December 7, 2021

Dear Parents and Guardians,

It is hard to believe that I am writing my final 2021 editorial for CamNews – time has passed very quickly this year! As we have spent recent weeks celebrating our community and acknowledging the achievements of our students, we again recognise that we have spent significant time in 2021 together, and apart.

The vision and values of our School continued to guide our community as we worked closely together for a second year in a global pandemic to ensure continuous and engaging education for our students. Many have shared their reflections on this year and have focussed predominantly not on loss, but what has been learnt or gained. These responses speak strongly of their character and how times of challenge can be powerful catalysts for deep learning and personal growth.

I would like to thank you, our parents, for your support and partnership. We don’t underestimate your work behind the scenes, particularly during remote learning, in helping to keep learning on track for your daughters. I am sure that this term has provided you with some relief as they have returned to school, and for us, this time has provided much joy!

Our leaders, teachers and professional services staff have again worked with great flexibility and commitment to ensure seamless transitions from face-to-face to remote learning and vice versa throughout the year. The significant demands on our staff in recent years highlights their dedication to their students and to the School and I thank them most sincerely for their work.

Thank you to our Parents and Friends Association, including Year Level Representatives who have ensured that groups of parents have remained connected. They have also generously supported the school again with key events and purchases of outdoor education equipment and a new kiln.

To our School Council chaired by Dr Nikita Weickhardt and members of our Council Sub-Committees, I thank you for your support and work in ensuring that we are able to continue to provide the best learning opportunities and environment for our students. Whilst we have worked through some challenging times recently, our vision is to the future and how we can continue to create and leverage new opportunities.

Finally, I would like to wish you and your loved ones the gifts of the Christmas season – peace, joy, love and hope. May the holidays provide a time of rest and recuperation and I look forward to welcoming you back, ready to share an exciting 2022 with the hope and promise that it brings.

With best wishes,

Debbie Dunwoody

School Chaplain


School Chaplain

November 26, 2021

The Light of Christmas 

The light shines in the darkness, and the darkness did not overcome it” (John 1:5)

Some years ago, over an Australian Summer, I travelled to Lyon in France with a group CGGS students. They were studying French, and they were going to spend a European winter absorbing French culture and language, as well as food! We arrived just as the people of Lyon were celebrating a most lovely festival, the “Fete des Lumieres” (Festival of Lights). The origins of this Festival go back to the eighth of December 1852, when a golden statue of Mary was placed on the bell tower of La Basilique Notre Dame de Fourvière, a church that stands high on a hill overlooking Lyon. On that first dark mid-Winter night the people of Lyon were encouraged to light candles in their windows. Today it’s not just candles in windows! The city centre is an explosion of light and colour: every street, every square, every façade lit up. I remember the delight of moving through the city streets with our students, as well as thousands of others, finding light & creativity around each and every corner.

Here in our Southern hemisphere summer, when there is no shortage of light from the blazing sun, the symbolism of light shining in the darkness is just as important! Some of us string up lights on our Christmas tree, or in our trees or windows; some of us gather for “Carols by Candlelight”, or in Churches lit up by candles at midnight. And then there are the family walks around the suburban streets of those who have “gone to town” on front-yard decorations!

At the heart of the Christmas story is the wonder of divine light: the light that shines from the heart of God. All babies bring with them a kind of light, don’t they? All babies bring promise and possibility, and I think many of us are reminded of this at Christmas, as we listen to the story of birth. But at Christmas it is the Christ-child who comes to us, the baby Jesus who asks for our attention. And the light of the Christ-child is the light from which every other kind of light we can know has its source. It is the light of God’s love, God’s mercy, God’s joy, the “true light”.

It doesn’t take much for the light of a candle to be blown out. Power outages can trip up our attempts to bring joy to our neighbours by our Christmas displays. And covid meant that, last year in Lyon, the Festival of Lights was cancelled. So too, cruel and selfish actions can snuff out the light, for a time, that is to be found at the centre of every human being.  But the Christian faith is that nothing, absolutely nothing, can overcome the light that the baby Jesus brings into the world. And that’s why Christmas is such a time of joy. We all have known places of darkness, whether in the world, our homes or in our hearts. And sometimes that darkness seems to be winning. Jesus is our promise that God’s light, “the true light, which enlightens everyone” (John 1: 9) cannot be put out by any kind of darkness. And so we can, if we wish, live with hope in our hearts, no matter what happens around us.

May the lights that fill our homes, our streets, and our neighbourhoods this Christmas-time become signs for us of God’s most true and beautiful light. As we find delight in our battery-powered lights, may we also be touched by the light of God’s eternal love for us, and be aware of the light that shines, by God’s grace, from deep within us. And, at the end of a year that required much of us, and perhaps took much from us, may these lights make us glad!

My prayers this Christmas-eve are especially with those who will be missing loved ones this Christmas.

Every blessing to all in our school community,

Helen Creed




November 12, 2021

Our Community

Whilst our purpose is to provide the highest quality learning, wellbeing and co-curricular opportunities and experiences for our students, belonging to a community and being connected with others is often what we remember most fondly.

The strength of our community is enhanced by the contributions that many of our parents make in supporting key school initiatives, and also our old grammarians as they provide inspiration and support as role models to our current students.

I am deeply indebted to the work of the Parents and Friends Association under the leadership of Dr Rob Webster OAM who have over many years supported events and raised funds to help purchase learning equipment to enhance our educational offerings. During the last 2 years his team have continued to help keep families connected and supported during this challenging time.

At our ‘Thank You to Volunteers’ celebration evening tonight, I will be acknowledging a number of Year 12 parents who have provided continuous service to the school throughout their daughter’s education. Thank you to Rob and Jenni Webster, Jo Ellingworth, Fiona Robertson, Ray Barmby and Maria Ventura, Liz Sutton, Vivienne Wang, Nancy Goletsos and Heather Masterman. They have worked with many teams over the years, and we are grateful for the support of all parents.

This support has taken many forms – as a committee member of the PFA, by providing leadership in organising other events with parents such as the Summer Spectacular, Mothers and Father’s Day events, Trivia Nights, pre-show refreshments for the Performing Arts events and sausage sizzles, icy poles and baked treats at the House Cross Country and Swimming carnivals. They have coordinated year level representatives and have been parent representatives on parent forum groups and committees such as the Uniform Committee.

Our second-hand Uniform Shop has also been run by a team of dedicated parents under the leadership of Jo Ellingworth and Jenni Webster across weekends, during school days and after school for many years. We are grateful for their commitment to supporting so many CGGS families.

If you would like to be involved in the Parents and Friends Association, we would welcome your support and I invite you to contact Susannah Jepson from our Foundation Office.

During our Centenary year, we launched our Inspiring Women of CGGS program. In our inaugural year we recognised eighteen old grammarians in a ceremony held in July this year. In the spirit of our school’s vision, mission and values, all recipients had demonstrated through their professional contributions, service to society and personal qualities and accomplishments to be worthy of this acknowledgment.

A photograph and short biography of each woman has been displayed in Senior School. The purpose of this is to honour and celebrate our former students and for current students to be inspired, see what is possible, engage with contemporary issues and to emulate high ideals and aspirations.

We will honour a further 12 women in a ceremony to be held in early 2022 to celebrate our 2021 recipients. I am proud to announce that they are:

Mrs Joan Child AO (Olle, 1937) (Posthumous award)
Career in state politics and was the first female Speaker of the House of Representatives in 1985.

Ms Ruth Dunn (Thorold, 1959)
Career as a Psychologist working across a range of areas and has worked with the Vietnam Veterans Counselling Service to support PTSD veterans and their families.

Ms Georgie Herbert (1998)
Has a long career in sports management, but now works for the Ovarian Cancer Research Foundation as her passion lies in raising funds to find a cure for Ovarian Cancer. To date Georgie has raised $1m for this cause.

Mrs Pamela Hore (Beasley, 1959)
Worked in Local Government Aged Care Department, as a volunteer at Alzheimer’s Australia and continues advocacy work with Dementia Australia and the elderly.

Professor Michelle Leech (1981)
Has held a number of teaching and leadership positions within Monash Universities Medical program and is currently the Deputy Dean Medicine Program.

Mrs Amanda Mandie OAM (Sharpe, 1977)
Philanthropist and founder of Koala Kids Foundation an organisation dedicated to supporting children and young people during cancer treatment. She has also founded two other non-for-profit foundations.

Ms Margaret Porritt (Newhouse, 1958)
Founder of iconic FEATHERS boutique and her own range of apparel with a 50 year career in Australian retail and fashion.

Dr Jacqui Richmond (1991)
Dedicated her career to improving the health outcomes for people living with Hepatitis B and C.

Ms Nicola Rivers (1994)
Environmental lawyer who is Co-CEO of Environmental Justice Australia, a leading public interest environmental law organisation and has co-founded two social enterprises.

Dr Rebecca Spindler (1987)
Ecosystem and wildlife conservation expert focused on Australian and international conservation. She is now the Executive Manager of Science Conservation for Bush Australia.

Mrs Cecile Storey AM (Benjamin, 1961) (Posthumous award)
Past staff member from 1958 – 1961 who made a huge impact on students. Passionate about education, women’s rights and human rights, she worked tirelessly in Education and International Affairs.

Professor Delene Weber (Marsh, 1987)
Environmental Scientist focusing on making a positive impact in the way forests and our environment are protected, currently working at the University of South Australia where she has received multiple national teaching awards.

You will also be able to read more about them in our December issue of CamLife.

With best wishes,

Debbie Dunwoody




October 29, 2021

Valuing Student Voice

We believe that student voice is an essential part of a CGGS education, and the culture of an organisation that values ideas and a diversity of perspectives enables this to happen. In valuing the views and perspectives of our students, staff and parents, we all work together towards the best outcomes for all.

Feedback is gained from students in a variety of ways and one of these is our Years 5 – 12 survey. This year we have re-designed our survey using the expertise of an external consultant to ensure that it is robust and built on contemporary research to prompt the most insightful and helpful responses from students.

Our Deputy Head of Senior School – Student Wellbeing, Kath Woolcock, has overseen this important process and I have invited her to share this with you. We also look forward to sharing the insights and outcomes with you in due course.

With best wishes,

Debbie Dunwoody

CGGS Years 5 – 12 Student Survey

At CGGS student voice and student agency are essential components of our school culture, and we regularly collect feedback and engage in discussions with students on important and meaningful issues. We do this with a very real understanding of the powerful benefits that listening to, and acting on student voice can have, including increasing engagement in learning, encouraging collaboration between students and teachers, and creating a positive environment and culture.

Across the year students have many opportunities to share feedback, both formally and informally, including through the Student Representative Council (in both Junior School and Senior School), representation on committees such as the Uniform Committee, program specific questionnaires, focus groups, and through the CGGS Annual Student survey.

Over the past 10 years CGGS has conducted a student survey (they have differed slightly across the years) as one of the most important methods of gathering student feedback and understanding student experience at CGGS.  All students from Years 5 – 12 are given the opportunity to complete this survey and through a series of open and closed questions, anonymously share their opinions and perspectives on CGGS culture as well as the academic, wellbeing and co-curricular programs on offer. The open questions provide the opportunity to expand on aspects of their school experience that they feel most engaged in and those of concern.

In 2021, we engaged Dr Bengianni Pizzirani from the Centre for Evaluation and Research Evidence, Department of Health and Human Services (Victorian Government), to undertake a review and redesign of the CGGS Annual Student Survey. The purpose was to ensure that the questions and data collection methods reflected current research on student wellbeing and learning and that the survey outcomes and actions drive improvement.

Dr Pizzirani has a background in developmental social psychology and behavioural statistics, and he has conducted research and taught in a variety of healthcare and educational contexts across multiple government departments, leading universities, and NGOs internationally.  As a research consultant, he regularly supports organisations in the use of data analytics and pragmatic research designs to drive informed model and program considerations, implementation and improvement.  We are very fortunate to have secured this partnership with him.

Over a four-month period, Dr Pizzirani reviewed our survey by working through a rigorous process of analysis, research and evaluation. He has spent time looking at past CGGS data and reviewed international student wellbeing and learning studies to reframe our survey framework so that it better reflects validated measures and associated outcomes. In collaboration with the wellbeing team, Dr Pizzirani has now designed a more comprehensive data collection set which allows us to contextually measure against national and international standards or norms, providing insights and recommendations that are specific to CGGS students. Furthermore, while all responses are completely anonymous, the new framework of questions has created more robust criteria and demographic insights within student groupings that CGGS can use for comparisons.  This more sophisticated information and analysis will allow us to better identify changes over time, code and map trends and target specific areas for further focus.

The redesigned survey, maps and includes eight key areas of school life that are linked to wellbeing, school culture and learning, and in 2021, will also include an exploration of the impact of COVID-19. A summary of the aspects covered in the survey can be seen in the image below.

The data from this survey, combined with other methods of feedback, will be used to evaluate current programs, analyse areas of success and to identify areas of the student experience and student learning that are to be celebrated as well as those that require further focus.

As we have done in the past, results of this survey will be shared with our school community through the annual report and at year level presentations, and several student focus groups will be established to provide an important space for students to explore the trends and results, and to create meaningful actions and opportunities for our whole community going forward.

We look forward to sharing more with you later this term and in early 2022, and in the meantime, if you have any questions, please don’t hesitate to contact me.

Kath Woolcock
Deputy Head of Senior School – Student Wellbeing




October 15, 2021

We Rise by Lifting Others

I distinctly remember a regular guest presenter to the school describing to me that each time he visits he feels ‘the invisible thread of kindness’ that is woven through Camberwell Girls. I feel very proud that others experience this and that for decades former students, staff, parents and visitors have identified the welcoming and caring community that exists.

‘We rise by lifting others’ is a well-known quote by Robert Ingersoll. It reminds us that when we treat others with kindness, respect and with a genuine desire to help, we too can experience positive mental and physical changes through the release of hormones in our body. The culture of a community is strongly reflected in the relationships of the members of that community. Many visitors to our school will often comment on the positive and respectful interactions they witness between students themselves as well as students and staff – interactions that focus on wanting the best for all. Our student leaders play an important role in continuing to build and honour this culture.

In our Senior School Assembly this week we thanked our 2021 School Captains who rose to the massive challenge to lead during a second year of a global pandemic. It is during challenging times that you witness the integrity and strength of leadership and our team led by Sophia Giagoudakis, Eloise Webster and Ashley Olsen have done just that!

Leadership is about service, and in serving others, leaders are constantly responding to the needs of their community and change. All our Captains have reorganised, re-imagined and initiated many versions of our co-curricular and wellbeing programs to engage, entertain and connect our community, together – apart. The legacy of our 2021 Captains has been far and wide as they have honoured our values of integrity, commitment, respect, hope and courage. As they conclude their tenure, we convey our sincere thanks and we recognised them in our Presentation Evening last night (pre-recorded).

At this week’s Assembly we also announced our School Captains for 2022. I warmly congratulate:

> Teagan Diep – School Captain

> Isabel D’Souza – School Vice Captain

> Charli Lincke – School Vice Captain.

Staff are looking forward to working with and supporting Teagan, Isabel and Charli as they lead their team of Captains to continue to connect our community in this important year ahead and to ‘rise by lifting others’.

I know that you will join me in wishing our Class of 2022 all the very best, as they build upon the work of those who have gone before, and continue to strengthen a culture of inclusivity and kindness, one focussed on our fundamental purpose of service to others.

With best wishes,

Debbie Dunwoody




September 3, 2021

Dear Parents and Guardians,

In my video editorial, I am focussing on the importance of reducing pressure during this time of change and uncertainty – for children and adults. As always, please make contact with us if we can support you.

With best wishes,

Debbie Dunwoody




August 20, 2021

The Importance of Self Care

Last week the annual Anglican Schools Conference was held virtually for the first time. With over 200 delegates from across Australia and internationally, the Melbourne Conference Committee created a program around the theme of ‘Intersection’ exploring the intersection of faith and learning. Reverend Helen Creed and I were very honoured to be a part of the organising committee, where our keynote presenters included Major Brendan Nottle from the Salvation Army, Brooke Prentis from Common Grace, Scott Holmes from the Diocese of Melbourne’s Preventing Violence Against Women Program and Ambassador Jamie Isbister, Australia’s Ambassador for the Environment. We explored what it means to be an Anglican School and how we can put our Anglican identity into action.

During the conference one of the speakers was talking about the shaping of culture in our schools, and how this work begins with the adults in the organisation, then flowing onto students. To illustrate this, she showed a picture similar to the one below of an adult putting their oxygen mask on in a plane before assisting the child with theirs. In planes we are reminded during the safety check that we need to care for ourselves, so that we don’t limit our ability to care for others.

I later thought about this analogy and the impact of this lockdown on us all. Many of us feel tired, frustrated and a little worn down, but know that we need to persist in doing what is required to move forward. We are also seeing the impact on our children as they are separated from friends and miss their normal routines and involvements.

How our children manage in times of difficulty can often be influenced by the adults around them. We know that our children often watch us to try and gain some insights that will help them make sense of what is happening and how to respond. As adults and role models, we need to remind ourselves of the importance of our own self-care first to ensure that our children see our strength and calmness in managing difficult situations. This will also help our children to feel less anxious.

I realise that this can be difficult – I am also taking heed of my own words! At a time when many of us are working in roles to support others, we must also prioritise our own self-care, and the way that we do this is unique to each individual. Self-care enhances our own wellbeing and assists our children to feel calmer when times are challenging.

As we navigate our way through this latest lockdown, remember you need to put on your own oxygen mask first to effectively help others. We can do it!

With best wishes,

Debbie Dunwoody




August 6, 2021

Focussing on Wellbeing

In my video editorial earlier this term, I talked about the skills and mindsets that our students have developed throughout this pandemic that are demonstrated through their ability to think creatively, manage change, persevere and in events like House Music, demonstrate a flexible mindset to achieve their goals.

Rapid changes into lockdown, such as the one that we are currently experiencing, can be very unsettling for our children and ourselves. One way to provide some stability or reassurance is to continue with, or re-consider the things that brought happiness, joy and a sense of wellbeing to our family lives last year. Many people proudly shared experiences such as:

> playing games together, both inside and outside (if possible)

> doing activities together such as cooking or meal preparation

> exercising together

> sharing experiences where you are intentionally noticing things around you, for examples, the texture of trees or beauty of flowers in your yard

> sharing music together, and

> finding ways to show gratitude.

Valuable time with family members is protective for our children. It provides opportunities to talk about things that interest, entertain and even worry us. We communicate and support each other, and through moments of joy we feel more connected and energised.

However, at times of heightened anxiety, such as during a lockdown, it is very common to retreat into our devices (adults as well as children), focussing our attention away from each other and often disregarding our need to disconnect from technology for our own wellbeing. As family time can provide moments of joy to connect and energise us, it needs to be prioritised and planned.

Young people’s dependency on devices to be connected not only in classes and activities, but also with friends online is significant. For many, the reduction of other opportunities during lockdowns also accentuates this time spent on devices. It is important to monitor your child’s use of technology as it is possible that they are accessing a much wider range of sites, and some may not be age appropriate. Typical signs that they need a break from their devices include a determination to be on them, changes in mood, a lack of sleep or disturbed sleep.

Being present and sharing enjoyable family experiences during lockdown is not only prioritising our children’s wellbeing, but our own as well.

Please reach out to any of us if you need assistance during this time.

With best wishes,

Debbie Dunwoody




July 23, 2021

Dear Parents and Guardians,

I hope this edition of CamNews finds you well. I thought that it would be appreciated to share a video this week rather than supplying you with more to read. Yesterday I reflected on how far we have come as a community since entering our first lockdown last year. We have all developed new skills and we now enter each lockdown swiftly and transition with ease. I am so proud of how agile the CGGS community is. I hope that you are able to share some lovely family moments over the weekend and I do hope that we are able to return to school next Wednesday.

With best wishes,

Debbie Dunwoody




June 25, 2021

It is my pleasure to introduce the lead article for CamNews this week. Our three School Captains – Sophia, Eloise and Ashley, with the support of School and House Captains and Student Leaders have embarked upon their theme “SAIL“ as they navigate the waves of 2021.  Their goal this year is to reinforce the sense of belonging and embrace all that is Camberwell Girls.

I would also like to take this opportunity to thank all families for their support this term and I hope that you all have time to relax and recharge during the holiday break.

With best wishes,

Debbie Dunwoody

Following the rollercoaster year of 2020, we – Sophia, Eloise, Ashley (SEA), have been entrusted with the role of School Captains of Camberwell Girls Grammar School in 2021. We stepped into our positions eager to make a difference, while apprehensive of what the year ahead would bring as we navigate through the ongoing COVID-19 pandemic. However, we are excited to host the postponed centenary events celebrating this significant milestone during the school’s 101st year.

When deciding upon our theme for 2021, we wanted to embrace the challenges we have faced whilst also adopting a positive outlook towards the future. Our chosen theme for this year, “SAIL”, which stands for, Support, Authenticity, Inclusion and Love – all values we want to embrace in 2021.

As we SAIL to a brighter future for 2021, we focus on understanding the presence of our strong support network, catching us when we fall and praising us on our achievements and individuality. We give ourselves the opportunity to be authentic, in a safe and encouraging environment with those who support us.

To further broadcast this theme, we have utilised the ‘Wonder Wall’ and the school captain Instagram page. When on campus, we encouraged staff and students to express their permeating gratitude and kindness for other members of the CGGS community through ‘Shout Outs’. When at home, we continually showed support through the virtual ‘Shout Outs Padlet’, to promote the love and warmth characterised by the community. Through SAIL, we discover the best aspects of our school and unite to face any hardSHIPS that 2021 may present.

Term 1 – Support

The letter ’S’ stands for Support, which we focused on during Term 1. We believe support means to always be there for one another and encourage everyone’s endeavours.

Our first initiative as School Captains was coordinating our Valentine’s Day stall. We organised a hand painting stall and a game of “guess the amount of heart chocolates in the jar”. We also offered a ‘rainbow’ painted heart option in support of the LGBTQIA+ community. This initiative helped the CGGS community celebrate the love we have for one another. The colourfully-clad Year 12’s exuded considerable amounts of spirit which bolstered the success of the day.

To introduce the 2021 Student Leadership Team, we produced a video to announce our passionate leaders. Inspired by the introduction of the classic TV show ‘Friends’, the high-spirited video enabled staff and students across all year levels to meet their student leaders. The video was so popular it was also uploaded to the @CamberwellGirls Instagram and Facebook for the wider community to view.

As a new strategy to invigorate staff and students between classes, we created an initiative titled ‘Find the Fish!’. The hidden miniature replica of the Centenary mosaic fish in the CGGS water feature created an engaging hunt, assisted by a cryptic clue sent out to hint at its whereabouts. The influx of photos we received was sensational, illustrating the active participation of the CGGS community.

Term 2 – Authenticity

The ‘A’ in “SAIL” stands for Authenticity, reflecting how we define ourselves and the way in which we choose to live. Our Term 2 theme highlights how displaying your true self and leading your life according to your desires is important, alongside expressing yourself authentically.

Knowing how to listen to the stories of others is just as important as sharing your own. Inspired by this, we implemented ‘CGGS Speaks’ to enable Camberwell staff and students the opportunity to present on a broad range of topics they are passionate about. As a community, we learnt of a candle business, a bread making passion, a fitness journey and even had a teacher become an author over lockdown! We hope that the community has been enthused by these mini speeches at assembly, motivating and encouraging all to have a voice on topics that matter to them.

We heard from Kathy Kaplan from ‘Impact’ during the International Women’s Day breakfast, our inspiration for creating ‘Watch Week’. During this week, students had the opportunity to wear red – the symbolic colour of ‘Impact’ which raises awareness of women and children who are survivors of domestic violence. CGGS was flooded in a SEA of red and raised over $787! A group of staff and students also set the food tech lab alive with their baking skills and the items were sold at the popular bake sale, staff and students had the opportunity to write positive messages on a paper chain as a symbol of solidarity, along with chalk messages to fill the quadrangle with more awareness and love. From this, a further $497 was raised!

During mid-April, we officially commenced our “Soul Siblings” program with a Year 7 and Year 9 student pairing up and taking part in various activities as “siblings”. This initiative aims to help the Year 7 students settle into their life at Senior School, while providing the Year 9 students with opportunities for leadership before entering their senior years. Through collaborative games on campus and via zoom, we hope that these inter-year level friendships are ones to be cherished.

Term 3 – Inclusion

The ‘I’ in “SAIL” stands for Inclusion and is what we have chosen to explore during Term 3. Lady Gaga once mentioned that “[she] believe[s] in a passion for inclusion”, a characteristic we strongly relate to and have worked earnestly to incorporate into our projects for this term.

Given the circumstances of quarantine during 2020, the CGGS community was largely unable to physically connect amongst ourselves or others externally. We are therefore looking forward to resuming the annual CGGS v CGS Netball Match and from this fundraising event intend to donate goods to ‘Impact’. We hope to include as many students as possible in the orchestration of this event to allow girls to have an opportunity to extend their leadership skills.

Throughout this year, we have continued “Season Two” of the ‘2 Cents Podcast’, originally instigated by FL2, the 2020 School Captains. For the podcast this year, we have had the vision to share our ‘two cents’ on a variety of social topics, to engage student voice and yield advice to everyone in our school community. In Term 1, we focused our episodes on our theme of ‘Support’ and created an episode about our theme SAIL, a sleep episode and one regarding stress. For Term 2, we discussed social media and the top ten ways to be our authentic selves. In Term 3, we will invite guest speakers to gain wider perspectives on different topics.

This podcast is a wonderful platform to engage with our peers. We have learnt many new skills from hosting this season and we hope the episodes resonate with many.

Term 4 – Love

Our focus for Term 4 will be ‘L’ – Love. We chose love because we wished to project a positive legacy that embraces the whole school community like that of family.

Ultimately, having compassion and caring for each other is necessary to succeed in orchestrating initiatives and exploring our leadership qualities in the best way possible. Having the ability to play to our strengths drives our achievements and builds upon the loving support network around us.

As a trio, we have been blessed with the opportunity to experience such an amazing leadership role. This journey would not have been possible without the support of our fellow captains and crew mates. We also wish to express our gratitude to Mrs Dunwoody, Mrs Poyser, Ms Woolcock and Mrs Robinson. As our mentors they have taught us so many valuable strategies, encouraged us to work collaboratively and to acknowledge our individual strengths.

Sailing is about exploring your strengths yet moving out of your comfort zone to chase growth. When a Camberwell girl steps on board the CGGS ship and sets sail, it is her opportunity to navigate her own journey. She will recognise and call upon her support network to back her own authentic path, including everyone on her voyage through compassion and love. During our time as School Captains, we hope we have in some way inspired everyone through our theme of SAIL.

Be the captain to chart your own journey and never be afraid of storms. For you, are learning to sail your ship.

With best wishes,

Your 2021 School Captains, SEA
Sophia Giagoudakis, Eloise Webster and Ashley Olsen