Annual Report
Charter
Canberra Girls Grammar School (CGGS) was established in 1926 as St Gabriel’s School by the Anglican order of the Community of the Sisters of the Church, founded by Mother Emily Ayckbowm. The Sisters had answered a request from Bishop Radford, of the then-Diocese of Goulburn, who saw a need for an Anglican school in the small community of Canberra.
An independent, non-selective Anglican school, CGGS is the oldest day and boarding school in Canberra, with three campuses spreading over 10 hectares.
Our facilities include an indoor swimming pool, playing fields and a multi-purpose teaching and learning/aquatic sports centre on the shores of Lake Burley Griffin.
The School has over 1300 students in its care from the Early Learning Centre through to Year 12, with more than 40 boarders from regional Australia and overseas.
CGGS is co-educational from Early Learning through to Year 3, and female single-sex from Years 4–12.
CGGS is an International Baccalaureate (IB) World School, and offers the Primary Years Program (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP) across K–12. The Senior School also offers the ACT Senior Secondary System (BSSS) program in Years 11 and 12.
The School brings together students from all over the world, with students speaking more than 40 different home languages. This vibrant mix reflects our location in the national capital, which hosts most of the country’s diplomatic community.
Our team of highly professional teaching staff supports the development of active, global citizens where creativity, critical thinking, collaboration, communication and character are fostered every day. Students across the School are offered a wide variety of curricular and co-curricular opportunities and our House-based pastoral care reflects the great importance placed on our students’ wellbeing.
The CGGS mission
In partnership with our families, we aim to provide an exceptional, holistic education to children and young women. We strive to equip them with the academic learning, emotional intelligence and creative skills to become resilient, compassionate, critical thinking leaders, ready to fulfil their potential as global citizens.
Honouring our strong tradition and heritage, CGGS is committed to being an exemplary, inclusive school in the Anglican faith.
The CGGS vision
To develop children and young women who will become independent, reflective, lifelong learners and confident contributors in a complex and changing world.
To be a school where the young believe anything is possible.
The CGGS core values
The CGGS community is united by four core values that honour our Anglican tradition and equips our community to respond to the challenges of today’s world.
INTEGRITY
We are renowned for our loyalty and ethical behaviour. We follow our strong moral compass.
COURAGE
We challenge the status quo, stand by what we believe and do what is right.
RESPECT
We cultivate an awareness of our interdependence and show deep respect for self, others and the environment.
INCLUSION
We embrace diversity in humanity. We treat others with compassion and kindness.
2024 in review
This year’s creative concept for Presentation Day again celebrated our connection to the bush capital, by featuring a flourish of gum leaves and nuts. It remains pertinent that the flowering gum is presented in its various stages of growth—from gumnut to full flower, symbolising the full arc of learning and growth we see in a school that has students of three and four years of age all the way through to the young women of the Class of 2024.
The image, representing the culmination of the year, is an extract from the stained-glass windows in the Chapel of the Annunciation. Golden gum leaves form the border of the stained glass, which was designed by Grammarian Ede Horton (Class of 1971).
The complete window draws inspiration from Proverbs 8, a chapter in the Book of Proverbs that is imaginative and open to broad interpretation, like the window itself. The window is also a focal point for reflection in the Chapel and is illuminated by and reveals the light beyond.
As we reflect on the 2024 school year, we acknowledge and are grateful for the ‘light’ that we, as stewards of CGGS, carry forward towards the future as we close out our 98th year of excellence in education.
This year we have sought to keep the priorities set by the current Strategic Design (2020–2025) as our beacon and guide. And as the School marks its third consecutive year of growth in enrolments, it has been important not to lose sight of the commitments made to our community and the aspects of a CGGS education that set the School and its student and staff cohorts apart— our committed and unwavering focus on excellence in teaching and learning, based on a deep commitment to care and attention for each child.
At CGGS we strive daily to ensure our students are seen and supported to be their best selves. We aspire to be the best place to teach, learn and grow in the ACT and surrounds. It is with pride that we acknowledge that CGGS once again had the highest median ATAR in the ACT and ended 2024 ranked as the highest performing primary and secondary school in the ACT in the Better Education rankings.
The School community was also delighted when the Junior School was recognised as an Excellence Awardee and Finalist for Primary School of the Year (Non-Government) in the Australian Education Awards 2024. As the only ACT awardee, we proudly showcased our near 100-year legacy of educational excellence, connection and opportunity on a national stage.
We intend to continue to strive to be the School of choice in the ACT for families that value academic achievement and holistic education, and are drawn to the sense of belonging and individual attention that our mid-size allows—CGGS is large enough to offer a range of opportunities but small enough to ensure we
know our students and importantly, that they know each other and can interact across year levels.
In addition, we know who we are as a School, and we know who we serve—our students and our community. It has been from this strong foundation that each year we renew and reimagine our strengths. We are not a place for fads or changes at whim—we are a place where evidence informs all that we do, we use data to evaluate our approaches and critical review to guide our improvement and innovation journeys.
Beyond NAPLAN tests and other academic metrics, it is the good humans this School graduates who are the best evidence of the efficacy of our approaches to teaching, learning and caring. We aim to embed care in all that we do as it is an important mediating variable to effective learning and personal development. It is for this reason that the Australian Professional Standards for Teachers include the obligation for schools and teachers to ‘create and maintain safe and supportive learning environments’. Care, safety and trust are a priority at CGGS and crucial to being and learning well. Care at CGGS extends to helping students discover and nurture their talents, and this is at the heart of our expansive co-curricular programs that make up the Cygnus at CGGS suite.
As we move into a new strategic planning cycle in 2025, we have sought to engage the community—our staff, students and parents. As we honour the past, but look steadfastly towards the future, we know that the Class of 2040 begins at CGGS in Reception in 2025. It is the Board’s promise that our next Strategic Design will have these children and all of the young people already on the journey with us, firmly in its sights. It is for them that we dream, plan and strive always to be the best school we can be.
In 2024, there were many individual and collective achievements of which our School community can be justly proud. At this School we do not resile from the recognition that improvement and innovation are relentless facets of our obligation. We acknowledge the strengths and expertise in our staff group and our broader community as well as the talents of our students whose feedback we seek. We view their input as essential in the rewarding and iterative journey of co-construction to shape a better school experience for all.
We would like to acknowledge the 2024 Student Leaders—Reshmi, Bronte, Leensa and Petrusha, the entire Senior Council and the Student Representative Council, as well as all students who took part in focus groups this year. You have taken your representative roles seriously, advocated for your peers and respectfully engaged in dialogue designed to shape the School’s current state in positive and constructive ways. Thank you for all you have provided—your perspectives, ideas and suggestions have been welcomed, and while leading well is not always comfortable, the discomfort and challenge are the very basis for learning and growth. As the old saying goes, “there can be no pearl without grit”.
We congratulate Reshmi Senanayake in particular on being the School’s first ANU Tuckwell Scholar and to Arya Shahmeen for being the ACT Dux of the BSSS with an ATAR of 99.95.
We also acknowledge and thank the incredible CGGS Staff for their care, hard work, sense of fun and good humour. It is because of the staff that our students can shine in their endeavours. Their efforts have also ensured we will be authorised in the MYP ahead of schedule in 2025. We owe it to the staff’s extraordinary efforts that the School experience is a balanced mix of focus and effortful fun.
We also recognise our partners in the educational enterprise at CGGS, our parents and in particular, the volunteers of the Parents and Friends Association. We reprised the annual Trivia Night, held numerous events and put in place Year Level Parent Representatives for the Senior School to complement the Class Representatives in the Junior School. Moreover, we held another wonderful Fete in 2024 which brought the whole School community together for an incredible 97th year.
To our Alumni and the Grammarians Association in particular—thank you for your support of the Centenary planning, our Year 12 students, the reunions the School ran in 2024 and for being part of the vital fabric of our School.
To the Board of CGGS and the independent members of the sub-committees of Finance and Audit, Development and Building, Risk Management, and Remuneration and Nominations—your continued efforts to ensure the School is governed well and focused on the strategic horizon was greatly appreciated in 2024.
Thank you for supporting CGGS and for expecting us to strive always to be better. Board members and independent members of the committees ask the great and challenging questions that ensure good governance.
We are also fortunate at CGGS to benefit from the wisdom and expertise of the Gabriel Foundation Board. There is so much that just would not be possible without the support of the Foundation and the donor families at CGGS; including the Scholarship and Bursary Program, refurbishments and facilities renewal, our legacy Centenary projects as well as our annual Year 12 Graduation at Parliament House and Grandparents, God Parents and Good Friends (GGG) Day.
In 2024, the Foundation funded the new sports field which has provided the School with a state-of-the-art multipurpose playing field for competitive Hockey, Soccer and PE classes. The field has the same turf technology that was used in the 2024 Summer Olympics in Paris.
Over the longer break, we also created new learning spaces and places in the School including the refurbishment of classrooms and the creation of a new innovation space complete with Fab Lab. In addition, the Senior School Heads of House are being co-located with the Inclusive Learning and Enrichment team and the Director of Senior School (Student Care and Experience) in a dedicated Student Hub to ensure a holistic, team approach to student care and wellbeing.
In the ELC, the Kamberri space was also renovated and more Junior School classrooms have been refurbished. We look forward to 2025 when the carefully planned facilities renewal program will continue with a particular focus on the Gabriel Centre.
In a year when the students’ catch cry has been ‘let’s hear it for spirit’, their capacity to choose kindness, to feel deeply and to strive with, and for each other, has kept the adults in their orbit inspired and motivated to make CGGS the best School possible.
Sue Hart Terrie Jones Chair of the Board Principal
Board and Governance
The ownership of the School’s properties is vested in the Canberra Girls Grammar School (CGGS), a company limited by Guarantee under the ACT Companies Ordinance 1962 as Trustee for the Church of England Property Trust, Diocese of Canberra and Goulburn.
Its operations are controlled by a Board of Directors, the majority of whom are appointed by the Bishop-inCouncil of the Diocese of Canberra and Goulburn. In addition, four Directors are elected by the members of the company.
The Principal is appointed by the Board, after consultation with the Bishop-in-Council, and is responsible to the Board for the conduct of the School, including staff appointments. The Principal is supported by the Deputy Principal, the Head of Senior School, the Deputy Principal, the Head of Junior School, more than 140 qualified teachers, Boarding House staff, a Chief Operating Officer, Executive Directors (Communications and Engagement, Staffing) and professional staff.
2024 Board Members
Chair Mrs Sue Hart
Deputy Chair Mrs Sachiko Wimmer
Mr Alan Francis
Dr Nick Hartland
Mr Rod Sutherland
Justice Verity McWilliam
Access
Canberra Girls Grammar School
48 Melbourne Avenue, Deakin ACT 2600
02 6202 6400
8.30am–4.30pm weekdays
April 2024 Mrs Melanie Andrews
Dr Kerrie Wilde
Ms Catherine Stuart
Mrs Jennifer Lynch
Ms Kate Hill
The Right Reverend Dr Mark Short The Bishop, Visitor—Anglican Diocese of Canberra and Goulburn.
The Board operates under the Constitution of the School and in reference to relevant Board Guidelines.
The Board approved the Strategic Design (2020–2025) in 2020.
All appropriate statutory compliance acquittals have been lodged.
2024 Organisational Chart
2024 Executive Leadership
Mrs Terrie Jones Principal MEd, BA, GDipEd, GAICD, MACEL
Ms Kate Hill Chief Operating Officer BCom, MBA, CA, GAICD
Mrs Tara Dunstall Deputy Principal (Head of Senior School) BA, LLB (Hons), GradDipLegPrac, GradDipEd
Mr Peter McDonald Deputy Principal (Head of Junior School and ELC)
MEd, GradCertEd (Maths), GradCertBusAdmin, BEd, MACEL
Ms Joanna Leaman Executive Director (Staffing) MEd (Admin), B.SC, DipTchg
Mrs Karen Unwin Executive Director (Communications and Engagement)
Strategic Plan
CGGS implemented the fifth year and continued with Phase 2 of its Strategic Plan 2020–2025, which guides and informs staff in reaching our goals for the future.
Phase 1: 2020–2021
Establish foundations by investing in and focusing on our core business.
Our Strategic Priorities are:
1 2 3 4 5
Phase 2: 2022–2025
Take our foundations into a growth phase of year-on-year progression in areas of strategic priority.
Staff profile and development
In 2024 CGGS continued to be a school of choice for educators across the ACT and other jurisdictions. The School remains steadfast in its commitment to providing a competitive and compelling employee value proposition to attract and retain highly qualified professionals.
Among the 126 teaching staff across the ELC, Junior School and Senior School campuses, the highest qualifications held were:
• 2 Doctorates
• 54 Masters Degrees
• 46 Bachelors Degrees; and
• 24 other tertiary qualifications.
CGGS professional and support staff are also highly qualified, including:
• 10 Masters Degrees
• 26 Bachelors Degrees; and
• 31 other tertiary qualifications.
Wellbeing and culture
Throughout the year staff collaborated with the Principal to co-develop a framework that defines the CGGS shared culture of care and professionalism. The resulting ‘Norms’—now displayed as a visual in all workspaces—serves as a daily reminder of our collective agreed values and provides a common language for fostering a respectful and supportive environment.
All staff continued to have access to the Employee Assistance Program (EAP), which offers free and confidential coaching, wellbeing support, counselling and seminars that promote a balanced and healthy lifestyle.
In 2024 the Psychosocial Safety Risk assessment document was completed and adopted across the wider School. This is now included in all new staff inductions and was presented to the wider staff in Term 2 of 2024.
There were a range of engaging activities for staff across the year, including the continuation of twiceweekly staff morning teas, the very successful Christmas activity of ‘Decorating Your Door’ and Christmas luncheon, which was well attended by both professional and teaching staff alike.
Professional recognition and development
All teaching staff are registered and certified through the Teacher Quality Institute (TQI) and undergo annual verification to ensure compliance with professional standards. As part of TQI registration requirements, ACT teachers must complete a minimum of 20 hours of professional development annually, including at least five hours of TQIaccredited training.
CGGS actively supported teaching staff to meet these requirements and strongly encouraged to participate in ongoing professional learning. CGGS provided a wide range of professional development opportunities for both teaching and non-teaching staff, fostering a culture of continuous improvement. In 2024 over 200 professional learning opportunities were supported, including many schoolwide endeavours. The offerings of Crucial Conversations and an Emerging Leaders program were very successful, and the continuation of the work with Lynn Sharratt on Clarity, a schoolwide initiative to improve teaching and learning consistency, are particularly notable. All staff also participated in a workshop provided by Australians Together on Indigenous perspectives in April. This, too, was very well received and was an important step in an ongoing reconciliation journey.
In 2024 a key professional learning focus was the continuation of the International Baccalaureate Middle Years Programme (MYP). Staff participated in a range of professional learning experiences, including onsite sessions and international conferences, to support this strategic initiative to ready CGGS for authorisation in 2025.
Support for pre-service teachers
CGGS continued its strong partnership with tertiary institutions by supporting the development of preservice teachers. Throughout the year, staff provided mentorship and supervision to 20 pre-service teachers from the University of Canberra, Charles Sturt University, Curtin University and the University of Melbourne in both primary focused and secondary programs.
Student profile
CGGS students come from diverse backgrounds and share a range of life experiences, which enriches and informs the values, ethics and wellbeing of the complete School community.
CGGS had 1327 students enrolled across the course of 2024.
• Early Learning Centre: 179 students.
• Junior School: 487 students, including 103 male students from Reception to Year 3.
• Senior School: 661 students, including 45 boarders.
• International: 9 students.
• Interstate: 178 students (including boarders) have identified with a non-ACT home address.
• Indigenous and Torres Strait Islander peoples: 12 students.
Student characteristics
• Nationalities: 37
• Religions: 25
• Home languages: 42
Across the School 152 students had a recognised physical, cognitive, social and/or sensory disability that required intervention through quality differentiated teaching, or through supplementary, substantial or extensive interventions. Each individual CGGS student matters and is treated with kindness, respect and fairness. The School adopts a strengthsbased approach to assist every individual to grow and learn. Evidence-informed interventions aim to stretch students with the level of challenge appropriate for them.
Academic results and achievement
NAPLAN
In 2024 CGGS students achieved exceptional results in the NAPLAN testing across Years 3, 7, 5 and 9. Students scored above or well above the national average across reading, writing, spelling, grammar and numeracy. These fantastic results reflect both the efforts of students and their highly competent teachers.
Year 3 NAPLAN results (mean)
ACT (mean) CGGS (mean)
Reading 412 483
Writing 428 476
Spelling 413 454
Grammar 417 497
Numeracy 413 468
Year 5 NAPLAN results (mean)
ACT (mean) CGGS (mean)
Reading 498 561
Writing 495 542
Spelling 496 539
Grammar 507 579
Year 7 NAPLAN results (mean)
Reading 544 593
Writing 551 600
Spelling 549 581
Grammar 547 592
Year 9 NAPLAN results (mean)
Numeracy 552 582 ACT (mean) CGGS (mean)
Reading 573 628
Writing 584 618
Spelling 575 593 Grammar 566 609
Numeracy 498 556 ACT (mean) CGGS (mean)
578 616
Board of Senior Studies (BSSS) and International Baccalaureate (IB) results
The Class of 2024 had 111 students enrolled of which 103 students studied the ACT Senior Secondary Certificate (BSSS) and eight students studied for the IB Diploma.
The Dux of the School obtained an ATAR of 99.95. The top BSSS student received an ATAR of 99.95, and the top IBDP student received a score of 42 (ATAR equivalent score of 98.40).
BSSS results of 2024
8% achieved an ATAR of 99 or higher
13% achieved an ATAR of 98 or higher
24% achieved an ATAR of 95 or higher
45% achieved an ATAR of 90 or higher
72% achieved an ATAR of 80 or higher
99.95 CGGS highest ATAR
IBDP results of 2024
14% achieved an ATAR of 98 or higher
29% achieved an ATAR of 95 or higher
43% achieved an ATAR of 90 or higher
57% achieved an ATAR of 80 or higher
29 world average diploma score (78.60 ATAR equivalent)
33 CGGS average diploma score (85.21 ATAR equivalent)
42.5 CGGS highest diploma score (98.40 ATAR equivalent)
Combined BSSS and IBDP results of 2024
7.6% achieved an ATAR of 99 or higher
13.2% achieved an ATAR of 98 or higher
24.5% achieved an ATAR of 95 or higher
45.3% achieved an ATAR of 90 or higher
70.8% achieved an ATAR of 80 or higher 87.70
CGGS combined median ATAR
Celebrating the Class of 2024
>99
13.2% achieved an ATAR of 98 or higher.
>90 >98 >95
45.3% achieved an ATAR of 90 or higher.
99.95 7.6% achieved an ATAR of 99 or higher.
24.5% achieved an ATAR of 95 or higher.
The highest CGGS ATAR achieved, which is the highest available, resulting in Dux of the BSSS cohort and Dux of the ACT.
Post-school destinations
The Class of 2024 continued the trend of proactive university engagement, with a high number of direct applications and early offers secured well before ATAR results were released.
A total of 205 early offers were made, including 169 direct early offers and 36 through the UAC Schools Recommendation Scheme. The early offers accounted for more than half of all offers received, affirming the value of alternate pathways and holistic admissions processes.
Tertiary course offers were made across diverse fields. The most popular areas of study were Medicine and Allied Health, STEM, and Humanities and Social Sciences. Students also received offers in Business, Finance and Management, Government and Law, Environment and Design, Education and Creative and Performing Arts. These figures reflect the cohort’s broad interests, academic strengths and commitment to making a meaningful contribution to society.
The Australian National University (ANU) once again led with the highest number of offers, nearly all of which were made through early entry schemes.
Areas of study for offers made to the Class of 2024
Similarly, the University of Wollongong and the University of Canberra offered substantial numbers of places prior to the release of ATARs. These three institutions alone accounted for over half of all offers made to the graduating class. Offers were also received from traditional ATAR-dependent universities such as the University of Sydney, UNSW, and the University of Melbourne, indicating that many student’s ATAR results were highly competitive.
Students from the Class of 2024 received offers across a wide range of tertiary institutions, reflecting a broadening of aspirations and course selection. The continued uptake of the Duke of Edinburgh Award, Signature Program experiences, and a strong cocurricular culture contributed to the success of early applications, especially for students who may have chosen pathways based on leadership, service and personal interest.
Junior School highlights
In 2024 CGGS continued its commitment to the holistic development of every student, ensuring that learning environments foster well-rounded young people who are ambitious and confident to reach their full potential.
The ELC remained dedicated to play-based learning while strengthening explicit teaching approaches. Relationships between children, families and educators were foundational to fostering engagement and academic success. The Initial Lit literacy program was expanded to include Year 2 students, ensuring continuity in structured phonics instruction. Talk for Writing was introduced for students from ELC to Year 3, embedding oral language development alongside early writing frameworks. In addition, the School explored the implementation of SpellEx, investigating its effectiveness in supporting spelling development across literacy instruction. Intentional literacy interventions enriched learning experiences, enhancing foundational skills to support students and their learning.
Mathematics instruction underwent continued refinement, introducing clearly articulated mental oral starters for every lesson to promote fluency and critical thinking in numeracy. The formalisation of explicit, deconstructed learning intentions and co-constructed success criteria ensured students had clarity on expected outcomes, supporting more targeted learning experiences.
Structured data groups were initiated across year levels to facilitate precision in assessment, tracking student progress and adapting instructional approaches to address individual learning needs. These enhancements fostered a more consistent and differentiated approach to teaching across the Junior School, influencing the Junior School’s outstanding NAPLAN results as the top performing primary school in the ACT.
Recognising the importance of ensuring equitable access to learning, the School introduced early morning intervention programs aimed at serving a broader group of students requiring additional academic support. These interventions were designed to allow students to remain in their classrooms during core learning times, minimising disruptions and reinforcing consistent engagement with peers.
In 2024 the School also expanded House offerings, increasing leadership roles for Year 6 students, providing them with more opportunities to contribute meaningfully within their communities. This initiative strengthened student engagement and responsibility across the Junior School.
Pastoral care lessons continued to evolve, integrating wellbeing topics related to consent and body image into the curriculum, ensuring that students develop age-appropriate awareness, self-confidence and respectful interactions. These additions complemented broader wellbeing initiatives, reinforcing a culture of inclusivity and personal growth. The House program expanded to include the ELC and has formed the basis for a growing Buddy program from ELC to Year 6.
The Year 6 transition to Year 7 was further refined under the Middle Years Programme (MYP) with students spending more time on the Senior campus throughout 2024, ensuring a smooth and wellsupported progression into Year 7.
Senior School highlights
The Senior School further enhanced the wide range of enrichment opportunities in 2024, aiming to ensure students received a well-rounded education both within and beyond the classroom.
Our teachers played a pivotal role, guiding and inspiring students to achieve outstanding academic results while also fostering personal talent and growth. All students participated in our improved and ageappropriate Signature Programs to develop the skills necessary to thrive in the world. Similarly, our focus on values—integrity, courage, respect, and inclusion— remained central to our approach, ensuring that students feel not only academically accomplished but also part of a supportive community.
Supporting a smooth transition from the Junior to Senior School
In 2024 we implemented the next stage in our tailored Transition program to support students to seamlessly continue into the Senior School campus and curriculum. This included the undertaking of classes by the Year 6 students on the Senior campus, taught by Senior School teachers but also the introduction of a Transition Coordinator.
With the IB Middle Years Programme (MYP) as a bridging program, teachers collaborated across the campuses to embed shared language and practices, improving the learning and experience for the students. In 2025 the Senior School will rollout the final year of the MYP and enter the concluding phases of the rigorous authorisation process.
Commencement of improvements to learning spaces
This year marked the commencement of several exciting improvements to our learning spaces. Work began on enhancing the sports field, providing students with a multi-purpose sports oval and athletics track. A new Student Hub is in development to offer a student support space and allow timely collaboration between our Pastoral and Inclusive Learning and Enrichment teams.
Senior School classrooms were refurbished to create contemporary and comfortable teaching and learning environments. Aligned with the appointment of the newly created Head of STEM in 2024, the redevelopment of the Innovation Centre commenced to nurture creativity and hands-on learning. Finally ongoing renovations to the Boarding House have improved accommodation and facilities for our residential students. These developments reflect our commitment to creating an inspiring and supportive learning environment for all.
Education beyond the classroom
Junior School
In 2024 our Junior School and ELC continued to thrive as students embraced fresh opportunities beyond the classroom.
A rich selection of co-curricular programs provided avenues for personal growth, teamwork and discovery. Expanded after-school clubs, including the introduction of a dedicated Homework Club, enabled students to pursue interests, refine skills and engage with peers from across the Junior School in new ways.
Sport remained a cornerstone of our Junior School experience, with students demonstrating outstanding teamwork and determination during a wide range of inter-school competitions, including basketball, football, cricket, touch football, netball, tennis and water polo. House sports further encouraged friendly competition and physical activity among Kindergarten to Year 6, strengthening the sense of community and connection in the Junior School. Our participation in the Independent Primary Schools Heads of Australia (IPSHA) sports competitions continued, and CGGS proudly secured first place in the IPSHA debating. This, coupled with one of our students winning the ACT Rostrum Public Speaking competition for the second year, showcased the Junior School’s commitment to debating and public speaking.
Creative and service-oriented initiatives flourished throughout the year, with Year 4 students winning the Wakakirri Story Dance competition. The reimagined Founders’ Festival introduced new opportunities for meaningful engagement, with students participating in tree planting, flower planting, service activities at aged care facilities and a collaborative art project between ELC and Junior School students. The Illuminate Entrepreneur Program, launched for Year 6, encouraged innovative thinking and problemsolving, nurturing future leaders and changemakers. In addition, Junior School students won the ACT da Vinci Decathlon competition and competed strongly against 90 other teams in Sydney as part of the NSW and ACT finals. Furthermore, the introduction of chess competitions for Kindergarten to Year 6 provided students with another avenue to test and learn new skills.
Senior School
The Senior School is a transformative period for students to be inspired and mentored to imagine their possible.
The curriculum, including our bespoke Signature Programs, provided the space and time for students to develop the skills, values and resilience that will support them throughout their lives. While academics played a central role, the Senior School experience
was deeply enriched by the relationships students build, the sense of community they cultivate and the wide range of activities, clubs and events, fostering a spirit of unity and collaboration. It was truly uplifting to witness how students support one another, creating a vibrant and inclusive environment that extends well beyond the classroom.
CGGS continued to offer an environment that both challenges and nurtures our students. Our goal was not only to prepare them for academic success but also to help them become compassionate, ethical and responsible individuals who will make meaningful contributions to society. One of the highlights of 2024 therefore was the repositioning of our Founders’ Festival, including the Founders’ Day Ceremony, a special event designed to build awareness of CGGS’s history while also fostering a sense of service and community. Every student and staff member were encouraged to engage in handson service projects, ranging from local charity drives and environmental clean-ups to community outreach programs. Founders’ Day was a fabulous occasion to live our values but also connect with the nearly 100year legacy of the Emily Sisters of the Church.
With a full calendar of events and a mix of new and ongoing offerings, the continued support and collaboration between Senior School staff, students and parents in 2024 has been essential. The Parents and Friends Association (P&F), and parent groups played a key role in organising and supporting events. We are fortunate to have such a dedicated network of parents who generously contribute their time and expertise, whether through the Friends of Music, Friends of Rowing, the P&F Committee or as coaches and managers for sports teams. Their involvement has strengthened our community, fostered a lasting connection to CGGS and enriched our students’ experiences.
Another exciting development in 2024 was the recommencement of our international school tours, which allowed students to immerse themselves in both cultural and academic experiences abroad. The USA Basketball and New Zealand Rowing tours saw our students not only compete in high-level competition but also connect with fellow athletes from around the world. In addition, the French language tour and Performing Arts tour to New York City were fantastic opportunities for students to deepen their skills and enrich their educational journey whilst broadening their horizons. With many more enrichment opportunities planned as we edge closer to our Centenary, a promising future awaits for the Senior School community.
In 2024 117 students from 14 countries gathered at CGGS to compete in the 37th annual World Individual Debating and Public Speaking Championships (WIDPSC). The tournament, founded in 1988 by
Reading Blue Coat School from the UK, St John’sRavenscourt School from Canada and the Debating Association of New England Schools, brings together top High School public speakers and debaters from around the world.
Team delegations for WIDPSC 2024 included Bermuda, Canada, China, Hong Kong, Lithuania, Morocco, South Africa, South East Asia, South Korea, United Arab Emirates, United States, Zimbabwe and Australia. CGGS Year 12 students represented Australia and were the only two students from the ACT in the team. Both students had a successful tournament, making the Semi-final across two categories.
Our international visitors also shared an Australian tradition when they enjoyed a BBQ and bush dance on their second night.
Inclusive Learning and Enrichment
In 2024 the School’s Inclusive Learning and Enrichment (ILE) teams in the Junior and Senior Schools remained committed to creating and fostering a stimulating learning environment that meets the diverse needs of every student.
The teams continued to ensure that every student— regardless of their individual learning needs—could access and participate in the School’s educational programs. Students with diverse learning profiles, including those with disabilities, learning difficulties, giftedness or students for whom English is an additional language or dialect were supported in 2024.
The ILE staff collaborated with teachers, families and external professionals to develop tailored strategies, providing targeted interventions and creating inclusive classroom environments. Their ongoing goal is to promote equity, celebrate diversity and help all students reach their full potential in both academic and social development
Supporting teachers, families and students
The ILE teams acted as advocates for teachers, families and students by working collaboratively with classroom teachers, holding regular meetings and ongoing discussions to support the needs of individual students.
Each member of the Junior School’s ILE team served as a Case Manager for specific year levels, ensuring consistent support, oversight and a point of contact for families. The team identified the need for professional learning and upskilling staff to ensure their practices were inclusive. In addition, the team provided
resources to facilitate differentiated instruction and worked with small groups of students with identified learning needs across Kindergarten to Year 6.
The Senior School’s ILE team continued to provide essential support services to students, parents, teachers, Heads of Faculty, Heads of House and the Senior Leadership team in 2024. Throughout the year the team continuously collaborated with key stakeholders to support student learning and engagement in classrooms and beyond.
Individual Learning Plans
Independent Learning Programs, Adjustment Plans, Behaviour Support Plans and Wellbeing Support Plans are in place for students with additional needs across the School. The plans document and communicate appropriate accommodations those with specific learning needs or health conditions and tailor educational pathways for students requiring additional academic support or enrichment. These plans were created in collaboration with classroom teachers and families and promoted student agency, built confidence and helped each individual learn and grow.
Literacy and numeracy support
The Junior School ILE team provided literacy support both within the classroom and through small-group interventions, utilising the evidencebased programs MacqLit and MiniLit developed by Macquarie University for students in Years 1–6. These targeted instructional groups are designed to address individual student needs, helping to build and strengthen foundational literacy skills.
In-class support was provided during mathematics lessons to ensure that individual student needs were met, and that content was appropriately adapted to support their learning. In 2025 the QuickSmart maths intervention program from the University of New England will be implemented to enabled students to become automatic (quick) in their basic skills in order to move onto more complex problem-solving skills (smart).
Gifted and high potential learners
The ILE teams identified and supported gifted and high potential learners from ELC through to Year 12, providing them with a range of tailored opportunities to extend their learning. In supporting these students, the ILE Team placed equal emphasis on socialemotional wellbeing and academic growth.
In the Junior School students benefited from strategies such as cluster grouping with like-minded peers, in-class differentiation, specialised programs and targeted instruction through withdrawal groups. Flexible grouping and a differentiated curriculum further supported their engagement and ensured
they are appropriately challenged. Gifted and highpotential learners also had access to an accelerated mathematics program. Gifted and/or high potential learners were encouraged to take part in a variety of prestigious external competitions, such as the da Vinci Decathlon, ICAS, Gateways, Australian Maths Competitions, Maths Olympiad, Ethics competition, Tournament of Minds, IPSHA debating, Write a Book in a Day and Reader’s Cup.
Senior students identified as gifted and/or talented continued to engage in a range of enrichment opportunities, supported by complex and rich tasks designed to extend their skills and deepen their learning. Through the Response to Intervention Model, teachers were supported with targeted professional learning specifically focused on identifying and extending gifted and talented learners, building staff capacity to effectively differentiate and challenge high potential students in the classroom.
In the ACT Regional da Vinci Decathlon, four teams participated, achieving outstanding results with first and second place finishes. Two teams were invited to compete at the NSW State Championships. In the International Competitions and Assessments for Schools (ICAS), students from Years 7–12 completed over 100 tests across various disciplines.
Study support programs
In 2024 many students were eligible for learning support provided through our Senior Study Support program for Years 11–12, Negotiated Studies courses for Years 9–10 and the Middle Years Study Support for Years 7–8. In addition, tutoring sessions are offered to all students in the Senior School after school in Mathematics, Science and English. In addition, students have the option to enrol in Evening Study Program in the Library. Two blocks of supervised study and homework completion are punctuated by dinner in the Boarding House.
English as an Additional Language/Dialect (EAL/D) students
The ILE program offered targeted support for students from language backgrounds other than English through focused, small-group instruction aimed at developing essential language skills. Classroom teachers were further supported with customised resources and guidance for task adjustments to meet individual learning needs. In the Junior School, the implementation of the evidence-based Language Lift program ensured that students developed the right skills at the right time, based on their specific language learning needs.
Additional support
Our Access Arrangements Policy expanded to provide accessible options for neurodiverse students to fully participate in School events. CGGS provided quiet spaces and live streams of events to approximately 30 students, accommodating a diverse range of activities such as the Senior School Swimming Carnival, Creative Minds Day and House Sing.
Quality Assurance
CGGS was audited in 2024 as part of the quality assurance program for the Nationally Consistent Collection of Data (NCCD). Staff provided evidence of parent communication, student needs identification and caseload documentation to support the auditor’s evaluation of the School’s processes.
The Boarding House
From the heart of the nation’s capital, a place to learn and live your possible.
Throughout their time in the Boarding House, our students develop the confidence to live alongside others, while building the independence and resilience needed for life beyond school.
The CGGS Boarding Program continued to support young women from regional, rural and international locations to access a world-class education and extensive co-curricular opportunities. The Boarding House also housed students whose families served in the Australian Defence Force or held other government postings overseas.
In recent years, there has been a noticeable increase in families seeking flexible boarding options tailored to meet the demands of modern family life. Weekly boarding proved to be an ideal solution for families living just beyond the ACT border, helping students avoid lengthy daily commutes, and for parents or guardians managing shift work or extended interstate or international commitments. Subsequently, casual or ‘as required’ boarding emerged as a valued option, offering short-term support during times of transition or unexpected events. Many casual boarders returned on multiple occasions, underscoring the usefulness and appeal of this arrangement.
The founding principles of boarding—providing a safe and supportive environment to face challenges— remained core to our offerings. Boarding staff continued to deliver exceptional care and support, prioritising student wellbeing and helping boarders navigate the academic and social expectations of daily life. The sense of community across year levels grew stronger, as students developed resilience and lasting friendships. The School Counsellors and School Nurse remained a vital part of the wellbeing program, ensuring students felt emotionally and physically equipped to manage the challenges of adolescence. The addition of academic tutors further strengthened the evening study program, offering consistent support and guidance to boarders in their academic studies.
Boarding students continued to be actively involved in a variety of co-curricular activities, including (but not limited to) School and external sporting competitions, tutoring at the University of Canberra and dance. The outings program continued to evolve, with the introduction of in-house vertical groups for friendly competitions and recreational activities, further building community spirit. Canberra’s broad range of offerings, particularly the shopping trips to Civic and Manuka, remained popular with the boarders. Regular weekend excursions continued to be on offer, with visits to a number of Canberra icons on the list.
A new monthly Friday night Civic shopping trip was introduced and enthusiastically received.
The new Reception area on the ground floor became a welcoming hub for boarders returning from School, for day students visiting friends and parents dropping off or collecting their daughters. Day student visits became a regular feature, helping to normalise interactions between boarders and their peers. This openness consolidated the Boarding House as a warm and inviting space, encouraging visitors to drop in.
Boarding parent dinners continued in 2024, with gatherings coinciding with the Wagga Wagga Boarding Schools Expo and again in Term 3 during the parent-teacher interview evening.
The unique experience of boarding has created strong bonds among families, with shared experiences leading to meaningful conversations and enduring connections. We enjoyed connecting with families, both past and present at the Regional Boarding Expo and boarding events across the year.
Overall, 2024 was a year marked by an appreciation for the tradition of boarding, a strengthened sense of belonging and deeper integration between day and boarding life.
Chaplaincy
CGGS continues to be an inclusive community, spanning students of all faiths. The School is committed to remain an exemplary School in the Anglican tradition, sharing the richness of worship with our community.
ELC
In 2024 ELC students continued to enjoy a comprehensive Godly Play curriculum. Students did the ‘work’ of wondering and were encouraged to explore and engage with the stories of significant Christian events throughout the calendar year. Various activities, including drawing, colouring, playdough and blocks were provided to help students connect with these stories in their own way.
Junior School
Junior School students gathered weekly for Chapel where the life of faith was explored through a simple liturgy that follows the Christian calendar. Some weeks reflect on the life of the Saints, while other weeks feature a Godly Play story. Student leaders from Year 6 did readings and lead prayers in these services.
Following the resumption of Junior School House Chapel services in 2023, 2024 saw these services move to the Chapel of the Annunciation. Students from all year levels led these services and each House celebrated their namesake. In 2025 Houses will celebrate their House mascot and, in our Centenary year, their House colour.
Senior School
The Chapel curriculum saw students progressively engage in varying dimensions of the Christian faith as understood and practiced in the Anglican tradition. Senior School students gathered each cycle for House Chapel, came together in year groups for a
Choral Eucharist service each semester, and the entire Senior School student body gathered in the Hall in Terms 2 and 3 for Senior School Chapel. The Senior School Chapel curriculum provided students with a robust education in all aspects of Anglicanism and the Christian faith more generally, creating a space for those of faith to engage their own faith practice, whilst concomitantly offering a crosscultural educational opportunity for those of other faiths or no faith.
Combined Chapel Service
Terms 1 and 4 at CGGS featured the Combined Chapel Service, with students from Years 3–12 gathering in the Senior School Hall for worship. The Term 1 Combined Chapel Service saw our annual Easter celebration, whilst Term 4 was the ‘Light in the Bush’ service, where we heard the story of Advent and presented our graduating Year 12 students with a symbolic candle.
CGGS Community Worship
The CGGS Community Worship program has rapidly become a favourite of the CGGS Community, with services well attended by students and their families, Grammarians, and members of the local community. Our choristers have continued to embrace the Anglican choral tradition and we believe that the CGGS Community Worship program will quickly become a cherished CGGS tradition.
Community support and engagement
2024 marked an exciting chapter in our School’s journey of growth, connection and celebration, driven by our Centenary—just on the horizon.
Through strategic communications, impactful promotional campaigns and quality community engagement, we not only enhanced our brand presence but also deepened the bonds that unite current students, alumni, staff and families under a shared legacy of excellence.
Amplifying our voice
At the heart of our efforts was a commitment to clear, consistent and meaningful communication with students at the centre. Our revised brand strategy—anchored by the trademarked tagline ‘To the young, anything is possible’ saw a full year in market, with a vibrant presence across all channels. The repositioning focused on articulating our identity, honouring our rich heritage while highlighting the innovation shaping our future.
A refreshed content suite showcased student achievements, dynamic campus activities, School milestones and rites of passage, underpinned by robust narrative, a new photo library and engaging video content. We invited our community to see, hear and celebrate the everyday brilliance of life at our School by telling our story with authenticity and impact. Beyond building awareness, this positioned CGGS not just as a place of academic excellence, but as a community of purpose-driven individuals that care.
Enrolment growth
Prospective families were provided new opportunities to experience CCGS, beyond the traditional Whole School Open Day format. This included the introduction of a new Senior School Open Evening, the Little Cygnets Playgroup and an ongoing program of:
• three ELC and Junior School Open Mornings
• three Whole School Open Days
• Senior School Open Evening
• three Little Cygnets Playgroup sessions
• 20 Junior School Spend-a-Day opportunities
• Year 7 Information Night
• Year 7 Familiarisation Day
• Year 11 Information Night
• Year 11 Experience Day
• two Pre-K to Kindergarten Orientation sessions
• ELC Parent Information session
• Dubbo Boarding Schools Expo
• Wagga Wagga Boarding Schools Expo
An international student strategy was reinstated, centred on our first enrolments trip to Asia since COVID-19. This included participation in the AEAS Australian Schools Information Day and the AEAS Education Agent Workshop in Hong Kong. Additional travel to China included visits to education agencies, a meeting with the First Secretary for Education at the Australian Embassy and taking part in two online video podcasts.
Parents and friends
Current parents, carers and friends of CGGS enjoyed a comprehensive calendar of events to share in our community spirit. Several of these events were supported by the Parent and Friends Association (P&F) and other parent groups including the Friends of Music and Friends of Rowing.
A new parent-only cocktail event called ‘Twilight on the Lawns’ was launched to welcome families to the new School year, enable year-level introductions and to impart the strategic direction of CGGS. This new experience was so well received in it now a mainstay on the events calendar.
The P&F Trivia Night was also reinstated with strong attendance across the parent community and is also back on the annual events program.
P&F community events in 2024:
• Twilight on the Lawns
• ELC and Junior School Welcome Breakfasts
• Senior School House Breakfasts
• Athletics Carnival Cake Stalls
• P&F Trivia Night
• School Fete
Other community event:
• Grandparents, Grandfriends and Godparents Day (funded by the Gabriel Foundation).
Alumni
2024 saw the Alumni Engagement Program go from strength-to-strength, reconnecting and nurturing strong bonds with our extensive Alumni community across Australia and abroad. A variety of reunion activities and engagement opportunities were hosted by the School, with a key focus on sharing stories and building event interest and attendance in the lead-up to our Centenary. Several Alumni events were supported by the Grammarians’ Association.
The Girls Grammar Red Gums program was launched, designed to re-engage past staff and students, providing a program of opportunities to volunteer their time and expertise at CGGS.
Alumni events and activities in 2024:
• Sydney, Melbourne and Brisbane reunions
• Founders’ Day
• Careers Connection Breakfast
• Distinguished Speaker Series
• Generations Breakfast
• E-newsletter
• The Grammar Report publication
Celebrating our century
Across 2024 the Centenary Project Working Group continued to meet monthly to create a full year schedule to mark our Centenary in 2026. Planning was well underway to bring our centenary celebration to life across a number of exciting projects, events, activities and initiatives that will ensure 2026 is an unforgettable year. As the calendar is confirmed, the focus remains to:
• Infuse existing events with a Centenary ‘polish’ and leverage them as platforms for the Centenary message.
• Create several Centenary-specific events and prioritise a small number of legacy projects.
• Activate student voice and agency to give current students a sense of ownership for the Centenary of their School, and to express what it means to have a CGGS education.
• Tactically implement plans to be developed by Working Parties with attendant proposed budgets and risk assessments.
Launching Little Cygnets—a new playgroup experience
In the Spring of 2024 CGGS started Little Cygnets, a brand-new learn and play experience designed for children aged 1–3 years. This innovative playgroup introduced children to the joy of learning through fun, purposeful activities, offering young families a unique glimpse into the inquiry-based learning methods for which CGGS is renowned.
Led by the School’s early learning specialists, Little Cygnets goes beyond the traditional playgroup model. Now hosted regularly in the beautiful Kamberri space at the ELC, Little Cygnets offers a variety of engaging activities including arts and crafts, reading, music, exploration and language-based play. The program creates a nurturing environment for both children and parents, offering a space where social interaction and creative learning thrive.
The sessions are consistently at capacity, resulting in an increase in frequency well into 2025.
Fit for purpose: CGGS’ new sports uniform
More than a change in colour, the new CGGS sports uniform represents advancements in performance and pride. The brand new uniform launched in May 2024, just in time for Winter sports. The full suite includes both the standard PE uniform and the cocurricular sports uniforms for Netball, Soccer, Hockey and Athletics, as well as supporter gear.
The new suite was an exciting evolution in the CGGS uniform offering, featuring updated colourways and innovative technology. The refresh reflects our unique, timeless and striking heritage, with the ‘Emily’ green colour palette making a triumphant return to the sporting arena.
The CGGS Uniform Committee, comprised of staff and key community stakeholders took great care in creating the collection in collaboration with the School’s new sports uniform supplier, Valour Sport, a 100% Australian-owned company underpinned by ethical manufacturing. The uniform was officially launched following the Podium Program Master Class with Olympian Zoe Lynam, with students showcasing the vibrant and cohesive pieces that reflect the functionality, purpose and spirit of CGGS.
The reimagining of Founders’ Day
Every year in May for just shy of a century, CGGS has celebrated the day it was founded. 8 May 1927 marks the date that Bishop Radford laid our foundation stone for the new School building on Melbourne Avenue, and it has since been recognised as our Founders’ Day tradition.
Beyond being a time of celebration, it is an annual moment of deep reflection, respect and gratitude. In 2024 Founders’ Day was reimagined to span an expanded program of events and experiences to form a Founders’ Festival, with new rites of passage, distinct customs and activities designed to return to our roots and honour our founding ethos. The reinvigorated elements of the Festival reminded us of our shared heritage, confirmed our culture and passed on knowledge to weave a collective memory and shared purpose. All members of the CGGS community were called on to come together as inheritors of our legacy to love, to honour and to be of service.
The two-day program included:
• A whole School ceremony, featuring an impactful narrative performance of our founding story, giving a deeper understanding of who we are and where we have come from. The Senior School ceremony included the symbolic laying of engraved House bricks to represent our strong foundation that paves the path forward for others to follow.
• A morning tea of current buns, an enduring symbol of the fact that our founders knew that children from impoverished backgrounds could not learn whilst hungry and offered this humble bun for nourishment.
• A series of yesteryear games, played across all corners of both campuses, created for a shared sense of fun, community and connection.
• An inspiring afternoon of acts of service to our local community—both at the School and beyond, we honoured our place in Canberra and being of good use to those with whom we are fortunate to share this place.
• A meaningful Choral Evensong in the Chapel of Annunciation, a celebration of song that underscored our close ties to our Anglican faith.
• The Saturday sports Founders’ Day Round, featuring a custom keepsake hair ribbon for all team mates who played with pride.
• A Grammarian High Tea at our picturesque lakeside campus Yhurramulum, to reform and strengthen community bonds.
The 2024 approach sets in place a new framework that we plan to build on and refine in the coming years. With a keen focus on 2026, the Founders’ Festival will be the cornerstone of the Centenary program. Numerous initiatives will be showcased and commemorated across the second weekend in May now and into our next century.
Facilities and ICT
2024 was a year of remarkable progress and development for the School.
The refurbishment of several Junior School classrooms was successfully completed, transforming the spaces into vibrant and modern learning environments that inspire creative learning and academic excellence. On the Senior School campus, the new sports field neared completion, providing students with world-class facilities for physical education and extracurricular activities. Additionally, the new Student Hub and Innovation Centre work commenced, with a view to become essential parts of the Senior School campus, fostering a supportive and innovative atmosphere.
Our commitment to integrating advanced technology into teaching and learning has continued to grow. 2024 marked the commencement of the 1:1 iPad program for students from Kindergarten to Year 4, supporting personalised learning and building digital literacy from an early age. In addition, the team commenced a five-year AV upgrade program across both campuses, focused on delivering consistent, reliable and easy-to-use systems. This standardised approach simplifies the use of technology for both students and teachers, reducing disruptions
and enhances the overall classroom experience. The School Disaster Recovery (DR) servers were upgraded, strengthening our ability to protect and recover critical data, and ensuring the continuity and resilience of our educational operations.
Planning for 2025 was a collective focus, when the refurbishment of the Gabriel Centre will commence, which will further enrich our Senior School campus with new learning spaces and a state-of-the-art food technology classroom. Moreover, the introduction of a new School café at the heart of the campus will offer a welcoming space for students and staff to connect and recharge. These developments reflect our ongoing commitment to providing exceptional facilities that support the holistic growth and wellbeing of our students.
Our achievements in 2024 have been made possible by the generous support from the Gabriel Foundation and the contributions from individual donors within the CGGS community. We are grateful for their continued dedication and look forward to delivering more exciting upgrades and projects in the coming year.
Financial Statement and Auditor’s report
The Junior School shines on a national level
Celebrating national recognition at the Australian Education Awards 2024.
The CGGS Junior School was named an Excellence Awardee and Finalist for the prestigious Primary School of the Year (Non-Government) category at the Australian Education Awards 2024.
As the only ACT-based school recognised, CGGS was proud to bring its legacy of educational excellence, connection and opportunity to the national stage.
This award was a testament to the School’s dedication to providing a well-rounded, worldclass primary education. With outstanding literacy and numeracy programs, the exemplary delivery of the International Baccalaureate Primary Years Programme (IB PYP), and its innovative Signature Programs, CGGS Junior School sets the benchmark for quality education both regionally and nationally.
“Our Junior School provides the best possible start for students,” says Peter McDonald, Deputy Principal and Head of Junior School at CGGS.
“We are incredibly proud of the impact we have on each student’s journey, and being recognised on this platform reflects the hard work and commitment of our staff.”
Compliance Statement
Canberra Girls Grammar School has complied with the Registration Standards as detailed in Schedule 2, Parts 2.1–2.4 of the Education Regulation 2005 (the Regulation) for the year ended 31 December 2024. Evidence of the School’s compliance with the Registration Standards is maintained in accordance with the Registration Standards Guidelines for ACT Non-Government Schools.
A description of how Canberra Girls Grammar School has complied with the Registration Standards is as follows:
Part 2.1 Governance
Canberra Girls Grammar School’s governance structure enables the School to fulfill its legislative responsibilities, be financially viable and operate safely.
The School Board is skills-based and responsible for the governance, conduct and management of the School, as outlined in the Board and Governance section of this Annual Report. The Board is supported by the Finance and Audit Committee, whose close management of the School’s finances is reinforced by a comprehensive annual budgeting and audit process, a robust business plan and multi-year forecasts.
In addition, the Board is supported by three other sub-committees in Risk Management, Development and Building, and Remuneration and Nominations.
The School has policies and procedures in place to ensure we comply with the Registration Standards. Key governance policies include the Student Enrolment Policy, our Grievances Policies and the Behaviour Management Policy. These policies and procedures are available on our website and intranet.
The School is committed to ensure continuous improvement, as demonstrated through consultation with students, parents and staff about the operations of the School. In addition, consultation and regular review of policies and procedures, a management assurance review program, regular reporting of safety incidents and a professional development program for staff ensure the path to continuous improvement.
Part 2.2 Educational programs
Canberra Girls Grammar School has an educational program based on and taught in accordance with the Australian Curriculum. Students are offered a wide and varied academic curriculum which is constantly challenging and pushes students to reach their full potential.
The School has implemented the Australian Curriculum in the learning areas of English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The Arts, Technologies and Languages.
Canberra Girls Grammar School is authorised and has implemented the International Baccalaureate (IB) Primary Years Programme and Diploma Programme. In 2024 the School is a candidate school for the Middle Years Programme and expects authorisation in 2025. Authorisation for these programmes requires regular evaluations and adherence to the IB Curriculum frameworks, standards and practices.
The School has courses of study for each learning area for each year level. These courses of study provided are designed appropriately for the students concerned having regard to their level of achievement and needs.
In Years 11 and 12, Canberra Girls Grammar School offers students the opportunity to choose either the ACT Board of Senior Secondary Studies package or the International Baccalaureate Diploma Programme. Both can lead to an Australian Tertiary Admissions Ranking. To further enhance our curriculum offerings, Signature Programs are embedded from Year 2 to Year 12 which foster interdisciplinary skills across pastoral, academic and co-curricular domains. We engage students in a range of activities, integrating the skills articulated in both the Australian Curriculum General Capabilities and IB Approaches to Learning and the IB Learner Profile. Our holistic approach to learning and wellbeing aims to prepare our students to be capable, independent and resilient learners.
Part 2.3 Safety and welfare
Canberra Girls Grammar School regards our child safety responsibilities to be of the utmost importance. We are committed to providing the necessary resources to ensure compliance with the National Principles for Child Safe Organisations and the laws relevant to our jurisdiction. Our commitment is underpinned by our Child Safe Code of Conduct, available on our website.
Key measures the School has in place to protect the safety and welfare of our students include our approach to recruitment and a raft of policies. These include mandatory reporting and child safety, as well as a Student Attendance Policy, a Student Movement Register Policy, a Student Behaviour Management Policy and a Suspension and Expulsion Policy.
All reasonable steps have been taken to protect students, staff and other people involved in the School’s operation from harm, and to ensure that the School has a safe and effective learning environment.
Part 2.4 Other operational requirements
Canberra Girls Grammar School complies with all Territory and Commonwealth laws that apply to the School. All teachers are registered with the Teacher Quality Institute and all staff and School volunteers have a Working with Vulnerable People registration. All key individuals involved in the governance or management of the School are assessed to ensure suitability for the role.
The School takes pride in ensuring the buildings, facilities and grounds of the School, including our Boarding House, are maintained to ensure they meet the standards of applicable laws and regulations and the needs and expectations of the broader school community.
The School’s Emergency Management Plan is supported by regular staff training and regular practice drills for lockdown and evacuation.