The Principal outlines the School’s updated Smart Devices Policy and our commitment to digital wellbeing through clear and consistent smart device expectations across the School.
The school year is filled with opportunities for families to engage and build lasting connections within our community. From the Welcome Morning Tea for new families on the first day of school to this week’s Meet the Teacher evening, we wholeheartedly embrace and celebrate the strong sense of belonging that defines Camberwell Girls Grammar School.
The Welcome Morning Tea provided a relaxed and inviting atmosphere, allowing new parents to meet one another, interact with key members of our school team, and begin forming the relationships that are integral to school life. Starting at a new school brings both excitement and uncertainty, and this event offered a supportive space for conversation, questions, and shared experiences. Parents left feeling informed, reassured, and connected from the outset. Easy-flowing conversations over morning tea paved the way for new friendships, with familiar faces soon emerging in the crowd.
I was pleased to attend the first PFA meeting of the year with our Principal, Mrs Dunwoody. The dedication and enthusiasm of the PFA play a vital role in fostering connections and supporting families throughout the school community. We are deeply grateful for all that they do to enhance school life and strengthen the spirit of Camberwell Girls Grammar School.
The Meet the Teacher evening was another valuable occasion for families to engage directly with staff, learn about classroom routines, expectations, and the learning goals for the year. Families appreciated the opportunity to ask questions, gain insights into their child’s educational journey, and build supportive relationships with teachers. The collaborative spirit of the evening underscored our shared commitment to nurturing every student’s growth and success.
Looking ahead, the Junior School Twilight Picnic on Friday, 27 February, promises another fantastic chance for families to connect, unwind, and enjoy the vibrant spirit of our community. All families are encouraged to join us for an enjoyable evening.
At Camberwell Girls, we believe education is a partnership between school and home. By fostering open communication and connection early in the year, we lay the groundwork for a positive and collaborative journey ahead. We look forward to sharing many meaningful moments together throughout the school year.
Kellie Morgan
Head of Junior School
As we begin our EL3 year together, we focus on developing a strong sense of belonging and connection to our new peers, teachers, families and communities. EL3 marks the beginning of many families’ journey at Camberwell Girls’ Grammar School and prioritises building secure relationships with each other and the school. Our first few weeks of Term 1 incorporated transition interviews with all families, staggered orientation sessions, meeting specialist teachers along with Early Learning staff, and a commitment to getting to know each other to contribute to a strong foundation that will support the year ahead, as well as many years to come at CCGS.
Families were also invited to share moments from their summer through photos, drawings, little treasures, or written highlights to share with each other. Children observing and sharing these artefacts alongside family photos in their new kindergarten environment has also supported their sense of belonging and viewing EL3 as a familiar, welcoming and warm learning environment.
As we progress through the coming year, we will continue to prioritise relational pedagogy and maintain a commitment to the research-confirmed understanding that strong relationships enhance children’s ability to confidently explore their learning environments, express themselves, challenge their learning and become successful lifelong learners.
Eva Szymanski and Jacqui Laird
EL3 Teachers
Year 6 has begun the year by exploring energy transitions and transformations. In the first week of school, students took part in an incursion run by the State Electricity Commission (SEC), where they learned how advances in technology have improved the efficiency and capability of renewable energy sources, and how these changes affect our daily lives. They also discussed the challenges involved in transitioning to renewable energy and achieving Australia’s national net-zero emissions target by 2045.
In Week 2, Year 6 visited CERES, where they spent the day participating in hands-on activities to deepen their understanding of renewable energy.
“We learnt about how non-renewable energy is bad for the environment because it releases too much carbon dioxide into the atmosphere. Renewable energy is better for the environment because it doesn’t release carbon dioxide into the atmosphere. We got to test solar, wind, and hydro energy, which is renewable energy. Later, we got a tour of some of the CERES buildings. There was a house that had no heating or cooling, and instead they used insulation. Overall, this excursion was a fantastic experience, and a great way to learn more about energy.”
– Akira
“We went down to CERES to learn about renewable energy and about being sustainable. Did you know that brown coal is predominately found in Victoria? We did a simulation of how plants, animals and miners create a circle of ongoing carbon dioxide in the atmosphere. We were taught that the carbon dioxide in the air was acting like a “snuggly blanket” trapping heat around our earth. This made our earth hot causing global warming. CERES was built over a landfill and was then created into a community garden, welcoming everyone to plant, learn about sustainability and even just enjoy a walk around the greenery in the area.”
– Olive
“CERES is an educational yet fun place where we learnt about sustainability and renewable energy. The instructors talked about Earth’s past and how fossil fuels are formed. They mentioned how Earth was a million years ago and how burning fossil fuels have caused global warming. We also learnt about the different types of renewable energy like solar photovoltaic, solar thermal, hydroelectricity, and wind. We experimented different ways to replace fossil fuels so we can create a more sustainable environment. Walking around CERES, learning about its history, studying the way we could create buildings by reusing materials and learning about insulation was very fascinating. Overall, learning about sustainability and energy at CERES was very informative and enjoyable.”
– Elizabeth
Jasvindar Gill & Margaret Hall
Year 6 Classroom Teachers
On Wednesday, 11 February, Year 6 students were formally inducted into their 2026 leadership roles. Family and friends joined the students in a ceremony at St Mark’s Church, where the girls stepped forward with pride to accept the responsibility of leading our Junior School community.
In the lead-up to the ceremony, it has been encouraging to hear the way the students talk about leadership. They already understand that it is far more than a badge or title. They have spoken about service, about listening carefully to others, and about the importance of working as a team. As each student begins her specific leadership role, there is a genuine sense of excitement about the ideas they want to pursue and the difference they hope to make.
We look forward to supporting our Year 6 leaders and to seeing the positive impact they will have in shaping a strong, connected, and generous Junior School community throughout 2026.
Jasvindar Gill & Margaret Hall
Year 6 Classroom Teachers
This week we held our first House event for 2026 the Year 3-6 House Swimming! All Year 3-6 students attended to swim for their house, cheer on their peers, and hopefully come away with the winning House Cup!
Students had the opportunity to swim freestyle, backstroke, butterfly or breaststroke in a 25m race. It was wonderful to see so many students having a go in support of their House.
Year 3 enjoyed participating in their first House Swimming Carnival, and it was fantastic to see a large proportion of the class swimming in multiple races. A special mention to Elliana B, Audrey Y, Agnes Y and Clare L who in multiple 50 races and fought it out for 1st, 2nd and 3rd on multiple occasions. It was great to see such competition at the younger year levels.
Our Year 4 cohort also represented well in the pool. Most students swam in multiple races, which demonstrates fantastic commitment to their House and a great effort to earn house points for the day. A special mention to Emilia Z, Ruby L, Aileen L and Chelsea G, who swam freestyle, backstroke, breaststroke and butterfly, and placed in the top three in all four strokes. Congratulations to Emilia Z, who won all four of her races and earned many points for Singleton.
Our Year 5 cohort were next to get in the pool, and we saw a great deal of healthy competition. A special mention goes to Joann K and Yolanda M who participated in two 50m races and 2 25m races for their houses. We had three students who took on the challenge of swimming 50m in all four strokes, battling it out for 1st, 2nd and 3rd, a great effort by Caroline C, Charlotte G, and Alice D.
Our strongest year level for participation goes to Year 6, which saw strong competition across the board in all events. Singleton House was incredibly well represented with Nicole L winning three 1st places, Emma B winning four 1st, Amelia L winning two 1st and one 2nd place, and Olivia C winning two 1st, one 2nd and one 3rd place. What an achievement for Singleton House, that’s a total of 51 points from just four swimmers!
This event serves as time trials for selection for our District Swimming team, who will be representing CGGS at the upcoming North Balwyn District Swimming Carnival. Congratulations to the following students who made the team:
Nicole L, Emma B, Amelia C, Rose D, Elizabeth Z, Olivia C, Isabelle G, Alice D, Charlotte G, Emilia Z, Ruby L, Aileen L, Yolanda M, Chelsea G
We wish the District Swimming all the very best and look forward to hearing their results.
Kim James
Head of Health, Physical Education and Sport (JS)
During the summer holidays, Elsa L (6H) participated in the University of Melbourne Chamber Music Academy’s 2026 Summer Intensive Program as a member of a Junior String Quartet. This program is designed to cultivate a deep appreciation for chamber music while supporting talented young musicians as they collaborate, refine their skills, and work toward shared artistic goals. Across five days of intensive rehearsals, the quartet developed their ensemble skills and prepared diligently for their final performance. They quickly established a strong sense of camaraderie and approached their rehearsals with dedication and focus.
The program concluded with a formal performance at Government House on Australia Day, providing a truly special and memorable experience for the students involved. The young musicians demonstrated both commitment and enthusiasm throughout the rehearsal period and clearly took great joy in performing together.
Kate Savige and Rohan Mack
Directors of Music
The Principal outlines the School’s updated Smart Devices Policy and our commitment to digital wellbeing through clear and consistent smart device expectations across the School.
The term is in full stride, with students embracing academic challenge, cultural celebration, service, House spirit and sporting excellence across a vibrant start to 2026.
A strong sense of belonging and participation has shaped the start of term, as students embrace leadership, learning, House spirit and opportunities to grow across the Junior School.
