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ANNUAL REPORT
2014 For the 2013 school year.
Photo: Emma Dobbie, 2013 CGGS Dux and top ACT ATAR for 2013 with the Year 12 Thanksgiving Day messages.
Contents
Charter _____________________________________________________________________________________________________ 3
Contacts ___________________________________________________________________________________________________ 7
Members __________________________________________________________________________________________________ 8
Structure ___________________________________________________________________________________________________ 9
Activities _________________________________________________________________________________________________ 10
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Charter
Canberra Girls Grammar School (CGGS) is an Anglican independent school. Founded in 1926, our
development has paralleled and reflected the growth of Canberra. Our heritage stems from
nineteenth century England where Sister Emily Ayckbowm founded an Anglican religious order
called the Community of the Sisters of the Church. Sister Emily’s practical approach to serving
the community and her attention to issues of social justice provide a foundation for our students
to serve their own communities.
CGGS is proud of its heritage and its uniqueness. Our school is situated within view of Parliament
House and our students have access to national institutions. History is not only about
occurrences in the past, but our country is changing each day and many of those changes begin
in Canberra.
Canberra has a dynamic and diverse population. Students of our school meet peers from a wide
range of cultures. Their own families exemplify life and work in a global community. Our rural
boarding students bring to our school those attributes and skills which are quintessential to the
Australian character. This blending of cultures and backgrounds brings uniqueness to our school
and opportunities for the development of resourceful and ethical young people who will have
opportunities to shape their global community in the future.
AIMS
At CGGS we:
Prepare young women for further studies, for leadership and for life.
Are committed to providing challenging, enriching and supportive learning experiences.
Encourage our students to become informed, resilient, forthright, resourceful and ethical global citizens.
Maintain our Anglican traditions and welcome people of all denominations and faiths into our community.
Seek to inspire our graduates to serve their community and to shape a changing world.
VALUES
1. This is a School that values students and staff. Each individual is important within the School
community and must be treated with respect, kindness and fairness.
2. This is a learning community. The School encourages both staff and students to aim high and
to enjoy the challenge of change and development.
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3. This is an Anglican school. Christian faith, ethos and values provide an important foundation
for all that the School does and enables the school community to welcome and include all
nationalities, faiths and backgrounds.
4. This is a school that believes in constant improvement. All areas of the School aim to provide
the best quality possible in terms of teaching and learning, range of opportunities, pastoral
care and physical environment.
5. This is a school where communication is key. The School community wishes to communicate
clearly, efficiently and succinctly both internally, with the local community and wider afield.
How the School values relate to our Anglican foundations:
1. We are valuable, each individual is treated with respect, kindness and fairness
1 Cor 12:12-31 Indeed, the body does not consist of one member but of many. If the foot would say, "Because I am not a hand, I do not belong to the body," that would not make it any less a part of the body. And if the ear would say, "Because I am not an eye, I do not belong to the body," that would not make it any less a part of the body. If the whole body were an eye, where would the hearing be? If the whole body were hearing, where would the sense of smell be? But as it is, God arranged the members in the body, each one of them, as he chose. If all were a single member, where would the body be? As it is, there are many members, yet one body. The eye cannot say to the hand, "I have no need of you," nor again the head to the feet, "I have no need of you." On the contrary, the members of the body that seem to be weaker are indispensable and those members of the body that we think less honorable we clothe with greater honor and our less respectable members are treated with greater respect; whereas our more respectable members do not need this. But God has so arranged the body, giving the greater honor to the inferior member, that there may be no dissension within the body, but the members may have the same care for one another. If one member suffers, all suffer together with it; if one member is honored, all rejoice together with it.
2. We are a learning community.
Matt 5:21-37 You have heard that it was said, 'An eye for an eye and a tooth for a tooth.' But I say to you, Do not resist an evildoer. But if anyone strikes you on the right cheek, turn the other also; and if anyone wants to sue you and take your coat, give your cloak as well; and if anyone forces you to go one mile, go also the second mile. Give to everyone who begs from you, and do not refuse anyone who wants to borrow from you. You have heard that it was said, 'You shall love your neighbor and hate your enemy.' But I say to you, Love your enemies and pray for those who persecute you, so that you may be children of your Father in heaven; for he makes his sun rise on the evil and on the good, and sends rain on the righteous and on the unrighteous. For if you love those who love you, what reward do you have? Do not even the tax collectors do the same? And if you greet only your brothers and sisters, what more are you doing than others? Do not even the Gentiles do the same? Be perfect, therefore, as your heavenly Father is perfect.
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3. We are Anglican; inclusivity, Christian faith and ethos are the foundations of our school.
1 Tim 4:12-5:8 Let no one despise your youth, but set the believers an example in speech and conduct, in love, in faith, in purity. Until I arrive, give attention to the public reading of scripture, to exhorting, to teaching. Do not neglect the gift that is in you, which was given to you through prophecy with the laying on of hands by the council of elders. Put these things into practice, devote yourself to them, so that all may see your progress. Pay close attention to yourself and to your teaching; continue in these things, for in doing this you will save both yourself and your hearers.
4. We are Improving.
Rom 12:1-8 I appeal to you therefore, brothers and sisters, by the mercies of God, to present your bodies as a living sacrifice, holy and acceptable to God, which is your spiritual worship. Do not be conformed to this world, but be transformed by the renewing of your minds, so that you may discern what is the will of God—what is good and acceptable and perfect. For by the grace given to me I say to everyone among you not to think of yourself more highly than you ought to think, but to think with sober judgment, each according to the measure of faith that God has assigned. For as in one body we have many members and not all the members have the same function, so we, who are many, are one body in Christ, and individually we are members one of another. We have gifts that differ according to the grace given to us: prophecy, in proportion to faith; ministry, in ministering; the teacher, in teaching; the exhorter, in exhortation; the giver, in generosity; the leader, in diligence; the compassionate, in cheerfulness.
5. We are communicators.
Isa 40:1-11 Comfort, O comfort my people, says your God. Speak tenderly to Jerusalem, and cry to her A voice cries out: "In the wilderness prepare the way of the Lord, make straight in the desert a highway for our God. Every valley shall be lifted up, and every mountain and hill be made low; the uneven ground shall become level, and the rough places a plain. Then the glory of the Lord shall be revealed, and all people shall see it together, for the mouth of the Lord has spoken."
Ongoing operations that stand at the heart of the School:
1. High quality teaching and learning. 2. Excellent pastoral care.
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3. Ensuring the spiritual well-being of students and staff. 4. Smooth and efficient communication both internally and externally. 5. High quality facilities and resources.
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Contacts
Canberra Girls Grammar School
Melbourne Avenue
Deakin ACT 2600
P: 02 6202 6400
F: 02 6273 1505
W: www.cggs.act.edu.au
Hours of operation: 8.30am to 4.30pm, Monday to Friday
Principal: Anne Coutts
Head of Junior School: Heather Ablett
Head of Senior School: Jason Corbett-Jones
Chief Operating Officer: Heather Walsh
Board Chair: Belinda Moss
ANNE COUTTS PRINCIPAL
HEATHER ABLETT HEAD OF JUNIOR SCHOOL
JASON CORBETT-JONES HEAD OF SENIOR SCHOOL
BELINDA MOSS BOARD CHAIR
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Members
Names of the members of the governing body and the method and term of appointment of
those members.
Visitor
The Right Reverend Stuart Robinson
The Bishop, Anglican Diocese of Canberra and Goulburn
Chair
Mrs B Moss Bishop-in-Council 3 years
Deputy Chair
Ms J Jones Company 3 years
Professor S Bambrick Bishop-in-Council 3 years
Mrs S Howarth Parents & Friends Association Annually
Mrs S E Hart Company 3 years
Mr G Cross Staff Nominee Annually
Mr A R Turnbull Bishop-in-Council 3 years
Mr A Francis Bishop-in-Council 3 years
Mr G Reilly Bishop-in-Council 3 years
Ms H M Walsh Chief Operating Officer Period of contract
Mr E Kalenjuk Company 3 years
Mr C Palmer Bishop-in-Council 3 years
Dr N Hartland Bishop-in-Council 3 years
Mr R Sutherland Bishop-in-Council 3 years
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Activities
During 2013, CGGS undertook the following initiatives which forwarded the mission of the School and
advanced the mission of the Diocese.
SENIOR SCHOOL
Curriculum Enrichment
Teaching and Learning philosophy
The School believes that all students can succeed by achieving their personal best. Our aim is to develop
students who will become independent, reflective, life-long learners. This is an appropriate approach in
a non-selective school and it encourages students to perform well in all areas of the curriculum to
maximize their opportunities while at the School.
CGGS seeks to constantly improve the curriculum programs for all students. This involves the
identification of gifted students and students with specific learning needs, as well as catering successfully
for students who fall academically between these two groups. This involves regular monitoring of our
identification and classroom grouping policies, our Teaching and Learning philosophy as well as
classroom practice.
Identification
An important element of teaching a specific curriculum, is to target the activities or programs to students
with the suitable level of challenge for the individual student. The School conducts extensive, multi-
faceted identification processes to ensure that appropriate choices are made in relation to placement of
students. These processes include data from diagnostic testing, NAPLAN results, classroom results and
in-class pre-testing of students. While the diagnostic testing and NAPLAN results can give broad
indications of the abilities of the students, classroom results and pre-testing looks at individual needs
within the curriculum specific classroom. Teachers who conduct pre-testing (a series of diagnostic
activities) at the beginning of units of work, are able to evaluate the level of the students, before the unit
begins and therefore allows for adjustment of the activities and assessment.
This overall approach allows flexibility to ensure that each student is appropriately challenged and
differentiation of the course work or activities may then be considered.
Implications of Testing
In mathematics and science, students are grouped into levels based on the collected data. Higher level
classes can contain high ability students who may not necessarily be demonstrating high performance,
but may be underachieving in a particular subject. This method of streaming with these core subjects
allows flexibility in class composition from one cohort to the next. In other areas of the curriculum,
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students are placed in mixed ability groups with clusters of students who have similar needs. Teachers
can then differentiate the activities according to the needs of the students in the classroom.
The School strives to not only provide cognitively challenging coursework for all students but also gives
attention to other aspects of learning such as student motivation.
Individual Needs Programming
Teachers are provided with information about students who have learning needs. Advice is available
about strategies that are best suited to the individual and how to tailor lessons to the students’ needs.
Teacher support in the classroom and Professional Development is also available to assist teachers to
cater for the individual needs of students. Teachers formally document the way in which this information
is used in their classrooms and to provide feedback about the effectiveness of these strategies to other
teachers and parents.
Year 7 NAPLAN
Aspects of Literacy and Numeracy.
Average Standardised Assessment Results 2013
A comparison of CGGS, ACT AIS schools and ACT public schools
Year 7 Reading Writing Spelling Language Conventions
Numeracy
CGGS 599.5 585.0 590.1 598.4 583.0
ACT AIS 580.0 545.0 567.8 571.7 575.6
ACT 561.5 527.0 555.1 552.4 552.4
480
500
520
540
560
580
600
620
Reading Writing Spelling LanguageConventions
Numeracy
Year 7 Data
CGGS ACT AIS ACT
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Year 9 NAPLAN
Aspects of Literacy and Numeracy.
Average Standardised Assessment Results 2013
A comparison of CGGS, ACT AIS schools and ACT public schools
Percentage of students at CGGS above the National Minimum Standard for the last 5 years
Year Reading
2009 2010 2011 2012 2013
7 100 99 100 100 99
9 100 100 99 99 99
Writing
2009 2010 2011 2012 2013
7 100 100 99 100 99
9 99 99 99 99 99
Spelling
2009 2010 2011 2012 2013
520
540
560
580
600
620
640
660
Reading Writing Spelling LanguageConventions
Numeracy
Year 9 Data
CGGS AIS ACT
Year 9 Reading Writing Spelling Language Conventions
Numeracy
CGGS 636.9 639.4 622.3 644.3 643.0
AIS 615.3 590.6 599.8 614.0 629.7
ACT 601.1 569.8 590.3 595.9 600.6
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7 99 99 99 99 99
9 100 98 97 99 99
Language Conventions
2009 2010 2011 2012 2013
7 100 98 100 99 98
9 99 99 99 97 98
Numeracy
2009 2010 2011 2012 2013
7 100 99 100 99 99
9 100 99 99 100 99
Year 12 Leavers Destinations
Of the 147 students who completed Year 12 in 2013, 49 past students have not advised us of their
movements since leaving CGGS. The 98 past students who have advised us of their movements are
now undertaking the following;
16% studying at ANU,
5% studying at UC,
29% studying at other universities,
17% on a gap year before commencing tertiary study in 2015.
Senior School Attendance Records Senior School attendance is electronically recorded each period by the teacher. Parents/guardians are required to notify the school of the reasons for any student absence or late arrival and these reasons are recorded electronically by Absence staff. If no notification is received from the parent/guardian, Absence staff will contact them to determine the reason for the student absence. Full instructions on the process for student absences are provided in the Senior School Student and Parent Handbook. The CGGS Senior School student attendance by Year level for the 2013 school year was as follows:
Year 7 Year 8 Year 9 Year 10 Whole School
94.22% 93.38% 91.25% 89.96 93.41%
CREATIVE ARTS FACULTY
2013 has been very exciting for the faculty. Some highlights include:
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Drama
We started the year with a very successful season of Guys and Dolls at the Canberra Theatre Centre. Students were involved in acting, dancing and singing and many hours of rehearsing and painting the sets.
In May, the Year 7 and 8 students performed skits from Monty Python’s Flying Circus in the annual Summer Shorts with the direction of senior drama students.
This year’s senior production was Oscar Wilde’s The Importance of Being Earnest. The senior students collaborated with students from Canberra Grammar School and had a fantastic season which ran for five days and had a cast who performed three performances each. The Year 10 textiles students designed and made all of the costumes for the cast.
Later in the year at the Canberra Area Theatre Awards, Guys and Dolls was nominated for seven awards and The Importance of Being Earnest was nominated for nine awards.
Five students from Year 8 competed at the AHIGS Festival of Speech and Drama in Sydney.
Senior drama students who studied Australian theatre were involved in the Come Alive Festival 2013 where they created a self-devised performance based on an exhibition from the National Museum of Australia (NMA).
CGGS hosted and participated in the 2013 ACT Mind Matters dance and drama festival.
In the School holidays CGGS hosted Off the Beaten Track drama workshops by NIDA graduates.
Parents were invited along to view the students’ major performances at the Year 10 and senior performance evenings. This provided students the opportunity to showcase their work and receive feedback from parents, friends and the wider school community.
Senior drama students held a subscription to the Q Theatre in Queanbeyan and enjoyed many high quality plays throughout the year.
Dance
The Year 10, 11 and 12 students were involved in a workshop with Sydney Dance Company dancers. The students were taught technique and choreography from the company’s upcoming show Project Rameau and had the opportunity to gain insight into the life of a professional dancer.
The annual Year 9 and 10 dance and drama performance evening created an opportunity for the respective classes to showcase their hard work from across the year.
The Year 9 and 10 classes travelled to Sydney to see The Addams Family - The Musical, attended a school performance of Project Rameau by Sydney Dance Company and participated in a special one-off school workshop with two of the company’s professional dancers. Senior students also participated in this workshop and travelled to Sydney to attend a performance of Grease – The Musical, took part in a behind-the-scenes tour of the Sydney Opera House and took part in a musical theatre workshop at the Sydney Dance Company studios.
Several dance students were involved in the annual Ausdance Youth Dance Festival in September.
Textiles
The senior fashion students went to Sydney to see the Love Lace exhibition at the Powerhouse Museum and visited the Whitehouse School of Design and Tessuti Fabrics.
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Year 10 created costumes for the senior production The Importance of Being Earnest. The students examined the characters’ profiles and the period in which the play was set.
The Year 10 students also viewed the Canberra 1910 exhibition at the NMA and learned about the design and manufacture process at Mont Adventure Wear.
The Year 8 textiles students visited Spotlight to learn how to buy fabric.
The end of year Fashion Show was a great success this year and showcased the work of Year 8, 9, 10 and senior students. Steven Wright, senior lecturer from CIT, awarded Emma Baker the best collection on the night.
Photography
Early in the year, the Year 11 and 12 photography and art students visited the AGNSW to see Art Express and two photographic exhibitions; Balnaves Contemporary We use to talk about Love and Kaldor Contemporary Galleries.
The Year 12 photography class visited the National Portrait Gallery (NPG) to view the National Photographic Portrait Prize. This exhibition enabled the students to view current trends in contemporary photography and produced animated class discussion on the chosen winner. This experience assisted the students in producing their own portraits for assessment.
Year 11 photography students entered the Moran Student Photography Prize. Visual Art
The Year 10 to 12 students visited the Toulouse Lautrec exhibition and the Year 8 to 12 students visited the Turner from the Tate exhibition. The Year 10 students also spent a day at the NGA viewing the modern art and Australian art collection at the NPG.
Year 9 students visited the National Archives to view the Design 29 exhibition to learn more about the top four designs for the capital, including original drawings and designs by Marion Mahoney Griffin.
Year 10 studied portrait drawing. Sue Taylor, a Canberra portrait artist who has exhibited in the Archibald Prize, ran a workshop on portrait drawing and spoke about her working practices and demonstrated her drawing skills.
The visual arts graphic class visited the Megalo printmaking studio and participated in a screen printing workshop and viewed Megalomania: 33 years of posters made at Megalo Print Studio 1980-2013 exhibition. They learned new techniques and viewed a collection of work that inspired their own art making. They also visited the Roy Lichtenstein: Pop Remix exhibition at the NGA and viewed artworks that utilised both traditional art and graphic design techniques. These works assisted the students with different techniques and styles used by Lichtenstein.
A number of small exhibitions in the Administration Building Atrium displayed the fine work produced by our talented students; musical instrument cardboard sculptures by Year 9, Year 10 charcoal portrait drawing and the 10-minute late paintings.
In the July school holidays, 27 students and five creative art staff visited Rome, Florence, Venice and Paris for two weeks, visiting many of the museums and galleries and immersing themselves in art, textiles and photography.
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Food
Students visited local bakery Dream Cuisine to witness the operations of a small local food processing factory and taste their award-winning macaroons.
Students prepared a lunch for the Senior Executive team and other guests.
Each student prepared lunch for someone with special dietary requirement.
GEOGRAPHY AND SOCIAL SCIENCE FACULTY
Some highlights include:
Asian Studies
Students attended a lecture on Japanese popular culture at the Australian National University (ANU).
Students visited the NGA to see a variety of Asian sculptures, figures and architectural features as part of their studies on Asian Societies in Semester 2.
A lecturer from ANU visited the school to talk to the students about pop culture in Indonesia and its influence on politics and society.
Students visited the NMA to view exhibits on early migrants to Australia.
Students attended the Asia Pacific Information Day at ANU.
Business
Year 11 business students attended an excursion is to investigate how Canberra is marketed by ACT Tourism. Students visited a local business that operates as a social enterprise and looked at the way it incorporates its social goals in its marketing.
As part of their business course, Year 12 business students studied Human Resource
Management and visited the Tertiary to Work 2013 Graduate Career Fair.
All business students participated in the Australian Economics and Business Studies Competition
run by the University of New south Wales.
Commerce
As part of the Advertising and Marketing unit, Year 9 commerce went to the Canberra Centre to
view the marketing mix in operation across a number of stores. Their observations and photos
formed part of their assessment.
Year 9 commerce students held a Market Day as part of the You’re in Business unit. Students learned about the importance of advertising and promotion and produced a variety of goods to be marketed and sold to the School community. The proceeds of the day went to a local charity.
Year 10 commerce students studied the workings of the tax system, investment and the economy. As part of their studies, each student participated in the Australian Stock Exchange game which enabled them to experience trading shares on the stock exchange.
Year 10 commerce students were introduced to the world of work and tourism, part of which required them to prepare a travel brochure aimed at Year 12 students about to embark on a gap year.
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Economics
The Year 11 economics students continued to enthusiastically engage with the real life application of their studies of micro and macroeconomics.
All economics students participated in the UNSW Business and Economics Competition, with excellent results.
Geography
Year 7 geography students attended an excursion to the Cotter Dam to complement the
students’ studies of water and its importance to humans. Students walked across the Cotter Dam
wall, conducted a stream study, engaged in mapping activities at the Cotter Dam Recreation Area
and took part in a Damming the River role play.
For the Year 8 geography excursion, students completed a range of activities throughout the day including activities at the National Library of Australia (NLA) associated with the temporary exhibition Mapping Our World and a workshop on refugees conducted at school by the Red Cross. These activities are related to the unit on migration and the ongoing geography skills program.
As part of their studies of production, consumption and the connections between Australia’s
communities, Year 9 geography students travelled to Young and surrounding areas to experience
several economic activities in two rural communities. Students visited Ballinaclash Orchard,
Sunnyside Gardens and Iandra Castle.
Year 9 students attended the Journeys exhibition at the NMA. The exhibition contained more
than 750 objects which told stories of Australia's interconnections with the world, beginning in
the period before European settlement in Australia and continuing through to the 21st century.
Year 10 geography students went to North Durras to observe coastal processes in action. Students conducted fieldwork and returned to complete an assessment task on environmental challenges and geography.
Senior geography students undertook independent projects fostering the development of their higher-order thinking skills as they designed, conducted and reported their own individual fieldwork projects.
Senior geography classes headed to Sydney to investigate the urban dynamics of a city with a
focus on the complexity of urban planning.
Global Studies
Global Studies students attended a series of lectures at the ANU on topics studied in class including the Koreas and human security.
Students attended the Asia Pacific Information Day and accessed mini lectures on a variety of topics and benefitted from advice on tertiary studies.
Students attended the Australian War Memorial to view exhibits on Vietnam and Korea as part of their studies on forces of cultural change.
Visits to the NLA helped students to develop effective research skills.
Legal Studies
Year 11 Legal Studies students were introduced to the Australian Legal System, sources of law and criminal justice. As part of their assessment, students ran seminars for the class on relevant
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criminal law topics including capital punishment, the prison system, mental illness as a defence to murder and drug laws.
Year 12 students studied the Law of Torts, family law, human rights and conducted research into a current legal issue of their choice. Topics such as terrorism, euthanasia and environmental law.
HISTORY AND RELIGION AND PHILOSOPHY FACULTY
History
The Year 7 history students enjoyed their excursion to Tidbinbilla and the NMA in Semester 1. The excursion focused on Aboriginal History and the students had a presentation from an Aboriginal park ranger on local Aboriginal culture.
Renaissance Day and its assignment engaged the Year 8 students in the life of the time period.
The Year 9 students had a history incursion day, which involved a range of interactive activities focused on World War II.
Senior students also spent time at the NLA as part of their research program and to investigate modern European, mediaeval and ancient history.
Senior history students went to Sydney to the Nicholson Museum where they looked at ancient and mediaeval rare books and neo-gothic architecture. The students also visited a mosque in Auburn and the Holocaust Museum.
A group of Year 10, 11 and 12 students participated in the History and Latin trip to Italy in January. The trip focused on Ancient Roman history and civilization.
Religion and Philosophy
Excursions and incursions supported and complimented learning throughout the year.
Year 8 students explored the concept of sacred spaces and travelled to Saint Saviour’s Cathedral in Goulburn and toured the Cathedral.
Year 9 students explored the philosophy of metaphysics by viewing the film The Matrix and focused on Islam by hearing from a guest speaker. The students also heard from a guest speaker on the topic of cult and sect groups.
Year 10 students went on an excursion to a Hindu temple and a Buddhist monastery in the local region to enhance their knowledge of religious traditions of the world.
The senior Religious Studies students went to a presentation by Dr Peter Vardy on ethics in contemporary society. They also had guest lectures at the School from Professor Gill of the ANU and Professor Trakakis from the Australian Catholic University.
The senior Religious Studies class also travelled to Sydney to the Auburn Mosque and the Holocaust Museum.
INFORMATION SERVICES FACULTY Library
The Teacher Librarians work with students and teachers to extend and develop information skills. This
was achieved in the following ways:
Induction program for Year 11 students.
Familiarisation sessions with Year 7 students.
Teacher librarian assistance with research assignments.
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Ad-hoc help for students in the library.
Intensive research guidance for senior students.
Library services available before and after timetabled lessons.
Comprehensive guides published on avoiding plagiarism and correct referencing.
Provision of the Turnitin plagiarism prevention service, along with instruction and interpretation.
A range of online research databases available through the Library Portal.
ClickView and DVC services (digital signage and educational video materials).
An evolving collection of books, journals, magazines, audio visual material and equipment. The Library hosted The Great Book Swap for the Indigenous Literacy Foundation raising $200.
Library Book Club meets every second week.
A collection of KOBO eReaders has been established to enhance the fiction reading experience for all students. These eReaders are available for loan through English reading lessons.
Library promotions were arranged during the year: o Children’s Book of the Year Awards. o Man Booker Prize winners. o How to use research databases.
Information Technology
The Year 7 computing course consists of an introduction to general computer applications and grounding in file management in a networked environment. The students also created multimedia presentations using PowerPoint, built websites and learned about editing and manipulating graphics using Photoshop.
In Year 8 Computing Studies, students learned robotics programming that was used to navigate around a set track and create a dance sequence that was performed in the classroom. The students also explored databases and the various applications for this programming. Graphics have also been explored throughout the year with a focus on Adobe Photoshop and Flash software.
Year 9 IT students studied digital video using Adobe Premiere Pro CS5. Some students made stopmotion videos others attempted an animated cartoon video featuring special effects made with Adobe After Effects CS5. Other units studied included spreadsheets and Visual Basic Programming.
Year 10 computing students participated in the National Computer Science School Challenge. This is a five-week interactive program run by the University of Sydney. Students are taught programming skills using the Python language and then have a number of questions to complete each week. There are scores, leaderboards, forums, industry interaction and online help from tutors all over the country. In 2013, we had three students gain full marks. Year 10 students also enjoyed making their own computer games using Game Maker software and learned web design.
Year 11 IT students studied Digital Media: Audio and Video as well as Intermediate Programming. The Digital Media unit taught students to capture, process and edit media of a variety of types. As part of the project students produced podcasts and short films. Students in intermediate Programming studied Javascript and Java programming languages.
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Year 12 IT students worked on individual projects in addition to also studying the Digital Media: Audio and Video course. The individual projects studied by the Year 12 students ranged from code matrices to fashion apps. Students worked on individual projects based around development of an app of their choice for the Android platform. They used Web 2.0 tools to build, test and document (using a suite of Google+ tools including Blogger). They also learned Object Oriented Programming using Java.
Years 9 to 12 IT students travelled to Sydney in Term 3 to visit Google HQ Australia and the University of Technology. The students also learned programming in C++ and number systems, designing and building logic circuits and Boolean expressions.
All senior IT students attended the GET (Girls in Engineering and Technology) Set Day program at ANU with senior physics students.
Years 10, 11 and 12 IT students visited the University of Canberra to see presentations about IT courses, careers and visited the INSPIRE Centre.
Independent Learning Program (ILP)
Throughout the year, the ILP students from Years 9 and 10 created two products of significant rigour. Students were provided with the opportunity to take their special interests and talents to a higher level and within a guided framework of rigorous research and a vast array of inquiry based products were developed and showcased.
Independent learning skills were introduced, creative thinking skills explored and methods of inquiry developed. Students negotiated topics with their teachers and mentors and set outcomes to be demonstrated in their own independent inquiry areas. All products involved worthy topics that had a high personal interest to the student.
Some of the product topics explored this year included: costume designs, iPad application for children, fantasy world guidebook, henna art floral designs, a pocket guide for teenagers, art deco interior design, gluten-free high tea event, Antarctica facts and solutions bookazine, a short film targeting safe driving, a coffee table book highlighting the plight of endangered tigers and a photojournal exploring the bond between horses and their riders.
Two showcases were held to display the work of the ILP students. Students invited their parents, mentors and teachers to see their final products and answered questions about the creative process.
LANGUAGES FACULTY
Latin trip to Rome, Pompeii and the Herculaneum in January 2014.
Japan Study Tour in April 2013.
Japanese students from Years 10, 11 and 12 attended the Asia Pacific Day at ANU.
Year 12 Spanish luncheon at Francisco’s Mexican Restaurant.
Year 12 Spanish Luncheon involved students ordering in Spanish at Guzman y Gomez.
Year 9 French students visited a French patisserie and ordered morning tea in French.
Year 8 Latin students attended the three-day NSW Latin camp.
A French performance from Theatre LOTE Fantastique for Years 8 to 10 French students.
Senior Latin dinner (for Year 11 and 12 Latin classes) with CGS Latin students.
Year 7 and 9 Japanese classes watched a special aiko drum performance.
Competitions:
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o Language teams competed at OZCLO - Australian Computational and Linguistics Olympiad at ANU.
o External exams including the ACL Latin exam. o French students participated in the Concours George Vincent run by the Alliance
Française.
Additional Activities:
Senior German students’ German breakfast.
Student exchanges with the CGGS Sister School Ichijo High School in Nara.
Year 8 languages evening.
Years 10, 11 and 12 Japanese classes had end of term Obento lunches.
Year 12 language students wrote a script and made a combined video as a promotion for Languages Week.
CO-CURRICULAR ACTIVITIES
The co-curricular program at CGGS continued to grow in 2013. This was reflected in the increase in the activities available for students, the numbers of students participating and the high degree of success being achieved by teams, groups and individuals. Some of the highlights include:
Music Concerts:
The Combined Grammar Schools' Autumn Flute Concert
The Combined Grammar Schools' Access All Areas music concert, featuring performances from
the Junior Chapel Choir, Intermediate Chapel Choir, Chamber Orchestra, Gabriel Singers, Senior
Chapel Choir, Motet Choir, Chorale, Flute Ensemble, Guitar Orchestra B, Morrison Jazz Band,
Guitar Orchestra A, Burrows Jazz Band, Glee Vocal Ensemble, Symphony Orchestra, Symphonic
Wind Band, Hultgren Concert Band, Stanhope Concert Band, Grainger Concert Band, String
Orchestra and the Combined Percussion Ensembles.
Orchestral Concert featuring a fanfare written by local Sally Greenaway and a work entitled In Memoriam composed by CGS Music Captain, Raghav Sharma-Burton.
The Australian Combined Schools Music Festival in Brisbane.
The concert entitled Marion's Child as part of the Canberra International Music Festival. CGGS hosted this concert which involved the Song Company from Sydney, Japanese shakuhachi player Riley Lee, the Quadrivium String Quartet, professional musicians from around Canberra and various choirs.
The Combined Grammar Schools' Flute and Clarinet Ensemble performed at the Wesley Lunchtime Series Concert for the fifth year in a row.
Concerto Concert.
Spring Concert with the theme Fright Night featuried two movements from the Mozart Requiem,
by the Massed Choir and Symphony Orchestra.
Combined Canberra Grammar Schools’ Bands Concert.
Choral Concert.
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CGGS Chapel Choirs performed at a memorial service for Nelson Mandela at Llewellyn Hall and at the Goulburn Cathedral to commemorate the 150th anniversary of the Goulburn-Canberra Anglican Diocese.
Highlights and successes:
The Chamber Orchestra won top honours in all three sections they entered at the Wagga Wagga Eisteddfod: High School Ensemble, High School Orchestral Championship and the Sister Raphael Hayes PVBM Memorial Shield.
The Gabriel Singers won first place at the Under 19 Championships in the Choral section of the
National Eisteddfod.
The Morrison Jazz Band and Burrows Jazz Band had a successful trip to the Moruya Jazz Festival.
The two Combined Grammar Schools' Guitar Orchestras travelled to Sydney for a tour in collaboration with Ascham School.
Five student compositions won awards at Australian National Eisteddfod with the opportunity to perform at the Italian Cultural Centre Presentation Ceremony.
Sport
2013 saw an increase in the total number of teams representing the School, with a dramatic increase in the number of teams qualifying to play in the highest divisions of their sport. The participation rate of students was extremely high a large majority of students opting to play in a CGGS team and many playing in multiple teams across the summer and winter seasons. Some highlights include:
CGGS achieved 20 podium finishes from just over 40 events at the Kings/PLC and IGSSA Rowing Regatta.
CGGS Rowing Club sent 12 rowers to compete at the National Championships which also included the World Rowing Cup and the Australian Schools' Rowing Championships where the U17 Coxed Quad won the gold medal, the U19 pair achieved a silver medal and the U19 Coxless Four won a bronze medal.
Four rowers from CGGS represented the ACT at the Australian Youth Olympics, an international event with crews from all States, UK, New Zealand and Vanuatu.
32 teams represented CGGS in netball, with 20 teams reaching the finals and five teams winning their grand finals.
Two students won Young Coach of the Year and Young Umpire of the Year at the South Canberra Netball Association.
Five CGGS students won selection in the ACT Squad to compete at the National Dragon Boating
Championships in April.
Two students were chosen in the Under 18 and Under 23 Australian dragon boating teams to
compete in the World Championships in Hungary in July, with one student winning two gold
medals.
CGGS girls performed well at the Australian Junior National Athletics championships in Perth. One student placed second and third respectively in the 90-metre and 200-metre hurdles events and another placed second in the Under 17 five kilometre race walk.
Two students were chosen in the Australian Women's Under 21 European Handball Team to compete in Spain.
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Two swimmers competed in the NSW Country Championships at Homebush Olympic Park winning silver and bronze medals for the 12-year-old 200m and 100m freestyle and a gold medal in the 13-year-old 100m backstroke.
A Year 9 swimmer gained a gold medal at the School Sport Australia Swimming Championships in the 13 to 15 years MD 50-metre breaststroke and broke the Australian age record in this event.
A Year 10 student won selection in the ACT U15 Touch Football team.
The Division 1 team qualified for the ACT Junior Hockey Grand Final.
Six CGGS representatives were part of the Under 13 Division 2 ACT hockey team.
The CGGS team won the ACT/Southern NSW regional final of the Bill Turner Trophy knock-out soccer competition.
A Year 9 student was chosen to travel to the United States as part of an ACT Academy of Sport women's football tour.
A Year 11 student represented the ACT at the National Youth Under 18 Touch Football Championships.
The CGGS Water Polo team won the ACT Schools Water Polo competition.
Three students represented CGGS in vaulting and eventing competitions at the Equestrian NSW Interschool Championships.
Four of our basketball teams reached grand finals in the winter season, winning two championships.
Two students were selected in ACT representative basketball teams, with one nominated as captain for her age group.
47 students competed at the ACT-Southern NSW Snowsports Interschools Championships in Perisher, winning first place in Division 1 Teams in three events and finishing second in three events, with several first and second placings in Division 2 and 3 teams across a range of disciplines.
CGGS won first place at ACT Schools Orienteering Championships.
Four students were selected to represent the ACT at the Australian Orienteering Championships, with two students winning triple Australian championships.
Drama
A Year 12 student won Best Youth Actress in a Leading Role in a Play at the Canberra Theatre Awards for her performance as M'Lynn Eatenton in the CGGS production Steel Magnolias.
Other notable events during the year were the Year 9 and 10 dance and drama night and the Year 11 and 12 showcase.
Amnesty International
Book Club
The book club had a busy year, with sharing books and a visit to events for the opening of Book Week.
Book Club members wrote a review for Spinout magazine.
The Club received a visit from local author Donna Hosie.
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Creative Writing Club
This new group attracted over 40 students to weekly meetings to work on their creative skills.
Students participated in the Write-A-Book-in-A-Day event, winning the Best Story in the upper schools category.
Debating and Public Speaking
30 CGGS teams participated in the ACT Debating Union competitions, finishing runner-up in four out of the five divisions
Students won best individual speaker in every division and comprised over half of the ACT Debating team.
At the AHIGS Festival of Speech, CGGS placed strongly and competed in every available category.
A Year 12 student competed in The World Individual Debating and Public Speaking Championships in Durban, South Africa.
A Year 12 student won the ACT Rostrum Voice of Youth competition.
CGGS won both the senior and junior divisions of the Australia-Britain Society Public Speaking competition.
Duke of Edinburgh’s Award
Excursions undertaken by the participants included the Wilderness Coast Walk in Namadgi National Park, climbing the castle in Budawang National Park, the Murramurang Coast Walk and the Overland Track through the Cradle Mountain Lake St Clair National Park. The program has seen a marked growth in the number of participants this year.
Environmentalists
The group focused on the Parliament of Youth on Sustainability 2020 Vision Competition, presenting their Green Paper to a Federal Member and an ACT MLA. The group also held an ‘up-cycled’ stall at the School Fete.
Future Problem Solving
CGGS entered six teams in the Future Problem Solving Program, with three of these teams reaching the semi-finals, representing the top 10 per cent of competitors. One team then went on to participate in the National finals.
Indigenous Focus Group
This group discusses issues surrounding Australian Indigenous culture and seeks to promote awareness of and support for similar support groups. Major projects for the group were NAIDOC week activities, the Indigenous Literacy Foundation and the Yalari Foundation.
LACE (Ladies as Christ’s Example)
The Christian discussion group meets regularly and discusses ideas surrounding what it means to be a Christian teenager in the 21st century. They also raised funds for the Cancer Council and hosted guest speaker Dr Peter Gill on the topic of whether science and God can co-exist.
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The Safe School Committee
This group represents all three campuses at CGGS, with the purpose to create a healthy, supportive school environment. The committee arranges activities each year including Harmony Day to support diversity and multiculturalism, or the As I Am campaign to encourage acceptance of all our individual characteristics. Guest speakers included the AFP on internet safety, Paul Dillon from the National Drug and Alcohol Research Centre and the Butterfly Foundation.
The Science Club (aka The Big Bang Theory Club)
The Science Club changed the nature of its content in 2013, with a focus on cosmology and the interaction of cosmic rays with genetic matter. The group attempted to build a Cloud Chamber based on the TV series Wonders of Life, where one was built in the desert using simple materials.
Melbourne Avenue Media
The students who form Melbourne Avenue Media learn how to use various items of sound and lighting equipment. In particular they also learn how to run a show to a professional standards. The students provide technical support for all the events in the School; assemblies, fashion parades, House music, drama productions and concerts.
Non-competitive Activities
The intramural activities are designed to give students the opportunity to participate in active, healthy pursuits without the need to be part of a competitive environment. A range of activities are available such as:
Swim-fit.
Zumba.
Belly-dancing.
Tae Kwon Do.
Beginner mountain bike riding.
Social badminton.
PASTORAL CARE
At CGGS, Pastoral Care builds and supports the entire school community making connections between
its members. It encompasses all aspects of school life through a combination of structured activities and
personal relationships. Pastoral Care is concerned with the total wellbeing of individuals within the
School community and with the development of the whole person.
Community Events
The ORGANised Walk. A number of senior students attended the ORGANised walk, held in February,
during Organ Donor Awareness Week. The walk is designed to raise awareness and community
discussion about organ donation.
Special Presentations
Paul Dillon, an inspirational and informative speaker, spoke to Year 12 and Year 10 Students on the
pressures they face to use alcohol and drugs. He provided real life stories along with comprehensive
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research using positive language to inform us about preventative actions to combat drug and alcohol
abuse. Paul advised the students about how to keep safe and what they should do if a friend has
consumed too much alcohol.
Initiatives
Creative Minds Day. On the last day of Term 2, students took part in the House Creative Minds
Competition. There were 20 different events, including debating, public speaking, dance, drama,
chess and MasterChef. Individual events were won by each of the Houses. It was a great day,
allowing students to contribute to their Houses in new ways and demonstrate previously hidden
talents.
BOHO Alive. This program focuses on the wellbeing of our boarders. CGGS formed a new
community partnership with Alive Health and Fitness and the qualified instructors deliver classes
in Pilates, yoga, self-defence and cardio, strength and aerobic exercises each Wednesday evening
over three terms. Boarders across each year level participated enthusiastically.
Peer Support. Staff training by the Peer Support Foundation, followed by ‘Train the trainer’
activities led by Year 11 tutors to Year 11 students on each Day 9.
Healthy Eating with Michelle Lotz from Alliance Catering. Michelle informed Year 9 students
about healthy foods for growth and brain development. She addressed body image issues and
the effect of media and advertising on young minds.
Community Service. Each Year 10 student volunteered for 20 hours or more for charities
including, St Vincent de Paul, The Salvation Army, The Children’s Medical Research Institute,
Anglicare, Lifeline and Red Cross.
Value Added Activities and Actions
CGGS Safe School Committee has continued to raise awareness about the importance of all members of
the School community being able to learn and teach in a safe and supportive environment free from all
forms of bullying, harassment, violence, abuse and neglect. The approach used by this committee is one
of creating connections in social relationships for students across the whole school. Including:
Open Day displays and tours.
Assembly presentations in both the Junior and Senior campuses.
Youth Interact Conference participation.
Publicity and updates about current issues on the Safe School noticeboard.
Addressing the issue of conflict versus bullying.
Visiting Tutor Groups to promote safe school practices.
Newsletter items on safe schooling issues.
Inviting guest speakers to address different year groups about cyber bullying.
The Father Daughter/Son Breakfast.
The eSmart program.
The Harmony Day event which celebrates cultural diversity.
The Safe School Room for active engagement, e.g. Trivia Competitions.
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House Charities and Community Service
Each House supported a diverse range of charities and community service activities in 2013.
Burgmann House: o Burgmann had a busy year focusing on giving back to the community and being mindful
of our actions towards others. During House meetings and within year levels, online behaviour, including our responsibility towards respecting others and ourselves both online and in person were discussed. Relaxation activities as a House and group activities that helped strengthen friendships and tutor group unity, including strength activities, origami, egg and spoon races and eating donut competitions occurred.
o House BBQ lunches and breakfasts each term. o Family and student breakfasts in Term 1 and Term 4. o Pink Socks fundraising in Term 3 for the McGrath Foundation. o Jeans for Genes Day fundraising in Term 3. o CGS and CGGS ten pin bowling afternoon. o Swimming Carnival with the theme Burgmann Bathtime. o Athletics Carnival with the theme Burgmann Bolt. o Fun run, creative minds and house sports. o House Arts with the theme of Boy Bands.
Deakin House:
o The Deakin Family Breakfast was a wonderful start to the year, with over a hundred
attending to share breakfast. Parents, siblings, Deakin students and tutors.
o Deakin continued their support of the Shepherd Centre at Rivett, with fundraising by
various Tutor Groups. Funds have enabled the Centre in Rivett to build a garden which
the children will tend. A dishwasher was also purchased for the Centre. Captains and
the Head of House will visit the Centre in 2014 to see the finished garden and to
deliver a doll’s house for use in the Centre’s playgroup.
o National Bandana Day was held in October. A Market Day was held, with various Tutor
Groups holding stalls to raise money for CanTeen, which supports young people living
with cancer.
o Deakin House supported the Anglicare Christmas Appeal. Individuals and Tutor Groups
were encouraged to bring gifts to place under the Christmas tree during the Christmas
Chapel Service.
o Deakin once again ran the Face Painting and Tattoos stall at the School Fete to raise
money. Students from all year levels volunteered to run the stalls, paint faces and
apply tattoos. Deakin staff members also supervised the stalls across the day.
o Various House BBQs were held across the year.
o Waverley and Deakin House movie and pizza pyjama party in the Library Annex.
o Deakin House has maintained ties with CGS House Garnsey, undertaking joint
activities. This included activities with all year groups including a games and pizza
activities afternoon and a bowling afternoon.
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Glebe House:
o The year started with our Glebe House Breakfast and followed in Term 3 with the Glebe
House Family Dinner which was attended by over 120 people including tutors, students,
parents and other family members. Here there was an opportunity for students to
showcase their musical talents with some very heartwarming performances. A very
successful and enjoyable evening was had by all raising money and awareness for
Headspace ACT.
o Glebe also had a Party for Melita fundraising event to help support a Year 12 Glebe Girl
with EE (eosinophilic esophagitis). Money raised went to support Melita in her attempt
to climb Mt Kilimanjaro.
o Glebe celebrated and raised awareness of the positives of good mental health on R U
OK? Day. Tutor Groups provided health food options as well as ways to de-stress.
o Glebe House students enjoyed a scavenger hunt and barbecue evening with CGS Hay
House.
o Year 7 and Year 8 Glebe girls combined with Year 7 Burgess House at CGS for an exciting
trip to the snow.
o This year, Glebe also supervised a new stall at the Fete. As well as the usual popcorn
stall, the students supervised the dunny lob which proved to be a very successful and
interesting addition.
o During the year Glebe held a number of House barbecues where students and staff were
able to relax and enjoy lunch together.
o At the end of the year, Glebe House also supported the Anglicare Christmas Giving
Appeal.
Kilburn House:
o Red Nose Day.
o Australian Cancer Council.
o Karinya House.
o New in 2013, – Boundless who are constructing play equipment for the disabled near
the National Carillion.
o Additionally the Year 10 program supports Our Place (Anglicare) through the creation
of care packs for homeless youth.
Robertson House:
o The year started for Robertson with the House Breakfast which was attended by
approximately 110 students and family members.
o The major fundraiser was for the Children’s Hospital at Westmead and $1500 was
raised through a Market Day with a variety of food stalls. Individual tutor groups and
students raised money for the Cerebral Palsy Alliance and the RSPCA during the year.
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o A ten pin bowling afternoon with CGS Garran House was held, allowing the students to
informally socialise.
o At the Fete, Robertson ran the sponge plunge stall, which while not a great money
earner added to the carnival atmosphere of the day.
o During the year, a number of House lunches were held, where students and staff we
able to relax and enjoy lunch together.
o At the end of the year, Robertson House supported the Anglicare Christmas Giving
Appeal through our chapel services.
Waverley House:
o For Waverley, the theme in 2013 was community.
o House Family Breakfast.
o Swimming Carnival with the theme Waikiki.
o House barbecue.
o Fun Run.
o Biggest Morning Tea raising funds for the Cancer Council.
o Games and Pizza afternoon with brother house, Burgmann at CGS.
o Creative Minds Day.
o Daffodil Day fundraising for the Cancer Council in September.
o Athletics Carnival with the Winter Wonderland theme.
o House Music with the theme Divas.
o Waverley Girls night-in sleepover at school.
STAFF PROFESSIONAL DEVELOPMENT
Professional learning is an integral part of the overall learning culture at CGGS. All staff are given
opportunities to undertake a range of activities. Staff also reflect on their professional enrichment under
the guidance of an appointed Staff Enrichment Leader within the Staff Enrichment Program.
In 2014, teachers are required to complete and log professional learning as mandated by the ACT Teacher
Quality Institute. There is also a reflection component to this process.
Some of the Professional Development activities undertaken by Senior School staff during 2013 included:
Mental Health and Wellbeing of Young People Seminar - Generation Next.
(Youth) Mental Health First Aid Course.
Edu Tech National Congress.
First Aid Training.
Microsoft Excel Training.
Larry Moss Masterclass - 26th Street Actors Studio.
The Road with iPads.
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Advanced Timetabler training.
History Teachers National Conference.
IB workshops and training.
Australia in the Asian Century country Strategy Consultation.
Dealing with Difficult People session.
ACSA 2013 Biennial Curriculum Conference.
Synergetic Administrators Training Course.
Introduction to Crystal Reports and Advanced Crystal Reports - Synergetic Management.
National Visual Art Education Conference - National Gallery of Australia.
2013 National Conference for the Registrar in Schools.
Raising Children in more than one language - UC.
Understanding Cognitive Assessments - ACT DET.
Educate plus NSW/ACT Chapter Conference.
Opening of the Embassy of Egypt's Windows to the World.
SkillPath - Conference for Women.
New Australian Curriculum - Promoting Learning International.
Supporting teachers with programming for the new Australian Curriculum.
Inspiring success - Australian Computer Society.
Workshop for Teachers implementing English courses in the Senior Secondary National
Curriculum.
Careers Advisor Day - University of Wollongong.
Career Adviser and Teachers Conference - University of Sydney.
Careers Advisor information session 2013 - University of Canberra.
UAC and VTAC information sessions for ACT Careers Advisors - UAC and VTAC.
ANU information session for Careers Advisors.
Australian Career Service Canberra Seminar.
NSW School aerobics.
The Art of Influencing - Seminar and Networking Evening.
ABSA 2013 NSW Conference - Wellbeing of Boarders and Boarding Staff.
AIS ACT Interpretation Workshop - AIS NSW.
JUNIOR SCHOOL
The Academic Program
In the Early Learning Centre (ELC) and Junior School students continue to be engaged in ways that are
developmentally appropriate and challenging. During 2013 the dedicated teaching staff continued to
work collaboratively in developing knowledgeable, inquiring and caring young people through the
rigorous Primary Years Programme (PYP) and high standards of the International Baccalaureate Diploma
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Programme (IB). The PYP continues to provide a defined and cohesive curriculum framework with all
teachers implementing quality units of inquiry in their classrooms. All teachers have high expectations
of their students and readily communicate these with the students and their families. Maximising
achievement and progress in a precise and personalised way is the focus across all year levels.
Value is added to student outcomes by providing a rich differentiated and globally relevant curriculum
within the framework of the International Baccalaureate oganisation’s PYP framework and drawing
content from the Australian Curriculum documents provided by ACARA.
As an IB World School and a leading independent school, the standard curriculum included the
opportunity to study several subjects under the tuition of experts in their field: french, creative arts
(visual arts), creative arts (music); personal, social and physical development and religion and philosophy
and library and resource skills. This curriculum program was enhanced by a range of complementary
curriculum programs, opportunities to develop social, leadership and citizenship skills, and opportunities
to develop skills talents and interests in a variety of fields in the co-curricular program. All teachers
participated in the co-curricular program outside of class hours.
Open and honest communication is a key priority in further establishing strong relationships between
home and school. This is evident in the student led conferences when students are given the opportunity
to share their learning and their achievements with their family and identify personal goals and areas for
improvement. The Junior School is proud of its high academic success as indicated in school data and
community feedback. Pride is evident in the professional approach and attitude of all staff, which is
clearly reflected in their daily behaviours and action.
CGGS Junior School campus and its ELC are co-educational from ELC through to Year 2. Student
enrolment in 2013 was approximately 620 including the enrolment of 115 children in the ELC, of which
approximately 46 students attended part-time (23 FTE). In total, 27 classes operated in 2013, from
Reception (3-4 year old’s) through to Year 6. Due to ever increasing demand, an additional class in Year
5 was established in 2013, which saw 100 students in Year 5.
Year 3 NAPLAN
In all areas, the 2013 Year 3 CGGS students performed at a significantly higher level than the students in
the AIS, ACT and national sectors. In Writing and Numeracy, the CGGS mean improved from 2012 and
the School gained ground in relation to the other three sectors. In Reading, Grammar and Punctuation
and Spelling there was a slight downward movement from the 2012 mean, but the mean score hovered
between the 2010, 2011 and 2012 levels and the general trend from 2010 has been upward, despite
these slight variations. This was exemplified by a general shift to the right with more students achieving
in the higher bands, or more students moving from the lower bands into the middle bands. Such small
variations can occur because of changes in the nature of the cohort from year to year. The students also
performed better than their peers in the other three sectors in all but three items across all the
assessments. The School has used the 2013 data to improve teaching and learning.
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Year 3 2013 NAPLAN Analysis
Reading Mean SD Band 1 %
<NMS
Band 2%
NMS
Band 3%
>NMS
Band 4%
>NMS
Band 5 %
>NMS
Band 6 or beyond %
>NMS
2012
CGGS 522.3 79.1 0 0 4 9 19 68
ACT 445.4 94.1 3 7 13 18 25 34
AIS 470.8 91.5 1 4 10 17 25 44
2013
CGGS 514.2 76.8 0 0 1.3 11.7 22.1 64.9
ACT 443.8 86.5 2 6.5 12.5 23 19.2 36.7
AIS 472.2 87.2 0.4 4.3 8.2 19.1 20.9 47.1
Writing Mean SD Band 1 %
<NMS
Band 2%
NMS
Band 3%
>NMS
Band 4%
>NMS
Band 5 %
>NMS
Band 6 or beyond %
>NMS
2012
CGGS 469.9 44.6 0 0 1 12 57 31
ACT 416.8 64.3 2 6 17 26 39 11
AIS 435.8 54.0 0 3 10 27 45 16
2013
CGGS 477.5 44.8 0 0 0 9.1 50.6 40.3
ACT 422.4 67.7 2.1 4.6 15.5 23.5 38.5 15.8
AIS 436.6 63.5 1.4 2.7 11.1 23.4 38.9 22.5
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Grammar and Punctuation
Mean SD Band 1 %
<NMS
Band 2%
NMS
Band 3%
>NMS
Band 4%
>NMS
Band 5 %
>NMS
Band 6 or beyond %
>NMS
2012
CGGS 524.7 80.4 0 0 3 4 25 70
ACT 439.9 96.0 4 7 13 19 23 35
AIS 473.1 88.4 1 3 9 16 25 47
2013
School 515.3 95.1 0 1.3 1.3 14.3 20.8 62.3
ACT 445.2 90.4 2.4 6.4 12.2 20.3 24.7 33.9
AIS 474.3 91.5 1.4 2.3 8.9 16.4 24.4 46.6
Spelling Mean SD Band 1 %
<NMS
Band 2%
NMS
Band 3%
>NMS
Band 4%
>NMS
Band 5 %
>NMS
Band 6 or beyond %
>NMS
2012
CGGS 481.1 61.8 0 0 3 17 26 56
ACT 419.8 78.9 3 9 16 27 20 26
AIS 442.9 73.1 1 4 11 27 22 35
2013
School 459.6 59.6 0 0 10.4 20.8 33.8 35.1
ACT 416.8 78.3 4.2 5.9 21.8 22.1 23.2 22.9
AIS 442.5 70.9 1.8 2.5 13.7 22.2 28.3 31.5
Numeracy Mean SD Band 1 %
<NMS
Band 2%
NMS
Band 3%
>NMS
Band 4%
>NMS
Band 5 %
>NMS
Band 6 or beyond %
>NMS
2012
CGGS 455.4 68.1 0 1 9 26 30 35
ACT 411.1 74.9 3 8 19 31 22 18
AIS 437.3 73.1 1 3 14 29 27 26
2013
School 466 70.6 0 1.3 5.3 19.7 35.5 38.2
ACT 414.7 70 1.9 5.6 18.1 30 28.7 15.7
AIS 444.9 69.6 0.9 2 9.3 23.2 38.1 26.6
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Year 5 NAPLAN
In all areas, the 2013 Year 5 students performed at a significantly higher level than the students in the
AIS, ACT and national sectors. In Numeracy, the CGGS mean improved from 2012 and the School gained
ground in relation to the other three sectors. In Reading, Grammar and Punctuation, Writing and Spelling
there was a slight downward movement from the 2012 mean, but the mean score hovered between the
2010, 2011 and 2012 levels and the general trend from 2010 has been upward, despite slight variations.
This was exemplified by a general shift to the right with more students achieving in the higher bands,
and more students moving from the lower bands into the middle bands. In the areas where there was a
slight reduction in the mean, CGGS still manage to gain ground or maintain its advantage in relation to
the other jurisdictions. Such small variations can occur because of changes in the nature of the cohort
from year to year. The students also performed better than their peers in the other sectors in all items.
Year 5 2013 NAPLAN Analysis
Reading
Mean SD Band 3 %
<NMS
Band 4%
NMS
Band 5%
>NMS
Band 6%
>NMS
Band 7 %
>NMS
Band 8 or beyond %
>NMS
2012
CGGS 577.5 79.7 0 1.4 10.8 20.3 23.0 44.6
ACT 519.7 83.4 4.7 6.5 20.2 24.9 25.0 18.7
AIS 546.8 77.7 1.8 3.6 13.5 24.0 30.1 27.1
2013
School 570.9 60.6 0 0 2.1 24.7 34 39.2
ACT 520.2 68.4 1 6.8 18.7 27.9 26.8 18.8
AIS 536.4 65.6 0.2 3.8 14.7 26.5 29 25.7
35
Writing
Mean SD Band 3 %
<NMS
Band 4%
NMS
Band 5%
>NMS
Band 6%
>NMS
Band 7 %
>NMS
Band 8 or beyond %
>NMS
2012
CGGS 552.4 64.4 0 1.4 10.8 20.3 23.0 44.6
ACT 486.0 67.6 4.7 6.5 20.2 24.9 25 18.7
AIS 499.3 61.1 1.8 3.6 13.5 24.0 30.1 27.1`
2013
School 547.9 47.0 0 0 5.2 33.3 38.5 22.9
ACT 486.8 65.3 4.4 8.7 32.9 30.6 16.7 6.8
AIS 499.8 62.4 2.2 6.2 29.1 32.3 21.2 8.9
Grammar and Punctuation
Mean SD Band 3 %
<NMS
Band 4%
NMS
Band 5%
>NMS
Band 6%
>NMS
Band 7 %
>NMS
Band 8 or beyond %
>NMS
2012
CGGS 593.6 92.6 0 0 6.8 18.9 27 47.3
ACT 512.9 93.6 5.8 11 19.8 25 16.8 21.6
AIS 548.2 89.2 1.8 5.9 14.4 22.9 20.7 34.4
2013
School 583.2 68.7 0 0 3.1 10.4 38.5 47.9
ACT 516.3 75.9 3 6.6 21 23.5 25.9 20.1
AIS 538.3 71.9 1.6 5.6 22 30.7 27.4 12.7
Spelling
Mean SD Band 3 %
<NMS
Band 4%
NMS
Band 5%
>NMS
Band 6%
>NMS
Band 7 %
>NMS
Band 8 or beyond %
>NMS
2012
CGGS 541.1 61.9 0 4 15 19 35 27
ACT 499.7 72,4 3 13 21 27 23 13
AIS 522.6 67.2 1 7 16 28 29 19
2013
CGGS 544.5 60 0 2.1 12.5 22.9 39.6 22.9
ACT 496.8 70.9 5 9.4 24.8 28.2 22.6 10
AIS 513.6 64.9 1.6 5.6 22 30.7 27.4 12.7
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Numeracy
Mean SD Band 3 %
<NMS
Band 4%
NMS
Band 5%
>NMS
Band 6%
>NMS
Band 7 %
>NMS
Band 8 or beyond %
>NMS
2012
CGGS 544.4 61 0 1.4 13.5 28.4 25.7 31.1
ACT 505.4 71 3.1 9.1 23 31.3 18.2 15.3
AIS 535.1 67 0.4 2.4 16.7 31.3 24.3 24.8
2013
School 551.5 69.7 0 0 15.6 28.2 26 30.2
ACT 500.3 77.4 3.4 12.8 25.3 29.1 15.4 14
AIS 528.2 79.8 1.6 7.4 16.9 30.5 21.5 22.1
Average Standardised Assessment Results (NAPLAN Means) for Years 3 and 5 Students for 2013
Year 3 Reading Writing Spelling Grammar &Punctuation Numeracy
CGGS 514.2 477.5 459.6 515.3 466.0
ACT 443.8 422.4 416.8 445.2 414.7
AIS 472.2 436.6 442.5 474.3 444.9
National 419.1 415.6 410.7 428.2 396.9
Year 5 Reading Writing Spelling Grammar &Punctuation Numeracy
CGGS 570.9 547.9 544.5 583.2 551.5
ACT 520.2 486.8 496.8 516.3 500.3
AIS 536.4 499.8 513.6 538.3 528.2
National 502.2 477.8 494.0 500.8 485.9
Junior School Attendance Records
Junior School attendance is electronically recorded using a facility within the Synergetic Database. Class
teachers record and submit morning attendance at 8:50 am and afternoon attendance at 1:30 pm. On
notification from parents/guardians, reasons for absence or late arrival are recorded by Reception staff.
If no notification is received by 9:30 am, Reception staff contact parents/guardians. When a class teacher
is absent, relief staff complete a hard copy of attendance and submit it to Reception for electronic
recording.
The CGGS Junior School student attendance by Year level for the 2013 school year was as follows:
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
95.68% 95.67% 95.93% 94.81% 94.64% 94.13%
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Student Support
A team of eight members work closely with the classroom teachers and other professionals to ensure
the needs of students requiring educational support are addressed. As well as Executive staff, the School
Counsellor and Curriculum Co-ordinator, the team consisted of one full-time student support teacher
and two part-time support teachers, one of whom is a qualified Reading Recovery teacher. The Student
Support team also keeps longitudinal data on students receiving support with placements reviewed at
the end of each term.
All students referred to the team are assessed, their needs identified and triaged with support being
provided either through withdrawal or class assistance, and support provided in a variety of appropriate
in-class or withdrawal contexts with student support teachers and/or one of several teaching assistants
who are trained in early reading strategies and remediation. Most students were referred for literacy,
language and articulation issues, some for ESL and some for more generalised learning or social
difficulties. Those who were referred for Numeracy issues were assisted in maths clinics which provided
targeted teaching in small groups and address specific numeracy issues beyond the differentiated
classroom program.
Additional Student Support Services
Through the Student Support Program students are referred to and access the services of paediatricians,
occupational therapists, speech and language pathologists, psychologists and other health professionals
who cater for various issues that impact on students’ learning or social emotional needs. The School
facilitates access to government funding for specific disabilities where appropriate.
Students’ pastoral care is also monitored through the Student Review Program. This program consists of
regular meetings with the class teachers of each Year level, all single subject teachers concerned with
that Year level, the School counsellor and relevant Executive staff.
The Junior School has also installed sound field distribution technology in the nine Junior Primary
classrooms and a sound loop in the School Hall.
Thinking and Reasoning Enrichment and Extension (TREE) Program
This program was offered to students, from Years 3 to 6, who would benefit from further maths and
problem-solving enrichment. The program was designed to supplement the enrichment and extension
already occurring in these areas in the classroom. The groups were flexible and students were referred
to the program by class teachers. The sessions were of one hour duration each week for each year level.
French Enrichment Program
The French Enrichment Program is designed to enhance the achievement and enjoyment of French for
those students who were new and have not studied French before, as well as for those who are still
trying to cope with the demands of learning a second language. It was a weekly half hour small group
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withdrawal program for Years 3 to 6. French Extension continued as part of the class differentiated
program.
Academic Competition Program
Students in Years 1 to 6 have the opportunity to participate in a variety of academic competitions
appropriate to Year level. These include:
ICAS assessments in English, science and mathematics.
Tournament of Minds; CGGS represented the ACT at the national level.
GATEWAYS; CGGS represented the ACT at a national level.
Maths Olympiads.
Maths Challenge Series.
Incursions and Excursions Program
All students participated in incursions and excursions which were organised specifically to support and
enhance their Units of Inquiry or other specialist areas in the classroom. These included visits to national
monuments and institutions and local sites of environmental, scientific, social or historical significance.
All classes had the benefit of a raft of expert guest speakers, many of whom are from the parent body
but also eminent people in the community who were willing to share their knowledge, experience and
expertise. Some speakers attended and spoke at whole school assemblies including former students,
patrons of charitable organisations and Senior School students.
ICT/Technology Enhancement Program
Used as an integral teaching tool, the Junior School has interactive whiteboards. This technology has also
been installed in specialist areas, such as the French room, art room, music rooms and the Library. At the
end of the year, the Year 5 and 6 classrooms along with the art room were upgraded with LCD screens
connected to staff iPads through Apple TV. The additional classroom had an interactive LCD screen
installed.
All classes had regular weekly access to the Computer Laboratory where there are 25 computers, with
additional computers in the Library and in a number of classroom pods for sharing. A set of 78 netbook
computers are stored in the Library specifically for student use and easy access for classes located at the
first floor level. In 2013, classes at the ground level had a half class set of netbooks in every pod, shared
by the adjacent two classes. This resulted in greater flexibility and access for all students and teachers in
the Junior School.
Each teacher and class has a digital camera to record class events and every class teacher recorded a
class documentary over the year. The DVD produced provided an overview of a typical week in the life
of the class with further highlights from other significant events, such as camp, concerts and special
assemblies. All parents received a copy of their child’s ClassMovie.
39
Students in Year 6 were offered the opportunity to Bring Your Own Device (BYOD) to school in second
semester in readiness for Exhibition. The resulting Exhibition saw presentations by students using a
range of technologies and applications. Students who did not have their own device could use school
netbooks. The BYOD initiative was so successful, it will be implemented in all Year 5 and 6 from 2014.
Optional breakfast ICT sessions were held on Fridays where staff could take their laptop and learn new
skills largely based on web based applications.
Two Junior School staff members presented at the annual Interactive Whiteboard Conference.
Phonic Ear Technology/Sound Field Distribution
Classrooms are auditory and verbal-based places where the instructions and teaching is predominantly
verbal and therefore requires optimum speech to noise ratios to be effective. This technology introduces
“sound field amplification” which allows teachers to speak in a normal voice wherever they are within
the classroom. To each child it will be as if the teacher is right beside him or her.
The research results for this technology have been exceptional. There are many benefits, not only to
those children identified with Central Auditory Processing difficulties, but for all children, as this will
minimise the impact of fluctuating, conducive hearing losses and short concentration spans particular
to young learners.
It is a goal that the School increase the number of classrooms with this technology over time as budgets
allow. Nine Junior Primary classrooms have had this technology installed following the support from the
Parents and Friends Association.
Student Leadership
Clear role descriptions and processes for application and selection ensure a transparent and fair election
of student leaders. In 2013 the Junior School leadership positions included;
Head Girl.
Deputy Head Girl.
Chapel Captain.
Library Captain.
Environment Captain.
Sports Captain.
Music Captain.
Art Captain.
Burrawi Captain.
Safe School Captain.
Publicity and Communications Captain.
Eight House Captains.
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In addition, the following are elected each term:
Class Captain (one per class in Year 3 to 6).
Deputy Class Captain (one per class in Year 3 to 6).
Class Sports Captain (one per class in Year 3 to 6).
Class Deputy Sports Captain (one per class in Years 3 to 6).
A number of leadership groups are available for students to join. They are led by the captain/s of the
various areas and are mentored by a teacher. All students in Year 6 are encouraged to join a committee.
Committees include:
Environment Committee.
Four House Committees.
Burrawi Committee.
Art Committee.
Publicity Committee.
Chapel Committee.
Safe School Committee.
Leadership Training
All Year 6 students undertake a full day Leadership Conference in the first week of the school year. This
builds on the many other parts of the program in the Junior School and prepares them well for the year
ahead. Towards the end of the school year, Senior students have a comprehensive program that focuses
on a review of their leadership and preparation for transition to Senior School. Leadership is not an
isolated program in the Junior School but opportunities are integrated throughout every year level and
in our pastoral and academic programs.
Student Representative Council (SRC)
The SRC continued to be a thriving forum for discussion and proactive work by those students on the
Council. The SRC draws on our students from Years 3 to 6 and meets weekly with the Head of Junior
School, who is the designated teacher mentor. The SRC discusses a range of issues that come from weekly
class meetings. Issues raised included matters concerning uniform and the playground and ideas for
social service.
Each class sends a representative to the weekly meetings, usually the Class Captain. Class Captains and
Deputy Class Captains are elected by their class for the period of one term. The Head Girl and Deputy
chaired the meetings, took minutes and distributed SRC minutes. The weekly Class meetings were
chaired by the Class Captains and enabled information and ideas to be gathered or advised before or
after the SRC meetings.
41
The Head Girls meet weekly with the Head of Junior School to talk about SRC and other matters and to
review the minutes.
Buddies
Years 4 and 5 students took on the role of mentors and buddies to younger children in the Junior Primary
and ELC sections of the School, in both informal and formal settings. This structure formed an integral
part of the Pastoral Care Program. The more formal Better Buddies Program is an integral part of the
Pastoral Care Program in Year 5 and Prep.
Peer Mediation
The Peer Mediation Program began as a volunteer program in 2007 for Year 6 students who wanted to
assist the Junior Primary students with issues on the playground. It became such a success that in 2014
it will become a requirement for all Year 6 students to participate in the program as part of their service
to the School. The Safe School Captain and Deputy Head Girl attend the Senior School’s Safe School
Committee, which encourages a positive and safe school community environment. Peer Mediators
undergo training by the School Counsellor and they learn listening skills and problem solving skills. Most
Year 6 students clearly remember “being helped by a Peer Mediator” in their earlier years.
At lunchtimes, a number of senior students wear the Peer Mediator red sashes in the playground to
assist with minor playground issues without adult intervention. The peer mediators implement the
strategies they have learned in conflict resolution and support. It is particularly beneficial in building
relationships between older and younger students and in promoting the School as a safe and supportive
community. Peer mediation has become part of the Junior School culture.
Charity Support
Students and staff supported a number of charities through fundraising and other efforts, which are
advocated by the SRC:
Canberra Sunshine Academy (CSA).
Indigenous Literacy Foundation.
Buk Bilong Pikinini.
Tikundane NGO.
Woden RSL.
The Yellow Van.
Yalari.
Diabetes Foundation.
Sudden Infant Death Syndrome (SIDS and Kids ACT).
RSPCA.
Brain Tumour Alliance Australia.
Unicef and International Women’s Day.
42
Galilee Foster Care.
Nearly $18000 was donated to various charities and the Junior School sent goods to Anglicare and the
Canberra Sunshine Academy in Kenya.
A continuing relationship with Global School Partners and the CSA resulted in major projects being
undertaken at the CSA in Kenya, including the fit-out of additional permanent classrooms, electricity and
another water tank. More than 20 students at CSA are sponsored by families at CGGS and in 2013 the
whole CGGS community endeavoured to prepare individual gifts for the students and staff at CSA. These
gifts, along with stationery, sporting goods and another donations, will be shipped via container early in
2014 in time for a service trip to the School by 16 students in the Senior School and two staff members,
including the Head of Junior School.
Waste Wise and Recycling School Program
The Junior School continues to be part of the Australian Sustainable Schools Initiative.
A group of students from Years 3 to 6 were involved in the Waste Busters Club which met weekly after
school in Term 3 and early in Term 4 to produce items such as lavender bags, paper bead bracelets from
recycled scrap and a variety of other items. These were sold at the Waste Busters Stall at the annual
school fete.
A Junior School vegetable garden thrives under the care of a gardening group, the Green Thumbs Club.
Compostable waste from the student lunches was used to boost the quality of the garden. The proceeds
of the garden are donated to Anglicare. Careful recycling through a triple-bin system is implemented in
the Junior School and students are rewarded when demonstrating waste-wise behaviour in the
playground.
In 2013, the Junior School continued the No Waste Wednesday initiative. All students were encouraged
to bring their school lunches in either a recyclable container or wrapped in kitchen paper and the School
Canteen supported this with further initiatives. There was regular promotion of the Waste Wise message
in school assemblies and class meetings.
The Environment Committee, under the leadership of the Environment Captain, are active in the
promotion of initiatives to encourage waste-wise behaviours and environmental messages, supporting
projects such as Clean Up Australia and Earth Hour for instance.
House Activities
The development of the House Program continued in 2013. Two House Captains from each House are
supported by two teacher mentors (House Coordinators), one from the Junior Primary and one from the
Primary Years for each House.
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The Junior School House Activities include:
House Performance Assemblies.
House Breakfasts.
House Carnivals in Athletics, Swimming and Cross Country.
House Choral Competition.
House points for exceptional work.
House Colours.
House Public Speaking Competition.
House Soccer and Netball Competitions.
House French Competition.
House Fundraising activities.
Speaker Program
A range of speakers were invited to speak at assemblies or Year or stage level groups. These speakers
include local politicians, representatives from various charities, such as World Vision, experts in a variety
of fields, the AFP, Old Grammarians, Senior School leaders and more. There were various other times
when students were taken to events to represent the School, such as to the War Memorial for the
commemoration of HMAS Perth and the Battle of the Sunda Strait.
Pastoral Care
The Junior School has strong emphasis on pastoral care and the development of civically and ethically
aware global citizens who have a sense of social justice. While much of this development is built into the
classroom curriculum program, other opportunities and experiences are provided to enhance this
development. Pastoral care is interwoven into the very fabric of the Junior School and is seen as a
collaborative partnership between students, parents and staff. We strive to create a community where
students feel safe, valued, connected, have a strong sense of belonging and of being valued and listened
to. These elements provide an essential platform for the individual growth and success of each student.
CGGS is committed to providing a learning environment in which all of its students feel safe, valued and
supported and where bullying is not tolerated. All members of the community are required to honour
and support this commitment. Prevention strategies are our focus and we provide consistent
communication and education to parents and students.
CGGS has more than 30 students with a parent working for the Defence Department. The introduction
of a Defence School Transition Aide (DSTA) in 2013 enhanced the pastoral care support for students with
parents who are part of the Defence Forces, particularly if that parent is on deployment or if the family
was on a posting. The DSTA is an integral member of the pastoral care team at the Junior School.
44
KidsMatter
The Junior School and the ELC has implemented the ‘Kids Matter Framework’ to enhance the structure
of the pastoral care program and ensure a cohesive approach. As a foundation member of the
KidsMatter initiative CGGS is at the forefront of student well-being and mental health.
The manner in which both the ELC and Junior School address the components of the Kids Matter
initiative is outlined below.
A Positive School Community.
o Parent representatives for all classes with a clear role description.
o Extended leadership opportunities for students.
o Peer mediators.
o Better Buddies.
o Parent skills database.
o Bilingual and mother tongue literature in the Library.
Social and Emotional Learning.
o Sequential early learning to Year 12 Pastoral Care Program.
o Sequential Year 1-6 Outdoor Education Program.
o Staff professional development.
o Resources to support staff.
o Quality Start Week.
o Increased face to face teacher time for class teachers.
o The Primary Years Programme Learner Profile.
o The Friends Program for Year 4 and Pals Program for Pre-Prep.
Parenting Support and Education.
o Parent Resource Library.
o Parent noticeboards.
o Articles from the Junior School Counsellor in the newsletter.
o Presentations by speakers for parents.
Early Intervention for children at risk.
o Professional development for staff to assist in identification of student at risk.
o Junior School Counsellor assisting families.
o Formalised referral process.
o Expansion of referral contacts in the ACT.
o Speech pathologists and other allied professionals working in the School.
o Promotion of mental health awareness through various communication methods.
45
Library Resource Centre
The Junior School Library continues to provide for outstanding teaching and learning with its many
teaching spaces, improved access to the collection and integrated ICT laboratory and a large interactive
whiteboard. It is also a fine, central venue for meetings, curriculum evenings, guest speakers, staff
professional development and social functions. It provides a spacious and attractive venue supporting
the literature and information needs of the School community. The open plan structure of the Library
and incorporated ICT facility provide for flexible use to accommodate one large group or numerous
classes. ICT applications are also supported by additional computers in the Library, netbooks available
for use in classrooms and a permanent data projector and screen for staff and student use.
The layout allows for groups of up to 100 students to meet and hear from a variety of guest speakers
with expertise related to their units of study.
The Library and the computer laboratory are open at lunchtime each day for all students from
Preparatory to Year 6. Student numbers vary from 50 to 100, depending on the weather and the other
activities that occur at lunchtimes. Students use this time to borrow, read and research. The 12 Library
computers are available for completing class tasks, accessing certain sites and for the use of open ended
creative software.
Student Monitors from Year 6 assist each lunchtime in running the Library and supervising the loan of
board and quiz games. Along with the Library Captain, forty students take on these responsibilities
throughout the year.
Exchange Program with CGS
The exchange program with Canberra Grammar School included opportunities for students at all levels
(Preparatory to Year 6) to join with their corresponding Year level. Students took part in two cross-
campus exchange visits with Canberra Grammar School, one at each school, allowing for each school to
host their Year level and to visit the other school. This is of particular significance as it allows the Junior
Primary to become familiar with environments and peers that they may encounter as they enter into
their primary years of education at Year 3. The children relish the opportunity to visit their peers and
enjoy meeting new students. Over the course of the year new friendships are initiated. These exchange
days have proved very popular with students, staff and parents. The focus of each visit is decided by the
staff from both schools. To culminate the exchange program the Year 6 students enjoyed an additional
social session in the form of a disco hosted by CGGS.
Transition
Transition into school at whatever level is very important. There are a number of specific orientation
sessions for new students entering the School at the major entry points of the ELC, Preparatory and Year
3. Students entering the school in classes other than the ELC, Preparatory or Year 3 are encouraged to
46
spend a day at school in the term prior to commencement. Ample time for subsequent visits, school
tours and personal meetings with the Head of Junior School and/or Directors is made available.
Early Learning Centre
Saturday morning orientation sessions in November prior to the commencement year.
Modified program in Week 1 of Term 1.
Information Evening for new parents in November.
Visiting opportunities.
Information Evening for ELC parents in February.
Preparatory
Two orientation sessions for students prior to the commencement year.
Modified program in Week 1 of Term 1.
Information evening for parents in November.
Welcome morning tea for parents.
Information session for parents in Week 1 of Term 1.
Year 3
Information evening for new parents in November.
Information session for parents in February.
Orientation day in November prior to commencement. Year 2 girls act as hosts to those students
entering from other schools. They are responsible for taking their future peers on a tour of the
Junior School and leading mixed school teams in activities aimed towards school familiarisation.
Year 7
Year 6 students are also well prepared for their transition into Year 7. They participate in the Senior
School Experience Day program which includes Familiarisation Day and Testing Day. All students
progressing to Year 7 at CGGS spend a day at Senior School in December, meet with students who will
be new the following year and join in a special program taken by Senior School staff. This day allayes
many anxieties as the students meet with the Head of Senior School and Year 7 tutors and experience
the carefully planned program of activities.
Outdoor Education Program
The Outdoor Education Program provides an increasingly independent outdoor education experience for
students in Year 1 to 6. Each camp is attended by class teachers and at least one of the executive staff as
well as other available staff as required.
Year 1 had a “camp” day at the local park adjoining the Scout Hall.
Year 2 had a day of outdoor education activities at Birragai Camp followed by a sleepover in the
JS Library.
47
Year 3 had a one night/two-day camp at Warrambui, Murumbateman.
Year 4 had a 2 night/3 day camp at Borambola, Wagga Wagga.
Year 5 had a 2 night/3-day “winter experience” at Cooba, Jindabyne.
Year 6 had a 3 night/4 day camp at Collaroy, Sydney.
Strings Program
Students in Year 3, unless they already play, undertake a term of beginner string instruction in small
groups.
In the ELC and Junior School students all prepare performances as well as follow a carefully structured
and sequential program. They have all performed in the following events and activities:
Learning Journeys.
Godparents’, Grandparents’ and Grand Friends’ Day.
Assemblies.
Presentation Day.
Year Level Concerts.
Solo Concerts.
During the year, apart from community performances and official school functions, the Performing Arts
Department was integral in organising Year Level Concerts – Junior Primary, Year 3, Year 4, Year 5 and
Year 6; Annual Concert, Spring Concerts, the musical, the ELC Christmas Concert and the Junior Primary
Christmas Concert.
Of the five strands of music in the curriculum, two strands are performance based. As such, in the Junior
School importance is placed on giving students as many opportunities to perform as possible.
Performance also encompasses all 12 of the core attitudes of: appreciation, commitment, confidence,
cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.
Whist students are constantly performing in class lessons, the co-curricular and instrumental programs
offered in addition to the core curriculum give far more performance opportunities to the students.
Rostrum
Participation in Rostrum is one of the many opportunities our students have to develop public speaking
skills at a young age. As students move into the Senior School they are able to apply these skills for oral
presentation, the Voice of Youth competition or as members of debating teams. The Junior School is
member of a network of 90 schools in the ACT and NSW region participating in the Rostrum Primary
School Public Speaking Competition. All our Year 6 students prepare speeches at a class level. Finalists
are selected to compete for the Rostrum shield. Each year the Junior School hosts one of the semi-finals
giving some of our students the chance to take on official tasks such as Chair and Timekeeper for the
evening event. Students in Year 5 are involved in an internal competition for the Year 5 trophy. Some
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Year 4 classes encourage students to participate in a modified competition as preparation for Years 5 and
6. There is also an annual House Public Speaking competition.
CO-CURRICULAR ACTIVITIES
Performing Arts
As always the level of commitment to the performing arts at CGGS has been extremely high during 2013.
There are many students who have had tuition in a wide range of musical instruments and dance and
these students have performed at many school events, competitions and events in the community.
The Music Captain took on the role with increasing confidence, presenting at assemblies and acting as
spokesperson at musical evenings. Leadership in the performing arts includes captains and deputy
captains for all ensembles. There are many ensembles including Minisingers, Cantantes, Cora Da Camera
and Les Petites Chanteuse, Concert Band, String Orchestra, Celtic Club, Percussion Ensemble, and Drama
Club. These groups are used in leadership roles when performing at various school functions, for example
the CGGS Fete, Open Days, and Chapel services.
There are close to 200 students in the Junior School who learn one or more musical instruments in the
school and 310 students involved in ensembles. This equates to more than 50% of students in Years 3-6
and 35% of students in Junior Primary. In addition the majority of students in Year 3 participated in the
Year 3 strings program, others were in the Year 4 woodwind program and in the Year 5 brass program as
part of the School’s band development initiative.
Sport
Junior School students have the opportunity to be considered for the ACT Primary Schools Sports
Association representative teams through the School Sport ACT pathways. As a result many have
represented the district in various sports at the ACT Primary School Sports Association competitions.
Students were selected to represent the ACT in Swimming, Athletics and Cross Country.
In co-curricular sport there is a high level of participation. Teams are formed in a number of sports and
entered in local weekend competitions reinforcing skills in teamwork, sportsmanship and leadership.
The Junior School has close to 400 individual students participating in five different sports, many playing
in multiple sports; basketball, hockey, soccer, netball and softball as well as modified versions of the
major games.
The school also has a gymnastics club and a number of students have private tennis tuition at the school
during lunchtimes. The School runs three major carnivals in Athletics, Swimming and Cross Country. The
School also enters teams in snowsports and equestrian and also entered teams in the Cricket T20 Milo
Blast Cup and Sue Geh Basketball Cup.
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Approximate number of students participating in 2013 co-curricular sport:
Netball 89 (Winter) 88 (Summer)
Hockey 25 (Winter) 22 (Summer)
Soccer 89 (Winter)
Basketball 69 (Winter) 80 (Summer)
Softball 20 (Summer)
Gymnastics Squad of approximately 45 to final team of 16 for the competition
Snowsports 13
Clubs
The CGGS Junior School offers a vast array of out of school activities that all add value to the school
experience. Activities included:
Art Club – is supported by the JS art specialist. Students participated in one afternoon after
school for a semester. Students completed public works for the Junior School.
Boys Club – operated each week and catered for the Year 1 and 2 boys. The group had lots of fun
and engaged in activities ranging from creative, ICT or sporting. Boys’ Club allows the boys to
build bonds and celebrate their gender in a nurturing environment.
Chess Club - offered by an outside provider.
Chinese (Mandarin) - offered by an outside provider.
Computer Animation – weekly after school. This club offered students in Years 5 and 6 the
opportunity to review, plan and create a short stop-motion film. Digital cameras and software
packages were used to create the film.
Construction Club – weekly after school for students in Prep to Year 2. A wide variety of
construction materials, such as K’NEX, Mobilo and Duplo are available to the students and they
enjoy interacting and building items of interest in multi-aged groups. The club enables out
younger students to have access to this equipment for longer periods than the school day allows
thus increasing their opportunity for imaginative play.
Craft Club – weekly after school for Years 3-6. This club engaged students who were keen to
work on small projects over time. These projects were negotiated with the staff who facilitated
the group.
Debating – intensive instruction and planning throughout the seasons of competition for Year 6.
Teams of interested students trained and competed in two ACT competitions; the Forde
Competition (for Years 6 to 8) and the Crime Prevention Competition.
Drama Club (Year 5 and 6) – weekly after school for Semester 1. A group of teachers and students
from Years 5 and 6 worked together to produce the Junior School Musical. Students chose to
either act or to work as back stage crew members. Behind the scenes, many others, including a
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team of parents on the costume committee made costumes and planned make up. The Drama
Club offered three performances at the end of Semester 1 in the Senior School Hall.
Dance – offered by an outside provider.
Green Thumbs Club – weekly after school for three terms for Years 3 and 4.
Gymnastics Club – twice weekly at lunchtimes in the term leading up to competition.
Homework Helper Club – weekly after school. The students are encouraged to prioritise their
tasks and complete set work accessing assistance as required. They benefit from the experienced
guidance and some peer tutoring. Two Learning Support teachers and one classroom teacher in
the Junior School offer Homework Helper Club as a co-curricular opportunity.
Recorder Club – weekly after school.
Science Club – weekly after school for Years 3 and 4. Science Club is an informal and enjoyable
club where students who have a talent for or interest in Science participate in activities to further
their knowledge and enjoyment of this subject. Most of the activities explored the senses and
three groups were fortunate to make use of the Senior School facilities in one of the science
laboratories. Students thoroughly enjoy the hands-on experiments and positive feedback has
been received from both students and parents alike.
Tennis - offered by an outside provider.
Tournament of Minds – students in multi-aged groups from Years 4 to 6 form teams to compete
in this competition. Working together they develop their problem solving, collaborative and
creative skills. Three CGGS teams won the South Canberra division and progressed to the ACT
finals. The Language Literature team won their division and represented the ACT at the
Australasian Pacific Finals here in Canberra. These groups worked intensively for five weeks
before the initial competition and those teams progressing to the ACT finals and subsequent
national final undertook many additional hours in preparation.
Waste Busters Club – weekly in the weeks leading up to the CGGS Fete.
Staff Professional Development
Professional development (PD) is an integral part of the overall learning culture at CGGS. Staff are
required to participate in School professional development days. There are also opportunities for staff
to engage in other professional development activities. Each year the professional development needs
of the School are reviewed and annual goals established. All staff will also undergo professional
enrichment under the guidance of an appointed Staff Enrichment Leader within the Staff Enrichment
Program.
During 2013 there were more than 100 PD activities undertaken. Staff are also involved in local and
national networks and associations to support their professional learning such as the ACT PYP Network,
Independent Schools’ networks, ALEA, Early Childhood Networks and IPSHA groups. A sample of the
range of PD undertaken by staff in the Junior School and ELC is listed below:
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Primary Years Programme
IBO Conference- Kuala Lumpur.
PYP Workshop: Making the PYP Happen in the Classroom.
PYP Workshop: the Exhibition.
PYP Workshop: The Learning Environment and Inquiry.
PYP Workshop: The Role of Arts.
PYP Workshop: The Role of the Coordinator.
PYP Workshop: To lead an inquiry workshop.
PYP Workshop: PE and the PYP.
PYP Induction Workshop.
Conferences
National Quality Framework Conference.
10th National Interactive Teaching and Learning Conference.
4Th Cultures of Thinking Conference.
8th Annual AIM Conference.
SPELD NSW Conference.
Safety
Workplace First Aid.
Fire Warden Training.
Teacher of Swimming Water Safety.
CAASC Community Coach Training Program.
Food Safety Supervisor Certificate.
Student Support
Individual and small group teaching of students with dyslexia.
Mathematically rich tasks to develop engagement, thinking, reasoning and understanding.
Curriculum Support
Making Thinking Visible- Harvard University.
Becoming a Reflective Educator.
Assisting Struggling Readers.
Inquiry and the Australian Maths Curriculum.
Leadership
Educational Leadership Forum.
Thinking psycho-analytically in practice and in everyday life.
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IPSHA professional development.