From the Board
BUNDARA is the biannual magazine of Central Coast Grammar School.
Contact
Community Relations
Central Coast Grammar School
Arundel Road
Erina Heights NSW 2260
Australia
Enquiries
E: info@ccgs.nsw.edu.au
T: +61 2 4367 6766
F: +61 2 4365 1860
Website www.ccgs.nsw.edu.au
CCGS Social Media facebook.com/centralcoastgrammar instagram.com/centralcoastgrammar linkedin.com/school/centralcoastgrammar
Editorial team
Carla Silvestri, Jacqui Raadsma
Bundara is printed on Sovereign Silk. Sovereign Silk is manufactured according to ISO 14001 EMS accreditation and is FSC certified.
Central Coast Grammar School acknowledges the Darkinjung people, the Traditional Owners of the land on which the School is located. We acknowledge the continued deep spiritual attachment and relationship of Aboriginal and Torres Strait Islander peoples to this country.
The beginning of the school year saw us welcome Mr Phil O’Regan in his new role as Headmaster. It has been wonderful to see such an open, collaborative and energetic spirit across our school community, ensuring a seamless and positive transition to new leadership.
Despite only being in the role a short time Mr O’Regan has brought with him fresh perspectives, insights and a wealth of ideas. His dedication to evidence-based, student-centred education will further strengthen the outstanding offerings and outcomes our students already enjoy.
The Annual General Meeting in June was an opportunity to recognise the achievements of the past year, while also refocussing and building on those achievements to realise our 2024 goals.
Mrs Fiona Wilkinson has joined the Board as a new member, bringing over three decades of experience in government health and leadership roles. Her expertise in strategy, quality control and operational planning in a detail-oriented and customer-focused industry will be an asset to CCGS, and we are grateful for her involvement.
This edition of Bundara explores the school’s ongoing commitment to best practice teaching and learning through the application of Designing for Deep Learning. I hope you enjoy gaining a greater insight into the teaching practices that are cultivating the leaders of tomorrow.
We are also celebrating 10 years since the Performing Arts Centre was opened. At that time our vision was to build a state-of-the-art facility empowering refined and inspirational programs and teaching. We were determined that our students would have the opportunity to fulfil their potential at all levels of the performing arts from Kindergarten right through to Year 12. We imagined the pride and joy our whole school community would experience in this new home for the performing arts. All this and more has come to pass, giving generations of children a lifelong legacy of confidence and culture.
On behalf of the Board, I congratulate Phil O’Regan on an excellent start to his tenure as Headmaster and look forward with excitement and anticipation for this next phase of our school’s evolution.
Stephen Brahams FAICD Chairman of the School Board
From the Headmaster
In my first six months as Headmaster, I have been honoured to experience the engaged and passionate community that makes Central Coast Grammar School so extraordinary.
The first half of 2024 has seen remarkable accomplishments by our students across all dimensions of school life: academics, sport, and performing arts, as well as the successful commencement and continuation of innovative programs that enhance a holistic, valuesdriven educational experience.
Designing for Deep Learning is at the heart of a CCGS education. It is a transformative approach to learning that draws on global best practice and leading educational frameworks. We’re proud to be pioneers in this space which seeks to develop our students into lifelong learners with the critical thinking skills and competencies needed to prosper in whichever pathway they choose beyond school. In this edition, our Deputy Head, Teaching and Learning offers insight into this approach, outlines our strategic vision in this space and what it means for students in the classroom.
The beloved Performing Arts Centre (PAC), home to our drama productions, music performances and countless major events, is celebrating its ten-year anniversary in 2024. Over the past decade, the PAC has become a hub of vibrancy and life. A place synonymous with connection and potential, that draws members of our community, near and far, closer together. The recent Senior Musical Production of The Addams Family is testament to the talent that is showcased on the stage, and I congratulate all those involved in the wonderful show.
Sustainability has become an increasingly important focus within the school and tangible steps are being taken to reduce our ecological footprint. I’ve been impressed to see the Student Representative Council and Environmental Action Groups representing the voice of our students and empowering their peers to take responsibility for our environment through a variety of initiatives.
As we look toward the remainder of this year and beyond, I am filled with optimism for the future and look forward to working collaboratively with our school community to ensure we continue to grow as a place of excellence, innovation and inclusion.
Phillip O’Regan Headmaster
The Power of Deep Learning
Damon Cooper, Deputy Head, Teaching and Learning
At CCGS, we’re redefining education with Deep Learning, a transformative approach designed to engage students meaningfully in their studies.
Designing for Deep Learning is an innovative method that goes beyond traditional learning, helping students understand not only their subjects, but also themselves and how they think. By fostering a profound and lasting comprehension, Deep Learning equips students with the skills to succeed in our rapidly evolving world.
A STRATEGIC VISION FOR MEANINGFUL AND POWERFUL LEARNING
We believe that learning should be meaningful and powerful. Our commitment to meaningful learning shapes experiences that accentuate critical thinking, problem-solving, and the ability to apply knowledge across various contexts. These skills are critical in a contemporary landscape, ensuring each student becomes an adaptive, innovative, and resilient learner. By integrating deep learning principles, CCGS educators aim to nurture a generation of leaders who are not only academically proficient but also equipped to navigate life beyond the classroom.
Our vision for teaching and learning at CCGS draws on the world-leading educational frameworks from the Harvard Graduate School of Education, and the global New Pedagogies for Deep Learning (NPDL) network.
• Harvard’s Teaching for Understanding Framework emphasises life-worthy learning and deep, transferable understanding. We focus on what matters most to our students and their world, guiding them toward flexible learning that extends beyond skills and knowledge to a more practical application across subjects and throughout their lives.
• NPDL’s Deep Learning Network accelerates our focus on making learning meaningful. It not only strengthens core academic outcomes but also boosts student engagement by connecting learning to real-world contexts. Deep Learning is purposely designed for students of today, preparing them to learn, work and lead in the future.
IMPLEMENTING HIGH-IMPACT TEACHING STRATEGIES
We bring our strategic focus to life through high-impact strategies that are supported by extensive empirical evidence and recognised globally as best practice in teaching. These strategies are employed across subjects and age groups, teaching our students to be self-reflexive learners while also ensuring that learning is presented at their individual level of challenge.
In our Visual Arts classes, one strategy employed around the competency of ‘Character’ is the use of visual prompts such as “When did you need to be flexible?” “What did you do next?” to mark key moments in their creative process. This simple yet effective technique helps our students reflect on challenges and successes in the moment, and we see students building grit and tenacity essential for tackling complex, effortful learning. In English, our students develop their understanding of what it means to be a citizen in their local and global community. They explore the ways texts reflect and respond to social concerns and, through this, examine their own responses to – and actions in – the world. Through their writing and speaking, they share their growing citizenship in ways that reflect their learning about English and strengthens their understanding of themselves.
DESIGNING LEARNING FOR DEPTH AND IMPACT
To create these rich learning experiences, we use the four Learning Design Elements and the six Global Competencies (6Cs) of the Deep Learning network:
• Learning Design Elements give a scaffold for pushing beyond the boundaries of traditional schooling into more meaningful learning. Our approach includes building strong partnerships both inside and outside the school to support student growth, leveraging exceptional learning environments for greater relevance, and utilising contemporary digital technologies to empower students as active and powerful participants in their education.
• Six Global Competencies (6Cs) - Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking - provide a framework for students to develop the essential skills that matter to them as active contributors within society. By deliberately structuring our learning with the 6Cs from Kindergarten to Year 11 we are fostering competence with what the World Economic Forum has outlined for the ten essential skills for 2025 and beyond.
By embracing deep learning CCGS’s aim is to cultivate a generation of successful learners prepared for an evolving and exciting future, with the thinking skills and competencies to support them as active contributors to the world past our gates, now and into their future.
Find out more at www.ccgs.nsw.edu.au.
Six Global Competencies (6Cs)
References
• Blythe, T. (1998). The Teaching for Understanding Guide. San Francisco, USA.: Jossey-Bass.
• Perkins, D., Blythe, T. (1994). Putting Understanding Up Front. Boston, USA: Project Zero, Harvard Graduate School of Education.
• Quinn, J., Mceachen, J., Fullan, M., Mag Gardner and Drummy, M. (2020). Dive into deep learning: tools for engagement. Thousand Oaks, USA: Corwin, A Sage Company.
• Viczko, M. (2016). A Rich Seam: How New Pedagogies Find Deep Learning, by Michael Fullan and Maria Langworthy. Leadership and Policy in Schools, 15(2), pp.231–233.
• Whiting, K. (2020). These Are The Top 10 Job Skills of Tomorrow – and How Long It Takes to Learn Them. [online] World Economic Forum. Available at: https://www.weforum.org/agenda/2020/10/top-10-work-skills-oftomorrow-how-long-it-takes-to-learn-them/.
Out and About
STUDENTS’ VS TEACHERS: LUNCHTIME SHOWDOWNS FUEL CAMARADERIE
The sports fields have come to life with a series of friendly games of touch football and softball between staff and students. While students have consistently claimed victory, the real triumph has been the sense of camaraderie and community being built outside the classroom.
Student Representative Council (SRC) leaders, House Captains and Head
Prefects joined hundreds of other senior school students for the Youth Leadership Academy Australia’s Secondary Youth Leadership Conference in Darling Harbour.
Keynote speakers, interactive activities, and reflective sessions helped students to cultivate their sense of personal agency and self-leadership.
Some of the most impactful moments from the conference, according to students:
“Guest speaker Wil Massara spoke about how age doesn’t determine your ability to achieve extraordinary things, and about the power of selfbelief. He inspired me to believe that leadership starts from within, it comes from your mindset, feelings, and actions. You cannot achieve change without self-belief,”
Pascale Tod, Year 11
“Learning to take more risks and be more confident in myself when expressing my ideas are two aspects that I am going to incorporate into my personal leadership style,”
Hope Owen, Year 8
“The most important lesson I learnt was how to approach absolutely anything and everything with the idea that: I choose how I will react to a given situation; I choose how I think about certain issues, and I choose my mindset,”
Charlie Schoeman, Year 12
CROCHETING FOR A CAUSE
Sofia Harper (Year 12) has launched a very special community service project - the Crochet Beanies for Those in Need project. Her goal is to craft a minimum of 50 beanies for adults being treated for cancer, and for premature babies.
Sofia’s not alone in her quest. After conducting lunchtime crochet classes for fellow students and staff, she has garnered a team of 75 crocheters, all enthusiastically using their hooks and needles to produce as many beanies as possible
A TASTE OF HISTORY WITH TRADITIONAL BUSH FOODS
Year 10 Food Technology students have been studying the history of food in Australia. They’ve learned about bush tucker prepared by Aboriginal and Torres Strait Islander people, the influence of early European settlers, and the ongoing impact of immigration from various cultures on contemporary Australian eating patterns.
As part of their studies, the students were asked to outline the nutritional value of a traditional Australian bush food used and to cook a dish using this ingredient in a fun and creative way.
A popular ingredient chosen was Lemon Myrtle. Rich in vitamin C, magnesium, zinc, and folate, Lemon Myrtle is grown right here on our
campus. Students used this potent ingredient to create tasty dishes such as Chicken and Lemon Myrtle Won Ton Noodle Soup, Lemon Myrtle Chicken Salad, Lemon Myrtle Pavlova, and Lemon Myrtle Rice Paper Rolls.
Other students experimented with kangaroo, finger lime, wattle seeds, or combinations of these flavours to create dishes like Bush Tucker Inspired Stuffed Capsicums featuring kangaroo and finger limes.
Check out these tasty recipes and more!
MRS HOCKEY SHORTLISTED FOR NATIONAL EDUCATION AWARD
Senior School teacher Mrs Michele Hockey has a teaching career spanning 35 years, serving the students and families of CCGS since 1996. During this time, she has made a profound contribution across diverse dimensions of school life. Now, she has been nationally recognised and shortlisted for the Secondary School Teacher of the Year – Non-Government award at the Australian Education Awards. Congratulations Michele!
Discover more about Michele’s outstanding nomination:
Year 11 and 12 HSC Physics students had the opportunity to gain valuable exposure to a tertiary science learning environment when they visited the University of NSW (UNSW). Visiting the first year Physics lab, students conducted experiments using sophisticated equipment, that would otherwise be performed as a teacher demonstration at school.
Year 12 students, who are currently studying the Nature of Light HSC module, performed experiments focusing on electromagnetic radiation including using a spectroscope to study the line spectra of sodium and mercury lamps as well as investigating microwaves. Year 11 student experiments focused on force, specifically vector addition of forces acting on a metal plate and studying linear oscillatory motion to determining the spring constant of an extension spring.
A visit to the Centre of Excellence for Quantum Computation and Communication Technology gave students the opportunity to see scientists working in a ‘clean room’ on components for a computer as well as the equipment used to test potential components of a quantum computer.
CCGS recently welcomed 15 Yolngu teenage boys from Milingimbi School in the Northern Territory for a weeklong cultural immersion. A moving Smoking Ceremony officially welcomed the students to the school. The boys were hosted by CCGS families and experienced a full
program of activities including learning about drones and virtual reality in Digital Technologies, Japanese Language classes, drumming and guitar in Music and woodworking in Industrial Technology.
MILINGIMBI CULTURAL IMMERSION
INTER-HOUSE HANDBALL
The Junior School’s inaugural Ken Gross Inter-House Handball tournament was about fostering House spirit, building House pride, and giving students a fun opportunity to engage in some friendly competition.
Year 6 House and Vice Captains showcased their organisation, commitment, and leadership to run the competition and referee the games, with over 195 students entering.
A huge fan of both House and handball, Mr Gross came along to cheer on students and hand out the trophy and medals.
Following tough competition, Grevillea House emerged victorious as CCGS’s first Ken Gross Cup winners.
A DEEP DIVE INTO THE POND
Expert visitors helped Year 3 to take a deep dive into school pond life. The Director for Quality and Safety at the National Measurement Institute shared how scientists investigate, make observations and how they use their curiosity to develop deeper questions which they collaborate in teams to answer.
The young scientists have been photographing the pond, learning about the different life forms that call it home, and understanding the healthy environment they need to survive. Teacher Bronwyn Donelly said, “Focusing learning on our very own school pond creates a real connection to students’ everyday lives.”
WELCOME TO Mr. Black’s Brain Buster Corner!
Do you like puzzles? Do you enjoy having your brain melted? Do you crave that ‘A ha!’ moment when the solution is finally clear? Then look no further!
Here are three puzzles of various difficulty that you might like to try.
PUZZLE #1: TIMES SQUARE
The goal is simple: sum all the numbers below. How many ways can you do it? Can you find an elegant solution or hidden pattern?
PUZZLE #2: STRINGY DIGITS
Consider the string of numbers created by consecutive odd integers. For example, 1,3,5,7… creates the infinite string “13579111315171921232527….”
What is the 111th digit in that string?
PUZZLE #3: IT’S JUST NINES ALL THE WAY DOWN
Using any common mathematical operations such as add, subtract, multiply, divide, indices, brackets, decimals, square roots and factorials, make these four nines equal to 100.
A Journey Beyond Competition
During the autumn school holiday break, 45 students and 6 staff embarked on a 10-day international sports tour to Canada and Fiji, competing in rugby, football, hockey, and netball.
CANADA
Starting in Vancouver students spent three nights staying with host families from Collingwood School. All teams played competitive games against Collingwood, with the girls’ netball team also playing against Burnaby North High School.
On Vancouver Island, matches at St. Michael’s University School showcased the team’s sportsmanship, and students enjoyed sightseeing in downtown Victoria and Whistler before swapping the snow for sunshine and heading to Fiji.
FIJI
In Fiji, the students participated in cultural ceremonies, recreational water activities, and sporting matches with local schools. A visit to Kaoinasau Primary School, located in the hinterland of the coastline, ended the tour on a heartwarming note, with donations and cultural exchanges strengthening bonds.
This international sports tour was not only about competing in various sports but also about understanding and embracing different cultures, building lifelong friendships, and creating lasting memories through shared experiences. Students Olie Horne and Heidi Gerrish shared their tour experiences.
Shifting Perspectives
“Playing sport in Canada and Fiji broadened my perspective on sports beyond just competition. In both countries, I encountered diverse sporting cultures that emphasised not only winning but also sportsmanship and community. This exposure helped me appreciate sports as a tool for building relationships, fostering teamwork, and promoting mutual respect among competitors,” stated football player Olie Horne.
“The tour exposed me to different cultures and sporting traditions. It showed that participating in sport goes further than winning or losing and demonstrates that no matter where you are from in the world, sport can connect and bring people together. In Canada, we saw the significance of playing a sport within a school community, not just for the players but also the spectators. Whether it was rugby, hockey, soccer or netball the Canadians had enthusiasm and brought great sportsmanship. On the other hand, Fiji showed us how much they value sport and its significance culturally,” shared netball player Heidi Gerrish.
Sportsmanship and Teamwork
“One of the most striking aspects of the tour was witnessing how athletes from diverse backgrounds embodied different expressions of sportsmanship and teamwork, each shaped by their cultural values and experiences. From the disciplined teamwork of the Canadian athletes to the resilient and joyful spirit of the Fijian players, I learned valuable lessons about the
importance of embracing diversity and respecting different approaches to competition,” Olie reflected.
“Participating in the tour demonstrated that no matter where you are from in the world, these qualities, on and off the field or court, are similar and highly valued,” added Heidi.
Creating Lasting Memories
“Visiting the primary school and small village in Fiji was a memorable experience for us all, as it gave us insights into their culture and way of life. We got the opportunity to connect with young Fijian kids, play games and donate sporting uniforms, educational gifts, and more,” Heidi recalled.
“Listening to the Fijians sing after the rugby match was a deeply moving and unforgettable experience. As the final whistle blew, signalling the end of the game, both teams gathered for the post-match presentation. Following the presentation, the Fijian players suddenly broke into a song, their melodic voices filling the air with an indescribable energy and emotion. The song they sang was a traditional Fijian hymn, often sung to celebrate victory, express gratitude, or commemorate significant events. It was a surreal experience that transcended language barriers and cultural differences. A moment of pure authenticity and raw emotion, where the power of music brought people together in shared joy and celebration, despite losing the game,” Olie shared.
Lee Fleming, Director of Performing Arts
A decade of artistic excellence at the Performing Arts Centre Centre Stage
Back in 2014, Central Coast Grammar School opened its beautiful Performing Arts Centre (PAC). In doing this, the school leadership showed great ambition and encouragement of the arts and, 10 years on, we have seen some incredible milestones achieved with Dance, Drama and Music all united under one roof and delivering incredible outcomes regionally and internationally.
Over the last decade we have seen an array of student talent grace our beloved PAC. Many past students have gone on to forge wonderful careers in business, law, economics and marketing with their highly developed levels of character, collaboration and creativity from their experiences on our stage. However, we have also seen some very special talents follow entry through esteemed Australian institutes such as NIDA, WAAPA, AFTRS, Sydney’s Conservatorium of Music and London’s Guildford School of Music.
The PAC stage has generated over 20 school productions in the last 10 years in which students have come together and dazzled our school community time and time again. Particularly special highlights over this decade have been watching Kasey Barnes fly above us all as she sang ‘Defying Gravity’ as Elphaba in Wicked, Nicholas Moroney’s stunning cinematography visuals as a captivating backdrop to the powerful Jesus Christ Superstar performance by Matthew Trethewy, and a beautiful moment between Cameron Barnett as Fagin and Anastasia Hibbard (on stage Violinist) performing ‘Reviewing the Situation’ in Oliver!
2016 2017 2018 2015 2014
The Jungle Book (Jnr)
Aida (Snr Musical) Treasure Island (Jnr) Looking Both Ways (30th Anniversary Celebration)
Robin Hood (Jnr) Grease (Snr Musical)
Ali Baba & the Bongo Bandits (Jnr)
Beauty and the Beast (Snr Musical) The Great Gatsby (Snr Drama)
Under the Sea (Jnr) Oliver! (Snr Musical)
The Real Inspector Hound (Snr Drama)
All moments worthy of any professional stage and that will live long in the memory beyond the PAC’s first decade.
Alongside school performances, our PAC has been the home of highly successful HSC examinations but also high-profile guest speakers and wide range of special events. We have hosted art exhibitions, professional operatic works, rock concerts, dance eisteddfods and professional educational seminars. We have been extremely fortunate to have John Bell (founder of Bell Shakespeare) and Jason Haigh Ellery (West End Theatre Producer) in to meet and talk to our students. The multi-use aspect of the PAC has provided the school with an incredible home for special events and the capacity to host for its local community and beyond.
The PAC has given our school so much already. It continues to attract incredible interest from our community and provides an amazing platform for students to showcase their talents and abilities. If the first decade is anything to mark itself by, there is no doubt the next 10 years and beyond will be further filled with incredible opportunities for our students that will live with them, and us, forever.
The Addams Family Musical Production
Quirky, gothic and playful! Dramatic, exaggerated and dark! This show had it all.
‘The Addams Family Musical’ was a beautiful display of dance talent, hilarious comic acting and stunning vocals. The amazing set and costume teams created a visual treat. For this show, they depicted the satirical inversion of the American family perfectly with their wealth and eccentricity clear and evident alongside their supernatural ancestors who share their macabre interests.
The musical score was challenging, and infused with Latin, Jazz and Pop. The choreography, as always, was
just a pleasure to witness with the ensemble tasked with embodying the characters of ancestors, dead, but full of energy and personality.
To make a musical theatre production happen with almost 100 students on stage takes more than just lots of hours of commitment. It requires skill, dedicated preparation, patience and resilience. I thank everyone involved for their incredible work ethic to get us to show week. It was truly a team effort.
Annie Jnr (Jnr)
Wicked (Snr Musical)
The Complete Works of Shakespeare: Abridged (Snr Drama)
Animal Farm (Snr Drama)
Viral (Snr Drama)
Shrek The Musical Jnr (Jnr)
Jesus Christ Superstar (Snr Musical)
Madagascar Jnr (Jnr)
We Will Rock You (Snr Musical)
Picnic at Hanging Rock (Snr Drama)
The Addams Family (Snr Musical)
MacBrecht (Snr Drama)
Harmony DayEverybody Belongs
“Cultural differences should unite us; when there is cultural diversity, we have collective strength that can benefit us all,” – Olivia Li, Year 10.
The 2024 theme for Harmony Day was Everybody Belongs. It was an opportunity to authentically share and celebrate our diversity and was a reminder that as CCGS continues to grow and evolve, so does the rich cultural fabric that makes up our individual heritage.
The Junior School Cultural Parade kicked off the day’s events with students from Kindergarten to Year 6 donning traditional cultural clothing, and for the first time, student representatives from each year group explained the cultural significance of their outfits.
Celebrations continued with a sharing of cultural performances at our whole school service.
Anjali Kamble (Year 7) who has both Ukrainian and Indian heritage, performed a song on the sitar (a traditional Indian instrument) about an Indian goddess and her beauty.
Year 8 student Dinuli Amarasekera shared a Sinhalese children’s song ‘Amba Yaluwo’ about friends that stay connected no matter their differences.
In a show of cultural fusion where Asian classic meets western pop music, Gabriella Sands (Year 6) played ‘Believer’ on the Chinese zither – a reminder for everyone to believe in themselves.
A sensational finale of Russian folk music performed by the Khrustaleva family had everyone on their feet dancing and clapping in unison.
Proud Gadigal descendant and Year 7 student Knoa Casey Fernandez recited a poem he wrote in the Gadigal language:
Gurugal Balagaman Ngalawa. Wa Nura Walla
Bruang Banga Marrang. Walla Gan Gunang
Dyural Yirran Buyi Yirran Boot Boot
Gudba Yilabara Nura Byawurra Nyimang
Bamal Garrigarrang Burra
English translation:
Long ago Aboriginal people lived on Country
The ships rowed onto the Beach, Guns and Spears Fought
Many Died, Many Hearts Broken
Now Country Wounds Extinguished from Land, Sea and Sky
More Than Words
The new house is strange. And different. And new. Sandy toned carpets sprawl on the floor, a fluffy feeling beneath her feet. Brass pots hang on ebony stands that dangle on the kitchen walls. Even the smell is different. It tingles with a rustic scent a touch of fluttery sandalwood. June fiddles with the smooth buttons on her jacket – everything is just too new. She climbs up the stairs to remember her old home. This place wasn’t home – no. It was just a house. For the first time, June finally understood the difference between ‘home’ and ‘house’. I was so sad up until the age of five. I just wanted to communicate with others but I couldn’t. My voice before EyeGaze was just pictures but a million thoughts wanted to come out from my mouth. My throat was nothing but air. I really wanted to say I love you to my family. Now this is six years later. I have freedom to communicate with others using EyeGaze technology. Now I am me, meaning that I can enjoy life. The new house is strange. And different. And new. Sandy toned carpets sprawl on the floor, a fluffy feeling beneath her feet. Brass pots hang on ebony stands that dangle on the kitchen walls. Even the smell is different. It tingles with a rustic scent with a touch of fluttery sandalwood. June fiddles with the smooth buttons on her jacket – everything is just too new. She climbs up the stairs to remember her old home. This place wasn’t home – no. It was just a house. For the first time, June finally understood the difference between ‘home’ and ‘house’. I was so sad up until the age of five. I just wanted to communicate with others but I couldn’t. My voice before EyeGaze was just pictures but a million thoughts wanted to come out from my mouth. My throat was nothing but air. I really wanted to say I love you to my family. Now this is six years later. I have freedom to communicate with others using EyeGaze technology. Now I am me, meaning that I can enjoy life. The new house is strange. And different. And new. Sandy toned carpets sprawl on the floor, a fluffy feeling beneath her feet. Brass pots hang on ebony stands that dangle on the kitchen walls. Even the smell is different. It tingles with a rustic scent with a touch of fluttery sandalwood. June fiddles with the smooth buttons on her jacket – everything is just too new. She climbs up the stairs to remember her old home. This place wasn’t home – no. It was just a house. For the first time, June finally understood the difference between ‘home’ ‘house’. I was so sad up until the age of five. I just wanted to communicate with others but I couldn’t. My voice before EyeGaze was just pictures but a million thoughts wanted to come out from my mouth. My throat was nothing but air. I really wanted to say I love you to my family. Now this is six years later. I have freedom to communicate with others using EyeGaze technology. Now I am me, meaning that I can enjoy life. The new house is strange. And different. And
Each year, the Junior School has a unique theme that sets the tone or intention for the year ahead. In 2024, the theme is ‘More Than Words’.
As the Head of the Junior School, Mrs Rita Boys-Smith explains, “More Than Words highlights the significance of empathy, kindness, and active listening, teaching children that meaningful connections and positive influence often stem from what we do rather than what we say.”
“We have dedicated activities, projects and events woven throughout our days to support students learning the importance of body language, gestures, and deeds in conveying messages. By doing this, we aim to foster an environment where respect, cooperation, and understanding flourish,” Mrs Boys Smith said.
The ‘More Than Words’ writing competition was one opportunity for students to creatively express what the theme means to them.
I was so sad up until the age of five. I just wanted to communicate with others but I couldn’t. My voice before EyeGaze was just pictures but a million thoughts wanted to come out from my mouth. My throat was nothing but air. I really wanted to say I love you to my family.
Now this is six years later. I have freedom to communicate with others using EyeGaze technology. Now I am me, meaning that I can enjoy life.
- Isaac Charlesworth (Year 5)
The new house is strange. And different. And new. Sandy toned carpets sprawl on the floor, a fluffy feeling beneath her feet. Brass pots hang on ebony stands that dangle on the kitchen walls. Even the smell is different. It tingles with a rustic scent with a touch of fluttery sandalwood. June fiddles with the smooth buttons on her jacket – everything is just too new. She climbs up the stairs to remember her old home. This place wasn’t home – no. It was just a house. For the first time, June finally understood the difference between ‘home’ and ‘house’.
- Josephine Liu (Year 6)
BRAIN BUSTER CORNER ANSWERS FROM PAGE 9:
Puzzle #1: Times Square: 1000. Puzzle #2: Stringy Digits: The 111th digit is the “1” in the leading digit of the number 111. Puzzle #3: It’s Just Nines All the Way Down: There are many solutions but 99+9/9=100 is the most common. Mr Black’s favourite is (9x9+9)/.9 = 100 as the main solution uses concatenation.
Green Minds, Bright Futures: CCGS Leading the Way in Sustainability
SCHOOLS ARE POWERFUL AGENTS FOR CHANGE. BY EDUCATING STUDENTS ON ENVIRONMENTAL ISSUES, FOSTERING ECO-FRIENDLY HABITS, AND MODELLING SUSTAINABLE PRACTICES, CCGS HOPES TO EQUIP STUDENTS WITH THE KNOWLEDGE AND SKILLS NEEDED TO DRIVE POSITIVE ENVIRONMENTAL CHANGES NOW AND INTO THE FUTURE.
Action Plan
Real steps are being taken to reduce the school’s ecological footprint. Decarbonizing operations towards net zero, reducing the environmental impact of consumption, enhancing biodiversity on campus, and advancing environmental literacy are just some of the tangible actions already in place.
“We are committed to reducing our environmental impact and deepening understanding of environmental sustainability within the school and community,” said Stephen Brahams, CCGS Board Chair.
To support these objectives, CCGS has developed a 2023 - 2030 Environment Sustainability Action Plan, which articulates commitments, actions, and measurable outcomes.
Educating for Sustainability Conference
CCGS recently hosted the Heads of Independent Co-Educational Schools (HICES) ‘Educating for Sustainability Conference’ for the first time. The CCGS Environmental Action Group, made up of students and staff, helped organise the conference, with Senior School students leading delegates around the campus to educate them on current sustainability practices and future environmental initiatives. Tim Selwyn from Girra Girra Aboriginal Experiences shared his knowledge on local traditions, and Graham Johnston from Clean4Shore gave an overview of his work on the Central Coast.
Students educated conference delegates on CCGS’s current sustainability practices.
Respect and Responsibility in Action
The Student Representative Council (SRC) and Environmental Action Group are two passionate and energetic student groups leading the charge in making a tangible difference in the school environment. Projects led by these groups so far this year include:
CLEANING UP CCGS AND BEYOND: students were out and about across the campus, working together in ‘15 for your House Family’ – with every student collecting 15 pieces of rubbish with their House Families. Students’ efforts continued as they participated in Clean Up Australia Day in their local communities. In addition to cleaning up existing rubbish and waste in the environment, the school aims to reduce the waste it sends to landfill by 70% by 2030. ‘Waste Free Wednesday’ started in the Junior School several years ago, and CCGS has recently implemented a four-bin system across the Senior College, with specific bins allocated for general waste, comingled recycling, and soft plastics and organics to be added later in the year. This bin system will also be implemented in the Junior and Middle Schools later in the year.
Students came together to clean up the school grounds and the broader Central Coast community
Soft plastics were collected from the carnival to send to Curby recycling
JUNIOR SCHOOL CROSS COUNTRY: The SRC were out in force after the Junior School Cross Country, minimising waste from the event. The icy pole waste was diverted from landfill to Curby soft plastics recycling (the ice block wrappers), cardboard recycling (the outer cardboard boxes), and even to the worm farm (the wooden ice block sticks). The plastic water bottles that hydrated runners were collected for return and earn recycling, and the red plastic tape that guided runners along the course was sent to Curby.
FUN FACTS
So far this year, CCGS has tripled its fortnightly paper recycling, doubled comingled recycling, and halved the amount of landfill generated. The school previously had six dumpsters behind the RLC –now there are three!
Planning for the installation of two new solar arrays has commenced, which will take the on-site capacity to 50% of the school’s needs. Additional arrays will increase capacity to close to 100% by 2030.
As a result of a waste audit conducted by Year 12 Earth and Environmental Studies students, CCGS Keep Cups and composting was introduced.
Most of the grounds’ maintenance equipment and vehicles are now battery powered.
Alumni Profile: Allison Gilpin
How did you come to be one of CCGS’s first ever exchange students?
The headmaster of my school (Sewickley Academy in Pittsburgh, USA) Ham Clark had done a sabbatical at CCGS through a connection with then CCGS Headmaster, Richard Lornie.
During his time in Australia, Ham befriended several school families, including Malcolm and Julie Deall. Julie worked at CCGS and had three children enrolled there: Nicola, Simon, and Dave. Nicola was in Year 10 and the idea was floated that an exchange between our two schools could take place.
As my mum worked at Sewickley Academy, our family was approached to see if we would be willing to host the first student from CCGS, as the student was the same age as me. We jumped at the chance and in September 1995, Nicola came over to stay with my family. She stayed for three months until her mum came over to visit and it was then decided that I would take part in a reciprocal exchange along with another Sewickley student. I arrived in Australia in January 1996 and joined Nicola in Year 11 at CCGS. I was here from January – July, even extending my exchange because I loved it so much.
What is your fondest memory of your time here?
It goes without saying the connections and friendships that I made, many of which I still have to this day. I joined the hockey team and really found my place. One of the fondest memories was an overnight trip to Orange with the hockey team - all the CCGS teams won, and it was so fun to get billeted for the night and to see a different part of Australia.
In what ways do you believe participating in the exchange program influenced your personal growth and development during your formative years?
Having an Australian father, the exchange was an amazing way for me to experience his heritage and Australian culture and understand better what it was like for him growing up.
It also instilled in me my love of travel and a willingness to be open to new opportunities. After returning to Sewickley, I went on two further exchanges to Ecuador and Peru. I also taught English in Vietnam for six months. Experiences I might never have been open to without my earlier positive experiences at CCGS.
You’ve maintained many friendships from your exchange experience. Could you elaborate on the significance of these relationships and how they’ve impacted your life?
As the exchange program was still just starting, my family agreed to host another exchange student while I was still on exchange in Australia. It was great because I was able to form a friendship with that student - Alison Hood – before she came over to the US. Alison then came and spent four months with me on exchange in Sewickley.
We stayed in close contact and Alison came back to visit me at university. When I lived in Vietnam, I made the trip to Australia to see my CCGS families, which included the Hoods. In fact, it was an invitation to her wedding that got my husband and I to leave New York for a 6-month sabbatical to do casual teaching in Australia. That was fourteen years ago. We never left, and I still see Alison at least once a month!
Allison and her daughter Tillie.
Your journey has come full circle with one of your children now attending CCGS. How has the school stayed the same and changed now you’re a parent?
It still amazes me that I have a daughter (soon to be two) at the same school I first did an international exchange at all those years ago.
The school has so many more incredible facilities, but when I walk past the office and the picnic tables,
Save the Date for Our Sailing Mate
We’re so excited and proud of alumna Rhiannan Brown (2020) on her selection for the Australian Olympic Sailing Team. Catch Rhiannan in action on Nacra 17 on the 3rd August in her debut Olympic Games in Paris.
memories of my time eating lunch outside in the beautiful environment come flooding back. As I came from freezing weather on the east coast of America, it was a novelty to me that we could eat our lunch outside every day.
My daughter Tillie has even joined the Acacia House, the same as the Dealls, as she sees them as her surrogate Australia cousins. We feel so lucky to be a part of this extended community.
Farewell Lindy Cox, You’ll Be Missed!
We recently said farewell to Lindy Cox (children Matthew Cox 2003 and Belinda Brooks 1999) after 32 years of service. With her, Lindy takes cherished friendships and countless wonderful memories of CCGS. We wish Lindy all the best in her adventures in retirement and thank for her service to the school.
Read some of the many heartfelt thanks and memories our community shared on Facebook upon Lindy’s retirement announcement.
Class of 1999: Allison Gilpin, Alice Gerrish, Alison McLeod and Anna Wise.