CGS Outlook Semester 1 2020

CGS OUTLOOK THE MAGAZINE OF THE CANBERRA GRAMMAR SCHOOL COMMUNITY

SEMESTER ONE

2020

EDITORIAL DETAILS Editor: Reece Cummings Sub-editor: Jasmine Kimlin Graphic Designer: Carol Chambers Printer: New Millennium Print Photography: William Hall Photography, staff and students Contributions: Thank you to the many people who contributed to CGS Outlook, including the numerous teachers, students, and staff who supplied articles and photos On the cover: Virtual House Music Collage © Canberra Grammar School 2020

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From the Head of School

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Education Continuity Through Remote Learning

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Newsbites

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12 Around the School

Please forward any news, information and photos to the Editor at communications@cgs.act.edu.au

16 Understanding the Importance of Eco-management

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14 European and Latin Tour 15 CGS Basketball Tours America

17 Code Cadets Experience ‘Top Tech’ Treatment 18 Students Taking Climate Change Action / A Day with Dr Goetz Richter am 19 An Insight into the World Around Us 20 House Music Goes Virtual 22 A Day To Celebrate Australia’s Cultural Diversities

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23 Kenny Koala Visits Northside / A Different Holiday Programme

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24 Feature on Boarding

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30 Feature on Sport 34 Feature on Community Service 38 Feature on Defence 40 Farewell to Long-Serving Staff Members 42 CGS Alumni News 48 CGS Foundation News 49 Thank You to All CGS Foundation Donors

FROM THE HEAD OF SCHOOL Every time I read a new edition of CGS Outlook, I am astonished by just how much has happened in the School. I live it every day in the bustling energy of our thriving community, but it still seems incredible that there can be such diversity of activity as fills the vibrant pages of each magazine.

This volume—which records just the first half of this year of fire and smoke, hail and pandemic—is more remarkable than ever. When its editors met online to consider its contents while the School was still operating remotely in the midst of the COVID-19 pandemic, I wondered how we could possibly have enough to celebrate in such a time of natural disaster, human tragedy and social isolation.

In contrast to the high point of our 90th Anniversary last year—with its gala concerts and performances, its community events and Presentation Night spectacular, its sporting triumphs and its camps and overseas adventures, not to mention some of the strongest HSC and IB results in years—2020 has been dreadful for so many in our School, as for the world.

Yet, these pages tell the story of our spirit; of a community undiminished; of students, staff and families determined to make the best of circumstance and see the glass at least half full. The online House Music Festival was a phenomenal example of that. It wasn’t the same, of course, but it was a triumph of passion and ingenuity nonetheless. All involved can be proud of ending the toughest semester of our lifetimes with excitement and a sense of hope.

Likewise, our students, families and staff can be immensely proud of how they took the challenges of remote learning in their stride. There was nothing easy about transforming our entire model of education almost overnight, or maintaining care and continuity of education for over two thousand students for weeks through little more than screens and online interaction; nor was it easy to send our boarders home, to support students stranded overseas for months, to see the campus empty, and feel the anxiety of everyone’s uncertainty and the strains of balancing work and home.

Yet, we became a true learning community; adaptive, reflective, innovative. Perhaps the best of what we learnt will ultimately become part of who we are in the years ahead, informing and fuelling our core purpose to educate young women and men with what it takes to tackle the challenges of our time: the urgency of climate change, rampant technological development, or the ructions that will come from great shifts in the geopolitical balance of power.

Undoubtedly, our School experience has been curtailed this year but, as this edition proves, our School itself is not diminished; not our spirit, nor our purpose. It’s easy to focus on what we miss as restrictions on our events and activities continue, but a pause also gives time to consider the long view of our School’s history and heritage, and of our responsibility and opportunity.

What we’ve experienced this year is not unprecedented in the span of a School founded by survivors of the First World War and the 1918 flu pandemic, built in the face of the Great Depression and matured by World War II and the hot and cold conflicts that followed. Nor should perspective be lost in a year in which 1.2 billion students around the world have had their educations disrupted, most by far more than we have and most while facing far greater daily challenges than we ever do.

This year reminds us of just how precious are the peace, prosperity and safety that our predecessors bought for us through sacrifice, and of our obligation to protect and enhance that legacy for those who follow.

That, above all, is the purpose of our education and all that we celebrate in these pages: the efforts and achievements of intelligent young men and women with facility in languages and cultures, with a breadth of mind engendered by the study of humanities, with appreciation for the power of both science and the arts; young women and men with curiosity to find solutions, creativity to innovate, the confidence to lead and the compassion to give in service as citizens of a world in need of all the energy and optimism that they bring.

May this edition bring you hope as well. With my good wishes for your health and safety, and for brighter times ahead.

Justin Garrick Head of School

CGS OUTLOOK | Semester One 2020 | 1

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EDUCATION CONTINUITY THROUGH REMOTE LEARNING Towards the end of Term 2, after recovering and operating through an intense smoke-haze affected environment, Canberra—like the world—was drastically impacted and affected by the COVID-19 pandemic.

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To ensure education continuity through a period requiring an outstandingly quick pivot to remote learning, it was important for staff, students, parents, teachers and the CGS community to come together and support each other.

The magazine’s editorial team asked a few of those community members to share their experiences from their time engaged in remote learning.

BEHIND THE SCENES: THE TECHNOLOGY MICHAEL DE RAADT CGS HEAD OF EDUCATION TECHNOLOGY Pivoting to remote learning was a large project for the Education Technology (EdTech) Department. Fortunately, the team was well staffed with team members having skills across networking, systems, and development.

While the remote learning period certainly saw a drastically increased load, the School already had a variety of systems in place for ‘blended learning’ that could be applied to remote learning. This included our content management and learning system, CGS Connect (of which we’d just launched version 2.0); tried and tested video conferencing platforms allowing students and staff to meet, speak, teacher; and a well-established network and server infrastructure.

While work conducted in previous years had set CGS up for where we needed to be, there were barriers as an impending change in practice loomed. With our team’s experience in remote learning, we were able to help guide the decision-making process and work through the significant barriers encountered.

These barriers including supporting users—including across all year levels, subjects, and age-ranges—through change, supporting parents as intermediaries, adapting to a higher load, adding new functionality rapidly, and being thankful for the various offers of help while ensuring we did not introduce unnecessary change.

Reflecting on what our team learnt through the process, I would say the three key things I’ve observed are that teachers are amazing, that tools for online learning have a place in schools and this will continue, and that the world, in general, is prepared to use technology for many life purposes.

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REFLECTING ON STUDENT EXPERIENCES

GETTING INTO THE RHYTHM OF REMOTE LEARNING AVA MOULIS YEAR 5

ANTONIO DE LA TORRE YEAR 6

I love playing the trumpet. I try to play for 30 to 40 minutes every day. I also play the piano, so that takes up some time too. Throughout the remote learning phase, I have been fortunate enough still to have contact with my Music teachers by video conferencing.

I enjoy the company of my trumpet and piano teachers; they are always happy and considerate.

Remote learning hasn’t been a significant change for me as I have been remote learning since the beginning of the year while I was in Sydney performing Carmen with Opera Australia in the Sydney Opera House. Unfortunately, we didn’t finish the season. We performed 18 out of 23 shows before we had to close due to COVID-19 restrictions.

During the remote learning period, I have liked being able to grab a snack whenever I want to! I also like being in charge of my schedule; you can go at your own pace and have spare time.

Currently, I am singing and playing piano, drums, violin, and I also have a ukulele and harmonica I muck around with.

However, I am looking forward to getting back so I can hug all my School mates. And sleepovers, I miss them.

I am grateful for the fact that I have still been able to learn even though I am not at School – especially Music!

Having happy, supportive people to help me with my learning is nice, but I can’t wait to be able to connect with my friends and teacher, Ms Gardiner, again.

AN OPPORTUNITY TO ADVANCE INDEPENDENT STUDY SKILLS

Being at home with access to my instruments whenever I want a break has been great. It helps me to relax and also focus at the same time. If I didn’t have my music and instruments, I’d probably be a bit bored! Remote learning has also meant that my Dad and I have had the time to write a song together.

When this is over, I am looking forward to being able to hug my grandparents and being able to see my friends again. I’m also looking forward to co-curricular activities coming back.

ALYSSA FRASER YEAR 12 For me, remote learning was an opportunity to advance my independent study skills and develop a solid system of organisation which I have continued using once on-campus learning resumed. I began to really enjoy the freedom of independent study, as well as the little things, like being able just to get up and grab myself a tea or coffee whenever.

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A STABLE PARTNER IN THE FACE OF COVID-19 KATHERINE STEWARDSON YEAR 8 I have been representing CGS as a member of the CGS Equestrian Team, at the State and National level, since 2018.

Normally, we train six nights a week at Callum Park (NSW) with my amazing coach, Susan Elekessy, but two months after purchasing my current horse, Miss Divine M (Maggie)—a beautiful and talented chestnut dressage pony—the Federal Government announced that “a person must not, without reasonable excuse, leave the person’s place of residence” due to the COVID-19 outbreak. Subsequently, large sporting events, including equestrian competitions, were cancelled.

Luckily, dressage was one of the few sports where you could continue training. The government allowed me to continue to treat and care for my horse, including feeding and exercising. I was allowed to train with my coach, but only outdoors on a one-on-one basis, consistent with social distancing and personal hygiene regulations.

Being able to continue exercising, being outdoors, focusing on my sport, being connected with my horse and coach, and having a daily routine outside of remote learning, are all factors that have contributed positively to my wellbeing during COVID-19. I have been able to focus on “what is going well”.

Since the introduction of remote learning, my sport has continued to give me great enjoyment, however, not being able to train and compete as a team, reminds me how important being part of a team is, especially with friends who share the journey.

THE DYNAMIC ROLE OF A PARENT JUSTINE REDWIN PRIMARY SCHOOL PARENT Remote learning provided our family with the opportunity to reconnect. I think the key to any successful relationship is shared experiences, good or bad, so being thrown into the deep end together certainly provided an opportunity for the kids and me to work as a team and rise to the challenge. I can’t promise we completed all the set work, but overall, I think it was a positive experience and they became more resourceful and resilient.

I enjoyed seeing a snippet of what my children learn at school, and I was very impressed by their computer literacy skills. We had a routine of working hard early each day and then rewarding ourselves with a scooter ride or craft activity. I also enjoyed the decrease in washing and the elimination of car travel!

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The biggest barrier to remote learning was probably my lack of patience; something that was tested regularly by the IT glitches! The detriment of remote learning has been the continued increased use of devices for recreational purposes such as for messaging or gaming.

My one day of work per week became a much-needed circuit breaker for us all. It was also a big help that my husband would often return from the office to spend his lunch hour assisting the kids (and me) with Maths. It turns out I was a much better primary school student the second time around!

What got us through, in the end, was the community, other families and our children’s teachers. There were plenty of calls to have a laugh and a cry or offer guidance. Isolated in our homes, it felt as though the community was stitched back together in the daily video conferencing; a rare window peek into each other’s private lives. I think we now all have better insight into the fact that teachers and students share many of the same external stressors outside of the classroom.

SARAH MILSON-MAHY SENIOR SCHOOL PARENT Like so many, 2020 commenced for us with a blazing start and a hurried and slightly hair-raising evacuation from the South Coast, due to the choking smoke and fires.

While our last child to go through CGS was set to enter Year 10 with eager anticipation of an exchange to France, participation in carnivals and water polo comps, camps, and band performances, the normality of the year to-be would quickly come to a crashing halt.

The first sign that indicated we weren’t going quite the forecasted way was a meeting for the French Exchange Programme, where the children and parents were advised their exchange would not be going ahead and I was immediately struck at how remarkable the children’s response was to this devastating news. I felt immense pride in their attitude, and with a level of awe, I watched our daughter maintain a stoic stance as the dynamics of her learning atmosphere rapidly changed and varied. Band stopped, sport stopped, assemblies stopped. Co-curricular activities stopped. New rules swept in and multiplied faster than COVID itself. The change was hectic, the jokes were waning and joy diminished (and this was not just because Angus came home from university with his box of washing powder still intact!).

This was now “Serious Mum”, and with potential bugs entering the home with a uni student back in the midst,

the decision was made to no longer send our daughter to school. Only one day later, CGS was online.

The efficiency and speed with which this was achieved by the members of staff was breathtaking and very impressive. I do not doubt that many teachers lost sleep on those early nights as they adapted their programmes to an online format to ensure the children did not miss a beat. I commend and extend my thanks to all the staff for what they achieved so well in such a challenging time.

In no small part, the positive and capable approach applied by the staff set the scene and expectation for what then followed for our daughter. Her usual routine of an early rise continued, and she was seated in front of her laptop just before nine without fail.

As the days rolled on, I was taken by how brave and uncomplaining she was. A child who is usually physically active and social was now housebound, save for the occasional run. Nevertheless, she set up her new timetable and got on with it, diligently maintaining a regime of her normal school day (no nagging from mum required!).After-school it was time to relax and for mum to learn not to complain about phone use in recognition of her need for social interaction with mates.

On occasion and understandably, she grieved for the loss of her previous life. As time has dragged on, I observed that although I felt she coped overall very well, she was relieved to have again the support of face-to-face teaching, not to mention the ability to kick a ball with her mates on the oval at lunch. As a parent of a capable 15-year-old, I felt I was one of the lucky ones.

Throughout COVID, it has been a time for reflection and opportunity to embrace change and take time out from a usually very hectic life in no small part caused by the need to take our daughter to her numerous co-curricular activities. We have seen her develop greater maturity and independence in her learning and possibly a greater appreciation for all that her teachers do.

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A MAJOR PEDAGOGICAL SHIFT CAELA WELSH SENIOR SCHOOL TEACHER

DAN WETHERALL PRIMARY SCHOOL TEACHER

We had been preparing for remote learning for a while in Science and Maths, but that didn’t make the immediate adjustment any easier; teaching via video conferencing is nothing like teaching face-to-face, and during the first few lessons, it made me feel like I was back in my first term of teaching! It didn’t take long to get into a rhythm, though.

The experience from my teaching cohort and team was one of “how do we best adapt the curriculum to best suit our learners” and I believe during this process we were able to develop some of the best-differentiated lessons that we have come up with!

While the community was embraced in the technology and new learning environment, it was hard to get feedback from students and challenging to support those who found it hard to engage or needed extra help during remote learning.

While trying to organise work submissions drove me crazy, and it could be challenging to support those who found remote learning difficult, I learnt that being patient is paramount, organisation is key, and it was essential to upskill in how I incorporated technology to ensure I could adapt to assist all students engage with the learning.

The period allowed me to develop my skills and experience new technology, making videos as learning resources, with the hope to continue using these in regular learning.

Remote learning also provided an opportunity to catch up with my teaching team and compare experiences regularly, and throughout this period, we developed a high level of collegiality and trust in each other.

It was amazing to see what so many students could achieve when handed a little more freedom and independence during remote learning.

Through open-ended tasks, research activities and student-led projects, students had the element of choice and responsibility, and while challenging, those who embraced it far exceeded expectations and created some incredible work.

MAINTAINING A SENSE OF COMMUNITY AND SPIRITUALITY Like so much of recent School life, maintaining a sense of community and spirituality has been yet one more challenge the School has had to work through. Early efforts included a livestream Chapel Service, which was well appreciated, though the timing and technical issues meant it would be tricky to continue once remote learning came in; therefore, subsequent services were pre-recorded.

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STUDENTS BASED AT SCHOOL WATCHING CHAPEL VIDEOS TOGETHER.

Despite the challenges, the shift to recorded Chapel Services has provided some unexpected benefits, including the ability for more students to be involved by sending in recordings of themselves. Also, some parents have appreciated the ability to join in Chapel.

At such a time as this, the opportunity to be spiritually nourished and reminded of the hope families have in Christ is invaluable.

FEATURE ON REMOTE LEARNING

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Canberra Grammar School is pleased to launch a new initiative from the Canberra Grammar School Community Development Office (CDO).

Recognising the importance of community, now more than ever, the CDO has rallied behind businesses owned by members of the CGS community and are pleased to launch the CGS Community Business Directory.

For more information, or if you’re an Alumni, parent, staff member or student and would like to list your business, visit CGS.ACT.EDU.AU/BUSINESS-DIRECTORY CGS OUTLOOK | Semester One 2020 | 7

NEWSbites

WELCOME REVEREND COATS In early 2020, Reverend James Coats was welcomed to CGS as Associate Chaplain. He brings his warmth and wisdom to the community after almost twenty years of ministry in the Diocese of Canberra-Goulburn.

James and his wife Skye have four daughters, and they have recently returned to Canberra after eight years in Holbrook, where James was Rector of the Anglican Parish.

James has enjoyed immersing himself in School life and sharing the love of Christ with people of all ages and backgrounds CGS. His other interests include chess, badminton, and photography.

Welcome aboard James!

ROCKIT WORKSHOP FOR YEARS 3 TO 6 In early March, students from Years 3 to 6 participated in the Project RockIt incursion on the theme of ‘Belonging: Building empathy and friendship’.

Throughout the day, students honed their communication skills through interactions with peers and developed and displayed empathy within these interactions. In particular, this session covered the ideas of fitting in and inclusion, fair play, effective communication, body language, and other social skills that are integral to the forming of positive peer relationships in later years.

Year 5 and 6 students attended a workshop on the theme ‘Unite: Standing together against bullying’ which saw the group being provided a unique interactive checklist to develop literacy around what is and isn’t bullying, as well as on the types of bullying including cyberbullying.

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HALOGEN YOUTH LEADERS CONFERENCE Earlier in the year, Primary School House Captains travelled to the ICC Sydney in Darling Harbour.

Joined by over 2,000 young leaders from all over NSW, the Captains heard keynote speakers including Rove McManus, John Coutis, and Erin Molan talk about the importance of perseverance, confidence, and compassion; the impact that the messages had on the student leaders was profound.

This was a great example of the School’s pastoral and learning teams collaborating to enrich students’ learning.

The Year 6 Leadership Programme straddles both the Peer Support Programme and the ‘Who We Are’ Unit of Inquiry that investigates how life experiences influence our sense of self.

RIDE2SCHOOL On Friday 13 March, several students, parents, and staff took part in the National Ride2School Day by riding their bikes to School in a safe manner.

Carolyn Luchetta chaperoned her daughter Sassi O’Brien (Year 3) and Vivienne Gaffey (Year 3) on their ride to and from School for Ride2School Day. Carolyn commended the initiative, noting that several families from the Primary School participated in the event.

FIREWORKS IN THE MUSICAL BRAIN In February, world-renowned speaker and CGS staff member, Dr Anita Collins, presented to the CGS community on how playing an instrument benefits a young brain and elaborated on what happens to the brain if music education is provided from birth.

Parents, students and staff were hosted in the Tim Murray Theatre where Dr Collins had her audience spell-bound by her unique area of expertise and study as she discussed at length the research and science behind why music is such a powerful and central part of education—as it is at Canberra Grammar School.

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NEWSbites

SENIOR SCHOOL ANNUAL MOTO The Head of Senior School, Mr David Smart, unveiled his Senior School Motto ‘Give time to what matters most’ in early March at the Senior School Assembly.

Over the last 11 years, the Senior School Motto has been a light-hearted and fun way of delivering important messages to those attending Senior School to focus on the year.

‘When we give time, it often comes at a personal cost and that helps it to mean something. When we give time, it involves a choice – rather than waving our hands in the air and saying I wish I had time or I don’t have time for this, you can choose to devote some of your time’ said Mr Smart.

EXPLORING THOUGHTS AND EMOTIONS Throughout Term 1, students from Year 5 explored their ‘How We Express Ourselves’ Unit of Inquiry and were fortunate enough to participate in an incursion facilitated by Perform Australia. The group explored expressing thoughts and emotions through theatre.

They learnt how to communicate without talking, how to use their body to portray characters and objects, how to project their voice and position their body on stage as well as some production terms such as ‘stage left’ and ‘stage right’.

The group built a freeze-frame picture and concluded with fracturing a known fairy tale or story to create alternate events or endings.

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PRIMARY SCHOOL LIBRARY CLICK AND COLLECT Recognising the importance of Primary School students having access to quality literature during remote learning, and at a time when public libraries are required to close, the Primary School Library came up with an innovative solution to continue book borrowing.

The Primary School Library Team implemented a ‘Click and Collect’ library service, where books reserved on the Library catalogue were packaged and labelled ready to be picked up in a contactless drive-through system. This successful service was expanded to distribute instructional reading and resource packs for students across the entire Primary School.

Mother of Tom and Alexandra Jowitt, Sian Jowitt, sent a raving review to the staff involved in this, especially Alison Kesby, the brains behind the idea.

‘Thank you so much for the beautiful note you and your team attached to the library books today. A very simple but powerful message to our little ones in this time of uncertainty and confusion. I was actually moved to tears when I saw it.

Thank you for doing the drive-through library – it has been a highlight of the week’ said Sian.

YEAR 6 LEADERSHIP DAY During the annual Leadership Day held in Term 1 Week 2 of all Year 6 students were trained in the facilitation of the CGS Peer Support Programme and gained exposure to opportunities to practise and enhance their leadership qualities.

The students inquired about several leadership domains (such as conflict negotiation, decision-making, and problem-solving) and defined what is meant by the term ‘leadership’ and ‘leader’, discussed the role of a Peer Leader, and learnt how to be a positive student leader and role model for their peers and students at the younger year levels.

Year 6 students Leo Nankervis and Lucas Hodgens reflected on the different ways in which they communicate and realised how important it is to actively listen to each other and be clear when communicating verbally to ensure that the message is conveyed accurately.

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AROUND THE SCHOOL PRIMARY

PRIMARY SCHOOL

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SENIOR SCHOOL

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EUROPEAN AND LATIN TOUR In January this year, 26 students and four teachers attended the Latin and History Tour across Europe. The journey took them through three countries and several cities such as Rome, Orvieto, Sorento, Naples, Paris, London and Bath. This was a fantastic experience. They enjoyed visiting places that most of them had never visited before, and had some very insightful experiences.

Daniel, a Year 10 student said ‘as a Latin language student, visiting the ruins of Pompeii was one of my favourite experiences. There, we completed our pilgrimage to the House of Caecilius, a location known well to all those who have studied the Cambridge Latin course’.

‘While it is true that nothing can truly top this, there were many other aspects that were in the running for second place. These included the visit to the British Museum, where we saw the famous Rosetta Stone, the Valley of the Forum in Rome, and the Sistine Chapel in the Vatican.

Another highlight was, of course, our day in Paris and the visits to the Eiffel Tower and the Arc de Triomphe’ he said.

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It was a fast-paced tour, and they all appreciated stopping at the farm stay in Orvieto where they cooked traditional Italian meals with the Nonna of the house and slept in original stone farmhouses.

‘We definitely won’t easily forget this trip and will forever cherish the experiences gained during it!’ Daniel said.

CGS BASKETBALL TOURS AMERICA Over the Christmas break, three CGS Basketball teams ventured to America on a basketball tour to rival all basketball tours. The 35 students spent three weeks training and playing against elite basketball academies, with each of the three teams experiencing their own respective high and low moments, recognising the skill (and often falling short) of the elite athlete development programmes in America.

The students enjoyed once-in-a-lifetime experiences, including watching an NBA game where the Orlando Magic lost to the Houston Rockets in the Amway Centre in Orlando, and also attending an Atlanta Falcons NFL game.

The group of CGS students were blown away by the facilities at the many different colleges and universities.

The students relished the on-court opportunities afforded to develop their basketball skills further.

It wasn’t all ball though; the group embarked on site-seeing day trips to Coca-Cola World, Universal Studios, and Disney World, rounding out a highlights reel that will be cherished for years to come.

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UNDERSTANDING THE IMPORTANCE OF ECO-MANAGMENT Early in Term 1, Year 12 HSC Geography students travelled to Batemans Bay and the surrounding area to gather primary evidence on the risk to some of the ecosystems in the region.

The predominant focus was on the Cullendulla Creek Nature Reserve as an example of a rare high latitude mangrove community.

The students learnt about the importance of the mangrove ecosystem, including its role as a key fish nursery, a natural carbon store, a sediment filtration system, and as a coastal barrier. In recent years, the encroachment of nearby suburbs, recreational activity, local farming, and climatic variations have significantly impacted the ecosystem.

The aim of the excursion was for the students to identify these impacts first-hand and record their observations. Students also sought to understand the various eco-management strategies from a variety of perspectives. Unique to this year’s excursion, students also observed the impacts of the summer bushfires while touring the region and were fortunate to witness the most incredible environmental rejuvenation occurring in the bushfire-affected zones.

The productive day concluded with a stop at the local Nelligen General Store on the Clyde River, where the students were not only able to spend their pocket money but also support the local community after such a difficult summer period.

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CODE CADETS EXPERIENCE ‘TOP TECH’ TREATMENT In January, the Code Cadets embarked on their fifth trip to the United States, where 16 students and three teachers spent two weeks touring well-known and influential high-tech companies in Silicon Valley and Seattle.

The journey started with a surprise during the Sydney stop-over. A defining feature of Code Cadets’ tours is that there are often surprises along the way, which neither the students or parents know about. The first surprise was a visit to the Qantas Jet base in Sydney. Here, the group experienced the emergency procedures training for pilots and crew, which included assembling a life-raft along with a simulated cabin evacuation (complete with smoke). To top off the visit, students were given the opportunity to fly the $30 million Airbus A380 simulator, with each student completing a take-off and short flight around Sydney.

During the two weeks that followed, the Code Cadets visited and received rock-star treatment at a range of high-tech companies who generously hosted the group, including Intel, Apple, Facebook, This Week in Tech, Elastic, Palantir, ServiceNow, NetApp, Google, Unity, Glassdoor, VMware, and Stanford. The group also flew to Seattle for two days to visit Microsoft, where the students were provided with the opportunity to try and use HoloLens 2 and Amazon, including visits to the Amazon BFI4 Fulfilment Centre in Kent and the Amazon Spheres and Go Store in Downtown Seattle.

During these visits, the group was privileged to hear from senior executives and engineers about their roles in the companies, their stories and pathways to working in high-tech, and their views on the future direction and trends in the industry. Several companies also arranged hands-on activities, including some mini-hackathons and coding competitions, and tours of the amazing company campuses.

Another surprise awaited the group on the first day of company visits, with a visit to Netflix in Los Gatos.

After a tour of the campus, which included themed rooms such as a full mock-up of Will Byers’ living room from Stranger Things, the group conversed with engineers working on keeping the Netflix infrastructure running along with how non-linear content (such as Black Mirror: Bandersnatch) is produced. Netflix also generously gave the group lots of merchandise, including custom ‘Code Cadets @ Netflix’ t-shirts.

The third surprise was visiting Uber ATG (Advanced Technologies Group). Located in a high-security non-descript warehouse on San Francisco’s wharf, Uber ATG is responsible for all of Uber’s high-tech innovations including self-driving cars. Here, the Code Cadets heard from the Uber Air group currently developing flying transportation systems—which are being trialled in Melbourne this year with commercial operations projected to commence in 2023. During this visit, the group was also very fortunate to catch up with CGS Foundation Benefactor Mr Peter Hazlehurst (Class of 1990), who is the Head of Payments at Uber.

There were also several sightseeing opportunities such as visiting Alcatraz Island, riding segways through San Francisco, touring the Computer History Museum, an immersive VR experience at Sandbox VR, biking across the Golden Gate Bridge, and playing multi-story laser tag.

Being the Code Cadets’ fifth trip, this was undoubtedly the biggest. The trip continues to grow every year, with more companies and experiences for the students.

CGS OUTLOOK | Semester One 2020 | 17

STUDENTS TAKING CLIMATE CHANGE ACTION Year 11 Global Politics students Jacob Moore and Lola Power and Captains of the CGS Sustainability Club Frances Hesford and Tom Duus were invited to take part in the Australian Climate Consensus Forum at the Hyatt Hotel on Thursday 12 March.

The students attended with Ms Karen Gregory, Head of Social Studies, and were impressed with the event organiser and CGS parent, Prof Steve Robson’s, engaging content during the Forum.

Throughout the day, all attending students (who had travelled from all over Australia to join) heard from an array of speakers including Dr Tjanara Goreng, Greg Mullins ao afsm, Anika Molesworth, Emeritus Prof Will Steffan, and Prof Frank Jotzo, before being invited to engage with other attendees in the drafting of a climate change action consensus declaration.

‘It was a wonderful experience, and I can safely say that I came out of today’s excursion with more understanding of climate change. It was great to get more ideas about what Tom and I could be implementing into the CGS Sustainability Club.

Overall, it was a fascinating day, and I hope to be part of more movements like this in the future. I am very thankful for the opportunity’ said Frances.

A DAY WITH DR GOETZ RICHTER am On Monday 16 March, CGS students, teachers and members of the CGS community were treated to a day of excellent string teaching and performance with world-renowned violinist Dr Goetz Richter am.

The Senior Chamber Strings began at 7:30am and was attended by a small but dedicated audience who listened to a rendition of Arcangelo Corelli’s famous Christmas Concert in the beautiful Chapel of Christ the King.

Students from CGS and many secondary schools in Canberra delivered superb solo performances and worked with Dr Richter in the masterclass morning, working on aspects of string playing such as coordination, practice, and anticipation.

In the afternoon, keen teachers had the opportunity to learn more about how Dr Richter approaches string teaching in a seminar where Dr Richter fielded many questions.

The highlight of the day was Dr Richter’s solo violin recital featuring the formidable Partita No 3 in E major by JS Bach and several rare and eclectic works that inspired many of the young musicians in the audience.

18 | CGS OUTLOOK | Semester One 2020

AN INSIGHT INTO THE WORLD AROUND US This year’s CGS Insight Speaker Series was off to a flying start before it was, unexpectably, stalled by COVID-19.

Mr Philip McGlade

CEO of Trek Bicycle Corporation In February, a CGS contingent of bike enthusiasts connected with the CEO of Trek Bicycle Corporation, Mr Philip McGlade.

Trek is the largest bicycle brand in the world, with sales around US$1.5bn and 3,500 employees. Philip has two sons currently attending CGS, Will (Year 7) and Tom (Year 12).

Philip addressed a packed audience in The Snow Centre with attendees from all year levels. He spoke passionately about how cycling can be one of the solutions to the world’s biggest problems, including mental illness and general wellbeing, urban congestion, pollution reduction, and obesity issues. In furtherance of these possible solutions, Trek’s business model is focused on adopting a transparent and sustainable supply chain as well as prioritising issues such as sustainability during decision-making.

Philip wowed his audience with an engaging presentation and even gave away two bikes to two very lucky raffle winners. The money raised from the raffle went towards the School’s Bushfire Appeal. Philip then kindly stayed on to run a masterclass with HSC and IB Business Studies and Economics students.

Ms Tania Constable psm CEO of Minerals Council Australia

At the beginning of March, the School then welcomed Tania Constable psm. Tania, currently the CEO of Minerals Council Australia, spoke about the future of the Australian resources sector. With a crowd of well-prepared CGS students and staff concerned with climate change, questions were respectful and yet aimed at Australia’s sustainable future and society’s reliance on coal. While Tania conceded that coal is not the answer moving forward, she identified it as an essential resource for Australia to ensure a smooth transition to a more sustainable future.

Tania demonstrated her evident knowledge about the depth and breadth of the Australian resources sector and discussed with students what everyday items were made using mined Australian resources. From solar panels, electric cars, smartphones, and coins to toothpaste, it seems that Australia’s mined materials remain, at this stage, an often controversial yet ubiquitous part of everyday lives.

CGS OUTLOOK | Semester One 2020 | 19

HOUSE MUSIC GOES VIRTUAL Long before the stage was set for the 2020 House Music Competition, the challenge of how to coordinate the event while adhering to social distancing requirements became apparent. The Head of Digital Innovation, Mr Matt Purcell, met with the Director of Music, Mr Craig Woodland, to develop a solution.

The result was to pre-record the performances and then stream the event while hosted live by the Director of Community Development, Mr Sandy Goddard; the House Music Captain, Sam Jenkins; and the Vice-Captain, Andrew Miller.

Further changes were also implemented such as reducing the number of performers in each section to ten, adapting 4–20 Voices to 4–10 Voices and replacing the House Shout with a video prepared by each House’s Year 12 cohort.

While the finished product looked polished and professional, the production was not without its challenges. There were hours of work creating the custom graphics, transitions, programming the production, bringing in live video conference calls and even the computer overheating and freezing on the first day (which took Mr Purcell’s team 15 minutes to bring back up) going on behind the scenes!

‘We did a lot of technical things which we had never done before, and this provided a really interesting opportunity to extend and enhance our capabilities and knowledge’ reflected Mr Purcell.

Edwards House won the overall competition, and Mr Goddard said he could hear their excitement when the call for first place was made.

‘The excitement was palpable… it was different from hosting any previous House Music performances as there was no “vibe” to draw upon. I didn’t have to sing, but I used a couple of “call outs” to the younger staff, knowing it would stir up some atmosphere in the House areas and tutor rooms where students were watching’ reflected Mr Goddard.

20 | CGS OUTLOOK | Semester One 2020

CGS OUTLOOK | Semester One 2020 | 21

A DAY TO CELEBRATE AUSTRALIA’S CULTURAL DIVERSITIES In Term 1, students from Pre-School to Year 6 celebrated Harmony Day, a day to celebrate Australia’s cultural diversity.

Students and teachers donned orange or traditional outfits to signify inclusiveness, respect and a sense of belonging.

Under Art Teacher Mr Hodges’ supervision, students from 6B drew a world map on the wall between the amphitheatre and the Art Room, for students to write their names on orange hearts and stick them to the wall.

During a previous lesson, students were taught about the countries on the map that were significantly impacted by COVID-19. Students then placed their hearts on a location where they wanted to send their love and support.

The initiative was spearheaded by students and supported Ms Ruan, and provided opportunities for discussions about heritage, culture, and community between the students and teachers. Students learnt how countries are connected, with the PYP concept of global mindedness at the core of the discussions, thereby preparing them further for the world.

JOSH SMITH YEAR 6 The day before Harmony Day, Samantha T, Samantha H, Calypso E, Emily K, Ben N and I drew a mural of the world on the wall next to the Art Room, as a symbol of respect. We inscribed the names of the countries that have reported cases of COVID-19. We drew the mural as some kids were not letting others play with them, the art wall reflection represented harmony and peace towards others. The next day, teachers gave out orange heart stickers to place on the map to show support for other countries.

SAMANTHA TRAINOR YEAR 6 Ever since COVID-19 started, some people had been excluding others just because of the country they came from.

This was most likely caused by people thinking that it was one country’s fault that this started. So, some of the students from Year 6 and Mr Hodges, our Art teacher, decided to make an artwork that displayed all the countries that had COVID-19 with the hopes that it would make people included everybody.

We made a map of the word and drew a virus on every country that had COVID-19. The next day classes got to go to the wall with orange hearts and stuck them on a country to show their support.

WATCH THE PRIMARY YEARS PROGRAMME VIDEO The Primary School has developed a short three-minute video showcasing the Canberra Grammar School Primary Years Programme.

CGS.ACT.EDU.AU/PRIMARY-SCHOOL/ CURRICULUM-AND-LEARNING/PYP

22 | CGS OUTLOOK | Semester One 2020

KENNY KOALA VISITS NORTHSIDE Constable Kenny Koala visited the Northside students in mid-February.

The purpose of his visit was to discuss ‘Protective Behaviours’ and ‘How to Stay Safe in the Community’.

The children discussed who to seek help from if they were lost and to recognise people in uniforms who can help them return safely home.

He also reminded students of the importance of being correctly harnessed in a vehicle. One of the PYP Learner Profile attributes is being knowledgeable, where students engage with issues that have local and global significance.

A highlight was looking at Kenny’s car and turning on the lights and sirens. The students also enjoyed receiving stamps and Kenny Koala stickers.

A DIFFERENT HOLIDAY PROGRAMME School holidays are usually a time for camping, holidays, family outings, sports camps and movies with friends. The April school holidays, however, looked a little different. Both the Primary School and the Community Development Office published a variety of restriction-friendly activities to keep younger students occupied, engaged, and learning.

Some of these were published on the School’s new Facebook page, while a ‘Just for Fun – Holiday Activities’ section was set up on CGS Connect by Ms Elizabeth Pfingst, Head of Primary School Performing Arts.

Some of the highlights included Ms Lucy Garvin teaching students how to do the Macarena, Mr Raven teaching how to spin a basketball on one finger, and an informative video designed by Ms Clark-Wellington on how to make sock bunnies!

SHOWING THEY CARE Though the April school holidays might have been different for many families, CGS Care continued to provide world-class care teaching the Primary Years Programme curriculum, where students learn to become curious, creative, confident, and compassionate citizens of the world!

CGS OUTLOOK | Semester One 2020 | 23

FEATURE ON BOARDING

BOARDING AT THE HEART OF CANBERRA GRAMMAR SCHOOL Canberra Grammar School has always been an outstanding boarding school and takes pride in its achievements while acknowledging the responsibility and commitment it takes to nurture the students who are entrusted to the School’s care.

In 2019, Canberra Grammar School continued its transition to full co-education across all years by accepting its first intake of girls into boarding. In 2020, the School moved to a new model of residential and pastoral care with the appointment of two new Heads of Boarding.

Last year, Ms Jenny Hunter joined CGS in the role of Head of Girls’ Boarding. In her early career, she enjoyed working as a PDHPE teacher and Head of Sport before assuming the role of Head of House and focusing on student wellbeing. Jenny has a passion for fostering strong relationships and supporting young people in becoming independent and capable citizens who are prepared for the world. She believes in encouraging all those under her care to strive for personal fulfilment and has a strong desire to lead her staff in facilitating the aspirations of all students while developing them into happy and confident people. Jenny is familiar with the parent-teacher dynamic since her two sons are CGS Alumni, and she is joined by her husband, living on campus, who helps to transport the boarders to various activities around Canberra.

In 2020, to complete the appointments for the new model, Mr Kiel Brown joined CGS as the Head of Boys’ Boarding. Kiel brings a diverse and robust set of skills developed from a career as a psychologist and by working in an educational setting for the last five years.

Before this, he worked in homeless transitional support services and was a member of the Australian Men’s Hockey Team for almost a decade. Kiel is passionate about working with young people in the residential education setting. His philosophy regarding boarding focuses on creating an environment where every student feels safe, valued, and connected and is provided developmentally appropriate opportunities to explore their world and develop themselves. He is joined on campus by his wife Jessica and three young sons, Taylor, Finlay, and Lennox, who are particularly excited to get to know the students and families of the CGS Boarding community.

As the CGS Boarding village continues to grow, a commitment to providing world-class facilities continues.

Over Semester 1 2020, the School refreshed and renewed the Boys’ Boarding House while simultaneously continuing the development of the Girls’ Boarding House. The Boys’ Boarding House witnessed a re-wiring of both wings, the installation of full reverse cycle air-conditioning, a complete renovation of the student rooms to bring consistency across all Boarding Houses, re-carpeting, and re-painting of all areas and an upgrade of the lighting in the hallways and rooms to create more open community, learning, and living spaces.

24 | CGS OUTLOOK | Semester One 2020

FEATURE ON BOARDING

With boarding at the heart of Canberra Grammar School, it is the diversity and experiences of the students and their families that brings the soul to boarding. CGS boarders hail from regional, metro, and overseas areas; they belong to multi-cultural, Indigenous, rural, Defence, and local backgrounds; their interests range from sports and art to high academic aspirations but what brings them all together is their strong sense of community.

The School’s magazine editorial team interviewed three families from different backgrounds about their boarding experiences thus far at Canberra Grammar School.

STABILITY IN MY EDUCATION Sam Alsop, a Year 12 student pursuing the International Baccalaureate Diploma Programme, talks about enjoying the diversity of the academic and co-curricular programmes.

‘I’m from a Defence family, which means a lot of moving around – it can be unsettling at times. But coming to CGS and then transitioning into boarding when my parents were travelling overseas and interstate means that I have stability in my education in an otherwise unstable time’ he said.

When asked why Sam enjoys being at CGS he remarked ‘everything I want to do is here. Whether it be soccer, debating, or performing in a play—my parents don’t have to run me around Canberra to various after-school activities. CGS has it all’.

Sam continued, ‘one year, we moved to England for the year; it was one of the coolest experiences of my life. We had an amazing experience living in a housing block in England and exploring Europe. There must have been two people from every country in the world. They rarely spoke the same language as me; I made friends from literally all over the world!’.

Moving schools and the transient nature of a career in Defence can make it hard to settle into a new place and a new school.

‘There have been challenges—deployments in particular.

There have been long periods without my Dad. And this certainly has put extra pressure on the rest of the family.

I’ve had to step up and help around the house and help my siblings. These times have created challenges for everyone, but it is hard to see from the outside. Moving a lot is a challenge; it impacts everyone, and it has disconnected some parts of my life.

‘Boarding has had a significant role in my life so far and has offered my family and I stability—a valuable commodity amongst the Defence community. CGS Boarding has also quickly become my home, and I am so grateful for the opportunities that it has granted, not least the opportunity to start and finish the IB at the same school’ he said.

While boarding is certainly about the place, it is equally, if not more so, about the people.

‘I love being neighbours with some of my best friends. If I’ve had a rough day at School, I can always knock on a door and have a cuppa tea with a friend and talk it over.

If something great is happening, I’ve always got people to share it with. It’s never lonely’ Sam concluded.

BOYS’ BOARDING REFRESH

CGS OUTLOOK | Semester One 2020 | 25

FEATURE ON BOARDING

ONE OF THE BEST EXPERIENCES OF MY LIFE Canberra has the unique trait of being able to combine the best of the city and country. While providing access to metro-like services, the nation’s capital is fortunate to maintain more of the country feel in comparison to some of its big sibling capital cities.

Olivia Nolan, hailing from southern NSW, is in Year 10 and is a part of the CGS Athlete Development Programme.

However, she feels just as home in Canberra.

‘Boarding at CGS has been one of the best experiences of my life. The aspect I love the most is that the boarding house genuinely feels like a home away from home. CGS has done a great job at developing me and providing me with a support network that I feel completely comfortable around’ Olivia said.

We asked Olivia about what she enjoyed most about being a CGS boarder: ‘I think if you ask any boarder this question, you will pretty much get the same response.

One of the most challenging parts about being a boarder is leaving home. Everyone gets homesick— whether you’re in Year 7 or Year 10—but once you start to develop friendships and a support network, you start realising that boarding will be one of the best experiences of your life’.

This has been a year of challenges, with many of the School’s families being affected by the fires. Whether or not you’re living at home or in the Boarding House, CGS Boarding is a family.

‘This year has been crazy with events such as the bushfires over the summer. The CGS Boarding staff and community have gone above and beyond in assisting my family and me, whether it be with the weekly phone 26 | CGS OUTLOOK | Semester One 2020

calls from tutors to check up on how my family was coping or the support that was provided to my family.

The environment within CGS boarding is like no other,’ Olivia continued, ‘Over the summer, my family home was heavily impacted by the traumatic bushfires and the support the boarding family gave me helped me cope and showed that no matter where I was or what was happening, the “boarding family” was always there for me’.

Another challenge that boarders faced this year was the COVID-19 pandemic. This was a challenging adjustment for boarders like Olivia, who returned to her family home outside of Canberra.

‘I felt very isolated as I live outside of Canberra; so, our weekly video conferencing sessions made me feel as though we were all still a family. During both the bushfire and remote learning periods, the boarding community was continuously communicating with me every couple of days and making sure that I remained mentally positive’ Olivia said.

Living away from home is a unique experience for not only students but also for their parents, and it is essential to choose the right place.

Sarah Nolan, Olivia’s mother, commented on her decision to pick CGS: ‘We immediately felt at home at CGS due to the professional environment and friendly staff, and

SARAH NOLAN BOARDING PARENT

the transport services, the brand new Girls’ Boarding House, and cosy individual rooms were particularly impressive. Transport for Olivia’s sporting events was a significant part of our decision as she was coming to Canberra to play soccer in the National Woman’s Premier League. The School’s commitment to facilitating this, and the support that she received from structured programmes at CGS, like the Athlete Development Programme and mentoring from past sports professionals, have all been added advantages that have made CGS boarding the right choice for us’.

Providing opportunities for students is not something that can be done alone, and working as a family unit is instrumental.

‘Boarding is an extension of our family. We liaise with the staff regularly. We work together to manage and plan Olivia’s hectic soccer training schedule, academic progression, and personal development and feel that her home in the Canberra is just an extension of our home albeit at a remote location’ Sarah said.

‘Olivia was shy and timid when she first started boarding. She was definitely driven and committed to her soccer pursuits. However, within the first few months of boarding, she developed into a mature, confident, and independent young lady. Boarding made her focus on her academics and pushed her out of her comfort zone to form many new friendships with people from different backgrounds and geographic areas.

These friendships are strong and have helped Olivia cope during difficult times.

‘Olivia has been pushed out of her comfort zone as a boarder and, last year, she was asked to stand up in front of all boarders, families, prospective families, and staff at a formal dinner and speak on behalf of the boarders. This was a massive leap for Olivia, yet she was trusted and encouraged by the boarding staff.

CGS constantly opens up opportunities, sets challenges, strives high, and rewards students like Olivia who try their best,’ Sarah said proudly.

For families in regional areas, like Olivia’s, it is crucial to develop healthy support networks at School.

‘Earlier in the year, the focus changed for us quickly as the border fire encroached north from Victoria and impacted the local town where we live and do business in, putting our home under threat for weeks and causing us to go to bed most nights while carefully watching spot fires in the hills behind our house. We even evacuated four times in January.

‘Our family stayed together during these times. The kids were taught all the firefighting skills that we knew.

They knew how to activate our fire plan. They knew how to protect our home, animals, and themselves. They also knew what triggers we had set in place to get out if we needed to. Being the oldest, Olivia was very mature, capable, and resilient during these times. Luckily, our story ended well when the rain brought relief and put out the fires closest to us and on the South Coast. Our family supported each other, and the support from the community and region was amazing.

‘CGS played an enormous role in January as they assured us that Olivia would return to School as planned, with her position within the Boarding House secure, and that they would do whatever they could to help us during this difficult time. This was evident when School started back for 2020, as we still had the fire front at its closest point and we couldn’t leave as we had a home to protect. We shipped Olivia off from here, and she arrived at the Boarding House with nothing organised for the year ahead, no school supplies, just a bag of last year’s uniform and her casual clothes.

The CGS staff helped her get organised and start for the year. Once Olivia got back into boarding, the staff and her friends comforted and supported her, and this support network is what helped her cope with the difficult time.

‘The support that we received from CGS as a whole was amazing and we are forever grateful.’

CGS OUTLOOK | Semester One 2020 | 27

FEATURE ON BOARDING

The support that we received from CGS as a whole was amazing and we are forever grateful.

FEATURE ON BOARDING

As an Indigenous student, family is everything. The CGS community is very welcoming and friendly, having become my extended family. The people in the Boarding House have turned into my brothers and sisters as I have formed friendships that I know will last for a long time, even after I graduate.

MONIESHA CROCKETT YEAR 12 BOARDING STUDENT AND INDIGENOUS SCHOLAR

Moniesha was fortunate enough to receive a scholarship to attend CGS for her senior years of school. I knew it would be a great opportunity for her to excel, and it would allow her to have more choices for her future career.

CHERIE CROCKETT BOARDING PARENT

28 | CGS OUTLOOK | Semester One 2020

FEATURE ON BOARDING

AN ENVIRONMENT THAT HELPS ME THRIVE In 2019, Canberra Grammar School launched its Indigenous Scholars Programme. Moniesha Crockett, who is in Year 12 and completing the final year of her Higher School Certificate, was awarded an inaugural scholarship which included boarding at CGS. Moniesha said that the safe and supportive environment in CGS Boarding is what makes the experience so valuable.

‘The environment has helped me thrive throughout the last two years. I love the strong sense of community and the opportunity to make close connections with friends. They have become my family away from home. You never find yourself short of anything to do: there’s space for a good walk on the weekend, talent quests, and yoga; you can walk to the local shopping and café precinct or take some much needed quiet time for school work.’

Moniesha also said that ‘CGS Boarding is an inclusive environment in which everyone is loved for their similarities and differences; you get to meet and make connections with people you may never have had the opportunity to if you weren’t a CGS boarder. I also enjoy the fact that CGS Boarding is reasonably separate from the day school, allowing differentiation between the school and home environment just the same as if you were living at home.

‘The relationships between the boarders and tutors are mutually respectful and supportive, which has helped me get through the challenges of Year 12 and living away from home. It’s not easy being away from home, though. It’s even more difficult when that bond with family forms such an important part of who you are.

‘Being away from family and home is the biggest challenge I’ve had to overcome. Some days you feel homesick, but the reality is home is just a phone call away. The Boarding House community is very aware of these issues as every boarder will go through it at some stage, and they are very supportive and empathetic, always checking in to make sure everything is okay. It has been a great experience being able to be a part of such a close-knit community’ Moniesha confided.

Cherie Crockett, Moniesha’s mum, shared with us that she was excited to learn that Moniesha had been awarded a CGS Indigenous Scholarship. Coming from a family with five siblings, it was always going to be difficult to see the eldest child leave home.

‘Moniesha is my eldest child, and she’s my first child to leave home for an extended period of time. This has allowed my other children to see anything is possible and opened up a pathway for my other children to attend CGS. The family has seen Moniesha grow into a strong independent woman and that has shown her siblings that anything is possible’ she said.

‘Ever since the start of 2019, when Moniesha joined CGS, I have watched her grow into the strong person she is today.

Her academic standard has improved, and she has become more confident in taking on endeavours and can achieve anything she puts her mind to. Her time boarding at CGS has not been without challenges, but with the help of the boarding community and her family, it has made the transition a lot smoother. As a mother, their care, understanding, and guidance have made me feel more comfortable, knowing that Moniesha is always being looked after, and I could never thank them enough.’

CGS OUTLOOK | Semester One 2020 | 29

FEATURE ON SPORT

WATER POLO: SUCCESS AFTER SUCCESS In 2020, the CGS Water Polo Programme witnessed outstanding success after success from the athletes and coaches with six students representing the ACT at the Australian Youth Water Polo Championships (AYC) in Brisbane, in January.

Finishing 16th out of 35 teams in the U16s Girls Competition, Elanor Campbell (Year 10), Millie Jacobson (Year 10), and Elisabeth Milson-Mahy (Year 10) displayed spectacular performances.

In the U16s Boys Competition, CGS was as equally represented by Zach Newman (Year 10) and Jack Hawley (Year 10), and their team finished 8th in a strong competition of 32 teams. Finally, Lachlan Newman (Year 6) played in the ACT U14s team and performed well throughout the week. Following successes at the AYC, Zach was selected in the U16s Australian Water Polo Squad, with the potential to be selected at the FINA U16s World Water Polo Championships in Greece and the Pan Pacific Youth Water Polo Championships.

In February, the U14s Girls teams coached by Ms Wright, and the U16s Girls team coached by Mr Waser, headed to Wagga Wagga to compete in the NSW Water Polo Junior Country Championships; the U14s placed 5th and the U16s achieved an 8–7 win in the semi-finals, and subsequently went on to take home the silver in the finals. The weekend proved to be an informative and fun experience for the teams.

Continuing these achievements in March, Millie Jacobson (Year 10) was awarded the U14s Girls Representative Player of the Year for 2019.

Finally, the CGS U14s were proudly awarded champions of the ACTWP 2019/2020 Summer Competition after a terrific season with an 80% win record. The team consists of the following players: Savannah Bogar (Year 8), Gayathei Goel (Year 8), Lillian Healy (Year 7), Cecelia Jacobson (Year 7), Lauren Parton (Year 8), Domi Platis (Year 9), Jasmyn Richardson (Year 8), Victoria Spark (Year 9), and Angela Xie (Year 8).

30 | CGS OUTLOOK | Semester One 2020

The team was coached by Ms Wright, who did a terrific job in developing them both in and out of the pool and achieving impressive results. Additionally, kudos also to Savannah Bogar, who was awarded the prestigious ACTWP MVP for the U14s Girls’ competition title.

SCORE! WATER POLO LANDS IN THE PRIMARY SCHOOL Following a pilot programme in Term 4 last year, CGS Water Polo introduced a programme to the Primary School in Term 1. The programme works in collaboration with Canberra Water Polo Academy with a goal of transitioning to play in the Senior School (Year 7).

Focused on fun and learning the fundamental rules over the term, students improved their water polo skills and developed swimming, passing, shooting, and overall fitness. Along with the high-quality external coaching provided, Senior School students have also assisted with in-water coaching. Having Senior students, Zoe Bond (Year 10), Millie Jacobson (Year 10), Elanor Campbell (Year 10), and Zach Newman (Year 10) participate in coaching this term was extremely helpful.

CGS Water Polo is looking to enter its first U12s team in local competitions in the near future.

FEATURE ON SPORT

IMPRESSIVE SWIMMING With swimming caps, goggles, and swimming costumes at the ready, CGS students embarked on a fun-filled day at the AIS Swimming Pool for the annual Primary School Swimming Carnival on Friday 6 March.

With over 120 races contested throughout the day, a huge congratulations goes to Edwards House who came out as the winning House.

While there was some super-speedy swimming on display throughout the Carnival, what was most impressive was the amount of support that students received from parents, CGS staff, and peers. Thank you also to all those who helped throughout the day—it is always encouraging to see engagement from the entire community at these events.

A special mention did go to the age Champions from U8s to U12s including Holly Bodman (Year 3), Noah Ashton (Year 3), Vivienne Gaffey (Year 3), Max Axiom (Year 3), Jack Williams (Year 3), Olivia Medina (Year 4), Benjamin Pedler (Year 5), Emily Bodman (Year 5), Joseph Mendis (Year 6), Charlotte Williams (Year 6), and Aidan Papas (Year 6).

INTER-HOUSE SWIMMING CARNIVAL KICKS OFF SENIOR HOUSE SHEILD In Term 1, the Senior School Swimming Carnival kicked off the first of the annual House Shield events for 2020, with 1,200 students and staff descending upon the Belconnen CISAC Pool and CGS Pool. In good spirits— despite the cold and rain—the simultaneous carnivals occurred with over 140 swim events.

Despite starting the day in parallel at separate locations, we’re sure all could hear the roaring chants and enthusiasm. At lunch, the students on-campus joined those at CISAC for the last of the events.

The 2020 Senior School Inter-House Swimming Carnival was hugely successful, the School congratulates everyone who participated. The Sportsmaster’s Cup (awarded to the House showing the best spirit and largest attendance on the day) was awarded to Jones, with Middleton and Blaxland coming runners up.

Congratulations also go to all of the age champions and winners of the major events and those swimmers who qualified for the ASC Inter-Schools and SSACT Championship.

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FEATURE ON SPORT

CGS CRICKET RAISING THE BAT TO A TERRIFIC SEASON The 2019/2020 Cricket season was an incredibly successful one for CGS in the Senior School. The School fielded eight competitive teams from U13s to Opens, with six of these teams making to the Grand Finals and a special mention made to the U13s sides.

Both teams made the Grand Final with an undefeated streak during the competition rounds. In a thrilling encounter, the As tied their match while the Bs, unfortunately, lost the Grand Final. The future looks exceptionally bright with many of these cricketers poised to contribute significantly over the coming seasons!

Year 12 student and 1st XI Captain, Hugh Stothart said ‘The CGS U15s performed extremely well with 1st in the T20s and 2nd in the two-dayers. The Opens also had a successful season with the 2nd XI one-day premiership being a highlight, despite the weather and sporting closures. The 2nd XI claimed the one-day premiership for the first time in over a decade’.

The 1st XI also proved to be a force to be reckoned with during the season, winning both the T20 and one-day ASC Championships. As a team, they faced some ups-and-downs throughout the season; however, the team invested their best and bagged two spectacular upset victories against the reigning champions.

32 | CGS OUTLOOK | Semester One 2020

In January, the 1st XI also travelled to Sydney for the Trans-Tasman Cricket Festival, where the team members had the opportunity to play against others from Australia’s and New Zealand’s best cricketing schools, marking the 22nd anniversary of the Festival. The competing teams were Shore School, Kings College of Auckland, Christs College of Christchurch, and Canberra Grammar School.

Special congratulations are due to Nicholas Barclay (Year 12), Duncan Soros (Year 12), and David Waters (Year 10) who were selected for the ASC representative side this season.

Hugh continued to say ‘speaking of the season, the team pass on a huge thank you to all the coaches and managers for the hard work they put in and for helping them deal first-hand with the highs and lows of cricket!

The parents have also been incredible, as their constant production of snacks and encouragement did not go unnoticed, as well as all the odd jobs performed to ensure that the weekend ran smoothly’.

In February, Senior School Rugby students from both male and female teams attended a fast-paced skill development session led by CGS Rugby coaching staff, the Brumbies players, and Brumbies coaches.

Year 11 students Camille Frewan, Holly Abbey, and Robyn True were joined by about 50 students from the CGS Rugby Programme and said that it was an excellent opportunity to be able to acquire new skills.

Year 11 students Jaxon Jarvis, Charlie Crozier, and Alexander Morgan took a quick break from fine-tuning their technical skills for a quick photo with three players from the Brumbies and relished the opportunity to execute precision passing and decision-making in front of these elite players and coaches. These players and coaches provided real-time feedback during the drills.

MATT GITEAU CUP Canberra Grammar School entered three teams in the 2020 Matt Giteau Cup held in March at the Campese Oval in Queanbeyan.

The Year 3/4 team and two teams from Year 5/6 enjoyed a beautiful day in the sun playing ‘the game they play in heaven’, with the Year 3/4 team taking a clean sweep in the pool stages with strong victories in each of their games.

The highlight throughout the day was their passing and rucking skills, along with strong defence. The team made it to the final, where they played a highly charged draw in a defence-dominated game.

The CGS Aqua Year 5/6 team played with spirit and solid effort throughout the day, despite many players playing rugby for the first time. The Navy Year 5/6 team started the day with an emphatic victory. This was followed by two draws and a win, leading to a rematch in the grand final and concluding in an enjoyable day but an unfortunate defeat.

CGS OUTLOOK | Semester One 2020 | 33

FEATURE ON SPORT

BRUMBIES RUN SKILL SESSION

FEATURE ON COMMUNITY SERVICE

STUDENTS SHOW RESPECT FOR THOSE AFFECTED BY AUSTRALIAN BUSHFIRES Earlier this year, a group of students led by Vice-Captain Lochlan Medd, continued the student-led initiative of designing Word Shirts that highlight key aspects important to student life at Canberra Grammar School.

Lochlan said ‘in light of this year’s catastrophic bushfires, we thought that a Word Shirt initiative focusing on respect would be appropriate to raise awareness and funds for those who were affected’.

The funds raised will be donated towards a variety of charities this year with a focus on assisting those within the School community and Canberra and surrounding regions.

The Word Shirt initiative was started in 2019 by Vice-Captain and now alumnus Freddie Klein.

‘Initiatives such as the Word Shirts are important to life at CGS, and they bring together the School community for a single cause. We hope that the Shirts had a meaningful impact and are worn at future events and School functions’ Lochlan continued.

‘The initiative was particularly important this year as we felt it served as a reminder and tribute to those who fought the bushfires and those affected and as a token of our respect for those who have endured through a crisis that will have a long-lasting impact’ he said.

STUDENTS RUN TO CLOSE THE GAP In February, a group of CGS Indigenous students—Creed Dann (Year 10), Michael Browne (Year 8), Kye Moggridge (Year 10), Trae Bashford (Year 10), and Joel Gould (Year 11)—were invited to the early morning annual Close the Gap Fun Run and Walk.

The fun run, which saw 200 runners enter, commenced at Reconciliation Place.

The Close the Gap Fun Run and Walk is an initiative by Rob de Castella and the Indigenous Marathon Foundation which inspires communities to take up running not just for exercise but also to connect and share stories in a supportive environment. Such healthy lifestyle programmes are vital in the efforts to bridge the substantial gap in health, education, and employment between Indigenous and non-Indigenous Australians.

34 | CGS OUTLOOK | Semester One 2020

FEATURE ON COMMUNITY SERVICE

AN ANZAC DAY DONE DIFFERENTLY Term 2 began with a moment of reflection to acknowledge the ANZACs. As The Last Post, performed by Year 11 trumpeter AJ Fraser, echoed throughout an empty Tim Murray Theatre, the strangeness of participating in a service in isolation, to remember those who sacrificed so much was felt by all.

During the service, men whose names are recorded on the School’s Honour Board were remembered, as were the men and women and families and friends whose lives were never the same. CGS parent Colonel Craig Bickell from Army Headquarters spoke of how differently we have honoured the ANZACs this year; no community memorials or ceremonies, no marches, no gathering of friends, no gathering of veterans and yet, amidst the current challenges faced, our community has developed a new way to acknowledge their sacrifice of giving something up for the good of others. He commented that this sacrifice costs something, just as it cost the ANZACs who sacrificed their physical and mental health, their futures, their families, and ultimately their lives.

Colonel Bickell asked the audience to remember some of the attributes and qualities of the ANZACs when determining how we should respond to the current situation. The ANZACs demonstrated candour, resourcefulness, devotion, curiosity, independence, comradeship, patriotism, chivalry, loyalty, coolness, control, audacity with their bold and creative solutions, endurance, and efficient decision-making. Sometimes the ANZACs fell short, as do many, and it can feel all too overwhelming.

When burdened by responsibility and feeling overwhelmed, Colonel Bickell urged to ‘leave it at the foot of the cross.’

When weary and burdened with troubles, turn to faith for strength.

Thank you to all those who helped the School community commemorate Anzac Day 2020.

CGS OUTLOOK | Semester One 2020 | 35

FEATURE ON COMMUNITY SERVICE

DISPLAYING SOLIDARITY

‘I’ve decided to partake in the World’s Greatest Shave to be apart of something to take our minds off what is happening around the world now. 2020 seemingly hasn’t given us a moment to catch our breath so far, and this might serve as a much-needed break from the outside world, even if momentary.

The fires and COVID-19 have also taken a significant amount of attention away from much-needed charities, such as the Leukemia Foundation. Being able to do something fun while supporting a worthy cause, that needs it more than ever, is not just desirable, but ultimately necessary.’

GAUTAM MISHRA

‘Every year I have watched six or so brave Eddison students in Year 12 go up and shave their heads in front of the School until now I haven’t realised just how big of an ask this is. I have been tossing and turning over the decision about whether to nominate since the announcement, but now after weighing up the factors have realised my (already quite short) hair, is not much compared to fighting cancer. After watching cancer affect the lives of my grandparents, I can see that going and shaving my head is a small but significant role to play. It shows cancer patients they don’t have to fight this alone, and that we are there supporting them every step of the way. As such I am very excited to be participating in the World’s Greatest Shave experience this year.’

NIC ALLNUT

36 | CGS OUTLOOK | Semester One 2020

‘I have decided to shave my head in support of the Leukaemia Foundation as it is a fantastic opportunity to raise money and funds for such an important cause. Cancer of all types affects so many people around the world, and without a doubt, everyone knows someone or knows someone who knows someone that has experienced a battle with cancer. I love my hair, but so do others that don’t have a choice as to whether they lose it or not.

For me it is something small to give up in my life to try and help others and rather than just cutting and donating my hair, I want to do everything I can to help by shaving my head. Recently, I feel like I have lost sight of what is important and with everything that is going on in the world I want to do the best I can to use opportunities I have to help make life a bit better for others. We are privileged with our choices which is why I think it is so important that we make the right ones. This action is for everyone I know that has battled cancer and for all their families and friends so that they know they have support.’

BEC MAYER

With a more difficult remote head shave this year, the students set a more conservative goal than the previous years. However, with community support in abundance, the students raised over $24,000.

The School’s editorial team spoke to some of the Year 12 students participating in this year’s World’s Greatest Shave and asked them why the event was important to them.

‘The reason I am shaving my head is that leukaemia is one of the biggest killers in Australia and one Australian is diagnosed every 41 minutes. Raising awareness about this helps exponentially to those finding a cure and most importantly those struggling with leukaemia.’

WILLIAM PETERSWALD

‘I have been lucky enough to live a happy and healthy life. I think of this as a way to help raise awareness and money for those families who have suffered as a result of this disease.’

KOH DEWAR

‘Choosing to shave your head is about showing solidarity with those who do not have the choice. We can lose our hair, knowing it will grow back, but this gesture shows people that their hair does not define them and that we are with them.’

FRED TAYLOR

‘Each day 41 people in Australia are diagnosed with a form of blood cancer. I chose to take part in the World’s Greatest Shave to raise awareness and donations for the Leukemia Foundation which provides both support and services for those suffering from blood-related illnesses.’

LACHLAN KING CGS OUTLOOK | Semester One 2020 | 37

FEATURE ON COMMUNITY SERVICE

Each year, Canberra Grammar School Year 12 students participate in the Leukaemia Foundation’s World’s Greatest Shave. This year, despite having to complete the shave at home, students felt that it was more important than ever to support those in need and to display solidarity.

FEATURE ON DEFENCE

WHAT IT MEANS TO BE A DEFENCE FAMILY If a culture is defined by possessing distinctive knowledge, attitudes, beliefs, language, customs, and capabilities, then Defence families can be described as a cultural group. At first glance, however, they are not easily recognisable. You cannot recognise a Defence family or Defence child purely by appearance. There are, however, some distinctive experiences and lifestyle challenges that create this unique culture.

Defence families are a strong unit; they move, they change, they are presented opportunities to experience new things, they are flexible, and they are resilient. They can also be lonely, without a home, and continually wondering what will be next.

Constant comings and goings of parents causing family disruptions coupled with long deployments can all increase family stress and feelings of isolation. On return, parents and children can face heightened anxiety created by reunion and reintegration.

Educators who have strong relationships with students or constantly communicate with the family are more likely to identify times of need and may be able to extend extra support during this vulnerable stage. The School values genuine partnerships between families and educators to achieve the best learning outcomes for students and values the efforts and collaborative decision-making.

Student mobility can be concerning and can contribute to difficulties in school engagement and lower achievement.

Some children may experience interruptions in their academics each time they move for a posting. Frequent moves, long periods of separation, isolation from extended family support networks, and deployments affect education, health, and wellbeing. Therefore, having positive supports to help students develop resilience and coping strategies for mobility and parental absences plays an immense and integral role in childrens’ development.

Enter the Defence School Mentor! School Defence Mentors work with schools to help the staff understand and minimise the impact of mobility on education and to build the capability of the school in supporting Defence students and their families. Defence School Mentors also enhance awareness and appreciation of the unique Defence lifestyle. There is a large Defence family population at CGS, and the School is highly committed to supporting them. Defence School Mentors can also serve as a point of contact for families.

CGS WELCOMES NEW DEFENCE SCHOOL MENTOR Ms Alison Larwill joined the School in March 2020 as the Defence School Mentor. Defence School Mentors help schools to understand and minimise the impact of mobility on education and to build the capability of the school in supporting Defence students and their families.

38 | CGS OUTLOOK | Semester One 2020

FEATURE ON DEFENCE

THE RIGHT FIT FOR DEFENCE FAMILIES When Mal and Jo Brick were considering a school for their son Sean, they knew they had to find somewhere that ticked a lot of boxes. As a Defence family, they had more boxes to consider; with Mal in the Army and Jo in the Air Force, they needed to find an institution that would understand the complexities of their home life, as well as allow Sean to flourish in the areas of his choice.

Mal and Jo have also noticed Sean flourishing during his time thus far at CGS. Sean is a self-proclaimed ‘quirky kid’ and has loved expanding his knowledge in all things IT, from audio-visual features to the promise of programming, coding, and drone flying with the Code Cadets. He has enjoyed making lifelong friends and taking part in new and exciting Co-curricular activities.

Sean Brick has attended Canberra Grammar School since he was in Year 3; he is now a Senior School student in Year 7, where he’s developed a strong passion for IT. He is looking forward to joining the Code Cadets and, like his parents, he appreciates having everything co-curricular in one place. One of the defining features of CGS is the exceptional number of co-curricular opportunities available on campus. There is no need to sign up for local clubs, as the CGS programmes are world-class. Moreover, CGS has a Defence School Mentor whose sole responsibility is providing support and pastoral care to Defence students and their families.

Apart from creating amazing Co-curricular opportunities, CGS also offers a terrific boarding programme, and its facilities are of incredible interest to the Brick family.

Dinner time for Sean means conversations littered with acronyms and big words; having both parents in Defence means that his family also has to move frequently, manage deployments, and juggle one or both parents being away at varying times, which can create some challenges.

‘Canberra Grammar School has been incredibly welcoming, and knowing that the School has other Defence kids going through the same thing is comforting. Working in Defence can have its challenges, such as the level of uncertainty around this time of year as you don’t know where you are going to be the following year,’ said Colonel Mal Brick, ‘but CGS has everything we need as parents and Sean desires as a student. We couldn’t be happier’.

A Defence student may experience frequent moves, long periods of separation from one or both parents, and alienation from extended family support networks – all of which affect the student’s education, health, and wellbeing.

The staff who interact with Defence students must remain aware of the changes and challenges in these students’ lives. Such information can help to understand what is happening in a student’s life and allows the School to provide positive support if the student requires it.

‘If we were posted overseas, Sean could move seamlessly into boarding and continue his studies during our time away – it’s a terrific benefit’ said Group Captain Jo Brick.

This peace of mind is just another benefit CGS offers the Brick family, who were immediately impressed when the first attending a CGS Open Day five years ago.

‘We were immediately impressed by the students who took us for the tour around the beautiful CGS campus. Their level of leadership and the feeling of community and care we experienced was something that stood out to us and made us certain of our decision that CGS is the right place for Sean’ said Jo.

Parents can also contact the Defence School Mentor to discuss a student’s transition into the School or to obtain information if they are relocating.

The wellbeing and education of students is our utmost priority, and with the help of the Defence School Mentor, Defence students have the additional support they need to succeed.

CGS OUTLOOK | Semester One 2020 | 39

FAREWELL TO LONG-SERVING STAFF MEMBERS ROSALIE REEVES Rosalie’s contribution to the School has been nothing short of remarkable. Stepping into the School in 1995 with an obvious energy and passion for education, coupled with the drive and determination to make a significant difference, it was evident that she would leave a long-lasting legacy.

After 24 years of working tirelessly—including 10 as Head of Primary School—to ensure the Primary School flourished, Rosalie decided earlier in the year to take some long-earned leave to spend with family and to study and travel ahead of her next career ventures.

During Rosalie’s tenure at CGS, the School saw many incredible accomplishments. With immense dedicated and fortitude, she has led, amongst many things, the introduction of the IB Primary Years Programme, and she was the architect of CGS Care and the Primary Horizons Programme.

She oversaw virtually every detail of the physical transformation of Southside and has been a driving force behind every other major renovation in the Primary School in recent years. Of course, she also led the Primary School’s transition to co-education and has overseen the flourishing growth of our Primary School community in recent years.

Most importantly, as a teacher, parent, and friend to many, she has enhanced the lives and education of thousands in her time here. She has done so with care and personal knowledge of countless students and their families, connecting warmly with children from Pre-School to Year 6 and well beyond, following the progress of many through their graduations from Year 12.

Equally at home in class in the ELC, on the sports fields, on camp, reading stories at Northside, helping students craft their service projects, enjoying the talents of all students in the Primary School, or playing a role as an educational leader, Rosalie was involved in all aspects of the Primary School, bringing a commitment to professionalism and a close attention to detail.

In addition to being passionate about teaching, she has always also been a passionate learner.

Whether it be exploring new ideas, reading, attending professional development, or simply questioning the norm and pushing the boundaries of the status quo, Rosalie challenged and supported both students and staff to think differently and innovatively.

Rosalie has been an agent of change, an organiser, and a life-long learner who is continuously focused on the big picture in all her endeavours and dedicated to nitty-gritty thinking. Rosalie has been an outstanding and gifted educator; however, her passion and love for the children in her care are her true strengths. Canberra Grammar School has been privileged to have experienced her leadership.

We wish Rosalie the best of luck in her next endeavours.

40 | CGS OUTLOOK | Semester One 2020

SALLY GATES Assuming the role of Operations Manager in November 2007, Sally was involved in the day-to-day activities of the School as well as in strategic planning, which included project coordination, implementation of school-wide systems, and risk and compliance. Her strategic view and understanding of the entire institution implied that she had a hand in most of the significant improvements the School has seen in her time at CGS. Some of Sally’s most notable achievements during her time at CGS have been helping the School transition to co-education, organising Bring Your Own Device (BYOD) trials and implementation of mobile devices, functions of the Primary School Library building, rolling out CGS Connect 1.0, organising the Year 10 Outdoor Expedition, creating an excursion framework for applications and risk assessments, ensuring business improvement and improved operational efficiency, the introduction of smart forms, and monitoring CGS registrations and compliance.

Sally was also involved in many CGS Co-curricular programmes, including various domestic and international cultural and community service experiences. Sally also coached the Dragon Boat teams at the school, state, and national levels, taking large groups of athletes to national and world championships!

Sally could always be relied upon to help in any way around the School, and she loved the unique culture CGS had to offer for students, staff, and the community.

JEANNINE KEENAN Not many staff members can say they have worked at CGS for more than three decades. Enter (from stage left) Jeannine Keenan!

Jeannine started her career at CGS in 1988 and has taught many children, including those of her previous students. Her three daughters also attended CGS from Pre-School to Year 2.

Jeannine has been a Piano Teacher and accompanist at CGS for most of her career and has many fond memories, both personally and professionally. During her time at CGS, she has met many wonderful staff members and musicians throughout the Primary and Senior Schools, some of whom are lifelong friends. She especially loved the one-on-one aspect of piano teaching. She was able to introduce and guide students on their musical journeys and see them develop and grow musically and as young people.

Jeannine will fondly remember, in particular, two overseas excursions in 2007 and 2009 with the CGS Chamber Choir. They performed in the Notre Dame in Paris, and at the Anzac Services in the villages that were the battlefields of the Somme (Amiens, Villers Bretonneux and Bullecourt), the Dawn Service at the Australian War Memorial in London, followed by the day service in Westminster Abbey. They were experiences she will never forget.

During her time at CGS, Jeannine enjoyed being the accompanist for choirs in the Primary School, with many rehearsals and performances such as Eisteddfods in Canberra and Sydney, charitable functions for the Canberra community, School concerts, and musicals and other events, including Christmas concerts her own children were a part of.

Jeannine announced her retirement in June 2020 and is now looking forward to spending more time with her family, especially her grandchildren and being in the garden.

CGS OUTLOOK | Semester One 2020 | 41

CGS ALUMNI NEWS SYDNEY REUNION On Friday 21 February, CGS hosted an Alumni Reunion in Sydney at the Republic Hotel. It was warming to see some of the old faces (some of whom the School has caught up within London before) and to welcome some new Alumni to the group.

This Reunion was off the back of a meeting with The Mentor Evolution, where the new Mentoring Programme was workshopped. Therefore, not only were the contingent able to talk to the group about the programme, it also gave the Alumni an opportunity to discuss mentoring amongst themselves and the possibility of establishing mentoring partnerships within the group.

The group stayed until late in the night and shared stories from School and favourite teacher memories.

These Reunions give the Community Development Office a chance to bring Alumni together who, in most circumstances, wouldn’t often mingle or even get the chance to meet. It once again proves how the bonds developed whilst at CGS transcend age and social circles, and their continued success is a testament to the value placed on these relationships.

REGIONAL VISITS AND DATES FOR DIARY After a year impacted by bushfires and COVID-19, and the postponement of the regular community engagement programme, staff from the Community Development and Admissions Offices travelled to regional areas to catch up with our current families and to engage with prospective families.

Unfortunately, for the wellbeing and safety of the CGS community, the School does not currently plan to host any Alumni Reunions on-campus in 2020.

42 | CGS OUTLOOK | Semester One 2020

REMEMBERING PHIL RICHTER In February, CGS School Vice-Captains India Kazakoff and Harry Kilcullen attended a commemorative service marking the 50th Anniversary of Operation Hammersley, where one of our Alumni, Phil Richter (class of 1965), tragically lost his life.

Operation Hammersely commenced in February 1970 in Phuoc Tuy province, Vietnam. The squadron was deployed to secure a quarry at the foot of the Long Hai Hill.

During the operation, 12 Australians were killed and 59 wounded with two more killed in the following days. One of the soldiers, Private Richter, was killed in action on 28 February, at 21 years of age.

India and Harry were tasked with laying a wreath in honour of Private Richter in front of over 300 visitors including VIPs at the Australia Vietnam Forces National Memorial.

The Standard, Guidon, Regimental Colours, and Corps Banners representing the units which fought during Operation Hammersley were paraded, and a Call to Remember was voiced by 8RAR veteran of Operation Hammersely, Dr Robert Hall.

At the conclusion of the service, India and Harry were approached and thanked by some of the veterans who remembered that Phil had attended CGS.

The service not only marked the anniversary of Operation Hammersely but also commemorated the 70 Australian servicemen who were killed and wounded during it.

LAUNCH OF THE CGS ALUMNI MENTORING PROGRAMME Earlier in the year, the School launched our Alumni Mentoring Programme with a few potential mentors and mentees from our Alumni community. Since then, more than 30 Alumni sign up as mentors, with experience across industries such as the military, legal services, healthcare, hospitality, real estate, banking and finance, media and communications, education, entrepreneurship and small business, and science and engineering.

With the breadth and depth of our community, there is a wealth of knowledge and expertise that the CGS Community Development & Alumni Office hope to leverage to prepare the School’s more recent graduates.

The School would like now to take the opportunity to invite our Alumni community to join the Alumni Mentoring Programme, either as mentees or mentors, in a collective effort to prepare our recent graduates to become even more ready for the world.

We hope that you are interested in taking the opportunity to connect with the Alumni mentors and draw on their wisdom, learnings, and experience.

FIND OUT MORE OR JOIN AT: CGSALUMNI.ORG.AU/MENTORING CGS OUTLOOK | Semester One 2020 | 43

WHERE ARE THEY NOW Many CGS Alumni are making a difference around Australia and worldwide, and the School loves to hear and share their stories.

DR JAMES MUEKE AM (CLASS OF 1981) AUSTRALIAN OF THE YEAR James was awarded one of Australia’s highest honours earlier this year when he was presented with the Australian of the Year award for his work in fighting blindness, especially among those with type 2 diabetes.

Through his charity Sight For All, he focuses on the leading cause of blindness—type 2 diabetes—which is now the leading cause of blindness amongst the working-age adults in Australia. It’s also the fastest-growing cause of blindness in Indigenous Australians and the sixth-biggest killer in this country.

With 80% of world blindness avoidable, and almost 90% in low-income countries, James treats blindness as a human rights issue. The charity’s comprehensive educational strategies positively impact the lives of over one million people each year.

‘The concerning thing is that blindness due to diabetes is virtually all preventable or treatable’ said James.

He is using his Australian of the Year accolade as a platform to advocate for measures to tackle preventable blindness caused by diabetes, including advocating for a sugar tax! James said a tax on sugary drinks must be a part of efforts to prevent and manage type 2 diabetes—which afflicts at least 1.2 million Australians and costs the economy an estimated $15 billion a year, including in terms of lost productivity. He comments that sugar is ‘as addictive as nicotine’ and is cheap and ubiquitous, so it’s readily accessible to everyone. Sugar consumption through sugary drinks and processed food is climbing every year, as is the obesity and type 2 diabetes statistics.

‘Blindness is just one of many complications of diabetes and, as an eye surgeon, I see the end stages of the disease. What we should be doing is going right back to the start and saying “what’s causing type 2 diabetes” and that’s a dietary disease due to consumption of too much sugar and refined carbohydrates in processed food’ said James.

James said he also wanted to encourage people with diabetes to get their eyes checked.

‘The problem is, more than half the people with this disease are not having their regular sight-saving eye checks. They’re coming in too late, sometimes too late for treatment, too late to reverse the vision loss’ he said.

Sourced from ‘Australian of the Year Calls for Sugar Tax to Fight Diabetes Caused Blindness’ in The Sydney Morning Herald, 25 January 2020 and ‘Diabetes is a Blinding Disease’ AUSTRALIADAYSA.COM.AU, 8 April 2020.

44 | CGS OUTLOOK | Semester One 2020

BRANDON WOOD (CLASS OF 1987) THE FIRST RESIDENT AUSTRALIAN DEFENCE ATTACHÉ IN TEL AVIV Brandon graduated from CGS in 1987 and went straight to the Australian Defence Force Academy (ADFA) and into the Army, and has never left! He has enjoyed over three decades in this line of employment, which has taken him to some of the most remote places in Australia and some equally magnificent yet contested countries of the world. After a brief period where he thought he had settled back in Canberra, he was fortunate to be offered the position of Defence Attache in the Australian Embassy in Baghdad, which he accepted in 2017.

BRANDON WOOD (LEFT) AND RUPERT HOSKIN (RIGHT) AT THE AUSTRALIAN EMBASSY IN IRAQ.

In a fortuitous turn of events, Brandon found himself deployed to the Middle East with two of his classmates from CGS. ‘Three of us from the same class, who all joined the Army and went to ADFA, were deployed together to the Middle East, 30 years after leaving School together’ said Brandon.

Brandon and classmate Rupert Hoskin AM were in Iraq, while Craig Shortt was deployed to Afghanistan. Concurrently, they covered diverse appointments in the Middle East – Rupert was in Kuwait and Iraq, serving as the head of plans and Coalition coordination for the mission to defeat the Islamic State; Craig was in Afghanistan, acting as the operations manager for US and NATO forces; and Brandon was managing Australia’s broad defence relationship with Iraq.

According to Brandon, 2017 was a fascinating year to be in Iraq since that year, the Iraqi Security Forces regained almost all the territory ISIS had previously captured.

Upon his return to Canberra, he was fortunate to be briefly seconded to the Department of Prime Minister and Cabinet until early 2019 when the Government decided Australia would strengthen its defence links with Israel. This is how he came to be the first resident Australian Defence Attache in Tel Aviv.

‘I have been in Israel for just over a year and am still thoroughly enjoying and trying to understand the political and security complexities of this region’ said Brandon.

BILL BIRTLES (CLASS OF 2002) ABC’S CHINA CORRESPONDENT Bill is currently posted in Beijing as ABC’s China correspondent. Bill has been in the Chinese capital since 2015 when the ABC posted him there, but the path to China was paved years earlier.

After graduating from CGS in 2002, he entered the University of New South Wales and later started a career in journalism, initially in radio. He’d worked for Triple J as a journalist but decided to start learning Mandarin and ended up heading off to Beijing when he was 24. He studied the language and worked in a Chinese television newsroom during a time when China was still growing fast with a dizzying sense of optimism.

He then headed back to ABC in Sydney and Melbourne before landing the China posting and returning to Beijing.

‘It’s a huge privilege to travel throughout China and report at a time when it’s rapidly becoming the world’s biggest story’ said Bill.

‘The optimism of my first stint 10 years ago has changed—it has become a lot tougher for Western media to operate here now and an increasing amount of my time is spent covering flashpoints like Hong Kong, Trade Wars or diplomatic stoushes between Australia and China. Yet the work never ceases to amaze me—from getting teargassed in Hong Kong, to watching missiles parade past Tiananmen Square, to escaping midnight coronavirus lockdowns in Wuhan; there’s rarely a dull day, and I’m very lucky to be in the right place at what feels like the right point in history.’

CGS OUTLOOK | Semester One 2020 | 45

JULIAN BAILEY (CLASS OF 1974) PURSUING A LIFE OF SONG Throughout his years at CGS, Julian enjoyed learning music, playing piano, and singing in the Chapel Choir but compelled by the wishes of his family, went to study Law and Economics at the University of Melbourne in 1975. It only took a couple of years before the encouragement he received from two professional musicians at the university (concert pianist Ron Farren Price and the Victoria State Opera conductor Richard Divall) persuaded him to change his study to a Bachelor of Music (Honours in Piano Performance), which he graduated within 1983.

During and post-university, Julian worked as a full-time musician as a chorus singer in the Victoria State Opera, a vocal teacher and as a piano accompanist, and has developed a modern, economical, and minimalist method of teaching singing that he calls ‘Singing Logic’.

In 1992, Julian’s life transformed when he suddenly found himself without employment.

He made a career change to become a salesman for the AMP Society. Today, he is a Financial Planner with AMP Financial Planning but has been able to continue fine-tuning his music performance skills as the flexibility of his employment has afforded him the time to release two professional standard CDs, one of which is also available as an LP. ‘It’s quite a blast to have my own vinyl’ said Julian.

Reflecting on his career, Julian has a genuine interest in his clients and in the value of the products he provides for them. He also loves being able to divide his time between this and his passion for music.

‘Music continues to thrill me to my core, and if I were to provide one piece of advice, it would be “ask yourself what do you enjoy doing so much that you would do it even if no-one paid you?” and do that!’ said Julian.

WANT TO HEAR MORE STORIES FROM ALUMNI? VISIT CGSALUMNI.ORG.AU WANT TO SHARE YOUR LIFE SINCE CGS? TELL US WHAT YOU HAVE BEEN UP TO SINCE LEAVING CGS BY VISITING CGSAALUMNI.ORG.AU/CONTACT/WHERE-ARE-YOU-NOW

46 | CGS OUTLOOK | Semester One 2020

ENTREPRENEURIAL INGENUITY EMERGES

When CGS Alumnus Ewen Hollingsworth (Class of 2003) and his wife Jen, watched the announcements roll in about the nationwide shut-down, they were devastated for all the Australian businesses forced to close their doors. As small business owners themselves, they knew first-hand how difficult the future would be.

They decided there and then to call a number of their favourite small businesses with an offer: to pay them now for a service they could redeem when this was all over. After Jen called her favourite hairdresser, the couple realised that a lot of people might like to do the same for their favourite small business, so that night they started Vouch for You, a not-for-profit online voucher marketplace for small businesses.

Vouch for You guarantees small businesses from all industries cashflow now, when they need it most, and businesses can even determine what discount they are willing to offer customers as an added incentive to participate in this initiative. There are currently 1,200 businesses registered already Australia-wide.

‘Australia has worked hard to come out of the pandemic, but this is going to impact businesses for a long time to come – and we wanted to provide them with a platform that will help grow their business, mitigate their risk and put them in a strong position well into the future.

‘Our platform provides this for them, and we want to be on this journey with them for a long time. We also know that there are a lot of individuals facing a period of financial difficulty, and we want to help them access their most-loved businesses in a new, more affordable way’ said Ewen.

The 2003 Vice-Captain of Canberra Grammar School also included a ‘Pay It Forward’ option, allowing customers to purchase a second voucher at the checkout, for the selected business to give out at their discretion to another loyal customer who may be facing hardship.

Basically, it’s humans vouching for their favourite businesses in need, and businesses vouching for their favourite humans in need.

Both e-commerce and brick-and-mortar stores can use the Vouch For You platform—equally those who already offer vouchers and those who want to start.

‘We see it as the Airbnb for small business. In the same way as a hotel in Orange might already have their own online presence but post themselves on Airbnb for the additional exposure—we provide that same exposure to small businesses of all types’ Ewan continued.

Customers can peruse the businesses by searching using location, industry, service, or price criteria, ensuring that customers are put in touch with products and services they’ll love.

Vouch for You launched in June, so register your interest as either a small business owner or sign up to support local businesses and score a great discount, head to VOUCHFORYOU.COM.AU

Ewen Hollingsworth hopes that Vouch for You not only helps businesses now by allowing their current customers (and new customers) to purchase vouchers now but also can assist them long-term as well.

STAY CONNECTED WITH ALUMNI If you’re not connected already, you could be missing out on eNews, reunion information and networking opportunities!

CGS greatly values its former students, staff and parents and encourages your continuing relationship with the School.

If you or someone you know has lost contact with the School, reconnect by email or social media.

COMMUNITY@CGS.ACT.EDU.AU

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CGS FOUNDATION NEWS INDIGENOUS SCHOLARS PROGRAMME CONTINUES TO GROW In June, our Indigenous Scholars were presented with laptop computers from David Hurst on behalf of Harvey Norman Commercial (HNC).

This gesture of HNC supporting the Indigenous Scholars Programme at CGS was initiated in 2019 with a visit to Parliament House. The visit included an address from the Hon Linda Burney MP (Shadow Minister for Families and Social Services and for Preventing Family Violence), Hon Dr Andrew Leigh MP (Shadow Assistant Minister for Treasury and Charities, and Federal Member for Fenner), and Fiona Phillips MP (local member for Jervis Bay (Gilmore)).

The Harvey Norman Sponsorship offers an essential partnership between industry and CGS in supporting the academic outcomes for our students.

Following the presentation of laptops, the students heard from Dr Justin Garrick, Head of Canberra Grammar School, about the vision of the CGS Indigenous Scholars Programme.

John Dyball, who has been a driving force behind the project, and David Hurst closed the presentations with gratitude. To finish, Deklyn Crawford-Reid (Year 11 Indigenous Scholar) gave an expression of thanks, and each of the Year 12 students also provided a summary of their major works project for Aboriginal Studies.

A CONTINUED COMMITMENT TO PHILANTHROPY Canberra Grammar School is pleased to welcome Fiona McQueen as the CGS Foundation Director of Philanthropy. Fiona joins CGS from St Aloysius’ College in Sydney, where she was the Campaign Manager leading the school’s fundraising programme, particularly its fundraising response to COVID-19.

Prior to that, Fiona has, over the past 12 years, developed and delivered strategic philanthropy programmes at several education institutions.

Fiona gains great pleasure working with benefactors, volunteers and colleagues to create and celebrate a culture of philanthropy in education. She believes that philanthropy will continue to play an important role in delivering our ongoing mission to ready our students for an increasingly complex world.

Fiona recently completed her MBA at the University of Sydney and looks forward to graduating in the Great Hall when we are once again able to gather together to celebrate significant milestones, and she equally looks forward to meeting, and working with, the CGS community over the coming years.

48 | CGS OUTLOOK | Semester One 2020

THANK YOU TO ALL CGS FOUNDATION DONORS CGS FOUNDATION

CGS FOUNDATION BENEFACTORS

PATRONS

Mrs Susan & Mr Ken Cooper

CGS Old Boys’ Association

Mr Peter Hazlehurst

The Podmore Foundation

Kenyon Foundation

Anonymous (2)

Mr Terry & Mrs Ginette Snow

CGS FOUNDATION FELLOWS

CGS FOUNDATION ASSOCIATE MEMBERS Mr B Ashman

Mr T Harrison

Prof S Robson

Mrs Georgina & Mr David Gazard

Mrs J & Mr A Dimoff

Mr W Maude

Mrs Wendy & Mr Vivian King

Dr R Jain & Dr D Singhal

Mr G Mauldon

Canberra Embassy of the State of Qatar

CGS FOUNDATION MEMBERS

CGS FOUNDATION 2019 DONORS

Mrs Hermina & Mr Daryl Blaxland

Bienkiewicz L

Gazard DP

Peters K and L

Mrs Karen & Mr Stephen Byron

Blaxland D

Gray AM

Peterswald J

Mr Alan Carey & Family

Blaxland H

Gurney R

Platis S and S

Mrs Louise Clegg & Mr Angus Taylor

Blaxland M

Hall B

Ravishanker M

Ms Dharini Ganesan Raju & Dr Justin Garrick

Brighenti C

Hamza E

Razzaq A

Mrs Jillian & Mr Stephen Goggs

Brown B and R

Harrison T

Recruitment Hive

Mrs Rusul & Mr Ali Hameed

Burt P

Jewell R

Rock K

Mrs Suzanne & Mr David Prowse

Byron S

Kenyon DA

Rogers S

Mr Irwin Prowse

Carey AR

Kunkel A M & J

Sainty J and A

Mrs Thea De Salis

Carey Family

Landy D E and R

Schiessl B M & P

Mr Justin Dundas-Smith

Cummings R

Laverty F & M

Seaborn J

Dr Carolyn Hawkins & Dr Desmond Yip

Davies JR

Love K & D

Templeman Family

Mr James Kilmartin

Dimoff J & A

Maffey M

Trust R

Mr Robert Mark

Evans DA

Mansfield G

Vido D

Mr Graham Matthews

Ford L

Maude WJ

Welsh S & A

Mrs Helen & Dr Simon McCredie

Fox C & M

McMahon N & PM

Westcombe D

Mr Dennis Milin

Frewen J and J

Millar D & K

Wilson R & A

Mrs Janny & Mr Hugh Poate

Garrick JA

Moores A

Anonymous (12)

Mrs Justine & Mr Andrew Redwin

Gaynor J

Nyhof M & S

Ms Melissa & Mr John Russell Dr Lynne & Dr Tony Tonks Mr Dino Augusto Vido Mrs Heather & Dr Samuel Whittle Anonymous (4)

Donor list current at 30 June 2020.

Donor details are listed as entered at time of donation.

If you believe you have been omitted from this list, we apologise.

Please contact us at foundation@cgs.act.edu.au CGS OUTLOOK | Semester One 2020 | 49

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