Canberra Girls Grammar School - Issue #99

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LE Di BR ve AT rs IN ity G

GRAMMAR REPORT

ISSUE 99

THE MAGAZINE OF THE CANBERRA GIRLS GRAMMAR SCHOOL COMMUNITY

FROM THE PRINCIPAL CHAIR 2 / FROM 4 / HARMONY THE PRINCIPAL DAY 9 / 4 MEET / OUTSTANDING OUR BOARDERS YEAR 12 12 / RESULTS 5 / THE IB DIPLOMA STUDENTS INTERNATIONAL PROGRAMME FROM 6–9 / THECLASSROOMS ARCHIVES 16 /FROM OUR THE JOURNEY ARCHIVES WITH14 / CANBERRA 2014 1 | GRAMMAR REPORT SUNSHINE No. 99 ELC EXCEEDS ACADEMY STANDARDS 19 / THE 19 / PYP ELC’S EXHIBITION 10TH BIRTHDAY 20–21 / 23 / GRAMMARIANS GRAMMARIANS 24–30 28–34

FROM THE CHAIR SCHOOLS ARE MICROCOSMS OF THEIR SOCIETIES. OUR SOCIETY IS PART OF A GLOBAL WORLD. EDUCATION, THEREFORE, TAKES PLACE IN A SOCIAL ENVIRONMENT THAT IS COMPLEX, DYNAMIC AND CONSTANTLY CHANGING. SCHOOLS CONTRIBUTE TO AUSTRALIA’S PROSPERITY AND SOCIAL HARMONY

BY ENABLING ALL STUDENTS TO ACHIEVE THE BEST EDUCATIONAL OUTCOMES IN A LEARNING ENVIRONMENT THAT VALUES DIVERSITY. The 2011 Census of Population and Housing showed that the Australian population of about 21.5 million is one of the most culturally and linguistically diverse in the world. To give you a few relevant statistics: ff 75% of our population claims ancestry other than Australian; ff 2% is indigenous; ff 43% has one parent born overseas;

ISSUE 99, 2014 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 diversity of Canberra Girls Grammar School.

Cover: Beatrice O’Donovan (in a Japanese yukata given to her mother when she was billeted with a family in Japan in 1985), Ailin He (in traditional Chinese clothing for young girls from the South of China), Georgina Chan (in a dance costume from the Xinjiang region in China).

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ff More than 200 languages are spoken in Australia; and ff 16% of the population speaks a language other than English.

The Australian Curriculum Assessment and Reporting Authority uses the term ‘diversity’ to encompass: ff Aboriginal and Torres Strait Islander students; ff Students for whom English is an additional language or dialect; ff Students from rural and remote contexts; ff Students from low socio-economic settings; ff Students with disability; ff Gifted and talented students; ff Students with diverse personal or cultural backgrounds or religious affiliations; and ff Students with a combination of equity and diversity needs.

At CGGS, we focus on including and fostering diversity.

We have students from all of the eight categories above and we value their contributions to the School. Our students come from more than 50 different countries, speak more than 40 different languages at home and practice 31 different religions. CGGS is indeed a microcosm of today’s global world!

The International Baccalaureate Diploma Programme and the Primary Years Programme are flourishing at the School.

Our curriculum includes the study of English, English as a Second Language, French, German, Spanish, Japanese and Mandarin.

In an educational environment where classrooms are no longer the sole place of learning, technology links our students to information, other cultures and places at the click of a key. The curriculum offers a wide range of academic courses and enables our students to experience and excel at music, art, drama and sport. The cocurricular program exposes our students to skills, experiences and situations to broaden their outlooks and lead them to discover and appreciate their own values, beliefs and strengths.

Here at CGGS, we are helping to build the diverse futures of all our students.

Belinda Moss

CHAIR, CGGS BOARD

CELEBRATING Diversity

DREAM BIG an artist manager.

My name’s Emma Ludbrook. I’m a producer. I’m a dreamer. I have I’m a business partner. I’m a hard worker. I’m never wanted to be ordinary. high school, I When I think about who I was when I was in to do something was always a dreamer. I always had ambitions ever y single day. extraordinar y and I’m still looking to do that ’s not true.

People often say there’s no key to success, but that but you have to work Absolutely anything and ever ything is possible really, really hard. dreams will There are moments in life that dictate what your ent you discovered a be—I call them moments of clarity. The mom ething that drew you passion or an obsession or a love or a lust. Som Emma with Jared Leto and his mother Constance Leto at had to have that in or interested you to a point that you knew you the 2014 Screen Actors Guild Awards. in your life. living your dreams.

“If I can give one piece of advice, it’s There are so many things that can stop you from ke to. It’s not the this; create your own future and ma Your teachers disagree. Your parents tell you not live your life but your dreams into a reality.” sensible choice. There’s absolutely no one that can and do to tried have I that hing you. I have never regretted anyt try. failed at. I have regret about things I failed to secret want or ng and I know each and ever y one of you has a ethi som at nted tale ly edib incr is you of one y Each and ever out and do it. out the fear of failure, what would you do? Go desire. If you could do absolutely anything, with hear t right now Nothing is forever, so go and do what’s in your harder than and make sure you are exceptional at it. Work Want it more ever yone else. Dream bigger than ever yone else. your dreams. than ever yone else. That’s how you’re able to live your own future If I can give one piece of advice, it’s this; create and make your dreams into a reality. matter what.

I’m reminded daily to believe in my dreams, no countless People will always tear you down and give you self, you can reasons to give up, but if you have faith in your accomplish anything.

Emma Ludbrook (1999) pe.

ow in Euro

s to Mars sh

nd Thirty Seco stage at a Emma back

EMMA LUDBROOK began at CGGS in Year 11 and completed Year 12 the following year. She moved to New York after high school and graduated with a Bachelor of Fine Arts in Filmmaking at New York University’s Tisch School of the Arts in 2004. After moving to Los Angeles after graduating, Emma began working as an assistant to musician and Academy award-winning actor, Jared Leto. She currently works with Jared as his producing partner on such projects including the multi-award winning documentary, Artifact and also manages the band Thirty Seconds to Mars. Emma is also a partner in Adventures in Wonderland, a VIP ticketing company for artists.

GRAMMAR REPORT No. 99 | 3

FROM THE PRINCIPAL DIVERSITY; THE ART OF THINKING INDEPENDENTLY TOGETHER.

How can you govern a country which has 246 varieties of cheese?

Charles de Gaulle I have a certain sympathy with Charles de Gaulle when I think of our 1600 students.

They are all different, in their skills and talents, their reactions and the way they learn.

There has been an immense amount of research into the diversity of preferred learning styles. We can now answer the question, “How do children learn?” much more precisely. We can analyse how each student prefers to learn and reveal those preferences to them to maximise their progress.

A student may prefer a visual learning style. They will tend to take detailed notes, respond well to maps, diagrams, graphs and pictures. They will find written lists and mind maps the best way to memorise facts. When the teacher interacts with them, the student will be more engaged with questions like, “How do you see the

situation? What do you see stopping you?

Do you see what I am showing you?”

Another example is a student who prefers an auditory learning style. This student enjoys discussions, talking things through and listening to others. They will find listening to podcasts or recorded information the best way to memorise material. A teacher would engage them by saying, “That sounds good,” or “I am wanting you to listen carefully.”

There are too many of these approaches to learning to go into detail here, but the subject is a fascinating one that merits further reading. In essence, the student may be an intuitive, deductive, sensing, active, sequential or reflective learner. Each student can have a mix of these learning styles.

These diverse approaches to learning make a complex challenge for teachers. How do you engage a class full of diverse learners? That is one of the reasons that teachers need both the theoretical grounding to underpin their practice as well as the practical management

of the classroom in order to succeed.

Teachers also build connections and identify trigger points to engage students and spark their enthusiasm and interest. Students are given detailed feedback about their work so that they can make progress.

One of the most rewarding factors about teaching is seeing our students progress. See them mature in their thinking, to become independent and to grow in confidence. To do this together means diverse individuals become a community.

Students can learn much from each other’s differences too. This helps each student to become a more flexible and adaptable person and increases their ability to navigate through life.

Anne Coutts PRINCIPAL

Anne Coutts with School Captain Bridget Goonetilleke at the Commencement Service and Leaders’ Induction in February.

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CELEBRATING Diversity

WHOLE SCHOOL FUN RUN WEDNESDAY 9 APRIL

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1 M olly Roberts (Burgmann Captain), Olivia Domazet (Year 8) and Annabel Hughes (Year 8).

2 Back row, Evie Lane (Year 4), Alice Maxwell (Head Girl), Paris McMahon (Year 6) and Takoda Coleman (Year 6).

Front row, Eloise Crawford (Year 4), Mia Byron (Year 4), Jacqueline Davis (Year 4), Jemima Kilmartin (Year 4), Millie Hocking (Year 4), Jesse O’Sullivan (Year 4).

3 Deakin Vice Captain Colette Burke and Captain Jessica Wu. 4 Junior School students start their run.

5 After missing her race Matilda Damiani (Year 3) is seen here receiving encouragement from Swimming Vice Captain Erin Palisi, Sports Vice Captain Olivia Sutton, Sports Captain Rebekah Sawkins and Athletics and Cross Country Vice Captain Georgia Lowe.

6 Chloe Phillis and Hanee Jang (both Year 7) 7 Kilburn Captain Emma McLellan and Vice Captain Maddison Pearce.

8 Noa Zwikael, Georgina Woodward (behind), Madeleine Bolton, Lucy Burgess and Lucy McMaster (all Year 7).

GRAMMAR REPORT No. 99 | 5

FROM THE HEAD OF SENIOR SCHOOL A DIVERSITY OF STUDENTS AT CGGS REQUIRES A DIVERSITY OF OPPORTUNITIES. OUR STUDENTS ARE NOT ONLY DIVERSE IN TERMS OF THEIR NATIONALITIES, BUT ALSO IN THEIR ACADEMIC ABILITIES, CO-CURRICULAR INTERESTS, RELIGIOUS BACKGROUNDS AND IN HOW THEY VIEW THE WORLD. IT IS THIS DIVERSITY AND OUR CAPACITY TO EMBRACE AND ENRICH IT THAT MAKES A DIFFERENCE. CGGS is a non-selective school; there are no minimum academic standards that must

be met before students are accepted. When I interview potential students, I am able to read their academic reports and NAPLAN

results as well as spend time asking them questions about their broader interests.

Some students have outstanding academic results, achieving straight A grades and

Band 9 NAPLAN results. At the other end

of the academic spectrum, some students have a mixture of C or even one or two D grades with Band 4 or 5 NAPLAN results.

However, what is of critical importance is that the student is passionate about wanting to attend CGGS, the parents are supportive of

their daughter’s education and the student is keen to make the most of the opportunities this school can offer.

In 2014, more than 40 co-curricular, sports and activities are on offer to our students. These cater to a diverse range of interests and participation is entirely voluntary. Students can pursue their own passions outside of school in areas such as ballet, clay shooting or waterskiing.

Within school, some of the more diverse offerings include Futsal (indoor soccer), orienteering, sailing and snowsports.

Each activity provides an opportunity for students to engage with their peers, staff and the community and to pursue their

passions and interests with other likeminded students.

While CGGS is an Anglican school, many students have other faith backgrounds including Catholic, Muslim, Jewish, Buddhist and Hindu. In fact, over 30 religions are represented at the School. All are welcomed into regular religion and philosophy classes, house chapel services and weekly assemblies. Students play an active role in leading and participating in these events and in engaging in an understanding of other faiths.

Being a diverse school, we provide rich opportunities for the development of the whole student including their intellect, their passions and interests and their understanding and appreciation of faith and spirituality. As a result, students and graduates of CGGS are able to make a real difference in their workplace and communities.

Jason Corbett-Jones HEAD OF SENIOR SCHOOL Jason Corbett-Jones with Head of Junior School Heather Ablett before their 10km run at the Mother’s Day Classic in Canberra.

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CELEBRATING Diversity

IB: CREATIVITY, ACTION, SERVICE VISIT TO NORTH BELCONNEN DAY CENTRE

AS PART OF THE INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME, STUDENTS SELECT AND UNDERTAKE A RANGE OF ACTIVITIES WHICH FOCUS ON ELEMENTS OF CREATIVITY, ACTION AND SERVICE (CAS). THE ACTIVITIES ALLOW THE STUDENTS TO CHALLENGE THEMSELVES AND PARTICIPATE IN REAL AND PURPOSEFUL PROGRAMS THAT REQUIRE PLANNING, REVIEW AND REFLECTION ON BOTH OUTCOMES AND PERSONAL LEARNING.

In Term 1, 28 Year 11 IB students visited

the North Belconnen Day Centre (NBDC) as an introductory CAS activity. They were warmly welcomed and participated enthusiastically in flower arranging and card decorating. The girls’ enthusiasm, interest and understanding initiated many conversations and a connection between CGGS and NBDC that several students are eager to develop.

Dianne Gilbert CAS COORDINATOR

“We spent the afternoon helping the

ladies with a craft project, which allowed us to get to know the group. The ladies

had incredibly diverse backgrounds and

we were able to learn so much about their lives from the stories and anecdotes they

shared. It was a great opportunity to reach

out to members of our community that we normally wouldn’t see and to be able to learn from them.”

Georgia Connery (Year 11)

Top: Georgia Connery (Year 11) with Program Coordinator of the NDBC Jeanette Branch and a client.

Above: Year 11 students Elise Winch and Georgie Sanderson with day centre clients.

SHOES FOR PLANET EARTH AS PART OF THE YEAR 11 CAS REQUIREMENT, RAFAL BRASHI CHOSE TO SUPPORT AND COLLECT GOOD QUALITY SHOES FOR SHOES FOR PLANET EARTH AND BEGAN COLLECTING SHOES AT THE JUNIOR SCHOOL IN TERM 1. RAFAL COLLECTED AND SORTED THROUGH 93 PAIRS OF SPORT AND SCHOOL SHOES WHICH WILL BE DISTRIBUTED TO LOLOMA ORPHANAGE IN FIJI, A WOMEN’S REFUGE AND ORPHANAGE 20KM FROM THE CAPITAL, NADI. “I have always dreamt of becoming a

in this charity organisation I could make

philanthropist because I am interested

my dream come true. It gave me a chance

in the wellbeing of mankind. I would like to increase the welfare of less privileged people in the world. When I heard about Shoes For Planet Earth I did not hesitate to be part of it. I felt that by participating

to help those who are in need. I hope I can continue to do benevolent work, which would benefit others who are less fortunate in this world.”

Rafal Brashi (Year 11)

Rafal Brashi (Year 11) with some of the donated shoes.

GRAMMAR REPORT No. 99 | 7

FROM THE DIRECTOR OF PASTORAL CARE AUSTRALIA HAS A UNIQUE HISTORY THAT HAS BEEN SHAPED BY THE DIVERSITY OF ITS PEOPLE, THEIR CULTURES AND LIFESTYLES. The School promotes cultural respect for everyone from the traditional owners of our land to those who have come from many countries around the world.

Our student population reflects this uniqueness and offers a vibrant flavour to life at the School.

Collectively, the CGGS student community represents more than 50 different countries including: American Samoa, Botswana, Brazil, Canada, China, Denmark, Cambodia, Great Britain, Greece, India, Israel, Italy, Japan, Kenya, South Korea, Kuwait, Libya, Macedonia, Malaysia, The Netherlands, New Zealand, Nigeria, Norway, Papua New Guinea, Qatar, Saudi Arabia, Singapore, South Africa, Sri Lanka, United Arab Emirates, United States, Vietnam and Zimbabwe.

Cultural diversity enriches our lives and enhances respect, tolerance and empathy.

Our community celebrated Harmony Day on Friday 21 March. The day offered an opportunity for students and staff to come together to share aspects of their culture, faith and language and celebrate the benefits multiculturalism brings to our school.

The message of Harmony Day is ‘Everyone Belongs’. The Safe School Committee hosted a festival in the Senior School quad which showcased a variety of activities featuring orange, the Harmony Day colour, including: dress—the School community was invited to wear cultural dress for the day; music— Cooma-raised singer and X Factor contestant Vendulka performed; dance—students from the Belly Dancing group performed

in exquisite costumes; food—an orangethemed bake stall with macaroons, slices and cakes sold for charity and publicity—orange ribbons, badges and stickers were sold to staff and students for charity.

Participating in Harmony Day furthered student understanding and awareness

of how Australians from all backgrounds equally belong to our school community

and make it an enriching environment in which to work and learn.

Jeanette Widmer DIRECTOR OF PASTORAL CARE Harmony Day was successful beyond any sort of expectation the Safe School Committee had. We can’t solely measure the achievement of the day on the $1000 raised for Canberra Refugee Support, but on the day’s atmosphere; the School came alive with a myriad of cultural costumes, orange ribbons and festivity. The celebrations this year would be better described as a spectacle. The vibrancy of the belly dancers and the beautiful voice of Vendulka combined gathered numbers in the Senior School quad unsurpassed in previous years.

Elise Coorey and Maddy Waddoups (Year 12) SAFE SCHOOL COMMITTEE CO-CHAIRS

The Safe School Committee Back row, Ellen Thurlow (Year 8), Elise Coorey (Co-Chair), Jeanette Widmer, Vendulka, Katherine Flint (Year 7), Maddy Waddoups (Co-Chair) and Belle Hocking (Year 7). Front row, Maeve Moore, Annabel Laing and Daniella Vido (all Year 10).

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CELEBRATING Diversity

HARMONY DAY FRIDAY 21 MARCH

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4 1 M illie Gissane (Year 10) and Nada Jevtovic (Year 12) in traditional female and male costumes from Serbia.

2 Belly dancers; Emma Findlay (Year 11), Veronica Lynch (Year 11), Niki Johnson (Year 12) and Eloise Fry (Year 12).

3 Amy Gardner (Year 9) in an outfit representing her American and British heritage. Asha Clementi (Year 9) in an Indian kurta.

4 Róisín Lyons (Year 11) in traditional Irish solo dancing dress, Catriona Oldfield (Year 9) in traditional Scottish dress representing her Scottish heritage and Carys Trowell (Year 12) wearing her Slovenian grandmother’s dirndl.

5 Justine den Hartog (Year 12) in the national colours of the Netherlands and a t-shirt supporting the national soccer team at the European Cup, Nada Alzighaibi (Year 12) wearing traditional dress for Saudi Arabian women worn on special occasions, Rafal Brashi (Year 11) in a traditional Saudi Arabian Bedouin dress still worn on special occasions, Deanna Arora (Year 12) in an Indian churidar suit and Monisha Dhawan (Year 11) in an Indian anarkali suit.

6 Tadi Motsi (Year 7) in traditional African clothing normally worn at festival gatherings and traditional weddings, Ani Lee (Year 11) wearing traditional dress from Rote Island in Eastern Indonesia where her grandfather comes from and Varsha Ramesh (Year 7) wearing a salwar kameez, ethnic wear worn by Indian women.

GRAMMAR REPORT No. 99 | 9

A DIVERSE CURRICULUM As teachers, we continually look for ways

bring students out of the classroom for

in which we can engage students in all

new learning experiences.

aspects of the curriculum. One way in which we can achieve this is through

Jane O’Brien

diversifying the learning environment, to

DIRECTOR OF TEACHING AND LEARNING

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1 Y ear 9 and 10 dance students visit The Lyric Theatre in Sydney for a matinee performance of Strictly Ballroom – The Musical.

2 Choristers sing at the Access All Areas Concert. Back row: Arani Sivakumar, Isabella Lewis, Isobel Yeaman, Sarah Parker, Georgina Chan and Lisa Zhu. Front row: Ailin He, Lucy McMaster, Rose Reid, Catherine Hill, Rebecca O’Connor and Annabella Damiani with Melinda Sawers.

3 Year 10 Art students sketching their reflections in a sculpture by Bert Flugelman at the National Gallery.

4 Madeleine Bessell-Koprek, Elspeth Wright and Diya Pai at the Year 7 Camp at Tathra.

5 Bell Shakespeare performs Hamlet Out of Joint for Year 10 English students.

6 Ariana Cox, Kate Pickard and Bianca Gillett at the Year 9 Camp at Biloela.

7 Brett Hunt’s poetry performance for Year 8 English students.

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CELEBRATING Diversity

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8 C aitlin Johnson and Menaca Dissanayake during the Year 12 biology excursion to the National Botanic Gardens.

9 Year 12 leaders paddling in a canoe on the Year 12 Leadership Camp to Morton National Park.

10 The Senior Council with presenter Andrew Strong, at the Grip Leadership Conference in Sydney.

11 Cate Marques, Georgia Lowe, Larissa Woosup and Rebecca Dreher at the Year 11 Orientation Camp at Greenhills.

12 On the Ancient History and Latin tour, the group visited the ruins at Paestum.

13 Year 11 IB’s orientation incursion.

14 Year 11 and 12 fashion students attend Melbourne Fashion Festival. Right to left: Jessamy Patterson, Sophie Katsanevas, Sarah Newbery, Sophie Weber, Charlotte Baillie, Liz Francis, Celina Fong and Jacqueline Lewis.

15 Haillie Scotland in safety gear during Year 9 Geography’s excursion to the Port Kembla Steelworks.

16 Students river-sledding on the Year 8 Camp at Jindabyne.

GRAMMAR REPORT No. 99 | 11

MEET OUR BOARDERS

SIX BOARDERS FROM AROUND THE WORLD AND AUSTRALIA SHARE THEIR EXPERIENCES

ELANOR TAIT-RUSSELL YEAR 8

WODONGA, VICTORIA Boarding at CGGS is an amazing opportunity that will better me in later life. It will be good when I'm getting ready for university because I think I will be better at dealing with homesickness. I also like boarding because now I'm a lot more independent and have learned basic skills like washing clothes and doing things for myself without relying on other people. What I love most is having a schedule and set times for everything.

Dinner at a certain time, then Prep (homework time), then I call my family. It makes me feel a bit more secure, it means I won't miss anything or be late. It's also good being on the School campus so I always get to school on time.

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VERN SIM LOH

INES CHAN

MALAYSIA

HONG KONG

I like boarding at CGGS because it is an entirely new experience for me as I have never been a boarder before. But for the amount of time I have been here, everyone has been nothing but warm and friendly.

When I first started boarding, the thought of having to live away from my family was very daunting, but the staff and the other boarders have helped me adjust to this unfamiliar situation so much easier.

That's why boarding at CGGS is awesome! I love the fact that school is only a two-minute walk away!

Boarding at CGGS is like being at home. You feel safe, comfortable and happy. All the staff and boarders are really nice and friendly. I have become more independent since I came here as mum is no longer here to make my bed, pick up my mess, clean my room etc. I’ve also improved in managing my time between studying, cleaning up my room and going out with friends. There are a lot of things I like about boarding at CGGS, but what I love most is the friends I’ve made. Everyone is very welcoming and I’ve settled in pretty quickly. As an overseas student, it’s interesting picking up some of the local slang words and arguing the ‘correct’ term to use.

YEAR 11

YEAR 10

CELEBRATING Diversity

LARISSA WOOSUP

ANGE WANG

MACKAY, QUEENSLAND

CHINA

Boarding at CGGS is great!

It is an amazing way to gain independence and lifelong friends from different backgrounds. Living on campus makes everything easier and is a big convenience. The CGGS Boarding House also has a great support network; they provide one-on-one tutoring opportunities for most subjects offered at school, which is beneficial and popular among all the girls. My boarding experience so far at CGGS has been amazing, one I will never regret. I have been boarding since Year 7 and the thing I will always love most about boarding at CGGS is living with friends. The girls you meet and befriend are friends made for life, all the girls here are so welcoming and accepting.

I like boarding at CGGS because the Boarding House gives me a great feeling, it’s like staying with a large family and being surrounded with love. Teachers and students are very friendly here. When I have any problems they always try their best to help me. It also gives me a good environment to study English and learn to communicate with people in English. Although I am away from my family, I am not lonely. I love the environment in the Boarding House, both social and physical. People are very kind and the rooms are very nice. The Boarding House provides good conditions to live and study in.

YEAR 11

YEAR 12

CASSIDY WHITEHOUSE YEAR 8

KATHERINE, NORTHERN TERRITORY I like boarding at CGGS because it means that in Prep I can get homework and assignments done without having any distractions and because it’s compulsory it means that I get everything done. Also with the food side of things, it means you don't have a choice in what you eat so you get used to eating different foods.

What I love the most is having friends around all of the time and getting to know people from different places. Also, every term we get to change roommates, which means that you can get to know and be friends with different people.

GRAMMAR REPORT No. 99 | 13

FROM THE DIRECTOR OF CO-CURRICULUM THE CO-CURRICULAR PROGRAM AT CGGS HAS GROWN IN RECENT YEARS TO IMPROVE THE CAPACITY TO COVER ALL OF THE DIVERSE INTERESTS AND SKILLS OF THE STUDENTS. THE AIM IS TO OFFER EACH STUDENT THE OPPORTUNITY TO EXPLORE AND CULTIVATE HER INDIVIDUAL PASSIONS AND INTERESTS BY PARTICIPATING REGARDLESS OF SKILL LEVEL. Sport is one of the major co-curricular activities. While some teams are developed to provide high standards of competition, it is also recognised that some students want to participate in physical activity for fun and fitness in a non-competitive setting.

This desire has been catered for by the introduction of non-competitive activities such as social badminton, fitness classes and a range of dance classes such as Zumba, bellydance and now historical (mediaeval) dance.

The number of clubs and other activities have increased dramatically. For students looking to voice their social conscience, there is the Safe School Committee, Amnesty International, the Indigenous Focus Group and the Environment Group. Students can meet to share their thoughts about faith and

bible study in the LACE (Ladies as Christ’s Example) group. There are numerous creative possibilities through the extensive music program, drama, dance, cooking classes, jewellery making, digital photography and the newly-formed Melbourne Avenue Media which is a combination of film-making and technical production.

The Book Club provides an avenue for students to share their love of reading and to discuss the books they read. NEXUS provides a home for those students who have a passion for books and films in the fantasy and science-fiction genres.

Students who enjoy exercising their intellect can find a home in activities such as debating, public speaking, mock trials, Future Problem Solving, The Big

Bang Theory Club (who are starting with cosmology this year) or the expanded Chess, Card Games and Checkers Club.

Opportunities abound for student leadership—as captains, coaches, directors, sectional leaders or mentors.

The ability of the co-curricular program to cater for diverse needs and interests is

reflected in the extremely high participation rates even though there is no compulsion for involvement in the program.

David Blue DIRECTOR OF CO-CURRICULUM

“I have learnt a lot through this course, from simple things, like how to sew a button, to Haute Couture techniques. It has given me a huge boost towards my final goal of becoming a fashion designer, with hopefully my own label one day.”

Liz Francis (Year 12) TEXTILES CAPTAIN

Some of the co-curricular captains Back row, Georgia Lowe, Jax Perrin, Alice Wang, Penny Cummins, Belinda Weiss, Margaret Kowalik, Imogen Sykes-Bridge, Rachel Lewis, Kirsty Field and Lottie Bull. Middle back row, Olivia Sutton, Cate Hallett, Kasina Cook, Jess Oakley, Issy Heggie, Fiona Brennan, Amy Hughes, Niki Johnson, Madeline Mackie and Jess Baldwin. Middle front row, Julia Gibbons, Deanna Arora, Rosie Selth, Sarah-Jane Powderley, Jessamy Patterson, Joanna Sellar and Diana Lambert. Front row, Meaghan O’Grady, Amelia Goonerage, Sophia Fitt, Georgia Rowland, Cassidy Shaw, Elise Coorey, Maddy Waddoups and Liz Francis.

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CELEBRATING Diversity

DIVERSE OPPORTUNITIES MELBOURNE AVENUE MEDIA

Rosie Selth (Year 11).

the School community through

support of the various activities

and events that occur throughout the year. MAM provides technical

support to, and filming of, carnivals, music and drama performances,

publish high quality recordings for wider access to our music. 2014 is an exciting new beginning for MAM as we look forward to continue working, behind the scenes, to support the life and vibrancy of CGGS. Murray McKay TEACHER IN CHARGE OF MELBOURNE AVENUE MEDIA

as well as a range of whole school

events throughout the School year.

Our students gain valuable and

transferable skills in sound, lighting The launch of Melbourne Avenue Media (MAM) in 2014 signifies the unification

of two small but important co-curricular groups within the life of the School; the Technical Production Crew and the Film

Crew. Unlike most co-curricular activities, MAM is based on providing a service to

and filming, not to mention the valuable project management

experience they acquire. This year we are

also really excited to be building a portable

recording studio, thanks to a generous grant from the P&F Association. This will give us

the capacity to capture the variety of music

The volunteering component gives them

It’s a fantastic opportunity to try new things and get outside of your comfort zone. The hiking and camping expeditions challenge students to push themselves to their limits and encourages them to help each other on their journey. I am very passionate about the multitude of experiences and life lessons that the Scheme has provided me.

and consider how they can best use these

Elise Coorey (Year 12) OUTDOOR EDUCATION CAPTAIN

physical activity and volunteering, which

are complemented by several adventurous journeys. Students are encouraged to

undertake new activities or improve their

skill level or fitness level in current activities.

The Duke of Edinburgh’s Award Scheme gives our senior students (Years 10 to 12)

a unique opportunity to create their own

program, enabling them to set and achieve their individual goals. The Award consists of three individual components: skill,

Deanna Arora (Year 12) MELBOURNE AVENUE MEDIA CAPTAIN

performances in the life of the School and

Susannah Dahlstrom (Year 10) and Julia Cronan (Year 10) during the 30km Light to Light Walk in Eden.

DUKE OF EDINBURGH’S AWARD

I learn technical skills as well as leadership and management skills in the most friendly environment. It is also perfect for those who would like to be involved in major events, but don’t want to be in the spotlight. MAM allows students to be actively involved in serving the School community.

the opportunity to identify their strengths to assist others in our community. Students work together in small groups to plan,

prepare and undertake a minimum of two

adventurous journeys. Some of the amazing areas visited include Kosciuszko National Park, Budawang National Park, Nadgee

Nature Reserve, Cradle Mountain – Lake St Clair National Park and Namadgi National

Park. The beauty of the Duke of Edinburgh’s

Award Scheme is that students are encouraged to design a program that suits and challenges them.

Anna Hyslop TEACHER IN CHARGE OF THE DUKE OF EDINBURGH’S AWARD SCHEME GRAMMAR REPORT No. 99 | 15

INTERNATIONAL STUDENTS FROM THE ARCHIVES

16 | GRAMMAR REPORT No. 99

INTERNATIONAL YOUNGER SET IN CANBERRA Australian youngsters at the two big private schools, the Canberra Grammar School and the Church of England Girls’ Grammar School, meet, and become friends with, children from France, Poland, Germany, Holland, Indonesia, Thailand, Norway, Sweden, the United States, the United Kingdom, Japan, Ireland and someday, perhaps, the Soviet Union.

They are well-spoken and poised, these children.

Most of them have travelled the world, lived in many countries.

Like little Julia Braham, aged 10, who has lived in England, America, as well as in Russia, but all she can remember there was “lots of snow,” and she liked “living in Java most of all.”

The daughter of Mr and Mrs Harold Braham, her father is a counsellor at the British Embassy in Djarkarta; her brother, David, is at school at Tudor House, Moss Vale.

Typical of the way these children from other lands settle so happily into the Australian scene are the three children of the Indonesian Ambassador, Dr R Oetoyo, and Madame Oetoyo.

Bright-eyed, teenaged Farida, and her two brothers, Satria, aged nine and Fadjar, 11, all speak English well and are good at sports. Farida was junior swimming champion of her school this year, and Fadjar is the vice-captain of the B-grade cricket team.

Some travel big distances during their holidays.

Penny and Rita Boyle, two American girls, spent their last Christmas holidays with their parents, Mr and Mrs RR Boyle, in Java.

Excited at the thought of sampling a slice of real Australian country station life are two dark-eyed Indian girls, Hazel and Evangeline Singh, who were invited to spend their next school holidays with Mr and Mrs GE Crossley, of Illoura, Yass, parents of Joy Crossley, who is vice-captain of the Church of England Girls’ Grammar School in Canberra.

Newspaper articles found on Trove (www.trove.nla.gov.au) reproduced courtesy of the National Library of Australia.

Photos courtesy of Fairfax Syndication.

Both school prefects, the Indian sisters, who are not allowed to tell their ages, are the daughters of a businessman in Fiji. They are sitting for their Leaving Certificate this year, hope to go on to the University, where their brother already is a student.

Extracts from an article on the diverse community of CCEGGS and CGS. ‘International Younger Set in Canberra’, The Sun Herald (Sydney, NSW), 19 April, 1953.

GRAMMAR REPORT No. 99 | 17

FROM THE HEAD OF JUNIOR SCHOOL A BRIEF CONVERSATION BETWEEN MYSELF AND A FORMER CGGS PARENT, SIMON CARROLL WAS THE CATALYST FOR THE BEGINNINGS OF A JOURNEY THAT, OVER TIME, HAS RESULTED IN A STRONG PARTNERSHIP BETWEEN OUR OWN SCHOOL COMMUNITY AND THAT OF A SMALL REMOTE, RURAL COMMUNITY IN SOUTHWEST KENYA. Simon and Jann Carroll founded Global School Partners (GSP) in 2009 and CGGS was the first school to commit to supporting a school under this umbrella organization. Thulasizwe was a school in Soweto and in that initial time of mapping out how our school community could get involved, CGGS raised money and sent over school shoes and clothing so that the children could attend school.

Sadly, at the time of the World Cup, the Soweto region underwent great changes and the Thulasizwe school’s student base disappeared when the community in that area was relocated. With this imminent, CGGS was approached by GSP in 2011 to take on a second school, the Mwangaza Academy, in Kenya. This was the beginning of our present relationship.

Mwangaza Academy was located in Kisii, Kenya and catered for approximately 300 students from five to 14 years of age. They were located in rented premises, had few resources, no electricity, no water and no toilets.

It was very evident from our discussions that our community could do much to help these children and their community and we have endeavoured over time to create an environment of mutual support and learning.

The news that Mwangaza Academy wanted to change the name of their school to the Canberra Sunshine Academy (CSA) when they acquired land and prepared to move, was met with great excitement at the Junior School. In addition, they also adopted

the CGGS crest. The next step in our journey will be to visit Kenya and it is very exciting that a group of Senior School students will embark on a service trip in July 2014.

At this time it is hoped that a container of goods will be delivered to the community and the 16 students on the service trip will spend their days in the region working at the school and getting to know the staff and students. A personal presence would give a huge boost to the teachers, students and community. It has already been proven that when GSP visit, their presence provides encouragement and excitement for the school community and 2014 will elevate CSA in the eyes of the surrounding local community.

This relationship continues to highlight to our students that we are all part of a global village and our actions and generosity can and do make a difference.

Heather Ablett HEAD OF JUNIOR SCHOOL Heather Ablett with Year 2 students Rateel Brashi, Laura Harding, Magnus Tranter and John Christopherson at the Whole School Fun Run which raised more funds for CSA through a barbecue and coffee van.

18 | GRAMMAR REPORT No. 99

CELEBRATING Diversity

OUR JOURNEY WITH CANBERRA SUNSHINE ACADEMY 2009: CGGS Junior School adopts Thulasizwe School in Soweto and begins collections and fundraising, sending school shoes, school uniforms and books.

2011: CGGS commits to also assist Mwangaza Academy in South West Kenya.

Fundraising provides for a 5000 litre water tank so students and staff have drinking water and are able to wash.

Letters begin to be exchanged between students and staff in both schools.

2012: Mwangaza Academy changes its name to Canberra Sunshine Academy as an acknowledgement of the strong partnership and connection with CGGS. CSA moves to its own land.

The CGGS community commences sponsorship of individual students from CSA (26 students from CSA are currently sponsored by CGGS students/families).

Three permanent classrooms and the first toilet block are built using funds raised by CGGS ELC and Junior School.

In addition, over 200 exercise books, 20 desks and chairs are funded by CGGS ELC and Junior School.

A container was sent containing books, sporting equipment and teaching resources.

Top: Students with donated textbooks and sports equipment. Left, Julie Jobson and Simon Carroll.

Front, Gabrielle Smith, Manon Smair, Imogen McMahon, Paris McMahon, Sarah Hutchinson, Rachael Hogan and Heather Ablett in 2013 with gifts for CSA. Right, the 5000 litre tank and guttering.

2013: Text books and sports equipment are funded by CGGS for CSA.

More permanent brick classrooms are built.

An additional water tank and more toilets are built. Electricity is also connected.

Fundraising is initiated by individuals including Junior School’s Head Girl, Sarah Hutchinson, who raised nearly $3000 through sponsorships to ride 100 kilometres. Sarah provided the funds for an additional water tank. Paris and Imogen McMahon raised money to buy mattresses, shoes and food supplies for the families of their sponsored children from CSA.

2014: Further permanent brick buildings will be built.

A container with personal gifts will arrive, along with stationery, books and sporting equipment.

A service trip for 16 students and the Head of Junior School and Head of Senior School to visit CSA in July.

Fundraising for CSA continues in both the Junior and Senior Schools.

GRAMMAR REPORT No. 99 | 19

FROM THE DIRECTOR OF JUNIOR SCHOOL (YEAR 3 TO 6) AS AN IB WORLD SCHOOL, CGGS RECOGNISES THAT TO DEVELOP THESE LEARNER CHARACTERISTICS, STUDENTS NEED TO HAVE ACCESS TO A WIDE VARIETY OF CURRICULAR AND CO-CURRICULAR EXPERIENCES, WHICH ENHANCE LEARNING, BROADEN LIFE EXPERIENCE AND FOSTER PHYSICAL AND MENTAL WELLBEING. These experiences are facilitated by a combination of school staff and outside providers.

Fulfilment of academic potential is a priority in the Junior School and learning in the classroom is enhanced by pedagogical excellence, using resources in the School and broader community and facilitating academic enrichment and support programs.

Students may also participate in academic competitions (International Competitions and Assessments for Schools or the Mathematics Challenge for Young Australians) and creative problemsolving team competitions (GATEWAYS and Tournament of Minds), learn a third language (Mandarin), develop their skills

in science (Science Club) or take their public speaking skills to new heights (debating and Rostrum inter-school competitions).

To enhance their artistic or physical skills, the students may join one of the many music groups (choirs, Concert Band, Celtic Club, String Orchestra, Percussion Ensemble, Recorder Group), participate in Art Club, the Year 6 musical or the Year 5 drama production, learn one or more of a wide variety of instruments in the co-curricular music program, or take advantage

of opportunities in a wide variety of seasonal recreational and competitive sports.

Integral to the Program of Inquiry is a strong emphasis on social justice, service and global responsibility.

There are a number of school adjunct initiatives that extend the work done in the Program of Inquiry. The CGGS

students make decisions about awareness and fundraising campaigns for a variety of community charities through the Student Representative Council. The achievements of students who take their own independent action in these areas are celebrated and publicised in the community.

Lee Wilde DIRECTOR OF JUNIOR SCHOOL (YEAR 3 TO 6)

“Art Club is my favourite club because I get to learn how to use different materials and new creative techniques. I love working on a project over eight weeks as I get to focus on the details and put all of my heart into it.

Art Club is very inspiring!”

Sophie Domazet (Year 4)

Lee Wilde with some of the members from the Celtic Club; Sophie Hutchinson (Prep), Ashleigh Lane (Year 6) and Georgia Connolly (Year 5).

20 | GRAMMAR REPORT No. 99

CELEBRATING Diversity

EVENING OF ADMIRATION THURSDAY 20 MARCH The Year 6 classes hosted an Evening of Admiration, taking on the persona of a variant of eminent people from across the ages. The students asked their visitors to suspend reality for a while and enjoy a conversation with a variety of distinguished notables. This evening was a culmination of the inquiry unit under the theme ‘Where we are in place and time’ and the biography, magazine article, art work and ‘fakebook’ pages that each student had created were a culmination of five weeks of in-depth work. It was a wonderful evening and our admirable Year 6 students deserved all the accolades that came their way.

Janet Robertson YEAR 6 CLASS TEACHER 1

2

5

3

6

4

7

1 L ily Brar (Year 6) as Malala Yousafzai.

2 Grace Burns (Year 6) as Nelson Mandela.

3 Priya Clarke (Year 6) as Steve Jobs.

4 Zoe Melhuish (Year 6) as Leonardo Da Vinci.

5 Annabelle Connery (Year 6) as Irena Sendler.

6 Emma Byatt (Year 6) as Dr Victor Chang.

7 Olivia Lukic (Year 6) as David Attenborough.

GRAMMAR REPORT No. 99 | 21

FROM THE DIRECTOR OF JUNIOR SCHOOL (ELC TO YEAR 2) BOYS HAVE MADE UP AN IMPORTANT PART OF CGGS SINCE THE SCHOOL WAS ESTABLISHED IN THE LATE 1920S, WITH EARLY PHOTOGRAPHS SHOWING MALE STUDENTS PROUDLY SITTING ALONGSIDE THEIR FEMALE PEERS. While the School recognises the many

benefits of single sex education for older children, it values the social interactions

that a gender balance brings to the early years of schooling. Boys can enter the

Early Learning Centre (ELC) in Reception and can remain until the end of Year 2.

During these years, boys develop strong

relationships with the girls and the staff of the ELC and Junior School.

While the balance of boys and girls

fluctuates from one year to another, enrolment of boys has increased

significantly over the last few years proving that parents value the

non-gender specific programs the School offers.

The co-educational classrooms of the ELC and Junior Primary provide an opportunity for girls and boys to learn positive skills from each other.

They interact freely in classroom activities, playtimes and at co-curricular clubs. Boys Club is a co-curricular activity which caters purely for boys. Favourite pastimes at their weekly after school sessions include soccer, pitching tents and sharing books penned for a young male audience. The program is flexible and responsive to the interests of the boys.

From Year 3 onwards, the students enter a girls-only environment. Links are maintained with their male peers through

the Exchange Days held each semester with Canberra Grammar School. Students across each year level and both schools join together to engage in a variety of fun activities. On these days, old friendships are visited and new ones forged. As the students progress through to Senior School the opportunities for cross-school interactions broaden with a wide range of co-educational sporting, musical and performing arts programs on offer.

It is always with a touch of sadness that the staff farewells the Year 2 boys at the end of year Presentation Assembly. At the same time, they look proudly on knowing that the boys have developed the confidence and strong social skills they need for the next phase of their educational journey.

Damaris Patterson DIRECTOR OF JUNIOR SCHOOL (ELC TO YEAR 2)

“It’s good being a boy at the ELC because it’s fun playing with the trucks! My favourite thing is the doll’s house, because it has a kitchen inside it. I like playing with that.”

Connor Havas (Pre-Prep)

Damaris Patterson with William Chapman (Year 1), Max Juric (Year 1), Mef Ajulo (Year 2) and Elijah Athanasiou (Year 1), dressed in their favourite sporting colours to raise funds for Sydney’s St Vincent’s Hospital’s Heart and Lung Transplant program.

22 | GRAMMAR REPORT No. 99

CELEBRATING Diversity

THE EARLY LEARNING CENTRE’S 10TH BIRTHDAY BOARD PAPERS FROM 1980 INDICATE THAT CGGS (KNOWN

AS CEGGS AT THE TIME) ESTABLISHED THE FIRST PRE-SCHOOL IN THE ACT, HAVING OPERATED A PRE-SCHOOL ROOM AT ST GABRIEL’S AT GLEBE HOUSE IN 1926.

Over time pre-school education at CGGS took many forms before ceasing for some time. With the turn of the millennium it was time to consider once again providing education for children under the age required for formal schooling. The site of the Junior School tennis courts was chosen as the location for a purpose built, fresh and modern facility.

In 2004 the ELC was unveiled and 57 students aged 3 to 5 were enrolled into multi-age classes. Over the ensuing 10 years, the ELC has gone from strength to strength. With the introduction of age specific classes and classes dedicated to full-time or part-time students, the ELC has grown and since 2010, the Centre has offered 115 highly sought after early childhood education places.

ELC Assistant since 2004 Gillian Jordan, Victoria Sturgess (Year 9), Heather Ablett, Iman Kibukamusoke (Year 9), Damaris Patterson and Abby Chung (Year 9). Front row, Siri Taubenschlag (Reception), Edward Johnson (Pre-Prep), Mitchell Bond (Pre-Prep) and Claire Campbell (Pre-Prep).

The physicality of the ELC has also developed over time and has benefitted greatly from the generosity of the P&F Association and The Gabriel Foundation.

affirmed that 10 years on from its inception, the ELC continues to

It was fitting that in its tenth year, the ELC was awarded with ratings of ‘Exceeding National Quality Standard’ across all seven quality areas of the National Quality Framework. This success

“One of my favourite memories from the ELC was going to the Junior School for music, French and Chapel. Also, playing in the playground as we didn’t have much, only toys, a sandpit and a mound and we used to come up with all sorts of games in order to entertain ourselves. Due to our age running around in a circle was enough!”

Iman Kibukamusoke (Year 9)

Damaris Patterson

DIRECTOR OF JUNIOR SCHOOL (ELC TO YEAR 2)

“When I was at the ELC, there was a small hill near the sandpit. We used to sit in the back of Tonka Trucks (because back then we could actually fit!) and roll down the hill.”

Victoria Sturgess (Year 9)

“My favourite memory from the ELC was when we were eating at lunch times ... it was a time when we all ate together and the food was actually quite nice. It is also special because they don’t do that anymore.”

Abby Chung (Year 9)

offer an excellent early childhood education to its young learners.

Victoria Sturgess, Iman Kibukamusoke and Abby Chung in the ELC playground today.

GRAMMAR REPORT No. 99 | 23

LANGUAGES AT THE JUNIOR SCHOOL LANGUAGES AND LANGUAGE LEARNING HAVE BEEN AT THE CORE OF THE PRIMARY YEARS PROGRAMME (PYP) SINCE ITS INCEPTION. THE ABILITY TO COMMUNICATE IN A VARIETY OF WAYS IN MORE THAN ONE LANGUAGE IS ESSENTIAL TO THE CONCEPT OF AN INTERNATIONAL EDUCATION THAT PROMOTES INTERCULTURAL UNDERSTANDING (IBO, 2008).

With 27 nationalities represented and 22 languages spoken at the Junior School, we understand and embrace the value and importance of additional language learning and mother tongue to academic, social and cultural development.

Most importantly, language learning is best supported through the partnership and relationships we nurture between parents and the School.

The understanding that all teachers are language teachers is core to our beliefs in the Junior School. We place great importance on language learning which is reflected through our commitment to

providing French as a second language.

From our 4-year-old Pre-Prep classes (from Semester 2 each year) through to Year

6, our students are immersed in French

through weekly lessons instructed by our French teacher, Vicki Allen. In addition

to French, Mandarin is offered through

our co-curricular program with students from Years 2 to 6 participating weekly throughout the year.

The School supports mother tongue and language learning through the variety

of resources we provide with our Library stocking approximately 100 titles in 14

different languages. Curriculum planning by teachers also takes into account the

individual language needs of students and teachers who strive to make authentic

connections to students’ mother tongue and learning in French lessons where possible.

We are continually striving to enhance and enrich our approaches to language learning and parental support, feedback and encouragement benefits student learning beyond all other approaches.

Simone Reilly CURRICULUM COORDINATOR

“I like learning French because we watch video clips of fun French songs and use pictures to help us understand. I have learnt to say a lot of new words.”

Chloe Caldwell (Year 3)

“I enjoy learning Mandarin because you get to experience learning another language and it is interesting. Being able to learn languages at CGGS is what helps make our school different.”

Rachael Lu (Year 6)

Simone Reilly with Year 6 students Laura Cockerill, Grace Turner, Emily Turner, Selina Wang-Zhao and Lily Brar. Front, Paris McMahon, Zoe Melhuish and Anastacia Leahey.

24 | GRAMMAR REPORT No. 99

CELEBRATING Diversity

DIVERSE TEACHERS BLAS PINERO MARTINEZ “STUDENTS MUST BE AWARE THAT

WE ARE LIVING IN A GLOBAL WORLD

WHERE OPPORTUNITIES AND CAREERS CAN OCCUR ON THE OTHER SIDE OF THE GLOBE—SPEAKING ENGLISH IS

NOT ENOUGH TO OVERCOME ALL THE

CULTURAL AND SOCIAL ASPECTS THAT ARE NECESSARY IN A SUCCESSFUL

CAREER,” SAYS BLAS PINERO-MARTINEZ, THE NEW SENIOR SCHOOL FRENCH,

SPANISH AND MANDARIN TEACHER. “Knowing another language, especially

an Asian language and therefore, another culture, has become crucial.”

In his first year at CGGS, Blas teaches

Mandarin to Year 7 students, which is the first time it has been offered as a

curriculum subject at the School, as well as co-curricular Mandarin Conversation.

Blas also teaches French to Year 10 and 11 students and Year 11 (with IB) and 12 Spanish.

Having lived and studied in France, China and now Australia, the native Spanish

speaker says his lifelong relationship with

languages has had a lot to do with adapting

“At CGGS we are very lucky to be able to study Mandarin. The Mandarin course offered at CGGS teaches characters called hanzi as well as pinyin. In just a short two terms I have learnt to have conversations in Mandarin with my peers and teacher Mr Pinero Martinez.”

Lena Christopherson (Year 7)

himself to different linguistic environments.

“First, I had to cope with lessons and

academic staff and really importantly I had to socialise with other people and become

fully integrated. It’s in these situations that I realised how closely linked languages are with cultural issues,” Blas says.

Enhancing students’ knowledge of the

world through languages and providing them with the tools to move in a global

context, is what Blas enjoys most about

a better and more peaceful and liveable society,” he says.

“One of the biggest challenges language teachers face is making students aware of how important it is to learn a foreign language and to encourage them to keep studying a second language during their whole secondary studies and further.”

teaching languages. “I am providing

Although he’s been teaching for more than

makes other people and cultures better

especially enjoys translating contemporary

students with the keys that open doors and

10 years, Blas is also a literature translator. He

understood—an important part in making

Chinese literature, which is one of his

Blas Pinero Martinez in a Year 7 Mandarin class with Phoebe Eldridge-Smith, Alanah Jansen, Milly Ashurst, Harriet Wallace and Lena Christopherson.

greatest passions. One of his biggest career achievements so far was the editing and translating into Spanish of a bilingual anthology of Chinese modern poetry. Blas’ latest body

of work was the translation of Nobel Prize winner Mo Yan’s 800-page novel Tanxiang Xing, from Chinese to Spanish, which took one year to complete. He is currently translating Mo Yan’s next novel, which will be published next year.

Blas says teaching at CGGS has been a valuable experience so far; learning from other language teachers’ experiences and their expertise, but his students have benefited from Blas’ multilingual talents, too, and CGGS is richer for it.

GRAMMAR REPORT No. 99 | 25

DIVERSE TEACHERS LOUISE BURROWS AFTER EIGHT YEARS AWAY FROM RUGBY UNION, JUNIOR SCHOOL

PSPE TEACHER LOUISE BURROWS IS

MAKING A COMEBACK. LOUISE HAS BEEN SELECTED TO PLAY FOR THE

WALLAROOS’ SIDE IN A TRI-NATIONS

TOURNAMENT AGAINST NEW ZEALAND AND CANADA IN JUNE.

“This selection means so much to me and my family,” she says.

“To have the opportunity to represent your country is the pinnacle in any sport and

for me to achieve this goal after having my

two children (Georgie, 4 and Fletcher, 6) and years away from the sport is something

I get quite emotional about as I feel very honoured and proud. To be able to play

for my country in New Zealand in front of my mum, husband and two children and

singing the National Anthem in the green and gold will be an amazing feeling.”

Louise, who plays hooker, started playing

rugby at a school girls tournament in 1994 when she was 17 and started playing for

Royals Rugby Union Club and the ACT in

1995. She made her test debut for Australia against England in 2001. Louise had 12 test

“We are so excited that one of our teachers has been selected to play for Australia. I hope that Mrs Burrows gets to the World Cup so she can go and compete in Paris. She is the best PE teacher and I always learn a lot especially when she has great stories to tell us about how she is going with her rugby, the Wallaroos are very lucky to have her on their team.

GO Mrs Burrows!”

Ayva Craig (Year 6)

caps for Australia before she quit to start a family after the 2006 World Cup. She

says she wasn’t sure that she’d come back and play.

“I love the physicality, the mateship and

that every game challenges your strengths and weaknesses, I couldn’t resist coming back to such a great game.”

Louise says the opportunity to play two

game as well as my strength, power and fitness I will hopefully be selected to play at the World Cup in Paris. As a squad we will be hoping to work well as a team and take that on to the World Cup and better our third placing at the 2010 World Cup,” she says.

tests before the World Cup in August is very

For Louise, the opportunity to play at her third World Cup may be her last.

“If I play well in New Zealand and keep

“I am a mum and the sacrifices I make every day to achieve this goal makes it

valuable for both the team and herself.

making improvements in all aspects of the 26 | GRAMMAR REPORT No. 99

more special,” she says.

“I get up at 5.30am every day to be able to fit all my sessions in before work, then I get home from work, organise the kids and head back out the door to train again. It is a huge commitment but with the support of my husband and CGGS, I am achieving my goals.”

Louise Burrows with Brumbies hooker Stephen Moore after a training session. CREDIT: UC Brumbies.

CELEBRATING Diversity

THE GABRIEL FOUNDATION WHAT IS THE FOUNDATION? The Gabriel Foundation came into being more than 30 years ago in a time of uncertainty concerning the future funding of non-government schools not unlike the times we are in at present. The main purpose of the Foundation is to advance educational opportunities through assistance and support of CGGS.

The Foundation takes its name from the St Gabriel’s School opened with just 10 pupils in 1926 as the first federal Parliament House was nearing completion, surrounded by sheep paddocks. Housed in the old St John’s Rectory (Glebe House), the Anglican Community of the Sisters of the Church had answered a request from Bishop Radford of the then Diocese of Goulburn, who saw a need for such a school in the small community designated as the new federal capital. St Gabriel’s was renamed the Canberra Church of England Girls’ Grammar School in 1933.

The work of the Foundation reflects the early history of the School when a dedicated group of parents and friends purchased the School from the Sisters in 1935, ensuring its survival through times of economic hardship following the Great Depression.

The purpose of the Foundation is to manage its funds to ensure income is available for the capital development of the School and to provide scholarships and other assistance to provide access to the educational opportunities offered by CGGS. The motto of the Gabriel Foundation is Love, Honour, Service – reflecting the origins of CGGS and the Foundation’s ongoing work in enhancing the viability of the School.

WHO ARE THE MEMBERS OF THE FOUNDATION?

WHAT DOES THE FOUNDATION DO WITH ITS FUNDS?

The membership of the Foundation comprises members, affiliates, fellows, vice patrons and patrons and its present membership stands at close to 300, supported by an additional 1,100 foundation friends. The Board of the Foundation is

The Foundation makes use of its funds in the following manner:

appointed by the School, the Anglican Diocese of Canberra and Goulburn, the members and has nominees from the Grammarians’ Association, the P&F Association and the staff. The Chair of the School Board and the Principal are also members of the Gabriel Foundation Board.

The present members of the Foundation Board are:

ff David Holmesby (Chair) ff Bob Nattey (Deputy Chair) ff Belinda Moss (Chair of the School Board) ff Anne Coutts (Principal) ff Sue Hart (School Board and President of the Grammarians’ Association) ff Alan Francis (School Board) ff Doug Lennie (Former School Board member)

FROM WHERE DOES THE FOUNDATION GET ITS FUNDS? The Foundation derives its funds from three main sources:

ff Support of Capital Projects. The Foundation’s assets underpin the School’s borrowing and cash

contributions and assist the School’s debt servicing. Over the last three years the Foundation has contributed $3.3 million to the School in support of projects like the Junior School Hall, the Senior School Science Wing, the Administration Building and the rebuilding of B Block. ff Scholarships in the Boarding House and the Vivien Gough Memorial Performing Arts Scholarship. The Foundation currently supports 17 scholarship holders in the Boarding House and three Vivien Gough scholars. ff Professional development for staff. The Foundation is proud to support this key aspect of the School, primarily through the provision of funding each year to allow a member of staff to undertake research and personal development which will enhance their professional capabilities and benefit the School in the future.

David Holmesby CHAIR, THE GABRIEL FOUNDATION

ff Donations, gifts and bequests. ff The Standard Family Capital Contribution which each family contributes upon joining the School and which is deposited in the Foundation and managed by the Foundation Board. ff Earnings from invested funds.

GRAMMAR REPORT No. 99 | 27

GRAMMARIANS CLAIRE HARVEY (1994) IT’S BEEN TWO DECADES SINCE CLAIRE HARVEY WAS AWARDED DUX

OF CGGS AND THE ADVICE SHE GAVE TO STUDENTS AT ASSEMBLY THE FOLLOWING YEAR, STILL HASN’T CHANGED. “I (possibly unwisely) told the girls the best

These days, Claire is mother

or science in Years 11 and 12. I don’t think the

old son Reg Neilson. “My

decision I ever made was not to do maths

then-Principal was terribly impressed. But I really felt it was true,” she recalls.

“Don’t make yourself miserable doing a subject you hate because everyone else thinks you should. Dump it—and do

something you love instead. You’re much more likely to find work you enjoy if you

focus on the subjects you’re already good at and thriving in,” she says.

to her first child, six-monthnew challenge is balancing

work and family. I’ve spent so

many years working very long hours and being very much

Claire Harvey.

immersed in the news and

the world of newspapers,” she says. “Now I’m enjoying a new

kind of immersion—still passionate about

journalism, but hopefully now becoming a better, sharper, more efficient journo with

“That’s something CGGS gave me—

all the wild experiences motherhood is

and was good at.”

Twenty years on, Claire looks back fondly on

The sixth generation journalist and

into the Year 12 common room.

the freedom to do what I wanted…

daughter of the inimitable Peter Harvey always wanted to follow in her father’s

footsteps and because “it seemed like the

giving me.”

her Year 7 days when she was dying to get “I was desperate to become one of those

incredibly grown-up women with long hair

tied up in topknots, swishing around in

their senior uniforms. I used to spend my

free periods with the handful of other girls

who’d ditched maths, eating Maltesers and drinking instant coffee (which we thought was very sophisticated). One of my co-

conspirators was my dear friend Annabel Reid (1994), who went on to be a top

ballerina with The Australian Ballet before

her retirement. In summer we used to roar off in my mum’s Honda and zoom down

to Manuka Pool to cool off. We thought we

greatest fun on Earth.” Claire began work

were fabulous.”

experience as a copygirl the week she

finished school at The Australian’s office in

CLAIRE HARVEY began at CCEGGS in

wasn’t long until she was paid for her work.

1981 and graduated in 1994 as Dux of the

kindergarten (now known as Reception) in

the press gallery at Parliament House and it

School. After gaining work experience with

“I stayed there for the next 11 years,

The Australian in the Parliament House

becoming a cadet, a news reporter, then

press gallery, Claire studied for a Bachelor

a foreign correspondent, covering New

of Arts (majoring in politics, history and

Zealand and the Pacific Islands for the

English) at the ANU. Claire has been the

paper. I decided to spend a bit more time

deputy editor of The Sunday Telegraph since

in New Zealand after my posting finished

2011. She is also an ambassador of the Avner

and worked at The New Zealand Herald for two years, then returned to Australia and

joined The Sunday Telegraph, where I’m now deputy editor.”

28 | GRAMMAR REPORT No. 99

Nahmani Pancreatic Cancer Foundation and Claire Harvey with her father Peter during his fight with pancreatic cancer in January 2013.

is passionate about drawing awareness to

the disease that claimed her father in 2013.

CELEBRATING Diversity

TARA DEAR (2011) 20-YEAR-OLD TARA DEAR FOLLOWED HER PASSION FOR LANGUAGES OVERSEAS, WHERE SHE HAS SPENT HER LAST THREE YEARS SINCE GRADUATING IN 2011. TARA IS COMPLETING HER FIRST YEAR OF

A BACHELOR OF LIBERAL ARTS DEGREE AT YALE-NUS COLLEGE IN

SINGAPORE. RECENTLY, SHE RECEIVED A TAN CHIN TUAN SCHOLARSHIP IN CHINESE LANGUAGE STUDIES, WHICH WILL ENABLE HER TO STUDY MANDARIN AT THE BEIJING INSTITUTE OF EDUCATION FOR TWO

MONTHS, BRINGING HER A STEP CLOSER TO HER GOAL OF BECOMING FLUENT IN THE LANGUAGE.

“Given my half-Chinese ethnicity, attaining

teammates who all started

that I am very excited to work towards

pyjama party. Moments like

fluency in Mandarin is a long-held ambition having recently begun living in Asia,”

Tara Dear in South West China.

singing for an impromptu

these remind me how incredible the

the Principal’s Award. After graduating, Tara

was to spend my high-school years with

and teaching. In early 2013, Tara undertook

Grammar community is and how lucky I

spent time overseas learning languages

such warm-hearted people.”

three-months’ intensive Mandarin study

has shown me that total immersion

After graduating from CGGS, Tara spent

School in Kunming. Later that year, she

language. I am 100 per cent excited to come

and Mandarin in Beijing. She also travelled

she says.

“Although fluency requires more than two months of study, my previous experience is indubitably the best way to learn a

to Singapore with better Chinese than

when I left! As well as developing both my spoken and written Mandarin, I’m looking forward to making Chinese friends and seeing more of the country.”

The 2011 Languages Captains says she

has always been fascinated by culture

and diversity. For six years at CGGS, Tara

studied Japanese, the only Asian language

her gap year studying Japanese in Japan to Borneo, India and Ghana teaching at

schools and orphanages and learning the local languages. “In Ghana during 2012, I

learnt two languages; Twii and Mampuli.

Both aided me in teaching and upon leaving the community where I’d been living in a homestay, I gave a farewell speech in

Mampuli that clearly meant a lot to the people I’d been interacting with.”

offered at the time and in 2010, she studied

To Tara, languages are a course in how to

community service program in Peru with

homes all around the world. “Choose the

Spanish for one year, ahead of a month-long fellow CGGS students, which was one of Tara’s favourite memories of the School.

“We stayed for a few nights at a rural village high up in the Andes mountains, all 15 of us sleeping in the same large room borrowed from the school we were volunteering in. On the night of my 17th birthday, I

remember being woken up at 4am by my

at Mandarin House in Beijing and Keats’

joined Asia’s first liberal arts college, Yale-

NUS College in Singapore and became one of the first ambassadors for international

language study. In early 2014 she received one of eight highly competitive Tan Chin Tuan Foundation Scholarships to study

Mandarin in China and will complete the

program in August this year. Tara dreams of becoming multilingual and of more travel and teaching in developing countries.

make friends, build connections and find language of countries that you’d love to

live in. Learning a language is like starting

a relationship, not just with the words but with the people and the places and in the most surprising of ways, can become a relationship for life.”

TARA DEAR joined CGGS in Year 7 in 2006

and graduated in 2011, where she received

Tara Dear and her university classmates taking a ferry on a field trip to Pulau Ubin.

GRAMMAR REPORT No. 99 | 29

NEWS FROM GRAMMARIANS CLASS OF 2013 – WHERE ARE THEY NOW? The pathways of recent graduates are indeed diverse. About a third of students have taken a gap year and their destinations range all over the world from Peru to Berlin.

Another third of students chose to stay in Canberra and make full use of the variety of tertiary experiences available in the ACT— CGGS students have enrolled for study in 2014 at ANU, University of Canberra, Australian Catholic University and CIT. The number of students choosing to study out

of state also makes up about a third of graduating students. This year, offers were made from universities across Australia including all six states and students have enrolled at over 20 different institutions.

The class of 2013 defies national concerns about girls in science by pursuing not only general science degrees, but also engineering and IT.

There is also great diversity in the areas

Arts degrees and creative arts, including

and subjects students choose to study and

work in after leaving CGGS. Health-related fields including medicine, nursing, dental, optometry, physiotherapy, radiography, nutrition and pharmacy are popular, as

are law and business courses including

Zoe Buckman (2006) celebrates her win in the semi-final of the women’s 1500m at the 2013 IAAF World Championships in Moscow, Russia.

ALIX BIGGS (2012) has been awarded a

the scholarship’s namesake and actively

Currently in her second year of a Bachelor

scale,” says Alix. Alix was the School

of Philosophy Honours (Arts) degree at the ANU, Alix is one of four recipients

awarded the national scholarship which is

valued at up to $60,000 over four years. “It is such an honour to receive the Hawker

Scholarship and because of its generosity I now have the freedom to focus on all

the activities I love doing as well as my

studies. The Hawker Scholarship entails a

commitment to Australian public life, and I

hope to echo the service of Charles Hawker,

30 | GRAMMAR REPORT No. 99

are also well represented in student destinations.

Jessica Dietrich CAREERS ADVISOR

finance, economics and commerce.

ZOE BUCKMAN (2006), will represent Australia at the Commonwealth Games in Glasgow later this year in the 1500m running event.

Zoe is currently studying for a Postgraduate Diploma in Psychology at Deakin University.

prestigious Charles Hawker Scholarship.

music, dance, design and visual arts,

JOANNE ALLISON (1994), finished overall first in the 2013-14 Twilight Series, an orienteering challenge adjusted for age and gender over 16 events. Previously she has won the ACT Orienteer of the Year award three times.

DIMITY AZOURY (2006), has been nominated for the 2014 Telstra Ballet Dancer Award. This is her second nomination having been nominated in 2012 also.

NIKKI CAMPBELL (1998), will play in her first US Women’s Open Golf Championships in June. She will then go on to play in the Ladies European Masters and the British Open. Nikki turned pro in 2002.

contribute on a local as well as national

Captain of CGGS and recipient of the Caltex Best All Round Student Award, the Chris

Fifield Award for Music and Languages and

The Principal’s Award, in 2012. In March, Alix was selected as the youth debater for the

annual Australian Women’s History Month debate and, in April, represented the ANU at the Model United Nations competition in New York.

Alix Biggs (2012).

CELEBRATING Diversity

KRYSTAL PERKINS (1999), is the founder and director of Australian Indigenous Fashion Week, the first of its kind in Australia, which ran from 11 to 12 April this year. A significant part of this initiative was an outreach program to young indigenous Australians; promoting modelling as an avenue to career planning, health, style and etiquette. Krystal is currently the CEO of All the Perks, an events and communications firm based in Sydney.

Krystal Perkins (1991) receiving flowers at the end of event. CREDIT: Hamish Gregory.

TEGAN McAULEY (2003) is the founder of

the Hustle&Scout Twilight Fashion Market, a new boutique market showcasing

Australian designers and vintage fashion.

The market was first held in April at New Acton. Tegan is currently an exhibitions project officer at the National Portrait

Gallery. Tegan says she wanted to take

TOM STANIFORTH (2012), made his Super Rugby debut in April when the UC Brumbies played the Reds in Brisbane.

Tom was a student at CGGS from Prep to Year 2 and then at CGS. Tom Staniforth (2012). CREDIT: Courtesy of the UC Brumbies.

on another creative challenge and help

support local designers in promoting their labels. “Starting Hustle&Scout has been an extremely rewarding experience and it has definitely reinforced my love for

organising and coordinating in the creative

ASHLEIGH RESCH (2014), recently finished 4th in road-walking at the Millrose Games in New York. She was the highest placed junior in the field.

wouldn’t be who I am today without it.”

BELINDA RIDING (1987), is the face of Fashfest 2014, taking over the position from Grammarian Anneliese Seubert (1990) who held the position in 2013.

Belinda has enjoyed a modelling career spanning more than 25 years on the catwalks of Japan, Paris, Milan and New York, where she was based for most of her career. Her role with Fashfest involved casting new models and walking the catwalks over the four-day event. Belinda now resides in Canberra.

Tegan McAuley (2003).

Belinda Riding (1987).

field. It is also so wonderful to feel like I am giving something back to my lovely

hometown,” she says. “A lot of people think that whatever they study at high school or

at university will determine their life’s path, but these experiences are only the base

ingredients for a melting pot of possibility and opportunity. I am very thankful for

CGGS for the values that it instilled in me and the incredible education I received, I

DAWN WATERHOUSE (CALTHORPE, 1940). In commemoration of the late Shirley Temple, Mrs Waterhouse arranged a display of her extensive Shirley Temple memorabilia at Calthorpes’ House in late February and early March.

Dawn Waterhouse (Calthorpe, 1940) with some of her Shirley Temple memorabilia. CREDIT: 666 ABC Canberra.

GRAMMAR REPORT No. 99 | 31

BLAIDE LALLEMAND (HOLLY LALLEMAND, 1994), is one of the founding members of a new art collective; Relative Constructions, which was inspired by her conversations with the other founders, Genevieve Swift, Ellis Hutch and Caroline Huf. The collective aims to provide constructive feedback on each other’s work to ensure that their art is communicating what they each want to say. Her work was displayed at M16 Gallery in May.

DR PENNY OLSEN AM (Woollard, 1965), launched her book An Eye for Nature: The Life and Art of William T. Cooper at the National Library, Thursday 27 March. Dr Olsen is an Associate Professor in the Division of Ecology, Evolution and Genetics at the ANU.

SOPHIE LUTON (2007), was the joint winner of the Cerebral Palsy Alliance’s Canberra Celebrity Charity Apprentice fundraising challenge after completing a series of challenges including a karaoke duet and a Bollywood dance. The licensed real estate agent raised more than $18,000 for the charity and says working closely with the other apprentices was the highlight.

Left: Dr Penny Olsen with Joseph Forshaw (who launched the book) and William T. Cooper. CREDIT: Lannon Harley, National Library of Australia. Right: An Eye for Nature: The Life and Art of William T. Cooper.

human face and often the people behind them,” she says.

Sophie Luton (2007). CREDIT: Hot Shots Photography.

BONNIE MCARTHUR (2009), launched her portraiture business with an exhibition at The Canberra City Framing Gallery in

March this year. The exhibition titled The Paintings of Bonnie McArthur—A

Bonnie McArthur (2009).

PAMELA YONGE (EDDISON, 1939) was a guest of honour at the Woden Valley RSL’s 22nd ANZAC and Peace Ceremony at Eddison Park in Woden in April. The park was named after Mrs Yonge’s father Captain Walter Eddison. Mrs Yonge is the last surviving member of the Eddison Family, her three brothers lost their lives while serving during World War II. Mrs Yonge’s daughter Sue Sarantos (Hancock, 1964) also attended the ceremony. Mrs Yonge’s sisters; Marion Douglas OAM (Eddison, 1942) (dec.) and Diana Prance (Eddison, 1931) (dec.) also attended the School.

Portraiture Business Launch, included 15

portraits in oil and acrylic plus a “larger

than life realist portrait on wood panel”

which Bonnie says featured in last year’s ANU School of Art Graduation Show Exhibition. Having graduated with a

Bachelor in Painting from The ANU School of Art in 2013, Bonnie took her love of

portraiture, hyper-realism and people and launched her own portraiture business.

The 2009 CGGS Captain of Visual Arts says she has been painting people since she

was five-years-old. “I’m fascinated by the

32 | GRAMMAR REPORT No. 99

One of Bonnie’s portraits, entitled James.

Pamela Yonge (Eddison, 1939) with daughter Sue Sarantos (Hancock, 1964) and Andre Bobets Vice President of the Woden Valley RSL Sub-Branch. CREDIT: Bob Cremer, Woden Valley RSL.

CELEBRATING Diversity

BIRTHS ALISON (RIGBY, 1992) and Grant Keys, a daughter, Emily Shi-Lin Keys, on 18 December 2013. Sister for Max and Harry.

CLAIRE (EMBLETON, 1996) and James Taylor, a son, Jimmy Jack Taylor, on 20 August 2013.

Lola, Leo and Evie Miller.

Karina (Harvey, 1999) and Andrew Berger (CGS, 1990).

EMMA (HILYARD, 2002) and Richard Sculthorpe, a son, Archer Paul Sculthorpe.

VALE CHRISTINE ARMSTRONG (CAMERON, 1968) – 3.4.2014. Wife of Rob. Taken by a shark at Tathra Beach, NSW on 3 April 2014.

Farewelled by family and friends on 15 April 2014 at Tathra.

ENGAGEMENTS Jimmy Jack Taylor.

COURTNEY SLOAN (2006) and Jason Swain.

Courtney is the daughter of Mitchell and Gillian Sloan (Logan, 1979).

VANESSA (LONG, 2000) and Peter Stewart, a son, Zane David Stewart, on 17 March 2014.

ELSPETH WINDEYER (1992) and Derek Conolly on 22 February 2014.

MARRIAGES CLARE (FETHERSTON, 2005) married Nicholas Dahlstrom (CGS, 2004) at Peppers Manor House, Southern Highlands on 22 March 2014. Her bridal party included Penelope Bradshaw (2005) and Tessa O’Brien (2005).

Zane David Stewart.

DR VICTORIA YACHMENIKOVA (YACHMEN, 2000) and Dr Ben Piper, a daughter, Natasha Tatiana Piper, on 19 November 2013.

CHRISTINA FARRUGIA (2007) married Mark Spear at St Christopher’s Cathedral, Manuka on 29 March 2014.

KARINA (HARVEY, 1999) married Andrew Berger (CGS, 1990) at the ANZAC Memorial Chapel of St Paul, Duntroon on 15 March 2014.

JEAN (LORRAINE) BACKEN (HARDY 1944) – 23 March 2014. Wife of Jim (dec.) Sister of Dawn Nutter (Hardy 1950). Mother and mother-in-law of Jeanette and Michael, Graeme and Tammy, Robyn and Ian, Helen and Garry, Ross and Irene. Grandmother of Michelle, Sarah, Rachael, Hayley, Millie, Chloe, Freya, Maddy, Oskar and Olivia.

IN REMEMBRANCE HUGH BAMBRICK – 21.11.2013. Husband of Susan (CGGS Board member), father, fatherin-law and grandfather of Tim, Matthew, Hilary (1993), Penny, Elissa, Michael, Elinor (2013), Meredith (Year 9), Jasper and Poppy.

GRAMMARIANS’ ASSOCIATION AFTERNOON TEA

Victoria Yachmenikova (Yachmen, 2000), Ben and Natasha Piper.

COURTNEY (LUTON, 2004) and Lawrence Miller, a daughter, Evie May Miller, on 12 December 2013.

On Tuesday 18 March, the Grammarians’ Association Committee welcomed Grammarians, their daughters and granddaughters to a special afternoon tea.

Noelia Pinto (1990), Lilly Martone (Year 4), Jacqui Corkhill (McPherson, 1986), Brooke Corkhill (Year 5), Sophia Notaras (Cassidy, 1961), Sophia Katsanevakis (Year 11), Annabel Mulcahy (Year 7), Liz Mulcahy (McPherson, 1981), Margaret Cornwell (Archer, 1951), Kylie Dolman (Benson, 1981).

GRAMMAR REPORT No. 99 | 33

DIARY DATES ff GRAMMARIANS’ VINTAGE LUNCH – Tuesday 5 August, Boarders’ Sitting Room, 1–2pm. ff ‘GABRIEL FOUNDATION SUNDAY’ FAMILY AND FRIENDS CHAPEL SERVICE – Sunday 24 August, Chapel of the Annunciation, 5pm. ff GRANDPARENTS, GODPARENTS AND GRANDFRIENDS DAY – Friday 19 September, Clements Hall, Junior School, 10am–1pm.

UPCOMING REUNIONS: CLASS OF 1994 – 20 YEAR REUNION 2014 is the 20th Anniversary of the Class of 1994. A reunion will be held on Saturday 4 October at 7pm at the Commonwealth Club, Yarralumla. A tour of the School will take place at 10am on Sunday 5 October, followed by a picnic lunch for families at 11am at the Nara Peace Park, Lennox Gardens. The organisers are especially interested in hearing from any teachers who would like to attend. For more details please contact Natalie Rees (Johnston, 1994) Natalie.rees@au.ey.com or Bronwyn Butcher (1994) babutcher@bigpond.com.

ff ‘BLESSING OF THE ANIMALS’ FAMILY AND FRIENDS CHAPEL SERVICE – Sunday 21 September, Chapel of the Annunciation, 9.30am. ff CGGS P&F FETE – Saturday 25 October, Senior School Campus, 10am–3pm. ff GRAMMARIANS’ ASSOCIATION YEAR 12 LEAVERS LUNCH – Wednesday 29 October, Boarders’ Sitting Room, 12.55pm–2pm. ff ‘ALL SOULS’ FAMILY AND FRIENDS CHAPEL SERVICE – Sunday 2 November, Chapel of the Annunciation, 9.30am. ff GRAMMARIANS’ ASSOCIATION AGM – Wednesday 5 November, Senior School Board Room, 5.30pm.

Class of 1994. COPYRIGHT: Arthur Reed Photos.

CLASS OF 1964 – 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.

ff ‘LESSONS AND CAROLS’ FAMILY AND FRIENDS CHAPEL SERVICE – Sunday 30 November, Chapel of the Annunciation, 7pm.

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 achives@cggs.act.edu.au

34 | GRAMMAR REPORT No. 99

Class of 1964.

CELEBRATING Diversity

ARCHIVES

Class of 1960

1953 Prefects

THANK YOU FOR THE GENEROUS ASSISTANCE TO THE ARCHIVES OF: Helen Shannon (Luscombe, 1955), Wendy Townley (Prance, 1957), Jan Polak (Ginn, 1958), Margaret Lewis, Adrienne Bradley (de Salis, 1961), Beth Crichton (1962), Margaret Henty (Greenham, 1962) and Patty Shaw (Phillips, 1964) for identifying faces in the photographs of 1955/1956 teachers and students that appeared in the last issue of Grammar Report. The photograph of the students is now confirmed to be the Prefects and Pro-Prefects of 1955 (members of the Classes of 1955 and 1956). Margaret Cornwell (Archer, 1951) for news clippings and the donation of the books The Prime Minister’s XI by former Principal, the late Don Selth and A Stitch in Time about Charles Shearer Robertson, Betty Osborne (Nell, 1945) for a copy of her book Binda at War and Lindy Klintworth, former art teacher for donating the order of service for the consecration of The Reverend Dr Sarah Macneil, former School Chaplain and Board member, as the 11th Bishop of Grafton.

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

CAN YOU HELP? 1958 Fifth Year

CAN YOU NAME ANY OF THE STUDENTS IN THESE PHOTOS?

GRAMMAR REPORT No. 99 | 35

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

36 | GRAMMAR REPORT No. 99