associate Manager Thomas Kang spoke on the required flexibility of educational leadership in the 21st century, emphasising the importance of adapting quickly to the needs of the teams you are leading. Stephanie Hanamura, Head of Lower School at Marist Brothers International School in Japan, discussed managing change when implementing a new facet of the IB, in her case, the Primary Years Programme. Ms Hanamura shared anecdotes and resources from her school demonstrating practical applications of the best ways to manage change and create positive momentum within teams. As CGS is in the implementation stages of the Middle Years Programme, observing another school’s experience with change was encouraging and highlighted our progress.
The final workshop I attended was titled “The Happiness Unit – Nurturing Student Wellbeing through Self-Inquiry,” facilitated by Chile Le, Head of Interdisciplinary Learning at South Island School, Hong Kong. Ms Le demonstrated how simple and practical strategies can boost student wellbeing and engagement within the classroom. She provided a clear roadmap of best practices for developing Middle Years Programme interdisciplinary units that assist students in connecting the classroom with the real world. Ms Le’s aptly titled “Happiness Project” was developed by her school’s Science and Psychology departments to help students understand and measure what brings happiness to their lives and how to implement positive changes to improve their mental health and wellbeing.
Alongside these workshops, the conference included many sessions that explained how the underpinning IB educational philosophy translates into upcoming programme updates and the development of the exams. One such session was titled “Why You Can Trust IB Examinations.” Before my departure, I had informed my Year 12 Language and Literature class that I would attend this session. Naturally, I was met with scepticism, as exam boards can seem like large, faceless entities that challenge students and teachers alike. In this session, the IB team aimed to dispel concerns and guided all attendees through how students’ final exams are written, generated, and published. The exam-writing process is thorough and rigorous, ensuring that all IB candidates are given the best opportunity to succeed. This session provided me with a sense of calm confidence and reassurance that I could then share with my students. I enjoyed reporting back to them about how the creation of their exams is in knowledgeable hands and that we can indeed trust the IB.
Reflecting on the conference experience, I am reminded that the IB seeks to “develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect” (IB, 2023). Through this mission, all who engage with the programme see the immense value of exploring global ideas through local contexts.
Participating in the conference clarified the IB’s core messages while providing a sense of camaraderie among a global staff. We seek to ensure that all learners realise their immense potential and are “Ready for the World.”
By Lindsay Reid Assistant Head of Department (Economics) – Senior School
As humanity moves into the mid-21st century, we face profound challenges. Are the compass and tools we have enough to navigate the learning landscape?.
— Dr Ameeta Mulla Wattal, IB Global Conference, Daegu, 2024.
The International Baccalaureate (IB) Global Conference was held in Daegu, South Korea, in March this year. The conference’s overarching theme was “Inspiring Learners, Realising Potential.” As an IB teacher, the conference provided an opportunity to connect with educators from around the world and to learn about future directions in education, all set against the backdrop of a country steeped in history, surrounded by beautiful scenery, and awash with world-leading technology.
With a day in Seoul before the conference began, we had the fantastic opportunity to visit Seoul Foreign School (SFS). The parallels to CGS were evident: SFS is a school just over 100 years old, perched in the hills of Seoul. Its mission and values include excellence, dedication to the service of others, and making an impact. SFS is a full continuum school offering PYP, MYP, and DP, alongside a diverse array of co-curricular opportunities. Walking around the school and visiting classes made it clear that the MYP provides an excellent foundation for students moving to the DP.
We concluded the day with dinner alongside a former student of our DP coordinator, Graham Maltby. This student was a graduate of the DP from an overseas IB school. Listening to her discuss her academic journey, she articulated how the DP helped her navigate and succeed at university in the United Kingdom and in her new career as a consultant in Seoul. She also provided insight into South Korea’s history and its current geopolitical concerns—perfect dinner conversation for an IB Global Politics teacher!
The conference itself was a fantastic experience and beneficial on many levels. At the classroom level, I was inspired by the concrete strategies and cutting-edge research related to classroom practice. These sessions included:
• The Science of Learning: Evidence-informed study skills and habits—exploring the most recent research in neuroscience and learning, and how this research can be applied through concrete strategies in the classroom.
• Unleashing the Power of AI Technology (ChatGPT): A holistic approach to pedagogy, learning, and assessment—an engaging exploration of the usefulness and limitations of ChatGPT in education.
• Boosting Student Achievement through Peer Feedback: Learning how to harness peer feedback in a scaffolded way to provide students with challenging experiences, opportunities to practice, creative conversations, and time for reflection.
• Designing and Innovating Assessment within the IB: Surveying the latest innovations in the IB to ensure that assessment is connected to learning, both formative and summative, rooted in IB values and approaches, standards-based, and inclusive.
• The Happiness Unit Nurturing Student Wellbeing through Self-Inquiry: Hearing about an interdisciplinary unit (Science and Psychology) that used project-based learning to foster curiosity, knowledge, and selfawareness in students in the MYP.
At a curriculum level, I attended two sessions on inclusive education. Both emphasised that the IB framework continually seeks to be more inclusive and currently embodies a “low floor, high ceiling, and wide walls.” These sessions highlighted that this makes the IB an accessible framework in which all young people can learn and grow.
Finally, from a global perspective, keynote speakers discussed current shifts in education, particularly in South Korea, and the increasing number of provinces looking to adopt the IB framework. These speakers addressed the role and potential of AI in education, the imperative of supporting student wellbeing, and the importance of fostering student voice and potential. Each speaker reminded us that education must remain focused on preparing young people to meet the global challenges we face.
While clear and beneficial connections exist between each session and the classroom here in Australia, there was something particularly special about the incidental conversations during breaks with educators from all over the world. These conversations inspired a shared purpose to continue striving for excellence and innovation in learning while supporting young people to flourish and realise their potential within our various education systems.
By Lucy Bourke Kindergarten Class Teacher – Primary School
In 2021, I began my career as a Learning Assistant at Canberra Grammar School in a Pre-Kindergarten classroom at the Early Learning Centre. I was studying for my Bachelor of Early Childhood and Primary Education during this time. I had the privilege of working alongside two incredibly inspiring teachers, providing me with a wonderful professional growth and development opportunity. Collaborating with these educators allowed me to observe and absorb best practices, receive constructive feedback, and engage in meaningful discussions about educational approaches and procedures. Being connected to a school while studying to become a teacher was invaluable. In December 2023, I completed my Bachelor of Early Childhood and Primary Education degree and transitioned to become a Kindergarten teacher in 2024.
Beginning my teaching career, knowing some students and families made me feel fortunate. As a firstyear teacher, navigating the many challenges can be daunting and rewarding. One hurdle is managing the complexities of classroom dynamics while establishing expectations and building strong, professional relationships with students. Balancing lesson planning, assessment and reporting, and administrative tasks was initially challenging; however, I have developed organisational and time-management skills over time. Creating effective classroom management strategies, finding my unique teaching style, and coping with the emotional and physical demands of the profession required resilience and adaptability. Despite these challenges, the opportunity to positively impact students’ lives and the growth experienced as an educator make the journey worthwhile. It has been a year of significant professional growth.
Reflecting on my journey thus far, I am proud and committed to ongoing professional growth. The initial nerves and uncertainties have gradually transformed into deeper confidence as I adapt my strategies and learn from each day’s experiences. Witnessing my students’ progress and enthusiasm for learning has been profoundly rewarding. It has been a wonderful journey watching my students and I grow alongside each other, and learning with colleagues has made this year truly fulfilling.
By Lauren Hargreaves
Teacher – Senior School
In March 2024, I had the opportunity to attend the AISNSW K – 12 Wellbeing Conference: Building Belonging and Cultivating Connection. As a new Head of Student House, I found this conference incredibly informative and inspiring, offering valuable opportunities to network with leading researchers in student wellbeing and pastoral leaders from other independent schools.
Several moments resonated with me throughout the conference, especially as I reflected on my experiences with Year 7 students in Term 1. These students, transitioning to Senior School for the first time, strive for a sense of belonging and connection. I discovered that there are many definitions and opinions on what belonging truly means and, more importantly, what it feels like to belong. One of the keynote speakers, Emeritus Professor Donna Cross, defined belonging as “much more than being part of a group; it involves feeling personally accepted, respected, included, supported, and valued within that group.”
Another presenter from the Black Dog Institute remarked that “belonging is a fundamental human need, equal to the need to feel loved” and noted that the health risks associated with social isolation are equivalent to smoking 15 cigarettes a day and twice as harmful as obesity. This statistic was shocking and relevant to my professional goal this year: building an inclusive, safe space within Year 7 House. I aim to ensure that every student feels a sense of belonging to Snow House, their Tutor Group, and, ultimately, to CGS.
My observations from my first term in the Year 7 pastoral role have revealed that, for many students, the transition to Senior School is challenging, with social connectedness being what each student craves. Students often struggle to connect, lacking the skills and confidence to navigate social interactions. This can lead to negative experiences, feelings of anxiety or isolation, and ultimately, a breakdown in their sense of belonging.
A key takeaway from Dr Annie Gowing, Senior Lecturer at the University of Melbourne, was that “the process (not a state) of connecting is key. Relationships are the powerhouse of connectedness. Friendships and peer relationships are the leading relationships that make school the place they want to be. Connection endures; however, belonging does not. Therefore, connectedness may lead to belonging but also not, making it a fragile process.”
I have been reflecting on how to use this theory to build a positive culture in Snow House by fostering students’ sense of belonging through targeted, evidence-based strategies. I also plan to implement early intervention strategies for Year 7s that support their social-emotional learning, ultimately improving their overall wellbeing. If we can help our students to connect and feel like they belong, we can set them up for success as they navigate their Senior School journey.
At Canberra Grammar School, developing positive relationships with all our students is one of our greatest strengths. However, as Dr Ray Swann, Head of the Crowther Centre, remarked, “It has never been harder to be a young man.”
By Oliver Thompson
Deputy Head (Head of Senior School)
and Rosie Carlson
Teacher
School
Consider these alarming statistics:
• Boys are twice as likely as girls to believe that school is “a waste of time”
• Boys are three times more likely to be expelled and twice as likely to be suspended than girls
• One in every eight boys aged 5 – 7 is part of the NDIS, primarily for conditions such as autism or developmental delay
• Teenage boys lag behind girls by two years on average in writing skills; and
• By Year 9, a staggering 13.4% of boys are functionally illiterate.
(Source: Positive Masculinity, 2024. POSITIVEMASCULINITY.ORG.AU/WORKSHOPS/IMPROVING-THEBEHAVIOUR-AND-ENGAGEMENT-OF-BOYS/ )
In May, we had the opportunity to attend a full-day workshop in Melbourne focused on improving boys’ engagement in school. The workshop covered three key areas:
• Managing the “group mentality” when working with boys
• Boys’ behaviour in the classroom; and
• Engaging parents and families of boys.
The goal of the conference was not to dictate what it is like to be a young boy in school but to provide strategies that allow boys to mature and learn respectfully, which benefits the entire school community.
Key takeaways included:
• The need to take time to build positive relationships
• Behaviour needs to be explicitly taught as part of the curriculum
• Routines and scripts can help with teaching good behaviour
• The traditional Andrew Tait vision of masculinity needs to be replaced with a vision that energises and appeals to young men—one that provides a clear path for how they can lead fulfilling lives; and
• Educating boys should not come at the exclusion of girls.
Tom Harkin, Founder of Tomorrow Architects and Tomorrow Man, spoke about the layers and complexities of being a young man. He highlighted the challenges we place on young men today and how many of these challenges would be difficult even for an adult to meet. Tom’s reflection deeply resonated with us, prompting us to think carefully about the expectations we place on the boys in our care. While we should not lower our expectations, it is important to take the time to talk with them, ensuring they understand what we are trying to achieve in each moment.
Other sessions included:
• Positive Masculinity Programme Overview – Ingrid Howren
• Building a Culture of Belonging and Engagement – Ray Swann
• Women Working with Boys – Kristen Molloy
• Tools to Improve Classroom Learning and Behaviour – Mark Dowley
At Canberra Grammar School, engaging boys in a positive and meaningful way to develop character remains a fundamental aspect of our strategic plan. Through our pastoral and wellbeing programme, we will seek to bring in inspiring leaders, provide space to grow and learn together, and leverage co-curricular opportunities as a pillar to engage boys and ensure they develop respectful relationships with all.
It is important to note that focusing on boys’ education does not exclude girls. We firmly believe that the only way to navigate the challenges of adolescence is for boys and girls to learn together and develop a shared understanding of one another—a key message repeatedly emphasised by all the presenters at the conference.
By Adam Hall Director of Action and Service
and Dan Wetherall
Associate Director of Students (3
In today’s world, young men face numerous challenges as they navigate the complexities of modern masculinity. To help guide them on this journey, TRIBE—an innovative leadership programme—has been introduced to schools in Canberra, including Canberra Grammar School. Focused on Trust, Resilience, Independence, Bravery, and Empathy, the programme seeks to empower boys with the emotional and social tools necessary to become strong, compassionate leaders.
Year 5 TRIBE, co-led by Dan Wetherall and Adam Hall, in collaboration with Menslink and facilitator Mark Wadie (CGS alumni), has already begun positively impacting the school community. Max Bode successfully ran a TRIBE group with Year 9 boarding boys earlier in 2024, and those graduates have been instrumental in speaking with Year 5 participants. The programme is structured around eight-week experiential sessions with only 12 participants per group, allowing boys to deeply explore topics such as emotional resilience, the pressures of masculinity, and the importance of healthy social connections.
Mentorship and rites of passage once played a crucial role in guiding boys into adulthood. However, modern society, with its rapid changes and distractions, has often left young men without these traditional forms of support. Australian psychologist Steve Biddulph highlights this gap in The New Manhood, describing a “river of masculinity” that once flowed from one generation to the next through shared wisdom and life lessons— lessons that are harder for young men to access today.
TRIBE seeks to revive this “river” by providing a modern space where boys can explore their evolving sense of manhood. In partnership with respected male role models, the boys engage in reflective conversations about what it means to be a man today. Rather than returning to outdated ideas of stoicism and repression, TRIBE encourages emotional openness and accountability, helping boys manage difficult emotions like anger, stress, and frustration.
At the heart of TRIBE is strong mentorship. Boys meet regularly with Mr Hall, Mr Wetherall, Mr Wadie, and other trusted mentors, discussing topics such as friendship dynamics, online influences, and how to navigate life’s setbacks.
One key lesson is how to deal with what Biddulph calls the “Time of Ashes”—periods when life goes wrong, and character is tested. Whether dealing with academic pressures, personal loss, or relationship challenges, TRIBE equips boys with tools for emotional resilience and maturity. Participants are encouraged to share their personal experiences, fostering vulnerability, empathy, and growth.
TRIBE doesn’t end with individual growth. Graduates are encouraged to become leaders within their school community by mentoring younger students or leading by example. This ripple effect aims to reshape school culture, fostering a community of young men who are empathetic, responsible, and supportive of one another.
TRIBE continues in 2024, with a second session planned for Term 1, 2025. Students are selected through an interview process designed to gauge their interest and commitment to the programme. The goal is to create future leaders and nurture young men who will add value to their peers and the school community.
As boys graduate from TRIBE, their lessons will stay with them for life. More importantly, the bonds formed during the programme with mentors and fellow participants will continue influencing how they navigate the wider world. By reintroducing mentorship in a modern context, TRIBE is helping build a new generation of men—men who are confident, resilient, and emotionally open.
In a time when traditional ideas of masculinity are being questioned and redefined, TRIBE offers a roadmap for young men to embrace their emotional selves while standing strong in their identities. Through its focus on trust, bravery, and compassion, TRIBE ensures that the next generation will be ready to lead with strength and heart—ready for the world.
Our professional growth has come through establishing collaborative relationships with leading experts, engaging in research, exploring practices to improve student outcomes, and facilitating time to listen to students’ thinking. We aim to run TRIBE annually across Term 4 of Year 5 and Term 1 of Year 6.
Many teachers enjoy support for their professional growth through funding from the Staff Professional Education Fund (SPEF). Details for applying for SPEF funds can be found on CGS Connect in the Professional Learning space.
The MANSW Leadership Programme is specifically designed for leaders of mathematics, curriculum leaders, and those aspiring to leadership roles. For me, the most valuable part of this programme was that it reaffirmed my beliefs about leadership. It does not mean being the best teacher or having all the answers. Instead, it is about creating an environment in which the best teaching can happen. Relationships are the priority, both with students and within our teams as leaders. The programme also reinforced that it is okay to be vulnerable as a leader and to get things wrong, as this should be reflected in the team culture. Discussions with like-minded people on this course have increased my confidence in my leadership abilities.
– Debbie Talbot, Senior School, Assistant Head of Mathematics MANSW Leadership Programme
At the Learning and the Brain conference in New York, I focused on “Rethinking Education, Potential, and Skills for an Age of Anxiety and AI.”
As an educator interested in AI, I wanted to gain new knowledge and perspectives to bring back to the classroom. The conference covered topics such as promoting creativity, resilience, and how to develop the skills and potential of all students, including neurodiverse learners. This experience broadened my understanding of the role of AI in education and how we can best prepare students for the future.
– Fabian Lopez-Gibson, Senior School, Languages Teacher and CAS Coordinator Future Ready Brains
The Building Belonging and Cultivating Connection conference explored the importance of staff and student wellbeing, and how to structure and support it. This conference provided me with valuable resources and strategies for supporting my students’ wellbeing and my own. A particular highlight was hearing guest speaker Denise Quinlan, who discussed how teachers are a finite resource and how we can work sustainably. She also explored the concept of ‘ruthless prioritisation’ and how to avoid, or recover from, burnout. I am grateful for the opportunity to attend this conference and feel better equipped to support both students and colleagues.
– Jane Callahan, Primary School Teacher Building Belonging and Cultivating Connection
The workshop in Melbourne provided excellent research and practical strategies for educating boys. Sessions included topics such as engaging boys in evolving masculinity (Tom Harkin), building a culture of belonging (Ray Swann), and tools to improve classroom learning and behaviour (Mark Dowley). Key lessons I learned include the importance of building positive relationships, explicitly teaching behaviour as a curriculum, and using routines and scripts to reinforce good behaviour. The workshop challenged the conventional vision of masculinity and explored how to present a more energising and positive vision for young men.
– Rosie Carlson,
Improving
Senior School, Head
of Student House
the Behaviour and Engagement of Boys Workshop
The Graduate Certificate in Educational Leadership has significantly deepened my understanding of educational leadership theories and practices. I found it particularly engaging to reflect on leadership approaches across different contexts, and how these shape the social and academic outcomes of schools. This learning has enhanced my compassion and efficiency as a leader, allowing me to approach challenges with greater understanding and adaptability.
I attended the National Education Summit’s Diverse Learners symposium in Melbourne, where I gained valuable insights into how we can better support students with complex neurological diversities. A standout session was by Dr Vanessa Spiller, who discussed brain-based mapping techniques to better understand how to support students with complex diagnoses. This symposium has reinvigorated my passion for professional growth, and I look forward to sharing these new strategies with my department.
The ISTAA accreditation process allowed me to reflect deeply on my teaching practices. Highlights included receiving quality feedback, collaborating with colleagues, and pursuing a year-long professional goal. Though challenging, the process has enabled me to reinforce my practice and contribute positively to my students’ learning.
– Nazia Shirin, Senior School, Science Teacher ISTAA Experienced Teacher Accreditation
Completing my HAT accreditation was an invaluable journey. It allowed me to reflect on my existing practices while developing new ones. The process has made me a better practitioner, and I believe it will benefit both myself and my students in the years to come.
– Rowena Gregson, Senior School, Economics Teacher
Highly Accomplished Teacher Accreditation
The International Congress on Mathematical Education in Sydney was a valuable opportunity to engage with passionate mathematics educators from around the globe. Highlights included workshops on division by fractions and pattern blocks. I returned with many insights to share with my team, which will continue to enhance our maths teaching practices.
The International Congress on Mathematical Education
By Nicola Di Bartolo Head of Student House (Bariny) – Primary School
One of my professional learning goals for 2024 was to deepen and refine my understanding of teaching Indigenous histories and cultures, particularly beyond the Ngunnawal region.
This goal felt especially important in my role as Head of Student House. Over the past two years, we have worked closely with students to foster a connection with our local environment, learning ways to care for and help it thrive. This focus has been evident through our efforts in the Primary School, incorporating an Indigenous lens into our House Service initiative on Red Hill.
Throughout the first half of the year, I participated in the Australians Together working group, where we met fortnightly to discuss how best to implement Indigenous education in the Primary School. As a classroom teacher, a key challenge was ensuring Indigenous knowledge was delivered in a meaningful and relevant way for our students. We aimed to present Australia’s historical events in a developmentally and culturally appropriate manner while fostering an interest in preserving Indigenous culture. This is essential to our school’s Reconciliation Action Plan and aligns with the cross-curricular priorities of the Australian Curriculum.
Thanks to a successful application to the SPEF committee, I had the opportunity to travel to central Australia and learn on Country from a range of local Anangu people. This experience broadened my appreciation of Australia’s most iconic natural landmarks while highlighting the differences and similarities between the Anangu people and my knowledge of the local Ngunnawal people. The Anangu speak
Pitjantjatjara and Yankunytjatjara, dialects of the Western Desert Language—Australia’s largest Aboriginal language group. Although they didn’t have names for all Ngunnawal-region plants and animals, they had equally significant ones of their own.
CGS Houses Plant/Animal Ngunnawal Language
Stringybark Gum Bariny
Kangaroo (Eastern Grey)
Buru
Wattle Namarag
Iron Bark Gum Dhiriwiri
Kookaburra Guginyal
Wedge-tail
Central Australia Significant Plant/ Animal Anangu Language
Red River Gum Para
Kangaroo (Red Plains)
Wattle
Malu
Mintju
Bush Plum Arnguli
Learning firsthand also deepened my understanding of changes to the natural landscape in the 1800s, linking to the Humanities and Social Sciences curriculum. For instance, learning about the construction of the telegraph lines connecting Australia to the world and the impact on local Indigenous people underscored the importance of educating future generations to promote reconciliation and respect.
A standout moment was learning part of an Indigenous songline while travelling through the Northern Territory. One dreaming story explained the formation of Mount Conner during the Ice Age, referencing ice giants and providing a surprisingly accurate explanation of the plateau’s geological formation. Knowing that such stories passed down for thousands of years, are still told today left me in awe of the depth of Indigenous culture.
This professional learning experience has inspired me to continue developing my knowledge of Australia’s rich cultural landscape. I’m grateful to be part of an educational community at CGS that values learning by offering staff the opportunity to further their professional development through the SPEF allowance. This trip allowed me to immerse myself in the traditions of the First Nations Desert People, learning on Country in places formed 550 million years ago—an unparalleled way to deepen my understanding of Indigenous culture.
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