Junior School


Junior School

July 17, 2020

A big WELCOME to new Foundation – Year 6 students!

I would like to congratulate our new students who have settled in very well this week, and have all adapted commendably to our remote learning program. I know our Junior School administrative team and class teachers have made them feel welcome for the start of Term 3. I encourage our current students in the year levels below, to extend a warm Ormiston welcome to these students online. Our new students are:

Year 4
Zihan Li – Year 4G
Amy Qi – Year 4C

Year 5
Alexia Stuart-Adams – Year 5S

Year 6
Isabelle Santoso – Year 6R



Helping Foundation – Year 6 Students with Remote Learning

From observations made with our Term 2 remote learning program, we encourage parents to help their child in different ways. Here are some ideas: 

Brain Break
It is important for family members to take a break during a day of remote learning. Try to ensure everyone in the family has a proper breakfast and lunch and no students should be online all day or submitting schoolwork late in the afternoon or evening.

Create an Effective Workspace
Each day parents could help their child ensure they have everything they need before they begin their day of schoolwork. It is also helpful to have your child’s workspace in a part of your home that is readily accessible by parents.

Listen to Feedback
It is helpful for students to carefully read their teachers’ feedback to know what they did well and tips for working towards their next learning goal. Regular Zoom meetings are good to check-in with teachers and for students to ask questions about their learning.



Co-Curricular Activities for Remote Learning Program

Here are the co-curricular activities for Term 3:

Synchronous Zoom Sessions                                                   

Year 3 & 4 Book Club /Monday 3.30pm – 4.00pm

Year 5 & 6 Book Club /Monday 3.30pm – 4.00pm

Year 5 & 6 STEM Challenge /Wednesday 3.30pm – 4.00pm

Year 2 – 6 STEAM Ahead /Thursday 3.30pm – 4.00pm

Foundation – Year 6 Ormiston Active /Monday, Tuesday & Thursday 3.30pm -4.00pm


Asynchronous Video Sessions

Year 2 Art Club /Tuesday 3.30pm – 4.00pm

Year 2 – 6 Netball /Videos distributed every Monday on Seesaw

Please contact Vicki Ibbott juniorcoordinator@cggs.vic.edu.aufor further details.



Foundation – Year 6 Units of Inquiry

I would like to share with all families each year level’s Unit of Inquiry for Term 3:

Foundation –What’s it made of? and How can we be safe and healthy?

Year 1 –How does it move?

Year 2 –How can looking at the past help us to understand the present?

Year 3 –What natural and human characteristics make Australia unique?

Year 4 –How do ecosystems support life on Earth?

Year 5 –How can informed choices help to create a sustainable world?

Year 6 – How has migration impacted the lives of people in Australia today?



Year 6 – Online Sustainable Inventions Exhibition

As part of the Year 6 inquiry question: ‘How can we use energy in a sustainable way? The students applied their knowledge of energy sources and electrical circuits to create their own working model or plan of a sustainable system that could be used in their everyday lives. They had hoped to be able to share their outstanding ideas and working prototypes with you in person, however in these uncertain times, we have adapted and created an online exhibition for you to explore.

We invite you to view the Year 6 Sustainable Inventions on the following link and we would value your feedback on the student’s ideas and inventions. You can do this by adding a comment beneath the video posts.


We hope that you will enjoy viewing these incredible inventions and that you are inspired to use energy sustainably in your daily lives.

Katrina Cheong and Nancy Robottom
Year 6 Class Teachers



Thank You!

I would like to thank all Ormiston families and our Junior School staff for transitioning into remote learning in a very seamless manner this week. If any parents have questions about their child’s learning, I encourage them to contact their child’s class teacher.

I wish all our Ormiston families a restful weekend.


Yours sincerely,

Paul Donohue
Head of Junior School

Connected Community


Connected Community

July 17, 2020

The Parents and Friends Association welcomes all CGGS families to Term 3.

Whether your child is learning remotely or onsite, we wish everyone a safe, productive and happy term. With the current restrictions making it difficult to enjoy our usual social gatherings and events, the Parents and Friends Association will remain a place for community engagement, albeit remotely.

Whether you participate in a Year Level Zoom Catch Up, join a monthly Parents and Friends Association online meeting, have a go at the Weekly PFA Quiz featured in the JS and SS Weekly Updates or connect with us on Facebook, we look forward to being a part of your CGGS journey.

We hope it won’t be long before we can come together once again to celebrate being part of our vibrant CGGS community.

Centenary Merchandise

Camberwell Girls Grammar School have put together a range of Centenary merchandise items to commemorate one of the biggest occasions in the school’s history. These premium items have been custom made for the CGGS community to help commemorate 100 years of educating young women.

Items can be purchased at any time via the Centenary website and will be made available for collection from Senior School Reception. Postage can be arranged for a range of items, however some items such as the Golf Umbrella and Wine Glasses are unable to be posted.

To view the full range and to purchase, please click the button below.





June 26, 2020

Dear Parents,

Having reached the end of Term 2, I would like to thank you for your support and encouragement during the term – one that has been significant for us as a school community, as a country and as a global community.

In my editorial last week, you will have seen a video I included that was a more detailed reflection of our term, and of our growth and development moving forward.

Last week we also held our first Virtual Open Morning that was a mixture of real time interaction as well as pre-recorded components. We have received very good feedback and we will continue to develop this model in addition to the format of our previous Open Mornings.

During the Open Morning presentation, one of our CGGS Vice Captains, Laurya Dang-Nguyen, spoke about her experience at CGGS from Year 7. It was a very heartfelt presentation and I wanted share it with you as it reflects the importance of relationships in our community. Please click on the button below to watch Laurya’s presentation.

To enable us to continue to update parents on school news, activities and events during Term 3, CamNews will return to a fortnightly publication and the current Junior School and Senior School Weekly’s will continue each week.

As we enter the school holidays, an important time for relaxation and renewal as well as a time to prepare for the term ahead, Revd Creed has shared a prayer with us.


Holy God, 

Grant us the child-like trust that we live enfolded in your goodness;

that in every event, every encounter – no matter how disappointing or frustrating or exhausting it may be to us,

You are there: protecting, welcoming, cherishing, refreshing and leading us to you.


We give thanks for the communities in which we work and live and learn;

for the Camberwell Girls community, for each member, so precious in your sight;

May we continue to learn how best to care for each other,

and may we know the joy of our connectedness: past, present and future.

We ask this through Jesus Christ, our Lord.  Amen


Wishing you a happy and safe break. We look forward to welcoming you back on Wednesday 15 July.


With best wishes

Debbie Dunwoody

Senior School


Senior School

June 26, 2020

As the most extraordinary term of my own 33 year teaching career draws to an end, I would like to take the opportunity to sincerely thank all the students, their parents and all our CGGS staff for the incredible display of community that we have witnessed. CGGS is a school with huge heart and where a sense of belonging and connectedness is central to all we undertake with our students. Last week we held our first ever Year 6 into 7 virtual online Information Night and a live streamed virtual Open Morning and this week our first ever virtual VCE Information Night and the list goes on with online firsts in this term. Each of these events has reflected the agility and flexibility of our entire community to adapt.

In 3 separate videos created by Mr Mat Duniam for our Year 6 into 7 Information Night, a number of our youngest Senior School students, the Year 7 cohort, spoke about their experiences and their transition into their new school. As you watch and listen to one of the videos linked below “Moments”, please note these young students had only spent 8 weeks onsite, before moving into remote learning mode and being asked to record their feelings. Their maturity, confidence, passion and gratitude shows just how quickly they have become connected to and are feeling a true sense of belonging to CGGS.

I’m sure like me, at this time in history, you are all proud to say you are members of the CGGS community.

We look forward to seeing your daughters back at school on Wednesday 15 July, when we will welcome 11 new families to the Senior School.

Best wishes to all our Senior School families for a restful, safe and healthy holiday.

Kind Regards,

Cathy Poyser
Deputy Principal / Head of Senior School

2020 CGGS Career Story: My Future by Design

“Growing up is not finite. You will not reach a point where you become something and that’s the end”. With these words of advice from Michelle Obama’s book, Becoming, the 2020 CGGS Career Story: My Future by Design conference commenced for all Year 10 students.

As we continue to explore the positives of the uncertain times we have found ourselves in over recent months, the conference was intentionally designed to be delivered both synchronously and asynchronously. The variety of activities the students were involved in and panels they heard from helped them to begin cultivating their Career Story with the understanding that the conference was about much more than simply ‘what do you want to be when you grow up?’.

Our students were free to explore ideas about what they want to experience in life, what they want to contribute to the world, what are some of their hopes, dreams, goals and ambitions and how they would like to spend their workdays.

Students were fortunate to hear from staff, current students and Old Grammarians about their pathways, opportunities that have altered their direction and the networks they are beginning to develop. The Year 10s enjoyed hearing about how staff “dived into the unknown” (Ren Pennesi) as well as the variety of jobs some of our teachers have held. Staff were honest in their accounts of the skills they learned in their roles before becoming a teacher and how they still apply these skills today. Our students enjoyed hearing from one of our current Year 11 students, Seanna Henricus, as well as Nikki Chen and Eloise Schilling from the Class of 2019. They provided insight into how they have started building their network including their parents, coaches, teachers and contacts they have made through their involvement in programs such as Work Experience. The Year 10 students then began to ponder about who their ‘Board of Directors’ are and how these important people help them to make decisions.

Building on from the World of Work conference in Year 9, our students continued to understand and apply the eight transferable skills which are crucial for success regardless of what their future pathway may hold. With Generation Z expected to have 18 jobs spanning six career areas, these skills – communication, initiative, leadership, teamwork and collaboration, planning and organisation, problem solving, creativity and critical thinking – are essential for long-term job success. At CGGS, students are given a plethora of opportunities to develop these skills and build their confidence in applying them.

As our Year 10 students prepare to make their VCE subject selections, it is important for them to remember the insights they have gained during the conference and to continue designing their future, their Career Story.

Dot Georgiou
Acting Careers Counsellor

VCE Curriculum Evening

On Monday 22 June we began the process of transitioning Year 10 students into VCE for 2021, starting with the delivery of our 2021 VCE Information Evening.

Usually, this process has been undertaken on site but as there is nothing ‘usual’ about life currently, we made the switch to a remote and online mode of delivery.

As part of this, Heads of Department with their teams, curated a VCE Subject Information Padlet, containing a detailed overview of their subject offerings at VCE, including videos, information summary sheets, past testimonials from students and other supportive information.

Administrative information related to the VCE was also recorded and presented by Mr Mark Corrie, our VCE Coordinator, alongside our 2021 VCE Curriculum Guide.

Further to this, as summarised above on Monday 22 and Tuesday 23 of June, the Year 10s undertook a 2020 CGGS Career Story: My Future by Design, which occurred both onsite and also remotely.

Opportunities for students to explore career pathways, transferable skills, hear stories of career journeys and consider themselves and their own learning within this space, were created by Dot Georgiou, Summer Howarth and a generous team of supportive staff.

We are thrilled to be able to support our students in person and virtually and look forward to continuing these journeys in the coming years.

Kate Manners
Deputy Head of Senior School – Teaching and Learning

UN Youth Voice Competition

During June, the following Years 7 – 9 students competed in the UN Youth Voice Competition: Sienna Catalogna, Claire Kim, Ruby Tu, Suwedha Ranjith, Sara Rowland, Salwa Saiba, Madeleine Giagoudakis and Samantha Fan. This competition is more than your average public speaking competition. It consists of two parts – the Pitch and Question Time. In the Pitch, students propose solutions to a given world problem. During Question Time, students answer two questions from the judging panel to defend the feasibility of their solution. The topics for 2020 ranged from considering how Australian cities can adapt to be more sustainable to ensuring the rights of refugees are guaranteed.  This year’s competition was run online, so the experience was a slightly different one to usual, however, each of our girls rose to the challenge. Congratulations to Ruby Tu (Year 7) and Samantha Fan (Year 8) who have advanced to the State Finals which will be held in the first week of the holidays. We wish them all the best for the next stage of the UN Youth Voice Competition!

Dr Charlotte Forwood
Director of Learning Design and Development


The Eucalyptus Tree: Fairy Tale across Cultures

The VCE German class studied the topic of cultural heritage through the lens of German fairy tales. They followed the historical footsteps of the Grimm brothers and read and explored fairy tales from their childhood.  In a creative writing task, the students wrote fairy tales with a modern twist. Via the button below, please read the beautiful tale written by Charlotte Kutey and Annaliese Cossenas, in which they created an inspirational story, drawing from the recent bush fires within an Australian setting. Below is their German version of the fairy tale, followed by an English translation.

The Book Ends

Our Senior book club, The Book Ends, have been reunited with a fresh wave of energy. We have seen so many new faces join the group and in light of the incredibly successful House Reader’s Cup, the reinvigoration in our girls’ passion for reading has been a thrill. With over 20 girls frequenting the club now on a weekly basis, it has been a pleasure to reconnect and share what stories are lighting us up.

The House Readers Cup count is now over 600 books read and reviewed and we are still counting! In addition to the Cup we are also recognising our 5 top CGGS readers of the competition – they will be presented with books of their choice at the end of the term.

Our book club welcomes girls from every year level and our Literature Captains Year 11 students, Ella Barmby and Renee Fong plan activities and chats about book genres and favourite authors and series. We are currently organising 3 genres, fantasy, suspense and romance titles for the girls to select and read the same book to discuss in Term 3.

Book club meets every Wednesday lunchtime in Term 3 in the Hub, Library.

2020 Softball Success!

The summer sport season in Term 1 was one like no other. Deep into the competition, with finals on the horizon, GSV were forced to terminate all weekly sport and the hope of a sixth consecutive finals appearance from a CGGS Softball team disappeared with it. When the season ended, CGGS were number 1 – top of the ladder.

With 5 comfortable wins and one very narrow loss (1 run), the team were playing their best softball in readiness for the finals. Training had become a stage to display both exquisite fielding skills and some power hitting. Using the pitching machine more regularly to hone their batting stance and hitting technique proved to be another powerful weapon in our games. These girls are the total package! Their understanding of the game is extraordinary which enables them to make quick decisions and enact many double plays defensively. They also display quick and effective base running and are able to score runs against every team they play.

They have been a joy to coach, and we feel very privileged to have had Emma Peak and Ella Robinson (Year 10) as our pitching and catching duo for 4 years now, throughout both their Junior and Intermediate years. They have brought a wealth of knowledge and experience and have helped guide their teams to great success. Emma also holds the team record for home runs in a season! We thank them for their commitment, and we hope they will continue to play softball in the senior team next year.

Many of the Year 9 girls in the team are members of the reigning Junior GSV Premiers team and again showed their expertise in both the field and with the bat. A shout out to Isabella Georges on 1stbase and Madeleine Giagoudakis’s tireless effort and movement in Right field was again a formidable partnership. Isabella Tremewen as our alternative pitcher proved to be solid and dependable every single game and has continued to improve her pitching technique. Newcomers Sasha Feldmann and Amy Dingle were incredible with the bat and are quickly learning the nuances of the game. Ella Summers and Lille Osborne once again proved that commitment to training makes an incredible difference to the outcome of a game and finally, Jessica Lim’s power throw from Short Stop to 1st base is always a magnificent sight.

Congratulation’s to the Intermediate Softball team for being crowned the GSV Zone Champions for 2020.

Nareen Robinson and Liza Stevens – Head Coaches
Debbie Dunwoody – No 1 Fan and Unofficial Team Manager

Junior School


Junior School

June 26, 2020


As Head of Junior School, I must say that this Friday brings to an end one of the most demanding and confronting, yet rewarding terms of work that I have ever experienced since beginning my teaching career nearly 30 years ago.

My sincere thanks to all Ormiston families, students and staff members for working through, and taking on board a very challenging situation. Whilst I acknowledge that many families are still going through difficult times, we have come together as a close school community and we should be very proud of what we have achieved together.

Throughout Term 2, I strongly believe our staff and students consistently displayed the CGGS School Values of respect, commitment, integrity, hope and courage and I am confident that these values will continue to shine and develop further in our school community when we unite, for hopefully a more settled Term 3.


Early Learning 3 – Diverse ways of learning

Early Learning staff were thrilled to be reunited with the children once again and it appeared the feeling was mutual seeing the smiles on each of the children’s faces.  It was evident that all concerned were delighted to return to face-to-face learning after a somewhat sudden interruption to their learning environment due to the COVID 19 pandemic.

While classroom play and activities is essential to many aspects of learning for these children, as Educators we then had to quickly reposition our thoughts on how can learning take place off-site with a remote learning device. During this unprecedented time remote learning devices was considered an alternative option regardless of the learning dispositions of these three-year old children where each child still had the opportunity to engage and connect to learning but in a different format.

The uptake of remote learning was mainly reliant on parent partnership and the ability of the parents to take on the teacher’s role. When roles are not negotiated and the vision of teaching is daunting while attending to family needs, running a home with cooking and cleaning, it is indeed a discovery that was achieved with reciprocal relationships to set literacy and fun in learning into practice between the teacher in a school setting and the teacher in the home setting.

Families have had to face their own challenge during COVID19 albeit a time we never want to experience again but certain attributes did arise during this phase such as balance of trust, understanding and mutual respect acknowledging the different ways each family responded to online remote learning.

Through self-reflection I questioned myself – did I aspire to be a polished presenter online or did I continue to be my true self – authentic and relatable to children with familiar connections to prior experiences in EL3 pre lock down. I settled for relatable!

Relating to three-year old children online was an art when unprecedented times called for unprecedented pedagogy.  We have come out on the other end with many hooks to hang our countless learning hats.

These hooks for learning are the many possibilities for teaching. One of the common threads that emerged were the stories and activities that presented many assorted “Bears”.  From going on a Bear Hunt to singing Teddy Bear, Teddy Bear turn-around – our project on Teddy Bears visually emerged.

The Teddy Bears helped the children to transition back to onsite learning by deflecting their emotions onto the Bears. It gave the children an opportunity to express their thoughts and feelings to feel safe and secure.

Jayden’s mum said, “Purple Bear helps Jayden talk about emotions of Anger, sad and happy!”

Eason said, “My Bear’s name is Pan Pan!”

“My Bear is called Robin Hood!” said Azalea and many other children mustered their courage and confidence to talk about their Bears.

I appreciated and recognised families’ literacy practices can vary according to their cultural background.  I saw positives in the richness of their home language and appreciated parents who spoke in their language and did their best to connect to their children and promote the learning competently in their home language.

To this end as a teacher, I am mindful that there is no one way to teach literacies and learning will and can take many forms and shapes at the face of this unique time. I know for sure we need to keep our partnerships strong with our families and communities and can’t help but wonder where the Teddy Bear Project journey will take us.

Ramila Sadikeen
ELC 3 Class Teacher

The Early Learning children are learners with curious minds

The Early Learning children are curious about nature and they’re developing a respect for and love of things from nature. Recently, we engaged in some thinking where the children identified things in our environment that were living or not living and were encouraged to justify their thinking.

Qianqian:“Snails are living because they eat leaves.”

Clara: “Frogs are living because they live in water.”

Sage: “Slugs because they eat leaves.”

Kelly: “Ducks because they are in the water.”

Alex: “Worms and that’s because they live in the soil.”

Madelyn: “Birds are living because birds eat worms.”

Ting Xuan:“Butterflies because they have long tongues so they can taste the flowers.”

Calista and Alex demonstrated their ability to think flexibly and interdependently when they expressed their understandings about how some things were once living but are now not living.

Calista: “Logs are not living.”

Alex: “We need to put logs in the middle because it’s not living but one time it was living.”

Calista: “Dead leaves were once alive. Put that in the middle too.”

June: “Pots are not living because they stay still in the kitchen.”

Alex: “Rugs don’t live and that’s because they don’t move and they just stay on the ground.”

Chloe: “Chairs are not living because they don’t move.”

The children are currently applying this knowledge about what identifies something as living or not living to create a criteria for sorting things in our classroom and garden, into living and not living.

A recent event in the classroom, provided an authentic opportunity for the children to experience how something can be living and then not living. On arrival at school last week, I noticed that one of the fish in our tank had died. I removed the fish from the tank and wrapped it in some paper towel. The death of the fish provided further learning opportunities for the children. The children  made connections to the theory that Alex and Calista made about how some things can be living and then not living. We realised that yesterday the fish was living but today it is not living because it had died.

Alex: “It’s going to go all the way up to heaven.”

Rubyrose: “I thought it may stay for long, but it didn’t.”

We shared a story titled Lifetimes. The story explained life and death in a sensitive and caring way. It informed us about beginnings and endings and about living in between. There were illustrations of plants and animals and people depicting how there is always a beginning, then living and an ending.

Ms Angela: “I wonder what we will do with the fish that has died.”

Calista: “Maybe you could put it in a riverbank. There’s a riverbank near my house. It’s called the Yarra River.”

June: “We could just put it in a paper towel and bury it in the dirt.”

Alex: “We should bury it so it can go to heaven.”

Ms Angela: “Alex can you tell us about heaven.”

Alex: “It’s where other people live with God.”

Calista: “and Jesus”

Rubyrose: “We could put it in new refreshing water.”

Ting Xuan: “You could bury it in our garden.”

Alex: “All my fish have gone to heaven.”

Kelly: “You can use a paper and draw a house and put it in there and the fish would like it.”

The children decided to bury the fish in the garden. June found a place in the garden and Charlotte and Gia helped her to dig a hole for the fish. June placed the goldfish carefully into the hole. Alex and Gia put dirt into the hole and covered the paper towel.

During Chapel with Reverend Creed, we often give thanks to God for different things in our lives. I asked the children if they wanted to go to the Chapel and say thank you to God for our fish and all the things we have in our garden from nature. The children responded with enthusiasm and wanted to do this. We went to the Chapel and the children had an opportunity to create and share their own prayers to God.

“Dear God, Thank you for all the beautiful plants and animals.” – June

“Dear God, Thank you for making everything – the plants, road, people and water – and everything you make and do is wonderful.” – Rubyrose

“Dear God, I thank you for the nice beautiful flowers. Amen” – Calista

“Dear God, Thank you for all the pretty flowers and trees. Amen” – Sage

“Dear God, Thank you for the beautiful families and things from nature.” – Charlotte

Through these types of experiences, the children are learning about nature, what it means to be living or not living and life and death – beginnings, living and endings. Through their participation in these experiences, the children are developing life-long dispositions for learning, for example, how to:

> listen with understanding

> think flexibly

> think about thinking

> question and problem pose

> apply their past knowledge to new situations

> think and communicate with clarity

> gather data

> remain open to continuous learning

> collaborate

The children are currently expressing their reflections through drawing and dialogue.

Angela Follaccho
ELC 4 (Full Time) Teacher

Year 3 Scientists!

The Year 3 students have completed Semester One with flying colours. They brought energy and enthusiasm to all their learning experiences.

To further explore their understanding of angles, students created Rube Goldberg machines using a variety of materials such as dominoes, cardboard, MAB blocks and marbles. They used collaborative skills to design and develop a machine that incorporated at least two acute, two obtuse and two straight angles. Although not all designs were successful, the students demonstrated creativity and perseverance and a great knowledge of angles and their properties.

In our final STEAM session for the term, Ms Penny Dumsday organised an extremely fun experiment for us. Using a bottle or jar, vegetable oil, water, fizzing tablets (Alka Seltzer) and food dye we created bubbling lava lamps. Year 3 discovered that the Alka Seltzer reacts with the water to make bubbles of carbon dioxide. The water and oil do not mix and the oil does not change colour because the food colouring dissolves in the water. The bubbles attach themselves to the blobs of coloured water and brings them to the top of the container. The students loved participating in this experiment and had lots of interesting questions and observations.

Some of the Year 3 wonderings and observations were:

“I wonder who the first person was to discover these reactions?” – Georgia 3R

“The rising and falling reminded me of what we learnt about convection this term.” – Semaya 3R

“What chemical is in the fizzy tablet to make it have a reaction?” – Ruth 3L

It has been so wonderful to see the personal and academic growth Year 3 have made during this semester. The connections they have made to their learning and application in other contexts has been very impressive!

Rebecca Leondidis and Liz Ruffles
Year 3 Class Teachers

Year 5 Fun!

Year 5 have ended Term 2 with flying colours. The students have deepened their understanding of ‘What life was like in the colonial days of Australia?’. They completed a project about a specific person or cultural group that was significant in the 1850s. They were able to explore how this person or group lived, the food they ate, clothing they wore, how they were treated by the community, the challenges they faced and their successes. It has given the students a depth of understanding as to why migration was so high during those times in Australia as well as providing the students with great perspective as to how fortunate we are to live in 2020.

In Maths, the students have been highly engaged in their learning as we continued to explore Location and Transformation. The students created two-dimensional and three-dimensional maps of our classroom as well as growing their understanding of grid references, latitude and longitude, legend/key and compass directions through exploring maps of Neverland and Aladdin’s Kingdom and finding key landmarks and treasures through a range of directional clues.

Being together these past few weeks have brought connectedness to the classroom as well as allowed many friendships amongst the students to blossom.

Anjali de Quadros/Meagan Wilson & Fiorella Soci
Year 5 class Teachers

Library News

Reading and borrowing continued to thrive during our time away from school and it was fantastic to see so many students using the online borrowing system and eBook collections to access reading material. Since our return, Ormiston library has been filled with excited students, wonderful book conversations and shared stories.

ELC to Year 2 students were fortunate to be back at school in time to celebrate National Simultaneous Storytime on May 27thand we had such fun reading Whitney and Britney Chicken Divas and making our own microphones and tiara’s. This led into an enjoyable focus on author and illustrator Lucinda Gifford and a selection of her books.

Other highlights included:

> Year 3 students who focused on exploring a variety of indigenous stories, authors and illustrators.

> Year 4 students who used narrative non-fiction texts written by Mark Wilson to explore early settlement and convict life.

> Year 5 students completed a unit of work on colonial times and then delved into the book The Unlikely Friendship of Bennelong and Phillip by Michael Sedunary.

> Year 6 who complemented their Inquiry unit by investigating a number of titles with a sustainability focus and writing their own eco fable.Ormiston News, our library newsletter has also been very well received and has provided opportunities to share book news, interactive author and illustrator activities, book recommendations and book reviews with both students and staff.

Sally Spencer
Junior School Library Teacher

Music Magic at Ormiston

Ormiston campus may have been quiet at the start of Term 2 but this did not stop the music making taking place. The creativity of the girls at Ormiston lit up our screens as they shared their many talents including singing, dancing, instrumental performances, composing and home-made percussion just to name a few.

Since we have returned the music making once again fills our hearts and ears, as the music rooms are alive with the sound of music.

Focused on poetry and songs and finding a steady beat. We have been listening to Russian and Israeli lullabies and bouncing songs where the students played un-tuned and tuned percussion and rocked their babies in time to the music.

Foundation and Year 3:
Music classes continued to work on notation and rhythms of well-known songs.

Year 1:
Has been experimenting playing their songs with Glockenspiels.

Year 2:
Enjoyed composing and performing in groups their rhythms using body percussion.

Year 4:
Have recorded lovely solo recorder performances of pieces of music they have learnt as part of the class music program. Through investigating the lyrics of the song “Botany Bay” they have discovered the important role of folk songs as a means of passing on history. While learning to sing this song, they learnt interesting facts about Australian History in the times of early European settlement. Year 5 students answered a series of questions which related to the lyrics of “Waltzing Matilda”. It was very interesting to learn more about the life of people living in Australia in colonial times, while learning to sing this famous folk song. In composition studies students studied the elements of canon. Creating their own set of rhythms, they composed original canons and practised performing them with partners. Beautiful new melodies have emerged from Year 6 students who have created their own binary-form compositions. Their goal has been to perform their own compositions with accuracy and confidence. The new online Sight Singing School course has enabled all girls to work independently, developing their music-reading and aural skills.

Year 2 Super Strings:
Have been working via Seesaw from the beginning of Term 2, with a resumption of classroom string playing in week 7. It was fantastic to get together again and play “Jig”, “Sailing Home” and “Open String Czardas”.

Year 5 Concert Band:
The students were also entertained by Concert Band staff who presented instrument demonstrations prior to the students ranking their preferences – the students have now been allocated instruments to begin instruction next term.

Year 6 Concert Band:
Students explored student-led inquiry questions and will present their findings in the last class of term.

Junior School Choirs:
Have engaged in choral music in a very different way since returning to Ormiston. We have listened to various styles of music and allowed ourselves to be a critical audience – undertaking listening activities and music analysis tasks. A highlight has been the African choirs who have such joy and energy. Mrs Georgiev even taught us some dance steps that feature in many African choral pieces! 

Nichole Adams & Penny Byrne
Junior School Music Teachers

I would like to remind parents that Term 3 resumes on Wednesday 15 July and take this opportunity to wish everyone a safe and restful school holiday break. I hope all Ormiston families can spend some quality time together and are able to re-charge their batteries and be ready for a fabulous Term 3 combined with CGGS School 100 Years Anniversary.


Yours sincerely,

Paul Donohue
Head of Junior School

Connected Community


Connected Community

June 26, 2020

The Shape of Us: Archives Exhibition

We are delighted to finally be able to welcome you to The Shape of Us: Archives Exhibition, part of the school’s Centenary celebrations.

Curated by one of our alumna, Sarah Lammardo (2016), we invite you to explore this historical space to read and hear about what has shaped CGGS into the school it is today. The exhibition highlights the CGGS archive collection, which shares not only the history of the school, but its enduring role in progressive education.

The exhibition is open for the public to come view for one week only, so make sure you book in! There are limited spaces available due to social distancing precautions so please book. Click the link below to secure your spot.

Centenary Merchandise

Camberwell Girls Grammar School have put together a range of Centenary merchandise items to commemorate one of the biggest occasions in the school’s history. These premium items have been custom made for the CGGS community to help commemorate 100 years of educating young women.

Items can be purchased at any time via the Centenary website and will be made available for collection from Senior School Reception. Postage can be arranged for a range of items, however some items such as the Golf Umbrella and Wine Glasses are unable to be posted.

To view the full range and to purchase, please click the button below.




June 19, 2020

Dear Parents,

As we are getting closer to the end of a very eventful term, I thought I would provide a video update for you. There was so much to say, as never before have we had to change our learning so quickly to provide remote learning for our students in such a short timeframe.

My video is a little longer than usual, so you may like to get a ‘beverage of choice’ to enjoy whilst watching.

With best wishes,


Debbie Dunwoody

Senior School


Senior School

June 19, 2020

This week individual auditions for House Music have been conducted in readiness for our newly imagined House Music, Dance and Drama spectacular planned for Friday 11 September. The 2020 School and House Leaders have certainly earned their stripes this year with each of their portfolios needing a new and creative approach to ensure the Years 7 – 12 students have been able to engage in the vast array of opportunities offered at CGGS.

Under no circumstances were any of the student led events going to be cancelled in 2020, that just is not in the CGGS vocabulary. From virtual House Debating, remote Cross Country, Diversity and Reconciliation Week activities, we now see the House Music, Dance and Drama Captains recreating their events to ensure they display the talents of the girls in their Houses. The highly prized Rhodes Cup, which recognises the House that has attained the most points throughout the year, will most definitely not be a casualty of COVID-19. In fact, it is safe to say the 2020 School and House leaders will have developed an entirely new set of skills that will hold them in great stead for their futures.

An article published by Employment Hero outlines 6 of the Most In-demand Skills for the Future of Work. These skills being: Innovation and creativity, Problem-solving and critical thinking, a Growth mindset, Leadership (including Decision-making, Public speaking, Delegating, Communication, How to take ownership of the task at hand), Interpersonal skills and Data analysis. Read the article below.

It is my belief that with the assistance of our dedicated CGGS staff, our 2020 students, and the leaders in particular, have definitely used the circumstances of this year to develop and hone these skills.

There have been many displays and messages of gratitude for the efforts of our teachers and all CGGS staff these past few weeks from our parents and students. Yesterday, another example of this gratitude was in the form of a Year 8 video they had created to say a big thank you to their teachers.  Two students, Matilda Jones and Jessica Terlikar coordinated students from Year 8 and produced a very heartfelt thank you.

We are so proud of all our students and on behalf of all the Senior School staff I would like to say a huge thank you to all the students and their families for really living our school values of Integrity, Commitment, Respect, Hope and Courage this past term.

The Monday Prayer delivered by Rev Creed and written by a year 4 student, that published in The Daily ensured we continue to keep the #Black Lives Matter movement front of mind.

Dear Heavenly Father,

We thank you for protecting and watching over us during this challenging time. Your kindness and respect for each of us will always shine through during the bad days. We thank you for having faith in us at all times, even when we are not our best selves. Thank you for respecting us for who we are, regardless of our skin colour or our culture. Please sympathise with all people of colour in the world who have been treated badly. Help us to realise those who are racist have sinned and please forgive them for their actions. Thank you for blessing us with our wonderful lives and forgive us if we fail to appreciate them.

In Jesus’ name, Amen.


Back in the Music Studio

It’s great to be back in the Music Studio facilities, where the students can create, collaborate and produce original compositions. The Year 8/9 Music Composition Elective class completed a Video Game composition project whilst in remote learning, where they engaged with different ways of thinking, took responsibility for implementing the skills acquired during Term 1 and responded to a range of creative challenges faced. The students have enjoyed reconnecting with each other in lessons and are now in the process of devising a ‘site specific’ composition for the Barbara Sutton Hall Foyer, using multi-track recording techniques. 

Kate Savige
Director of Music – Curriculum

Year 9 Leadership Conference ‘AMP’D UP’

On Monday of this week a number of Year 9 students took part in the AMP’D UP Leadership Webinar, “Powering Year 9 Leaders through the Current Climate”. Run by YLead, a national organisation who create unique learning experiences that empower young people to be the best they can be, we were able to nominate eight (8) students to participate in the program.

The Amp’D Up conference is designed to provide students with the skills to develop a leadership mindset, lead others, be confident in navigating an ever-changing world and, most importantly, the knowledge of how to look for leadership opportunities within their school and wider community. Over 160 schools from across Australia and New Zealand took part in the session.

The conference explored the notion of ‘20 seconds of courage’, and provided strategies and tips for our future leaders including top tips such as; “You can’t always control what happens, but you can control how you respond”, “see mistakes as an opportunity to learn”, and the idea that “courage comes before confidence”.

Throughout the day the students participated in discussion based activities that further explored the program’s themes. At the end of the day, students were encouraged to continue to consider how they could take bring their learnings back to each of their schools, and we look forward to seeing the plans and ideas that they put into action next term.

Well done to our 8 participants: Georgia Papadopoulos, Xara Anderson, Isabella Georges, Madeleine Giagoudakis, Tara Rastogi, Salwa Saiba, Sasha Feldmann and Amy Dingle.

Wellbeing – Reflections

Ms Kath Woolcock, Deputy Head of Senior School – Student Wellbeing, has been working with the Year Level Coordinators to develop a program to build on the silver linings our students have experienced during our remote learning time and indeed throughout the challenges of the COVID-19 pandemic.

During Period 5 Wellbeing time this week, many Years 10 – 12 Forms and Years 7 – 9 Tutor Groups participated in activities where they were asked to focus on gratitude by reflecting on moments, memories and experiences that have provided them with pleasure, happiness and positive emotions.


Year 9 Wellbeing

Students in Year 9A created a Gratitude Photo Board as part of this activity, commenting on pets, holidays and time with family as the moments and highlights that they are grateful for as part of their everyday lives. It’s a very interesting reflection that for many of us, not just our students, one of the greatest positives from the additional time we have spent together, has been the opportunity to have more family time, focussing on connection and remembering the simplicity and joy of just being together.

Years 7 and 8 Wellbeing Wednesday Activities

As part of our Wellbeing Wednesday initiative and in recognising the benefits of unstructured physical activity and our health and movement, our School Sport Captain Michaela Robinson, supported by a team of House Captains (Laney Kriketos, Ashley Olsen, Cathy Gu, Belinda Lemanis, Sophia Giagoudakis), provided an opportunity for our Year 7 and 8 students to get active during their lunchtime. Students were invited to join in a range of fun activities on the oval including classic games such as Octopus, Scarecrow Tiggy and Memory Tag. It was wonderful to see so many students running around, laughing and enjoying the sunshine. Thank you to all who were involved.

Year 7 PE

The Footpath Chalk Obstacle Course phenomenon was certainly very popular across neighbourhoods during isolation, and as part of Year 7 Health and PE lessons this week, students were asked to come up with their own chalk creations. Drawing upon the knowledge learnt during the ‘Active at Home’ unit, students designed obstacle courses for their peers that combined a range of gross motor skills, fitness activities and other challenges to increase heart rates and inspire movement. Another flow on effect from isolation is a reminder of how easy it is to create your own fun, a piece of chalk and imagination is all you need.

Year 7 ‘Mummification’

With a return to on-site learning our Year 7 History students have been exploring Ancient Egyptian beliefs. A culture with a fascinating history we commenced the new study unit in the Science laboratory, ‘mummifying’ an apple in salt and baking soda. The combination of these two household items was used to try and replicate natron, a substance that was used by the Egyptians to induce dryness in bodies in preparation for embalming and mummification. Students are continuing their studies by learning about the complex belief systems surrounding the practice of mummification, and the tombs in which wealthy and important Ancient Egyptians were interred. Using these simple interactive experiments to explain these ancient processes is a simple way of bringing history to life. Enjoy some reflections from students below.

Christa Cook and Maggie Wighton
Year 7 History Teachers


In the Science laboratory instead of using a body to mummify, we used an apple. We cut the apple into 3 slices and put them each in plastic cups. For the first and second cups we fully covered the apple with a combination of salt and bicarb soda and with the third cup we didn’t cover it at all. After a certain amount of time, we will reveal each of the apple cups and see what has happened to them. I found this experiment really fun and interesting because I could see the type of process Ancient Egyptian’s used. This helped me to learn how Ancient Egyptian’s mummified bodies instead of just watching a video of the process they used.

Rhea Jaitha, 7W


I really enjoyed this activity and we got to do it in the Science laboratory which was different to what we normally do in History classes. It taught us a bit about mummification and preservation which was really interesting. I can’t wait till we see the results next week.

Amanda Lee, 7W


I wish everyone a restful weekend.



Cathy Poyser
Deputy Principal / Head of Senior School

Junior School


Junior School

June 19, 2020

Another week has past by with all our Early Learning – Year 6 students back at Ormiston and students across all year levels have quickly settled back into a new routine. We are currently making arrangements to re-start specific curriculum initiatives and co-curricular activities in Term 3.

In this edition of CamNews it will give parents the opportunity to learn more about what is happening in our classrooms since returning from remote learning.


Early Learning 4 Part-Time – Fairies at Ormiston!

‘Children must be taught how to think, not what to think’ – Margaret Mead

Young children are naturally curious and their questions stem from their desire to know more about the world around them. Research has shown that children who are curious are more likely to retain information they have learnt in the classroom. In Early Learning we allow the interests and wonderings of the children in each class to guide the direction of the program. Since returning to Early Learning, the EL4 part-time group have a number of interests that we have started exploring further.

One of the group interests that we have been exploring, is the small doors that have begun appearing around the Junior School. In our first couple of weeks back at kindergarten, the children were excited to find two fairy doors in the Junior School playground.  The children have shared their theories about where the doors came from and how we can open the doors. The children have been learning how to use a thinking routine called ‘See, Think, Wonder’. The purpose of thinking routines is to encourage deeper thinking and to encourage students to understand how they think and learn.

The children looked at some photos taken of the fairy doors during a group meeting. By using the ‘See, Think, Wonder’ Routine, the EL4 children are learning to substantiate what they are thinking and wondering. Below are some examples of the children’s thinking:

“I see seashells. I think the shells are from the beach. I think someone made it, but no one knows. I wonder what is behind the door.” – Eshaal

“I see some horse, a bus and a dragon on top. I think it can open the door if they are all here – the real things. I wonder who made the door.” –Kimi

“I see a tree and grass and a butterfly. I think it belongs to fairies. I wonder who made it.” – Grace

Every time the children walk to the Junior School for a specialist class, they ask if they can go and visit the fairy doors. They excitedly test out some of their theories on how to open the doors and ask to look around the playground for more doors. On a recent trip to the Library, the children were surprised to find a new fairy door in the playground.

These magical doors have certainly captured the attention of the EL4 part-time children, and it will be exciting to see where this child-led interest leads our learning program.

Lilian Bishop
Early Learning 4 Part-Time Teacher

From the Foundation Classroom

The Foundation students were very excited to be back in the classroom together again. They have settled back in very well and have enjoyed catching up with their friends. They have been working through the basic sounds made by the individual letters of the alphabet and have been using this knowledge when reading and writing words. Their learning in Mathematics has seen them do lots of work with counting and discovering how two-digit numbers work.

The learning that is really exciting the Foundation students now is their Inquiry Unit that has enabled them to discover what it means to be a living thing and what living things need to survive. During this Unit the students were fortunate to benefit from the expertise of Ms Dumsday who has guided them through a variety of STEAM investigations, including an exploration of how plants take up water and a plant dissection. Read some student reflections below.


I love learning about living things! – Akira

I like koala’s best. The baby ones are joey’s. – Olivia L

I like when Ms Dumsday comes, she lets us break up the flowers. – Doris

All living things need water and the sun. – Sofia

We have to look after living things. – Olivia D


The students are all about living and learning in Foundation!

Selena Reedman
Foundation Class Teacher

Busy Bees in Year 2!

Since being back at school, the Year 2’s have been very busy working! Currently in Mathematics, we are exploring a variety of addition and subtraction strategies that can be used to solve equations and worded problems.

In our Inquiry Unit, we are learning about the essential natural resource – water. We have been unpacking the three main stages of the water cycle as well as discussing all the water saving strategies that we can implement at home and in our community. The students have been thoroughly enjoying participating in science investigations with Ms. Dumsday and applying this knowledge to their explanation writing on ‘The Water Cycle’.

In B.R.A.V.E, we shared the strategies we can use when a problem at school or at home arises and how we can approach it. The students have also been reflecting on how unusual Term 2 has been and the time they experienced during remote learning. It has been so wonderful to see the positive development they have all made during this time and how it could be applied in their future learning.

Ellie Zafarty & Mikaela Stanaway
Year 2 Class Teachers

Year 4 Museum Exhibition

There was much excitement and energy during lunchtime in the Great Space on Tuesday. It was a hive of activity and chatter as Year 4 students excitedly exhibited their learning about an area of interest from their Inquiry Unit, entitled ‘How does our perspective influence our ideas about Australia’s past?’

Students created interactive models and displays that showcased their learning about Australia’s past, including:

> Convict life in Australia

> Impact of settlement on the environment

> Impact of settlement on Aboriginal Australians

> Exploration of Australia by early settlers

> Important figures in early colonial Australia

The aim of the Unit was to encourage students to empathise with different people’s perspective of historical events, create open research questions, find a range of appropriate resources and use data charts to record their research notes. Students gained a better understanding of the skills needed to research different perspectives.

Students and teachers from all year levels came to the student curated historical museum. We learned so much from the Year 4 students. This unit planted the seed for students to gain an understanding of different historical perspectives and empathise with others.

Craig Goodwin & Jasvindar Gill
Year 4 Class Teachers

Year 6 Students or Inventors?

The Year 6’s have been inventors these past two weeks! Last Friday we experimented with creating different electrical circuits using batteries, wires, light bulbs, motors, buzzers and switches.

The students are currently exploring their own Inquiry question about how energy can be used in a more sustainable way. They are using a variety of materials like Lego, K’Nex, cardboard and electrical circuitry to construct a model of their sustainable inventions. Some of these include solar-powered ovens, fans powered by pedals, fans powered by water and lemon and potato circuits! We look forward to sharing these with you early next term.

Katrina Cheong & Nancy Robottom
Year 6 Class Teachers

Art Class is BACK!

It has been wonderful to have all the students back in the Art room for their Art classes. There was a very happy atmosphere in the room, with students exploring and using art materials, creating, sharing ideas, being encouraging to others and simply just working alongside their peers.

Students have been looking at different lines, drawing with oil pastels and then using water colour paints on top, demonstrating the idea of ‘resist’.

Students used oil pastels to draw fish, representing different emotions with their choice of colour and fish shape. They also finished painting their ceramic hearts and made heart shaped paper chains, requiring great fine motor skills.

Year 1
Students have continued focusing on eyes, drawing realistic eyes with pencil, painting large owl eyes and beginning a ‘God’s Eye’ weaving piece on a paper plate.

Year 2
Students finished their Paper Mache Banana Splits, which looks good enough to eat! They then explored the properties of charcoal and graphite, leading to the drawing and painting of beautiful ‘shell’ still life artworks.

Year 3
Students worked on blending water colour pencils, creating an imagined bird’s eye view of the canopy of coral. Then they looked at a real seahorse, drew a detailed picture, focusing upon its shape and texture.

Year 4
Students each finished painting a portrait of a significant woman from the School and Australia’s history, as well as a digital version, further developing their digital art skills.

Year 5
Students completed painting and adding further embellishment to their abstract bird’s eye view of the school grounds and then began looking at the Spanish artist Salvador Dali, creating unusual paintings of animals on stilts.

Year 6
Students finished constructing and painting their ‘steam punk’ creations.

There were weird and wonderful robots, animals, birds and insects. Lastly the students added a bronzy paint, called Rub and Buff, to make their artworks metallic looking.

Fiona Gibson
Art Teacher

Physical Education Classes

It has been such a joy having the students back and teaching them face-to-face again in the PE classes. Our Foundation-Year 2 students have been focusing on their fundamental skill development including throwing, catching, kicking and bouncing.  The Year 3–6 students have just begun an Athletics Unit. Each and every one of them have absolutely loved being back with their friends and it is so wonderful to see the big smiles on their faces as they all get to reunite and play fun games together once again.

Liana Kitsou
Physical Education Teacher


I wish all our Ormiston families a restful weekend.


Yours sincerely,

Paul Donohue
Head of Junior School

Connected Community


Connected Community

June 19, 2020

Community groups continue to meet during lockdown

The coronavirus-induced quarantine has made people look to using different forms of communication to remain connected.

This has been most evident with Zoom catch ups with friends, family members and work colleagues.

Two very important CGGS community groups who have continued to meet during lockdown are the Parents and Friends Association and the Old Grammarian Association. This week both groups held meetings via Zoom, to discuss current and future projects and life after lockdown, once some normality is welcomed back to the school calendar.

For more information about both these CGGS Associations, please contact the following CGGS staff members.

Parents and Friends Association
Susannah Jepson
Community Relationships Coordinator

Old Grammarian Association
Karen Bartram
Alumnae Relationships Coordinator

Centenary Merchandise

Camberwell Girls Grammar School have put together a range of Centenary merchandise items to commemorate one of the biggest occasions in the school’s history. These premium items have been custom made for the CGGS community to help commemorate 100 years of educating young women.

Items can be purchased at any time via the Centenary website and will be made available for collection from Senior School Reception. Postage can be arranged for a range of items, however some items such as the Golf Umbrella and Wine Glasses are unable to be posted.

To view the full range and to purchase, please click the button below.