Headmaster’s Report
Mission
Striving for excellence in all endeavours in a happy, caring and supportive environment.
Values
• Kindness
• Inclusivity
• Gratitude
• Respect
Aspiration
• Integrity
• Resilience
• Responsibility
Our graduates will be mature and articulate global citizens. They will have maximised their potential and have been exposed to a wide variety of academic and cocurricular opportunities. They will have developed into confident, caring and well balanced young adults.
Our graduates will be able to thrive in a rapidly changing world through their collaborative skills, technological competence, enterprising spirit and capacity for innovation.
EXECUTIVE TEAM
SCHOOL BOARD
Following the AGM May 2023:
Chairman Stephen Brahams
Deputy Chair Arthur Stanley
Secretary Kylie Tritton
Treasurer Anne McGregor
Board Members
Andrew Brand Dr Denis Crimmins
Dr Brok Glenn Daphne Wayland
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.
Xanthe Fallins Business Manager
Steven Bennett Deputy Headmaster
Janine Comber Head of Senior College
Jacki Lynch Head of Middle School
Rita Boys-Smith Head of Junior School
Phil O’Regan Headmaster
From the Headmaster
I am pleased to present the Headmaster’s Report, recognising and celebrating the key achievements in 2023 in each of the seven pillars of the CCGS strategic plan. Reflecting on the tenure of my predecessor, Mr Bill Low, it’s apparent that his vision has cultivated a culture of continuous improvement within the school. His leadership - like those before him - was transformative for CCGS, and the school saw remarkable advancements in both academic excellence and innovative learning practices.
In 2023, students developed skills and understandings in deep learning principles and applied these to real work learning experiences. The Sydney Science Park STEM School Challenge gave Year 9 students the opportunity to have an impact on the future of sustainable cities, and a market stall run by Year 3 increased awareness and advocacy while also raising funds for water wells in Cambodia as part of our service program.
A Reconciliation Action Plan was established, Junior School students wrote their own Acknowledgements of Country, and the concept of Elders was explored as part of a continued commitment to integrating Aboriginal culture and customs into school life.
Academically, the school has continued to see outstanding student achievements, with record numbers of students achieving the highest possible band performances and the whole school HSC results placing CCGS at the forefront of academic excellence on the Central Coast.
Beyond academics, substantive and meaningful connections with community, business and professional organisations were enhanced through the development of a formal Partnership Framework. I look forward to this work being extended to deepen our ties with local, national and global partners, and enhance student learning opportunities.
The Holistic Education and Wellbeing sections of this report outlines the work being done in this space and I’m eager to foster and extend on this foundation. I have an unwavering commitment to promoting inclusivity and empowerment of our students, to creating an environment where every member of our school community feels valued. Our graduates will be entering a workforce seeking young people with a breadth of experiences across cultural, academic and cocurricular contexts. At CCGS, through holistic educative and emotional literacy programs, students are well placed for these changing work patterns. I look forward to fostering further opportunities for our students to learn, lead and grow together so that they can serve their community now and into the future.
As we reflect on the achievements of 2023, we must acknowledge the exceptional work of our talented, dedicated and passionate teachers, diligent operational staff, supportive parents, and, most importantly, our hard-working students. Each element of support helps to build the strong structure from which our students can realise their full potential.
Looking ahead, I am dedicated to working with you all to ensure that our students are equipped with the skills and knowledge required to excel in an ever-evolving global landscape.
Phil O’Regan Headmaster
GOAL: Create a contemporary learning community which empowers students and staff with the learning characteristics necessary to engage, contribute and innovate.
Next Generation Learners
ACHIEVEMENTS 2023
Pioneering Practice
CCGS is at the forefront of adopting and applying Designing for Deep Learning through a consistent and dedicated whole-school approach to long-term, meaningful learning for students which evolves from Kindergarten to Year 12.
The development of assessments closely aligned to the six key competencies continued across the school, shaping impactful lessons, and providing a clear roadmap of the student education journey.
In the Junior School, we became one of the first schools in Australia to formally benchmark and add the key competencies into student reports.
Sharing of best practice took place through short intensive learning at staff meetings which profiled the work of different grades and encouraged teachers to reflect on their own practice.
Immersive Learning
Connections between the classroom and real-world learning experiences helped students develop deeper knowledge and critical thinking skills.
Year 3 students translated their fundraising concepts into reality; researching, planning, and executing a market stall to raise $1475 to build water wells for the Cambodian Service Program.
The ‘CCGS Shark Tank’ competition saw Year 5 students demonstrate creativity and entrepreneurial skills by designing, creating, and marketing an original product, which they then pitched to peers.
CCGS was selected to take part in the Sydney Science Park STEM School Challenge, a year-long project focused on sustainable, resilient and liveable urban environments. Year 9 students were exposed to industry experts and tailored workshops and were given opportunities to propose and present ideas that will have real impacts on the future of the park.
In the Senior College, Industrial Technology and Design and Technology partnered with a local industry expert to deepen authentic real-world learning and enhance understanding of working in the construction and building industry.
Alumnus and Foreign Exchange Analyst, Harry Groves guided senior economics students on an immersive tour of the Australian Stock Exchange, providing insight into management and economics pathways beyond school.
A series of Junior School open mornings spread Next Generation Learning beyond the classroom and into the home, creating a platform for inquisitive learners to demonstrate and share their learning with visitors through interactive displays and discussion.
NEXT STEPS
Designing for Deep Learning will be fully embedded into each subject in the Junior School.
The six learning competencies will continue to inform everyday Junior and Middle School teaching and assessments.
Instructional practices will be strengthened through evidence-based and innovative pedagogies.
Opportunities for immersive, authentic learning experiences will be enhanced including a rt retreats and on-site exploration of the Great Barrier Reef.
GOAL: Every student achieves their academic potential.
Academic Achievement
ACHIEVEMENTS 2023
Maximising Individual Potential
Enhanced support structures have improved study skills and exam preparedness in Year 10 and 11 students, setting the foundation for academic success in Year 12. A key focus was the development of individual strengths and tools to effectively manage time and navigate exam periods.
Year 12 students upskilled their younger peers on effective study strategies, helping them to discover what individual approaches best suited them.
Individual students continue to be extended and supported through participation in external competitions, including Junior student participation in the Think! Science Competition with the Australian Nuclear Science and Technology Organisation.
Analysing literacy data of students in Kindergarten - Year 2 enabled evidence-based decision-making when identifying areas for focus and improvement. Specific teaching and learning plans were developed based on this information, enhancing student outcomes.
Initiatives that encourage students to follow their individual areas of interest, including the annual Year 9 Commerce Market Day, continue to engage
students in practically and purposefully developing skills and learning for life.
A number of students gained dual credentials of an ATAR plus Technical and Vocational Education Training (T-VET). Examples include design fundamentals, real estate practice and ecosystem management.
HSC Results
Historic HSC results saw CCGS ranked 53 in the SMH’s top 100 NSW schools list, the tenth consecutive year in the top 100, and the highest ranking during that period.
Consistent effort, dedication and discipline resulted in 29% of students achieved an ATAR of 95+ and four students recognised as Top Achievers, placing in the top 10 in their course in NSW.
A record 40 nominations were received for exemplary HSC Major Works and, for the first time, the entire Drama cohort were each nominated at least once.
Alternate Pathways Open
Diverse alternate pathways that support contemporary post-school opportunities were
expanded. Interest in T-VET courses doubled and the first school-based apprenticeship, with local business L’isle de France commenced.
Additional micro-credentials such as the Responsible Service of Alcohol (RSA) and White Card safety training were offered to senior students, readying them with skills and qualifications to support their transition to life after school.
Literacy Focus
Literacy is not only crucial for students to achieve high levels of academic success, but also for developing key skills that transcend school and support them in the workplace.
A whole school approach to literacy focused on the strategic elevation of literacy standards, including emphasis on writing in Year 7 - Year 10.
Timetabled mini-lessons enhanced student understanding of writing mechanics, fostering awareness and appreciation of language beyond the classroom.
Creative writing workshops, and a dedicated word of the week, facilitated rich vocabulary development.
Personal Growth
The Trinity College London Speech and Drama qualification was offered to students keen to extend their skills in Performing Arts.
32 students participated in this international program, receiving extensive training in verbal communication, acting, and expressive performance. In addition to personal growth through performance and presentation skills, the qualification also opened doors for potential careers in acting and related fields. 27 students completed the examination and an impressive 83% achieved a distinction mark.
NEXT STEPS
Data will be used more extensively to provide learning that is targeted and specific to the needs of the student.
An external, expert review of CCGS HSC data will pinpoint strategies that maximise outcomes for each student.
The Junior School will work with a literacy consultant on an assessment tool to measure individual student progress and inform teacher practice. This rigorous tracking and investment in student literacy will ensure each student’s individual strengths and areas of improvement are identified early in their schooling
journey. Monthly creative writing competitions will encourage freedom of expression and a literacy blog will be created to enhance collaborative practice among staff.
After-school study support for students in the Senior College will be expanded to include dedicated study clinics led by expert teachers in a supportive environment.
GOAL: Every student is encouraged to access a holistic education.
Holistic Education
ACHIEVEMENTS 2023
Global Citizenship
Personal growth, independence and resilience are amongst the life-long skills developed through meaningful cultural exchange. In addition to our robust International Exchange Program, several new tours were offered to students.
A group of 52 students from Year 8 - Year 12 embarked on a bespoke Performing Arts tour of the UK. Connections with industry partners and experts resulted in unique education opportunities at premier art venues such as Pineapple Dance Studios and Danceworks.
An immersive French Study Tour of New Caledonia for students in Year 9 enriched and extended in class learning. Students developed their language skills with French lessons at the prestigious CREIPAC language school, sampled the local cuisine and experienced life at a local high school.
The Cambodia Service Program recommenced with 34 students taking part in a year-long humanitarian effort fundraising to build five homes, provide five clean water wells and distribute 40 essential care packages for underprivileged people in the country.
Cultural Awareness
A Reconciliation Action Plan was drafted to promote continued purposeful activities around learning, respecting, and including Aboriginal culture in school life.
A ‘Reconciliation Word Wall’ encouraged thinking and discussion about Reconciliation Week and incursions and excursions connected students with external Aboriginal educators and Elders. The Junior School wrote their own Acknowledgements of Country to display in their neighbourhood areas and examined the concept of an ‘Elder’ through a literacy activity.
Middle School camps connected to Country by taking part in Aboriginal cultural activities with local Aboriginal-owned business, Girra Girra.
Gamilaroi Elder, Aunty Tammy Wright, led a group of Aboriginal and Torres Strait Islander students through weekly sessions to learn, talk and share ideas about language, identity and culture. Students investigated their personal totems, crafted Dhinewan (emu feather) headdresses and explored ideas relating to Reconciliation.
Serving the Community
A fresh approach to Community Service in Years 9 and 10 introduced a House-based project to help causes both within and outside the school community. In Year 9, Nicholii House developed a program of lunchtime peer support activities to foster inclusion, Ironbark House visited a local aged care facility to provide social connection through games and reading, and Grevillea House put together hygiene packages as part of the Cambodia Service Program.
In Year 10, students partnered with charities such as Kitbag for Kids, Zonta, Clean for Shore, We Care Connect, Coast Shelter and Girri Girra, as well as a series of activities to support Junior School students with their social interaction skills.
A Different Kind of Excellence
The inaugural Middle School Grammie Awards resulted in hundreds of peer-to-peer votes recognising students and teachers who live out our school values and treat others with respect and kindness each day.
NEXT STEPS
A whole school steering committee for Aboriginal and Torres Strait Islander education will be formed. Further initiatives for students, education and resources for teachers, and dedicated events will form part of the steering committee’s initial priorities.
Expansion of the Student Representative Council’s (SRC) in both the Junior and Senior School will give increased voice and agency to students. A student voice survey will aim to provide insight into the issues that matter to the student body, which will then be workshopped during the SRC’s meetings.
A portfolio focused leadership model will be developed to provide substantive leadership experiences to students across the Junior and Middle School and the Senior College. Students will collaborate and lead initiatives in social responsibility, community, cocurricular and House portfolios.
GOAL: Continually develop expert teachers who engage professionally and empower students to maximise their potential.
Teacher Quality
ACHIEVEMENTS 2023
Leadership for Learning
Academic leaders continued to build their capacity to lead positive and sustained improvements in teaching that impact on enhanced student learning.
The heads of each department held a series of subject-specific workshops to build capacity within their areas. Cross-departmental collaboration from the Junior School through to the Senior College strengthened teaching practices and provided leadership and mentor opportunities.
English teacher Mr Josh Owen was honoured with the Teachers’ Guild World Teachers’ Recognition Award for his innovative teaching practices. This award honours teachers who have made a significant contribution advancing the education profession, with Mr Owen specifically being recognised for consistently going above and beyond in fostering a positive and thriving educational environment.
Expert Educators
CCGS teachers are leading the way. They shared their expertise by presenting at the Association
of Independent School’s (AIS) Designing for Deep Learning conference on best practice implementation of the key competencies and how they’ve translated theory into classroom learning. Deputy Head, Teaching, Learning and Data Analytics addressed the Global Deep Learning Lab 2023 conference in the USA sharing illustrations of CCGS’s practice from Kindergarten to Year 11 across a variety of subjects.
Across the school, teachers are engaging with the broader education community to share their expertise and enrich their teaching practice. Some participated in Teacher Expert Networks with the NSW Education Standards Authority, serving as expert consultants for the NSW curriculum reform process. Two teachers were appointed as HSC Chief Examiners and others held positions on examination committees and contributed as curriculum writers.
Professional Learning
Professional learning focusing on artificial intelligence (AI), the new curriculum, and Designing for Deep Learning upskilled teachers on the latest research.
The ATLAS (Accreditation, Teaching, Learning, and Appraisal Support) site on MyCCGS was established as a central hub for teachers to access resources and links that enhance teacher quality and practice. ATLAS consolidates support for classroom practice, personal professional growth and development, and career progression.
NEXT STEPS
A professional reading group will be established for all staff, providing an alternate mode to share, collaborate, and connect through insightful discussions and meaningful exchanges of ideas and knowledge.
To ensure CCGS remains at the forefront of the AI space, stronger connections with industry experts will be developed to support and enhance teacher knowledge and application of AI in the classroom.
A bespoke series of leadership masterclasses will be designed and implemented for leaders and aspiring leaders, supporting staff to develop their leadership capacity and lead in areas of strategic priority.
Staff conferences that support teachers to further develop expertise and drive strategic priorities will be held. The conference will be driven by teacher collaboration and focused on practical implementation. These opportunities will draw on the expertise that exists within our staff and engage with leading external experts to shape the implementation of strategy.
An academic leadership team will be established to research and apply evidence led and research informed best practice pedagogical practices within a CCGS designed excellence in teaching framework.
GOAL: Individuals realise their own abilities, and are empowered and supported to meet challenges and make positive contributions to the community.
Wellbeing
ACHIEVEMENTS 2023
Fostering Inclusion
The internationally recognised URSTRONG Program was introduced in the Junior School, to build foundational skills of connection and resilience by uniting students, teachers and parents in a common language of friendship.
Centred on the values of kindness, inclusivity and respect, a student-led Friendship Ninja program saw Year 6 students volunteer to assist Kindergarten - Year 2 students in making connections and modelling respectful friendships through games and activities at lunchtime.
Transition to Senior School
Student voice underpinned initiatives to make transition to senior school a smooth and positive experience. To build confidence and connection, students sent a series of newsletters to those starting in Year 7. Transition activities were enhanced to familiarise students with each other and senior facilities, and Year 9 students led a session sharing their experiences and tips for moving up to Senior School. Year 9 also met with the Senior College to gain a better insight into their final years of schooling.
Mentorship
The Dean of Studies stewarded a Mentorship Program for Year 12 students involving staff from Kindergarten - Year 12. The program provided an unbiased and supportive avenue for students to manage the stress that can accompany senior study. Participating teachers were trained in mentorship to maximise the experience for students.
Student Support
Stage specific learning support teachers helped students with diverse needs, ensuring that each student received personalised assistance tailored to their unique learning styles and challenges.
Parent and student wellbeing resources were consolidated in a centralised online hub within MyCCGS. Articles from our school psychologist and access to content from expert external agencies supported families across many wellbeing dimensions including online safety, mental health and body image.
There was an increased focus on managing wellbeing and stress at information nights for Year 10 and Year 11 students, providing families with
critical tools to navigate their Senior College years.
Staff Wellbeing
On Staff Appreciation Day, students made over 2,000 personalised thank you cards for teachers who make a difference in their lives. Staff also recognised each other, strengthening the gratitude and support network across our learning community.
Lateral thinking, connection, problem-solving and camaraderie were nurtured during a morning of team building that mixed staff from across the school in teams to tackle and overcome diverse challenges together.
NEXT STEPS
Student agency will be enhanced, empowering students to experience greater connection, impact and mentorship. Middle School roll call time will be re-purposed to promote student voice and set the tone for the day and wellbeing workshops will be focused on issues identified by students.
An additional School Psychologist resource will strengthen wellbeing support. Wellbeing workshop topics will be centred on student voice and agency allowing them to choose the most relevant contemporary issues and providing education to support them in this space.
A Parenting Partnership Program will be established to provide contemporary and relevant education to parents on matters directly influencing the wellbeing of their child across all stages of growth and development.
GOAL: Develop a high level of digital citizenship and a culture of innovation, encompassing staff, students and the School community.
Digital Citizenship
ACHIEVEMENTS 2023
Harnessing the Power of Artificial Intelligence
The current and future impact of this rapidly evolving technology on our lives and society means it’s crucial we empower our students and staff to use Artificial Intelligence (AI) effectively to enhance learning, teaching and assessment.
CCGS partnered with industry leader, Professor Matt Bower from Macquarie University to deliver a workshop on creating authentic assessments using AI. Following this, teachers reviewed their assessment practice to implement appropriate use of AI in their programs.
A series of in-house videos featured CCGS staff and students discussing both the power and the limitations of AI for learning, with student feedback informing our thinking going forward.
We remain agile as we pioneer work in this contemporary technology space, supported by a formal ‘Use of Artificial Intelligence Tools’ policy that
outlines how AI can be used at CCGS.
Staying Safe Online
Students from Kindergarten to Year 12 became increasingly discerning receivers of online content through the implementation of online safety program, Safe on Social (SoS). The program’s educational platform was made available to students and their parents, empowering the broader school community with best practice information.
An expert from SoS presented the latest research and information on online safety to Years 8 and 9, and targeted digital awareness sessions using their professional resources were conducted in Year 7 - Year 12. The sessions improved students’ understanding of their digital footprint and encouraged positive online relationships.
All new students in Year 4 - Year 6 completed DQ World, a comprehensive digital citizenship program covering skills such as screen time, privacy, critical
thinking, and digital empathy.
How Technology is Enhancing Learning
Middle School students developed their robotics skills by representing CCGS at the Hunter Region Robo Cup competition at the University of Newcastle, where they placed first in the Secondary category.
New-found skills in AI were used by Year 6 to produce bespoke illustrations of change makers such as Walt Disney and David Attenborough for books they created.
In Year 3, students used design program Canva as a learning tool to experiment with design and develop their digital literacy skills. They created posters representing certain points of view in English and photo collages showcasing their learning in Science.
NEXT STEPS
Opportunities to further embed AI into learning in a positive, effective way will be explored. Modification and adaptation of tasks across all year groups to ensure learning can occur alongside AI will be a priority.
Interland, developed by Google, will help students in Year 4 - Year 6 learn how to make smart decisions online. Fun and challenging games will take students on an online adventure, delivering key lessons of internet safety to develop safe and confident explorers of the online world.
Year 12 students will be given the skills and support to develop professional online profiles on platforms such as LinkedIn, as a further supplement to their post school pathways.
A focus on enhancing senior students’ awareness of their digital footprint as well as setting boundaries around responsible use of technology will aim to reduce the negative impact of excessive screen time on mental health and time management.
Increased digital education experiences will teach students in Year 10 – Year 12 how to best use digital tools for study and organisation. Development of these essential skills will assist students to transition into life after school.
Community
ACHIEVEMENTS 2023
Partnerships for Learning
Meaningful connections with community, business, and professional organisations deepen student learning. Work commenced on formalising a Partnerships Framework to audit current partnerships and identify new opportunities.
Development of the structured framework included: finalisation of the purpose and scope, strategic rationale, stakeholder agreement, partnership life cycle and vision moving forward.
Teachers shared their experience of existing partnerships and received training on using partnerships to enhance student learning.
Mutually beneficial partnerships facilitated by CCGS’s Careers Advisor included a local building company (North Construction), involvement in a sustainability focussed Sydney Science Park STEM School Challenge, as well as trade readiness programs and industry experience days.
Several Economics students engaged with the University of NSW’s Playconomics program. They improved their understanding of economic concepts and financial literacy by applying theoretical knowledge to real-life scenarios and earned credit
towards a first-year Microeconomics course at UNSW.
Engagement in Learning
Open classrooms featured prominently in the Junior School, fostering an integrated and child-centred relationship between the school and families.
A Mother’s Day open morning was introduced following feedback and Next Generation Learning mornings fostered interest and involvement in learning. Parents and carers regularly visited classrooms to provide real-world learning from engineering to town planning.
Connecting with Community
Year 9 - Year 11 Japanese language students participated in a Japanese Focus Day held during the inaugural Lantern Festival at Edogawa Gardens. Following their involvement, several senior music ensembles from CCGS were invited to perform at the event. The Music students had the honour of sharing the stage with renowned Grand Master of the Shakuhachi (Japanese Bamboo Flute), Riley Lee.
Spring Fair
After a four-year break, the P&F Association reignited the Spring Fair with over 100 volunteers
GOAL: Positive engagement throughout the School community.
(students, parents and teachers) contributing to the success of the day which saw thousands of members from the wider community celebrate on school grounds.
NEXT STEPS
The Partnerships Framework will be finalised, including an ‘environmental scan’ of current partnerships in Kindergarten - Year 12 to create a foundational database. A focus on broadening partnership opportunities relevant to the Junior School will ensure that, from the youngest years, learning is anchored in community.
In 2025, the school will mark forty years since its foundation. An archivist resource will be appointed to capture the school’s history for future generations and celebrate important stories and components of our history.
A suite of parent education sessions, run by experts, will be implemented and cover topics such as: student motivation, online safety, interpersonal relationships, and the importance of reading.
GOAL: Ensure the long-term sustainability of our institution through effective and efficient governance, strategic planning and management.
Governance and Management
ACHIEVEMENTS 2023
Professional Learning
Senior leadership and members of the school board engaged in professional learning relating to social responsibility and child safety.
Investigation into how independent schools serve their communities, the positive impact they have on students and the contribution graduates make to society after their education were some of the topics explored at AISNSW’s Governance Symposium on The Social Impact of Independent Schools.
The senior executive team, along with members of the board, attended the AIS’s Creating Safer Independent Schools training to further develop a culture of safety by mitigating risks and enhancing systemic responses.
Board Update
Mr Andrew Brand was appointed to the School Board. Alumni and current parent, Andrew is a Director of the Brand Group and is the foundation franchisee of Guzman Y Gomez in Erina. He brings his expertise in planning and developing commercial, industrial, childcare, and residential projects.
Leadership Update
Mr Phil O’Regan was appointed as the fourth Headmaster of CCGS with his tenure commencing at the beginning of 2024.
A new position of Director of Strategy and Operations was created and appointed to Mr Wal Hopkins. The role is responsible for overseeing the school’s sustainability, infrastructure and building projects, and masterplan.
Mrs Xanthe Fallins was appointed as the Business Manager and is responsible for the commercial, financial, operational and resource management of the school.
Mr Geoff McGowan joined the Junior School, providing his expertise and experiences as the Deputy Head.
Infrastructure Improvements
Initial architectural designs for the redevelopment of the ARTECH building were commissioned, the library facility underwent an internal refurbishment, and additional sandstone seating was installed for senior students.
Efficient Processes
Online permissions notes via MyCCGS improved efficiencies for parents, with over 14,000 notes already sent and completed.
Preparation began to replace the current student administration system with enhanced software that will streamline services for parents and provide a more contemporary administration solution.
Strengthening Sustainability
Following the appointment of Director of Strategy and Operations, a 6-year Sustainability Action Plan 2024 – 2030 was drafted and an external greenhouse gas assessment was undertaken. An academic from the University of Melbourne has been engaged to review the plan.
Tangible action was taken to map current learning and advance teaching on sustainable practices for students from Kindergarten - Year 12.
Most grounds maintenance equipment and vehicles are now battery powered.
Review of our procurement methods is underway to lessen the environmental impact of our purchases, and favour firms that demonstrate a commitment to reducing their impact on the environment.
NEXT STEPS
Planning for the next Strategic Plan will commence, outlining the future vision and aspirations for the school.
A new student administration system will be launched for parents and staff offering a centralised portal for selfservice for updating details, attendance, fee payment and more.
Sustainability will be a core focus. Adoption and implementation of the Sustainability Action Plan along with opportunities to share learning with other school and industry leaders will be explored. In addition, students will be given voice and agency on implementing a new waste reduction system.
Renewal of the school’s NESA registration will commence.
Arundel Road, Erina Heights NSW 2260, Australia T +61 2 4367 6766 F +61 2 4365 1860 W www.ccgs.nsw.edu.au E info@ccgs.nsw.edu.au ABN 85 002 839 607