Canberra Girls Grammar School - Grammar Report #98

CE Te LEB Le ach RAT ar in I N ni g & G ng ISSUE 98

THE MAGAZINE OF THE CANBERRA GIRLS GRAMMAR SCHOOL COMMUNITY

FROM THE CHAIR 2 / FROM THE PRINCIPAL 4 / OUTSTANDING YEAR 12 RESULTS 5 / THE IB DIPLOMA PROGRAMME 6–9 / CLASSROOMS FROM THE ARCHIVES 14 / 2013 1 | GRAMMAR REPORT ELC No. 98 EXCEEDS STANDARDS 19 / PYP EXHIBITION 20–21 / GRAMMARIANS 24–30

FROM THE CHAIR OUTSTANDING TEACHING AND LEARNING LIES AT THE CENTRE OF ALL THAT IS OFFERED TO YOUR DAUGHTERS AND SONS AT CANBERRA GIRLS GRAMMAR SCHOOL (CGGS). HOWEVER, WHAT CGGS OFFERS TO OUR STUDENTS GOES FAR BEYOND THIS. I RECENTLY HAD A CONVERSATION WITH THE HEAD OF A COMMONWEALTH GOVERNMENT AGENCY HERE IN CANBERRA. HE TOLD ME THAT HE HAD A NUMBER OF YOUNG WOMEN WHO HAD ATTENDED CGGS WORKING IN HIS AGENCY AND THAT THEY STOOD OUT LIKE BEACONS FROM MANY OTHERS. I’m sure you have heard the old saying that it’s better to give than to receive. Professor Adam Grant hits the nail on the head in his recent book, Give and Take. Grant is an American social scientist whose work is based on considerable research. His thesis is that every day, we choose whether to act like givers or takers. Givers contribute to others without seeking anything in return.

ISSUE 98, 2013 Published by Canberra Girls Grammar School Melbourne Avenue Deakin ACT 2600 Australia P: 02 6202 6400 F: 02 6273 2554 E: communityrelations@cggs.act.edu.au www.cggs.act.edu.au

EDITORIAL Monica Masters

LAYOUT AND DESIGN FAD Studios

This Grammar Report celebrates the teaching and learning achievements of Canberra Girls Grammar School.

2 | GRAMMAR REPORT No. 98

They may share knowledge or assistance or make valuable introductions. They facilitate efficient problem solving and coordinate and build cohesive, supportive cultures that attract others.

On the other hand, takers try to get others to serve their ends while carefully guarding their own time and expertise. Both givers and takers can succeed, but when takers win, it’s usually because someone else loses.

Grant’s research shows that when givers succeed, there is a distinctive ripple effect associated with their success that envelopes and enhances others around them. So, it is givers who achieve extraordinary results.

This same theme was picked up by our Governor-General, Quentin Bryce, during her recent Boyer Lecture series. She says that many Australians are quiet achievers who give back to their communities and reflect an ethic of care that involves connection and engaging their inner strengths, with the help and encouragement of those around them. She goes on to say that giving is not only about those who benefit.

It is absolutely crucial to how we feel about ourselves as individuals and as a community. Giving generates optimism and self-respect. It’s a powerful motivator and an essential part of good citizenship.

I am confident that CGGS equips all of our students to know that they can do anything in their lives and have the skills base to do so.

They experience opportunities at school to shine and to give and they should have the expectation that they can give and will shine in the future, if they choose.

The School focuses on scholarship, as well as ensuring that students are confident and articulate. The School teaches students values and how to think. CGGS focuses on personal development and resilience in the face of challenges. Students are taught the importance of working collaboratively in a team setting, where solutions to problems are created by harnessing the skills and capabilities of the group.

It is vital that all students have a strong sense of who they are, what is right and what is wrong, what their strengths are and where they need to develop. It is this sense of identity, underpinned by values, that guides us in life and enables us to make the right choices. Without these things, our students would not be beacons to others.

Belinda Moss CHAIR, CGGS BOARD

CELEBRATING Teaching & Learning

REACHING FOR THE STARS go to the moon. Of course, Ever since I was four years old I have wanted to I could go, which led back then this simply meant getting as high as , the garden shed and to home-made parachutes and jumps from trees and a towel could finally the house roof. As I learnt that an umbrella n to turn my sights on not save me from crashing into the concrete, I bega g an astronaut would be science­­—even then I knew that the road to bein of dedication. long, full of sacrifices and requires a high level enjoyable—maths Fortunately for me, school and study was very part of the journey and science being my favourite classes and so that e to achieving your Bethany Lee (2007). never seemed too tedious. However, there is mor Sally , mas Tho y And on s book dream than simply studying. I devoured miss, over flow my room.

“Shoot for the moon. Even if you Ride and my collection of NASA items began to require not only science you’ll land among the stars.”

These books taught me that my dream would nded exte n that – Les Brown and engineering, but a well–rounded educatio me get ld wou that ng ethi beyond school. Ever y day I tried to do som just a bit closer to NASA. ced achieved my student pilot’s licence and experien soon and 15 age at ets Cad e Forc Air an trali I joined the Royal Aus developing initiative, ts. I completed my Duke of Edinburgh Awards, onau astr y man of nd grou back a e— , forc the life in my view of the world through learning languages nded expa I ent. lvem invo ity mun com my ng leadership and continui ugh all of this y exchanges to Japan, America and Vietnam. Thro ersit univ and ol scho on go to ity rtun oppo olding. the taking my family, teachers and friends; this is my scaff from ived rece I ort supp the was ct aspe nt orta though, the most imp enough? with doubt—will I make it? What if I’m not good n dow hed weig are you often and , easy r neve Having a dream is re is not an option. It is not tions still plague me even today, but for me failu ques e Thes fail? still I and best my do I if t I could have Wha the beginning and already it has been better than at only am I nt. orta imp is that ney jour the the destination, but presented to me and so on. people I have met along the way, opportunities zing ama , lows the and s high the d— gine ima ever —it’s the tool box you n is not simply what you learn in the classroom that arise over The journey never really ends, and your educatio essful future and prepares us for the challenges succ a for on dati foun the sets It life. ugh thro take with you around us and provides a cation is that it helps us understand the world room and the course of a lifetime. The true value of an edu to expand our minds even after we leave the class inue cont ld shou we ve belie I ms. drea our eve path for us to achi are no longer students. owledge, learn from, and to reach for the highest place you can see. Ackn Never be afraid to ask for help, never be afraid er lose sight of e and grow. The most important thing is to nev mov to inue cont ys alwa and ies cult diffi the move beyond front of your mind.

YOUR vision of your future; keep it in the fore Bethany Lee (2007)

Bethany Lee began her schooling at CGGS in Prep and graduated from Year 12 in 2007. She began her double-degree in Aerospace Engineering and Marine Geology at UNSW the following year. In 2011, Bethany studied at the University of Chapel Hill in North Carolina for one semester to complete her Marine Geology degree graduating with Honours in 2013. She is currently undertaking work experience at Hawker Pacific in Cairns in repair, modification and design.

Bethany’s goal is to become an astronaut with NASA.

GRAMMAR REPORT No. 98 | 3

FROM THE PRINCIPAL THE THEME OF THIS ISSUE OF THE GRAMMAR REPORT IS ‘TEACHING AND LEARNING’, WHICH IS, AFTER ALL, THE MOST IMPORTANT PURPOSE OF ANY SCHOOL. When I first entered the teaching profession there was an emphasis on the teaching process. The idea was that if we could improve the manner of our teaching, then learning would follow. There is some truth in this approach, but we now know that the reality is somewhat more complex.

Some education research has shown that students will have a preferred learning style. Some like a visual approach; diagrams, mind maps, lists and pictures. Some prefer a kinesthetic approach; they like to ‘do’, to move and undertake physical tasks like science experiments. Others like to listen; they learn best through auditory patterns, rhythms and tones. This last one always reminds me of the story of the little boy who was asked to recite his six times table. He said “Da da di da, da da di da.”

When his teacher queried this, he replied that he could remember the tune but not the words.

Different researchers have added to this list theories about the ways students absorb

experience and information, how they make connections and how learning follows from this. They talk about intrapersonal skills; the ability to be self-reflective and to understand one’s own strengths and weaknesses and the ability to have a logical approach which involves critical thinking and reasoning. We can also see the progress some students make by learning through collaboration with other students.

However, just to add to the complexity, some neuroscientists claim that these theories are flawed. Professor Susan Greenfield says that from a neuroscientific point of view “humans have evolved to build a picture of the world through our senses working in unison, exploiting the immense connectivity that exists in the brain.”

As teachers, we want to be effective, being effective means that our students learn and progress. We want to make an impact, to open students’ minds, to enable them to think, to broaden their horizons.

As a school

inspector in England (while I was also a Principal), I had to visit lessons in many different schools and analyse the learning that was taking place.

It was clear from the questions the students were asking, and the questions they were answering, how deep their

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understanding was. We could also see how quickly they responded to a new concept, a new topic or a new skill. We could identify how engaged they were in the tasks involved in the lesson, we could assess their concentration and focus.

We then scrutinized their written work, their homework and their assignments, all of which gave us more evidence of the learning that was taking place. What was interesting was that the most evident and effective learning came from a huge variety of teaching styles and approaches.

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”

Benjamin Franklin

“Education is the most powerful weapon you can use to change the world.”

Nelson Mandela Anne Coutts PRINCIPAL Jessica Cleary, Anne Coutts and Michelle Firth at the Year 12 Formal. CREDIT: Vanessa Smyth Photography.

CELEBRATING Teaching & Learning

OUTSTANDING YEAR 12 RESULTS FOR 2013 OUTSTANDING RESULTS WERE ACHIEVED BY OUR YEAR 12 STUDENTS IN THE BOARD OF SENIOR SECONDARY STUDIES’ (BSSS) ACT SENIOR SECONDARY SYSTEM AND THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP).

In BSSS, 49 per cent of students gained an Australian Tertiary Admission Rank (ATAR) of 90 or above; a truly impressive achievement.

The School’s median score for BSSS was an ATAR of 89.70 — the highest in the ACT. For the third consecutive year, a CGGS student was top student in the ACT—Emma Dobbie gained an ATAR of 99.95.

In IB, the average IB score was 35.12 (this equates to an ATAR of 93.35) compared to the international IB average of 30. All IB students were successful; 100 per cent achieved a diploma. Phoebe Laing gained a score of 43 (out of 45), equating to an ATAR of 99.6.

EMMA DOBBIE — DUX OF CGGS AND TOP STUDENT IN THE ACT Emma is a highly energetic, motivated and committed student who completed courses in English, specialist mathematics, chemistry and Latin. She balanced her study with a range of other activities, including debating and athletics. Emma actively participated in the Student Representative Council and as Chairperson in 2013 displayed her organisational and leadership skills. Emma was also the CGGS recipient of the Caltex All Rounder Award.

PHOEBE LAING — TOP IB STUDENT IN THE ACT Phoebe is a talented musician and a hard-working student committed to the IBDP. She studied higher level English, French and music and standard level maths, geography and biology, as well as

Emma Dobbie and Phoebe Laing.

the Theory of Knowledge. Phoebe achieved her Licentiate Diploma in clarinet from the Trinity College of London and at graduation was awarded the Chris Fifield Award for Music and Languages.

ALSO RECOGNISED BY THE BSSS: ff For Community Service — Ivana Stojanovic. ff For Performing/Visual Arts — Jillian Greig.

ATAR

% of tertiary students

99+

9%

95–100

35%

90 AND ABOVE

49%

SPECIAL AWARD WINNERS: ff The Principal’s Award — Bori Ahn ff The Grammarians’ School Spirit Prize — Brittany Staniforth ff The Caltex Best All Round Student Award — Emma Dobbie ff Prize for a Valued Contribution to Year 12 — Tayla Blewitt‑Gray ff The Grammarians’ Association Sydney Branch Award for Service and Citizenship (Day Student) — Ivana Stojanovic ff The Louisa Wawn Memorial Award for Community Service— Paulina Bruessel

ff Ann Gwynn-Jones Memorial Trophy for Outstanding Performance as a Student of Drama — Audi Reza ff The Mary Tatchell Prize for Service to Music — Clara Wilkins ff The Australian Defence Force Long Tan Award for Leadership and Teamwork — Portia Lawson ff The Chris Fifield Award for Music and Languages — Phoebe Laing ff Cicolari & Vido Award for Commitment and Excellence — Tayla Blewitt‑Gray GRAMMAR REPORT No. 98 | 5

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME CGGS BEGAN ITS RELATIONSHIP WITH THE IBDP IN 2010 WHEN IT CHOSE

TO OFFER STUDENTS AN ALTERNATE

PATHWAY FOR THEIR STUDIES IN AN AGE OF INTERNATIONALISM.

Our first cohort of seven intrepid students commenced in 2011 and quickly adjusted to the demands of the new curriculum.

Together they formed firm bonds, and

with the guidance and inspiration of their teachers, they overcame the challenges along their two year journey. The students’ hard work paid off when they achieved a top score of 40/45, (ATAR equivalent 98.2); and an average of 36/45, (ATAR equivalent

IB Score

BSSS ATAR Equivalence

% of Students

40 – 45

98.20 – 99.95

18%

35 – 45

93.35 – 99.95

47%

30 – 45

83.70 – 99.95

88%

Global IBDP Average: 30 CGGS IBDP Average: 35 94.85). Statistically it takes new IBDP schools nine years to achieve such a high average. Since that first cohort graduated, the number of students electing to study the IBDP has grown rapidly as more and more students aspire to embrace

the challenges of our century and the opportunities to make a difference.

This year, 17 students graduated with an IB Diploma with the highest score attained being 43/45 (ATAR equivalent 99.65).

As the success of the IB Diploma has grown, so too has the number of subjects being studied. The concept of internationalism embodies the aims of CGGS: to behave with compassion and a sense of justice; value diversity and value human dignity; and demonstrate a commitment to the service of others. As stated in the IB charter, students strive to think globally and act locally.

Francis McGuigan IB COORDINATOR

The 2013 IB graduates. Left to right, top to bottom: Angelique Harrison, Amna Saadi, Kate Saunders, Melinda Fule, Bori Ahn, Charissa Pezzullo, Indigo Trail, Alyce Dowling, Phoebe Laing, Ellen Sanderson, Ayiri Zelinsky, Bethanie Ferraro, Yi Ern Lai, Joanna Pope, Portia Lawson and Ellie Fraser. Absent: Imogen Wetzell‑Ramsey.

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CELEBRATING Teaching & Learning

IB ART EXHIBITION: SEEING THEM/SEEING US VISUAL ARTS IN THE IBDP IS QUITE DIFFERENT TO OTHER SUBJECTS. IT IS A TWO YEAR JOURNEY OF LEARNING AND EXPLORING IN ART. IT HELPS TO HAVE AN INTEREST IN THE VISUAL ARTS, BUT THE IB DIPLOMA GIVES YOU TIME TO DEVELOP YOUR SKILLS IN BOTH TECHNIQUE AND RESEARCH, AND EXPLORE AS MANY AVENUES AS POSSIBLE. THIS YEAR SAW CGGS’S FIRST GRADUATES FROM THE IB VISUAL ARTS COURSE. Joanna Pope and Portia Lawson chose to study IB visual arts. Neither had studied art since Year 7, but both had some interest in the arts. They spent the first year developing their skills in painting, drawing, computer graphics and ceramics.

They visited several exhibitions, but I think the turning point was going to the Sydney Biennale in 2012 and viewing art that was not always aesthetically pleasing but had an intellectual concept behind it.

Jo and Portia just flourished after that. They had acquired some practical skills, but most of all they had the ideas and the concepts.

They realised that the idea behind the work is as important as the application of technique. The result was an accomplished exhibition which showcased their remarkable achievements in this subject.

Glenda Spiker HEAD OF CREATIVE ARTS Below left: Portia Lawson (Year 12) speaking to the audience at Seeing Them/Seeing Us.

Despite a long-standing love for art, I had not allowed myself the opportunity to study it at school, bar a semester in Year 7. The IB art program provided me not only with a creative outlet, but an opportunity to investigate whether I might channel my passion for art theory into a career.

Under the guidance of my teacher, Ms Spiker, the first year of the course saw an enormous improvement in my technical skills, allowing my use of both traditional and progressive mediums to explore the impact of technology on the understanding of the human body, and the changing nature of coexistence, with confidence.

Joanna Pope (Year 12) Above: Glenda Spiker and Joanna Pope (Year 12).

Right: Diagnosis 2 by Joanna Pope (Year 12).

Below right: Japanese Seasons by Portia Lawson (Year 12).

With little knowledge of the demands of taking visual arts as a subject, my journey as an artist over the past two years has been one of challenges, self-exploration and immense personal growth. I enjoyed the opportunity presented to both aesthetically explore and conceptually reflect upon the concept of influences: we are all products of the society in which we live, conforming to social mores and expectations, and stereotypical assumptions. Continually influenced by art exhibitions and artists from many different cultures and time periods, I surprised myself by the variety of influences ultimately explored, and the mediums and methodological practices used.

Portia Lawson (Year 12)

GRAMMAR REPORT No. 98 | 7

THE IB GROUP 4 PROJECT THE GROUP 4 PROJECT IS AN INTERDISCIPLINARY ACTIVITY WHICH INVOLVES ALL IBDP STUDENTS AT THE END OF YEAR 11. ITS GOAL IS TO HELP STUDENTS COME TO APPRECIATE THE ENVIRONMENTAL, SOCIAL AND ETHICAL IMPLICATIONS OF SCIENCE AND TO UNDERSTAND THE LIMITATIONS OF SCIENTIFIC STUDY. The emphasis is on interdisciplinary cooperation and the processes involved in scientific investigation, rather than the products of such investigation. Students are given a theme and put into groups comprising students taking biology, chemistry and physics. Groups’ activities must be related to a focused topic within the project theme. Groups are given 10 hours for the three stages of the Group 4 Project: planning, action and evaluation.

In 2013 the IBDP students undertook an environmental study of the Red Hill area, looking into the impact that humans have on their environment—‘Project Red Hill’. Both groups considered the soil profile in relation to various aspects of the environment. One group looked at the effect of tracks (specifically mountain bike tracks) on the flora, fauna and physical features. The other groups gathered data on the moisture levels in the soil profile as they traversed the nature reserve.

The groups presented their findings to a small group of appreciative staff and students, the results of which are made known to the students by the end of Term 4.

Jane O’Brien and Natalie Jenkins IB SCIENCE TEACHERS

AN IB PARENT’S PERSPECTIVE My daughter was interested in the IB

program having done the PYP program

at primary school and after experiencing an exciting student exchange in Italy that exposed her to other education

possibilities. I was attracted to the idea

of a broader focus to her work, the clear sitting of the program in the context of

the whole student and the emphasis on

Top: Eugenie Kim (Year 11) and Lottie Bull (Year 11) examining samples. CREDIT: Maddy Waddoups (Year 11).

Above: Jessica Lee (Year 11), Justine den Hartog (Year 11) and Maddy Waddoups (Year 11).

and nurtured the small cohort over the last two years. As a parent, I was delighted to see the self-directed small group work that happened—meeting together to do work on problems and assignments, with a cooperative spirit and genuine desire to help each other learn. I was also impressed by the depth and sophistication of some of their work—the maths was far beyond me, but the range of intellectual interest and curiosity manifest in their Theory of Knowledge projects was amazing.

learning to learn.

If asked would I suggest a student

The challenge of doing the IB as well as

undertook it, I would unequivocally answer

the utmost praise for the dedication and

Below: Kate Saunders with her mum Professor Amanda Barnard and IB Coordinator Francis McGuigan.

BSSS was significant, and I have nothing but

yes if you are looking for a program that gives a wider perspective, is engaging,

Amanda Barnard

enthusiasm of the staff who taught, inspired

challenging and guides them too.

MUM OF KATE SAUNDERS (YEAR 12)

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CELEBRATING Teaching & Learning

OUR FIRST IB GRADUATES RATI VENKATESH (2012) – ACHIEVED AN IB DIPLOMA SCORE OF 40/45. SHE RECEIVED AN ASSOCIATION OF AUSTRALASIAN IB SCHOOLS (AAIBS) CERTIFICATE OF MERIT AND DISTINCTION AND IS CURRENTLY STUDYING FOR A BACHELOR OF PHARMACY AT THE UNIVERSITY OF SYDNEY. The IBDP has pushed me beyond what I believed I was capable of doing, and while it was very challenging, I look back on the two years with fond memories. I was lucky enough to spend the journey with six wonderful girls who shared the same enthusiasm for learning as me, as well as teachers who were truly passionate about teaching and never stopped believing in us even when our goals seemed out of reach.

This year I have made a smooth transition from school to university—I discovered that a lot of the coursework overlapped with my university subjects, and my essay writing, research and referencing skills were already Rati Venkatesh (2012). advanced. Additionally, participating in cocurricular activities and community service taught me self-discipline and the importance of maintaining balance in my life. What I loved most about the IB was our class dynamic—we were self-motivated, active learners who wanted to be there, and we left school with a purpose and a unique way to approach the world!

Which IB subjects did you study?

French, maths and economics at standard level; and biology, chemistry and English at higher level.

Why did you do the IB Diploma?

The IB was something new at CGGS and I wanted to take on the challenge. Moreover, at the end of Year 10 I was still unsure about what I wanted to do and the IB allowed me to choose subjects from several different fields so that I had plenty of options after graduating.

What is your message to current IB students at CGGS?

Be passionate, work hard, motivate each other and enjoy the IB journey. It is long, challenging, and even frustrating at times, but doing the IB was one of the best decisions I’ve made and receiving my IB Diploma was such a rewarding moment!

GEORGIA ANTONOPOULOS (2012) – ACHIEVED AN IB DIPLOMA SCORE OF 36/45 AND IS CURRENTLY STUDYING FOR A BACHELOR OF ARTS/LAW AT THE ANU. My experience with the IB was a very positive one — at the time there were only seven of us doing the programme, so we became a very close-knit group of friends and support network for each other. The teachers were learning how the IB worked as well, so when the end of Year 12 arrived and we all received our diplomas, it felt like an even bigger achievement. It was a stressful two years, trying to balance the BSSS and the IB, as well as co-curriculars and a position on the Senior Council. However, the IB really does encourage students to become more well-rounded through the requirement to do six subjects in different fields, and allowed me more choices and opportunities when I completed the diploma. I am most grateful for the support our teachers provided us with over the two years, whilst still giving us space to be independent thinkers and learners.

Which IB subjects did you study?

German, economics and maths at standard level; and English, chemistry and French at higher level.

Why did you do the IB Diploma?

I chose to do the IB because I knew it would be a challenge, and I Georgia Antonopoulos (2012). would have resented myself if I chose not to push myself that little bit further. Throughout Year 11 I also hoped to study at a university in Germany and I knew the IB would make that easier for me to do.

What is your message to current IB students at CGGS?

My advice to current IB students would be to not only study hard, but find time for yourself to do something that you truly enjoy.

Sometimes you just need that time off during the week to relax and take a break from everything and that’s completely normal!

Talk to people when you get stressed and don’t be afraid to ask for help. The teachers, in particular, are so accommodating and will make your life as an IB student much easier if you let them.

“The IB programme has pushed me beyond what I believed I was capable of doing.”

GRAMMAR REPORT No. 98 | 9

FROM THE HEAD OF SENIOR SCHOOL IN 2013, CGGS IMPLEMENTED A BRING YOUR OWN DEVICE (BYOD) INITIATIVE FOR YEARS 6 TO 12 FOLLOWING A SUCCESSFUL TRIAL IN 2012 WITH OUR SENIOR STUDENTS. DEVICES INCLUDE SMART PHONES, TABLET COMPUTERS AND LAPTOPS. THERE ARE A NUMBER OF REASONS FOR THIS INCLUDING: ff The already high ownership levels of smart phones and other devices amongst teenagers. According to the Australian Communications and Media Authority (ACMA), 94 per cent of 16 to 17-year-olds own a mobile phone. ff The familiarity students have with using their own device.

The high level of engagement and enjoyment students experience from using their device. ff The sophistication of the technology tends to be more cutting-edge and is highly portable. ff There are many excellent applications that provide students and teachers with a large pool of resources, and 57 per cent of these are free (ACMA Report, 2013).

During the year, staff have shared with

one another in faculty meetings and broader staff meetings some of the ‘apps’ they regularly use in the classroom. These include Scoopit (gathering and publishing online articles of interest on topics), Camtasia (helps create professional videos) and Flipboard (create your own magazine from news stories). ‘Apps’ or applications are small software programs that are very simple to interact with and can make difficult content easier to access and understand.

and sign a contract stating the terms and conditions of the use of BYOD and school devices.

Not all schools have embraced the BYOD initiative and it is certainly a change that needs to be managed well. Some concerns include the potential for an increase in cyber-bullying, distraction in class and access to unsavoury on-line content. CGGS has addressed these and other concerns through:

ff Organising regular presentations by visiting experts on appropriate and inappropriate use of devices, including speakers from the AFP Cybercrime division.

ff Having all students read, understand

ff Effective classroom management of the use of devices in lessons.

ff Ongoing and regular professional development and training for staff.

Devices have become an integral part of our lives. We would not leave home without our house keys or shoes on our feet, nor would many of us leave without our smart phones or tablets. Old school rules banning mobile phones and confiscating them have no relevance for the digital citizens of today.

What we can do is demonstrate to students how to use devices educationally, creatively and appropriately.

Jason Corbett-Jones HEAD OF SENIOR SCHOOL

Petra Showell (Year 7), Olivia Foley (Year 7) and Millie Scutt (Year 10) with Jason Corbett-Jones.

10 | GRAMMAR REPORT No. 98

CELEBRATING Teaching & Learning

BRING YOUR OWN DEVICE IN THE SENIOR SCHOOL “Currently I have an iPad mini that I bring

to school every day and I find it very useful.

You can download textbooks onto it which

is very convenient. Having textbooks inside my device removes the annoying task of

having to always carry a heavy book around all day. Julia Goodnow (Year 8).

“BYOD has improved my learning experience this year at CGGS as I didn’t have to always rely on sending assignments to myself and

putting them on USB drives as I was taking my laptop to and from school instead. This meant that I didn’t lose my assignments.”

Emma Robertson (Year 8).

“BYOD was a great advantage this year

and helped with school tasks that I had to complete. Previously I could only do work

and assignments on the school computers or at the home computer, and only if there

was a USB I could use. With my own device I could complete assignments on the bus or anywhere around the school, allowing

me to focus on my learning knowing that my work was complete. It was also handy

when we were required to do in-class tasks and there weren’t enough computers or

Eugenia Stuart films Genevieve Morris, Anneliese Westerburg, Sabah Shehzad as part of their Year 9 Geography class.

laptops for more than one class.” Kristin Chait (Year 9).

classroom under the teacher’s guidance?

“Phones and tablets are easy to use, and very portable. Most students have an internetaccessing device so why not use them in the

expand the topic via the internet without

It’s like having a second teacher on duty to stopping the teacher’s information flow to the class.” Claire Paton (Year 10).

IN THE JUNIOR SCHOOL Year 6 students began the BYOD program

knowledge: from concept

cyber-safety course and gaining their

e-book creation and digital

in Semester 2, 2013. After completing a

Digital Citizenship Licenses, the students were able to bring in a device of their

choice: Mac or PC laptop, iPad or tablet. The convenience and immediate accessibility of their own devices has certainly saved

precious learning time in the classroom.

Personal devices have enabled students

to choose how best to show or share their

maps and animations, to portfolios. We have seen

many wonderful examples of collaboration, creativity and communication with the BYOD program.

Alex Galland

YEAR 6 TEACHER

Maddie Pik (Year 6) and Madeleine Bessell-Koprek (Year 6) use their iPads.

GRAMMAR REPORT No. 98 | 11

FROM THE DIRECTOR OF TEACHING AND LEARNING OUR AIM IS TO DEVELOP STUDENTS WHO WILL BECOME INDEPENDENT, REFLECTIVE, LIFELONG LEARNERS. CGGS BELIEVES THAT EFFECTIVE LEARNING OCCURS WHEN THERE IS A PARTNERSHIP BETWEEN PARENTS (OR GUARDIANS) AND THE SCHOOL. Students are actively encouraged to take responsibility for their own learning and behaviours, understanding that achievement and satisfaction from the learning process are gained through commitment and selfdiscipline. As effective learners they exercise responsibility for their own learning; setting goals and pursuing their personal best. They understand themselves and how they learn; building on what they already know to create new understandings and skills. Students are encouraged to think in a range of ways, be prepared for learning and put into practice what they have learnt. Students at CGGS are actively involved in the learning process by participating in discussions, listening carefully, thinking logically and seeking assistance.

In the Senior School, many challenges and rewards lie ahead as students begin to make decisions and choices that will affect their life beyond school. Here, academic achievement and intellectual and personal

growth are of primary importance. The CGGS vision includes a commitment to innovative curriculum that enables students to manage work, life and study in the 21st century. The broad and rigorous curriculum recognises the abilities, interests and ambitions of the students and welcomes innovation in the classroom.

Extension programs challenge academically gifted students, many of whom experience outstanding success in state and national competitions. Identifying students who would benefit from these programs is a continuous process throughout the students’ time at school. Career education and work experience are aspects of the Year 10 course, which contribute greatly to personal development and an increasing maturity. The Gifted and Talented program aims to provide an intellectually stimulating learning environment which challenges and inspires students and fosters their love of learning.

The Learning Support program is available to students who may be experiencing difficulty in some aspect of their learning and require additional assistance. Students with learning

difficulties are nurtured, supported and encouraged to develop their skills and their individual strengths.

Our guiding principle is that every child has the right to fulfil their potential.

We have programs to help each student to participate in the classroom as an active and engaged learner and assisting students is a combined effort; learning support staff, classroom teachers and counsellors work closely with parents and their daughters to build her confidence, independence and competence. The students are also encouraged to participate in a broad range of extracurricular activities to develop their talents further.

All of these enable students to achieve their potential at CGGS. Jane O’Brien DIRECTOR OF TEACHING AND LEARNING

Year 7 Geology students Darcie Kavanagh and Georgia McAlister with Jane O’Brien carry out a water cycle experiment.

12 | GRAMMAR REPORT No. 98

CELEBRATING Teaching & Learning

OUR LONGEST SERVING TEACHER RICHARD KENT

shoelaces. I also love chemistry, I love that

Richard says the reason he’s stayed at CGGS

“To be a good high school teacher you

love that moment when you do something

teach at in the ACT. “We’ve had some ups

It’s important that the students know that

‘Wow!’— that sort of thing. Those are the

moment when a student says ‘Ah I get it!’ I

need to know what you’re talking about.

simple like burning methane and they go

you have a realistic expectation of your

things that I enjoy,” he says.

shortcomings, that you’re fair and that

for so long is because it’s the best school to and downs as a school, but the classroom has always been the same, it’s always

been interesting, challenging, mysterious

(dealing with teenage girls) and sometimes hard,” he says.

you’ve got classroom management that enables people to learn without being

“I remember a joke that fell terribly flat

overly oppressive—I’m disappointed if

with my Year 7 class, they were all very

my classes don’t laugh at least once in a

tense and a lot of them never had a male

lesson!” says Richard Kent, Head of Science,

teacher before, so I thought I’d tell a joke to

Kilburn House Tutor and the School’s

lighten up the tension, so I said ‘My name’s

longest serving teacher.

Mr Kent, but you don’t have to call me Mr

Richard began teaching at CGGS in February

Kent, you can call me Sir.’ Total silence, big

1986, 28 years ago, after teaching chemistry

eyes. Parents later told me that the girls

for three years at CGS. At CGGS he’s held

went home and said ‘We have to call him

many roles across different faculties from

Sir, we can’t call him Mr Kent!’ So that was a

the acting director of music, Year 9 rowing

joke that didn’t go very well but the parents

squad coordinator, acting head of the human

thought it was funny!”

sciences faculty, assistant to the deputy

principal and even director of administration,

Although students have come and gone

for a demotion so he could teach more. It’s

Richard says his role as a teacher hasn’t.

and technology has changed significantly,

a role he held for two years until he asked

Richard’s love of teaching and dealing with

“As a teacher I’ve got to try and bring out

young people that he likes best about his job.

“Someone asked me years ago, if you

weren’t a teacher, what would you be? I

said, I’d be very unhappy. I just like teaching, I like to teach people how to tie their

the best in every single student and that’s Top: Richard Kent with Nobel Prize winner Professor Brian Schmidt at the Science Building opening in 2012.

Above: Richard Kent with his Year 7 class in 1989.

the same as 30 years ago when I first

walked into a class of Year 9 boys and it’s

still true after recess today when I walk into a classroom—so that’s what I try to do.”

29 YEARS AT CGGS SENIOR LABORATORY TECHNICIAN JOANNE MILLS HAS WORKED AT THE SCHOOL FOR 29 YEARS. “I thought I would be well gone by the time a new Science Building eventuated. Our new science facilities are a pleasure to work in, with much consideration by the architects to comply with current Australian Standards and with display and storage areas for the

equipment we have purchased.

Many changes have occurred in the Science Faculty over the last 29 years but the

greatest has been the new building and I

am pleased to have been able play a part in its creation.”

Joanne Mills and Richard Kent.

GRAMMAR REPORT No. 98 | 13

CLASSROOMS FROM THE ARCHIVES

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CELEBRATING Teaching & Learning

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1 1 927–1932 — Class behind the School building.

2 1935 — Physical Training for 15 to 20 minutes at recess. Copyright ©1935 Les Dwyer.

3 1938 — Jean Pender with Kindergarten.

4 1940 — Marie Robertson and Kindergarten.

5 1940s — Heather Smith and Kindergarten.

6 1969 — The Language Laboratory.

7 1971 — Classroom.

8 1977 — The lower Gabriel Centre open area.

9 1981 — Rug-making in the Senior School.

10 1981 — Senior School Secretarial Studies.

11 1997 — Computer classroom (now demolished).

12 1999 — Sarah Payne’s Senior French class in the Food Science Room.

13 2006 — The Early Learning Centre.

14 2006 — The Waterman Centre.

15 2007 — Amanda Aurousseau’s Year 8 maths class.

16 2012 — Year 10 science’s first day in the new Science Building.

GRAMMAR REPORT No. 98 | 15

TEACHING AND LEARNING IN THE BOARDING HOUSE

IN THE BOARDING HOUSE NOT ONLY

DO WE FOCUS ON ACADEMIC PURSUITS BUT WE ALSO FOCUS ON LIFE SKILLS.

Felicity Moran (Year 11), Pip Blake (Year 12) and Tina Twigg.

This year, we have introduced six family groups named after past prominent Grammarians; Mitchell, Vincent, Forster, Archer, Lindsay and Bennison. Each boarder is a member of a family group which consists of students from Year 7 to 12 with a Boarding House tutor in charge.

Every Sunday night we have a family dinner.

This occurs straight after our Chapel service where our Boarding House ‘value of the week’ is presented. Prior to the Chapel service, one family group is in charge of organising the dining room and setting the tables for the dinner.

At the dinner, the family group sits together and dines together just like a family would. The value of the week is also discussed. Our values include respect; acceptance and tolerance; kindness and

The organised and structured system of study, including the designated two hours of prep, makes it much easier to fit in time 16 | GRAMMAR REPORT No. 98

Our family groups and dinners are a way of bringing all age groups together in a setting which also has the extra benefits of incidental learning such as value of the week, table settings, table manners, conversation and interacting with each other.

Boarding House life skills promote organisation, self-sufficiency, personal responsibility and time management skills. The skills have great benefit for the boarders in terms of their homework, study and making most of their school lessons and interactions.

Tina Twigg

HEAD OF BOARDING

Being 2013 Boarding House Captain has allowed me to finish my final year at CGGS feeling ready. Ready for life after school and whatever it throws at me. One of the major things I’ve learned as Boarding House Captain is to stay optimistic. It is one thing to start optimistic and another to keep this enthusiasm and positive attitude with looming stress and deadlines.

seem lighter, a task more achievable and

Being an optimist can make a workload

after I finish school.

Front left: Pip Blake and BOHO Vice Captain Beth Johnson (right) and friends at the Year 12 Boarders’ Farewell Dinner.

I was nervous leaving my familiar, rural high school last year; however little did I know how easy I would find it to settle into the tight-knit community of the CGGS Boarding House. Here we are immersed in an environment that leads to wonderful friendships and promotes the camaraderie of common experience, as well as fostering alliances between students and teachers.

generosity; service and teamwork.

tomorrow less daunting. Learning to see the situation’s ‘sunny-side’ was essential for me this year in leadership as well as schooling.

Overall, this year I have learned to become more efficient, focused, pro-active and balanced than I have ever been. I’m so

grateful for the experience and know that what I’ve learned will be very useful even Pip Blake (Year 12)

2013 BOARDING HOUSE CAPTAIN

for study as well as the many co-curriculars that boarders participate in.

The teachers provide support and guidance so that we get maximum benefit from our schooling experience. I am so grateful for the opportunities I get, and eagerly embrace the chance to get one-on-one tutoring in maths, science and English during the week, by teachers from our school.

Felicity Moran (Year 11)

2014 BOARDING HOUSE CAPTAIN

Felicity Moran (Year 11), Georgia Elliott (Year 8) and Rima Hurrell-Mccarthy (Year 10) celebrate Halloween.

CELEBRATING Teaching & Learning

THE SENIOR SCHOOL LIBRARY’S 40TH BIRTHDAY In 1973, a new building was opened to house the school library. In 2013, we

celebrated 40 years of the library in this

building. The library was built with funds from a Commonwealth Government

grant, and provided a new space for the

collection that had been housed in the B Block (formerly where the Drama Room

and old Staff Common Room had been).

The librarian at the time, Marjorie Gilby,

reported in the 1973 Burrawi, that it was “a

great relief to be in a building with such an

air of comfort and quiet.” The collection was moved to the new building: “a continuous line of 4th years spent a day carrying our 10,000 books to their new shelves.”

In 1977, the library was enlarged when

the Annex was built to join the building

to the Gabriel Centre. Then in 1985 it was

extended into the space next to the A Block, so that the buildings were then linked, and the L Block was built above. By 1987 the

collection had grown to 18,000 volumes,

plus audio visual materials which, over the years evolved from audio cassettes, slides, filmstrips, and overhead projectors to

include a video network – the Commander

system. Marjorie wrote in the 1986 Burrawi, that an Apple computer “speeds up

numbers of routine jobs,” but there was still a card catalogue.

Under the next Head of Library, Judy

Tregoning (1987–2005), the collection grew to 40,000 volumes plus textbooks. Judy

computerised the library and converted the Annex to a computer lab, as part of a pilot scheme that introduced the internet into schools. She established subscriptions to various online databases.

Today the library collection is around

80,000 volumes, and issues around 19,000

loans per year, provides access to hundreds of online databases, approximately 15,000

videos through services such as ClickView 24/7 and DVC (Digital Video Command system), learning objects and eBooks.

Equipment such as digital cameras, CD players, drawing tablets, iPads and eBook readers are also available for loan.

Top: Judy Tregoning, Former Library Assistant Sue Mitchell, Judy Thompson and Marjorie Gilby celebrating the library’s 40th birthday.

Above: The library in 1967.

Judy Thompson HEAD OF INFORMATION SERVICES (since 2006) GRAMMAR REPORT No. 98 | 17

FROM THE HEAD OF JUNIOR SCHOOL ‘TEACHING AND LEARNING’ REMAINS THE CORE BUSINESS OF SCHOOLS AND OF TEACHERS. THE PROVISION OF OUTSTANDING TEACHING AND LEARNING AT CGGS IS A GOAL KEPT IN MIND WHEN MAKING ALL DECISIONS AND TO THIS END, WE PLAN A COMPREHENSIVE CURRICULUM AND CO-CURRICULUM THAT CATERS FOR STUDENT DIVERSITY AT ALL LEVELS. The academic curriculum, using the guided inquiry approach, has been carefully crafted to motivate, inspire and to stretch the boundaries of students’ abilities. The programs are inextricably linked with a commitment to develop students’ personal characteristics, integrity and a sense of their own identity. Co-curricular offerings add breadth and interest to the learning so students can pursue personal interests and develop their skills and talents.

We have a strong belief in our rigorous Programme of Inquiry, the Pastoral Care programs and the wider learning in the co-curricular offerings. Each is crucial and together help students acquire a more finely developed perception and greater understanding of themselves so that they may participate confidently and fully in

their world. The teaching and learning for our students promotes success in all avenues of life; academic, social, personal and spiritual and as a result develops in them reflective, knowledgeable, openminded and compassionate qualities.

A comprehensive and well-resourced program focuses clearly on the needs of the learner but the role of the teacher should never be underplayed nor the strong partnership with parents as partners involved in their children’s learning and development. Working alongside dedicated and skilled teachers, students are encouraged to take responsibility for their learning as part of taking responsibility for their growth. Each student’s motivation is important to their academic success. Even more important, research tells us, is the

teacher. There are now measures to provide an estimate of the crucial ‘value adding’ that teachers contribute to students’ success. We know also that the quality of the interactive partnership between teachers and students is fundamental.

At CGGS we have dedicated teaching and support staff who work to help each student to achieve, not just for the students but for their personal satisfaction and sense of professional fulfillment. In caring for their students, they take this responsibility and the privilege of working at CGGS seriously.

“What other profession offers the satisfaction of knowing you have lit a spark in the mind of the next generation and nurtured a fire that will burn long after you’ve gone?”

Rae Ellen McRae Heather Ablett HEAD OF JUNIOR SCHOOL

Keirabella Watson (Year 1) with Heather Ablett at the Junior Primary Christmas Concert.

18 | GRAMMAR REPORT No. 98

CELEBRATING Teaching & Learning

ELC EXCEEDS NATIONAL QUALITY STANDARDS THE GOVERNMENT HAS INTRODUCED A NATIONAL QUALITY FRAMEWORK ACROSS ALL SECTORS OF EARLY CHILDHOOD EDUCATION AND SCHOOL AGED CARE. All services need to undergo an assessment and rating process to determine whether, and at what level, they are meeting the National Quality Standard.

In Term 3, the CGGS Early Learning Centre (ELC) underwent this process which consisted of an advisor visiting the ELC for two days; observing practice, meeting with staff and reviewing documents such as policies and programs.

As a result, the ELC has been rated as Exceeding National Quality Standard across all seven quality areas (educational program and practice, children’s health and safety, physical environment, staffing arrangements, relationships with children, collaborative partnerships with families and communities, leadership and service management), which is the highest possible rating that can be attained.

The ELC provides a high quality educational program which caters for all aspects of Early Childhood Education.

It strives to foster positive and productive relationships with families and the wider school community. It is wonderful to have this affirmed in the recent assessment and rating report.

Damaris Patterson DIRECTOR OF JUNIOR SCHOOL

Below left: Front, left to right, ELC students Catherine Diedricks and Chaungoc Pham. Background, Freya Steadman.

Below right: ELC students Robert Laverty and Dev Pai.

GRAMMAR REPORT No. 98 | 19

PRIMARY YEARS PROGRAMME EXHIBITION THE CGGS PRIMARY YEARS PROGRAMME (PYP) EXHIBITION IS AN INTEGRAL PART OF OUR TEACHING AND LEARNING PROGRAM IN THE JUNIOR SCHOOL. The Exhibition provides Year 6 students with an opportunity to exhibit the attributes of the IB learner profile, to take action and demonstrate the conceptual understandings, skills, knowledge and attitudes they have developed throughout their primary school years.

While the Exhibition is undertaken by Year 6 students, all members of the School community have an important role to play.

Students and staff across the School, from our ELC through to visiting Senior School students, provide ongoing support and encouragement. Staff from across both

the Senior and Junior School volunteer as mentors to collaborative groups of students; and parents and teachers provide constant support and encouragement throughout the Exhibition process.

In 2013, students spent nearly two months inquiring into a conceptual idea they developed as a year level. This central idea was: ‘Humankind benefits when responsibility is taken to meet human rights’.

The central idea provided the context from which students chose to explore an issue they cared deeply for. Students recorded and reflected on their learning in journals,

however for the Exhibition itself, each student chose one mode of presentation only. Some created a movie, a painting, a book, an original song and many other inspired creations.

While the quality of presentations is important, on exhibition day what matters most is that the students are confident in their ability to articulate their increased knowledge and understandings; demonstrate the skills and attitudes they have acquired and developed throughout the process; and reflected and learnt more about themselves as learners.

Simone Reilly CURRICULUM COORDINATOR

“The Exhibition was a hard yet fun experience. I have developed and used a range of skills and I believe the Exhibition night ran smoothly and there were no questions I could not answer. I felt very proud of my personal achievement and I was impressed at the level of care and effort that everyone put into their work.

The Exhibition is a rewarding and enjoyable experience and I would gladly participate again.”

Gemma Hudson (Year 6).

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CELEBRATING Teaching & Learning

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“The Exhibition started lots of animated discussion afterwards and we were able to weave it into a discussion about how the big girls are about to make a change to the Senior School like the Pre-Prep students are going to go to the Junior School. Our students also decided that although their skills and abilities are growing they couldn’t do what the big girls could do just yet.”

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Diana Harrison, Pre-Prep Class Teacher.

6 1 A nnabel Mulcahy (Year 6), an inquiry into the causes and effects of gender inequality.

2 Lena Christopherson (Year 6), an inquiry into discrimination against refugees in Australia.

3 Gemma Holyland (Year 6), an inquiry into the support and assistance provided to homeless people.

4 Kaavya Bhattarai (Year 6), an inquiry into the causes and effects of homelessness in Australia.

5 Belle Hocking (Year 6), an inquiry into the ways poverty affects different countries, communities and people.

6 Annabella Damiani (Year 6), an inquiry into discrimination against refugees in Australia.

7 Amber Essex (Year 6), an inquiry into how the rights of children in child labour can be met.

8 Anna Jaktman (Year 6), an inquiry into inequalities faced by people with a disability and how technologies can help.

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“My class were all discussing different things they saw at the Exhibition and computer programs they would like to try. They also came back discussing issues that they had been made aware of and I think the Year 6 role models were fantastic.”

Nichola Bennett, Year 4 Class Teacher.

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GRAMMAR REPORT No. 98 | 21

PASTORAL CARE IN THE JUNIOR SCHOOL THE JUNIOR SCHOOL PASTORAL CARE PROGRAM IS AN IMPORTANT PART OF THE TEACHING AND LEARNING EXPERIENCE AT CGGS. The Better Buddies program is a popular and successful pastoral care initiative run every second week in the Junior School at Year 5 and Preparatory level. It taps into the needs of students at both these grade levels.

In Year 5, the student carefully plans and prepares activities for the younger students; developing leadership and organisational skills and encouraging our students to reflect on the values of caring for others, friendliness, respect, valuing difference, including others and responsibility. This opportunity to listen to and mentor a younger buddy helps develop a sense of independence and confidence in the older

student that will stand them in good stead as they progress into high school.

Amongst our very youngest students, the

Better Buddies program fosters a sense of belonging, security and friendship as well as wonderful opportunities for the Prep

students to chat with an older friend, share

concerns they might have and also learn new skills from a caring mentor. From the very

first week at school our Prep students know they have a ‘big’ friend in the playground.

This program is greatly enjoyed by both our younger and older students.

The FRIENDS for Life program is a standard part of the Year 4 Pastoral Care curriculum, a social-emotional program to help develop resilience in students The FRIENDS for Life program aims to help children learn to manage feelings, especially anxious feelings, and take on life’s challenges with a positive attitude. The program, pioneered by internationally acclaimed researcher and practitioner, Dr Paula Barrett, is also cited by the World Health Organisation as one that “teaches children skills to cope with anxiety more effectively

Janet Robertson YEAR 5 CLASS TEACHER

and builds emotional resilience, problemsolving abilities and self-confidence.”

FRIENDS for Life involves several sessions run in class time, over the course of a term in each Year 4 class. Topics include an introduction to feelings, the fact that people are different, and the identification of and relationship between thoughts, feelings, and behaviour. There are group activities, class discussions and some simple homework tasks.

Grace Kefford (Year 4) with Maryam Waseem (Year 4).

The Peer Mediation Program is a leadership initiative open to all Year 6 students and aims to provide a school environment that is positive, caring, safe and friendly. Peer mediation teaches students, particularly those in Junior Primary, to resolve low-level conflicts using trained Year 6 students as mediators.

designed to enhance the development and use of mediation techniques; listening; critical thinking; and problem solving; students who wish to continue as Peer Mediators nominate themselves and complete an apprenticeship period, commencing the following year as Year 6 Peer Mediators.

At the end of Year 5, all students undertake peer mediation training under the guidance of our school counsellor, Paula Morelli. After participating in a short training program

The primary responsibilities of a Peer Mediator is to interact with Junior Primary students experiencing friendship issues in the playground (under the supervision of a

22 | GRAMMAR REPORT No. 98

Liliane Alblas (Year 1) with buddy Ella Cross (Year 5).

Paula Morelli

JUNIOR SCHOOL COUNSELLOR teacher at all times). Peer Mediators work in pairs and are flexibly timetabled on a recess or lunch duty every day. At the end of each playground session, Peer Mediators have the opportunity to debrief with one of the teachers monitoring the program. Regular meetings with all Peer Mediators and the Safe School Committee occur to ensure that any issues encountered are dealt with promptly and effectively.

Simone Reilly CURRICULUM COORDINATOR

CELEBRATING Teaching & Learning

P&F STAFF AWARDS EACH YEAR, THE CGGS PARENTS AND FRIENDS (P&F)

ASSOCIATION SPONSORS TWO AWARDS FOR CGGS STAFF. THE FIRST AWARD IS FOR TEACHING EXCELLENCE, IN MEMORY OF THE LATE KAREN HARRIS, AND THE SECOND AWARD IS FOR A MEMBER OF STAFF THAT HAS MADE AN OUTSTANDING

CONTRIBUTION TO THE SCHOOL COMMUNITY WITHIN CGGS. These awards provide an opportunity to

reflect upon and say thank you to some of the wonderful people who educate our children

and create a warm, diverse school community.

The P&F Award for Teaching Excellence in

Memory of Karen Harris is for professional excellence in teaching that benefits

ff Bill Weigall,

Head of English Faculty, Senior School; and

ff Alex Galland,

Alex Galland, Bill Weigall and Jenny Hall.

Year 6 Teacher, Junior School.

student learning. Prior to giving this award,

The P&F Award for an outstanding

criteria: engagement and motivation of

awarded for an outstanding contribution

capability of students, the provision and

duty statement expectations. This can

focused learning environment and the

significant events in a single year or

Jenny Hall should be formally recognised in 2013. Jenny is the Head of the Personal

the Committee considers a number of

contribution to the School community is

students, work that builds the capacity and

which is above and beyond the normal

maintenance of a challenging and future

be demonstrated through one or more

influence on colleagues, parents and the

through sustained contributions over a

wider community.

period of years.

to the broader ACT community. Jenny’s

This year, eight teachers were put

This year, three teachers were put forward

from all sections of CGGS and has indirectly

and fellow teachers for recognition of

teachers for recognition of their outstanding

consideration, the Awards Committee

acknowledged the outstanding calibre

Teaching Excellence Award to:

the Committee decided that the work of

forward by CGGS students, parents

by CGGS students, parents and fellow

their outstanding work. After detailed

work. After a wide-ranging discussion that

decided to jointly present the 2013

of each of the three 2013 nominations,

Development, Health and Physical

Education (PDHPE) Faculty, Senior School

as well as the Teacher in Charge of netball,

human movement and House Sports. Over

successive years she has developed the CGGS netball program and linked the program

work has benefitted hundreds of students contributed to a smooth transition for our

students as they move between the Junior and Senior School campuses.

Suzanne Howarth

PRESIDENT, P&F ASSOCIATION

ACT ACEL AWARDS Three CGGS teachers were recognised for their dedication to teaching at the

2013 Australian Council for Educational Leaders (ACEL) ACT annual Excellence in Educational Leadership Awards on Thursday 21 November. Congratulations to: ff Jeanette Widmer, Director of Pastoral Care — Exemplary mentor award;

ff Rhiannon Richards, French and German Teacher — Established award; and Teachers Amanda Johnson, Jeanette Widmer and Rhiannon Richards at the ACEL Awards night.

ff Amanda Johnson, Maths Teacher — Novice award.

Twenty-seven ACT educators received awards and Principal Anne Coutts was the event’s special guest speaker.

GRAMMAR REPORT No. 98 | 23

GRAMMARIANS LADY KATHARINE COLQUHOUN (MEARS, 1972) “SUPPLY (RELIEF) TEACHING IN LONDON OPENED MY EYES,” SAYS

GRAMMARIAN LADY KATHARINE COLQUHOUN. “HAVING GONE TO

THE BEST SCHOOL IN CANBERRA AND TAUGHT AT THE BEST SCHOOL IN MELBOURNE, I CAME TO REALIZE THAT THE LEVEL OF TEACHING

IN STATE SCHOOLS IN ENGLAND WAS VERY POOR—THERE WAS NO

NATIONAL CURRICULUM AT THAT TIME. IT WAS THAT WHICH INSPIRED ME TO SET UP MY OWN SCHOOL.”

30 years ago, Lady Colquhoun founded

as it can be,” she says. “By that I

educational preparatory school for girls

working life between home and

Broomwood Hall, her London-based co(aged four to 13-years of age) and boys (until eight), and an all-boys school—Northcote Lodge, which she founded in 1993. Today, both schools educate 850 students.

After being inspired by Canberra Church of England Girls Grammar School (CCEGGS) teachers Mrs Trungove (Ancient History)

and Mrs Maiden (Modern History) and later running a holiday program for children at

ANU in Sixth Form (Year 12), Lady Colquhoun realized that teaching was something

she could do. She gained her Diploma of Teaching in Early Childhood at Nursery

School Teachers’ College (now part of Sydney University) and later attended Melbourne

University in the evenings to study for her

mean, a happy balance in their

The 2013 Broomwood Hall Year 12 Gap students Portia Lawson, Laura Van Rens, Elizabeth McCredie and Bridgette Cunningham with Lady Katharine Colquhoun.

their family and their career.”

This is also what Lady Colquhoun’s gap

program at Broomwood Hall offers—an

opportunity for Year 12 students to work as teaching assistants in their gap year, live

with a family connected to the School and

travel in the holidays. Running now for more than 10 years, the program offers eight to 12 places for gap year students from Canberra.

also need to have a clear idea of where they

want to spend their four and a half month’s holidays!” says Lady Colquhoun.

lies just as I did!”

interviews for the program.

“We look for students who have enjoyed

working with children on a regular basis,

year and find teaching is where their heart LADY KATHARINE COLQUHOUN began at

CCEGGS in Year 10 in 1970. After completing

her Diploma of Teaching (in Early Childhood), she taught at Lauriston Girls’ School. After

graduating from Melbourne University, she moved permanently to her native England in 1982. In 1984, Lady Colquhoun founded Broomwood Hall and founded Northcote

should always study subjects that

Lodge in 1993 with her husband Sir Malcolm

you enjoyed the most and take

Colquhoun of Luss. Since 2005, she and her

them as far as you possibly can.”

husband became joint Principals of both

schools. In 2012, Lady Colquhoun founded the Northwood African Education Foundation

“Therefore, I would suggest that all students

24 | GRAMMAR REPORT No. 98

contributing to the local community. They

information sessions, applications and

Rosemary Butt (Gates, 1972) facilitates the

“My mother told me that you

career and their life is as happy and balanced

they will enjoy working at the School and

“Who knows, perhaps they will come for a

Lauriston Girls’ School.

and university and work to ensure that their

the most of the year. With these qualities,

Gap coordinator and honorary Grammarian,

Bachelor of Education while teaching at

should make the most of their time at school

are mature and outgoing, and will make

Lady Colquhoun meets some of the students from St George’s, Ethiopia recently.

which is funding St George’s School, a new

school for orphans in Gondar, Ethiopia which

will begin teaching its first students this year.

CELEBRATING Teaching & Learning

JULIETTE LUMBERS (1993) A PASSION FOR INDONESIA AND EDUCATION SEEM TO GO HAND-INHAND IN JULIETTE LUMBERS’ STORY.

It was at CGGS where Juliette remembers

“Seeing them grow and have

of Nias and being so fascinated about the

Seeing a light go on as they

first learning about the Indonesian island culture that she wanted to travel.

When she was on her first holiday to Bali at 12-years-old she realized the value of

education after meeting a boy on the beach selling seashells. “He was selling shells to

enable him to pay for his own schooling. I

was shocked. It made me realize how lucky I

was to be able to go to school,” she recollects.

new experiences is wonderful. suddenly understand or become passionate about something

inspires and motivates me. I feel so proud when I meet students years later who tell me that I inspired them or introduced

Juliette (centre) and her mother Gill Witchard and some of her students after her traditional Balinese wedding ceremony.

them to choose a certain career or get involved in something,”

says Juliette. “Teaching isn’t an 8.30am to

After discovering she could both travel

3.30pm job with lots of holidays. It is a lot

interested in teaching. After different

paperwork!”

and teach overseas, Juliette became more teaching roles in Canberra, Java, Jakarta and Papua and after five years as a classroom teacher and Head of Upper School, she is

now the Principal at Sunrise School in Bali. “[The School] is unique in that yoga,

meditation, circle talk and body tapping

of prep, marking, overtime, tears, joy and

“Teaching is very rewarding and

satisfying if you learn to have fun and don’t be serious all the time.

I’ve learned that my students can

always teach me a lot more than I

are all part of the curriculum. Our students

can teach them!”

after school activities such as coral planting

Juliette’s goal of doing more research and

to nurture these programs and help our

on hold since becoming a mother to

to become caring, responsible caretakers of

“My next challenge will be the biggest one

get involved in community programs and and volunteering at orphanages. I want

community (students, parents and teachers) themselves, others and our planet,” she says.

Sunrise is a holistic school which caters

for children from 18-months to 15-yearsold and currently has 110 students from

teaching public health in Papua is currently 8-month-old Ellie-Mei.

Volunteers International/AusAID where

she trained teachers at a Muslim boarding

school, she then taught at the New Zealand

International School in Jakarta, later leaving to complete her Masters in International and Community Development at Deakin

University in 2010. Juliette has published

two papers on public health in developing countries and took a three month

internship in Papua where she taught

HIV/AIDS awareness. She has worked at

Sunrise School in Bali since 2008 and was appointed Principal in 2013.

daughter.”

She completed her Bachelor of Secondary

Juliette was posted to Java with Australian

being that I will feel proud to call my

totally. Juliette says she’s passionate about young people.

School and later at Kambah High School.

caring, compassionate and kind human

JULIETTE LUMBERS began at CGGS in Year

teaching because she loves working with

Coordinator for three years at Melrose High

of my life… raising a wonderful, intelligent,

22 different nationalities. The school

motto is; think globally, act locally and be

and ESL and was the Student Welfare/Year

7 (1988) and completed Year 10 in (1991).

Education at the University of Canberra in 1999. After university she taught drama

Juliette and the students of Sunrise School.

GRAMMAR REPORT No. 98 | 25

NEWS FROM GRAMMARIANS SALLY WHITWELL (1991) won an ARIA award for Best Classical Album for All Imperfect Things – a collection of piano solos from composer Michael Nyman.

This follows Sally’s 2011 success for Mad Rush – for which she also received an ARIA Award for Best Classical Album.

The pianist will be touring Los Angeles and New York to perform with Philip Glass and later touring across Australia in 2014. Sally is currently curating a chamber music concert series In Her Shoes, in her hometown, Canberra.

COMMANDER BELINDA WOOD (1991) had the opportunity to meet His Royal Highness Prince Harry during the 2013 International Fleet Review which celebrated the 100th Anniversary of the Royal Australian Navy Fleet’s first entry into Sydney Harbour. Belinda has also been selected as the next Commanding Officer of the frigate HMAS ANZAC; which will potentially participate in the 100th Anniversary activities in Anzac Cove, Gallipoli, in 2015.

KATHERINE KEATING (1999), now based in New York, has launched an interview series titled One on One through The World Post. Katherine’s interviews focus on world leaders in politics, technology and finance, with a focus on youth and the future. The

series can be found on The World Post’s YouTube channel—in her first interview she speaks to former British Prime Minister Tony Blair. Katherine is also a contributing editor at The World Post.

JOYCE MAU (2011) was one of three female ANU undergraduate students to receive the new DSTO Undergraduate Scholarship Program for Female Students from the Defence Science and Technology Organisation (DSTO). The DSTO scholarships were created to encourage high performing women to continue study in fields in which female students are under-represented. Joyce is currently studying for a Bachelor of Engineering.

Sally Whitwell (1991).

Joyce Mau (2011). Credit: Stuart Hay, ANU.

Belinda Wood (1991) with Prince Harry.

CAITLIN WELCH (2008) was recently the producer and photography teacher for TURF; a multi-arts storytelling project for residents in Sydney’s social housing. Upon graduating from ANU School of Art in digital media, Caitlin was awarded a Professional Mentorship Award from the National Film and Sound Archive. She is currently working on Place in this Space; working with children aged 13 to 16 to make a video exploring their sense of place within their communities.

SAMANTHA HAWLEY (1994), ABC political reporter, has been appointed the ABC’s South East Asia correspondent. She and her husband, Canberra radio personality Ross Solly and their young family have relocated to Thailand where Samantha has been posted.

Image from Caitlin’s Develop exhibition.

26 | GRAMMAR REPORT No. 98

KRYSTLE INNES (2005) has graduated from the ANU School of Music, and represented the ACT at the Fine Music Network Young Performer Awards 2013 in Brisbane. Krystle was also a guest performer at the Canberra Carols by Candlelight. She plans to continue post-graduate study in the UK with a Masters degree in Opera Studies.

Krystle Innes (2005).

SOPHIE LUTON (2007) has been named one of Cerebral Palsy Alliance’s ten Celebrity Apprentices; an opportunity to raise much needed funds for the charity. At the end of November 2013 she held a ‘Canapés and Champagne for Charity’ event, raising close to $9,000, a total which she hopes to extend to $10,000 by the end of the competition. In March, Sophie and the other nine apprentices will perform a

CELEBRATING Teaching & Learning

YEAR 12 LEAVERS’ LUNCH series of challenges at a Gala event, at the end of which the Celebrity Apprentice will be announced. Sophie is currently a licenced agent with Luton Real Estate.

The Grammarians’ Association Committee hosted the 2013 Leavers’ Lunch on Wednesday 30 October at the Boarding House. The Year 12 students and many members of staff attended and enjoyed Committee Secretary Sanchia Glaskin’s (Starke, 1965) entertaining farewell speech. After the formalities, lunch and cake were served.

Sophie Luton (2007) with her father, Richard Luton at her charity event.

DIMITY AZOURY (2006) continues to perform with The Australian Ballet and in 2013 she danced in several roles including parts in Don Quixote, La Sylphide, Cinderella and Swan Lake. After returning from her honeymoon over the summer, in 2014 she will be touring Brisbane, Sydney and Melbourne in roles in Manon and Imperial Suite amongst others.

1

2 1 J essica Urwin (Year 12), Dawn Waterhouse (Calthorpe, 1940), Margaret Cornwell (Archer, 1951) and Eliza Jennings (Year 12).

2 Dawn Waterhouse (Calthorpe, 1940), Sally Waterhouse (Year 12) and Melanie Bucknall (Year 12).

3 School Vice Captain Amna Saadi (Year 12), Sanchia Glaskin (Starke, 1965) and School Captain Samantha Beattie (Year 12) cut the cake.

Dimity Azoury (2006). Credit: James Braund.

3

GRAMMAR REPORT No. 98 | 27

BIRTHS

VALE

CARLA (ADAMI, 1995) and

GEORGE WILLIAM PARKER –

to announce the safe arrival

Judith Parker (Sinclair, 1957) and

Andrew Webb are delighted of their daughter Ava Webb 2.10.2013.

CHLOE (EATON, 1988) and Pete Dixon-Eaton are delighted to welcome Saoirse Nellie born 23.8.2013

BIANCA (SKEGGS, 2005) and Rob

Way welcomed Delila Josephine to their family 9.9.2013.

JACQUI (LONSDALE, 1994) and

Sam Ion welcomed Sid William to their family on 13.5.2013. Sid

is a brother to Nellie (age 6) and Maisy (age 3).

10.5.2013. Husband of Dame

father of Dr Megan Bredhauer (Parker, 1986).

JILL HAYNES (WRIGHT, 1973) – 11.8.2013. Wife of Lochmond Haynes, mother of Sarah and Sam.

DAPHNE JOYCE LE GASSICK –

19.9.2013. Mother of Jen (1974) and Megan (1984).

JANE NICOLA HARRIS (1976)

– 3.10.2013, aged 54. Wife of

Graham, sister of Andrew (dec), Peter, Deborah (1971), Joanna (1974) and Melinda (1975).

CHRISTINA SAVVAS (1987) –

4.10.2013, aged 44. Passed away peacefully in her home in the

presence of her mother, Georgia Savvas, and family.

Sid William Ion, with sisters Nellie and Maisy.

EMMA-KATE (POTTER, 1994) and

member of the CGGS Music Faculty since 2012).

DR ROBERT BRIAN GOLDRICK –

25.11.2013. Husband of Veronica, father of Jennifer (1976),

Amanda (1977) and Cathy (1981).

SIMON PATRICK O’HALLORAN –

28.11.2013. Husband of Barbara, father and father-in-law of

Damian and Sarah, Andrew

and Carmen, Simon and Nadia, Jacinta (O’Halloran 1991) and Steve.

ALAN RICHARD SOHIER –

who needed special care, love and support. Her strong Christian faith was her guide in working with the girls and their families. According to a parent, Mrs Hayes exerted “a firm, but just authority” and was a strong advocate for the girls. She worked hard to create a homely environment with the flexibility of a family, albeit a large family with many ‘daughters’!

Long after she left, Boarders of the 1980s regularly contacted her with news and photos

1.12.2013. Husband of Penelope,

of their weddings and their

Hilary.

in every photo, and often

father of Catherine (1987) and EDNA ELSIE ALEXANDER

(EMMS) – 10.12.2013. Mother

and mother-in-law of Heather (Alexander, 1979) and Richard

children. She knew every girl the names of husbands and children as well.

When news of Mrs Hayes’ illness spread, her room was

mother-in-law of Graham (dec)

Horne. Edna managed the

1968) and Richard Hopman.

to 1983.

Some even travelled to visit

TOM STUART LOUTIT – 10.10.2013.

AUDREY HAYES – 8.7.2013.

Hayes still had the smile that

(Alexander, 1982) and Rod

and Helen; and Sue (Buckland,

School tuck shop from 1972

Jennifer (2005) and Alastair.

ALEXANDRA TAYLOR (2007) and

GREGORY PHILLIP PATRICK –

to announce the arrival of their

father of Alice, Genevieve (2001),

9.11.2013.

SHEILA MARY PELL – 21.10.2013,

10.10.2013. Husband of Janelle, Harriet (2005) and James.

aged 86. Wife of Peter, mother of Jane, Roger, Sarah and Louise (1979).

JOHN MACGREGOR – 22.11.2013.

Father of Anne MacGregor

(1984) and Jane Ossedryver (MacGregor, 1986).

VALERIE ISABEL REID – 23.10.2013.

Wife of Ian (dec), mother of Ross

28 | GRAMMAR REPORT No. 98

(Tregellas-Williams, 1978 (staff

Wife of Frank (dec), mother and

Grace born on 27.11.2013.

Ava Jane Hart.

in-law of Tom and Sally

Mortlock and Margaret

Stephen Martin welcome Louisa

first child Ava Jane Hart born on

aged 94. Mother and mother-

been involved with people

JOYCE BUCKLAND – 7.10.2013.

Husband of Karen and father of

partner Jason Hart are pleased

HELENA WODZINSKI – 23.11.2013,

and Glenys (1969).

Mrs Audrey Hayes who was in charge of the Boarding House

from 1983 to 1990, passed away in Pambula, NSW in August

2013, only six weeks after she was diagnosed with cancer.

Mrs Hayes became an evening

flooded with flowers, cards, letters and photos from former boarders and their parents. her. Right to the end, Mrs could light up a room, and a very wicked wink!

Lynne Stone DAUGHTER OF AUDREY HAYES AND A MEMBER OF CCEGGS

STAFF 1976–77 AND 1981–1995

supervisor in the Boarding

House in June 1981. Although

she did have a year away from the Boarding House, she was enticed back in August 1982 to become Senior Resident

Matron and then Mistress in

Charge of the Boarding House in 1983.

She loved young people and

all of her working life she had

Audrey Hayes.

CELEBRATING Teaching & Learning

CLASS OF ’83 – 30 YEAR REUNION 30 YEARS ON AND MANY OF US FROM THE CLASS OF ‘83 RETURNED TO THE

SCHOOL OVER 21 TO 22 SEPTEMBER. FIFTY-FIVE ENTHUSIASTIC AND EXCITED

SOMEWHAT OLDER GIRLS CELEBRATED THIS OCCASION AT THE ROYAL CANBERRA GOLF CLUB—AN AMAZING VENUE.

It was organised by the Canberra Committee

comment was, “Wow, wish we were here

Libby Breden (1983) and I. Grammarians

the new and improved facilities. However,

comprising Melissa Bennett (Duthie, 1983), travelled from all over Australia and Kate Nielsen (1983) came all the way from

England. Much merriment was had catching up with 30 years of gossip, sharing the highs and the lows of our lives since our school

days, and ‘remembering the days of the old school yard’.

We went on a tour of the much changed

school grounds and buildings. The general

now!” How lucky the girls of today are with many of us did miss the dungeons which

were the science labs 30 years ago, and the smell of burning sulphur!

It was fantastic catching up with so many

of the girls of ‘83. It was a great success and I am sure that we are all looking forward to the 40th with even more in attendance.

Bronwyn Edwards (1983)

The class of ’83.

CLASS OF ’73 — 40 YEAR REUNION WHO WOULD HAVE THOUGHT IN 1973 THAT SO MANY OF US (56, INCLUDING PAT

not only in Canberra, but also Sydney and

AND STIRRED ON BY HELEN TENNANT (OWENS, 1973), SING THE OLD SCHOOL

track down anyone we missed this year.

WENGER, ONE OF OUR FAVOURITE TEACHERS) WOULD GATHER 40 YEARS LATER

perhaps other places. We will also try to

HYMN, ‘JERUSALEM’ AND REMEMBER THE WORDS TOO?

And have we built Jerusalem (aka heaven)

The Commonwealth Club provided a

left school? Yes, we have, and our fashion

beautiful venue for our reunion, with drinks and canapes on the terrace, followed by

an elegant dinner and flowing wine. Polly

Keightley (Park, 1973) made us welcome and

Events Officer), Margaret Schroeder and

Anne Coutts for their support of the reunion.

We’re not waiting until our 50th reunion

for more fun – look out for events in 2014,

wherever we have found ourselves since we sense is much improved too since the perms and flares of the 1970s.

Sally Petherbridge (1973)

Marion Frith (1973) regaled us with inspiring words and funny anecdotes from our

school days. The talking continued well past midnight and much longer.

Many of us managed to get up early

enough to join the school tour and were

amazed by how much it has changed. Apart from the Boarding House building, little

remained of what we knew and loved so

well, however the school spirit is just the

same! The tour was followed by a relaxed

BBQ by the lake, beautifully catered for by local residents.

Thank you to Brendan Blue (Alumni and The class of ’73.

GRAMMAR REPORT No. 98 | 29

UPCOMING REUNIONS

CLASS OF ‘64 — 50 YEAR REUNION 2014 is the 50th Anniversary of the class of 1964. A reunion is planned for the weekend 20 to 21 September 2014. As yet a venue has not been determined, but if you are interested in attending or seeking further information, please contact Sue Skermer (1964) on 0419 997 106 or sskermer@yahoo.com.

PHOTOGRAPHS WANTED The CGGS classes of ’44, ’54, ’64, ’74 and ’84 are all celebrating key anniversary years. If you would like to share your photographs (featuring students or teachers), please contact the Archivist, Margaret Schroeder on 6202 6457 (Monday to Thursday) or archives@cggs.act.edu.au.

CORRECTION Issue 97, page 27 – 2013 Vintage Lunch: The caption for image three should read Myrna Grose OAM (Dodd, 1944), not Joan Main (Andrews, 1946). This information was incorrectly supplied.

The record breaking crowds at the 2013 P&F Fete.

CREDIT: Sam Nerrie.

30 | GRAMMAR REPORT No. 98

DATES FOR THE DIARY ff FOUNDERS’ DAY CELEBRATIONS — Sunday 4 May, Chapel Service; Monday 5 May Senior School Assembly, followed by Grammarians’ Association lunch and badge presentation. ff GRAMMARIANS’ VINTAGE LUNCH — Tuesday 5 August, Boarding House Dining Room. ff YEAR 3 GRANDPARENTS, GODPARENTS AND GRANDFRIENDS DAY — Friday 19 September, Junior School Hall, 10am. ff CGGS P&F FETE — Saturday 25 October, Senior School Campus, 10am–3pm. ff GRAMMARIANS’ ASSOCIATION YEAR 12 LEAVERS LUNCH — Wednesday 29 October, Boarding House. ff GRAMMARIANS’ ASSOCIATION AGM — Wednesday 5 November, Board Room, Administration Building.

CELEBRATING Teaching & Learning

ARCHIVES

CAN YOU HELP? CAN YOU NAME ANY OF THE STUDENTS OR MEMBERS OF STAFF IN THESE PHOTOS? Above: Staff photo from 1955.

Left: The 5th Year Class of 1955.

THANK YOU TO THE FOLLOWING FOR THEIR ASSISTANCE TO THE CGGS ARCHIVES: Identifying faces in The Prime of Miss Jean Brodie photo: Melissa Bennett (Duthie,

1983), Leith Schmidt (Johnson, 1981), Felicity Williams (Collis, 1982), Alice Crowley (1996), Sandy Davis (Pflaum, 1978), Margaret Horne (Alexander, 1982), and Jeannie Marie Paterson (Evenett, 1983).

Mary Snell (Mclachlan, 1947) for donating her ‘Prefect 1946’ blazer pocket, a 1944 Speech Day program and her

autograph book containing staff and student entries between 1939 and 1944.

Margaret Schroeder ARCHIVIST P: 02 6202 6457 (Monday to Thursday) E: archives@cggs.act.edu.au

GRAMMAR REPORT No. 98 | 31

Canberra Girls Grammar School Melbourne Ave, Deakin ACT 2600 P 02 6202 6400 | F 02 6273 2554 CRICOS provider No. 01294F ABN 67 008 559 331

CGGS.ACT.EDU.AU

32 | GRAMMAR REPORT No. 98