YEAR 7—12
School 2025
We acknowledge the Ngunnawal and Ngambri peoples as the traditional keepers of the land on which we gather. We are inspired by their wisdom, spirituality and experience.
We particularly acknowledge the wise Indigenous women who have shared language, country and culture. We commit ourselves to actively work alongside them for reconciliation and justice.
Welcome to CGGS! I trust this handbook provides parents and carers with useful information that will support the vitality of the partnership between home and CGGS, in service of our students’ learning and wellbeing.
At the heart of a CGGS education are our values—Integrity, Courage, Respect and Inclusion. As members of this community we are called upon to explicate and critically examine what the values look like in action and then model for our young people what it is to live with moral courage, care and determination.
The first iteration of the CGGS Learner has been developed to provide a starting point from which students, staff and parents can begin to distil a shared commitment to our values in action. You will find this graphic on page 11. We will continue to improve the actionable commitments, aligned to our values, with students, staff and parents across the year.
Our motto—to the young, anything is possible—reflects our commitment to creating a world where young people never stop believing they can imagine, create and achieve what was once thought to be impossible. The role of our Senior School staff is to complement the parent relationship and work alongside you to support your daughter as they discover their interests and hone their myriad strengths and talents.
The MYP began in the Senior School in 2023 and as such, the IB Learner Profile attributes are central to our vision for the learner, the learning and the learning environment. It is also integral to our Signature Programs which provide a learning and development arc, alongside the curricula and cocurricular programs, for students in the Senior School.
I encourage you and your child to actively seek experiences that will develop their wisdom and maturity: ask questions early and often, and do not hesitate to seek help or understanding through the senior schooling journey. As parents, please remember that you are very welcome to contact us at any time with your own questions and good news, or for reassurance.
We look forward to a year characterised by community and infused with respectful relationships between students, staff and parents as we work and learn together and in so doing, give life to the shared vision and mission of CGGS as articulated in the Strategic Design 2020–2025.
Terrie Jones Principal
Discover a 100-year legacy of educational excellence, connection and opportunity.
In a 21 st century world, a young person is emerging who will challenge the status quo, lead the charge and not settle for anything less than equality, inclusion and a diverse world of acceptance and peace —and they are going to be ready to lead this world. Brave and dignified, they confront this world with fearless compassion, truth and integrity. And it is our vision to create a world where—for them— anything is possible.
A world which they will greet with an open heart, a critical reflection of self and a courage that is fearless.
These young people will know they are connected to a century-old community that carries them on its shoulders with high aspirations for them to unfold into somebody powerful, capable and courageous.
A community whose purpose is to create a world filled with possibilities and opportunities.
A community of teaching and learning—of academic excellence—where they feel safe and cared for.
A community of belief, values and founding principles that see the potential of a great future in every human.
It is our privilege to create an environment of possibilities for this young person every time they enter our school. It is our opportunity to lift them when they fall and carry them when they succeed—and ultimately cultivate within them, the ability to think of themselves as more than a purveyor of knowledge, a moulder of character.
Evolve into someone that exceeds even your own expectations.
Our approach to teaching and learning reflects an understanding that the meaning of ‘knowing’ has shifted from being able to ‘remember and repeat’ to being able to locate, apply and synthesise information and knowledge.
Our aim is to develop independent, reflective and globally aware lifelong learners.
Our 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 school in the Anglican faith.
Our 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.
Our values
The CGGS community is bound by four core values:
We are renowned for our loyalty and ethical behaviour. We follow our strong moral compass.
We challenge the status quo, stand by what we believe and do what is right.
We cultivate an awareness of our interdependence and show deep respect for self, others and the environment.
We embrace diversity in humanity. We treat others with compassion and kindness.
The Senior School caters for students from Year 7 through to Year 12, attracting students from Canberra and the surrounding district as well as boarders from country areas and overseas. Our Senior School student population is culturally diverse and students speak more than 30 languages, representing all corners of the globe. The Boarding House provides the option for students to live on campus and caters for up to 80 boarders, offering a home away from home to support their education at CGGS. The Principal, leads the school from ELC to Year 12 with the Senior School led by the Deputy Principal, Head of Senior School.
The leadership of the Senior School is divided into Directors who have oversight of sections of the Senior School and the Middle Leadership team of Heads of Faculty (academic) and Heads of Houses (pastoral).
As an International Baccalaureate (IB) World School, we offer students a world-class education through a curriculum framework that is broad, balanced, conceptual and connected, and develops students into lifelong learners. The Middle Years Programme (MYP), designed for students aged 11–16, engages with young people’s natural curiosity and connects the classroom with real world communities through service learning. Students may decide whether they wish to complete Years 11–12 under the IB Diploma Programme or ACT BSSS program.
The Senior Council (SC) is a body of Year 12 students elected to represent and lead all students of the Senior School. The SC is chaired by the School Captain and assisted by the School Vice-Captain, and includes the Student Representative Council Chair (SRC), the Emily Service Captain, the Boarding House Captain, the six House Captains, the Sports Captain, Music Captain, Drama Captain, and the Debating and Public Speaking Captain. The members of the SC are elected annually by students and staff in Term 3.
The SC meets weekly to plan and review its activities. Members of the SC also represent the views of the students in regular meetings with the Principal and Deputy Principal, Head of Senior School.
The Senior Council’s broad goals are to: encourage all students to contribute fully to the life of the School and the community; foster school spirit; and promote self-worth among the student body.
Under that framework, the SC is responsible for a variety of student-focused activities, including community service projects, non-uniform days, safe school initiatives, fundraising efforts and community spirit.
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We have always sought to prepare our students to be leaders in a future that they co-create, whilst maintaining our academic rigour and strong pastoral focus. Our academic and pastoral curriculum, along with our co-curricular offerings enable our students to gain the skills necessary for success in academic pursuits and future employment.
In Years 7–10, all students are prepared for the ACT Year 10 High School Certificate under the authority of the Department of Education.
The International Baccalaureate Middle Years Programme (MYP) provides the framework for the Year 7 program. Students in Year 7 study a range of subjects guided by the ACARA achievement standards under the MYP Year 2 objectives. All students study English, Mathematics, Science, Humanities, Design Technologies, Language, Art (Visual and Performing), and Health and Physical Education. Year 7 students are offered a choice of Language from Latin, Chinese and French. All students study Visual Art for one semester and a choice of Dance, Drama or Music as a Performing Art for the other semester.
The International Baccalaureate Middle Years Programme (MYP) continues in Year 8. Students continue to study subjects guided by the ACARA achievement standards under the MYP Year 3 objectives. All students study English, Mathematics, Science, Humanities, Design Technologies and HPE. They choose an Arts subject (Visual, Drama, Dance or Music) and continue the language of choice in either Latin, Chinese and French.
The International Baccalaureate Middle Years Programme (MYP) continues in Year 9. Students study subjects guided by the ACARA achievement standards under the MYP Year 4 objectives. All students study English, Mathematics, Science, Individuals and Societies (Commerce, Geography, History), Design Technologies and HPE. They continue their Arts subject (Visual, Drama, Dance or Music) continue the language (Latin, Chinese or French).
English, Mathematics, Science, Humanities and Health and Physical Education are core subjects throughout Year 10. At the end of Year 9, students have the opportunity to select two elective subjects. They are encouraged to continue at least one of their electives from Year 9. Elective subjects include Preliminary Business and Economics, Chinese, Dance, Design and Technology, Digital Technologies, Drama, French, Preliminary Global Studies and Geography Politics, Elective History, Latin, Preliminary Legal Studies and Philosophy Music, Sports Science and Visual Art.
Changemaker Program (Year 9 only)
As part of the Year 9 Signature Program ‘Young Women as Changemakers’, all Year 9 students participate in a timetable course that seeks to develop young women who collaborate effectively with others, who engage with the community and consider their role in innovation, entrepreneurship and making a difference to others, as well as their own lives. The Year 9 Changemakers course encourages students to think beyond themselves and the school and consider the needs of the community. Students will also be supported to complete the required components of the Bronze Duke of Edinburgh Award.
Aspire Program (Year 10 only)
As part of the Year 10 Signature Program ‘Young Women who Aspire’, all Year 10 students participate in the Aspire Program course. This course is a timetabled class and is designed to support students in their studies, allow for personalisation of learning and to help students make choices and prepare for their senior studies, university studies and future work.
There are three strands to the Aspire Program course:
1. Careers
2. Transition into Years 11 and 12
3. Passion Project
CGGS offers students in Years 11—12 the opportunity to choose either the ACT Board of Senior Secondary Studies (BSSS) package or the International Baccalaureate Diploma Programme (IBDP). Both can lead to an Australian Tertiary Admissions Ranking (ATAR).
The BSSS college-based system caters for students in Years 11—12, generally aged between 16—19 years of age. It is based on the principle of continuous assessment throughout Years 11—12 and governed by the policies and procedures of the BSSS. A student qualifies for the award of an ACT Senior Secondary Certificate on completion of an educational program approved by the School. Students who wish to go to university must complete a tertiary package, and sit the ACT Scaling Test (AST), to receive an ATAR. An accredited package is for students interested in direct entry to the workforce from school and/or studying at Canberra Institute of Technology or TAFE. Students study five subjects in both years. English is compulsory in Years 11 and 12, while Mathematics is compulsory in Year 11 only.
Students who complete a tertiary package and who qualify for an ATAR will receive a Tertiary Entrance Statement in addition to their ACT Senior Secondary Certificate. It contains information which may be used in applying to tertiary institutions. A requirement of completing a tertiary package is sitting for the AST in Year 12.
CGGS is an International Baccalaureate (IB) World School offering the Primary Years Programme (PYP), the Middle Years Programme (MYP), and the Diploma Programme (DP). The PYP is for students aged 3–12 and focuses on the development of the whole child in the classroom and in the outside world. The MYP is for students aged 11–16 and is delivered at CGGS from Years 6–9. The programme is designed to provide academic challenges and aims to develop the life skills of young people. The DP is for students aged 16–19. It is a demanding two year curriculum leading to final external examinations and a qualification that is welcomed by leading universities around the world. The IB does not own or administer any of the schools that employ its world-renowned education programmes. CGGS will work in partnership with the IB to share in the commitment to providing your child with the highest level of international education.
The IB Programmes are recognised by all major tertiary institutions in Australia. The IB works with 2,816 schools in 138 countries to offer the three IB programs, to approximately 775,000 students worldwide. In Australia there are currently 127 IB World Schools.
The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IB works with schools, governments and international organisations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The Pastoral Care program is designed to support the social and emotional development of our students and complement their academic pursuits. The program is specifically tailored to the specific needs of adolescents as they progress through Senior School and are framed by our Signature Programs. We work in partnership with parents to support students academic, social and emotional growth, to allow our students to grow into independent and world-ready young people.
Underpinning the Pastoral Care structure at CGGS in the Senior School are six Houses, each with approximately 130 students from Year 7–12.
Supported by a team of Tutors and a Head of House, students remain in the House for the duration of their time at the School to allow a close working relationship between staff and students to develop.
The Director of Senior School (Student Care and Experience), leads the Heads of House who maintain close links with parents in support of students development and provide opportunity for students to talk to their Tutor about their day to day development
or concerns. Each House has a Captain and two Vice Captains elected by members of the House. All Year 12 students are seen as leaders within their House. The House provides a forum for participation for all students in the areas of sport, music, drama and service. Students are encouraged to be involved in a wide range of activities and are expected to be involved in the swimming and athletics carnivals, House Sing and House Music. Each House and the School as a whole strives to achieve an atmosphere that enables students to develop leadership qualities, social skills and a sense of belonging.
Throughout the year, each student takes part in an evidence-based age appropriate Pastoral Care program specifically designed to meet the needs of adolescents. This program is supported by the Heads of House, School Psychologists and guest speakers. The Pastoral Care program builds on the themes that run through the academic program to immerse our students in personal growth. These themes are embedded within our School Chapel, camps and service opportunities.
Signature Programs are whole-school initiatives which foster interdisciplinary skills across pastoral, academic and co-curricular domains. In the Senior School, we engage students in a range of activities to prepare them for their senior years of study in either an IB or BSSS pathway, and for life beyond School. Integrating the skills of both the IB Learner Profile and Michael Fullan’s 6 C’s we aim to prepare our young people to be capable, independent and resilient learners. The Signature Program themes are embedded across the academic and pastoral curriculum of the Senior School and provide a common language for students and staff to assist students on their journey of personal growth, self-reflection and development.
Year 7s are young women who make courageous choices in their learning, not just the easy choice. This includes the ability to think critically and analyse complex problems, consider alternative perspectives, research widely, communicate with clarity and reflect honestly.
Year 8s are young women who dare to make a difference; who arm themselves with knowledge and courageously champion their beliefs, who dare to stand out as leaders and who dare to be brave even when it may not be the popular choice.
Year 9s are young women who collaborate effectively with others, who engage with the community and consider their role in innovation, entrepreneurship and making a difference to others, as well as their own lives.
Year 10s are young women who aspire to greatness, to be the leaders of their generation and who take the lead in designing and preparing for their future.
It is through knowing themselves that Year 11s are young women who can act with integrity and justice, and can interact with others with a sense of fairness. They are globally aware citizens who take responsibility for their actions and accept the consequences of their choices. Knowing themselves means understanding their strengths and weaknesses, their passions and fears, their desires and dreams. Knowing themselves means knowing their purpose in life and where their place is in the world.
Year 12s are planning for life beyond school that focuses on their interests and passions. Students identify and describe the factors that motivate and inspire them. They develop realistic goals for the future while still aiming for the stars. Students reflect on and evaluate their time at CGGS and consider the legacy they will leave for future students. They have opportunities to learn life skills that will take them into adulthood.
Integral to the educational experience at CGGS is Cygnus.
Cygnus at CGGS is our comprehensive co-curricular offering, designed to amplify and extend the rich learning that takes place in the CGGS academic and pastoral care programs.
Experience a constellation of programs and activities; Cygnus at CGGS encourages you to lean into your strengths, explore a myriad of opportunities and thrive. It makes way for all to contribute, engage, improve and excel, to reach your full potential.
Whether a complete novice or highly accomplished, Cygnus at CGGS will inspire you to try something new, unlock a natural talent, hone a skill, give back, achieve excellence, discover your purpose and embrace your passion.
Find out more: cggs.act.edu.au/cygnus-at-cggs
ACADEMIC ENRICHMENT
CLUBS AND ACTIVITIES
DEBATING AND PUBLIC SPEAKING
EXPERIENTIAL AND OUTDOOR LEARNING
PERFORMING ARTS SERVICE LEARNING
SPORT
THE MUSIC ACADEMY
Live and learn your possible.
Known affectionately as the BoHo, our Boarding House was the first in the ACT, and remains the only exclusively female option. Since 1926, students have enjoyed our charming building, on a picturesque corner of inner Canberra. It’s within these historic walls that generations of women have learnt and led, navigated change and challenges and formed lifelong bonds to emerge empowered and independent.
Boarding options available
Full-time boarding
International students and students from remote areas typically choose to board full-time. Students live in the Boarding House throughout the whole school year.
Weekly boarding
Weekly boarding can take some of the pressure off busy family life. Students stay four nights at school (Monday to Thursday) then three nights at home (Friday to Sunday). This is a perfect solution for many families who live just across the border.
Temporary/’flexi’ boarding
Temporary boarding is an attractive option to help families meet their commitments. A student may have sport or music or another activity after school. Rather than travel in the dark, she can stay in the Boarding House for one or two nights a week (subject to places being available).
Find out more: cggs.act.edu.au/boarding.
“Young women come to the school [so] that they may become more and more their best selves.”
Mother Emily Harriet Elizabeth Ayckbowm
Terrie Jones Principal
MEd, BA, GDipEd, GAICD, MACEL
Terrie has more than 20 years of experience in education, from teaching in government and independent schools to studying across Australia, the UK and the US. She is accredited at the level of Highly Accomplished Teacher with the Australian Institute for Teaching and School Leadership and the NSW Educational Standards Authority, and has presented many national and international conferences. Terrie has been celebrated for her pioneering work in servicelearning and commitment to developing students’ academic, social and intellectual engagement from their earliest days of learning to the end of Year 12. She believes that the best learning happens when students feel safe and supported with teachers who understand them, and in building a strong ethos of pastoral care within school communities.
Tara Dunstall Deputy Principal, Head of Senior School
BA, LLB (Hons), GradDipLegPrac, GradDipEd
Tara joined CGGS in 2008 to teach legal studies after a career as a Senior Solicitor with the Australian Government Solicitor. In her time at CGGS, Tara has also taught business, commerce and geography. After a brief stint teaching business law at the Canberra Institute of Technology and communications at the Australian Defence Force Academy, Tara returned to CGGS and was appointed the Head of the Geography and Social Sciences Faculty in 2012. Tara acted as Director of Curriculum from April 2015 until she was appointed Director of Studies in October 2015.
Nancy Lee Director (Academic Administration)
BSc CS, MEd
Nancy joined CGGS in 2009 as a Mathematics teacher, and has held the position of Head of Mathematics for several years before joining the Senior Management Team. She had an early career as a computer programmer for a major pharmaceutical company and then transitioned to secondary mathematics teaching. Before her arrival at CGGS she spent 10 years teaching Mathematics at a public high school in the USA, taking on the role of IB coordinator and department head. Her academic qualifications include a Bachelor of Science with a Minor in Mathematics from Penn State University and a Masters of Education from University of Colorado at Boulder.
Caroline McCaffrie Director of Senior School (Student Care and Experience)
BA/LLB (Hons), LLM, B Teach
Caroline has dedicated her teaching career to girls’ education, spanning both Independent and Catholic schools in the ACT and NSW. Caroline was first welcomed to CGGS in 2018, in the role of Head of Glebe House for three years. She has recently returned to the Senior School as a Director. Prior to teaching, Caroline was a corporate lawyer, working in firms in Canberra, Sydney and London. She specialises in teaching Legal Studies.
Lindy Braithwaite Director of Senior School (Learning and Innovation)
BEd
(Secondary) Economics & Law
Lindy joined CGGS in 2023 as the Director (Studies), having lead another PK-12 Independent School through seven years of outstanding academic results and the authorisation and implementation of the IB Diploma Programme. Originally from South Australia, she has taught Legal Studies and Business Management in several jurisdictions, including three years at the British (International) School in the Philippines while on a posting with her family. Lindy has had key roles in cross sector Curriculum and Assessment development including ACARA, BSSS, SSABSA, NTBOS and a project with ANU to develop an extension course for senior students. As a lifelong learner, she is currently working towards her Masters of Business Administration. Lindy loves being in the classroom and supporting young people to find and pursue their passions. She is committed to the education of the whole child and implementing strategies to enable teachers to really know their students.
We look forward to welcoming you to our century-old community and guiding you in the journey from one campus to the next. For questions or more information, please contact our Enrolments team.
T: 02 6202 6420
E : enrolments@cggs.act.edu.au
