June 12, 2020

Dear Parents,

Earlier this week many of you would have seen the photographs of our return to school for all year levels and the Welcome to Country ceremonies performed by Murrundindi. They were very special ceremonies and we felt honoured to be welcomed back onto the land.

I also spoke to the girls to acknowledge the time we spent apart and how proud I was of them and of the staff, for the incredible way in which they had embraced remote learning, remained connected and strengthened our community.

I shared with some of the older year levels my reflections about a time early in the term when there were so many unknowns to deal with each day. I remember feeling a mixture of emotions at this time including worry, anger, frustration and isolation. For someone who likes to be around people and feel ‘in control’, this situation was proving to be very challenging for me! One morning my Personal Assistant, Mrs Madge left a quote on my desk that I found particularly helpful.

The quote reminded me that it is always important to try and make the most of a difficult situation and not just get caught up in the situation itself. When you don’t know how long it will last, it is vital to keep thinking creatively and positively. So many members of our community have done that by creating new ways of having fun, completing challenges and spending time enjoying company #TogetherApart.

Our time learning and working remotely has given us the opportunity to recalibrate. Whilst we all enjoy an abundance of choices in our lives, they can also be a burden and consume the important time required to build relationships and care for ourselves.

This is now a time when we can rethink our priorities and not return to overscheduled lives.

One example could be for our girls to do less cocurricular activities and pursue those they do choose, in greater depth and with greater commitment. We have a wide range of choices at CGGS, and they are choices, not all compulsory activities!

Another example could be to schedule uninterrupted family time each week enabling us to continue to spend time together. It is important for wellbeing to ensure there is enough time for play at any age, particularly outdoor play. I’m sure you will also have your own ideas. If you need to be reminded, just remember:

Finally, I have included a short clip taken on our first day back to give you a feel for the atmosphere. This week has been one of the most joyous weeks I have experienced at school. It was not just the happy faces, but the sounds of people talking and laughing. Enjoy our connected community!

With best wishes,

Debbie Dunwoody

Senior School


Senior School

June 12, 2020

This week has been one of the most memorable in my teaching career. We were finally able to welcome all our Senior School students back onsite after the long period of remote learning and the sound of their chatter and laughter has filled the classrooms and corridors. The students and staff embraced the Black Lives Matter pledge at lunch time both yesterday and again today and as with all our academic classes many of our co-curricular activities began again in face to face mode this week.

This morning I had the great privilege of joining the Early Learning 3 students to read the well-known story “Big Smelly Bear” by Britta Techentrup and then share my own very real Brown Bear story. It was heart-warming to see the way the children listened intently while I told the story of our own daughter owning and loving a bear called Brown Bear who experienced quite the adventure in a London taxi when she was about 3 years old.  Having taken our daughter to hospital on the night before flying home, Brown Bear was left in a taxi.  Thankfully the very kind taxi driver realised Brown Bear had enjoyed a night exploring London with him and he returned Brown Bear the following morning, just before we left for the airport and what was going to be a very long flight home.

With the students’ return this week, in Form and Tutor groups students in all year levels have explored the idea of Hope & Gratitude through a range of activities. These themes were purposefully chosen as research indicates that hope significantly and positively correlates with psychological wellbeing and coping in the face of adversity. Moreover, finding things to be grateful for can lead to greater wellbeing and happiness and it is an essential tool in being able to shift the focus from the challenges we have been experiencing.

Students in Year 12 completed an activity focussed on how we can generate hope and happiness in our School and the Global Community, while Year 7 students reflected on Silver Linings of the COVID-19 situation.

Wall of Hands

As part of the school’s support for the ‘Black Lives Matter’ movement we created 9 ways for our school community to become an ally. This is aimed at showing the CGGS community that whilst protesting is important, there are more long-term ways we can improve and educate ourselves the issue both in Australian society and more broadly.

These include:

> Listen

> Read

> Follow

> Support

> Converse

> Call out

> Pledge

> Act

To aid the CGGS community in their journey to reconciliation and their learning of Black, Indigenous and People of Colour (BIPOC) movement, we organised a ‘Wall Of Hands’.  This initiative involves CGGS to place their hands on the wall for a gold coin donation and make a personal pledge.  The donation is to raise money for the Indigenous Literacy Foundation, which helps improve educational outcomes for Indigenous people.  This small gesture will help the CGGS community commit and hold them accountable to 3 of the 9 ways in becoming an ally, including act, pledge and support.

Thank you to everyone who got involved and begun their journey to becoming a good ally to BIPOC!

Kaiwyn McCartney and Ruby Dawe
Reconciliation Captains

Scoliosis Awareness Month

June is Scoliosis Awareness month and Zara Mammone, Year 11, is a strong advocate for this cause.

Scoliosis is a sideways curvature of the spine and occurs most often during the growth spurt just before puberty. Most cases are mild with few symptoms, however, can quickly worsen during growth and may require immediate treatment. Severe scoliosis can be painful and disabling. Often, no treatment is necessary, but in some cases a brace or surgery is required.

Zara herself was diagnosed at the age of 13. For 2 years she has worn a back brace, and now undertakes regular physio and Schroth treatment – an exercise program specific for scoliosis.

June is a month to focus on this debilitating condition and encourages our community to be aware of how easy it can be to self-diagnose. There is no need for a gold donation, but an investment of 20 seconds is all that’s needed to diagnose Scoliosis and get someone the treatment they need before the condition requires surgery.

Zara has created a short video with a clear visual on how to diagnose a concern and we encourage you to view it by clicking the photo below. If you would like more information Zara curates an instagram account @braceisthenewblack which focuses on her condition and treatment. Additional information is available at

Drones are useful in service

At CGGS, the ‘Geography Drone’ took its inaugural flight across, above and around the school oval.  After some initial small technical issues, the maiden voyage took place in perfectly clear and still conditions (though very cold!). Eight Year 9 students took it in turns to launch the drone, test out its flying capabilities, and even use it to take photos. We discussed how drones have been used in Geography, from tracking and counting endangered species and assessing bushfire recovery, to collecting population census data and delivering medical supplies in rural communities.

In the midst of a global pandemic, drones have been used to solve all sorts of issues. In China drones have been equipped with speakers and used to broadcast messages encouraging people to wear masks. In Spain they have deployed agriculture spray drones to carry out tasks like spraying disinfectant in potentially affected areas. In Singapore drones have been used to deliver medical supplies and transport samples from hospitals to laboratories. During the peak of the epidemic in China, authorities were carrying out large-scale remote temperature measurement in most apartment complexes through the use drones. Victoria Police have confirmed they used drones to patrol beaches for violations of social distancing rules.

In order to tackle and solve some of the unprecedented global challenges raised by Climate Change and Covid-19 (among others), we need critical and creative thinkers, collaborators and problem solvers. We need designers and innovators. Through learning to use digital technology, such as drones, we are equipping CGGS students with the knowledge and skills to be the innovative and creative problem solvers that the world so desperately needs.

Click below to view a short video of the drone flying.

Unit 1 Psychology and Grade 1 – Putting Theory into Practice

Last Friday, 5 June, our Year 11 Psychology students had a play date with the lovely and vibrant Grade 1 students at Ormiston. The Year 11 students were required to design and make an appropriate aged toy, applying their knowledge of Piaget’s cognitive developmental stages. As can be seen, the Grade 1 students were highly engaged with the toys that were specially designed for them and we are glad to say that the toys gained their tick of approval!

It was truly special seeing students with such a large age gap interacting and learning through play.

We look forward to developing more authentic learning experiences with the Ormiston students.

A huge thank you to Mrs Angela Columbine who happily volunteered her class to spend the afternoon with our Year 11 students.

Ms Tuba Ozak and Mrs Karin Lemanis

Have a restful weekend.



Cathy Poyser 
Deputy Principal / Head of Senior School

Junior School


Junior School

June 12, 2020

Junior School Assemblies continue on Zoom

Since returning to Ormiston, our weekly Junior School assemblies have continued via Zoom on a Wednesday morning. These assemblies have been shortened to fifteen minutes and the themes we have explored so far have been:

> The best of remote learning

> What makes a good friend?

It was very exciting to see our students take a growth mindset approach to remote learning and accomplish their personal best throughout this period of time. There is no doubt that there were many challenges that students, parents and staff faced and were able to overcome. When discussing these challenges with our students, the overall response was that they adapted and essentially enjoyed the remote learning experience.

Here are some student responses regarding the best parts of remote learning:

> Developing independence

> Using home as an advantage

> Re-watching videos to clarify learning

> Zoom morning meetings at 9.00am

> Zoom reading groups and working with others

> Planting seeds

> Funky Friday

> Having breaks

> Being creative

> Friday disco

> Casual clothes


Also, the students listed some important aspects of being a good friend. They were:

> Being kind

> Being thoughtful

> Being trustworthy

> Being respectful

> Being a good listener

We look forward to continue with these two conversations for the rest of the term.

Foundation – Year 6 School Counsellor Meetings

Since our students have returned to face-to-face learning over the last three weeks, each year level has had the opportunity to meet with our School Counsellors Paula Kolivas and Beth Sarlos. To enable a smooth transition from remote learning at home to normal classroom programs at school, Paula and Beth spoke to students about:

> If they were feeling mixed emotions about returning to school, after the COVID-19 restrictions, that this is normal and understandable

> Being both excited and nervous about being back onsite

> Being happy at seeing their friends and teachers, missing the nice things about being at home, and feeling anxious about the things that may be different at school

During the sessions, the School Counsellors encouraged each student to speak with an adult (parent, family member, teacher etc) if they continued to feel nervous, anxious or felt they were not coping with the transition back to school. The Counsellors also emphasised the importance of students actively looking after themselves and each other during this transition time back at school.


Murrundindi Visits Ormiston

As mentioned in our recent Junior School Weekly, our close school friend and ngurungaeta or ‘head man’ of the Wurundjeri people Murrundindi, welcomed our Year 3 – 6 students and staff back to Ormiston after eight weeks of remote learning at home. Murrundindi completed a Welcome to Country ceremony by playing his digeridoo to our school community.

Murrundindi spent most of the day at Junior School sharing his indigenous culture and knowledge with many different year levels. When Murrundindi arrived at Ormiston, the students loved listening to his unique experiences with the local Wurundjeri people. The importance of learning more about our aboriginal and Australian culture was clearly promoted throughout all classes.

Murrundindi covered the following Junior School topics during the day:          

Early Learning 3      
Bunjil the Eagle

Australian animals and creation stories

Year 1
Australian animals and their habitat

Year 2            
How community uses water?

Year 5
Colonial times in Australia

Year 3 – What a Week!

What a wonderful week it’s been in the Year 3 classrooms. We have spent time reflecting on our learning and the challenges during the remote learning program. Students expressed gratitude for the support of their parents and pride for personal achievements, such as learning new skills and stepping out of their comfort zone. They have particularly enjoyed a return to “hands-on” learning and the use of concrete materials to explore concepts such as division in Mathematics and changes in states of matter in Science.

We are immensely proud of the Year 3 students – the way they adapted so quickly to remote learning and the way they have transitioned back to school again. The final two weeks are sure to be full of more learning, laughter and fun.

Rebecca Leondidis and Liz Ruffles
Year 3 Class Teachers

Early Learning Centre – Cultural Competence

In Early Learning we believe it is not enough for the children to have an awareness of cultural differences and similarities – we want the children to be culturally competent. This means, we want them to understand, communicate with and effectively interact with people across cultures.

Cultural competence encompasses:

> being aware of one’s own world view

> developing positive attitudes towards cultural differences

> gaining knowledge of different cultural practices and world views

> developing skills for communication and interaction across cultures

Belonging Being Becoming pg. 16

In Early Learning, we want each child and family to feel valued and be recognised and respected for who they are; and to actively share aspects of their culture. In EL we provide rich and diverse resources to reflect children’s social worlds and provide opportunities for the children and families to share experiences and events that are important to them. These experiences also explore diversity and provide opportunities to develop an understanding about the connections between children and families; and the similarities and differences between members of our ELC and wider community.

At CGGS, we feel privileged to have a connection and relationship with Murrundindi, the Ngurungaeta of the Wurundjeri. Recently, the children and teachers gathered in the garden and Murrundindi, through his Welcome to Country, welcomed us onto the land of the Wurundjeri people. He also played the didgeridoo. Murrundindi is an integral part of our community and we have developed a respectful relationship with him. The children enthusiastically welcome him and are curious about his culture, values and beliefs. The children learn about these through his Wurundjeri stories, Woiwurrung language and music and dance. These experiences provide the children and teachers with an opportunity to gain further knowledge and understandings about Aboriginal and Torres Strait Islander Peoples and in particular, the Wurundjeri Peoples – the First Peoples in the area in which CGGS is located.

Cultural competence is also about the everyday experiences and cultural practices of each family in our EL community. Some families have emailed stories or children have brought in photographs and short descriptions of celebrations or things they do at home or in their local community that are significant and important to them and their family. Teachers have received photographs of family celebrations such as birthdays, family gatherings that show those people who are significant in their child’s life and events that families participate in during the weekend.

We encourage families to continue to share aspects of their culture with our EL community as this provides an opportunity to share and discuss experiences that are significant in each child’s life and develops each child’s cultural competence. Please continue to keep us informed about the everyday experiences and cultural practices of your family outside of Early Learning through phone conversations, emails and photographs.

Angela Follacchio
Early Learning Team Leader & Teacher

Again, I want to express how wonderful it was to see all students back at Ormiston this week. I wish all our families a restful weekend.


Yours sincerely,


Paul Donohue
Head of Junior School

Connected Community


Connected Community

June 12, 2020

Connecting the CGGS Community during lockdown

The Parent and Friends Association’s aim is to encourage an inclusive and supportive school community. One parent group within the PFA that continues to be a fabulous support to all families are your Year Level Reps. These parent volunteers have been such a support in nurturing the CGGS community spirit during these times of uncertainty and separation.

Each year level group has remained connected over the past few months, due to the wonderful efforts of the Year Level Reps holding virtual catch ups. As parent dinners and coffee mornings have not been possible, many CGGS parents have enjoyed chatting and seeing each other via Zoom. Birthdays were celebrated, online games were challenged and simple conversations of support and idea sharing kept parents and students engaged and entertained.

We are all very grateful for the dedication and support of the Year Level Reps and look forward with anticipation to the time when we can all meet again in person.

Centenary Merchandise

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

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

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




March 13, 2020

It has been an extremely busy two weeks with many events and of course preparations for our Centenary Performing Arts Festival.

In addition to all of this has been our planning and management of the impact of Novel Coronavirus Pandemic and I would like to thank students, staff and parents for their support.

We have been regularly reminding students and staff of hygiene protocols and also this week, reminders about students and staff not attending school if they are unwell. We ask for your continued vigilance in this area.

We have significantly reduced educational activities outside of the school and postponed key Centenary events and international tours. This morning Girls Sport Victoria also cancelled the Swimming and Diving Carnivals in the next few weeks.

There has been significant development over the term in online learning programs, particularly in Senior School as we work to ensure continuity of delivery of programs for all students, but in particular our VCE students in the event of a school closure.  Parents will be receiving communications from Paul Donohue (Head of Junior School) and Cathy Poyser (Deputy Principal/Head of Senior School) today with more details about delivery of programs if the school closes.

Some of the strategies that were implemented earlier in the term when students had a delayed start to the year included:

> Videoconferencing was used through platforms such asWebex and Zoom.

> Using the screen record function on an iPad or laptop (such as QuickTime) short instructional videos were created for students to access at their convenience.

> Collaborative online tasks and activities allowed students to connect and interact with each other (both in real time and asynchronously)

> Padlet was used for brainstorming and mind-mapping

> Presentation applications (such as Google Slides or PowerPoint) were made editable and accessible online.

> Curriculum resources were made accessible to students through our Learning Management System

Since then we have also tested online discussion platforms, such as ‘Yammer’ that are used to foster and create interactions between teachers and learners. Teachers and students can share resources, post announcements as well as pose and answer questions.

I am very grateful to our teaching and learning team for their work in this area.

From our experiences earlier this term, online delivery was particularly successful for those students who continued to ask questions of their teachers during this time and who had set up productive working spaces in their home. The mindset that you are still ‘at school’ but in a different location was very important.

Whilst it has been a challenging term so far, there has been some fabulous learning and celebrations.

With best wishes,

Debbie Dunwoody

Senior School


Senior School

March 13, 2020

Looking back over the past fortnight we have had so much to celebrate and enjoy with our Senior School students.

We had to reschedule our Year 7 Welcome Church Service and Dinner to Tuesday 3 March and were rewarded with perfect weather for the event.  Personally the change in timing of this event made for greater mingling of students, parents and staff as they had already had an opportunity to begin to form friendships and connections.

The Year 12 Formal at Kooyong Lawn Tennis Club lived up to all expectations with the students and partners enjoying a night of dancing, lovely food and a particularly well scripted and produced video. Thank you to the organising committee and the film crew who ensured everyone had a special night.

In Assembly on the Tuesday I was able to share with the students and staff a heart-warming message from a lady from the general public who had been sharing a tram with a number of our students. She stated our students had been polite, well mannered and did not hesitate to offer her their seats. She was so impressed and grateful that she contacted the school.

I might add this is not an isolated instance, as yesterday I received another message, this time from an elderly gentleman who needed help to get on and off the tram. He made contact to say that while he did not ask for the name of the student who assisted him, he wanted the school to know how grateful he was for this assistance. This morning I had the pleasure of again sharing this information with our students via email and restating how proud they make us all feel through their kind actions and truly living our school motto of Utilis in Ministerium.

Our Year 10 Days for Girls on Wednesday 5 March was again a huge success with the next cohort of students undertaking this special day and gaining the insights into how other young women less fortunate than ourselves can be provided with the opportunity to attend school through the making of sanitary kits at our school each year.

The International Women’s Day breakfast was a most memorable morning with past student Kim Henderson, Director Policy and Evaluation from “Our Watch” as our guest speaker. Everyone in Robinson Hall on this morning felt privileged to hear from Kim.

The long weekend was welcomed by all and I wish you all well for this coming weekend.


Year 7 Welcome Dinner

On Tuesday 3 March, Year 7 students and their families enjoyed an opportunity to come together as a community to officially welcome the new year and the students’ transition into secondary school.  The church service, led by School Chaplain Rev Helen Creed, focused on students learning about the conventions of an Anglican service, as well as hearing readings and stories from the Bible.

The church service was followed by a dinner in the Fig Tree café where students and families had the opportunity to get to know each other better and enjoy delicious food from Pinwheel & Co.

Although this event is ordinarily held in the first full week of the term, having it postponed was favourable as it showed the strong connections that many students have forged in the first weeks of Year 7.  We look forward to welcoming Year 7 families to many of the events that will occur throughout the year as part of the Centenary Celebrations.

Please note the Year Level Representatives for Year 7 are also keen to facilitate more opportunities for families and students to build their connections to each other throughout the year.

Nirvana Watkins
Year 7 Coordinator

AGSA International Women’s Day Breakfast

CGGS students and staff again attended the annual International Women’s Day breakfast at Parliament House, hosted by the Alliance of Girls Schools Australasia. This highly anticipated annual event is designed to bring students from Years 10-12 and their teachers together to celebrate the importance of International Women’s Day.

Student Reflections:

The International Women’s Day breakfast was an eye-opening experience for us all. Sitting in a hall surrounded by portraits of male Premiers, we were treated to great food and even greater speakers. Issues such as women in politics, gender-biased language and the lack of recognition for women were highlighted and discussed by those in attendance.

Our biggest takeaway from this insightful opportunity was the importance of being a confident feminist. Especially being able to attend an all girls school with a nurturing culture, we are so fortunate to have access to numerous advancement opportunities to prepare us better for the future. We have learnt that as empowered women of tomorrow, we are deserving of equal rights and should be fearless when progressing towards our goals.

Emily Zhang  & Elizabeth Waite


The International Women’s Day Breakfast at Parliament House was an interesting and empowering experience. The guest speaker this year was Yvette Arnott, a literature teacher and assistant principle at the Mac Robertson girls’ high school. She spoke passionately about the power of feminism and language and the ever-increasing need for equality in today’s society; particularly in parliament where there is a lack of representation for a gender that makes up 50% of the world’s population. Her words were spoken with absolute conviction and I confidently day I wasn’t the only girl walking out the room feeling inspired and empowered!

Hannah Shillington


Year 12 Formal

Last Saturday week, the annual Year 12 Formal took place at the Kooyong Lawn Tennis Club. The Year 12s and their partners had an amazing night full of socialising and dancing. It was a special night and one that all that were there, will remember in the years to come. Again, the wonderful positive vibe throughout the whole evening was indicative of the strong level of cohesiveness that exists within the year level. Special thanks to the Year 12 organisers of The Formal, Felicia Spiridonos, Lauren Palma and Laurya Dang-Nguyen who did a wonderful job in terms of organising the evening. A number of mothers also helped out on the Saturday morning decorating the function room and thanks is very much extended to them as well.

Andrew Burnell
Year 12 Coordinator

CGGS Diving

Congratulations to the CGGS Diving Team for a successful performance at the GSV Preliminary Carnival last Friday. Everyone performed extremely well against a very tough competition. The girls have put so much hard work into mastering their three dives, and everyone has been so dedicated to the early morning training sessions.

On the day, the Juniors came 6th, an incredible effort considering this is the first competition for many of the girls, the Intermediates came 5th and the Seniors came equal 4th. Everyone should be very proud of themselves, as they have progressed so much during the past few weeks of training in preparation for the Preliminary Carnival. We were very excited to place 5th overall against some tough competitors, which has placed us in good stead for the Division 2 Championship Carnival on Tuesday 17th of March. A huge thank you to our coach Jenny, Mrs Robinson and Ms Law for everything they have done to help the CGGS Diving Team.

Eloise Webster and Ella Robinson
CGGS Diving Captains

GSV Triathlon

On March 1 a field of 50 girls woke up bright and early to compete in the annual GSV Triathlon at Altona beach.  CGGS had a record number of girls taking part in this event and was represented across almost all year levels.  50 students competed in the team event and 3 girls participated in the individual event, completing all three legs – swim, bike and run.  We had 3 teams place in the top 5 and one team which included Ella Robertson-Brown, Frida Andreasen and Sasha Feldman finished second and was awarded a silver medal.  This is the second year this event has been held at Altona beach and it’s great to see so many girls across lots of different schools get involved.  It was a fantastic atmosphere and we were very lucky to have our family and friends cheer us on along the way.

Elena Ronaldson
Year 9

Making Days for Girls Kits

On Thursday 5 March the local Days for Girls Camberwell Chapter (seven ladies) helped all our Yr. 10 students make components for Days for Girls kits.

Days for Girls is an organisation that makes, educates and distributes feminine hygiene packs in developing countries.  These washable packs allow girls to stay in school when they have their period. A basic right!!! The organisation is dedicated to creating a freer, dignified, and educated world, through providing lasting access to feminine hygiene solutions and health education.

Last year Days for Girls International distributed 45 thousand kits to refugee camps in South Sudan, Somalia, Lebanon and Afghanistan through World Vision.  Twelve thousand were made in Australia!

Later this year the students going to Cambodia on the Service Learning Tour will take as many kits as they can fit in the luggage.

Liss Campbell
Head of Service Learning

Year 10 Mentoring Breakfast

On Wednesday March 11 the Year 10s attended their first mentoring breakfast.  Mentoring has been identified as both an important tool and an effective way to gain skills via knowledge transfer from an experienced student/OGA to a fellow student at key moments in their education or at the start of their career.  The theme for this week’s event was ‘Broadening Your Horizons’.

During the breakfast, Samreen Kaur and Harriet Gibson (Class of 2019) spoke to our Year 10 girls on why getting involved in school co-curricular and other activities was so important.

Samreen and Harriet were amazing contributors to, and ambassadors for, our school.  They shared their considerable experience and expertise with our Year 10s and spoke about their involvement as Tour Guides, Mentor leaders, House Captains in various areas, GSV Sport, volunteering and the service-learning trip to Cambodia.  They shared their belief that participation in these activities contributed to their own personal growth and certainly grew their skills portfolio in areas such as leadership, organisational, communication and interpersonal skills.  They particularly emphasised the important ability to participate in these activities and balance a demanding academic curriculum.

With more institutions requesting evidence of these types of activities as part of their selection criteria, it is a relevant area of focus for students.  ANU scholarship applications seek corroboration of a student’s commitment to making a difference to others.  Monash Community Leaders Scholarship looks for potential mentoring students.  Deakin Students helping Students has employers asking for students to demonstrate enterprise skills such as communication skills, leadership and teamwork. It is clear that Samreen and Harriet 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 and experiences they develop at school will help them in the transition from school to part time employment, from school to university and from school to a career path.

Thanks to the support of the OGA, the students were able to enjoy a wonderful breakfast while listening to this valuable presentation.  Both students delivered the same message:  make the most of the opportunities available to you here at CGGS.

Trish Dolan
Careers Counsellor

Junior School


Junior School

March 13, 2020

Foundation – Year 6 Learning Conversations

Thank you to those parents who took the time last week to come to school and speak with their child’s Class Teacher. I hope this was an excellent opportunity to share information about your child’s progress, interests and learning needs so far this year. Additionally, I hope this was a chance to foster a positive and respectful relationship between home and school. Also, I would like to remind parents that they are able to arrange meeting times with class teachers throughout the year via the Junior School Diary or email depending on your child’s Class Teacher. Before and after school are times when teachers are readily available.


Foundation – Year 6 Division Swim Carnival

Recently, the Boroondara Divisional Swimming Carnival was conducted at the Monash Aquatic and Recreation Pool Centre and as a Junior School, we had eight students perform. Congratulations to the following students:

Year 5 – Jasmine Li

Year 6 – Maddie Huynh

Year 6 – Angelique Quah

Year 6 – Anika Selvaratnam

Year 6 – Anneke Sinnappu

Year 6 – Maria Vais

Year 6 – Christina Weickhardt

Year 6 – Maddie Wood

Special congratulations must go to Jasmine Li of Year 5 who won her 50m backstroke race and qualified for the Eastern Regional Swimming Championships on Friday 13 March. At this event, there will be some of the best swimmers in the state competing against each other and we wish Jasmine all the best with her backstroke race.


International Women’s Day Assembly

On Wednesday we were lucky to welcome inspiring old grammarian, Dr Yvonne Mah, to speak at our Junior School Assembly to start our International Women’s Day celebrations. Yvonne spoke fondly to students about her love of learning at Camberwell Girls and the importance of her time here for developing her strong values, commitment to social justice and also her passion for STEM.  Yvonne has had an extensive career in different areas of STEM and is currently working in chemistry forBASF.

Dr Mah is a passionate advocate and supporter of women in STEM initiatives, and it was inspiring to hear how her work with producing different chemicals and working on innovations has had an impact on our day to day lives. The students were fascinated to learn that Yvonne has been involved with the production of chemicals that are used in hard hats, carpets and even clothing! We thank Yvonne for her encouragement to all of our students to harness the natural curiosity that is sparked by STEM challenges and experiments so they can work to help solve the problems of the future.

Emma Hinchliffe
Deputy Head of Junior School


Year 1 Wonder Walk

Last week as part of our Year 1 inquiry exploring how objects and places help to teach us about our past, students embarked on a short wonder walk around the local streets. The focus of the walk was to notice and reflect on the different types of buildings and architecture in our local streets and how and why houses may have changed over time. Students used the See-Think – Wonder thinking routine as they observed and recorded the features of houses from the 1800s, 1900s, 2000s, 2020s and even saw a house that has just started to be built. We looked carefully for changes to the sizes, shapes and uses of houses, and how different materials had been used for different purposes at different times. After our walk, students generated questions for further exploration.

Some things students are now wondering are:

> Why do some houses have flat roofs?

> What do the features of the houses look like inside the houses?

> Who has lived in these houses over the years?

> Why have some houses been changed over time?

> Why do people change houses?

Emma Hinchliffe
Deputy Head of Junior School


Early Learning Centre

At Camberwell Girls, we believe that in today’s contemporary, fast paced society, it is important for children to have an opportunity for relaxation or a time where they can ‘just be’ and learn techniques for relaxation.

In Early Learning, on a daily basis, the children have an opportunity to relax their body and mind and rest and rejuvenate. Relaxation can take a variety of forms:

> breathing exercises

> meditation

> listening to classical music

> participating in experiences conducive to relaxation

> resting or sleeping on a mattress in the afternoon

At different times throughout the day, aromatherapy, classical music or dimmed lighting is used to create an ambience conducive to relaxation.

The amount of relaxation or sleep that a child requires during the day is influenced by how active and energetic the child is throughout the day and the amount of sleep the child had during the previous night at home.

It is important that children have a sufficient amount of sleep each night to ensure healthy growth and development.A well-rested child arrives at school ready to concentrate, learn and actively engage and participate in play.

The Australian Government has worked with experts to develop guidelines to help parents create a healthy and safe bedtime routine for their child. It recommends that a child between 3-5 years of age requires 10-13 hours of good quality sleep (this total may include a sleep during the day) and consistent sleep and wake-up times.

At home, it is important that a consistent bedtime and wake up time is established and an overall calming bedtime routine is developed in the early years. A bedtime routine is considered to be the most important part of helping a child transition to bed and settle in bed ready to sleep.

A bedtime routine involves:

> doing the same things each night before bed

> avoiding loud or active play just before bedtime

> avoiding screen-based activities before bedtime – this includes watching television, playing computer games or using a tablet or other handheld devices

Paediatrician Marc Weissbluth believes that an early bedtime may have more benefits to a child than merely sleep duration. He advocates that whena child sleeps is probably as important or maybe more important than the length of time achild sleeps. This is because the sleep that happens earlier in the night tends to be deeper and more restorative than sleep that takes place later at night and in the early morning.

The Australian 24Hour Movement Guidelines (Department of Health) not only focuses on the importance of sleep but also the importance of a balance between physical activity, sedentary behaviour and sleep. The guidelines provides a picture of what a 24 hour period should look like for a child – this includes time for active play, time spent sitting and lying down and the ideal amount of sleep.

For children aged 3-5 years it suggests:

Physical activity: At least 180 minutes spent in a variety of physical activities, of which at least 60 minutes is energetic play, spread throughout the day; and more is considered to be better.

Sedentary behaviour: Children should not be restrained in a car seat or stroller for more than 1 hour at a time or sit for extended periods. Sedentary screen time should be no more than 1 hour and less is better. When a child is sedentary, the guidelines recommend the child should be engaging  in experiences with an adult such as reading, singing, puzzles and storytelling.

Sleep: 10 to 13 hours of good quality sleep, which may include a nap, with consistent sleep and wake‐up times.

As children are individuals and no one day will be the same, parents should use this as a guide to help shape their child’s daily activities to best support their healthy growth and development.

If you’re interested in reading about the link between sleep and learning then I recommend this brief but informative article. In the article, there are further links to explore related to sleep.

Angela Follacchio
Early Learning Team Leader & Teacher

Connected Community


Connected Community

March 13, 2020

Diary Dates

The following events are taking place in the next two weeks.

Saturday 21 March
> Second Hand Uniform Shop Sales & Drop Off, 10.00am  – 12.00pm

Monday 23 March
> Second Hand Uniform Shop Sale & Drop Off, 8.00am  – 10.30am & 2.00pm – 4.00pm

Wednesday 25 March
> Foundation – Year 2 Swimming Carnival, SS Pool, 9.00am – 11.30am
> Senior School Easter Service, 12.00pm – 1.00pm

Thursday 26 March
> Yr 7 & 10 Immunisations, Rob Hall, 9.30am – 11.00am
> JS Easter Service, 10.00am – 11.00am

Friday 27 March
> Term 1 Concludes


International Women’s Day

On Thursday 5th March we were very fortunate to welcome back old grammarian Kim Henderson (1987), who presented to the school community at our International Women’s Day breakfast.

This year’s theme was “Each for Equal” emphasizing the importance of gender equality in society and the workplace. Kim as Director, Policy and Evaluation at Our Watch spoke about her time at CGGS, what lead her to embark on becoming a women’s rights activist and the achievements and pit falls she experienced along the way.

It was wonderful to hear about Kim’s extensive work experience and her vision for Australia as she is passionate about women’s rights, speaking about violence against women and girls, the economic empowerment of women and encouraging women and girls to strive to be leaders.

We thank everyone who attended this fantastic event, and thank Kim for taking the time to talk to us.




February 28, 2020

Learning Community

At our recent information evenings, key educational leaders at CGGS have shared the work that we are undertaking with external experts to shape the learning opportunities for our students. Understanding current thinking and developments in education beyond our school is vital as we challenge ideas and engage our staff in wide-ranging professional learning.

We are delighted to continue to partner with a number of national and international experts to ensure that our work is supported by the best research.

A few examples of our projects include:


> Early Learning Centre:  Early Learning STEM Australia (ELSA) Pilot 2020
Led by Angela Follacchio (Early Learning Leader), our Early Learning Centre (ELC) has been selected as one of fifty preschools to take part in the 2020 ELSA Research Project (University of Canberra). The ELSA project is a play-based digital learning program to explore science, technology, engineering and mathematics (STEM) practices and concepts.  The curriculum presented will have both hands-on and digital activities and the activities encourage children to ask questions, make predictions, experiment and reflect on what happened and why.

> Curriculum Connections Project (with Ann Beck)

Led by Emma Hinchliffe (Deputy Head of Junior School) and Charlotte Forwood (Director of Learning Design and Development) with consultant Ann Beck, teachers will continue to develop curriculum across all year levels, with a particular focus on literacy, numeracy and inquiry units.
In 2020 embedding of STEAM within inquiry units continues to be a focus.  Under the leadership of Charlotte Forwood, a number of Junior School staff will join Senior School staff in this year’s ISV and Harvard Making Thinking Routine Project in order to broaden the use of thinking routines across the curriculum.

> Idea into Action Project (Harvard Graduate School of Education)

As part of Camberwell Girls Grammar School’s involvement in the Idea Into Action Project with Project Zero at Harvard’s Graduate School of Education and ISV, teachers have been using bespoke tools to engage with and sustain changes in curriculum design and implementation. Project Zero researchers, Dr Flossie Chua and Professor David Perkins have been using feedback from CGGS staff to further develop these tools with the aim of providing them to educators globally. Charlotte Forwood and Emma Hinchliffe will be presenting our work at the Education that Matters Conference presented by Harvard Graduate School of Education in Melbourne in May 2020.

> Reading Program

Emma Hinchliffe, Charlotte Forwood and Lisa White (JS Learning Enrichment Coordinator) have worked with Foundation – Year 2 teachers in redeveloping the reading program to reflect a strong research base and current pedagogy. Our recently launched program ensures that oral language underpins our teaching and learning. Learning to read involves the development of language comprehension skills as well as word recognition. These are the two core elements of The Simple View of Reading which informs our teaching and learning practices. There is a strong focus on systematic, explicit instruction in the areas of phonological awareness, phonics, vocabulary, fluency and comprehension. Parents interested in learning more about best practice in reading instruction may find the following website useful:


Senior School

> Year 8 Healthy Minds Program (with Dr Tom Nehmy)
The Healthy Minds Program was developed by an award-winning clinical psychologist Dr Tom Nehmy from Adelaide in South Australia. After working as a clinical psychologist in government, corporate and private practice, he became concerned about the number of clients (both children and adult) who exhibited signs of unhelpful thinking and behavior that could have been prevented.

Dr Nehmy’s observations developed into his PhD research project at Flinders University that has subsequently given rise to the Healthy Minds Program. Published in the prestigious international peer-reviewed journal Behaviour Research and Therapy,Healthy Minds teaches the skills of effective emotion regulation, helpful decision making and balanced thinking.  Healthy Minds was awarded the Flinders University Vice-Chancellor’s Prize and is developing an international reputation in health and education as a highly effective program.

Supported by Nirvana Watkins (Deputy Head of Senior School – Wellbeing Curriculum and Programs), Dr Nehmy will deliver the program to the Year 8 students during two special conference says on 23 April and 25 May. Further information will be explored in the students’ health and wellbeing lessons and parents will also receive a module to outline the ideas and skills examined.

> Year 9 Cognizance Project with Jared Cooney Horvath
Led by Nirvana Watkins in 2019, we piloted the Cognizance Project through Independent Schools Victoria and University of Melbourne researcher Jared Cooney Horvath. In 2020 we will again take up this program.

“Cognizance” is a term referring to an awareness and appreciation of knowledge, in terms of human perception of our own understanding. We sometimes use the term to refer to our consciousness as learners and how our own knowledge is shaped. There are elements of both metacognition and neuroscience captured the term.  The project aims to teach students the fundamentals of metacognition, the ability to control thought processes, and to give them the tools to take charge of their own learning. Our goal is to teach students how the brain works so they can use this knowledge to impact both study and life.

Students engage in a series of lessons titled ‘Hacking the Brain’ that look at understanding the importance of stories, the basics of neuroplasticity, how the brain deals with errors and the role of memory.

> Point: Development of Senior School Programs using the CGGS ‘By design’ learning framework
Led by Kate Manners (Deputy Head of Senior School – Teaching and Learning) and Charlotte Forwood (Director of Learning Design and Development) with consultant Summer Howarth, classroom opportunities have been developed to actively promote collaboration, connection to the real world and use of a range of digital tools for creation. In Years 8 and 9 our core and elective subjects enable students to create high quality work that reflects not just their knowledge of subjects but show their understanding of these within authentic real- world contexts.

Nurturing mindsets where the focus is on growth, not perfection is something that we work exceptionally hard at, so that our students value and enjoy a lifelong relationship with learning, not just the result that they might achieve.

At Year 9, students undertake an exciting ‘seasonal’ learning series including”

– A Dignity Conference as part of their Service Learning program

– Two days exploring the world of Artificial Intelligence (AI) through multiple lenses, and completing the AI For Good Challenge, a collaborative initiative of Microsoft open to students across Years 7-12.

– A city experience conducted under the theme of ‘You, Me & Us’. Art and design are the basis for the creation of collaborative installations that are then displayed at CGGS. Students also utilise a design thinking process, submit a proposal to Melbourne City Council on how to improve the liveability of Melbourne, informed by the different perspectives they explore.

– Our World of Work program. These two days have a specific focus on introducing students to the CGGS Careers Program. Students purposefully explore #myfuture and the mindset and actions that will enable their successful transition to the future of work. They have the opportunity to identify and foster a variety of transferrable skills and create resumes, establishing an e-portfolio and practice interview skills.

– Making Thinking Routine Project – (ISV and Harvard Graduate School of Education)

Under the leadership of Charlotte Forwood, a number of Senior School staff will join members of the Junior School to engage in this year’s ISV and Harvard Making Thinking Routine Project, in order to broaden the use of thinking routines across the curriculum.

Whilst I have outlined some of the projects for this year, there are many other department priorities that are also continually reviewed and developed. I will share further developments throughout the year.

We are so fortunate to have such a highly motivated and engaged staff at CGGS!

Warm regards,

Debbie Dunwoody



Senior School


Senior School

February 28, 2020

Last week during the Chaplains Assemblies Rev Helen Creed introduced the new 2020 School Anthem. With the musical choral expertise of Choir specialist Cathy Georgiev all students and staff started to learn the Anthem so that we are all confident in singing it at the many formal events this year.

The new Anthem was commissioned by the school and in conjunction with the CGGS Music Department, composer Dan Walker wrote the piece as part of our Centenary celebrations.

Helen’s introduction to the anthem and the history of the significance of the School Anthem, along with Cathy’s enthusiasm certainly ensured that our first attempt at learning this Anthem was most successful.

Last week we also conducted two Parent Information Nights. The Year 8 and 9 evening enabled parents to hear from our Principal, Debbie Dunwoody on the Centenary events for 2020 as well as tutoring. I spoke about how parents can be involved in the lives of their daughter and encouraged all parents to attend as many school events as possible, as these form many of the shared experiences their daughters will remember from their time at school. Kate Manners, Deputy Head of Senior School – Teaching and Learning, spoke about the core curriculum and elective offerings as well as reminding parents of how they can be using SEQTA engage. Nirvana Watkins, Deputy Head of Senior School – Student Wellbeing (Curriculum and Programs) spoke about our Healthy Minds – Year 8 and Cognizance – Year 9, CGGS specific programs aimed at proactive and preventative wellbeing. Shane Maycock, Deputy Head of Senior School – Co-curricular Programs, spoke about the up-coming 2020 camps and all the House and School offerings as well as all the clubs and activities girls can opt into. Some of these being student led and organised. Parents then had the opportunity to meet with their daughter’s Year Level Coordinator and Tutor teacher. Thank you to Liesa Winkler, Year 8 and Kim Hepworth, Year 9 and their teams of tutor teachers for providing parents with an informal opportunity to introduce themselves.

The Year 10 – 12 Information night also provided the parents of students in these levels with information specific to the older levels. Mark Corrie, VCE Coordinator and Kate Manners outlined the vital aspects of VCE and the 2020 VCE Handbook was made available to all Year 11 and 12 families. Thank you to James Henderson, Year 10 Level Coordinator, Nareen Robinson, Year 11 Coordinator and Andrew Burnell, Year 12 Coordinator, plus all the Heads of the various Departments for providing the parents with this invaluable chance to speak about the VCE journey ahead for their daughters.

After much planning and anticipation, the Year 12 students are looking forward to their 2020 Year 12 Formal at Kooyong Lawn Tennis Club. It is sure to be a lovely evening and the staff too are keen to dance up a storm tomorrow night. Best wishes for the night and many thanks to the organising committee, including Andrew Burnell and School Captains, Felicia Spiridonos, Lauyra Dang-Nguyen and Loren Palma.

At our Class of 2019 Celebration Assembly we acknowledged all the students who completed their VCE studies at CGGS in 2019. We also congratulated the following students on their outstanding achievements and special Principal’s awards which are detailed in this edition of CamNews.

Please enjoy this edition of CamNews. Have a lovely weekend.


Cathy Poyser
Deputy Principal / Head of Senior School


CGGS Anthem

Last week at Chaplain’s Assemblies we were excited to introduce a new school Anthem, specially commissioned for our centenary year, from Australian composer Dan Walker. As well as composing, Dan is an in-demand conductor and performer. A choral specialist, he has had works commissioned by Sydney Symphony and the Australian Chamber Orchestra, amongst others.

An Anthem is a song based on words from the Bible, and our new anthem uses words from a reading that has long been important to CGGS – Micah 6:6-8, which includes the words:

He has told you, Omortal, what is good;
and what does the Lord require of you
but to do justice, and to love kindness,
and to walk humbly with your God?

The CCGS Anthem has been composed with a beautiful single line melody, additional harmonised SSA vocal parts, along with piano accompaniment and full orchestral options. A flowing triple time signature and the key of E Flat Major has been chosen to support the text from Micah. The words are sung through twice, concluding a with a glorious three part Amen.

In 1928, British composer Martin Shaw wrote an anthem based on this passage. It made its way to Australia at some point, and during the 1940s it was introduced at CGGS. Over the next decades it was sung at Speech Nights and other key school events. The newly commissioned Anthem will sit alongside the Martin Shaw version and will be sung at special school assemblies, services and ceremonies.

We are grateful to have been given the opportunity by the school to create an Anthem which we can truly call our own, and are looking forward to singing it at the Founders’ Service at St Paul’s Cathedral on 22 April this year. We are particularly pleased to share this musical gift with the school community in our centenary year and we thank Helen Creed and Duncan Reid for their contributions.

We hope that this will become a much-loved Anthem that will remind us of what is at the heart of our humanity: doing justice, loving kindness and walking humbly with God.

Kate Savige, Rohan Mack, Rev Helen Creed and Cathy Georgiev


BYOD and Building a Culture of Trust

It is important to have the conversation with the young people we live and work with about when and why they could or should be using their devices and how best to use them to facilitate their learning.

With the decision to allow your children, and our students, to use their devices for their learning, there comes the necessity for the community (i.e. home and school) to create a ‘culture of trust’.  Its presence or absence can make a world of difference. When we see a child/student using a device many of our initial thoughts and concerns may be framed by our own perceptions and experiences of how we personally use technology. This may affect how, why and when your child uses technology at home or school.

Situations such as the one in the photo raise questions of trust, respect and responsibility. We need to ask ourselves: what are my initial perceptions?  Why are they using their devices?  Do I trust them (student, child) to take responsibility?  When students are using their devices for learning at home and at school, some of the things they could be using them for include:

> collaborating
> researching
> texting
> creating
> reading
> writing

So, how do we build a culture of trust between students, teachers and parents?  How do our perceptions affect the way technology is used in our homes and classes?  How do we ensure that technological applications can improve our lives, while protecting ourselves from abuses of trust?  Next time you see your child using a device for their learning, ask them about it.  Start the conversation and work towards establishing a community of trust.

Micah Wilkins
Head of Digital Learning & Innovation

House Athletics

On Tuesday morning hundreds of excited CGGS girls flooded Doncaster Athletics track to compete in the House Athletics Carnival. The girls displayed great enthusiasm and team spirit as they showcased their skills in track, field and novelty events. Well done to Schofield who finished the day as champions of House Athletics for the first time since 2002 and congratulations to Lawrence who won the House Spirit Stick for their support and cheering throughout the day.

Overall Results

1st– Schofield

2nd– Lawrence

3rd– Taylor

4th– Singleton

There were some outstanding performances both on the track and in the field and we look forward to hearing the announcement of the Year Level Champion Awards next week.

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, Michaela Robinson and School House Captain, Rochelle Scheid for their assistance throughout the event.

Lauren Law
Head of Sport

Inspirational Parent Education Seminar – James Shone

On Wednesday 26 February parents from CGGS together with parents from CGS joined in the Anne Feehan Building for a presentation by James Shone “Inflating Balloons of Self Belief”.

Following a 16 year teaching career in the United Kingdom and having worked towards being offered a position he had long sought as a Headmaster in 2012, James Shone was diagnosed with a brain tumour. The resulting treatment and surgery left him with very limited sight.

As he recovered and adjusted to his new much altered circumstances James sought to turn his setbacks into springboards and move forward with a new focus and ability to facilitate change in a different way.

Prior to his diagnosis and at the core of his teaching philosophy was always the message “I Can & I Am”. As he sought new direction he realised that the pastoral care message he had always stood by was all the more true in times of extreme challenge. Put simply, his belief and the heart of the charity is to inspire confidence in every individual to enable them to know who they are and what they are able to do, rather than focusing on what they can’t.

This is the message that his charity, an organisation which seeks to raise money enable James’s messages to be spread to as many school children, staff and parents as possible across the UK and beyond, now lives and operates by.

James now travels to hundreds of schools a year presenting to young people and adults and we were very fortunate to have him present as part of our Parent Seminar 2020 Series. If you are interested in more about James’ organisation please go to his website.


GSV Leaders Breakfast

On Thursday 13 February Laney Kriketos, Tilly Dunn, Lauren Bignold and Michaela Robinson went to Our Lady of Sion College for the annual GSV Sport Leaders Breakfast. Along with leaders from the other 24 GSV schools , our students were privileged to hear from Carol Fox who is President of Women Sport Australia and an Executive Coach, Conference Speaker and Masterclass Facilitator.

Carol’s message revolved around confident communication for leaders. Her three main pieces of advice were to keep it real, focus on body language and word play. Students learned that our reality and self-talk determines the way that we communicate, she also spoke about the importance of reframing our minds to see the positives rather than focusing on the negatives. A particular focus was the importance of body language and how a very powerful tool, such as our stance, can portray strength and confidence or weakness.

As leaders of CGGS  in 2020, the girls were really looking forward to having an opportunity to put these lessons into action in their various roles and sharing their thoughts and ideas with others.


Top Level Netballers here at CGGS!

In 2020 we look set to have over 200 students playing in teams representing CGGS in the Boroondara Netball Association (BNA). CGGS are one of approximately 14 clubs who field teams in the BNA fixtures.

A number of our students also have ongoing associations and commitments to their own local netball clubs and this season we would like to acknowledge and congratulate students who have been selected for Representative Netball Teams within their leagues. Players who play “Rep Netball” play for one of their Association’s member teams and have been selected as one of the top players in their age group across all teams in that Association.

Grace Killington, Year 7 – Boroondara Power

Sarah May, Year 7 – Richmond NA

Meghan Chaffey, Year 8 – Whitehorse Diamonds

Tyra Dawson, Year 8 – Waverley District Netball Association

Elena Ronaldson, Year 9 – Richmond Netball Association

Bianca Coles, Year 10 – Boroondara Power

2019 Celebration Assembly

Last Tuesday we held our annual Celebration Assembly, acknowledging both the Academic Results and the extensive contributions of the Class of 2019.

Mrs Dunwoody shared her address titled “A reflection on what is success”, encouraging all students to remember that success is about doing your best and contributing to something bigger than yourself and not a singular academic result. Mrs Dunwoody also noted that having a balance of work and other interests, a commitment to working hard and a growth mindset are all factors that enable us to enjoy success.

We are so proud that all our students have embraced the opportunities presented to grow and develop as individuals, and have worked incredibly hard to achieve their personal best whilst here at CGGS.

The presentation of awards were then made to the following students;

Dux of School – Louisa Taylor Memorial Award
Amy Miao

Dux Secondus – GD Lawrence Award
Tracy Chen, Yvonne Jin and Jessica Lu

RM Westcott Award
Maddi Li

Otto Yuncken Award
Nikki Chen and Sherry Gan

2019 students Maddy Georges, Zoe Giagoudakis and Ellie Zhou shared reflections of their 2019 year. All three spoke fondly of their time at CGGS, expressed gratitude for the caring community they were part of and for the commitment and expertise of their teachers. They had so many worthwhile tips and pieces of advice for our current Year 12 students and we thank them for their honesty, insight and willingness to come and share their journeys with us.

To conclude the assembly, Mrs Nareen Robinson, the Year 12 Coordinator, spoke fondly of the class of 2019 and the many and varied contributions they had made to CGGS throughout their schooling. To read the full transcript, click here

Book Club is Back!

On Tuesday 18 February, Book Club commenced for 2020. As your 2020 Literature Captains, it was the first time Ella Barmby and Renee Fong had facilitated the club meeting and they commenced the year with a record-breaking number of 30 girls participating.

The first meeting focused on students’ favourite books, genres and authors, as well as books that had been read over the holidays. During the meeting students also discussed activities they would like to have at future Book Club gatherings. Besides discussing favourite books, students plan to watch book related movies and hold special themed meetings concentrating on one author, topic or area of interest, such as Harry Potter.

The girls were all very enthusiastic which made for a very enjoyable and lively lunchtime. Ella and Renee are really looking forward to bonding with all the Book Club girls and a fantastic 2020 of books.

Service Learning BBQ – Days for Girls

On Wednesday, the Service Learning team held a BBQ to raise money for Days for Girls.

Days for Girls (DFG) is a global organisation who work to empower and support millions of girls by “turning periods into pathways,”. They do this by educating them about their health and menstrual cycle, as well as providing them with a DFG kit (also known as a Portable Object of Dignity). Each kit includes reusable cloth menstrual pads made up of colourful shields and liners, underwear, a washcloth and soap, zip-closure plastic bags and other small items.The organisation then seeks to extend the program by offering individual training so that they can produce their own DFG kits and support the hygiene needs of their communities.

All of the money raised from Wednesday’s BBQ will go towards purchasing these DFG kits, and next week Year 10 students will have the opportunity to help DFG volunteers assemble the kits. The completed kits will then be taken with the students who are participating in the two service trips to Cambodia later this year. These kits will help empower and maintain the dignity of many Cambodian girls and women who, as a result, will be able to feel comfortable to go where they want, when they want, without their period holding them back.

Emily Hoyle
Service Learning Captain


Centenary Festival: Choral Workshop

A number of our choral students and I, along with former CGGS Director of Music, Mrs Barbara Russell, had the good fortune of participating in a choral workshop with Mr. Philip Nicholls, Director of Music at St. Paul’s Cathedral, Melbourne. The workshop (which took place in our Junior School Chapel) was to assist us with the preparations for our Evensong Services at the Centenary Creative Arts Festival in March. Our School Chaplain, Helen Creed and Head of RE, Duncan Reid were also able to attend the workshop and participate in the learning that took place.

We sang in the round, adding a number of finishing touches to the liturgical music. It was a joy to work with such a fine and generous fellow musician and for the students and myself, a fresh set of ears and ideas. The workshop illuminated the fact that learning truly never ends. Our students worked with focus and their inimitable sense of enthusiasm. Philip Nicholls and the Dean of the Cathedral have invited us in to St. Paul’s to sing our Evensong Service in the near future; this will be a thrill for all involved. Our thanks again to Philip for all his generous giving of his time and talents.

Cathy Georgiev
Music Teacher

We had the privilege of working with Mr Nicholls, the Dean of St. Paul’s Cathedral, in an insightful choral workshop. This immersive session gave all choir members the opportunity to broaden and enhance our vocal technique, whilst sharing a love of music. His humorous approach, and particular passion for choral music helped us refine our pieces. After having this time to focus on the different sections in a range of pieces, we look forward to sharing our Evensong with the community at ‘The Shape of Us’ Centenary Creative Arts Festival.

Jennifer Le
Year 12

From the beginning to the end of the workshop with Mr Nicholls, I was able to learn many diverse skills including new warm-ups and singing techniques. We worked through each piece we will sing for Evensong in the Centenary Creative Arts Festival and were able to improve our singing individually and as a choral ensemble. His fun way of teaching had everyone laughing and enjoying the workshop, as we developed our tone and sight-reading skills. I had a very enriching experience!

Annaliese Le