Junior School


Junior School

April 8, 2022

Twilight Picnic

Last Friday evening, many of our Ormiston families participated in our annual Twilight Picnic. The picnic was divided into two session, Early Learning 3 – Year 3 attended from 4.30-6.00pm, while the older classes, Year 4 – 6 joined in from 6.15-7.45pm. Pinwheel Café provided families with a delicious picnic meal and our wonderful talented fairy face painters and Balloonologist did not disappoint.

The Twilight Picnic is a highlight for parents and families, as it provides an important opportunity at the commencement of the school year to catch up with existing families and connect with new ones. I would like to thank the CGGS Foundation Office for helping to plan and organise this successful event.

Easter Service

Rev Helen Creed put together an inclusive and thought-provoking Easter Service for our Foundation – Year 6 students. Selected students from each year level were asked to hold up signs and read our different passages to encourage our students to think about what Easter means to them. A highlight of the service was the music by the Year 4 students, who played the recorder with Mrs Byrne, and the Year 6 Quintet with Mrs Adams, played two outstanding music pieces to support the service. I would like to thank Rev Creed for her tireless work, in organising our first Easter Service outside in the Junior School playground.

Year 3 – 6 Swim Squad

In the early hours of Wednesday and Friday mornings each week, a team of committed Junior School students participate in our Junior School Swim Squad Development Program. Delivered by qualified coaches, the program follows a structured pathway from a learn to swim level to a competitive level with a focus on tailored drills, skills and fitness. Many of our students have progressed in the school program to compete for CGGS at the School Sport Victoria and Girls Sport Victoria Competitions. Some students have then progressed to the CGGS Aquatic Club Program and gone on to compete at District, State, and even National levels of competition.                                                                                                                                    

At School District level of competition, our results speak wonders for our swimmer’s skill level. Over the past 6 years of competition CGGS has consistently placed 2nd or 3rd of the 15 competing schools, with 13 of the 15 schools having both male and female competitors. CGGS and our swimmers can be extremely proud of these results!                          
The Junior School currently has a list 33 students (Years 3-6) registered in this year’s program, which is an excellent result, however there is always room for more!                                                                                                                                                     
If you have a passion for swimming and can swim 25 metres with good technique, we would like to hear from you!

For further details please email Lisa Williams. williamsl@cggs.vic.edu.au

Wishing all our Ormiston families a wonderful school holiday period and I look forward to seeing all students back at Junior School on Wednesday 27 April.

Yours sincerely,

Paul Donohue
Head of Junior School

Early Learning 3 Earth Science Inquiry: Patterns and Shapes in the Natural Environment

As explorers and inquirers, the Early Learning 3 children have been observing the patterns in nature, including the moving and rippling effects of water, the spiralling of a centipede and snail’s shell, and the concentric rings within trees.

What shapes can you see?

The children were invited to share their thoughts and ideas of what they saw. 

Anna: lines.

Abigail: It’s making shapes…ripples.

Eric: Circle, curling.

Victoria: There are lots of circles, baby circles and big circles together.

Jessica: Circle growing, it get bigger and bigger. 

In the classroom, the EL 3 children have been replicating their observations to create patterns seen in the outdoor environment, drawing inspiration from Bronwyn Bancroft’s book ‘The Shapes of Australia’.

As artists and creators, the children have been experimenting with clay, implementing their fine motor skills to pinch, roll and form the clay to create a spiral. The use of watercolour paints, oil pastels and manipulative pebbles and stones has inspired children to work individually and collaboratively to create concentric circles and repetitive patterns. The use of arts-based materials continues to support children in developing sensory awareness, coordination and, finger, wrist and palm strength associated with fine motor development.

Esther Wong & Ms Jacqui Laird  
Early Learning 3 Teachers 

Early Learning 4 Full Time Personalised inquiry in Early Learning 4 Full Time

“Passion, strong interest, curiosity, a desire to find out… these are the driving dispositions of personalised inquiry.” 

Kath Murdoch

The children are developing a sense of wonder and awe about rainbows. During the past few weeks, as creative designers, the children used paint, pastels, fine line pens and a variety of buttons to express their ideas and thinking about rainbows.

As mathematicians, the children focused on mathematical concepts related to shape, colour, number, and identified how buttons were similar and different. Some children sorted the buttons based on the attribute of colour. This provoked discussions about the various shades of individual colours, for example, red, light red, dark red, burgundy. Children also noticed that some buttons had two holes and others had four, and whilst most buttons were round, some were square or oval.

As reflective thinkers, the children were provided time and opportunity to meet in a small group, and as collaborators they reflected on their creative pieces of artworks. As curious learners, they shared their ideas about what they would like to personally investigate about rainbows.

These are their wonderings.

Let’s be curious learners. What does curious mean? Ms Angela 

What you think. Nora

You want to find out about something you don’t know. Jane

Yes, I’m wondering about your thinking, and what you want to find out about rainbows. Ms Angela 

I wonder why rainbows have so many colours in the lines. Jane

I wonder why rainbows have two clouds. One on the other side and one on the other side. Lyra

I wonder why rainbows have got so many, so many colours. Cecilia

I wonder how the sun and rain work together to make a rainbow. Laura

I wonder how a rainbow comes out after it rains. Victoria

I wonder if clouds also come out when a rainbow appears. Nora

I wonder why a rainbow has so many colours. Sarika

Mrs Dumsday, the Junior School Science Teacher, has provided some provocations that will support our inquiry about rainbows. 

As curious learners, the children will be investigating their wonderings through inquiry, research, scientific investigations, and other learning opportunities in the classroom.

Angela Follacchio
Early Learning 4 Full Time Teacher

Early Learning 4 Part Time A Study of Trees

Throughout the term, the EL4 Part Time children have engaged in the study of trees in the Junior School yard. They have accessed the natural outdoors to develop their motor skills and promote their imaginative and social play.

As research states “engagement with nature has been shown to improve psychological wellbeing and improve concentration and learning (Maller et al. 2006)”. The EL4 children certainly have enjoyed their outdoor pursuits and have grown in confidence as they use multiple ways of engagement to set their own goals, challenges and create their own fun and personalised learning inquiries.

Here are some examples of the unique learning opportunities that the children have embraced as they feel, touch, climb, count, collect, draw, observe, and paint their experiences with nature. The study of trees is provocative and will continue to delight the children into the second term.

Ramila Sadikeen
Early Learning 4 Part Time Teacher

Developing our Learning Muscles – A focus on transferrable skills

A focus for our teachers this term has been to ensure our students feel well connected and develop their learning assets (muscles) as well as their understandings while they are learning face-to-face at school again. To flourish in the face-to-face classroom and playground environment, students require strong learning muscles and personal and social skills. The long periods of remote learning over the past two years, reduced opportunities for our younger learners to practice the key skills such as collaboration, communication and problem solving.

To support our students to develop their learning muscles, teachers have been working hard to ensure that curriculum programs purposefully include opportunities for students to develop some of our By Design framework’s key transferrable skills of communication, initiative, problem solving, collaboration and teamwork.

Some examples of the rich hands-on collaborative learning experiences that have taken place this term are:

> Year 6 students have been working together to research and develop their own sustainable energy solutions. This has included many decisions and negotiations about what to create, and how to go about improving their designs and construction. We look forward to students sharing their design process with us next term at their expo.

> As a whole class the Year 2 students collaboratively constructed a town and then a city to culminate their inquiry into how communities have changed over time. They needed to negotiate and explain how their buildings and designs suited the part of the city they were located in.

> Our Fivedation buddy program has allowed our Year 5 students to form strong bonds with their Foundation buddies. Fivedation sessions occur regularly and support students to learn to communicate and problem solve effectively across year levels.

We have immense pride in how far the students have come with building their learning muscles this term and look forward to the rich learning experiences planned at Ormiston for the year ahead.

Emma Hinchliffe
Deputy Head of Junior School

Foundation – Year 2 Swim Carnival

On Wednesday our Foundation – Year 2 students put on a wonderful swimming exhibition at the CGGS Aquatic Centre at Senior School. Each student actively participated in four events on the day, including the strokes of freestyle, backstroke and two novelty races, and each student must be congratulated for doing their own personal best!

Our students were representing their CGGS Houses – Lawrence, Singleton, Taylor and Schofield, where house points were allocated throughout the carnival for their outstanding cheering and positive sportsmanship. 

Thank you to Lisa Williams our Swim School Coordinator who helped with the organisation of this carnival, and the CGGS aquatic coaching team who also helped in the pool during each swimming event, which enabled the event to run smoothly. Additionally, the Year 6 house leaders assisted on the day with organising the girls for their races and thank you to Olivia Yang, Nicole Zhang, Allison Stocker and Grace Chan for their excellent work.

Liana Kitsou
PE Teacher & Sport Coordinator

Ormiston Year 2 – 6 Netball Program

The commencement of the 2022 Winter Netball season has started strong at CGGS Netball, with 12 teams registered for 2022.

Our aim for this season, is to ensure that we are focusing on participation, fun and the acquisition of netball skills due to two years of disruption.

The coaches are working hard to provide a fun and interactive environment for training, where students can learn new netball skills, teamwork and decision making. This can then be implemented into our games on Saturday.

The Year 2 and 3 students, have had the opportunity to participate in Netball Skills sessions every Thursday from 3.15-4.15pm. These sessions Introduce students to the basics of netball and team sport. These sessions will continue for the remainder of the year and I encourage students to join.

For any further information on CGGS Netball please contact

Alexia McConnell
Netball Program Coordinator

Foundation – Year 6 Student Council 

This term, Student Council have set their mission to create a connected, supportive and vibrant Ormiston community. This was particularly important to our Social Services leaders, Amy and Zara, after two interrupted years, due to COVID.

The meetings, lead by Amy and Zara, provided opportunities for all of the Student Council representatives to explore ideas to connect our community. Once an idea was established, the students discussed who, what, when, where and how an activity could be implemented to achieve a positive outcome.

Amy and Zara have been working diligently behind the scenes to create activities, design posters and inform the different classrooms at Ormiston. They have regularly attended meetings and developed their leadership skills. 

In Term 2, we look forward to opportunities to show our commitment to the wider community through our World Vision sponsorship and the annual Winter Warmth Appeal.

Craig Goodwin
Year 5 Class Teacher & Student Council Coordinator

Endangered Animals Chalk Drawing – Art and Sustainability Leaders

On Thursday 31 March, the Art and Sustainability Leaders, Nina, Cathy and Jenny, ran a chalk drawing activity in the playground. Students were asked to draw an endangered animal. Students from many year levels took part and many chose to draw the Australian Bilby. They had a lot of fun drawing the small bilby and coloured the bilbies in bright colours. The concrete in the playground was transformed into a colourful artwork. Congratulations to the leaders for organising this activity. It was a great success.

Connected Community


Connected Community

April 8, 2022

Old grammarian adjudicates House Dance!

Dr Lisa Ellis has long been a supporter of ‘balance’. As a dancer, it is fundamental, as a human being – essential.

Last week Lisa (2008) returned to CGGS to assist with our House Dance adjudication. Many of our students have been inspired by Lisa’s pursuit of medicine (she is currently training to be a surgeon) whilst maintaining her Dance Prescription academy – a place for aspiring elite dancers to train under the informed guidance of Dr Ellis, who ensures they maintain peak physical and psychological fitness.

Lisa’s presence at our House event was greatly appreciated as she supplied considered feedback to all of the captains, along with her worldly perspective, “You have to upkeep doing the things that you love. Yes, because of balance, but mostly, because it makes you interesting. People want to work with interesting people.”

PFA Welcome Drinks

A fantastic night was had by all who attended the PFA Welcome Evening on Friday 25th March. There was excitement in the air as over 200 parents and staff from junior and senior school were immersed in a street festival themed event where they could finally socialise. Guests were entertained by live music, a roaming magician and hula-a hoop performer and enjoyed a variety of delicious food, cocktails and beverages.

Three very happy guests were the winners of the PFA Lucky Door Prize and received a $250 Red Balloon gift voucher.

The PFA were delighted to provide a great opportunity to unite the school community once again and looks forward to delivering many more events throughout the year.

Junior School Twilight Picnic  

A lovely night was had by all those who attended the JS Welcome Picnic last Friday evening.

It was wonderful to see so many smiling faces and children enjoying free play on the playgrounds and PFA climbing frame, using basketballs and skipping ropes. Children were also entertained by a Balloonologist and Face Painters.

Families enjoyed the food offerings from the PFA BBQ, pre-ordered meals from Pinwheel & Co or BYO picnics and were able to mingle and meet new families.

The PFA is always delighted to support this event and looks forward to bringing more events to the CGGS Community in the coming months.

Join us!

Book now to join CGGS mums, guardians and children at the annual Mother’s Day Breakfast.

This much loved event is a wonderful way to celebrate and say thank you to our amazing mums and special women in our lives. You will be seated with others from your daughter’s year level to enjoy a delicious breakfast. You may also be the recipient of one of the special Mother’s Day prizes.

Date: Thursday 5th May

Time:  7:00 – 8.30am

Venue: Barbara Sutton Hall (Senior School)

Tickets: Adults $25 / Child $20

RSVP:    Sunday 1st May

Ticket price includes delicious hot meal.

Book now to make sure you don’t miss out.

Thank you to the PFA!

All the above events spoken about in this section of todays CamNews are all made possible thanks to the hard work of the Parents & Friends Association.




March 25, 2022

Valuing cultural heritage and the benefits of learning languages

Our school celebrates diversity and the importance of understanding differing perspectives. We all have cultural heritages specific to, and reflecting our individual backgrounds. They emerge from the pure chance of being born in a particular country, locally embedded through families or are our identification with communities or places wherever we find ourselves growing, living, interacting and being.

This week our Head of Languages, Dr Jo Rittey and her team organised a very vibrant and celebratory program for our Languages and Cultural Festival week. You will read more about it in the school sections of CamNews.

At our Senior School Assembly on Tuesday, Dr Rittey introduced the week. Throughout her speech she highlighted the rich interconnection of language and culture through thoughtful staff vignettes. It was a very moving speech and I have a attached a copy for those who would like to read it.

The genesis of our school, just over one hundred years ago, reflected the predominantly white, British cultural history of a young Melbourne. Since then Camberwell Girls Grammar School has evolved to mirror our bustling multicultural community. At last count in 2021, the school’s demographic indicated that our community included Indigenous or international backgrounds from 54 different countries, each with their own cultural heritage.

Our individual and collective cultural heritages are not taken for granted, for these invoke values to unify and instill qualities from which communities gain meaning and provides the impetus to work towards a shared common good. Each of our heritages is worthy of respect, honour and preservation. 

At one level cultural heritages bear commonalities and similarities. The intangibilities of social values connect us in our present lives. While we may bring differences in beliefs, traditions, experiences and a collective knowledge handed down by past generations defining our personal cultural identity, when melded together we enjoy the uniqueness which ‘is’ our School community. We are a living ideal worthy of celebrating. It is when we include cherished elements from the past and look to the future that we can we can use our shared knowledge and experience to shape our future with creativity and imagination.

One of the idiosyncrasies about our multi-cultural Australia is that we are largely monolingual. The influx of multilingual immigrants since the late 1700s, and the slow recognition of First Nation languages after the arrival of the First Fleet, has largely not provoked our English speaking culture to grow towards one where are motivated to grasp other languages as a sign of interest, inclusiveness and acceptance. Historians and social commentators, of course, have identified at length many reasons for this, not least because of our historic British link and geographical distance from the other major continents. Nationally, change has advanced slowly, but this does not define communities such as our School as we seek to advocate diversity and the rich benefits of cultural inclusion.

During our Language and Cultural Festival Week, it is timely to reflect on the languages we teach, why this part of the curriculum is important and the benefits that a knowledge of, and being fluent in other languages, has for our students, be they First Nation, foreign, Auslan or other forms of communication.

In a recent Cambridge University study, which researched over 800 Year 11 students from five schools in south-east England the students were asked questions about their experiences of languages, including their first/native language(s), languages learned at school, languages used at home and other languages learned elsewhere. They also had to plot themselves on a scale from 0-100, where zero represented being monolingual and 100 represented being multilingual. The results were then compared with the exam marks in all the other subjects which each student studied. What became apparent was that for students who considered themselves to be multilingual, they scored a full grade higher compared with those who considered themselves monolingual.

In addition, the research identified that by students just having a positive perception and a self-belief that they were multilingual, this was enough to increase their exam results; it was not contingent on them only being exposed to a language other than English at home, but rather it reflected a mutually exclusive mindset.

Lead Cambridge University researcher, Dr Dee Rutgers, concluded that having the experience of other languages doesn’t automatically translate into a multilingual identity. More importantly, the experience of being multilingual must be valued by the student. Students who considered themselves to be multilingual, even if they only had a limited grasp of another language, were seen to experience a growth mindset, which in turn positively impacted their broader academic results.

The study concluded that by encouraging students to identify with languages and to value different styles of communication, including sign language and computer coding, helps them develop a mindset that supports overall academic progress. For students who lack confidence in learning different languages, they benefit from being taught that communication skills take different forms. Part of our role as educators is to increase students’ self-belief and attitudes so that they believe they can actually ‘do’ languages, thus providing a platform for the probability of increasing their academic results.

It is our responsibility to encourage and support all our students to embrace new languages, regardless of whether they consider themselves to be multilingual or not. Let us inspire them not only to aim for improved academic performances by learning new languages, but also to grasp sight of how encompassing languages develops their growth mindset.

This week as we focus on valuing cultures and the benefits of learning languages, we also use the opportunity to reflect on our individual cultural histories. We are consciously aware of each other’s cultural background, which when brought together and shared, will continue to add to the intangible yet knowable depth of the School’s diverse community.  

With best wishes,

Debbie Dunwoody

2021 Parent Survey Feedback

Each year we conduct a parent survey to obtain value feedback from parents about a number of key areas at CGGS.  The confidential parent survey was conducted by MYP Corporation through their School Results Survey (SRS) from 29 November – 10 December 2021. The survey also enabled comparison of results with similar schools.

34.1% of parents participated in the survey (37.1% in 2020 and 20.2% in 2019).  Parents indicated that the 5 top reasons for choosing CGGS from highest to lowest were:  academic excellence, school reputation, values/culture, the size of school/classes and location.  The satisfaction rating is summarized in the table below.


Satisfaction Rating (out of 5.00):



Comparable Schools

All Schools


4.18 = 84.0% 4.11 = 82.2% 4.04 = 80.8%


4.27 = 85.0% 4.11 = 82.2% 4.04 = 80.8%


4.10 = 82.0% 4.04 = 80.8% 4.03 = 80.6%


The key areas in which feedback was sought were:

> Values & Culture      

> Leadership & Direction                   

> School Communication

> Curriculum               

> Co-curriculum                                  

> Learning & Extension

> Teaching Standards 

> Learning Environment                    

> Resources & Facilities

> Homework                

> Reporting                                          

> Pastoral Care/Wellbeing

> Student Transition   

> Student Engagement                        

> Parent Engagement                         


Of the 15 Key Areas surveyed, 13 received an excellent satisfaction rating and 2 received a good satisfaction rating  (Rating out of 5).  The rating of the highest 5 categories of satisfaction are listed below:




·     Learning Environment (4.37) ·      Learning Environment (4.44) ·      Learning

Environment (4.34)

·     Leadership and Direction (4.32) ·      Leadership and Direction (4.41) ·      Values and Culture (4.22)
·     Values and Culture (4.31) ·      Values and Culture (4.40) ·      Leadership and Direction (4.22)
·     School Communication (4.28) ·      School Communication (4.33) ·      Resources and

Facilities (4.19)

·     Resources and Facilities (4.25) ·      Resources and Facilities (4.32) ·      Co-curriculum (4.16)


The lowest 5 categories of satisfaction from least satisfied to more satisfied were:




·     Learning and Extension (3.95) ·      Homework (4.04) Learning and

Extension (3.82)

·     Homework (3.96) ·      Learning and Extension (4.09) ·      Homework (3.89)
·     Reporting (4.03) ·      Reporting (4.13) ·      Reporting (4.01)
·     Student Transition (4.09) ·      Co-curriculum (4.17) Teaching Standards (4.04)
·     Curriculum (4.10) ·      Curriculum (4.18) ·      Pastoral Care / Wellbeing (4.05)


Informed by the survey including individual responses, the following will be areas of focus for the school in 2022:

> Re-engaging with sport and physical activity

> Communication to parents on student progress, reporting

> Extension programs

> Homework and project management

> Technology platforms and devices

> Developing hybrid learning opportunities and opportunities for parents to share in school virtually


I would like to take this opportunity to thank parents for their valuable feedback and look forward to our continued work in partnership.

Debbie Dunwoody

Senior School


Senior School

March 25, 2022

This past fortnight the Senior School community of students and staff has once again experienced so many highlights and I hope that our families enjoy reading about the opportunities that have been taking place on campus this past fortnight.

Our Senior School assemblies are always a time of shared celebration and education and this past two weeks have been exceptional examples of how we use dedicated weeks to build understanding and empathy within our community.

In the assembly on Tuesday 15 March our 2022 Reconciliation Captains, Jacqueline de Mamiel and Pelagia Papadopoulos, Year 12, spoke about National Close the Gap Day and we also acknowledged our two Kooyong Prize winners for 2021.

The Kooyong Prize, which is awarded in late November each year, is a prestigious award which recognises the academic, co-curricular and leadership qualities, both within and outside the school setting of two students from Years 10 – 12 each year. It is my pleasure to announce to our community that the CGGS recipients of this award are Scarlett Giang, Year 11 and Amelia Westerman, Year 12. We congratulate both these outstanding students and are also most grateful to them for their contributions to CGGS and the broader community. They are both exemplary citizens who uphold our school values and motto in all they undertake.

This week’s assembly was a celebration of our school’s diversity as we have enjoyed Language and Culture Week. Dr Rittey, our Head of Languages other than English (LOTE), along with a team of students and staff presented at the assembly and in Mrs Dunwoody’s Principal’s section of CamNews, Dr Rittey’s speech has been shared for all. Hopefully all our families have been able to feel part of the celebration and experience the events through the Social Media posts on Instagram and Facebook. Commencing with Harmony Day and a sea of orange or cultural dress, this certainly set the scene for what has been a truly wonderful week. Yesterday I was one of the school community present in the quadrangle who was lucky enough to be able to watch the Melbourne Kuan Yee Dragon and Lion Dance.  In place of Mrs Dunwoody, who was at a meeting in Junior School at the time, I was able to catch the “cabbage” on behalf of the school, meaning “lucky and happy life”. On behalf of the Senior School community, I would like to thank all the staff and students who have led the activities each day. Please read further highlights and view some of the photos later in this section.

Some of the other highlights of the past fortnight include the Year 10 excursion on The Moonraker at Sorrento as part of the STEAM Marine elective and the students were fortunate to see many dolphins on this day. Our Swimming and Diving teams both achieved outstanding results in the Girls Sport Victoria (GSV) Carnival event on Tuesday and we all congratulate them on their dedicated training in the lead up to this event. Ms Law noted that as a school we had a competitor in every event. There were personal bests and State records aplenty for CGGS. A special mention must be made of Emily Price, Year 10, who achieved her national qualifying time for 50m breaststroke, swimming the race in 35.09 seconds. This outstanding result qualifies Emily to swim in the Australian Age Championships that will be held Adelaide in April.

It was also a personal pleasure to host a conversation with past student Sophie McLeod from the Class of 2010 as she addressed questions from the Year 9 students who are studying Homelessness as their Year Level topic for Service Learning. The questions posed by our students and the insights Sophie who has continued to work as a volunteer since leaving CGGS provided to us all were eye opening and thought provoking for all. Most poignant of all is for us to remember that we work alongside those experiencing homelessness and Sophie was clear to point out that anyone at any time can find themselves in this position.

We were also fortunate to have three other past students join us for the Year 10 Old Grammarians Association (OGA) Mentor breakfast. Bella Lincke, Class of 2019, and Haylie Chen and Emily Zhang, Class of 2020 who all shared their insights into how to make the most of your opportunities at school to build your experience and portfolio for the future. The transferrable skill most obvious to all in the three presentations was that our students leave CGGS with the most exceptional public speaking capabilities and a warmth and genuineness that fills your heart with pride.

Tonight, I look forward to chatting with parents at our PFA Welcome Drinks.

With best wishes for the weekend.

Cathy Poyser
Deputy Principal / Head of Senior School

2022 VCE Season of Excellence: Music

The Top Class concert series provides current VCE Music students with the opportunity to hear a varied program of works presented by selected student musicians who achieved outstanding results in 2021. The concerts encourage and inspire students with their own performance preparation, providing an insight into the craft of interpretation and the performance of stylistic conventions within selected works.

Our VCE Music students attended the Melbourne Recital Centre on Monday 21st March and enjoyed performances by students of VCE Music Performance and VCE Music Investigation. We were particularly thrilled to be in the audience to hear and support one of our own VCE Music Performance students, Chloe Law. Chloe performed a musically engaging performance of Each Precious Breath, a solo cello work composed by Melbourne based cellist and composer Helen Mountfort.

Chloe Law: Performing in the first concert for Top Class Music 2022 was an incredible honour. The Melbourne Recital Centre is such a prestigious venue for musicians and having the opportunity to perform a solo cello work there was a dream come true. The piece I played was ‘Each Precious Breath’ by Helen Mountfort, a female Australian composer. It was so special to perform this work at Top Class, especially being a female cellist myself. It was also so wonderful to be able to perform in front of a live audience, considering the difficult circumstances the performing arts industry have encountered during the pandemic. Overall, Top Class was such a valuable experience and I am so grateful to have been able to share my love of music and VCE Music Performance with the broader community, beyond an examination context.

After the concert, our VCE Music Performance students reflected on the variety of musical styles presented, the high calibre of performance skills displayed by each student and the artistic intent conveyed within each presentation.

Charlotte Lindsay: Top class was a great experience that allowed me to understand the performance criteria for Music Performance, whilst listening to some incredible solo presentations. I thoroughly enjoyed all of the items in the program and felt that I gained a stronger insight into the nuances of solo performing. Additionally, being able to listen to my co-captain Chloe was a great highlight of the day.

Grace Zhu: It was clear that each student was fully prepared for the concert, and those who performed with an accompanist worked well as a team. It is also important to be aware of the performance area and to use it to your full capacity. Memorising your music can help you to express the stylistic characteristics with more feeling, which means you don’t feel too dependent on the printed notation.

Sarah Park: Through the performances we have seen today, it was apparent that whilst skills such as control and fluency of technique are important, effective communication and cooperation with your accompanist play a vital role in creating a high-quality performance. I have also learnt that focusing on emphasising the relevant stylistic elements is crucial, as it effectively brings out the required expressive outcomes.

Romy Mead: Watching all the students perform at the Top Class Concert on Monday was such a valuable experience for us to recognise all the hard work, effort and character they put into the pieces. I was in awe of how incredible each of the performers were, how they were owning the performance space on stage and projecting character and feeling from their instruments. Something that I’ve learned through the concert excursion is how using different techniques in your piece can have a dramatic effect on how it is conveyed to the audience. It is important to execute the required skills as well as communicate the piece’s expressive outcomes.

Keona Siaw: The top class performance was very professional and enjoyable, and gave a great insight into on how musicians perform and express themselves through their instrument. Hearing a range of different instruments, such as the bagpipes, was very exciting too as I’ve never seen the bagpipes performed live. Whilst all of the performers were excellent, Chloe Law’s performance on cello was one of my favourites!  All of the performers demonstrated a high level of performance poise and successfully communicated the characteristics in the music. This is a very important aspect of VCE music.

Maddy Yong: I felt that each of the performers was able to show great variety in their presentation, and it was very clear that they were incorporating their own interpretations. Performing is a different experience for everyone and the way that a musician chooses to communicate their skills and uniqueness is very personal. It was a fun and interesting experience, and I enjoyed getting to watch them in their element.

Joanna Sun: It was a truly amazing opportunity to be able to watch the former Music Performance students perform at the Top Class Concert on Monday. They put a lot of time and effort into perfecting and executing their pieces, which were all so beautifully presented. Something I took away from watching the performances, is to really own the performance space, being confident and being in charge of your performance. Communicating well with your accompanist can also really enhance your performance. Using different techniques can enhance your repertoire and ensure you deliver the different expressive outcomes to the audience.

Kate Savige and Rohan Mack
Directors of Music

Year 10 Careers Breakfast

On Wednesday 16 March the Year 10s attended their first Alumnae/Careers event. The theme for this event was ‘Broadening Your Horizons’.

Bella Lincke (Class of 2019) spoke about her extensive experiences throughout her six years @ CGGS.  Her ‘Life Governor’s Award for Citizenship and Service’, the highest award a Camberwell Girl can achieve, and her Duke of Edinburgh (Gold) contributed significantly to her own personal growth, and certainly grew her skills portfolio across leadership, organisational, communication and interpersonal skills. She mentioned how valuable these skills have been as a tertiary student and she emphasised her ongoing commitment to the service area. She advised students that it was never too late to become involved in the vast array of events and activities that CGGS offers; and for those that are involved – not to give them up because of the VCE. Time management and organisational skills are important to develop over the two-year VCE program. Bella highlighted how excellent VCE results could be achieved through a healthy balance of cocurricular activities with hard work and study.

Haylie and Emily spoke eloquently about their journey from Year 10 to now. Both were adamant about choosing subjects you really enjoy. Emily and Haylie chose subjects across Legal Studies, Geography, Business Management and Languages and achieved ATARs in the top four percent of the state. Emily’s perfect study score in Food Studies, a subject she absolutely loved, validated her choices.  With regard to work experience, they encouraged students to challenge themselves to try out different placements and not settle for the ordinary and mundane. They strongly endorsed the idea of teachers as allies. They commented on the difference between secondary and tertiary study and the need to develop independent learning habits with all three alumnae advocating students to be proactive.

Bella, Haylie, and Emily are fine examples of what our Year 10 students can aspire to achieve, if they take advantage of the wealth of opportunities presented here at CGGS. The skills/experiences/habits our Year 10 students develop at school will help them in the transition from school to part time employment, from school to university and from school onwards in their career journey.

Trish Dolan, Careers Counsellor and Karen Bartram, Alumnae Coordinator

STEAM Marine

The Yr 10 marine science elective, STEAM marine, focuses on the marine life and habitats of the Victorian coast. To consolidate what we have been learning in class this term, the STEAM marine students headed out into the field, on the dolphin swim tour vessel, Moonraker. This trip provided the students with an opportunity to be ‘immersed’ our local marine environment and discover for themselves the marine life on our doorstep.

We encountered dolphins shortly after leaving the Sorrento jetty as we travelled along the coast near the old Quarantine station. This section of Port Phillip is a declared marine sanctuary zone, the Ticonderoga Sanctuary, and serves as a respite area for the dolphins.  Dolphin swims cannot take place in the sanctuary and vessel speeds must be much be reduced so we had the pleasure of just observing the dolphins from a distance.

Next, we headed to Chinaman’s Hat, a pile structure that was constructed and is managed purely for the use of Australian fur seals. Here the students donned their snorkel gear and swam with the ‘puppies of the bay’ for quite some time. We then ventured back to Portsea where the students went snorkelling in search of elusive weedy sea dragons.

We encountered more dolphins our way back to Sorrento pier, and even though mermaid lines were dropped in the water and our students were in the water prepared to ‘swim’ with the dolphins, the dolphins, as they sometime do, had other ideas and remained a little too far away from the swimmers to given them the close encounter they had been hoping for. But regardless, the STEAM marine students had a memorable day on the waters of Port Phillip Bay and were able to see for themselves, the amazing marine life that is found our very own doorstep. 

Please enjoy some student reflections below.

Dr Sue Mason
Science Teacher


This excursion was something I had been looking forward to ever since hearing about it from last years’ year 10 students after their excursion. They told us all about the incredible adventures and magical sights, and I couldn’t wait to experience and connect to the marine life on my doorstep in such a unique and special way – just like they had. Our trip on Friday completely lived up to my expectations; it was such a magical experience to interact up close with some of the most beautiful and intelligent creatures in our waters. I felt so proud to see the marine life that we are learning about, fighting for, and helping in our journeys – in this elective and outside of it – and I think most importantly, seeing our marine life living and thriving, gave me hope for the future, and assurance that our work and action has a great impact on marine life. – Helena M


The Sorrento excursion we had went on was full of exhilarating experiences. While the water was freezing to the touch, the amazing bachelor seals lounging on Chinaman’s Hat made up for the salty water splashing around. It felt unreal being so close to real life seals that weren’t in an aquarium, or in a picture, but actually being only a few metres away from them. We had to be mindful about not touching them or swimming under the structure as some of them used their powerful muscles to push up onto the ledge. However, the seals were playful and very cute, and I’m proud to say that I did get to experience real life seals out in Port Phillip Bay! We had also gone to find Weedy Sea Dragons out much closer to the shore. From what I had heard, the water was much more freezing and deeper than expected but being so close gave such a hands-on experience than seeing them just on a screen. This really depicted what it could be like if we chose to research more deeply on our marine animals and the experience of collecting data and being onsite. Throughout our trip, we additionally had taken many detours off the planned route as we followed the fins of many pods of dolphins. We were lucky enough to be out on a very still day, as there were no extra waves to obstruct the stunning dolphin fins. We had spotted them travelling out of the safety area near the start of the trip and had also seen them from our way back from the Weedy Sea Dragons. I learnt that they not only were aware of our boat, but they also knew which boat it was, and were familiar with the people on board. This opened my eyes to a whole community of people collaborating with the animals native to our Victorian coastline and made me realise that there is a much more fascinating array of sea life just on our doorstep. – Olivia S


Getting to be a part of the Moonraker Dolphins Swims is one of the most memorable excursions of all my schooling. Throughout the trip, we were lucky enough to spot lots of marine life including many pods of dolphins, fur seals and even a smooth ray. One of my favourite parts of the trip was swimming at Chinaman’s Hat with the abundance of fur seals. They were so playful and protective of their territory, and it was also interesting to watch how agile they moved through the water as we ducked under the water to swim alongside them. Another highlight was having the smooth ray swim underneath me whilst snorkelling, it was such a thrilling experience! Although we didn’t get to swim really close to any dolphins, jumping up and down from the boat onto the mermaid line was exhilarating and a lot of fun.  Overall, I am so grateful that I was able to travel on the tour, and it was the perfect way to spend my 15th birthday as well, I could never have hoped for a better day. – Sofia P

Harmony Day

CGGS celebrated Harmony Day on Monday 21st March, with students and staff honouring our rich multicultural community by wearing a touch of orange or traditional cultural dress. With this strong connection to multiculturalism, it is fitting that at CGGS Harmony Day marks the start of our Language and Culture Week. Our Service Captains Lauren Bernabe and Elysa Zhou organised orange ribbons for the Senior School community to wear in recognition of the day, and students and staff brought a gold coin donation for their free dress. CGGS raised over $670, with these funds being donated to the Asylum Seeker Resource Centre (ASRC) and River Nile. These two organisations focus on the needs of recent refugee arrivals to Australia, and our donations will contribute to their efforts to provide food banks, prepared meals, English lessons, child care, scholarships, and many other services.

Maggie Wighton
Head of Service Learning

Language and Culture Week

Language teachers always say that languages take you places. This week, languages took over the school. In the Languages Department, we thought it was important to celebrate, not only the languages we teach at CGGS, but also the languages and cultures of our community. We love the rich diversity of our community and wanted everyone to embrace that.

On Monday, staff and students had the opportunity to dress in traditional costumes or to wear something orange for Harmony Day. There was a lovely array of beautiful dresses and a lot of colour. German classes enjoyed an incursion with Jelena Herster from the Goethe Society. They tried out virtual headsets and felt as though they were actually in Germany.

On Tuesday, German Brezeln (bready pretzels) sold out literally like hotcakes at recess and at lunchtime, there were was a belly dancing class and a Chinese film screening. We had a special Language assembly with an introduction in German by Jane Pekin and Olivia Jones, Welcome to Country from Murrundindi, a reading and prayers in French, from Tyra Dawson and Siena Yap respectively, a musical item on a traditional Chinese instrument by Silvia Zhang and introduced in Chinese by Gina Yao and a group of indigenous students introduced themselves in language.

Wednesday saw an action-packed crêpe stand with students asking for “une crêpe citron sucre, s’il vous plait”. There was also a Deadly Learning workshop lead by Year 8 , 9 and 10 Indigenous students. The session focussed on sharing the significance of symbols and language for Aboriginal people. Mme Iskander also took a workshop in Auslan, teaching the students to say hello, ask how someone is, give their name and age and how to sign the alphabet.

On Thursday, Cate Mead (Year 9) organised lunchtime language hubs for students to get together and practise the languages they are learning and the courtyard came alive with colour during the Lion Dance.  CGGS invited Melbourne Kuan Yee Dragon and Lion Dance to perform a traditional lion dance at the school courtyard. Sounds of the the loud drums and gong could be heard across the school as two beautiful and feisty lions marched through the crowd. The interaction with students was truly amazing, with some students patting the lions, while others cheered and laughed. It was a happy atmosphere that showcased aspects of Chinese language and culture. During the performance, two items “orange” and “cabbage” were thrown into the crowd representing the significant meaning of “lucky and happy life”. The lion dance team finished with a beautiful message, wishing all students every success in their lives.

On Friday, the International Captains, Shuhan Zeng and Daleney Ing organised the International Concert. We enjoyed singing, dancing, musical instruments and a lot of K-pop.

Congratulations to Sarah Zhou (Year 9) who designed the Festival banner which hung in the courtyard for the week. Thank you to Pinwheel Café for providing a multicultural menu of food and thank you to Nina D’Souza for the beautiful languages display in the library.

We can’t wait for next year’s festival!

Dr Rittey
Head of Languages

Ancient Australia Incursion

The History Department was delighted to welcome Murrundindi to the School Library this week for the Year 7 History Ancient Australia Incursion. This annual event is a highlight of students’ studies of Ancient Australia, and focuses on the two sources through which we learn about Indigenous Australian history: the traditional knowledge of elders, and archaeology. Students handle a variety of artefacts from the Wurrundjeri culture, and through their observations and discussion with Murrundindi use these to answer a variety of questions about the past. These items range from 20-year-old items made by Murrundindi himself, through to 20,000-30,000 year old ground stone axe heads. Whatever their age, the artefacts reveal the complexities of Wurrundjeri life, and the continuity of culture provided by strong community and the passing on of knowledge through generations. The History Department would like to thank Murrundindi for his time and expertise, and his indefatigable passion for passing his knowledge on to our students. We would also like to thank Ms Devenish for her generosity in providing the Library and its resources for this event.

“The Ancient Australia Incursion with Murrundindi was such an extraordinary experience that I will never forget. A highlight of the session was being able to handle an ancient boomerang within my partnership and predict roughly how long ago it was made, what it was shaped from, the reason behind the creation, and the skills possessed by the Aboriginals to craft such an effective artefact. It was also later revealed that one particular rock had dated back to around 25,000 years ago! Additionally, we delved deep into discussing Murrundindi’s important culture and the history behind the people and country he respected greatly.  I not only learned a lot about the ancient Aboriginal artefacts, but Murrundindi also taught me the prime value of respecting our elders and each other. Overall, I tremendously enjoyed the Incursion and accumulated so much knowledge on the Aboriginal artefacts as well as the history that Murrundindi shared with us. Artefacts are so important for helping communicate knowledge of the land, culture and beliefs in Ancient Australia and I am just so grateful that I got the opportunity to learn all this.” -Kelly Ding 7P

“On Tuesday the 22nd of March, the year 7s had an incursion with Murrundindi, and it was quite a fun and interesting experience. One of the most important things I learnt was probably that the aboriginals have a very intriguing past and history. It is also very fascinating to listen and hear what our aboriginal elders have to say, as their history and past is very important. One of the things I really enjoyed, was holding and analysing a artefact shaped as a snake. I was curious, so Murrundindi explained about the artefact’s past. This artefact is used in prayer. The snake is called Mindi, which the indigenous people believed was the lore and the protector of the land. There were many interesting artefacts that we got to handle and learn about, which was a very amazing experience.” – Sienna Mansfield 7W

Maggie Wighton
History Teacher

GSV Championship Swimming and Diving Carnival

We are very excited to congratulate the CGGS Swimming and Diving Teams for their amazing performance at the GSV Division 2 Championship Carnivals. Under the guidance of our Head Coaches Amon Soerink and Jenny Donnet, there were some excellent results and many personal best performances.

We were thrilled to have such a large swimming squad this year and the dedication from all our students whether it was through swimming, helping with official roles or cheering on the team really contributed to the success throughout the day. Everyone tackled the competition with a positive attitude and a great sense of team spirit. There were many students who volunteered to fill events when others were unable to swim and their selfless commitment to the team really contributed to the overall success.

After weeks of early morning training sessions, there is no questioning the team’s dedication and this effort did not go unrewarded as we were very excited to place 4th overall in Division 2, which is the school’s best ever result at GSV Swimming! Adding to this excitement, we were so proud to see our Junior Squad finish 1st and bring home an impressive trophy.

There was also great excitement at the diving pool where our students had the opportunity to showcase their skills and they have developed into a strong competitive force within the GSV diving competition. Everyone has put in so much hard work at training, learning and mastering their three dives for the competition. Students performed extremely well against a very tough competition. It was great to see everyone’s hard work pay off as we finished 3rd overall in the Division 2 competition. 

We were particularly proud of our junior girls who have developed their skills over the past 2 years and all the year 7 students who were competing the first time this year. The Junior team finished the day in 1st position, an outstanding result for our new divers. With a team full of talented athletes and amazing support from our highly trained coaches, there is no doubt that sport at Camberwell has a great future ahead.

Well done to the students who qualified for the GSV Swimming and Diving Finals Evening on Friday 1 April at MSAC. These girls performed exceptionally well at the Championship Carnival and recorded the fastest 10 times or best dives in the pool across all 24 GSV schools to qualify for this prestigious event. CGGS has 13 swimmers and 1 diver qualify for the event, which is a fantastic achievement. We also have a number of events in which our swimmers and divers are emergencies. We wish these students all the best for their events next Friday.

Lauren Law
Head of Sport

Dancing to Victory – FUSE Cup

The date: March 17. The place: Wesley College, St Kilda. 40 year 7&8 students from across Victoria gathered together for the inaugural ‘FUSE Cup’ esports competition. Across 13 Heats and over three rounds, students competed against each other in the game of Just Dance. Played using a Nintendo Switch, Just Dance involves players copying the dance moves shown on a screen with the most accurate player (the one that scores the highest points) going through to the next round.

CGGS entered a team of four Year 7 students: Blade Thien, Natalie Knowles, Melody Hu and Lexi Bartnicki. Not only did they dance their hearts out, but they also upheld the four pillars of the FUSE Cup: integrity, strength, inclusion and teamwork. Every CGGS student made it through their heats (placing first or second), with two students (Blade and Natalie) progressing through to the Grand Final.

Across the day of competition, the total scores for every student in each school were added together to crown the Victorian High School Champions. We are so incredibly proud to announce CGGS as the 2022 State Champions!!

Congratulations to Blade, Natalie, Melody and Lexi for their amazing achievement.

The FUSE Cup is played locally in each state and brings together students from Years 7&8 to compete in a safe, structured and supervised esports competition where they will also learn about ways to improve their digital wellbeing and online safety.

In between dancing heats, students learned from experts in cybersafety and digital wellbeing about how to stay safe while playing online games, how gaming can turn into cyberbullying and what to do if they find themselves being bullied or being an observer of bullying while playing games. For example, students can block or mute other players, report the bullying or leave the game. Recently, the World Health Organisation included “Gaming Addiction” as an International Classified Disease.

Micah Wilkins
Proud ‘co-coach’ of the CGGS esports team

National Day of Action against Bullying and Violence (NDAVB)

On Friday 18 March, Australian schools stand united in their communities to join the national conversation to promote kindness, respectful relationships and help address bullying. The National Day of Action against Bullying and Violence (NDAVB) is Australia’s key bullying prevention initiative, connecting schools and communities to find workable solutions to bullying and violence, and where schools are prompted to imagine a world free from bullying.  In 2022, NDAVB celebrated 12 years of the initiative with the theme “Kindness Culture – it starts with you”. This theme explored the importance of building a kindness culture together to promote inclusion, respect and community for all students in all schools across Australia.

In Year 7 – 12 as part of the House Mentoring program, students explored four core concepts and strategies to prevent bullying: Exploring friendships, finding examples of kindness in our community, calling negative behaviour out and supporting others. Students also discussed the CGGS bullying policies and processes and brainstormed ways in which they would like to see bullying taught in heatlh and wellbeing curriculum going forward. Year 11 and 12 leaders facilitated conversations that aimed to raise awareness, create solutions and look at support networks.

In having these discussions across Year 7 to 12, CGGS students were able to demonstrate their collective approach, recognising that creating a culture of kindness, bullying prevention and taking action together is everyone’s responsibility.

Kath Woolcock
Deputy Head of Senior School – Student Wellbeing

Junior School


Junior School

March 25, 2022

Early Learning 4 – Year 6 – Mountfield Maestros

Yesterday afternoon beautiful music was once again playing in the Junior School Hall as part of our Mountfield Maestros Concert series. Students from all year levels once again had the opportunity to play their preferred musical instrument in front of a small friendly audience. After two very difficult years, both concerts highlighted the musical talent we have at Ormiston. It was clear that many students were ready to play ‘live’ at school and both concerts were quickly booked out with approximately 25 performers. It was also wonderful to have Ormiston families back at Junior School for school events and we look forward to parents and family members being a part of future events not only in Term 1, but for the rest of the year.

Wishing all our Ormiston families an enjoyable weekend.

Yours sincerely,

Paul Donohue
Head of Junior School

Murrundindi Visits Early Learning 3 & 4

This week Early Learning 3 (EL3) and Early Learning 4 (EL4) children had the privilege of participating in a Welcome to Country ceremony with Wurundjeri Elder, Murrundindi. This event welcomed teachers and children to the land of the traditional custodians, and an acknowledgment of thanks to the ancestors.

Children were active listeners and learners as Murrundindi elaborated on the meaning behind the ceremony of instilling safety and connection to country, in the hope that we too, like the first nations of this country can respectfully walk on the land as our own.

As an Early Learning community, the children engaged in dancing, singing, chanting, listening to creation stories about the Brolga bird, platypus and Bullen Bullen, the lyrebird, and were introduced to the Wurundjeri language of woi wurrung.

By embedding cultural learning at the ELC, the educators in collaboration with Murrundindi can impart the wonder of indigenous perspective, and support children to develop a sense of belonging and place, in addition to promoting cultural understanding of diversity present in their everyday lives. A big thank you to Murrundindi for sharing his knowledge with us and we look forward to future visits and inquiries into Aboriginal culture.

Esther Wong
Early Learning Coordinator

Year 3 BRAVE – Emotional Literacy

This term Year 3 have been exploring how understanding the wide range of emotions we experience can be helpful when we are navigating challenging social situations. Through collaborative learning activities, students have been learning how to build their social skills and further develop their empathy towards each other.

We started our BRAVE unit by discussing the different types of emotions students were familiar with and we had lots of fun miming these for each other.

After discussing how people, situations and events can influence our emotions, students considered how emotional responses can vary in depth and strength. They were encouraged to think of specific words to describe their feelings. For example, ‘frustrated’ instead of ‘angry’, or ‘disappointed’ instead of ‘sad’.

Once they had a solid understanding of emotional vocabulary, students were presented with a range of situations that could occur in the classroom, playground or at home. They shared which emotion they thought would be a likely response and it was interesting to hear the different feelings that students thought they would experience in response to the same scenario. Some students said they would feel proud for scoring the winning goal in a game, whilst others identified emotions such as embarrassed, happy, surprised and relieved. 

For the remainder of Term 1, we will continue to discuss the way students may feel in response to various social scenarios at school. They will be encouraged to think of how they might make classroom and playtime experiences more positive for themselves and others. By creating a shared understanding of the different emotions we can experience, and the wide range of factors that can influence these emotions, students will be better equipped to regulate their own responses and help support their peers in a variety of situations.

Liz Warren
Year 3 Class Teacher

Year 6 Scientific Minds

This term, students in Year 6 have been learning about energy, making electrical circuits, and investigating various sources of energy used to power our world. They have thoroughly enjoyed their weekly sessions in the Senior School Makerspace with Penny Dumsday. Some activities have included creating an electrical circuit to power a globe, investigating thermal energy by creating steam to power a pin wheel, and creating a model of a nuclear atom. This knowledge is now being applied to how to switch from non-renewable energy sources such as coal to more sustainable and renewable sources of energy such as solar or wind power. This week students have progressed to brainstorming ideas of how to power various household items in a sustainable way. We look forward to viewing their creations at the Year 6 Learning Expo in Term 2. 

Jasvindar Gill & Katrina Cheong
Year 6 Class Teachers

A Vibrant Junior School Library

It has been wonderful to welcome our Early Learning students into our reimagined picture book space and they have enjoyed participating in shared story time sessions and the opportunity to choose and take home a book to share with their families.

Our younger readers were thrilled when we received a donation of the hugely popular Magic Ballerina and Rainbow Magic books series which we have added to our collection. While our middle year and older readers have welcomed the addition of many new titles from their favourite authors and illustrators with graphic novels remaining incredibly popular.

Our Junior School Book Clubs are offered to students in Year 3- 6 each week during lunchtime and everyone is welcome to attend. Year 5 and 6 students meet on Tuesdays with Nina and have spent time on creative projects such as origami bookmarks and flip books. Year 3 and 4 meet on Wednesdays with Mrs Spencer and have focused on exploring characters in graphic novels with students designing and developing their own book character.

Students from Foundation to Year 6 have had the opportunity to consider and reflect on their favourite recent Australian book titles and have registered their nominations in the Young Australian Best Book Awards (YABBA). 

Sally Spencer
Junior School Library Teacher

Year 3 – 6 House Athletics Carnival

On Wednesday 23 March, our Year 3 – 6 students participated in the House Athletics Carnival at the Box Hill Athletics Track. It was a fantastic day, as the students competed for the House honour & glory! There was an exceptional number of track and field events that took place on the day.

The stands were roaring with enthusiasm, passion and cheering from each of the Houses. The students supported one another, with many helping each other get over the finish line. Our new House spirit award, was awarded to Schofield! This acknowledges the House who most demonstrates the School values of integrity, commitment, respect, hope and courage. Congratulations Schofield!

I am thrilled to share with you the official House results, congratulations to LAWRENCE who are our 2022 champions, finishing on top with an outstanding 451 points, closely followed by Schofield on 448 points, Singleton on 413 points and Taylor on 377 points.

It was a very close, and competitive day, and all of the students should be so proud of their efforts and achievements!

Our District team will be selected towards the end of next term.

Liana Kitsou
Junior School PE Teacher & Sport Coordinator

Connected Community


Connected Community

March 25, 2022

Dads Night Out a Huge Success!

The CGGS Dads Night Out was held last week at the Ramblers Ale Works in Hawthorn. It was wonderful to see so many dads and father figures from our senior and junior school communities enjoying a night out with CGGS friends.

This was a great opportunity for guests to reconnect, meet new dads and enjoy each other’s company over a quality ale at this fantastic new venue. Given it was St Patrick’s Day, there must have been a few green ales consumed!

Junior School Twilight Picnic – NEXT WEEK!

The Parents and Friends Association and Junior School staff look forward to welcoming all families to the Junior School Twilight Picnic. BYO picnic, drinks and a rug to this fun filled evening on Friday 1 April to see your CGGS friends and meet new families. Come together for a lovely evening of mingling with other Ormiston families while the children will be entertained by a Balloonologist and Face Painters and enjoy ball games and fee play.

The PFA BBQ will offer sausages, drinks and icy poles and Pinwheel & Co will provide delicious meals to pre order and collect on the night. The event will be held over two sessions to ensure adequate space for all families in the Early Learning and Junior School grounds.

EL3 – Year 3 / 4:30 – 6:00pm

Year 4 – Year 6 / 6:30 – 8:00pm

Please use the link below to register your family’s attendance and order your meals from Pinwheel & Co.




March 11, 2022

Dear Parents and Guardians,

As President of Women’s Sport Australia and CEO of Table Tennis Australia, Gen Dohrmann (Simmons) from the Class of 2006 spoke eloquently at our Senior School International Women’s Day (IWD) Assembly about this year’s IWD theme, #BreakTheBias from a sporting perspective.

Since graduating from CGGS, Gen has completed a Bachelor of Communications from RMIT and has held a number of roles at Gymnastics Victoria including Communications Manager, General Manager – Marketing and Communications and General Manager – Marketing and Industry. 

Women’s Sport Australia is a national advocacy body for women in sport. In her role as President, Gen supports a team of volunteers whose priorities include:

> Gender pay equity and a living wage for female athletes

> Equal access to sporting facilities and amenities for all women and girls, on and off the field

> Equal media time for women’s sports and female athletes

> Celebrating and championing female leaders and role models.

In her presentation to our students, Gen also emphasised the valuable role that male champions of change play in this area to make a difference.

IWD was first observed in 1908 in New York in response to garment workers’ strike in New York over terrible working conditions. The movement to advance women’s rights soon widened to demand the right to vote, to hold public office, to receive training at work and to end discrimination against women in general. In 1911 the first IWD was observed throughout Europe and by 1913, March 8 was set aside as the day for observances. Three colours were chosen to represent IWD:

> purple to represent dignity and respect

> green to represent hope and new life, and

> white to represent purity in public and private life.

At CGGS in addition to this assembly, we celebrated 2022 IWD through a variety of activities at lunchtime and through some senior students attending functions offsite. We also held our annual workshop with representatives from the international organisation Days for Girls in our MakerSpace. Throughout the course of the day hundreds of menstrual kits were compiled and sewn for young women in developing countries to enable them to attend school whilst menstruating. For the last five years this has been a key activity on IWD forming part of our Service Learning Program.

The theme of breaking biases is ultimately about building a world that is more equitable and inclusive by removing discrimination, stereotypes and prejudices against women. 

The 2020 Mission Australia Youth Survey of 25,800 young people aged 15-19 years revealed that students at girls’ schools obtained higher scores than the female average in key areas such as physical and mental health, overall life satisfaction and educational and career aspirations. Findings included that students at girls’ schools engaged more in sport (74%) compared with all females (69%), had less mental health concerns (37% compared to the female average of 43%) and were less concerned about bullying (9.6% compared to the female average of 15.1%).

At CGGS, all of our students have equal access to a wide range of curricular and co-curricular programs including, sport, STEM programs, technical activities and leadership roles. This is their norm.

The International Women’s Day website encourages us to:

Imagine a gender equal world.
A world free of bias, stereotypes, and discrimination.
A world that is diverse, equitable, and inclusive.
A world where difference is valued and celebrated.
Together we can forge women’s equality.
Collectively we can all #BreakTheBias.

We want our students to be inspired by learning and opportunities that are meaningful and truly engage them and not be limited by stereotypes, prejudice or discrimination. Real choice and opportunity will build confidence in individuals and assist them to live lives that are purposeful and fulfilling now, and into the future.

With best wishes,

Debbie Dunwoody

Senior School


Senior School

March 11, 2022

On Thursday 3 March, during the Year 7 and 8 Learning Conversations, I had the pleasure of joining the Year 9 students in their Upskill by Design session at the time when students from Year 10 were facilitating a workshop on Leadership. Please read further in this edition of CamNews all the highlights of the day at each year level and make sure you ask your child about the sessions they were involved in. This includes Credentialing at Year 7, Identity Journeys and Insta Poetry at Year 8, Leadership (which was student led and designed) at Year 9, Careers at Year 10, Fit to Drive at Year 11 run by A/Sergeant Greg Garrisson who leads our Boroondara Schools Police Network and Buying a Car at Year 12.

Our House Athletics day is always a highlight in the calendar and over the past two years of the pandemic we have been fortunate that this has been one of the events that it has been possible to conduct given its timing and being outside. As always it was a particularly colourful event with all Senior School students proudly sporting their house t-shirts and other adornments. Congratulations to our Year 11 House Sports Captains, Madeleine Giagoudakis and Frida Andreasen – Lawrence, Sasha Feldman and Isabella Tremewen – Schofield, Clara Kim and Tara Rastogi – Singleton and Paula Jimenez-Perez and Serena Segal – Taylor. Along with the support of their Year 12 House Captains, Teresa Guo and Felicity Vanin – Lawrence, Sacha Chene and Katrina Xu – Schofield, Annabel Plummer and Alyssa Wong – Singleton and Kelly Liang and Amelia Westerman -Taylor. A huge thank you is also extended to Year 12 Ella Robinson, School Sports Captain and Kelly Ta, School House Captain, both of whom ably assisted all the staff from the Sports Department in ensuring the day was such a success. I also thank all our teaching and professional services staff who ensured all track and field events were supervised with enthusiasm throughout the day. Please read below the summary of results from the day. Hopefully you have already been able to like the posts shared on Instagram and Facebook, and some photos are shared again today.

Today we welcomed small groups of prospective families to the Senior School for our first onsite School Tours in over two years. And while our own appreciation and gratitude for our magnificent gardens is something we acknowledge daily, it was special to hear so many of the families shown around the school appreciating how beautifully maintained and designed our environment is.

I hope all our Senior School families enjoy reading the highlights of the past fortnight in this edition of CamNews.

Best wishes for a restful long weekend.

Cathy Poyser
Deputy Principal / Head of Senior School

Days for Girls

Earlier this week, CGGS welcomed our longstanding partners Days For Girls back on site for our annual International Women’s Day incursion. As part of our Year 10 Service Learning programme, Days For Girls volunteers join us to educate students about the inequality experienced by menstruating women throughout the world. Due to the stigma that surrounds menstruation in some communities, young people are still excluded from education due to their menstrual cycle. Days For Girls seeks to redress those inequalities by providing sustainable menstrual kits to young people who might not otherwise have access to these resources. The kits are beautifully made, with the intent to change these from objects of shame to objects of empowerment. Through providing underwear and cloth sanitary items in cotton bags, Days for Girls literally give young people the means and opportunity to stay in school.  

Over time, the Days For Girls organisation has also become more engaged in social entrepreneurship, helping local leaders in these communities establish sustainable business that produce and sell kits, and provide health education. This is an important aspect of Service Learning, the understanding that service is not static and unchanging, but should involve responding to the changing needs of the community, and empowering them to make change. Days For Girls continue to make kits, but also engage with a range of partner to advance global menstrual equity.

Days For Girls volunteers provide our Year 10 students with not only this education, but also a practical means to make change. Students and staff are involved in a range of activities including ironing, sewing, sorting, cutting, and tracing to make sure that these products are crafted with care and intent. This event is a highlight of the Year 10 Service Learning program, and a reminder of the need to continue in our work to #BreakTheBias.

If you would like to learn more about Days For Girls and the local chapter of this volunteer organisation, you may wish to read more hereor watch this video (5 mins).  Two of our Year 10 students also offered their own reflections on the day.

Maggie Wighton
Head of Service Learning


On International Women’s Day we participated in a workshop for Days For Girls. Days For Girls is an organisation which creates reusable sanitary kits for girls and women in developing countries, so they don’t have to miss out on school or work. The DfG kits include a variety of helpful products such as liners, underpants, soap, menstruation guides, and the DfG pad.

In the workshop, we learned about how our efforts can make an enormous difference for girls and women all over the world. We put our service skills into action and began creating DfG kits! We were put into small groups and each group had a different task. These tasks consisted of folding underpants, sewing the reusable pads, stamping buttons onto the pads, and tracing the outlines for the pads and liners. We all worked cooperatively to make these kits and it felt great to work together as a team. At the end of the session, we were all incredibly pleased to be able to help and make a difference.

From this experience, I’ve learned that working together, we can help girls and women all over the world and give every woman the same opportunities. Days For Girls is truly an outstanding organization from which I, and every year ten student has learned from.

Hayley Price, 10B


The Days For Girls Service Learning incursion was a great opportunity for the Year 10 students to celebrate International Women’s Day whilst helping the lives of others around the world. We were given the chance to create reusable sanitary products such as pads. Some of the tasks that we helped in included sewing, pinning and tracing the lining of the pad. I was able to help out with placing snap buttons on the pad so that they could be wrapped around the underwear. The pads we made are going to be distributed around Burundi which is a country in East Africa where women often face the struggle of being able to afford menstrual products. It was enjoyable to be engaged in making this product knowing that we are making a positive difference to the women who don’t have the same privileges that we’re lucky to have. Overall, it was a valuable experience that allowed me to learn a new skill whilst being physically involved in helping women who do not have access to proper sanitary needs.

Cadence Chun, 10B

House Athletics

Congratulations to everyone who participated in the House Athletics Carnival last Friday 25th February. It was a sea of colour at Bill Sewart Athletics track with all girls from years 7 to 12 excited to showcase their skills in a range of track and field events and novelty events. The year 12 students did a fantastic job at co-ordinating their house costumes and lead the school in creating  vibrant atmosphere throughout the day!

We would like to congratulate everyone who participated in the day whether it was by competing, cheering or organizing the teams. It was a great day and it was wonderful to see trying new events and filling in for others throughout the day, everyone should all be very proud of their efforts.

Well done to Taylor who finished the day as champions of House Athletics and to Schofield who won the House Spirit Stick for their support and cheering throughout the day.  The overall results were as follows.

House Athletics Results

1st – Taylor

2nd – Lawrence

3rd  – Schofield

4th – Singleton

Thank you to all the staff and students who assisted throughout the day to ensure the program ran smoothly, particularly the House Sport Captains who have put in an enormous effort to make sure all races were filled and to the School Sport Captain, Ella Robinson and School House Captain, Kelly Ta for their assistance throughout the event. 

There were some outstanding performances in the pool and the following students should be very proud as they were awarded the Year Level Champion Awards. The year level champion award recognises the best individual performance across both track and field in all year levels from 7-12.

Year 7
1st – Harper Drane
2nd – Anthea Vais
3rd – Selena Chen

Year 8
1st – Ruby Edge
2nd – Anneka Sinnappu
3rd – Erika Tjangdjaja & Maddie Wood

Year 9
1st – Angela Liu
2nd – Ency Chen
3rd – Amber Rastogi

Year 10
1st – Emily Price & Ashleigh Western
2nd – Amina Keegan
3rd – Alyssa Chin & Sofia Pandeli

Year 11
1st – Sasha Feldmann & Madeleine Giagoudakis
2nd – Isabella Remewen
3rd – Clara Kim

Year 12
1st – Emma Peak
2nd – Emmelyn Choo-Lambropoulos & Jess Nguyen
3rd – Ella Robinson


Lauren Law
Head of Sport 

GSV Preliminary Swimming and Diving Carnival

Last Friday, 4 March, our school attended the GSV Swimming and Diving Preliminary Carnivals at the Melbourne Sports and Aquatic Centre. A group of eager swimmers and divers spent the afternoon at MSAC, competing against seven other schools in a range of individual and team events.

Overall, both the diving and swimming teams placed 5th which was a great achievement and a testament to their hard work in training for this event.  We are all very excited to be competing in Division 2 for Championship Carnival on Tuesday 22 March.

Everyone did an amazing job on Friday, whether they were swimming, diving or helping with official jobs such as timing. It was great to see the team spirit as everyone cheered for each other. Good work to the whole team, you should all be very proud of your efforts!

Swimming training will continue on Monday and Thursday mornings and Diving on Tuesday afternoon and Thursday morning in preparation for the Championship Carnival.

Thank you to our Head Diving coach Jenny Donnet and our Head Swimming Coach Amon Soerink for preparing our girls so well for this competition. The results from the carnivals are below.

Emily Price and Anneka Sinnappu
Swimming Captains


On Sunday 27 February, CGGS students across all year levels competed in the 2022 GSV Triathlon. Waking up well before dawn, we all met at the CGGS flag at bright and early at 6am on the Altona Esplanade ready to race with our bathers, bikes, and runners. The first leg in the race was the 300m swim, then the 10km bike ride and lastly to bring it home the 2km run.

This enjoyable annual event has become increasingly popular with the number of participants growing every year. A total of 66 students took part in the event this year, which was the largest team entered in the competition. Our spirit, attitude and morale was unrivalled, with every students cheering on their fellow peers. 

We would like to give a special mention to Claire Fleming, Anika Selvaratnam and Angelique Quah who placed 3rd in the Junior team and Emily Price, Tyra Dawson and Bella Fary who placed 4th in the Intermediate division.

We would also like to acknowledge the year 12 team, Ava Hu, Emmelyn Choo-Lambropoulos and Ruvina Suriyapperuma, who have been very privileged to have had the opportunity to participate in the GSV Triathlon every year since the event was first introduced to the school in 2018. It has truly been a rewarding and unforgettable experience. 

Lastly, many thanks to Ms Law and Mr Clark for getting up extra early to set up and assisting on the day. Extending this gratitude, we’d also like to thank the parents for waking up early to drive us to the beach. Everyone should be very proud of their performance and for making the triathlon a fun and exciting event.

Ava Hu and Ruby Killington
GSV Sport Captains

Learning Conversations – Years 7 & 8

The first Year 7 and 8 Learning Conversation day for 2022 took place on Thursday March 3rd and was held as an online event. As a positive learning from the COVID-19 restrictions of the last two years, these important teacher, student, and parent conversations, were conducted via ZOOM, a cloud-based video conferencing software program. Prior to the 3rd, families were invited to make appointments via Parent Lounge and then on the scheduled Learning Conversation day, join via a digital device for a discussion related to their child’s academic, social, and emotional  progress.

Conducting these meetings online over the course of the whole day, from 9.00am through to 8.00pm, not only provided greater accessibility for families to a wider range of their child’s subject teachers but also minimised the logistical challenges experienced when these evenings were hosted onsite – work commitments preventing attendance, negotiating traffic, finding a carpark on the night, and trying to conduct private conversations in rooms shared with others just to name a few. By hosting such important conversations in the privacy of a single chatroom allowed for more meaningful exchanges in the time available and ensured parents, teachers and students were clear on the shared objectives to enable continued academic growth.

Running our Learning Conversation days in tandem with our UpSkill ByDesign programs is also intentionally done. Throughout the course of last Thursday, Year 7 and 8 students engaged asynchronously in a series of tasks which targeted self-management, organisation, and communication skills. This mode of delivery of their UpSkill program enabled these students to join their parents for scheduled Learning Conversation when required so they too could be active participants in the discussions focussing on their learning and progress in the various subjects.

At CGGS we pride ourselves as being a relational teaching and learning community. Conducting our Learning Conversations in an online space provides yet another opportunity to encourage and nurture connections between students, teachers, and parents which in the long run, is a huge benefit to all.

Kim Hepworth
Head of Teaching & Learning


We were excited to have our first Upskill By Design day for the year on March 3rd, running parallel to our Year 7 and 8 Learning Conversations.

Between 8.30am and 1.00 students across year levels took part in a variety of bespoke programs, designed to align with their year level spotlight. In the afternoon, a curated collection of Wellbeing 360 activities was available for everyone to participate in.

As the program is an intentional hybrid design, our Year 7s and Year 8s undertook online programs that enabled them to flexibility move in and out of their Learning Conversations as required. With our Year 7s new to Senior School this year, as part of this transition, they were tasked with earning their first micro credential recognising the skills of Working and Learning from Home. In doing this, students were challenged to complete a series of briefs deemed essential for hybrid working and learning situations. These included self-management, digital and communication skills, critical thinking, time management, making connections between information, ideas and community, and demonstrating creative ways of contributing.

The Year 8 students were similarly tasked to refine their skillset in working from home. Exploring their learning spotlight of identity, these students welcomed writer and poet Emilie Zoey Baker to share her knowledge and experience of the writing process and the power of words in advocating for self and for others. Students were challenged to share their own Poetry in the Wild creations and also completed a piece of poetry that reflected who they are. These creations will form a special display for the Year 8 area, led by Mrs Litchfield.

Excitingly, the Year 9s undertook the first of a two-day leadership program called ‘LeadHERship’, initiated, designed and delivered by a group of our own student leaders. Year 12 student Jacq and Year 10 students, Sara, Jess, Romy, Helena, Cindy, Izzie, Charlize, Mia and Grace, led the Year 9s through a program exploring what leadership is, why it matters, leadership strengths and styles. Run as a conference, day two of this program will take place later this year. This is amazing student initiative and the team are really excited to also work with our Year 8s in sharing their leadership tips, strategies and experiences.

At Year 10, Mrs Dolan welcomed students into the #myfuture program. In this session, the students explored their strengths and talents, the world of work and their place in it, focused on their values and interests. They also unpacked university jargon and discussed the importance of the Open Day experience as part of exploring their post school options and opportunities. The session is an important step in providing students with the necessary skills and knowledge for lifelong career self-management.

Our VCE students also had a focus on future life skills on this Upskill day. The Year 11s undertook the Fit2Drive Program where workshops aimed to provide essential road safety knowledge and skills, as a means of preventing serious injuries and lives lost amongst young Victorian road users. Students heard keynote presentations from the Boroondara Police and the Fire Department and were provided with a unique opportunity to explore the complexities of decision-making and assessing risk as a road user, something that as probationary licence holders, is enormously important.

A car theme was also the focus at Year 12 with these students welcoming Barbara van der Merwe from ‘Money and You’ to hear all about Buying a Car. From one off, monthly and annual costs, students were given a real-life insight into what the costs and responsibilities of buying, maintaining and running a car. To complement to this, students undertook the Galmatic Car Maintenance Online program, where tips on basic car maintenance from what’s under the bonnet to tyre care were all included. Again, a life skill that we know will be of benefit to our students moving forward.

To round off the day, our Wellbeing 360 program took place in the afternoon. Curated activities designed to enable everyone to participate and actively work to support their wellbeing were available to opt into. In practising self-regulation, students were able to choose from the included newly available activities focusing on gratitude, mind logic puzzles and movement or to revisit the suite of activities made available in the past.

Kath Woolcock, Deputy Head of Senior School – Student Wellbeing and Kate Manners, Head of Strategic Initiatives

International Women’s Day Breakfast 

On Friday 4 March, we were fortunate enough to be able to attend the International Women’s Day breakfast at the Parliament House alongside various other girls’ schools across Melbourne. During the breakfast we had the pleasure of hearing from Australian politician Georgie Crozier who has hosted the event for the past seven years to encourage girls around the world to #breakthebias. The guest speaker this year was the third female Lord Mayor of Melbourne, Sally Capp. Her speech inspired us all as she shared not only her own experiences within a male dominated industry, as a lawyer, but also stories about other empowering women who had inspired her to strive for success. One of these being the story of Zelda D’aprano who had chained herself to the Commonwealth building, advocating for equal pay. Despite being arrested for her actions, her perseverance and determination was a push in the right direction for breaking the barrier of gender inequality. It was an honour to represent Camberwell Girls at this event, and we hope to inspire the greater community to #breakthebias!

Jessica Lee, Jasmine Muniratna, Kate Ryan and Julie Yap

International Women’s Day – House Mentoring

With International Women’s Day being recognised on Tuesday March 8, our School Mentor Leaders led an activity with all year 7 – 10 students during House Mentoring on Friday 4 March to challenge and call gender stereotypes and biases, and to celebrate women’s achievements globally. In their mentor groups, students spent time exploring and discussing how our collective strength and commitment to challenging these behaviours can help create a future of equality for women and one where we are able to live free from stereotypes, stigma and violence, moving towards a future that is more sustainable, peaceful and provides opportunities for all.  

This year, through the call to action #Breakthebias, women are being asked to explore and reflect on the daily challenges still faced by women in the workplace and society and discuss how we can change perceptions and move the conversation forward to create positive change.

As part of this, each student was given the opportunity to commit to a call to action by recognising and celebrating those women in their lives who inspire, advocate and represent the future. They also took photos standing in the #breakthebias pose, representing a very visible commitment to the cause.

Year 9 Wellbeing Day – Flourish Girl

Year 9 students participated in a Flourish Girl workshop on Thursday 10 March, an event that was postponed multiple times in 2021 for these students, due to COVID-19. Founded by Mandy Dante, Flourish Girl are a leading provider of personal development workshops run specifically for teenage girls. Flourish Girl is a not-for-profit charity that works with students age 13 – 18, to build self-awareness, self-confidence and social connectedness within their school community and other trusted relationships.

The students participated in a series of workshops led by the effervescent and energetic Flourish Girl 6-person team. The program, titled “flourish with self” was purposefully chosen as the sessions provide students with an opportunity to build social and emotional tools to connect with themselves and others.

The program included different workshops that developed essential skills and knowledge to unpack societal norms, embrace the power of their own stories, recognise the value in being vulnerable at times and most importantly, left them empowered with a toolkit of strategies to be agile and resilient moving forward.

We look forward to building on this new knowledge through our Period 5 Wellbeing program, as well as our second Year 9 Wellbeing Day scheduled in June.

Kath Woolcock
Deputy Head of Senior School – Student Wellbeing

Melbourne Youth Leadership Conference

On Tuesday 1 March, 20 of our Year 12 School and House Leaders attend the virtual Melbourne Youth Leadership Conference. Through a series of keynote presentation by conference founder, Will Massra, Leadership influencer, Holly Ransom, and the Man Cave Founder, Hunter Johnson, the students explored and unpacked leadership in its entirety.

There were a number of very impactful concepts explored, including the importance of sharing the ‘why’, of understanding the personal and individual perspective, of embracing your fears and owning your story.

Our senior leaders then used this knowledge to generate discussion about how to create a movement by looking at examples of this leadership within our own school community and in the wider global world.

Kath Woolcock
Deputy Head of Senior School – Student Wellbeing

Year 8 Philanthropic Initiatives

We are very proud of the Year 8 students who have shown great selflessness and leadership by organising, delivering and encouraging their own charitable programs to begin the year.

Usha Nadarajah has been steadfast in setting up her ‘Towels for tiny creatures’ initiative, asking the Year 8s to bring in towels that will be donated to aid native wildlife as they recover from injury or orphanage. It has been pleasing to see Usha’s donation box filled by her peers and we congratulate Usha on this generous initiative. Well done!

Alyce Law has recently presented an informative talk to our Year 8 cohort about Coeliac Awareness Week (13th – 20th March) with the aim to raise awareness about this autoimmune disease. As part of this initiative, the Year 8 students have been asked to bring a gluten-free lunch on Wednesday 16th March and join the year level for a lunch get together at the Labyrinth. Alyce, thank you for your considerate and engaging presentation.

We welcome future initiatives driven by the Year 8 students and look forward to your ongoing altruistic spirit.

Maria Litchfield
Year 8 Coordinator

National Dance Sport Competition

On the weekend of 5 and 6 March, Ella Ding, Year 12, competed in the National Dancesport Competition in Bendigo. Participating in the Under 21 division with her dance partner they placed 1st in the B Grade Latin event and ranked 2nd in Australia for the Under 21 Open Latin event.

An extensive amount of training and rehearsal is required to compete at this level and Ella her partner are extremely proud of the results as it was their first nationals together, and they look forward to training harder and competing at further events throughout the year.

Congratulations Ella, we look forward to hearing of your further success throughout 2022.

Organic Gardening: Grow @ Home

Fourteen students from the Years 8&9 elective group Organic Gardening: Grow @  Home visited a local urban backyard business called Melbourne Food Forest https://melbournefoodforest.com.au/. The vision for this business is to tread lightly on the earth and help people create edible jungles of beauty.

Students explored the sustainable home with a special interest in the edible garden. They took photos of awe inspiring produce for their Nature Observation Photo Journals and took notice of the different varieties of food grown. The purpose of the visit was to marvel at the incredible Food Forest, collect inspiration to create their own veggie plots and potentially make changes to their outdoor living spaces at home. At school, students in this elective germinate their own seeds, learn about fruit trees and seasonal produce, grow fungi, cook with seasonal produce, make compost, explore soils and design their own Urban Edible Backyards.

CGGS students interested in Sustainability have opportunities to join Environmental Groups such as Froggies and take part in designing the new Sustainability Vision for the school. Students can explore Indigenous Perspectives through Service Learning days, attending the new CGGS Mungo camp, and selecting the Lake Mungo Year 8&9 elective. Aboriginal and Torres Strait Islanders have rich environmental knowledge, and a connectedness with and respect for nature that is vital for present and future generations.

Anna Clarkson
Head of Sustainability

Junior School


Junior School

March 11, 2022

Foundation – Year 6 Learning Conversations

Last week, parents/guardians had the opportunity to make an appointment with their child’s classroom teacher, to discuss how their child has settled into a new year and what progress they have made so far in Term 1. As Head of Junior School, I would like to encourage parents/guardians to regularly contact their child’s class teacher if they have any questions about what is happening inside the classroom. At Ormiston, we strive to ensure communication between School and Home is open and clear at all times to improve the learning outcomes of our Junior School students.

Year 4 – 6 Online Health and Development Parent Information Session

This week parents in Years 4 – 6 had the opportunity to learn about our Health and Development program that will take place in Weeks 7, 8 and 9. The program is organised by Interrelate in conjunction with our classroom teachers and consists of three age-appropriate workshops for each year level. This parent information session was very successful in outlining the content of these sessions and I would like to thank the parents who attended and asked questions to gain a better understanding of what we deliver as part of our Health curriculum program.

Wishing all our Ormiston families a relaxing and enjoyable long weekend.


Yours sincerely,

Paul Donohue
Head of Junior School

Learning in, about and with nature

“The environment is where we all meet; where we all have a mutual interest; it is the one thing all of us share.” – Lady Bird Johnson

For children, play is about process learning and there is no richer resource than the natural environment of the outdoors. It is within these spaces that children innately develop physical, cognitive, social, and emotional skills through their connection and appreciation of nature’s beauty and all living things. Over the last few weeks, the Early Learning children have been integrating the garden space into the classroom through the exploration of earth science and growth. As researchers, the children have been invited to explore the different types and structure of plants using their sense of sight, scent, sound, and texture to question, discover, problem solve, experiment, and explore – from the budding seeds planted in the kitchen garden to the adult trees located in Junior School.

Learning in, about and with nature places a pedagogical emphasis on shared inquiry learning through play and hands-on discovery. It facilitates children to build an awareness of the seasonal happenings, an understanding of human impact, sustainable practices, and stewardship towards our natural environment.

Esther Wong
Early Learning Coordinator

Early Learning 3

The Early Learning 3 children have extended their sunflower inquiry to the life cycle of plants. Using their fine motor skills and a pincer grasp, the children extracted seeds from the sunflower head. Together the children discussed and hypothesised what would happen next, taking into consideration the impact of water, sun, soil, earth, and weather on the seed’s growth. The children have been documenting their observations using a growth diary. Each day they are invited to express their wonderings and curiosities using writing and drawing.

Emmaya: Once the sunflowers die, we can plant them and make new ones.

Abigail: You can’t get the seeds until the sunflower is all dried.

Eric: Hundreds of seeds.  

Victoria: Lots of seeds from one sunflower. 

As an introduction to the kitchen garden, the children have been investigating different types of seeds, such as broad beans, carrots, radishes, pumpkins, and spinach, and hypothesising whether the size of a seed will impact the growth and size of the harvest. The children had opportunities to work together and get their hands dirty by planting a variety of seasonal vegetables and fruit. They look forward to caring for their plants as they watch the kitchen garden evolve.

Jacqui Laird & Esther Wong
Early Learning 3 Teachers

Early Learning 4 Part Time

The Early Learning 4 Part Time children have interacted with nature by closely examining the trees in the big yard. As a community of learners, children show an ongoing curiosity about their environment in which they strengthen their ways of understanding the world.

Enclosed are photos of children looking at the roots of the tree and using pencil sketches to document their observations. The children had fun climbing in and out of the tree roots. We hope to join the rest of our Early learning community to do some planting in our vegetable patch.

Ramila Sadikeen
Early Learning 4 Part Time Teacher

Early Learning 4 Full Time

Our community garden is a wonderful space that nourishes the wellbeing of the children and provides opportunities for the children to learn about how they can respect, care for and explore nature with wonderment and awe. 

As stated by David Sobel, ‘If we want children to flourish, we need to give them time to connect with nature and love the earth before we ask them to save it.’

As curious learners, the children were excited and eager to begin planting in our community garden. As self-managers and collaborators, the children stayed focused and on task as they worked towards their shared goal of planting flowers, silverbeet and lettuce seedlings, and strawberries in the raised garden beds and clay pots

During this process the children were engaged in problem solving, critical thinking and dialogue, as they thought about and discussed how they could remove the seedlings from their containers without damaging the roots, how much space the roots required for growth, how far apart the seedlings needed to be planted to ensure they had enough space, and the amount of soil that needed to be put into the clay pots before and during the planting of the strawberries. This learning also provoked dialogue related to mathematical concepts of measurement, position, and number.

The children made discoveries as they carefully observed the intricate root system of the seedlings, noticed the strawberries already growing on the strawberry plant, and compared the size and shape of the silverbeet and lettuce leaves.

As communicators, the children are confidently sharing their learning and reflections in the classroom, through drawing, dialogue, and photographs. 

Aran: I made a hole with my fingers, and I put the roots in the dirt and then I patted the dirt down. The silverbeet needs soil to grow and it needs water and the sun.

Darcy: I made a hole in the soil and then I put the roots in and then I flattened the dirt and watered the seedling.

Cecilia: I just needed to put some dirt in the pot and put strawberries in there and watered it. I saw a big strawberry.

Laura: First I dug a hole and then squeezed the plastic pot so the plant would come out, but it was too hard. I persisted, that means I tried my best and then it tipped out. I put the flower in the hole – just the roots in the soil and put soil around it.

As researchers, we look forward to spending time in our community garden each day, to make further observations and discoveries.

Angela Follacchio
Early Learning 4 Full Time Teacher

Year 2 – Unit of Inquiry

This term in Year 2 our Inquiry unit is ‘How can we look after ourselves?’. The students have been looking into the benefits of physical activity and hygiene, but they have had the most fun looking at the bones in our bodies! As a class we investigated the different names of our bones and why they each had a very important role to play in our bodies. They have really enjoyed learning new facts about our bones and our bodies, as well as becoming doctors by looking at X-rays. In our experiments with Mrs Dumsday the students were able to watch a dissection of a chicken wing. The students looked at the different bones inside the wing and were able to make their own cardboard arm. 

“I have enjoyed learning about the biggest bone, our femur. I have also enjoyed learning about different bones in my body” – Olivia D 

“I liked learning about the bones and looking at the chicken bones when we did our experiment with Mrs Dumsday. I liked making the cardboard arm to show how it moves” – Lily 

“I was finding it quite fun to learn about the bones. I think my favourite bone is my rib cage” – Evie 

“I have enjoyed learning the different names for all of them, then I get to teach them to my family, like the phalanges” – Akira 

Mikaela Stanaway
Year 2 Class Teacher

Year 4 – Unit of Inquiry

The students in Year 4 have launched into the new school year with enthusiasm and inquiring minds! With their thinking caps poised, Year 4 have begun exploring in Inquiry, ‘What makes a responsible digital citizen?’ During this time, students have begun to investigate online safety, features of a website, the history of the internet, data security and how to be respectful online. Next week, they will be taking part in a webinar run by the eSafety Commissioner called ‘Be an eSafe Kid: a better internet starts with you.’

Over the past month, the Year 4s have also refined their poetry skills. In particular, they have been focusing on figurative language including metaphors, similes, onomatopoeia, alliteration, repetition to make their writing more interesting. They were challenged to write a poem about the Ormiston Garden.


The Rebirth of a Flower by Elfie Fan

In the garden, the thin breeze blows on the tall trees

I can hear the cheerful birds chirping in delight

I put the tiny seeds in the soil and wait for it to grow

I can smell the fresh air blowing in the empty sky

When the rough night wind howls, the seeds stay safe underground

Helpful earthworms dig to make the soil breathe, and

Bees pollinate from flower to flower

Elegant trees are like tall statues standing quiet and still

When the soft soil is clear and healthy

And the peaceful raindrops fall to the endless ground

The seeds crawl pit pf the soil, first seeing the bright shining sun,

Silently, it grows


The Ormiston Garden by Annabelle Teh

As I stood out in the open garden

The wind whispered in my ear

The sound of excited, energetic children chattering sang in my ear

The smell of drab wooden pillars started rising through the air

A magnificent smell of flowers wafted through the air

The rose bush was a dagger because the thorns were sharp

Crystal clear water drizzled on the hazelnut coloured bench

The soft sand slid through my fingers like a slippery slide

The pavement was a hard as a rock

It was the most pleasurable time

The students have also enjoyed practicing their spelling words with chalk outside in the Ormiston playground.

Anjali de Quadros and Amelia Hart

Year 2 Super Strings

String playing at CGGS continues to grow from strength to strength and much of it starts right here in the Super Strings program.

Here at Ormiston, our Music programs use the Kodaly and Orff approach to music education, to develop an understanding of the basic concepts used to create music. This concept is continued into all our instrumental programs and at CGGS we are very fortunate to offer our students the opportunity to take part in our Year 2 Super String program.

The Super Strings program aims to develop technical, aural, music reading and ensemble skills through a practical experience by learning to play the Violin, Viola or Cello.

Each Thursday, the students are split into two groups and rehearse for one hour. Classes consist of a combination of tutorials and ensembles, as students begin to rehearse a range of exercises and repertoire within their instrument section and later as a large ensemble. Students with prior string experience are extended in their Super String experience and are offered more challenging music to play, developing further, their ensemble skills which is essential to chamber music.

So why learn stringed instruments?

In recent years, researchers in a variety of medical fields have examined the influence that music training has on cognitive functions and overall health.

Schools all over the country are placing new emphasis on teaching children the basic elements of music as part of the core subjects because of the measurable gains it generates and overall grade improvements. Learning a stringed instrument in particular increases and enhances cognitive activity by:

> establishing a positive learning state

> creating a desired atmosphere

> building a sense of anticipation

> changing brain wave states

> focussing concentration

> increasing attention

> improving memory

> facilitating a multisensory learning experience

> releasing tension

> enhancing imagination

To further enhance the students’ learning; online activities, music and videos are shared on Seesaw where students and their families have regular access at home. Students are also encouraged to keep a performance diary of their work which string staff regularly check and comment on.

It is only the start of the school year and our Super Strings are already making beautiful music.

Stay tuned for more great tunes from our Super Strings!

Nichole Adams
Music Teacher and Violin and Viola Tutor

Year 4 – 6 Boroondara Division Swimming

On Tuesday 1 March, the following team of 12 students went to Monash Aquatic and Recreation Centre to represent CGGS at the Boroondara Division Swimming Carnival. These students competed in a mixture of relays and individual events. All our relay teams qualified from District level which was a wonderful effort. The competition was challenging on the day and all students represented the School with confidence and determination. Here is the swimming squad:

Amy Qi

Olivia Yang

Jasmine Xie

Nellie Ruddle

Kealey Liew

Ruth Whelan

Sophie-May Ronzani

Ailey Poon

Estella Ouyang

Zoe McManemin

Cecelia Yang

Ivy Xie

Congratulations to Olivia Yang, Cecelia Yang, Ruth Whelan and Jasmine Xie who have qualified for the Medley Relay at the Eastern Metropolitan Regional Competition on Friday 25 March. Olivia Yang will also be representing CGGS for Freestyle & Butterfly, whilst Cecelia Yang will be representing CGGS in Freestyle & Breaststroke.We wish our students the best of luck as they progress on to the next stage.

Liana Kitsou
Junior School PE Teacher & Sport Coordinator

Year 5 Art

The Year 5 students first listened to and discussed a story about Bunjil the eagle, a significant animal in Indigenous culture. Then they sketched a large eagle, focusing on the body shapes, positioning and sizing. A palette knife was used to mix paint and then apply it to their eagle design. While painting they explored layering colours and then scratching into the paint, to scrape away colour. The students were encouraged to differentiate the body parts and the feathers with their choices of colours. When dry, the students used a variety of lines and patterns in the style of the Wurundjeri, using earthy colours, filling in space around Bunjil.

Fiona Gibson
Art Teacher

Connected Community


Connected Community

March 11, 2022

Break the Bias – International Women’s Day

It was a delight to welcome back old grammarian, Gen Dohrmann (Simmons, 2006) as our guest speaker at the International Women’s Day assembly held on Tuesday 8th March to talk about this year’s theme #Breakthebias.

Gen spoke about her role as President of Women Sport Australia, a volunteer, not-for-profit body dedicated to making sport equitable. She spoke about the importance of supporting women in all sports from grassroots to professional and the significance of including men in these conversations. Gen encouraged everyone to take the gender equity sport pledge which asks people to commit to affirmative action to create equity for girls and women in sport. To make your pledge please click here https://www.womensportaustralia.com.au/takethepledge/

To view this fantastic presentation, please view the video here:


PFA Events are Back!!!

We are delighted to be able to finally hold functions again for the CGGS Community and hope to see you at the upcoming PFA events.

The PFA Welcome Evening

We would love to see parents from every year level across the school join us at this fun whole school complimentary event on Friday 25 March from 6:00 – 8:30pm.

Be entertained by live music and enjoy a variety of delicious food, cocktails, wine, beers and soft drink. You could be the winner of an amazing Lucky Door Prize!!

This will be a great opportunity to catch up with parents from your year level and meet others new to the school community.

Bookings are essential for catering purposes.

Dads Night Out
The CGGS Dads Group Committee invite you to join dads, uncles and grandads from the senior and junior school communities for the first Dads Night Out of 2022. 

The Dads Night Out will be held at the Ramblers Ale Works on Thursday 17 March from 7:00pm

This will be a great opportunity to reconnect, meet new dads and enjoy each other’s company over a quality ale at this fantastic new venue.

$30per person will provide finger food all night and a pint of beer.

Tickets can be purchased via the link below:

Junior School Twilight Picnic IS ON!!

The Parents and Friends Association and Junior School staff look forward to welcoming all families to the Junior School Twilight Picnic.

BYO picnic, drinks and a rug to this fun filled evening on Friday 1 April to see your CGGS friends and meet new families. The PFA BBQ will offer sausages, drinks and icy poles.

The event will be held over two sessions to ensure adequate space for all families in the Early Learning and Junior School grounds.

EL3 – Year 3 / 4:30 – 6:00pm

Year 4 – Year 6 / 6:30 – 8:00pm

We are looking forward to seeing you at one or all of these PFA events!!

PFA Friends of Sport support for House Athletics

The Friends of Sport parent volunteers were delighted to prepare and serve morning tea for CGGS staff at the recent House Athletics Carnival. Year 11 parents Tracey Tremewen and Kate Locke organised an amazing array of baked goods to energise and fulfil the staff during a busy day at the track.

If you would like to volunteer with the Friends of Sport please contact Susannah Jepson, Community Relationships Coordinator via jepsons@cggs.vic.edu.au

Join the PFA Committee at the Annual General Meeting

The Parents & Friends Association is committed to supporting the school and its amazing community.

Parent involvement is always welcomed. We aim to build a strong network and sense of community and would love you join this vibrant group of CGGS parent volunteers at a PFA event or meeting or volunteer on the Committee.

We are seeking nominations for positions on the PFA Executive and Committee and the 2022 Committee will be inducted at the upcoming Annual General Meeting on Tuesday 22 March at 7:30pm in the Junior School Hall.

All members of the CGGS community are warmly invited to attend the meeting, even you do not wish to nominate for a position.

Positions include: President, Vice President, Secretary and Treasurer and 6 committee member positions.

The term of these positions is one year with a maximum of 3years.

Learn more about the PFA Committee roles via the button below.

The Nomination Form is available via the tab below:

For more information about the PFA or the Committee roles contact Susannah Jepson, Community Relationships Coordinator for more information.

CONTACT   jepsons@cggs.vic.edu.au