CGS Outlook 2024 - Semester One

CGS OUTLOOK

THE MAGAZINE OF THE CANBERRA GRAMMAR SCHOOL COMMUNITY

EDITORIAL DETAILS

Lead Editor: Ayesha Shahed

Co-Editors: Ryan Butterworth and Serena Netto

Graphic Designer: Twee Phan

Printer: Ink Printing

Photography: William Hall Photography, Ryan Butterworth, 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: Beautiful autumn morning at CGS

© Canberra Grammar School 2024

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

INTRODUCTION

Welcome to this 95th Anniversary edition of CGS Outlook, a volume that, I hope, captures the spirit of our thriving School at this exciting time.

In Schools, as in life, we tend to celebrate the zero years the most, as we did for our 90 th Anniversary in 2019. Those who were here will remember the concerts in the Quadrangle, the fireworks on the Main Oval and countless other special events. No doubt we will commemorate our centenary in similar style in 2029.

In the meantime, this half-way mark is a chance to reflect; to look both backwards on what has made us the School that we are, as well as forwards to what we may yet be; to fuel our momentum for the years ahead, but also to draw from the deeper well of history than we normally do from day to day.

After the veil of the COVID years, themselves following immediately upon a period of dramatic growth and change for our School, it is perhaps all the more important to reconnect with the endeavours of those who have gone before us, and to measure our achievements by their intentions.

As I said in recent Primary and Senior School Assemblies, there was staggering audacity to the creation of this School, built determinedly in the teeth of the Great Depression and then the Second World War, to be a beacon of education in the new capital of a new nation in this ancient country; a school founded to educate the generations of a city that would shape Australia’s future and its place in the world.

That may sound grandiose, and it is, but what extraordinary sense of manifest destiny it must have taken not just to declare a school into existence, but to have stones from the great schools of England shipped around the world and carted overland to be set like architectural and intellectual DNA into the walls of the east wing of the Quadrangle, itself a structure that was planned to echo no less than the ancient cloisters of Oxford and Cambridge – all for a few dozen students and a handful of teachers in a city that had barely been born!

Yet here we are now: thousands of students, staff members and families, learning, growing, working and coming together every day in the legacy of the vision and effort that has brought us to this point. We, its custodians, are charged to build on the foundational spirit of this School and this city; to demand of ourselves the same hard-edged determination and bright idealism that led our founders to create the future that we now enjoy.

That is the point of marking our 95th Anniversary; a reminder, not that we inherit a heritage to enshrine unchanged in perpetuity, but that we best honour those who have gone before us by building a future for others on what they built for us; by continuing to create with a vision for what could be, just as our forebears did.

That is what making history means, and that, I hope, is the spirit evident in these pages and in all that we enjoy this year.

Happy birthday CGS! I look forward to 100!

Sincerely,

Justin Garrick , Head of School

A WORD FROM OUR SCHOOL CAPTAINS

The captaincy team has been involved in many activities and events promoting the School Values in Semester 1. Some of the significant events included Mental Health Week, National Boarding Week, Harmony Week, and Reconciliation Week. This semester, our Captain’s Cup events featured an exciting House Basketball competition and the reintroduction of House Debating.

MENTAL HEALTH WEEK sparked discussions about student wellbeing, focusing on the theme 'It’s not weak to ask'. Opening up about mental health can be difficult, but it’s easier when someone else starts the conversation. We urge everyone to check in on their friends, no matter how challenging it may feel. We raised over $1,400 for Beyond Blue to support their 24/7 helpline, especially crucial after the difficulties of COVID-19.

NATIONAL BOARDING WEEK celebrated the diversity of our boarders and the uniqueness they bring to the School. Activities included boarders vs staff touch football, day students joining boarding dinners, sleepovers, and staff dining with boarders. The relationship between boarders and CGS is unique and important to celebrate—our School is fortunate to have students from all over the world.

HARMONY WEEK facilitated the celebration of every student’s culture. Beginning with Canberra Grammar School’s inaugural flag ceremony in assembly, the week celebrated our School’s diverse cultures. As a captaincy group, we aimed to strengthen ties with embassies through our annual embassy visits to the quad. Activities like gumboot throwing from the New Zealand Embassy, an opera singing workshop from the Italian Embassy, and student performances filled the quad during the week, serving as a vibrant reminder of the importance of celebrating every student’s background and culture.

RECONCILIATION WEEK celebrated Indigenous culture within our School. Speeches from Jenarkki and Noah highlighted the importance of a school-wide commitment to reconciliation. Reconciliation is crucial for learning lessons from the past and shaping our current lives. Term 2 also included the Rugby Indigenous Round, which was significant in recognising the experiences of our Indigenous peers.

This semester has successfully embodied our three School Captaincy initiatives: head, hand, and heart . We are all very excited to celebrate our Year 12 cohort in the coming term and continue working towards developing a dynamic school culture and vibrant school community.

SHAVE AGAINST CANCER FUNDRAISING SUCCESS

This year, our brave Year 12 students raised over $25,000 for the Sydney Children’s Hospital, contributing to a school-wide total of $50,000 towards mental health and cancer research so far this year. Beyond the funds, this event strengthened CGS’s bond with the Sydney Children’s Hospital, cementing a relationship that serves to help those children currently undergoing treatment and suffering from cancer.

A month before the Shave Against Cancer event, the School Captaincy team visited the Sydney Children’s Hospital to strengthen the relationship between CGS and the hospital’s foundation and to increase transparency regarding where our donations go. On this day, we had the opportunity to speak with the Sydney Children’s Hospital Foundation fundraising team about the success of the Canberra Grammar Shave for a Cure, meet Professor Antoinette Anazodo, a paediatric and adolescent oncologist, and visit the prototype rooms for the new expansion of the Sydney Children’s Hospital.

In total, 54 brave students chose to shave their heads, while 44 additional students cut their hair and donated their locks to make wigs for cancer patients.

ELC STUDENTS’ BUSH SCHOOL ADVENTURES AND BEE LEARNING

As part of their ‘Sharing the Planet’ Unit of Inquiry, ELC students participate in regular Bush School activities, embarking on small adventures to Red Hill Nature Reserve or Legacy Park to explore the world around them. In Term 2, the children’s curiosity drove the learning, mainly on bees.

Students enjoyed an incursion with Julie Armstrong, the founder of ACT Bees and Other Pollinators, to enhance their understanding. Julie shared fascinating experiences, including how bees pollinate and ways to care for the environment to ensure it remains a safe place for bees.

In the ELC, all the students actively participated in bee-related activities, dressing up and engaging in interactive tasks. Some students acted as forager bees, finding flowers and dancing to notify the other bees. The rest of the students then buzzed around, collected pollen, and pollinated the apple tree flowers. They even tasted some gala apple slices, the fruits of their pollination efforts. A beautifully handmade felt beehive world helped the children visualise the queen bee, worker bees, and the various fruits and vegetables created through pollination.

Julie joined our Northside students for the term’s final Bush School session. Here, they learned about different types of seeds, observed bee homes, and learnt how to pause and appreciate nature. After lunch, students transformed into bees and helped pollinate an apple tree. To conclude their time with Julie, students explored a global hive made of felt and discussed the local bee species in Canberra.

INTERNATIONAL DAY OF MATHEMATICS

14 MARCH 2024 – Pi DAY

Pi Day is a global celebration of the mathematical constant Pi (π), and it provides an excellent opportunity for students to engage with mathematics in an enjoyable and meaningful way. Celebrated on March 14 (3/14 or 3.14), this day allows students of all ages to explore mathematical concepts through various activities.

The International Day of Mathematics at CGS provided students a fun and educational experience, fostering a love for mathematics through interactive and collaborative activities. This celebration enhanced their mathematical skills and strengthened the sense of community within the School.

ENGAGING LEARNING EXPERIENCES

This year, classes from Pre-School, Pre-Kindergarten, Year 2, Year 3, Year 4, and Year 6 participated in a series of mathematical learning experiences alongside the Senior School. The theme for this year was “Playing with Maths,” and students had a great time collaborating and exploring patterns and numbers.

• Pre-Kindergarten: Students engaged in a scavenger hunt to find numbers in nature, creating their favourite number using items from their playground.

• Year 2: They had an engaging and competitive game of Finska with Year 9 students, in-corporating addition and subtraction to calculate scores.

• Years 3 & 4: These students explored patterns in Rubik’s cubes along with Year 9 students, and were amazed by how quickly some ‘cubers’ could solve them.

• Year 6: Worked with Year 11 students on an equivalent fraction game, allowing Year 6 students to ask questions about transitioning to Senior School.

– Lisa Kaptein, Associate Director of Academic Education, Mathematics (Primary School) and Charlotte Watt , Assistant Head of Department, Mathematics (Senior School)

STUDENT REFLECTIONS

The activities were well-received, with students expressing their enjoyment and the value of the experience. Our students thoroughly enjoyed the wide range of experiences and look forward to future collaborations, which we expect to take place later in the year at the Senior School.

Working with someone older was good because Ryan supported me in solving a Rubik’s cube. I can’t solve one yet, but I’m inspired to keep trying.

Edward, Year 4

Teaching younger students is a good life skill. It was enjoyable, and I’d recommend it to others.

Scherwan, Year 9

Finska connects to our learning because we have to use addition and subtraction to work out our score.

Sofia, Year 2

They helped us understand fractions more but didn’t just explain the answers. I enjoyed talking about Senior School. I learned much from them and now look up to them as role models.

Ira, Year 6

Working with Year 4s taught me that teaching a new concept is challenging, even if you know it well. It helps you understand the importance of teaching your peers.

Mila, Year 9

INNOVATION HUB AT CGS PRIMARY SCHOOL

At CGS Primary School, the recently introduced Innovation Hub (iHub) serves as a catalyst for fostering creativity and innovation among students. This dynamic space is designed to inspire students to tackle real-life challenges with inventive solutions, nurturing essential 21stcentury skills such as critical thinking, problem-solving, computational thinking, and engineering through experiential learning.

More than a physical space, the iHub is a vibrant community platform for collaboration, resource access, and problem-solving. It supports entrepreneurship, scientific exploration, and technological advancements, contributing to the holistic development of CGS students.

Primary classes can reserve the iHub throughout the week for digital technology assessments, aligning with curriculum requirements. Students from Pre-School to Year 6 regularly use the space. During breaks, the iHub buzzes with high- and low-tech activities and student-led initiatives like Sphero battle bot tournaments and Puppet Club.

The Innovation Hub represents a significant step forward in fostering creativity, innovation, and essential skills among students. By providing a dedicated space for hands-on learning, iHub enhances problem-solving and critical thinking while nurturing community and collaboration. This initiative underscores CGS's commitment to holistic education, preparing students for an increasingly complex world.

– Melissa Chadwick, Associate Director of Academic Education Science and Technology

FOCUSING ON ASSESSMENT PRACTICES AT PRIMARY SCHOOL

At Canberra Grammar School, we are dedicated to reflective and progressive teaching practices. This year, we are focusing on our Primary School's assessment methods as part of our ongoing commitment to educational excellence.

The IB PYP Evaluation, held every five years, encourages schools to reflect, self-assess, and set goals to enhance their programmes and impact student outcomes. Our Primary School teachers have embraced this opportunity by forming small focus groups to undertake action research projects, known as Programme Development Plans (PDPs). These projects identify areas for growth and implement teacher-led strategies for continuous improvement. For 2024, our focus is on assessment.

All Primary School staff have engaged in professional learning sessions focused on assessment, exploring key areas such as providing quality feedback, designing inclusive assessment tasks, leveraging iPads for assessment, encouraging peer assessment, and promoting self-assessment. Over the past six months, our teachers have been engaging in deep discussions about their assessment practices, asking critical questions such as current practices, approaches in other schools, research findings, desired impact, success measurement, and future recommendations.

This collaborative process has been invaluable in helping us understand and improve our assessment practices. As a result, teachers will propose recommendations for future consideration, which we hope to implement in 2025. By continuously focusing on our assessment practices, we aim to provide a richer, more inclusive educational experience for our students, ensuring they receive the quality education they deserve.

– Sarah Dunn, Associate Director of Academic Education, Primary Years Programme (PYP)

PRIMARY SCHOOL OPEN CLASSROOMS

Open Classrooms allow parents and carers to engage firsthand with their children's learning experiences. Primary School students invited their families to participate in activities like guided tours across various subjects. Parents collaborated with their children on 3D projects with moving parts based on designs from the 'How the World Works' Unit of Inquiry, which explores materials and their properties. Additionally, parents engaged with coding projects in the Innovation Hub, viewed student artworks, and reviewed exercise books.

TEACHING & LEARNING

THE IB DIPLOMA CORE

The IB Diploma Core, consisting of an Extended Essay, Theory of Knowledge (TOK), and Creativity, Activity, and Service (CAS), aims to connect students with their learning. It encourages them to reflect on their actions through collaborative, student-initiated projects, complete independent research, and contemplate the nature of knowledge. This learning process is instrumental in developing curious, creative, confident, and compassionate global citizens.

HIGHLIGHTS OF THE EXTENDED ESSAY

Year 12 students have been diligently working on their Extended Essays, a key component of the IB Core programme. They select a topic of personal interest, formulate a research question, and engage in research, analysis, and evaluative thinking. These essays exemplify the students’ ability to display creativity, critical thinking, discerning research skills, and unique voices in their writing.

WAMBUI’S ESSAY

Despite a busy tennis schedule, Wambui explored the progression of women in society as depicted in the film ‘Barbie’. Her completed draft has been a success, offering thought-provoking insights.

TOMAS’ ESSAY

Tomas, a native Spanish speaker with a passion for English, examined the dangers of conformity and suppression of individuality in totalitarian societies through the novels ‘1984’ and ‘The Giver’. His essay showcases deep analysis and original thinking.

ENGAGING IN THEORY OF KNOWLEDGE (TOK)

Theory of Knowledge began in Term 1 with an exhibition where Year 12 students showcased artifacts in the War Memorial Hall to illustrate TOK concepts like perspective, evidence, justification, truth, and certainty for Year 11 students.

Year 11 students engaged in hands-on workshops on topics such as satellite imaging for natural disaster monitoring, AI video generation, and nanotechnology, aligning with the unit on Knowledge and Technology.

The final TOK assessment is the essay, with this year's topics including: the varying responsibility to acquire knowledge across different areas, the benefits of artists and scientists adopting each other's perspectives, the role of ingenuity in knowledge production, and the potential benefits of an area of knowledge severing ties with its past.

To aid preparation, Canberra Grammar School hosted a panel discussion featuring Dr Garrick, Dr Chris Wetherall from the Australian Maths Trust, Dr Theodore Ell from the Australian National University, and Dr Chris Button from the International Climate and Energy Division at the Department of Climate Change, Energy, the Environment and Water.

CAS: PROMOTING HOLISTIC DEVELOPMENT & COMMUNITY ENGAGEMENT

CAS fosters holistic development through creative endeavours, physical activities, and community service, encouraging experiential learning and personal growth.

YEAR 11 PROJECTS

First-year Diploma candidates launched projects addressing global issues like animal welfare, poverty awareness, and disaster relief. Initiatives included blood drives, promoting Indigenous literacy, and enhancing education in marginalised communities. They also organised a talent show and a bake sale to support the RSPCA.

YEAR 12 PROJECTS

Year 12 students made a significant impact with projects like the SONY Camp, which providedrespite for families with children with disabilities. They also addressed poverty awareness through partnerships with organisations such as ‘Share the Dignity’ and ‘Samaritan’s Purse’ and raised funds for a school in Sri Lanka. These activities allowed students to deepen their understanding of the IB Learner Profile traits of Caring and Balanced through community outreach.

The IB Diploma Core at CGS plays a crucial role in fostering the growth of well-rounded, globally aware students. Through engaging in diverse projects, conducting independent research, and exploring complex knowledge questions, students develop essential skills and values that prepare them to be thoughtful, compassionate citizens of the world.

REACH FOR NEPAL CAS PROJECT

Through the Reach for Nepal Foundation (RFN), our CAS project aims to raise much-needed funds for those who are materially less fortunate in remote parts of Nepal. The purpose of the RFN is to enhance the lives of Nepalese people in remote parts of the Gandaki Province in Western Nepal.

Through sustainable development projects, the foundation aims to enable villages to become self-sufficient and empower children with access to quality education and healthcare. Our goal is to raise $10,000 towards building an earthquake-resistant classroom for Nepalese students by the end of the year through various events within the School community. Amid the chaos of Term Two, our team of seven students worked tirelessly with Heads of Student Houses to put together a bake sale on May 30, raising just shy of $2000 in the process.

We were overwhelmed by the support we received for this cause, with many students especially in Year 10 and Year 7 giving up their time to bake goods for us to sell. On the day we were also shocked by the large crowds and long lines; we attracted staff and students alike wanting to donate to our cause and it kept us selling all of recess and lunch.

We want to thank Mr Messina and Ms Hargreaves, our supervisors for this project, and Blaxland House, Snow House, and all our Year 10 bakers for providing the majority of our baked goods. Without the support of these people, we would not have been able to raise the amount we did.

Our bake sale was a massive success, and we are excited to continue raising funds throughout the year. We encourage everyone to watch for future RFN CAS project events and get behind this important cause.

“We worked well together to organise this event, building on our connection at School and from previous reach for Nepal experiences.”

“Collaboratively, we were able to get other Year groups to come together and help, meaning that we had a lot of baked goods and built more inter-year connections. We were immensely grateful to everyone, which meant we raised a sizeable amount.”

– Zara Nitschke-Stevenson, Isis Nitschke-Stevenson, Oscar Ho, Edie Hawke, Oliver Lynch, Sidney Zhang, Maya Wing, Year 11 students

DA VINCI COMPETITIONS

The da Vinci Decathlon, launched in 2002, challenges students in ten disciplines: engineering, mathematics, codebreaking, art and poetry, science, English, ideation, creative producers, cartography, and legacy. Inspired by the Olympic Decathlon and named after the great thinker Leonardo da Vinci, it emphasises higher-order thinking, problem-solving, and creativity. What began locally has grown into a national and global event, engaging thousands of students from Years 5 to 10. At Canberra Grammar School, the Decathlon celebrates academic excellence and teamwork. We are inspired by our students' enthusiasm and look forward to continuing this tradition. Organising such an event requires months of effort from many individuals—a heartfelt thank you to everyone who contributed to this year's success.

– Nerida Bennett, Assistant Head of Individual Learning

CANBERRA REGIONAL COMPETITION

Each year, Canberra Grammar School proudly hosts the regional competitions for Years 5 to 6, 7 to 8, and 9 to 10. This year, 26 different schools from Canberra and surrounding areas participated in the competitions, creating fun-filled days with challenging questions for the students to tackle.

Here are the results for our CGS teams:

SYDNEY STATE COMPETITION

In May, CGS teams from Years 5 to 9 travelled to Sydney for the State da Vinci Decathlon, held annually at Knox Grammar. This prestigious event featured around 150 teams from across NSW and ACT. The atmosphere in the Great Hall was electric as nearly 1300 students tackled complex problems.

While the students competed, staff from visiting schools marked papers and judged entries across various categories. It was a challenging and exhilarating day for everyone involved.

Our teams had a fantastic experience at the NSW State competition, and despite the tough competition, we are excited to participate again next year.

ROSTRUM – ACT SCHOOL SPEAKING COMPETITION

Our students proudly participate in the ACT Primary Schools Rostrum Speaking Competition each year. For over 50 years, Rostrum has been a cornerstone in fostering public speaking excellence in the ACT and surrounding regions of New South Wales. This competition allows our students to exhibit and hone their exemplary public speaking skills.

As communication is one of the five core PYP Approaches to Learning that we emphasise, our preparation for Rostrum focused intensely on cultivating the ability to speak with clarity and conviction. This competition not only refines students’ public speaking prowess but also instils in them the confidence to articulate their thoughts effectively and with consideration for the audience.

This year, more than 80 schools participated in the ACT competition. Upon entry, schools are invited to enter one competitor into the ACT finals competition after selecting one winner from the school-based competition. Students worked hard to develop their speeches utilising the Rostrum marking criteria, focusing on engaging content and high-quality presentation skills.

Finalists:

Year 4: » Shreyansh Banerjea – A New Olympic Sport

Year 5: » Aaheli Choudhary – Choir

» Xavier Lawson – Get Involved

» Katie Francois – Think Big

Year 6: » Aryan Iyengar – Think Big (CGS Runner Up)

» Avi Jain – A New Olympic Sport

» Aarya Ramchander – A New Olympic Sport (CGS Winner)

Congratulations to Aarya Ramchander, the Canberra Grammar School Competition winner, who represented our School in the ACT Quarter Finals in July. We congratulate all our participants in this year’s competition.

– Kate Harvey-Sutton, Associate Director of Academic Education (Literacy)

I really liked writing a humorous rather than serious speech. I learnt that even if you make a mistake, it’s important to keep going and stay calm and composed. You learn about not giving up and doing your best.

– Shreyansh Banerjea

I liked how it took lots of courage to stand up in front of my peers, and I enjoyed the rostrum writing process. I learnt quite a lot about ‘choirs’ when researching to write my speech. I enjoyed writing a sizzling start to engage the audience at the beginning of my speech. Talking in front of a large audience was a bit scary, but I did my best and felt relieved and proud of myself.

– Aaheli Choudhary

To be completely honest, Rostrum was scary but enjoyable. I kept having this constant fear of ‘What if I do something wrong?’ The experience helped me to overcome that fear a lot better, and now, I feel a lot more comfortable talking in front of a crowd. I feel proud of my achievement in coming 2nd and had much fun doing it.

– Aryan Iyengar

Rostrum gave me a chance to express myself and my views of the world. It gave me a tremendous chance to improve my public speaking and writing skills. Rostrum allowed me to help build my confidence, and I thank whoever organised it from the bottom of my heart.

– Avi Jain

82 ND ANNUAL KITCHEN TYRELL DEBATES CGS VS CGGS

On 10 May 2024, CGS hosted the 82nd Annual Kitchen Tyrell Debates against Canberra Girls' Grammar. The event featured two debates: the Tyrell trophy for Year 9 and the Kitchen trophy for Year 12. These debates showcase the quick thinking and wit of students from both schools in a friendly competition.

The evening began with refreshments and engaging discussions among the 100 attendees. Victor Ni and Lily Spalding from Year 11 moderated with skill and flair.

The Year 9 team—Valerie Murton, Dev Jain, and Keshav Jain— debated the negative side of "As a vigilante, Batman should be tried for murder." The Year 12 team—Georgie Miller, Jack Frizell, and Joseph McLuckie—argued the affirmative for "This house would stay in the simulation."

Facing strong competition from Girls' Grammar, the Year 12 team did not win their debate this year. However, the CGS Year 9 team delivered an impressive case and secured the Tyrell trophy!

We extend our thanks to everyone who made the event a success, especially to our Debating Coordinator, Mrs. Geddes, for her dedicated efforts.

– Georgie Miller and Jack Frizell, CGS Debating Captains 2024

ACT SOUTH CANBERRA SCHOOL CHESS COMPETITION

On Thursday, 23 May, Canberra Grammar School hosted the ACT South Canberra School Chess Competition in the War Memorial Hall. Over 60 students from various schools in South Canberra competed in this challenging event, and all participants thoroughly enjoyed themselves. Canberra Grammar School excelled, securing both first and third places.

• Winning Team: Minchen Yang, Oscar Wu, Colin Lim, and Brett Zhu.

• Third-Placing Team: Jarvis Christie, Michaella MacKintosh, Sid Banerjea, and Dashiel Airey.

“I enjoyed playing in the competition because I found it fun. I like chess because it is interesting and challenges my thinking. I want more people to play chess so that I am not the worst person and can get better.” – Arianna Stoya, Year 7

“I liked seeing everyone from all the different schools participate in chess, and I enjoyed the enthusiasm and competitive atmosphere of the day.”

– Rohitansh Mathur, Year 10

“The competition was fun, good for experience and sharpening my chess skills.” – Minchen Yang, Year 9

“I thought this competition was fun and inspiring, but there were some unexpected things, like getting a bye at the start. Overall, the competition allowed me to play some great chess and continue to develop my skills. Being part of the first team was the highlight of the competition.”

– Brett Zhu, Year 11

CGS STUDENT JOINS US YOUTH ADVISORY COUNCIL

Anna Bishop (Year 12) is honoured to have been accepted into the US Youth Advisory Council (ACT) 2024, an initiative by the United States Embassy. The programme, running through the end of the year, includes various events across Canberra and the US Embassy. The council gathers youth perspectives on global issues, focusing on US Embassy mission goals and the US-Australia alliance strategies.

Participants range from 18 to 28 years old, with Anna being the youngest member, bringing a unique high school perspective. The council meets monthly to discuss critical issues such as climate change, security, defence, the Indo-Pacific, economic growth, and the US-Australia alliance. Anna aims to leverage her passion for Business & Economics to explore ways Australia and America can boost economic growth and trade through regional engagement, exports, and employment opportunities.

Council members also present individual initiatives, pitching original ideas for events benefiting young Australians. A grant from the US Embassy supports these projects. Anna has learned a great deal from networking and diplomacy skills offered at events, gaining insights from scholars and diplomats about potential future pathways.

Anna discovered the programme through CGS alumni and credits the CGS network for encouraging her. She appreciates the social and academic skills gained from CGS, which enabled her to contribute to this opportunity. Anna encourages future Year 12 students to apply for the Youth Council 2025, highlighting its academic and social learning benefits.

Anna Bishop’s acceptance into the US Youth Advisory Council is a testament to her dedication and passion for global issues and economic growth. This opportunity allows her to contribute to significant discussions and initiatives, providing her with invaluable experience and insights. Her journey exemplifies the importance of seizing opportunities and leveraging the support of the CGS network to achieve personal and academic growth.

AFP FORENSICS WORK EXPERIENCE

In Canberra, there are few opportunities for students interested in sciences to get hands-on, real-world experience, experiences which are vital to making decisions for higher education and, eventually, our careers. However, as I was lucky enough to come across the directors of AFP Forensics, I was introduced to the AFP Forensics work experience programme. Through the programme, we were able to understand what a career in forensics could look like and get a personal feel for the responsibilities each discipline holds. Going into the facility, we didn’t know whether we’d be spending the day extracting DNA samples or exploring the armoury. This allowed us to understand better which scientific disciplines we favoured beyond the classroom and which we may want a future in. Though we had to wear full PPE and change gloves every few minutes, our time in the biological and chemical labs confirmed that I wish to study the subjects at university and pursue a career that incorporates both. Speaking for myself and everyone I met through the programme, I can confidently say that taking on the placement was an amazing experience and has given us a lot to consider when making our university and career decisions. I encourage anyone with the opportunity to undertake this or another work experience placement to take it, regardless of whether it disrupts your studies, as the impact it can have on your future decisions is invaluable.

– Emma Scott, Year 12

EQUESTRIAN AUSTRALIA NSW STATE CHAMPIONSHIPS

This Semester, several CGS students took part in the Equestrian Australia NSW State Championships at the Sydney International Equestrian Centre. The competition included various events like Dressage, Show Riding, Eventing, and Show Jumping. Our students achieved outstanding results, with all of them qualifying for the Nationals in September.

Nicholas Ffrench – Fairbanks Ringo

• First - Preliminary 1.2 Dressage

• Fourth Preliminary 1.3 Dressage

Olivia Harker – The Ambassadore

• State Champion for 105cm Combined Training

Olivia Harker – Churingals Chance

• Third place in State Dressage Championships

Amanda Paas

• Amanda placed in all of her events: Riding Hunter, Working Hunter, and Combined training (Show Jumping and Dressage). On both horses, Amanda qualified for Nationals in September.

DRAGON BOATS NATIONALS

From 18 to 21 April, Canberra Grammar School competed at the 2024 Dragon Boat Nationals in Perth. Despite facing extreme fatigue, gusting winds, and scorching 30-degree days, the CGS crew achieved remarkable success.

On Day 1, the ACT Under 18 Women’s crew, including CGS paddlers, earned a Bronze in the 500m race during the State V State rounds.

Day 2 saw CGS competing in the 500m and 2000m races as a club. The crew battled gusty winds in the 2000m race but surged to secure Bronze. They also achieved four podium finishes, including a historic Silver in the Under18s Mixed Standard boat 500m. This Silver medal was particularly significant as it was the first time a CGS crew had won a Silver in this event at the Nationals in three years.

YEAR 6 HOCKEY STARS SHINE AT ACT REGIONAL TOURNAMENT

A group of confident Year 6 students participated in the ACT Regional Hockey Tournament over the long weekend in June. One of our U12 Boys Teams (Blizzard) remained unbeaten throughout the tournament, clinching the gold medal for ACT. An outstanding effort from everyone in attendance!

Day 3 brought further success, with the U18 Women’s boat winning a Silver and a Bronze. In the penultimate race, the Women’s boat claimed another Silver in the 2000m category, finishing 18 seconds ahead of the 3rd placed crew.

Our heartfelt congratulations to all paddlers for their dedication and success in this campaign.

– Adelaide Mills, Madelyn Te Rata and Sarah Singh, CGS Dragon Boats Captains 2024

CGS RUGBY PLAYERS SHINE IN ACT BRUMBIES SELECTIONS

Congratulations to the CGS Rugby players who made the ACT Brumbies representative sides last term: Matilda, Torah, Amelia, and Ella for the U/18 Girls; Sydney for the U/16 Girls; and Lexie, Sally, Kaitlin, Abbie, and Ruby for the U/14 Girls.

This semester, the Library has been a vibrant hub for study and research and a gathering space where students, staff, and parents have come together to celebrate the joy of reading.

– Renee Jones, Head of Department (Library Services)

A COMMUNITY OF READERS

The Library has focused on encouraging the CGS community to read for pleasure. New initiatives like the Easter Book Fair, Parent Borrowing Hour, newsletter features, and book clubs for staff, parents, and students have brought the community together and enriched the shared reading experience. These initiatives emphasised the importance of reading role models and fostering a culture of reading at CGS.

In Primary School, fostering a love for reading begins early with initiatives like the Home Reading Programme for students in Years K – 2. Each student receives a home reading folder, allowing teachers to monitor progress and make informed decisions about reading development. This ensures students are adequately challenged and can apply new knowledge taught in class.

“I really like the Library's book-matchmaking service because it broadens my reading taste and introduces me to new books that I normally wouldn't pick up.”

– Elliott, Year 10

EXPANDING THE LIBRARY COLLECTION

The Senior Library has enriched its print collection to reflect diverse cultures, identities, and experiences. This helps students see themselves in literature and explore different worlds, fostering empathy and global understanding. The introduction of the Staff Book Club and Parent Borrowing Hour has also expanded the adult fiction collection for the entire CGS community.

"I have enjoyed participating in the staff book club this year. It has pushed me to read books outside my usual tastes, and the afternoon chats are positive and fun. The discussions are spirited and offer different perspectives. While I disliked one book, I enjoyed another! I'd recommend the staff book club to anyone keen on reading or wanting to get back into it. It's a great social network!"

– Gabrielle Geddes (Inclusive Learning Department Teacher)

ENGAGING EVENTS & PROGRAMMES

The CGS calendar has been rich with events promoting reading and literacy. From book fairs to reading challenges such as the Kid’s Lit Quiz and the Children’s Book Council of Australia’s (CBCA) Shadow Judging Project, these activities have significantly heightened student engagement with reading.

THE EASTER BOOK FAIR

In Term 1, the Senior School Library hosted the School’s first Easter Book Fair in collaboration with the Book Cow. Students loved the opportunity to stock up on good-quality holiday reading, get advice, and talk about books with their teachers, Library staff, and Book Cow staff. The Easter Book Fair also supported a worthy cause, with 10% of all sales donated to the Indigenous Literacy Foundation.

KID’S LIT QUIZ

The Kids' Lit Quiz is an annual international competition for students aged 10 – 13. Local heat winners advance to the National Final, and national champions move on to the World Final.

CGS had four teams compete in the ACT heat, finishing first, third, fifth, and sixth out of 34 teams. The top team—Benjamin McBride (Year 8), Elliott Bennett (Year 7), Vinudi Rajapaksha (Year 8), and Avi Jain (Year 6)—won the National Final in June and represented Australia in the World Final, held at CGS, where they finished second. Indonesia took first place, and South Africa came third. Teams from Canada, New Zealand, Thailand, and the USA also competed.

As hosts of the World Final, CGS ensured that the visiting teams enjoyed Canberra's attractions, including Questacon, the National Zoo & Aquarium, the National Gallery, the National Library, the Arboretum, and Quizzic Alley. They also participated in a book launch at Book Cow, an author workshop with Deb Abela, a trivia night, and a mystery dinner, creating new friendships and cultural exchange.

SHADOW JUDGING

The commencement of the CBCA Shadow Judging Project in Term 2 saw students from Years 5-11 come together to read the books in the CBCA Book of the Year shortlist.

“Shadow judging has been one of the highlights of this Term because it has created a happy space to chat about books and meet fellow reading enthusiasts. It has also pushed me to read books and genres I wouldn’t typically read, creating a newfound passion for literary fiction. I can’t wait to continue the judging process with my peers and complete the creative response.”

– Mila Liu, Year 9

GLOBAL EDUCATION & EXPERIENCE

CGS CENTRE FOR GLOBAL CITIZENSHIP

The CGS Centre for Global Citizenship provides opportunities for students to authentically engage with their peers and professionals in local, national, and global contexts, fostering their identity as citizens of the world. The Centre facilitates participation in various internal and external events, including CGS Insight, civics-focused conventions "and competitions, and a variety of Model United Nations simulations.

–

Annalise Spurge, Head of CGS Centre for Global Citizenship

TERM 1

The CGS Astronomy Club invited Dr Brad Tucker, an astrophysicist and cosmologist from the Mount Stromlo Observatory and the National Centre for the Public Awareness of Science at the Australian National University, to CGS for a presentation. Before the general presentation, Dr Tucker provided a masterclass to Year 12 Physics students, which was well received by those who attended. He then delivered an engaging presentation about new and ancient approaches to astronomy and current developments in space travel and satellites to interested students from the Senior and Primary Schools.

The CGS Insight Series provides students, teachers, and the wider community with the opportunity to hear from eminent members of our local community, focusing on their diverse career journeys.

TERM 2

The Insight series welcomed Don Furner, the CEO of the Canberra Raiders. Mr Furner’s session was about his journey to leadership and the practical challenges of managing a successful sporting club. His emphasis on resilience and passion in one’s career left a lasting impact on the students, highlighting the practical value of the Insight series.

BOND UNIVERSITY NATIONAL HIGH SCHOOL MOOTING COMPETITION 2024

A common question is: What is mooting?

Mooting involves presenting a legal argument on a point of law before a judge, requiring deep knowledge of the case and the law, court etiquette, and the ability to answer difficult questions. It's challenging, even for seasoned law students. Watching a case at the High Court can provide insight into the knowledge and skills needed.

Recently, CGS students competed in the National High School Mooting Competition run online by Bond University. After two months of preparation, the team—Ethan Temby (Senior Counsel), Sidney Zhang (Junior Counsel), and Izabella D'Arcy (Instructing Solicitor)—represented the respondent in a negligence case involving an exploding fire at an 18th birthday party. The team performed exceptionally well, earning positive feedback from judges. Sidney Zhang received an Honourable Mention for Advocacy.

The competition is an excellent opportunity for students interested in pursuing a career in law.

which involved getting across the facts of our case and the relevant law. In the court, it is important to know the exact series of events and dates and to prepare a compelling argument that is logically structured to win the case. We even met and discussed the case during the holidays so that we could dedicate a large chunk of time to fleshing out our arguments for each ground of appeal. In Term 2, we focused on writing our speeches, finalising the written submission, and ensuring enough time to practise our presentations. Our last few days before the competition were spent answering impromptu questions of all different types, which could be asked by the judges on the day. Honestly, it was great seeing how our case all came together and having the feeling of ‘actually representing a person’, a component that came with our hard work and preparedness for the competition.

– Sidney Zhang (Junior Counsel)

The moot was the culmination of several months and countless lunchtime meetings worth of preparation in constructing an oral argument, deciphering legal rhetoric and past judgements, and, ultimately, delivering a strong presentation to a panel of two legal professionals (serving as Moot High Court Judges). Both Sidney and I were required to each present a 10-minute-long oral presentation on different grounds of appeal to the Moot Court, which, as if not challenging enough already, was made more difficult still by interruption from both judges, who would sporadically jump in, to poke holes, point out weak spots, or seek clarification. We were required to respond calmly but confidently. Izabella’s role as solicitor required her to provide a written submission to the mock judges and assist Ethan and Sidney in preparing for the day and on the day, as needed. We performed well on the day, winning the moot against another challenging team from Queensland. We would be remiss not to thank Ms Reid for her dedication to the programme. It was an amazing experience on the day.

– Ethan Temby (Senior Counsel)

NATIONAL STUDENTS CONSTITUTIONAL CONVENTION (NSCC)

Jun Rui Lim from Year 12, Hay House, was selected as part of the ACT’s Delegation to the National Students Constitutional Convention, hosted in Canberra this year. The convention focused on the vertical fiscal imbalance promoted by Section 96 of the Constitution, which concerns how the Commonwealth assists the States. Students participated in daily discussions, debates, and lectures on the topic, considering each other’s perspectives on State and Territory funding.

The formal convention concluded with a mock referendum to change Section 96, which ultimately was declined by the Delegates. Jun Rui said, “The NSCC was a once-in-a-lifetime opportunity to learn about the Constitution as a high school student. I could share my opinions with enthusiastic, like-minded and knowledgeable students across the country, meet the governor-general, tour MOAD and watch question time. The conference greatly enriched my understanding of Australian politics and all the details and nuances that go with it.”

NATIONAL PRESS CLUB EVENT

Year 12 Global Politics students attended a National Press Club address in June on the topic, "Is Australia's Great Multicultural Experiment Over?" Dr Abul Rizvi, Independent Australia Columnist, analysed net migration in Australia and its global implications, while Professor Michael Wesley, Deputy Vice-Chancellor of the University of Melbourne, discussed the impact of legislative changes on international student enrolments.

A highlight was CGS student Reuben Halcrow's question about the impact of immigration policies on brain and labour drain in other countries and their effect on international relations. His question received positive responses and nods from the audience, with further discussion from Emeritus Professor Sharon Bell.

Students also had the chance to engage with the speakers and journalists, including CGS alumnus Professor Michael Wesley and Ability News journalist Nic Stuart.

– Sarah Czarnota, Head of Department (Economics & Business)

MP ALICIA PAYNE’S BUDGET SPEECH COMPETITION

Victor Ni (Year 11) and Angela Xie (Year 12), both Global Politics students, emerged victorious in MP Alicia Payne’s Budget Speech Competition held in May.

The competition prompt challenged students to step into the shoes of Australia’s Treasurer and deliver a 90-second speech (200 words) sharing their vision for the nation.

Victor’s speech was notably impressive, as MP Alicia Payne read it out in parliament, highlighting both Angela and Victor as the winners of her speech competition on 3 June 2024.

In recognition of their achievement, Angela and Victor were invited to the Parliament Gallery on 14 May 2024 to witness Jim Chalmers’s Budget Speech live. This prestigious opportunity allowed them to gain firsthand experience of parliamentary proceedings and the national budgeting process.

VOICE COMPETITION

Senior School students participated in external UN activities facilitated by ACT UN Youth, including the Voice Competition. In this speaking competition, students develop and defend proposals addressing global issues. Year 9 student Dev Jain appreciated the chance to express his ideas and engage with challenging questions from the judges. He noted, “The UN Voice is unique as it encourages quick thinking and a deeper understanding of global problems.”

Year 11 student Sidney Zhang also values the UN Voice competition. He described it as a "shark tank" for global issues, where participants pitch innovative solutions. Sidney remarked, “Competing in the Voice has improved my speaking skills, critical thinking, and confidence. As the world becomes more interconnected, verbal expression is increasingly important. I encourage anyone nervous about public speaking to give it a try—it will greatly benefit your future endeavours.”

CGS MODEL UN

In Term 2, the CGS Model UN provided students with the opportunity to develop their ability to negotiate and consider their country’s interests. The internal competition utilised the Harvard Model UN format, whereby students acted as Delegates from countries around the world and worked in a mock General Assembly to develop shared values and goals in education. The simulation was a success, with both experienced and first-time participants working collaboratively to pass a resolution to improve access to education.

INTERNATIONAL STUDENT EXCHANGES

STRATHALLAN SCHOOL, FORGANDENNY PERTHSHIRE PH2 9EG – SCOTLAND, UK

The exchange that I went on was at Strathallan School in Scotland. The school is in the middle of the Scottish countryside next to a small town called Perth. The countryside surrounding the school is beautiful, and the school provides plenty of sporting, music and academic opportunities for all. The school’s facilities are also great, with their 9-hole golf course, swimming pool and shooting range. Coming to this school at first provided a struggle for me, being in a completely different environment than what I was familiar with in CGS. Boarding for the first time in my life also challenged me as I learned all the new rules about boarding and how the school operated. I have been able to experience things that I would not have been able to without going on an exchange, such as playing golf at school, shooting at the range after school, and representing the school’s cricket team whilst playing numerous schools around Scotland. I have learnt many valuable lessons while being here, such as adapting to a new environment, making connections with new people, becoming more independent, and learning life skills.

– Will Burdon, Year 10

LEAVING WHAT YOU KNOW

Students worldwide embark on exchanges every year, seeking new opportunities and challenges. The key to maximising this experience is understanding how international students and the local community adapt and learn from each other. Recently, I spent four months in Scotland at Strathallan, gaining insights from both sides of the exchange process.

Integrating into a new country requires adjustments. At Strathallan, international students agreed that strategies and experience help them embrace change. Despite the distance and homesickness, they immerse themselves in their new environment, making the most of their fresh start. Similarly, in Canberra, we can relate to separation by choice or circumstance, and fulfilling opportunities on exchanges is the first step in becoming part of a community.

Accepting differences quickly follows immersion. The traditional dress was unique for me, but adjustments also included food, religious practices, and schedules. Overcoming these obstacles is part of finding regularity. Successful cohabitation shows that different lifestyles can harmonise. Keeping connections across time zones and continents is challenging, but looking to peers for solutions helps. Communication and food were the top responses from over 20 students. Key strategies included speaking in one’s native tongue, organising calls home, and finding people with shared experiences. Sharing familiar foods, like fairy bread, also helped bridge cultural gaps.

WASEDA JITSUGYO HIGH SCHOOL – TOKYO, JAPAN

Going on exchange to Waseda Jitsugyo High School in Tokyo has been one of my most fulfilling experiences. Meeting so many amazing people at school and living with such a kind and welcoming family has been wonderful. Furthermore, I have gained a great deal of independence from exploring Tokyo by myself. Over the eight weeks, I have visited many enriching places, such as Tokyo Skytree, Shibuya Crossing, and Mount Fuji. While visiting these places, I also enjoyed eating the most incredible foods, ranging from fancy sushi restaurants to streetside Yakitori, which was a highlight of my trip.

This exchange programme has provided an opportunity to explore a new culture and fostered personal growth and independence. I will forever be grateful for the unforgettable memories I made while on exchange.

– Saija Gaddipati, Year 10

From a past international student, overcoming differences starts with recognition and progression. Understanding separations from family and new friends fosters empathy. Through it all, an exchange student’s school becomes a temporary home. At CGS, adapting is the main objective, and exchange students act as role models for this continuous process. Understanding the distinct challenges our international classmates face broadens our collective experience, allowing us to celebrate individuality.

This makes CGS a place of learning and a home for diverse perspectives, fostering a community that thrives on embracing change in an ever-evolving world.

– Lillian Healy, Year 10

FROM BUENOS AIRES TO CANBERRA

Hello. I’m Tobias Schmidt from St George’s College North in Buenos Aires, Argentina. I participated in this exchange because I wanted to experience new cultures and meet people with different perspectives on life.

When I first arrived at Canberra Grammar School, I was struck by its size and orderliness. The community here is positive and welcoming. Academically, I didn’t notice much difference from my school. A memorable part of my day is playing soccer with my Year group during recess. Canberra is impressively clean and organised, with no litter in public spaces.

I enjoyed several extracurricular activities, including a trip to Sydney, where we climbed the harbour bridge and visited the opera house. In Canberra, I explored the old parliament and experienced an 80s vibe. I also attended a yearly festival, which was a fantastic way to learn about different cultures.

My host family was incredible. Marcus, my host, became a lifelong friend, and his parents, George and Lisa, were fun and easy to talk to, as was their daughter, Sofia.

My advice to future exchange students is to embrace every moment, even the less enjoyable ones. Being in another country is a unique learning experience with no bad moments, only unforgettable experiences.

This trip was unforgettable, and I am grateful to everyone involved in making it happen.

– Tobias Schmidt, Year 10

INTERNATIONAL TEACHER EXCHANGES

INAUGURAL REPUBLIC OF KOREA TEACHER EXCHANGE

CGS is working with the RoK universities to build a reciprocal exchange arrangement that allows staff to shadow their counterparts at school for 3 – 5 days. The goals of CGS staff involvement in this programme are:

1. Professional development, allowing them to share/present their expertise in IBDP.

2. Develop an understanding of the present RoK Secondary education system and its transition to an international curriculum.

3. Work with counterparts from RoK to develop global learning opportunities for students (eg class participation in relevant webinars, cooperative learning in relevant Units of Work, and possible exchange/trips).

4. To build greater intercultural understanding.

In Week 2 of Term 1 this year, CGS hosted Mr Jaeyoung Choi, the first teacher from the Republic of Korea (RoK). A handful of teachers from CGS assisted with this exchange, welcoming Mr Choi to observe their classes, be involved in the Pastoral programme and further his understanding of Australian School life and how the IBDP is implemented here. Mr Choi also had the opportunity to sightsee around Canberra and experience an Aussie Barbeque! CGS thanks all teachers for their support, particularly Amy Hall, Keri Rehfisch, Sarah Field, Elizabeth Allsopp, Sophie Lerat, and Gwladys Renaudon.

CGS HOSTS STUDENT TEACHER FROM INDONESIA

In Term 2, CGS had the pleasure of hosting Adissya Elma Fitriyah, a student teacher from Indonesia, in both Primary and Senior School classrooms. Adissya actively participated in the Indonesian language programmes, working closely with teachers Joanne Chilver and Nicola Barkley in the Primary School. She engaged students by reading stories and conducting various activities.

In the Senior School, Adissya supported Year 11 and 12 Indonesian classrooms by assisting teacher Suci Fitriani with conversational practice. Beyond language classes, she also observed Maths, English, and other language classes, gaining a well-rounded experience of the CGS educational environment.

As Adissya returns to Surabaya University to complete her studies, we wish her all the best in her future endeavours.

Adissya’s presence has enriched our language programmes and provided our students with valuable exposure to Indonesian culture and language. Her contribution exemplifies the spirit of global education at CGS, fostering cross-cultural understanding and collaboration.

CULTURAL REFLECTION

GUULANY

Do you ever think about what the land was like long before we were here? Back when people tread lightly. Before our footsteps were forcefully etched into this Country.

Trees tell the story; Trees are the link between the open expression of Aboriginal Culture and the disconnection resulting from colonisation.

Trees highlight the continuation of Aboriginal Culture and remind us of ongoing Aboriginal heritage. Scarred Trees and Carved Trees are a physical representation of culture; however, a tree can have significance without human intervention.

As a non-Indigenous person, I have not taken enough note of the beauty of the land and what it provides. Throughout my research, the importance of slowing down, observing my surroundings, and caring for my environment has come to the forefront. The European perspective of land focuses on profit –getting the most out of the land. This has led to the desecration of the natural environment and the dispossession of Aboriginal people from their Country. The Aboriginal perspective of land is custodianship – caring for Country so that Country continues to care for you.

Trees were used for many things – shelter, navigation, tools, food, and a spiritual connection to Country. Wiradjuri Elder Aunty Enid Clarke describes their importance, “Trees are everything to us.” Unfortunately, due to the ignorance of non-Indigenous land care practices and perspectives, trees that were tangible evidence of Aboriginal occupation of the land were desecrated. The idea of Terra Nullius was directly opposed not only by Indigenous peoples but also as their culture was decimated and their lives taken, as evidenced by the trees that remained. (Europeans say no – the trees say yes).

Throughout my major work, I met with five people to learn about the significance of Trees in Aboriginal culture. My Major Work comprised a Five-artwork Exhibition, an Essay, and Research VAPD. This Major Work allowed me to extend my knowledge of Country and the world around me.

I want to acknowledge that this work has been informed by Aboriginal people and that their information and consent were accessed in a culturally respectful manner. I thank everybody who has contributed to the research section of this Major Project – Aunty Enid Clarke, Mr David Spillman, Mr James Blackwell, and Mr Aaron Chatfield; thank you for providing me and trusting me with your knowledge of our shared Country. To Murray Prior and Charlie Arnott, thank you for allowing me onto your property and sharing with me what has been shared with you. This research would not be possible without the willingness of the Aboriginal people in my community to share their knowledge of Country with me.

– Ella Cross, Year 12, School Vice-Captain

GUULANY WIRADJURI LANGUAGE

commonly used word for all types of trees

INDIGENOUS RUGBY ROUNDS A DAY OF CULTURE, EDUCATION & RUGBY

On 18 May 2024, CGS held the Indigenous and Alumni rounds for the Rugby Programme. The day was filled with culture, education, and great rugby spirits. This round was more than just CGS rugby; everyone knew that we were not playing for just ourselves or our teams but for something more; we were playing for those alumni who came before us, our Indigenous friends, and their ancestorial history. This importance made this round so impactful for all who were in attendance.

Mr Goddard presented our jerseys, and it was an honour to have someone with such an enriched history with CGS Rugby and our School. He spoke to us about how there are three things to an unbeatable side: a great coach, good skills, and teamwork. After our jersey presentations, the first boys made history with the 1st XV captain, Michael Browne, as the first Indigenous captain in the School’s history to lead the boys out.

We were able to be a part of a traditional smoking ceremony led by Aunty Violet, a senior Ngunnawal Elder, and her two grandsons, Noah & Kane; this welcome to country was a moving experience to be a part of. For many, it was their first smoking ceremony; for others, it represented home and connection to family and culture. The ability to share this with our Darramalan opponents signified how we are all connected by this game. The ceremony was also open to anyone in attendance to be a part of as well. After the smoking ceremony, we had our post-match functions, which were also held with the opposing side. At the start of the function, our Indigenous scholars Jenarkki, Shannyia, Michael and Zac presented a ball they had created with the help of the CGS Indigenous coordinator Emily Coleman to the Darramalans teams. The artwork on the ball was explained to us as it represents coming together as women through rugby. Dr Garrick was in attendance, marking a memorable moment for us as it allowed us to show our gratitude for our Indigenous Scholarship Programme, the School, and the Rugby Programme.

The artwork for the girls’ ball represented the connections of a sisterhood. Concentric circles at each end of the ball depicted two meeting places: one for CGS and the other for Darramalan. At the centre of the ball was the symbol of a woman sitting with her coolamon. Even though we were opponents on the field, we were still sisters.

And the boy’s balls artwork means “Brotha”. This artwork shows a collection of meeting places & waterholes representing all the places each player on both teams comes from. Although everyone has a different story and journey of coming to the game, they are still connected through the brotherhood of footy. The symbol in the centre represents a man sitting with his spear & woomera (spear thrower), which celebrates our warriors, our brothers.

It is the sharing of culture that was so inspirational for all in the Rugby Programme. It was a really special moment to be able to share this as well with our alumni.

–

Aliesha Limmer & Tom Scott, Captains of Rugby for 2024

SENIOR SCHOOL DRAMA PRODUCTION

The Crucible, a play set in 1692 Salem, Massachusetts, delves deep into the repercussions of witchcraft accusations, illustrating the rampant hysteria and profound confusion that ensue. Selected by the CGS Performing Arts Department, The Crucible was a catalyst for nurturing the talents of our bold and creative young artists.

They were encouraged to critically engage with Arthur Miller’s text, questioning its themes and offering their unique artistic interpretations throughout the production. Through innovative set design and interactive seating arrangements, the audience was transformed from passive spectators into active participants in the unfolding drama. This immersive approach invited viewers to ponder and reflect upon parallels between the dramatised events of Salem and the social issues of our contemporary world, highlighting the play’s relevance and educational value. The dialogue it cultivated resonated far beyond the confines of the stage.

THE GOLDEN RECORD

As part of their Horizons programme, Primary School students in the Theatre Production Course embarked on an extraordinary voyage with The Golden Record, an episodic verbatim play that whisked audiences away on a celestial journey of imagination. Inspired by the real-life Golden Record sent into the great unknown in the 1970s, this delightful production, created by the cast in collaboration with their directors, captured the young actors' curious and insightful perspectives on what an alien civilisation would need to know about human life.

Through a series of scenes that combined recorded conversations, live performances, poetry, and creative storytelling, The Golden Record communicated the perspectives of young students. This play was not just a performance; it was an exploration of humanity through the eyes of the next generation, showcasing their creativity, insights, and dreams for the future.

House Music was a spectacular conclusion to Term 2. Held over two days in the Snow Concert Hall, the atmosphere was electric, with palpable excitement and anticipation.

The event kicked off each day with a Code Cadets Countdown, heightening the anticipation as the auditorium buzzed with energy. As the countdown reached its climax, Ms Sarah Payne and Mr Fabian Lopez entered the stage as the MCs of the event, welcomed by thunderous applause. Adorned with vibrant decorations, the stage set the perfect backdrop for the daytime festivities.

The performances were nothing short of extraordinary. The quality of the music was astonishingly high, a testament to the students' commitment and the guidance of their music teachers. The hours of rehearsals paid off as each note resonated with precision and emotion, leaving the audience in awe.

This year, the event saw the return of House Lip Sync, adding an extra layer of fun and creativity to the proceedings. Each House put their own spin on popular songs, combining lip sync with choreographed dance routines that left the audience cheering and laughing in delight.

The sense of competition was evident but friendly, with each House cheering loudly for its own and showing generous support for others, embodying the spirit of camaraderie that makes our School special. Given the uniformly high standard of performances, the judging panel, comprising musicians dear to the School, had the challenging task of selecting the winners. Their deliberations were thorough, reflecting all participants' exceptional talent and hard work.

A particular highlight of the event was the staff performance. In a surprise appearance, a group of teachers took to the stage to perform "I'm Just Ken," delighting the audience with their spirited rendition. Their performance added an extra layer of fun to the event, showcasing the strong bond between students and staff.

The event concluded with the announcement of the final results, and Blaxland House was declared the winner. Congratulations to Blaxland for their outstanding performances and well-deserved victory!

The House Music event was not just a display of musical talent but also a celebration of the dedication, teamwork, and school spirit that define our community. As the last notes faded and the audience began to disperse, conversations buzzed with praise for the performances and anticipation for next year's event. House Music 2024 had set a new benchmark for excellence, leaving everyone eagerly looking forward to what the next year will bring.

– Jasmyn Richardson and Ben Monro, Music Captains 2024

NEWS bites

TRANS-TASMAN CRICKET FESTIVAL

CGS SHINES AT AUSTRALIAN NATIONAL EISTEDDFOD

Canberra Grammar School showcased its musical excellence at the Australian National Eisteddfod’s Bands & Orchestras event, held in Llewellyn Hall. Competing against 2750 musicians from 83 bands, orchestras, and ensembles, we emerged with top honours, including two prestigious Platinum Awards, six Gold Awards, and one Silver Award across various categories.

The CGS Big Band and Chamber Orchestra received Platinum Awards for their outstanding performances, while the Primary Concert Band, Barrett Concert Band, Middleton Concert Band, Fischer Concert Band, and Jazz Ensemble earned Gold Awards. The Senior String Orchestra also delivered an impressive performance, securing a Silver Award.

These achievements underscore the hard work and commitment of the students and their instructors, making CGS a standout in this esteemed competition. Congratulations to all participants for their remarkable success!

INTERNATIONAL DAY OF WOMEN & GIRLS IN SCIENCE

On 11 February 2024, a few Year 11 and 12 students Catherine Bashford (Year 11), Madison Wedding (Year 11), Gayathri Goel (Year 12) and Emma Scott (Year 12), went on an excursion to the AFP Forensic Institute to mark the International Day of Women and Girls in Science.

In January, CGS hosted the annual TransTasman Cricket Festival, which involved 3 prestigious schools (King's Auckland, Christ's Christchurch and Shore Sydney). It was a great week with some fantastic cricket played across the 7 days. CGS dominated the festival, winning all 3 games. Against the Kiwi schools, CGS won both games outright, with the game against Christ’s going down to the last over. In our One-day game against Shore, CGS showed great character and skill to chase down Shore’s massive total of 343 (50 overs). School captain Will Newnham hit the winning runs with 4 balls to spare. The teams were also afforded the opportunity to hear from Martin Fisk OAM and Geoff Lawson OAM at the formal dinner, where they shared with our community their experiences in life and their passion for helping others. All three visiting schools were amazed by our grounds and playing facilities. It was a great week of cricket, building friendships and fun.

Dr Kylie Jones (Principal Forensic Scientist) and Commander Forensics Joanne Cameron hosted the day. We had a tour of the AFP Forensic Facility and interactive demonstrations about different types of forensics in action. These included fingerprint analysis, fibre and blood splatter analysis, digital forensics, and handwriting analysis.

NATIONAL RECONCILIATION WEEK

During National Reconciliation Week, our Senior School held a special assembly. School Vice-Captain Ella, Year 12 student Jenarkki, and special guest speaker Noah Allan spoke about the importance of reconciliation to themselves, our School, and our community.

In Primary School, Year 6 students engaged in learning at the Arboretum, sparking their curiosity by exploring Indigenous house totems and culture with Richard Allan. They later taught their peers, incorporating leadership lessons learned on the day. Our K-2 students created beautiful seasonal paintings that celebrated cultural understanding and respect. They participated in Yarning Circles, created reconciliation pledges, and used their arts and crafts skills to design their own posters.

CGS FAMILY PICNIC

For our Whole School Picnic, a family film was screened with a BBQ and gelato stand available for everyone to enjoy. The P&F and Rugby Association were integral to the running of the Picnic, and ensured food was on offer all afternoon for staff and students.

In a change of plans due to wet weather, our annual Fete was transformed into a CGS Musical Celebration. Congratulations Joanna Martin and Robyn Marmara for winning the Major Raffle, each winning the choice of a term’s school fees or a travel voucher.

Enjoying a showcase of music in the Snow Concert Hall and the War Memorial Hall was a great way to spend a very wet morning, and the Rugby/Water Polo BBQ and Garnsey Sweet stall kept everyone highly satisfied. It was wonderful to have the Brumbies and our CSS Rugby Alumni attend and host a meet and greet with students in the pavilion.

Thank you to all the community members who donated toys and/ or books for the Fete. We are pleased to have helped two causes with the donations; books were donated to the Indigenous Literacy Foundation and the toys to the Ngunnawal Street Pantry.

CGS STAFF NEWS

JENNY THOMPSON FAREWELL

Jenny Thompson, Director of Northside, retired earlier in the year following 25 years of service to Canberra Grammar School. Jenny was appointed in 1999 to the position of Infant School teacher at the Early Childhood Centre at Southside. She later moved to the Northside campus as the Acting Director of Early Childhood, a role she filled twice during her time.

During her career, she continued further study, attaining her Master of Education from the University of Canberra and a postgraduate Certificate of Early Childhood from Macquarie University in Sydney.

In 2008, following the passing of the late Anne Gisz, she was appointed the Director of Early Childhood Education. She held this leadership position until her retirement.

Jenny’s personal attributes as a teacher were demonstrated through her love, care, compassion, and professionalism, which she brought to her vocation. Her instruction and leadership reflected her quest for continual education and best practice.

She has had a truly remarkable impact on the children in her care, a legacy that will be remembered and cherished. She was deeply valued by the parents who entrusted her and her staff with their children.

As Jenny embarks on a new chapter in her life, we want to express our heartfelt gratitude for her remarkable career of personal achievement and considerable service to Canberra Grammar School and the wider community. We wish her all the best in her retirement years.

– Sandy Goddard, Director of Community Development

JOHN LINGARD 27 APRIL 1935 – 23 JUNE 2024

With heartfelt sympathy, we remember John Lingard, who passed away on 23 June 2024. John was a cherished former staff member and an esteemed part of our community. Over his 22 years of dedicated service to Canberra Grammar School, including his role as Master-in-Charge of the Primary School until his retirement in 1994, he was known for his impeccable standards, wise counsel, and professionalism. John passed away peacefully at the age of 89.

PACIFIC WOMEN IN RUGBY LEADERSHIP FORUM

Over four days in March, Annie Dickeson – Senior School Teacher (English), was selected along with a group of leaders in women’s rugby by Oceania Rugby to share their experiences and develop plans for the growth of women’s rugby in the region. Annie was selected to attend the forum after her performance as part of the Oceania Women’s Rise Governance and Leadership Programme Spring 2023 and identified her potential for leadership within the Australian and Oceania Rugby Unions.

Supported by PacificAus Sports and World Rugby, the Oceania Women in Rugby Network Forum 2024 was attended by 19 female delegates representing unions from across the Pacific. The event created opportunities for the women to collaborate on solutions for their challenges in their countries. It provided them access to professional development workshops on governance, investments and sponsorship, and visibility and engagement. They also talked about how to capitalise on the coverage of women’s rugby at the 2024 Paris Olympics to raise the profile of the game at home. On the forum’s final day, the group attended the Super Rugby Women’s match between the Fijian Drua and the New South Wales Waratahs at Churchill Park.

RECOGNISING RACHEL GURNEY

We are delighted to celebrate Rachel Gurney, our Events Manager, for her exceptional efforts in supporting the Dream Cricket programme. Dream Cricket is a special needs initiative aimed at fostering self-esteem and confidence in children with disabilities. Last year, Canberra Grammar School proudly partnered with Dream Cricket and Rotary South Woden to host a memorable cricket day on our Main Oval for students from Malkara and Cranleigh schools.

It was an opportunity to consolidate relationships in a less formal setting – much appreciated by all delegates. ‘I felt so lucky to be part of such an inspirational and capable group of women. It was wonderful to understand everyone’s unique challenges, culture and context. We bond and help each other realise what we are capable of, especially as a group. The whole experience was just phenomenal and a blessing.’

Since the forum’s conclusion, Annie has been selected for the World Rugby NextGen Women in Rugby Leadership programme, which commenced in June 2024.

The Governor-General of Australia graced the event, joining in the fun alongside our students and staff, making it a truly remarkable day. Rachel played a pivotal role in the event’s success, expertly managing logistics and communication with the Rotary Club of Canberra Sunrise.

Rachel’s dedication and professionalism did not go unnoticed. Her contributions to the 2023 Dream Cricket Gala Day were outstanding, and she continues to liaise with RCCS and CGS, strengthening this valuable partnership.

We are proud to announce that Rachel has been awarded the Rotary Area 5 Community Awards, recognising her significant contributions. The award ceremony took place on Sunday, 19 May 2024, at the Canberra Rotary Peace Bell in Nara Peace Park. Congratulations, Rachel, on this welldeserved recognition!

YEARS OF CGS SPORT

CGS ALUMNI INITIATIVES & EVENTS

In recognising the School’s 95th anniversary this section of CGS Outlook reflects upon our dynamic, remarkable and diverse School, embodying education in the 21 st Century.

From the School’s foundation under Canon Edwards, the vision, direction, engagement, and drive of our Alumni community positively reflects our rich history and the significant changes over the years.

The First Semester has been full of engagement opportunities and functions. The events in Melbourne, Sydney, Hong Kong, Singapore, London and Korea continue to provide an outreach presence from the School. Dr Garrick has attended most reunions and hosted leadership lunches, outlined the School’s strategic vision and assisted in the initial setup of chapter groups in the international space.

The Alumni/Scholar Mentoring Programme has assisted in developing one-on-one relationships with student scholars meeting termly. The Women in Leadership breakfast was a new initiative held on campus where our guest speakers were able to provide insight into their career advancement and offered wisdom in ways for women to navigate their vocations post-university.

Our CGS Alumni Reunion weekend in Canberra included the annual CGS Alumni reunion on campus, celebrating cohorts from the classes of ’74,’ 84’, '94, ’99, 2004, and 2014. There was also a special Staff Reunion event hosted for teaching and operational staff. The support of these events and initiatives from the Alumni community is always appreciated and marked with much gratitude.

– Sandy Goddard, Director of Community Development

BRAD PEPPINCK (CGS 1996) 95TH ANNIVERSARY

ASSEMBLY ADDRESS

On 22 May, as we celebrated our 95th Anniversary at assembly. We had the pleasure of inviting back Brad Peppinck (CGS 1996). Brad spoke to our students about his experience at CGS and how he went on to build a successful career in the field of diplomacy. His captivating address outlined how his learnings at CGS helped develop his character and opened doors to global opportunities.

in WOMEN LEADERSHIP

This Semester, the CGS Alumni Women’s Network proudly launched a first-ever initiative for our Alumni entitled ‘Women in Leadership’. This event focused on encouraging an open discussion about how to navigate challenges faced in the workplace such as overcoming barriers, advocating for one’s self and achieving success in various fields.

We invited our Alumni network, as well as our soon-tobe-Alumni Year 12 cohort, to attend this insightful panel discussion. Our esteemed panel featured prominent women from within our CGS community.

SIMONETTA ASTOLFI

» Founding partner of Maddocks Lawyers Canberra

» CGS parent

» Current CGS Board Chair

CLAIRE DAWSON

» A corporate affairs leader and adviser with extensive experience in private, public and NGO organisations

» Both past & current parent at CGS

» Current CGS Foundation Board Director

Our panellists took questions from our audience members and discussed challenges they faced over the years as they navigated their professional careers. They shared tips and advice whilst offering a peek behind the curtain of the corporate world, giving our attendees a candid view of their varied paths to success.

This exciting new CGS Alumni event marked the first of many more events that aim to provide a platform for our Alumni and women from our community to share their professional knowledge and insights.

EMMA RYAN

» Global Client Director at Microsoft, leading the innovation and digital transformation solutions for Microsoft at BHP

» Both a past & current parent at CGS

» Previous P&F President 2015 – 2019 PARIS MCMAHON (CGS 2020)

» Youth Advisor for ACT Children & Young People’s Commissioner in the ACT Human Rights Commission

» Youth Speak Out Council ACT Representative for NAPCAN and an Associate Consultant at Bossy Group

Scan the QR Code to watch the ‘Women in Leadership’ panel interview on the CGS Engage web series, ‘Aluminate’.

CGS ALUMNI NEWS

In this edition of Outlook, we are thrilled to spotlight the remarkable achievements and diverse careers of our Alumni who have honed their skills and talents at CGS. From professional rugby and football to the exhilarating world of F1, and even roles in sports medicine, our Alumni are making waves in the sporting arena. Join us as we celebrate their inspiring journeys and the impact they’ve made on and off the field.

LIFE IN THE FAST LANE ROBIN HODDA (CGS 2018) AERODYNAMICIST – FORMULA 1

WHAT INSPIRED YOU TO PURSUE A CAREER AS AN AERODYNAMICIST IN FORMULA 1?

The draw for me really was the resources and relentlessness of pushing research and development. Formula 1 is truly on the cutting edge but also where innovation is very fast-paced. There’s also something about the engineering of cars that’s always fascinated me for as long as I can remember.

During university at ANU, I became heavily involved in the solar car project, and wanted to pursue car design. However, I didn’t study either mechanical or electronics engineering, nor have much aptitude for the network software of the car control system. In truth, my skills and qualifications for joining the mechanical team were that I proved handy at helping with odd jobs the previous year in the frantic build-up to the 2019 World Solar Challenge, a willingness to ask questions and a bit of a working knowledge of car packaging. With that acknowledged, investigating aerodynamics was where I ended up. To me, it’s the perfect blend of practical physics and engineering.

WHAT ARE SOME OF THE KEY CHALLENGES YOU FACE IN YOUR WORK, AND HOW DO YOU

OVERCOME THEM?

One of the biggest challenges for me has been the sheer complexity of aerodynamics. Understandably, there is a lot going on, and even tiny changes can have big and unpredictable impacts. Every area of an F1 car has unique challenges, and for the front of the car, performance is often more about providing clean and high-energy airflow to downstream parts of the car so that they can develop efficient downforce. Like any complex system, this involves testing & making compromises and sometimes taking one step back so that other parts can take two steps forward, but equally knowing when to call it quits on an idea that just doesn’t quite work.

HOW DOES YOUR EDUCATIONAL BACKGROUND CONTRIBUTE TO YOUR WORK IN FORMULA 1?

Whilst I had only taken a single university course in aerodynamics, I’d like to think that I’d been studying a broader range of related topics, the experience in which helped me with aerodynamics. A range of physics topics, both theoretical and experimental, as well as data analysis topics, have particularly been very applicable in helping decode results. Additionally, working knowledge of fundamental fluid mechanics and aerodynamics concepts, which I learned at university, are fundamental to developing the aerodynamics of a Formula 1 car. Whilst there certainly are many topics in astrophysics and physics I have not (yet) touched since, I do greatly value the scientific and mathematical rigour and try to apply them where possible. A good example is the wind tunnel, which is, in effect, is one big science experiment operating at an industrial scale but with scientific precision.

HOW DID YOUR EXPERIENCES AT CGS PREPARE YOU FOR THE UNIQUE CHALLENGES OF WORKING IN FORMULA 1 AERODYNAMICS?

I think my school experience and education at CGS all the way through helped shape me in a positive way. My education at CGS provided me with a strong foundation in science and mathematics which, although not always obvious at the time, are fundamental skills for engineering. Whilst I can’t say I have been required to analyse Shakespeare as of yet; being able to write coherently and convincingly without too much difficulty, as well as digest arguments - is an almost universal skill which I know personally I under-appreciated its future value at the time.

I believe that my experiences at CGS played a significant role in teaching me how to learn and grow. Even in situations where certain skills or abilities might have been seemingly inherent - whether that be making notation errors in maths or believing coding is only for those with some innate talent, I’ve learned that with drive, patience, support, and hard work, these skills or qualities can, in fact be learned. On reflection I think these experiences equipped me well to take the plunge and pursue aerodynamics as a profession despite its somewhat niche status, particularly in Australian industry and academia.

CAN YOU TELL US A LITTLE ABOUT YOUR TIME WITH CODE CADETS? WHAT WAS THAT EXPERIENCE LIKE AND HOW DID YOU FEEL BEING ABLE TO WORK WITH STUDENTS?

I recall joining the code cadets sometime in year 8. The passion and enthusiasm for exploring technology were evident by all in the group and the staff, in particular Mr Matthew Purcell.

In my senior years, I began helping organise sessions and coordinate events. It was a great sense of community and developed projects driven by independent desire. It also provided the opportunity for events such as GovHack, which was hosted in the Snow Centre in 2017. I was fortunate to go on the San Francisco trip with the code cadets in 2018, which was a particular highlight. We visited a range of companies, which provided a unique look at how technology is used across industries. Code Cadets became more than just a club; it was a platform for growth and exploration.

After graduating from CGS in 2018, alongside university study, I helped to create new programmes for afterschool sessions. I enjoyed helping to mentor students across year groups. It was rewarding to see students learn and see their interest grow all the way through the programmes from year 7 onwards!

WHAT ADVICE WOULD YOU GIVE TO SOMEONE ASPIRING

TO WORK AS AN AERODYNAMICIST IN FORMULA 1?

Having a solid understanding of engineering and aerodynamics is key, as one might expect. In high school, studying a higher level of maths, physics and generally STEM related subjects will help set you well for university and onto your career. Then, in university, where possible, aerospace engineering is the most applicable major, but taking individual aerodynamics or fluid mechanics courses is very beneficial.

I also found practical experience to be really beneficial in working with other people on projects - so joining engineering clubs or doing projects with friends is not only fun but also worthwhile for many careers. I would say don’t be afraid to reach out to relevant academics and contacts, as many are very happy to help. Lastly, while it is a competitive industry, don’t let that put you off unnecessarily from applying for teams’ programmes and placements. You never know where it might take you!

SCORING BIG

SOPHIA CHRISTOPHERSON (CGS 2022)

A-LEAGUE

WOMEN CANBERRA

UNITED

CGS offered me an abundance of opportunities both academically and as an athlete. The Athlete Development Programme played a pivotal role by providing me with a dedicated mentor, Mr. Bugden, who supported me through the challenges I faced both at school and in football. This programme also allowed me to hear from a range of guest speakers, including athletes, nutritionists, and psychologists.

Like many students, I wasn’t always enthusiastic about getting up early and spending my days in the classroom. However, looking back now, I realise that my education went far beyond textbooks and exams. Throughout high school, there were constant deadlines, high expectations, and a structured schedule that I often found stressful and irritating. However, in hindsight, these challenges instilled discipline in me—a fundamental trait for achieving success, whether in football or any other field.

Football has been a huge part of my life since I was young. I grew up surrounded by older cousins who all played, mostly boys, but one of my older female cousins stood out. I idolised what she had accomplished. She played for Canberra United in the W-League and even got a scholarship to play in the US. Going to her games as a kid made me fall in love with football instantly. I looked up to her and instantly knew that I wanted to follow in her footsteps. I was always very athletic growing up, trying almost every sport, but football was the one that stuck. In seventh grade, I made the decision to quit all my other sports and focus solely on football because that’s where I was at my happiest.

Some of my fondest memories from my time at CGS include being amongst the first cohort of girls to join the School back in 2017. Setting records in various sports events was particularly memorable, as I had the privilege of making history. Beyond achievements, I built so many connections with both friends and staff, many of whom remain close in my life today.

When people ask what inspires me, it really makes me reflect on why I love what I do. As an athlete, there are so many things that drive me. First and foremost is my passion for the sport itself—the sheer joy and satisfaction I get from playing motivates me to train harder and strive for improvement. I’m also naturally competitive, so that desire to compete and win pushes me to push my limits every day. Seeing successful athletes, like Sam Kerr from the Matildas, achieving their goals inspires me too. I’ve admired Sam since I was young, not just for her incredible skill in scoring goals, but also for her positive attitude. When I was younger, I looked up to male footballers too, especially Cristiano Ronaldo. He is proof that natural talent combined with hard work can lead to an amazing career.

And, of course, my biggest inspiration comes from those closest to me—my parents, family, and boyfriend. They support me through everything, cheering me on through good days and bad. Their unwavering support and sacrifices motivate me more than anything, whether I’m on the football field or not.

Playing for Canberra United has been one of the most fulfilling experiences of my life. I’ve been incredibly fortunate to forge meaningful connections, play alongside world-class athletes, and grow immensely as both a footballer and an individual. Being an athlete entails navigating through highs and lows. One of my most challenging moments was suffering a season-ending injury in my first season, tearing all the ligaments in my ankle. This injury was not just physically demanding but also mentally exhausting, proving how lonely injury can be. It taught me a profound lesson about appreciating every opportunity and made me come back the following season with a new perspective. I approached the game with a mindset focused on controlling the controllable. Being a professional athlete has proved to me that while the physical demands are significant, the mental resilience required can be even more challenging. Looking ahead, my long-term aspirations involve playing overseas and ultimately representing Australia as a Matilda. Beyond my football career, I aspire to transition into sports medicine or physiotherapy, aspiring to contribute to sports in various capacities.

My best advice would be: don’t hold back. For any young person aspiring to pursue a career in professional sports, fear should never hold you back. If you have a dream and are determined to achieve it, you must be willing to embrace the challenges. This journey will demand sacrifices; you may miss out on parties, time with friends, or even milestone events like graduations or formals. However, to all the young female footballers at CGS and beyond, the opportunities in women’s football have expanded significantly over the years, offering a genuine career path. If your goal is to become a professional footballer, seize the opportunity without hesitation and be prepared for the sacrifices because, in the end, it will all be worth it.

CGS ALUMNI RUGBY PANEL

We proudly welcomed our CGS Rugby Alums back on campus. Guy Shepherdson (CGS 1999) , James Bain (CGS 2001) & Peter Kimlin (CGS 2003) have seamlessly transitioned from playing rugby in school to flourishing in their professional careers.

Their journeys are truly fascinating, ranging from pursuing rugby professionally to exploring alternative career paths. Whether you’re a sports enthusiast or simply intrigued by diverse career trajectories, this episode of CGS Engage’s Aluminate is a must-watch!

MENTORING MATTERS

The CGS Alumni network is dedicated to expanding mentorship opportunities through our ongoing programmes, the CGS Engage mentorship platform, and the numerous mentorship events that occur throughout the year. Mentorship at Canberra Grammar School is crucial for guiding students, building their confidence, and developing essential skills. It opens up valuable networking opportunities and fosters personal growth. By encouraging mentorship within our Alumni community, we open avenues for our members to give back. Mentorship strengthens community bonds and promotes a culture of continuous learning, sharing and development.

Members of our Alumni community, have the unique opportunity to both benefit from and contribute to our ever-growing mentorship initiatives. You can foster connections, share your knowledge, and inspire the next generation of leaders.

Mentorship within the Alumni community can take on many forms, from resume evaluations and career guidance to opening doors to internships and job opportunities. Our mentors offer ongoing support, sharing their expertise and insights to help you navigate your professional journey. Whether you’re seeking advice on career transitions or looking to offer your support to new graduates and young professionals within the community, you can build your network through our Alumni resources and connections.

Mentorship provides students with an important space to reflect on their future aspirations and seek guidance from outside their daily support system on how they might work towards achieving these goals. I find great joy in being a sounding board for students and learning about the things they are excited and passionate about. Their enthusiasm becomes my own. Discussions can vary widely, from talking through different long-term career goals to the realities of navigating and building a career and pathways to achieving both shorter—and longer-term goals.

My motivation to participate in the inaugural CGS Scholar/ Alumni Mentoring Programme comes from my own experiences. As a young student, I often lacked direction in my life and found it difficult to know how to navigate study choices and the career options this would give me. Often, as young students, we are still learning about our personal drivers and how to translate dreams into reality. It can often feel overwhelming and confusing. I wish I had the opportunity to seek an external perspective that could help answer questions or concerns about what I could expect after school and understand the different pathways to achieving my goals.

A MENTOR'S PERSPECTIVE

ASHUR WILLIAMS (CGS 2003) & CGS SCHOLAR/ALUMNI MENTORING

PROGRAMME

– MENTOR

One of the most rewarding aspects of mentoring is hearing about a student trying something new based on our discussions. Nothing makes me happier than knowing they approached a problem differently or took a chance, even if it didn’t work out as they hoped. It is great to see student’s personal growth as they step outside their comfort zone, give something a go, or learn to take failures in stride.

I find mentoring valuable as it allows me to give back to the School that gave me so much. Supporting the next generation of CGS Alumni as they transition from school to adulthood is very rewarding. The mentoring programme is an invaluable opportunity to provide students with a real-world sounding board on how others achieved their goals and the paths they travelled. I believe that this advice can help guide students in finding their way through a complex world.

The advice I consistently give to my mentee is that they are their own person. Mentors are here to provide a safe space for them to reflect, talk through their concerns and offer guidance on how to approach a challenge or think through a problem. Ultimately, the choice of what to do with it is theirs.

In the long term, I hope to help my mentees graduate school happy, positive and confident about their future, no matter what direction they choose to take.

A MENTEE'S VIEWPOINT

VICTOR NI (YEAR 11) & CGS SCHOLAR/ALUMNI MENTORING PROGRAMME –MENTEE

On Monday, 4 March, scholars from Years 10 – 12 were paired with accomplished Alumni eager to share their experiences and insights. It was an absolutely incredible opportunity to gain insights into each Alumni’s career, network expansion strategies and their journey to leadership in their field. My mentor, Jack Johnston from the Class of 2017, completed a “Politics and International Relations” degree before travelling, working several different jobs and settling as a full-time consultant at EY. I was inspired by his confidence and motivation; knowing that someone believes in my potential and is there to offer support certainly has made a world of difference in my CGS experience. The Alumni Mentorship Programme allows students to develop skills, wisdom and perception as they traverse the next stages in life post-CGS.

CALLING MENTORS FOR THE 2025 SCHOLAR/ALUMNI MENTORING PROGRAMME

DID YOU KNOW ?

CGS Engage is more than a platform to reconnect with peers and fellow Alumni globally; it also fosters valuable mentorship opportunities. Register to find mentors in your area or industry for advice, information, and guidance. Alumni can offer their support by registering as mentors to inform and guide new graduates and Alumni seeking mentorship. If you are an Alum of the School, former member of staff or past parent, join CGS Engage today and strengthen our vibrant Alumni community.

Scan the QR Code to register as a mentor/mentee on CGS Engage CGSENGAGE.AU

Our 2024 mentorship initiatives were a resounding success and next year we hope to garner even more support for our soon-to-be graduates. If you would like to offer your support to students and scholars, please scan the QR code and provide us with your details so we can reach out with more information.

CGS ALUMNI REUNIONS

Our CGS Alumni gathering in Hong Kong at Mr Wolf’s was an absolute delight! It was fantastic catching up with our regular attendees and equally thrilling to welcome new faces into the fold. With a number of our Alumni having been Jones House boarders, it was a reunion filled with nostalgia and laughter.

We were delighted to welcome Alums spanning from the peer years 1968 to 2021, creating a vibrant mix of old friends and new connections. As the evening unfolded, we found ourselves immersed in lively conversations while gazing out at the breathtaking views of the harbour.

We enjoyed a delightful dinner with our CGS Alumni in Singapore at the stunning Empress Restaurant within the Asian Civilisations Museum. It was a joy reconnecting with so many of our Alums and hearing about their journeys since leaving CGS. We shared exciting updates about the School and embraced the warm camaraderie of our community in the ‘Lion City’.

We celebrated our long-awaited Alumni reunion in London with a fantastic evening at Quaglino’s, where 25 of our CGS Alumni came together to reminisce about their time at School and share their inspiring journeys since then. It was wonderful catching up and seeing the incredible success and progress everyone has made.

Our trip to Melbourne this year was a wonderful and memorable experience. We had the privilege of sharing stories with senior Vintage Club member Jim Winnett (CGS 1949) and reconnecting with younger Alumni like former School captain Lachie Byron (CGS 2021).

REUNION WEEKEND

18 May was a momentous day this year as we gathered for our annual Alumni Reunion Weekend on campus and celebrated both the School’s 95th Anniversary and milestones of our Alumni, marking their 10, 20, 25, 30, 40, and 50-year reunions. We shared in their joy as they reunited with old friends, exploring the familiar sights and new developments on campus.

During the walking tour, our Alumni were both surprised by the transformations and pleased by the School’s enduring features and spirit. The day was filled with camaraderie, beginning with lunch in the atrium, followed by a group photo in the quad, and ending with a lively rugby match on the oval. Despite the windy Canberra weather, the warmth of the reunion shone through every moment!

FORMER STAFF REUNION

The CGS Alumni Former Staff Reunion was a heartwarming occasion as former teachers and operational staff returned to the School. Led by Dr Justin Garrick and Sandy Goddard, the event began with morning tea in the lively Atrium of Snow Concert Hall, followed by a tour and a delightful lunch in the Dining Hall. Amidst laughter and fond recollections, old colleagues reconnected, reflecting on their time at CGS.

These esteemed educators and dedicated support staff were instrumental in helping shape the School’s current culture and character. Their commitment and dedication ensured CGS remained a leading independent school in Australia.

Attendees were impressed by the new Senior and Primary buildings, the vibrant student and staff community, and the modern learning environments. We look ahead in anticipation of the next Staff Alumni Reunion in 2029, marking the centenary of Canberra Grammar School.

CGS FOUNDATION NEWS

As we reach the midway point of the 2024 academic year and reach the conclusion of the CGS Foundation Annual Giving Appeal – When Giving Meets Opportunity, we are filled with immense gratitude for the incredible support from our Canberra Grammar School community. Celebrating our 95th Anniversary has provided a wonderful opportunity to reflect on our collective achievements and the lasting impact we have made together.

With community support, we are now one step closer to achieving the goals of The Centenary Project, announced in 2022. The ambitious target of raising $20.29 million by the School’s Centenary will help us advance our thriving Indigenous Scholarship Programme, support efforts to fully endow our talent and merit-based scholarships, build a perpetual fund for equity of access and hardship bursaries, and underpin the next stages of our Campus Development Plan.

Every gift, regardless of its size, has brought us closer to this milestone and in building a stronger, more connected community. Your consistent support sustains and enhances our mission, ensuring that we continue to inspire and educate future CGS generations.

As we move into Semester 2, we invite all members of the CGS community to explore the many flexible ways you can continue to support and stay connected with the CGS Foundation, including our ‘Name a Seat’ initiative in the Snow Concert Hall. Once again, thank you for your incredible support. Together, we are shaping a bright future for our school, students, and community.

WAYS TO GIVE

Annual giving is a joyous opportunity to engage with our community, share your love for the School, and rally together to achieve our centenary goals! However, there are many ways you can stay connected to the School and the CGS Foundation throughout the year to continue showing your support. It’s not about how much you contribute, but finding the avenue that best suits your ability to provide ongoing support. Every gesture helps drive us toward our goals. Together, we can make a lasting impact.

NAME A SEAT LEAVE A LEGACY

There are many ways to support our School and the CGS Foundation and one special and heartfelt option is to Name-a-Seat at Snow Concert Hall in honour of a loved one, a cherished family member, or even yourself. This personal tribute not only celebrates their legacy or your own but also provides vital support to our student scholarship programmes.

Personalise your own nameplate and let your love for CGS shine. All donations are tax-deductible and go to the CGS Foundation. All pledges totalling $2K (this may consist of an ongoing commitment of $100 per term, $30 per month or $400 per year) will also be honoured with a plaque in the Snow Concert Hall.

THANK YOU TO OUR DONORS

Membership to the CGS Foundation provides an opportunity for our supporters to formalise their relationship with the School and engage with our students, staff and Alumni. They join a distinguished and like-minded network of supporters who share our vision and aspiration that our students will become curious, creative, confident and compassionate citizens of the world.

To view a list of our current Foundation members and current 2024 donors, please scan the QR code. Scan the QR Code or visit CGSFOUNDATION.ORG.AU/NAME-A-SEAT to Name your Seat!

With our amazing 2024 season in full swing, we are so proud and honoured to have welcomed some of the world’s most prestigious and renowned artists to our stage. From French percussionist Adelaide Ferriere and double Grammy-winning masters of vocal harmony, The King’s Singers, to international piano sensation Joyce Yang, we have had a whirlwind of talent through our doors. A true highlight so far was the phenomenal Grammy-nominated British vocal ensemble Voces8, accompanied by Jack Liebeck on violin. Performing to a packed house, their voices intertwined with the violin in a sublime tapestry of sound that left our audience spellbound.

A VOCAL MASTERCLASS WITH

VOCES8

We were privileged to have Voces8 host a vocal masterclass for the CGS Chamber Choir. Our students performed their chosen piece, Underneath the Stars, a wistful and melancholic folk song, under the expert guidance of the ensemble. With professional tips and advice from Voces8, our Chamber Choir achieved remarkable progress and were visibly impressed with the results of their session.

SYDNEY PHILHARMONIA CHOIRS BAROQUE TREASURES 24 August, 2:30pm

LUKAS VONDERCEK IN RECITAL

2 September, 7:00pm

GOLDNER STRING QUARTET

30TH ANNIVERSARY FAREWELL TOUR

28 September, 7:00pm

Like and follow our Facebook page facebook.com/TheSnowConcertHall for a chance to win a pair of tickets to our next concert! T&Cs apply.

To find out more scan the QR code, or visit snowconcerthall.com