Learning Enrichment Program

Learning Enrichment Program

Learning Enrichment Program

Dear Parents and Guardians,

Our girls and staff returned from holidays very excited to explore and settle into our new Year 7 and 8 Building. Big, bright beautiful classrooms and open spaces, large window seats, an internal green wall, writable walls, new lockers and a new Senior School reception including Health Centre, have all proven to be a great hit with girls.

I am also delighted to let you know that the CGGS Council has agreed to name our new building the Anne Feehan Building. As Principal of Camberwell Girls Grammar School from 2001 to 2014, Anne was instrumental in establishing a number of innovative curriculum programs, major building projects including the new Ormiston Campus and the Woodstock Building as well as establishing the integration of the Cisco Technology Network to enable more collaborative engagement in programs. She had a vision for the future preparation of students and the design of this new building was also a key part of her legacy. As we are still completing our courtyard and the refurbishment of some adjacent classrooms we are planning to formally open the building later in Term 3.

At Camberwell Girls we are committed to providing the best learning opportunities for students and catering for individual needs both academically and pastorally. We recognise that each child learns differently, requiring the tools and confidence to realise her own capability. During the last 12 months we have been evaluating a number of our programs that support and extend student learning across the whole school through our Learning Support Department. This year we have established a more extensive program, renamed the Learning Enrichment Program that caters for a wide range of student abilities.

Learning Enrichment Flow Chart

Girls may be referred to these programs by their teachers or parents. Once a referral is made, a member of the Learning Enrichment Department will organise a meeting with the girl and her parents. For further information on these programs, please email: our Head of Learning Enrichment, Ms Sacha Sereda (SeredaS@cggs.vic.edu.au) Deputy Principal/Head of Senior School, Mrs Cathy Poyser (poyserc@cggs.vic.edu.au) or Head of Junior School, Mr Paul Donohue (donohuep@cggs.vic.edu.au).

In addition to these Learning Enrichment programs, many departments offer girls the opportunities to participate in competitions and forums to extend their learning experiences. We also have a wide range of co-curricular clubs and activities that the girls can join and lists of these are located in SEQTA, where you can log in, click on ‘Documents’ in the left-hand column, scroll to ‘Co-Curricular Activities’ and click on the document name as required.

It has been very exciting to see the development of so many new curricular and co-curricular programs at Camberwell Girls as we focus on programs that will build our girls skills, confidence, ability to think creatively and to innovate, preparing them for their futures.

With best wishes,

Debbie Dunwoody
Principal

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Global Citizenship & Relationships

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Global Citizenship & Relationships

The understanding, valuing and inclusion of diverse cultures and the development of intercultural competency skills is essential in preparing girls for their futures, enabling them to engage in action that will make a positive difference to the lives of others and respond to social and environmental challenges.
CGGS Strategic Plan 2015-2019

One of the six pillars of our Strategic Plan is Global Citizenship. It is important to acknowledge that we are all interconnected and prepared to address issues that impact upon us living in our global village. The development of intercultural competency skills in our girls are necessary as in their professional lives they are destined to work with individuals from different cultural backgrounds. This competency is more than factual knowledge about different countries – their history and political systems, it is also about understanding different cultures – beliefs, customs and values; often enhanced by a deeper connection with a community or people.

At Camberwell Girls we are committed to developing local and global partnerships to create collaborative learning opportunities for our girls. A few weeks ago I was very fortunate to travel to Shanghai and Hong Kong to meet with a variety of people. At functions for current, former and prospective parents as well as old grammarians, I shared stories of our priorities today, the accomplishments of our girls and listened to many stories shared by our current parents, former students and their families. One of the families, whose daughter graduated from CGGS in 2008, re-scheduled a flight to another major city to spend half an hour talking to me about the School they still hold so dearly in their hearts.

A highlight of the trip was visiting our sister school, Shanghai No 3 Girls High School and being hosted by Principal Xu. Shanghai No 3 Girls High School commenced in 1881 as St Mary’s Hall, merging with McTyeire School in 1892. The School was reformed as Shanghai No 3 Girls High School in 1952 and has since been divided into a Middle School(Years 7-9) and a Senior School (Years 10-12). We had an extensive School tour with English teaching staff and also met with some key personnel. Discussions with Principal Xu centred around our exchange program and how our CISCO technology may enable further student and staff collaborations. Our Director of Teaching, Learning and Innovation, Ben Jenkinson, who is currently in China presenting at a conference, will also visit the school to meet with technology staff to further investigate these learning opportunities.

Last week we were very fortunate to host a delegation from River Valley High School (RVHS) in Singapore, including the Principal Mrs Teo. After attending the Cultures of Thinking conference in Melbourne, they visited CGGS to share teaching practices focused on developing 21st Century skills. They toured both campuses, observed classes, met students and held discussions with some of our leaders of learning. Opportunistically, so the conversations could continue, Ben Jenkinson was offered a reciprocal tour of River Valley’s impressive five hectare, 2500 student campus (Yr7-12) when he arrived in Singapore a few days later. After touring RVHS, Ben reported that it is a truly bilingual and bicultural English-Chinese school that is very focused on the future and a well rounded, holistic development of its students.

In continuing the focus on strengthening the relationships with our sister schools, this week we hosted a visit by the Principal of Nanyang Girls High School (NGHS), Mdm Heng and leadership team member, Agnes Ng. NGHS is a very prestigious girls school in Singapore with 1600 students in Years 7-10. This visit followed on from my visit to NGHS last year, where we agreed to recommence our student exchange program and investigate ideas for further student and staff collaborations. I am delighted that a small group of CGGS students will be participating in an exchange with NGHS students later this year. During their visit to CGGS this week a number of leadership staff briefed our NGHS guests on key programs at the School and explored some ways that we may be able to initiate some student collaborations utilizing our CISCO infrastructure. These initiatives will be developed over the coming months.

Throughout all of these interactions it was so clear that we have many similarities, in thinking and in values and that we can all work together to provide some exciting learning opportunities for our communities. We all know that our students need to develop the social competency skills to understand and work with others from different cultural backgrounds as they navigate our highly connected world. Developing relationships with these school communities will provide a myriad of possibilities for our students and staff and I look forward to sharing them with you in due course.
With best wishes

Debbie Dunwoody
Principal

 

NOTE
If there are any Year 8 girls interested in attending a two week exchange to Singapore in August 2016, they should email our Education Outdoors Coordinator, Mr Maycock to learn more about the program and express their interest.

Recent Articles

Principal

This week Mrs Dunwoody shares some exciting news about our Early Learning Centre.

Senior School

It has been a busy fortnight at Senior School with Year 7 Camp, lots of sporting success and the Winter Sleep Out.

Junior School

Our Year 5 & 6 students had some new classmates join them last week and our ELC students had a visit from Martin, our CGGS Gardener.

Community

You only have one more week to get your Early Bird Tickets to the event of the century!

Seqta

CamNews

Introducing SEQTA

In modern education, the topics of school-based assessment and reporting have experienced significant scrutiny from researchers aiming to identify what practices actually work to improve student learning and thus, what best practice in assessment and reporting should look like in a school setting.

Perhaps the most significant answer to these questions comes from a meta-analysis of over 800 other pieces of international research in the topic conducted by John Hattie, the current Chair of Australian Institute of Teaching and School Leadership (AITSL).  Published under the magnificent title of Visible Learning (2009), Hattie et al. were able to show that specific and timely feedback on student learning was one of the most effective strategies teachers can use to help their students improve or grow in their learning.

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In the classroom, this ‘formative feedback’, as we educators call it, has always been present in the daily operations of our teaching and learning programs, but given the limitations of school reporting in a traditional mode (which only occur at the end of each semester), this feedback has rarely been well documented as assessment for learning progress, or communicated in a structured way to parents at the right time for them to be able to assist in the learning process.

In 2016; however, with the implementation of our new, interactive online learning platform called SEQTA, the teaching staff at Camberwell Girls will progressively increase their communication of this formative feedback to the next level.

Through a combination of digital teaching and learning practices and improved accessibility for parents within the SEQTA online ecosystem, CGGS teachers will soon be providing students and parents with more specific, frequent and timely (continuous) feedback on each girl’s performance in learning tasks as an important feature of our commitment to educating tomorrow’s woman.

For our parents, SEQTA’s parent portal (called SEQTA engage) will offer a myriad of useful information related to their daughter’s learning and also the various events occurring within the School. This includes:

  • Daily Timetable
  • Attendance & Absence Record
  • Assessment Results
  • Feedback on Assessments
  • Reports
  • Direct Communication Messaging with Teachers
  • Notifications
  • School Calendar
  • Daily News
  • Links to other CGGS Online Spaces

A letter containing more information about SEQTA will soon be forthcoming from the Senior School to parents of girls in Years 7-12.  Importantly, this letter will outline how SEQTA can be accessed via the School’s website.

For the teaching faculty of Camberwell Girls, SEQTA is seen as an influential tool that we can use to leverage the impressive power of feedback in order to help improve each girl’s growth in learning.

With best wishes,

Ben Jenkinson
Director of Teaching, Learning & Innovation

Recent CamNews

Principal

This week Mrs Dunwoody shares some exciting news about our Early Learning Centre.

Senior School

It has been a busy fortnight at Senior School with Year 7 Camp, lots of sporting success and the Winter Sleep Out.

Junior School

Our Year 5 & 6 students had some new classmates join them last week and our ELC students had a visit from Martin, our CGGS Gardener.

Community

You only have one more week to get your Early Bird Tickets to the event of the century!

From The Principal

There is always excitement in the air as staff and students return from the holidays and begin a new school year.