CGS Annual Report 2016

ANNUAL REPORT 2016

CONTENTS

Introduction................................................................... 2 About the School............................................................ 4 Spiritual Life of the School.............................................. 7 Primary School Report.................................................... 8 Senior School Report.................................................... 14 Community Development Report................................... 26 Strategic Operations Report.......................................... 28 Business & Finance Report........................................... 32 Student Outcomes in Standardised National Literacy & Numeracy Testing......................................... 34 Higher School Certificate Results.................................. 36 International Baccalaureate Results.............................. 37 Senior Secondary Outcomes......................................... 37 School Policies............................................................. 38 Student Attendance...................................................... 39 Student Retention........................................................ 39 How the School Manages Non-attendance...................... 40 Post-School Destinations ............................................. 42 Admissions Policy......................................................... 44 Characteristics of the Student Body............................... 45 Parent, Teacher & Student Satisfaction.......................... 48 Summary of Financial Information................................. 50

INTRODUCTION It is a pleasure to present the Annual Report for Canberra Grammar School for 2016, another pivotal year in the history and evolution of our School.

While this report seeks to capture the essence of the year, much more went on in the life of our vibrant community than it is possible to convey here. One need only supplement this report with the year’s editions of CGS Outlook, or browse the School’s Twitter feed, read its weekly bulletins, or attend its many special events to recognise the sheer abundance of opportunity that fuels learning across all the domains of our thriving School: academic, physical, cultural, spiritual and social.

In addition to results in public examinations, there were students in 2016 whose intellectual enterprise within and beyond the curriculum earned premier placing in the Australian Geography Competition, the UNSW Economics Competition, the National History Challenge, the Australian Mathematics Competition, the Mathematics Olympiad, the Informatics Olympiad and the ANU Brain Bee. Students took international language exchanges and earned scholarships overseas, including two of only three hundred in the world to the Apple Worldwide Developers’ Conference. They were selected for the National Youth Science Forum and the National Computer Science School. They had successes too in international robotics awards, in the Young ICT Explorers’ Competition and in the Young Business Leaders’ Challenge. There were multiple category wins once again in GovHack, and the work of our Code Cadets earned our selection as the only school in the world to trial Microsoft’s new HoloLens technology.

At the same time, there were important achievements in sport, with first strides taken in a programme of restructure and improvement that will, in time, add greater depth of skills development and consistency of experience to the breadth of our active education. The impact of newly appointed professional coaching directors in our largest sports – Football, Rugby, Rowing and Cricket – is already being felt, along with renewed emphasis from the School and ever more active and generous commitment from parents in many fields, including Basketball, Tennis, Rowing, Rugby and Snow Sports in particular. The year also saw the start of Netball and Equestrian Sports, and continued national and international competition, with our Cricketers, Basketballers, Golfers and Rugby players touring overseas, and with out Dragon-boaters continuing their phenomenal success in world championships.

In the arts too, it was another vibrant year with a truly impressive Drama programme that featured a superb student-directed performance of ‘Dogg’s Hamlet; Cahoot’s Macbeth’, an absorbing production of ‘Cosi’ early in the year, Term 4’s haunting ‘Lord of the Flies’, and Hamlet, a play that few schools would tackle in its immensity and subtlety, but that our students performed with maturity and gripping intensity.

Perhaps above all, 2016 was the year in which CGS Music rose phoenix-like in its re-creation, with performances regularly in the School and intrinsic to its weekly rhythms: in assemblies more than ever before, in The Snow Centre, the Dining Hall, the Chapel, the Main Quad, the Theatre, the John Lingard and War Memorial Halls, as well as around Canberra. In Term 3, our most accomplished musicians stretched themselves and their audience at the National Gallery to greater sophistication than many thought possible a very short time ago, only to be followed weeks later by the wonderful whole-school concert involving hundreds of students from Kindergarten to Year 12 at the ANU’s Llewellyn Hall. There was also the rousing music of Presentation Night and the beautiful Junior School Christmas Carol Service, a step change in our singing that was very special indeed.

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Of course, 2016 was also the year of our first co-educational classes in the Junior School, with Years 3 and 4 leading the way in embracing the reality of change not just for the School but for the wider world, which will inevitably be shaped in the years to come by educated, motivated and intelligent young men and women, just like our own, learning and thinking and working together, side by side in personal and professional equality. It was a pleasure to see our boys and girls learning and growing together in the Junior School, as they have done at Northside and Southside for the past 40 years, and to see the fulfilment of preparations in the academic, pastoral and co-curricular domains that will support the extension of co-education throughout the School in the years to come.

2016 was also a significant year for development on the School campus, beginning with completion of the major excavation and reconstruction of our Alexander Street driveway and the opening of the fully redeveloped Southside Centre at the start of year Family Picnic. Throughout the year, there were multiple projects to upgrade classrooms, change rooms and toilets across the campus, culminating in a massive summer works programme that included, amongst more than 20 separate initiatives, the wholesale renovation of the Art, Design and Technology Centre, and the complete redevelopment of the School’s Monaro Crescent carpark and frontage.

In the midst of all else, there were no fewer than 13 alumni reunions organised by the School in 2016 as a signal of our commitment to continuing the work and legacy of the Old Boys’ Association, which passed responsibility for continuing to nurture the community of former students to the School at the end of 2015. In addition to the gatherings of former students who were 1, 5, 10, 20 and 30 or more years out of School that were held around Canberra on the Annual Alumni Reunion Weekend, the School hosted the inaugural Staff Alumni Reunion, reunions for the Vintage Club, for the School Captains and Vice-Captains spanning five decades of our history, and for alumni in London, Hong Kong, Melbourne and Sydney.

Finally, but very significantly, 2016 also marked a change of Chaplaincy at the School with the retirement of Father Chris Welsh, our spiritual guide and guardian, friend and mentor for the past eight years. Father Chris’ wisdom, humour and profound compassion were felt by all in his travels from Northside to the ELC at Southside, around the Senior School, amongst staff and the alumni community and beyond. Our gratitude is profound, not only for his ministry, but for his strength and leadership as Interim Headmaster in 2010. He, like his successor, Father Andrew Robinson, has our very warmest good wishes for all that lies ahead.

Our Chaplains are the epitome of selfless service to the School, but there are countless others to whom we also express gratitude for all that flourished in 2016: our exceptionally committed staff, and especially those long-serving staff who retired during the year and whose contribution is recorded in CGS Outlook and in the Presentation Night programme; the parents and friends who give so much not only to support their own children but to support the Associations and activities of the School; the alumni community who continue to be so much a part of the School’s current life; the Board, who give enormously in time and expertise to ensure the School’s on-going prosperity; the Foundation Board and Foundation donors, whose generosity underpins our aspirations; the School’s leadership teams, who work far harder than it is reasonable to ask of them; and, most especially, the young men and women for whom it all exists, our students.

We commend to all this record of a successful and fulfilling year, with our thanks.

Dr Justin Garrick Head of School

Stephen Byron Chair of the School Board

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ABOUT THE SCHOOL

Established in 1929, Canberra Grammar School is an independent Anglican school offering outstanding academic education, co-curricular opportunities and pastoral care to day and boarding students of all backgrounds and faiths within a community guided

by Christian values.

Building on the professional expertise of its staff, the commitment of its community and the resources of the nation’s capital, Canberra Grammar School aims to be the most dynamic and distinctive centre of learning in Australia.

The School respects and nurtures all students as individuals, seeking to inspire, support and celebrate the efforts of all in realising their intellectual, spiritual, cultural, social and physical aspirations.

Canberra Grammar School prepares its students to be intelligent, innovative and international; to be confident, creative and compassionate young leaders; to be ready for the world.

Canberra Grammar School is the only boarding school for boys in the ACT. It is an International Baccalaureate World School and is the only school in the ACT to offer the NSW Higher School Certificate.

The School is in the process of becoming fully co-educational. It educates boys from Pre-School to Year 12 and is currently extending its offering to girls, who have been educated in the Primary School since 1975 and who will now be represented across the range of School life by 2018.

Canberra Grammar School educates students from Pre-School through to Year 12. In 2015, the School announced its intent to become fully co-educational and in 2016 extended its offering to girls in the Primary School in Years 3, 4 with the offer further extended to girls in Years 5, 7 and 11 in 2017.

Boarding is currently available for boys in Years 7 to 12 with the intent to expand this option to girls in the future.

In 2016, Canberra Grammar School had 1,728 students enrolled.

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The Executive Leadership Team of the School includes: • Head of School – Dr Justin Garrick • Head of Senior School – Mr David Smart • Head of Primary School – Ms Rosalie Reeves • Director of Business – Mr David Evans • Director of Community Development – Mr Sandy Goddard • Director of Strategic Operations – Ms Kerri Rock

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SPIRITUAL LIFE OF THE SCHOOL

FROM THE SCHOOL CHAPLAIN FATHER ANDREW ROBINSON In a time of great change, in the world at large and closer to home, Canberra Grammar School continues to work towards preparing students for twenty-first century life built on the deepest insights from our past.

What does it mean to be an Anglican school in 2017? At the heart of the School’s ethos is the Christian conviction that every person is of utmost value, and that a Christian community should be characterised by respect and care for all.

We seek to offer each student a meaningful encounter with the Christian faith, working to build a community that welcomes and celebrates students from all faith traditions and none.

We seek to be a community characterised by hope: that bad experiences, setbacks and wrongdoing need not have the last word, and that there are always resources for renewal, repair and reconciliation.

We take seriously our calling to work for justice and peace in the world, engaging with the key issues of our time, and we take seriously the life of the spirit.

The Associate Chaplain Mrs Lyndal Foote, and I, have been working to open more possibilities for students’ spiritual formation – from formal courses in preparation for Confirmation or Holy Communion to informal creative activities in the Junior School’s Chaplain’s Room.

In a time of change and growth, the School continues to work to ensure that our culture, aspirations and principles remain founded in Christian scripture, practices and traditions, ready to engage the future.

The Annual Report provides a record of our work, in which, and for which, we give thanks to God. Father Andrew Robinson School Chaplain

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PRIMARY SCHOOL REPORT FROM THE HEAD OF PRIMARY SCHOOL MS ROSALIE REEVES 2016 certainly proved to be a year of change, with the most notable activity being the successful expansion of co-education from Early Childhood into the Junior School.

Building on 40 years of co-education in the early years, it was a seamless transition to continue the relationship established with students and families from Year 2 into Year 3. As part of this transition, and to ensure new and existing students feel comfortable in their surroundings, the Junior School hosted a series of events including new student lunches, new family breakfasts with the Head of School, a Year 3 Family Day and a Girls’ Night In. By 2018, the transition to co-education will include all years of the Primary School.

As a result of the announcement that the School would be moving to a co-education environment beyond what had previously been offered, the Primary School undertook a full review of its curriculum, the core learning offered through the classroom, and the extended learning offered through the co-curricular. As part of this review, several units of inquiry were rewritten, the Outdoor Education Program strengthened, and the co-curricular offerings expanded including those provided through the Performing Arts. In addition, staff have, and continue to, participate in professional learning experiences centred on being proactive in their leading of this cultural adjustment.

Primary School Leadership Team The 2016 school year commenced with a slightly new structure and team, consisting of: • Head of School – Dr Justin Garrick (not pictured) • Head of Primary School – Ms Rosalie Reeves • Deputy Head of Primary School & Director of Academic Education – Ms Tracey Maynard • Director of Primary School Teaching Development – Ms Tanya Stevenson • Director of the Junior School – Mr Ken Raven • Director of Northside Early Childhood Campus – Ms Jenny Thompson • Director of Southside Early Childhood Campus – Ms Leith Biggs • Director of CGS Care – Ms Tanya Alcorn • Director of Primary School Arts & Languages – Mr Pip Cain • Assistant Director of Junior School – Ms Lucy Garven • Primary School Administration Manager – Ms Michelle Gavin

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Celebrating the Life of the Primary School PRIMARY SCHOOL RENEWAL PROJECT In 2016, the construction team worked virtually non-stop over the summer break to complete various projects, including the expansion and rejuvenation of the Southside Centre. It is only with their hard work, and that of the Primary School staff and support, that the new learning environments are responsible for the embedding and setting of new fresh routines, allowing a smooth start to the 2016 School year.

The new children and their families readily settled into the Southside community, with three extra classes and a refurbished learning environment for the students from Kindergarten to Year 2.

The expansion includes modern, light-filled learning spaces and teaching facilities using the latest technology. The flexible classroom spaces are complemented by large community spaces and smaller yet connected teaching spaces for small group tuition. The play space also expanded with an additional large artificial grass area and a new sandpit, digging patch and arena seating, connecting the inside and outside learning spaces. There are also new toilets and change rooms for staff and Junior School students, and a new drop-off, short-stay and bus stop facility.

With the growth of both the Junior School and Southside, we also extended and improved our playground facilities. The Parents & Friends Association (P&F) generously combined with the School to provide new, substantial pieces of climbing equipment for the students to enjoy. The P&F Association also assisted in redesigning of the School’s uniform which launched from Year 3 onwards to start the 2017 school year.

Our students continue to benefit from the efforts of the P&F as the Association strengthened connection between families, while working with the School to financially support identified teaching and learning initiatives. Of particular note was also the launch of the P&F affiliated group, the Snowsports Network.

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CONTINUED COMMITMENT TO AN INTERNATIONALLY-MINDED COMMUNITY Also in 2016, the Primary School became an authorised IB World School, offering the Primary Years Programme (PYP). As a result of the authorisation process, the School received numerous commendations including recognition for developing systems to guide and counsel students through the PYP and for the manner in which we draw upon the support of the broader community to enhance student learning.

Throughout the year there continued to be an underlying focus and commitment to the School’s strategic objective to create students and staff who are internationally minded; who proactively seek to be confident, creative and compassionate leaders of the future; to be ready for the world.

ACADEMIC EDUCATION The International Competitions and Assessments for Schools (ICAS) The ICAS is a comprehensive skills-based educational assessment programme conducted annually in Australia and in over 20 countries. All Canberra Grammar School students in Years 3 to 6, and selected Year 2 students, participated in the English and Mathematics competitions. Students could also opt-in to the Science, Digital Technologies, Writing and Spelling competitions.

Designed to be challenging, the ICAS test papers are aligned with the Australian Curriculum and are created annually. ICAS subjects are aligned to assessment frameworks, which are developed by examining the Australian Curriculum and identifying common content, skills and overarching principles.

The competition proved to have outstanding results, with one Year 6 student achieving the highest score in Digital Technologies within the Year 6 category, and many students achieving High Distrinctions in Maths throughout Years 2 to 6. In Years 2, 3 and 4, many students also achieved High Distinctions in English, and Years 4 and 6 achieved High Distinctions in Spelling and Writing.

One student in Year 6 achieved the highest score in Digital Technologies within the Year 6 category, and over a variety of categories the teams achieved 20 High Distinctions and 117 Distinctions.

Mathematics Challenge for Young Australians (MCYA) The MCYA is a staged programme designed to help teachers motivate, stimulate, encourage and develop mathematically interested students in Years 3 to 10. The MCYA provides problems and coursework to extend and develop students in mathematical problem solving, while teachers receive detailed solutions and support materials. There are two independent stages in the Mathematics Challenge for Young Australians, including the Challenge Stage, and the Enrichment Stage.

The MCYA Challenge is held during a consecutive three week programme between March and June.

It comprises of four problems for students in the primary levels. Problems can be discussed in groups of two or three registered students before individual submission of solutions.

The MCYA Enrichment is a 12–16 week programme held flexibly between April and September.

It comprises of seven parallel stages of comprehensive student and teacher support notes.

Each student participates in one stage.

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The da Vinci Decathlon – Canberra and Sydney The da Vinci Decathlon is n academic competition designed to challenge and stimulate the minds of school students. Students compete in teams of eight across 10 disciplines: Engineering, Mathematics and Chess, Code Breaking, Art and Poetry, Science, English, Ideation, Creative Producers, Cartography and General Knowledge. The Decathlon competition places a particular emphasis on higher order thinking skills, problem solving and creativity. The competition is an initiative of Knox College in Sydney.

The Canberra Grammar Primary School also sends one Year 5 team and one Year 6 team to Sydney to compete in the state competition, and also enters one Year 5 team and one Year 6 team in the Canberra Regional competition that CGS hosts.

The Gateways Challenge The school teams are made up of students who exhibit advanced abilities across the curriculum and can work effectively in team situations. Over the course of a day, teams rotate through a number of Challenge activities. The focus is on teamwork over individual performance. Each child has an opportunity to demonstrate leadership in one of the challenges. Strong emphasis is placed on creativity, lateral thinking and problem solving skills.

180 students from the ACT and surrounding areas were involved, and on the day of the Challenge, teams participated in four practice workshops in the morning followed by four competition challenges in the afternoon. Each member of a team becomes the leader of a specific challenge. Each Challenge is set in a scenario or hypothetical situation, to be completed in 30 minutes. The three top teams at each venue receive trophies and the two top teams in Melbourne, Canberra, and Brisbane receive an invitation to participate in the finals.

Canberra Grammar School hosted the 2016 Challenge in The Snow Centre. Teams from Year 3 to 6 participated, with both Year 6 teams qualifying to attend the finals in Melbourne. The Year 6 team travelled to Melbourne with Miss Bennet for the day to compete. Although they did not place in the top three, all students had a wonderful day and a great learning experience.

Kids’ Lit Quiz On Wednesday 16 March, Canberra Grammar School again hosted the Canberra Heat of the Kids’ Lit Quiz Australia (KLQ). KLQ is a non-profit organisation which aims to promote literacy through an annual literature competition for children aged 10 to 13.

Canberra Grammar School Team 2 placed first in the Canberra Heat of the KLQ, and also were greatly successful at the Australian Final on Saturday 19 March, placing third.

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CULTURAL AND LANGUAGE DEVELOPMENT As part of the School’s international focus, the inaugural student tour to China was undertaken in April.

As part of the tour, students visited the Beijing National Day School’s Qunying (Talented) Experimental Primary School, as well as a series of schools in Guangzhou operating as part of the Kingold Education Group’s ‘Favorview Palace International Primary School’ and ‘Favorview Palace International Kindergarten’. The students enjoyed walking parts of the Great Wall while snowflakes fell, being entranced by Pandas while visiting the Giant Panda breeding and Research base in Chengdu, trekking in Mt HuaShan, travelling by night in sleeper trains and experiencing a range of culinary treats that were new to many. On their return, the students’ and staff’s experiences enriched the Chinese language classes undertaken by students in Years 4 to 6.

CO-CURRICULAR EDUCATION Co-curricular Education in the Primary School continued in 2016 to provide important and exciting learning opportunities for all students from Kindergarten. Through the offering of a rich array of activities, students and staff actively engage in physical, cultural and intellectual pursuits together, building relationships, understanding and respect beyond the classroom.

Music Throughout 2016, the Performing Arts curriculum expanded considerably to support the growing interest and commitment of our students’ in this area, with this being strongly reflected in the growing number of students participating in the Instrumental Opportunities Programme; the introduction of Recorder Ensembles; the emerging talent to support a selected String Ensemble; and the even broader range of choirs now offered.

The CGS community was, as always, rich in many family-centred events and happenings throughout the year. Events included the inaugural ‘It’s a String Thing’ held at the Albert Hall; the CGS Fete, the Primary School Art Walk; Mother’s and Father’s Day functions; the Primary School Dinner with a focused fundraising campaign for Sony Camp; Christmas Concerts and Services; and so many other occasions that the list would almost seem endless.

Active Education & Sport With the broadening of co-education throughout the Primary School additional sports were added in 2016 to the School’s already extensive Active Education Programme, with a particularly strong uptake of tennis as a Core Sport and the emerging interest in Equestrian. Both these sports are jointly facilitated through CGS members of staff working alongside external coaches with expertise in the specific sports.

Notable successes of the Active Education Programme was evident in 2016 with the Primary School being awarded the ‘Most Outstanding School Award for Tennis’ and ‘The Hyles Cup’ for the best skier for Snowsports.

Rosalie Reeves Head of Primary School

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Primary School Leadership Roles HOUSE CAPTAINS & VICE-CAPTAINS C.J. SHAKESPEARE

EDWARDS

GARNSEY

RADFORD

Captain

Nick Yannopoulos

Declan Memmolo

Harry McCoullough

Tom Gazard

Vice-Captain

Akash Allada

Felix Wesley

Colton Goodear

Benjamin Lee

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SENIOR SCHOOL REPORT FROM THE HEAD OF SENIOR SCHOOL MR DAVID SMART It is my pleasure to report on a wonderful year at the Canberra Grammar Senior School. I trust the information contained in these pages will bring much joy to all those who read it and much reflection on the activities which help to produce the community spirit of this great School.

2016 was a significant year in the Senior School with the announcement of the co-education transition, and the intention to take girls into the Senior School in Years 7 and 11 for the first time since 1929.

In addition to the regular operations of the Senior School in 2016, much of the year was spent developing both a new School academic and sport uniform for Years 7 to 12 (to be launched 2017), and working across a variety of departments in the School to ensure that the education and care for all students, both boys and girls, would be strengthened and enhanced for the years ahead.

Senior School Leadership Team The 2016 school year commenced with a slightly new structure and vibrant leadership team in the Senior School. The team consisted of: • Head of School – Dr Justin Garrick (not pictured) • Head of Senior School – Mr David Smart • Director of Academic Education – Ms Billie Trkulja • Director of Active Education – Mr Stuart McNeill • Director of Student Development – Mr Neil Dunkley • Director of Creative Education – Dr Marty Steven (not pictured) The direction and initiative provided by each of these staff members towards their particular portfolios, and also the overall functioning of the Senior School, allowed 2016 to move ahead with a sense of purpose whilst continuing the process of developing a new direction. This team is further supported by the Executive Leadership Team, which the Head of Senior School is also a part of.

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Celebrating the life of the Senior School DEVELOPING A STRONG COMMUNITY One of the primary ways that the many achievements and talents of students are celebrated in the Senior School is through our weekly School Assemblies. These Assemblies provide a regular channel to set the tone and culture of the School through vital messages from the Senior School Leadership Team, School Captains, and other students and staff as appropriate, which can then be further discussed during Tutor Group time or in casual conversations.

These themed messages commenced in 2016 with the unveiling of the ‘annual moto’ for the Senior School. In 2016, the motto was ‘Get a hole [sic] lot more out of life’ and each student received a Lifesaver lolly to remind them of this motto and as an incentive for them to be involved in the life of the School and to look out for others and be encouraging towards those in our community.

Other messages that have been raised throughout the year to supplement the annual motto, include: • Positive risks

• Various examples of appropriate behaviour

• Living in Harmony

• The concept of ‘community’

• Contrasts in life experiences

• ‘RUOK’ Day

• Importance of service

• Unacceptable nature of bullying, violence and harassment

• Positive human relationships • The missing ingredient that every champion needs

• Celebration of academic achievement; and • Celebration of co-curricular achievement.

It is my belief that considering all of these issues will enable us, as a School, to value people for who they are and celebrate the differences of each other.

One of the things that continues to amaze me each year, is the outstanding performance of our students throughout the creative and performing arts. This year, like most years before, our senior musicians continued to demonstrate outstanding talent through sharing their rehearsal for their HSC performance pieces, and our Visual Arts, Design and Technology students continued to create terrific major works.

The Year 12 ‘Mock Assembly’ at the end of Term 3, as always, provided a highlight for the last day in the School lives of our Senior students – with the enjoyment clear by the laughter heard throughout the School.

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CONTINUED COMMITMENT TO AN INTERNATIONALLY-MINDED COMMUNITY The CGS Exchange Programme, which essentially operates for Year 10 students, continues to thrive and develop. We had more students involved in exchanges than ever before in 2016. These are proving to be exceptional developmental opportunities for our students. Exchanges directly between CGS and other schools now operate in South Africa (4 schools), England (2 schools), Scotland, the USA, Argentina and Germany. In addition to these arrangements, many students undergo language exchanges through external agencies and we also conduct numerous study tours to many countries. Mr Goddard, the Exchange program Co-ordinator, continues to expand these exchange opportunities each year.

DEVELOPMENT OF LEADERSHIP OPPORTUNITIES Canberra Grammar School has always impressed me as a School, and one that has allowed students to express their leadership in a wide variety of ways. This has certainly been evident throughout 2016 with many students having a strong connection with their School and actively seeking ways that they can contribute and develop the spirit within their community. This occurs through many areas including Houses, the SRC, year groups, various clubs, committees, and co-curricular activities.

Year 10 experienced practical leadership development throughout their expedition, Year 11 undertook leadership days in each term, including another wonderful day at RMC Duntroon, and our Year 12 leaders undertook training twice-a-term on Monday afternoons led by the Senior School Leadership Team.

I would especially like to thank our School Leaders for 2016, from Year 12, who had such a positive influence on the life of Canberra Grammar School. Ben McGinness, Aaron Kim and Samuel Waddoups were all inspirational Captains and they were superbly supported by the House Captains, Charles Jordan as Year 12 Committee Chair, and many others without ‘official’ leadership titles.

ACADEMIC EDUCATION Academic Education at CGS has continued to flourish with students engaging in a variety of activities that contributed richly to the academic life of the School. Our students participated in a myriad of competitions such as: • The Maths Olympiad • Australian Informatics Olympiad • Computational and Algorithmic Thinking • MCYA Challenge and Enrichment • UNSW Economics and Business Competition; and • UNSW ICAS Writing Competition.

Students also attended a multitude of excursions, field trips, festivals, watched drama productions, staged plays, and attended workshops at university events.

As a world-first, Canberra Grammar School was offered the opportunity to participate in a very exciting trial of Microsoft’s HoloLens. The HoloLens is the world’s most advanced holographic computer, projecting 3D holograms in an augmented reality environment.

Our learning community continues to thrive as students and teachers engage in a variety of learning and teaching strategies; fostering a stimulating learning environment, aiming to increase educational achievement.

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CO-CURRICULAR EDUCATION It was an exciting year in the Active and Creative Education area of the School as we prepared for co-education and the inclusion of girls and boys in our sports, music, drama and co-curricular programmes.

During the year we developed the new School sports uniform, and much work was conducted on further dveloping our sports coaches and establishing a framework to appoint Technical Directors to our major sports. A Football Hub on Flinders Oval was also developed.

Creative Education continued to be an integral part of our curriculum at the School, with terrific drama and music performances throughout the year.

Major drama productions included:

Major music concerts included:

• ‘Cosi’

• ‘Noteable’

• ‘Dogg’s Hamlet’

• various Chorals

• ‘Cahoot’s McBeth’; and

• ‘It’s a String Thing’; and

• ‘Lord of the Flies’.

• ‘Up, Up & Away!’.

The School also hosted and billeted the African Childrens’ Choir, performed at community events such as the CGS Fete and Family Picnic, and were involved in festivals around Canberra and the region.

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STUDENT CARE & DEVELOPMENT Care for our students at CGS remains one of our highest priorities, and 2016 continued to be a significant year with preparations for the transition to co-education. Each year students are given the opportunity to engage in authentic leadership programmes, to work as part of teams, and are encouraged to be challenged to be their best with growth core to all facets of their education.

Many events were held throughout the School year aimed at assisting students to develop their ability to form positive relationships, and to reflect on their personal development in all areas of their School life. As an insight, just some of these activities included: • Presentations in assembly about key issues, musical performances and awareness issues such as mental health and youth suicide • The Student Representative Council activities • The establishment of the CGS Academy, a student-led academic mentoring group • The continued growth of Sustainable CGS, a student-led group responsible for bringing a variety of recycling programmes to the CGS Senior School • PACES Conferences each term between the Tutor and students • Year 11 Leadership Programme, including leadership activities at Royal Military College Duntroon • Senior School Scholar Mentorship Programme • An extensive programme of community awareness and giving, including the support of: the Sony Foundation, the Leukaemia Foundation, The Salvation Army Red Shield Appeal, The Greatest Shave, and Live Below the Poverty Line • Community Service Programme - students in Year 10 continued to engage in 25 hours of community service with many exceeding this target by a healthy margin; and • The Outdoor Education Camp experience continues to challenge students to not only better understand the world in which they live but to better understand themselves and how they interact and rely on others.

A unique aspect of Canberra Grammar School is also the P&F Mock Interviews, which provide students with the chance to gain the skills they’ll need after leaving School. This involves writing a resume, application, and then participating in an interview with a professional.

Specialist assistance is provided through our Chaplain, School Counsellor, Careers Advisor, Learning Development Team and Health Centre, as required, and many students benefitted from these services during 2016.

Senior School House System The House System continues to be one of the finest aspects of a Canberra Grammar School education.

The Pastoral Care provided to students through this system helps to increase the connectedness of students to their School and this arises through the many unique aspects of each House.

It has been wonderful to be able to participate in many House functions and to experience the warmth of friendships within these groups. I am very conscious that there are so many more events that I am unable to attend. The broader House competition and Captain’s Cup events which are run through the House system also play a valuable role in developing students. I am always pleased at the end of the year when students speak passionately about their experience within their Houses and encourage younger members to not waste the many opportunities that are available to them.

I would like to publically thank the staff, parents and students for their wonderful contribution throughout 2016 to help make CGS the special place that it is for so many in our community. May we always remember to be people who are encouraging in our nature and who “get the most out of life”.

David Smart Head of Senior School

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Senior School Captains & Vice-Captains NAME

POSITION

HOUSE

Ben McGinness

School Captain

Aaron Kim

School Vice-Captain

Sam Waddoups

School Vice-Captain

Harrison Korte

House Captain

Burgess

Kristan Weereratne

House Captain

Burgmann

Patrick Soulsby

House Vice-Captain

Burgmann

Carlin Sloan

House Vice-Captain

Burgmann

Oliver Whitehead

House Captain

Clements

Jonty Kevin

House Captain

Eddison

Mitchell St George

House Vice-Captain

Eddison

Jay Lindsay

House Vice-Captain

Eddison

Franklin Percy

House Captain

Edwards

Charlie Hancock

House Vice-Captain

Edwards

Dylan Earley

House Vice-Captain

Edwards

Trent Storen

House Captain

Garnsey

Drew Thompson

House Vice-Captain

Garnsey

Ojas Jyoti

House Captain

Garran

Ben Smart

House Vice-Captain

Garran

Alex James

House Vice-Captain

Garran

Ben Collins

House Captain

Hay

Robert Bruessel

House Vice-Captain

Hay

Ned Stewart

House Vice-Captain

Hay

Owen Rabak

House Captain

Manaro

Angus Williams

House Vice-Captain

Manaro

Eddie Stewart

House Vice-Captain

Manaro

Lachlan Pino

House Captain

Sheaffe

Nicholas Cumming

House Vice-Captain

Sheaffe

William Reith

House Vice-Captain

Sheaffe

Annual Report 2016 | CGS | 19

Co-curricular Captains SUMMER SPORT 15/16 (APPOINTED TERM 4 2015) MIC Arts

CAPTAIN

VICE-CAPTAIN

1ST TEAM CAPTAIN

1ST TEAM VICE-CAPTAIN

GVW

Design and Technology

Patrick Soulsby

Visual Art

Drew Smith

Athletics

JWR

Badminton

AIS

Eddie Stewart

Mark Li

Basketball

MSG

Oliver Whitehead

Zachary Skinne Harrison Sengelman

Broderick Doran

Patrick Robertson

Cricket

MSG

Alexander Teal

Benjamin Smart Sam Young

Ben McGinness

Kristan Weereratne

Debating

DAT

Dragon Boats

YHL

Ojas Jyoti

Jonty Kevin Zac Lagos

Drama

BZK

Technical Production

Joseph Robertson

Front of House

Thomas Carruthers

Performance

Jack Andrighetto

Film

Michael Liehne

Music

CAW

Nick McCabe

Dominic Hill

Bands

Max Jesiolowski

Mark Glanville

Choirs

Maximilian Wang

Benjamin Chesworth

Orchestras

Dominic Hill

Patrick Soulsby

Outdoor Ed

SPD

Rowing

CLN

Ewan Boyes

Callum Webb

Sailing

GMM

James Caffery

Charles Wilson

Squash

TAW

Summer Weights

TGP

Swimming (carnivals)

JWR

Joshua Silk-Jones

James Hanson

Taekwondo

PJ

Tennis

JOD

Water Polo

LTW

20 | CGS | Annual Report 2016

Dominic Neil

Jack GormanJarod Watson

WINTER SPORT 2016 MIC

CAPTAIN

Athletics

JWR

TBA (Yr 11)

Badminton

AVW

Eddie Stewart

Mark Li

Basketball

MSG

Oliver Whitehead

Zachary Skinne Harrison Sengelman

Cross Country

JWR

Andrew Waddell

Max Graham

Debating

DAT

Dominic Behrens Callum Webb

Mark Li

Drama

BZK

Technical Production

Joseph Robertson

Front of House

Thomas Carruthers

Performance

Jack Andrighetto

Film

Michael Liehne

VICE-CAPTAIN

Football

MSG

James Caffery

Jonty Kevin

Hockey

HML LPS

Ben Maliel

Jay Lindsay

Music

CAW

Nick McCabe

Dominic Hill

Bands

Max Jesiolowski

Mark Glanville

Choirs

Maximilian Wang

Benjamin Chesworth

Orchestra

Dominic Hill

Patrick Soulsby Dylan Earley

Orienteering

MPP

Mark Glanville

Rugby

AWS

Oliver Fairfield-Smith

Squash

TAW

Marcus Johnson

Taekwondo

PJ

Water Polo

LTW

Dominic Neil

1ST TEAM CAPTAIN

1ST TEAM VICE-CAPTAIN

Broderick Doran

Patrick Robertson

Jonty Kevin

Trent Storen

Jack Gorman

Annual Report 2016 | CGS | 21

SUMMER SPORT 16/17 (APPOINTED TERM 4 2016) MIC

CAPTAIN

ARC

KLH

Angus Young

Arts

GVW

VICE-CAPTAIN

Design and Technology

Andrew Waddell

William Abbott

Visual Art

Christopher Mellor

Daniel Lutze Thomas Agnew Jordan Schultz

Athletics

JWR

Deion Pryor

Badminton

AIS

NA

Basketball

MSG

Hamish Gabbedy

CHESS

ML

James Riley Joshua Newbery

Dion Tsarpalias

Jack Johnston Zachary Morgan

William Woodrow

MSG

Matthew Faulkner

Debating

DAT

Christopher Seidl

Dragon Boats

YHL

Lance Lee

Ethan Bentzel Jeremy Lott

Drama

BZK

Joshua Hammond

Luca Hehir

Technical Production

Damian Camilleri

Front of House

Benjamin Johnstone

Performance Film CAW

Bands Choirs Orchestras Rowing

CLN

Riley Tanton

Sailing

AGT

Liam Stewart Neal Morris

Squash

TAW

Brendan Chan

Summer Weights

TGP

Swimming (carnivals)

JWR

Taekwondo

PJ

James Angstmann

Tennis

JOD

Jason Tran

Water Polo

LTW

Benjamin Castle John Kemp

22 | CGS | Annual Report 2016

1ST TEAM VICE-CAPTAIN

Steele Butler

Cricket

Music

1ST TEAM CAPTAIN

William Herse

Benjamin Castle John Kemp

Rocco-Nicholas Mollica

Senior School Colours ACTIVITY

NAME

Basketball

Broderick Doran

Dragon Boats

Robert Bruessel

Dragon Boats

James Field

Dragon Boats

Ojas Jyoti

Dragon Boats

Jonty Kevin

Dragon Boats

Harrison Korte

Dragon Boats

Patrick Soulsby

Dragon Boats

Drew Thompson

Swimming

James Hanson

Swimming

Joshua Silk-Jones

Senior School House Results HOUSE

SWIMMING

CROSS HOUSE ACADEMIC ATHLETICS ATHLETICS TOTAL COUNTRY MUSIC EFFORT STANDARDS CARNIVAL

RANK

Garnsey

3

2

6

6

2

1

20

1

Manaro

7

1

1

8

1

3

21

2

Sheaffe

1

6

4

4

3

4

22

3

Hay

4

5

3

3

5

5

25

4

Eddison

5

7

5

5

4

2

28

5

Garran

8

3

1

6

6

6

30

6

Edwards

6

4

7

2

7

7

33

7

Burgmann

2

8

8

1

8

8

35

8

Annual Report 2016 | CGS | 23

Activity Colours Awarded Summer 2016

24 | CGS | Annual Report 2016

ACTIVITY

NAME

Basketball

Broderick Doran Patrick Robertson Zachary Skinner

Dragon Boats

James Field Ojas Jyoti Zachary Lagos Patrick Soulsby

Cricket

Benjamin McGinness (2015) Kristan Weereratne

Rowing

Ewan Boyes

Swimming

James Hanson Joshua Silk-Jones

Water Polo

Jack Gorman Dominic Neil

Activity Colours Awarded Summer 2016 ACTIVITY

NAME

AFL

Joshua Dowse Benjamin McGinness

Basketball

Andrew Martine Oliver Whitehead

Dragon Boats

Robert Bruessel Jonty Kevin Harrison Korte Drew Thompson

Drama

Jack Andrighetto Ojas Jyoti Daniel Talanine

Football

James Caffery Jonty Kevin

Music

Benjamin Chesworth Dominic Hill Max Jesiolowski Nicholas McCabe Patrick Soulsby

Rugby

Oliver Fairfield-Smith Charlie Hancock Trent Storen Angus Williams

Sailing

James Caffery

Taekwondo

Isaac Hamton

Annual Report 2016 | CGS | 25

COMMUNITY DEVELOPMENT REPORT

FROM THE DIRECTOR OF COMMUNITY DEVELOPMENT MR SANDY GODDARD The CGS Community Development Office (CDO) is responsible the School’s admissions, alumni, communications and marketing, events, graphic design and community liaison functions, and supports the CGS Foundation. The aim of the CDO is to provide innovative, exciting and engaging opportunities to benefit the entire School community.

2016 proved to be a busy year, with three extensive engagement programmes being the main priority of the Office, including the alumni engagement, co-education transition, and regular community development programme.

CGS Alumni With the Old Boys’ Association’s (OBA) resolution to cease operating as a separate association and merge its operations to the School, the School embarked on a strong endeavour to re-connect with its many alumni through a number of events through the year. The Community Developmnet Office continues to engage regularly with a group of past committee members to plan and develop activities that involve the broader alumni community.

With the merging of the OBA to the School, the funds were transferred to the CGS Foundation, and the first Old Boys’ Association Scholarship for students of distinctive potential was established.

2016 was a year full of engagement activities, with the London and Hong Kong Reunions proving to be popular with a number of CGS Alumni. The Reunions were rich in discussion and experiences, as past students from a range of ages and year groups attended, to reinforce and re-establish new connections. Event attendance was at an all time high with nearly 500 alumni attending over 10 events throughout the year, and new reunions also being held in Sydney and Melbourne.

The inaugural Captains and Vice-Captains Alumni Reunion was also at the School in April and a Past Staff Reunion in October proved to be very successful in reuniting colleagues spaning over 40 years.

The annual Vintage Club Reunion Student Assembly and lunch remained a key aspect of this event, and was well attended. In 2016, the CDO also held additional regional reunions alongside the Independent Schools Boarding Expo in Wagga Wagga, which gave past students and parents the opportunity to meet with members of the School’s leadership team, and catch-up on the School’s developments.

With re-connection to alumni being a key part of the engagement programme, work continued on developing our database and establishing a stronger presence on LinkedIn, Facebook, and Twitter.

26 | CGS | Annual Report 2016

Co-education transition The response to the co-education announcement saw the Admissions Office contacted with a large amount of positive community interest. With the decision to open up enrolment for girls in Years 3 and 4 in the Primary School in 2017, and Years 7 and 11 in the Senior School, an increased Open Day and Information Night programme was developed. Additionally, the School engaged Jonathan Ward and Bob Stewart for the design and supply of the new School’s academic and sport uniform for Year 3 to 12, which would be launched in 2017 and introduced over a two year roll-out period.

Community Development In addition to the supplementary co-education activities, the CDO continued to operate its regular community development programme.

COMMUNITY EVENTS As always, 2016 was a year full of exciting events, including: • Whole School Picnic

• Opening of the new Southside Centre

• CGS Fete • ANZAC Day Dawn Service

• Information Evenings for boys and girls enrolled in the first year of co-education in 2017

• Alumni Reunions and functions

• House and Valedictory Dinners

• Primary School Dinner

• Year 10 and 12 Formals; and

• Mother’s and Father’s Day events

• Annual Presentation Night.

CGS Foundation The School also continued to support and work closely with the CGS Foundation to ensure the longterm security and development of the School. Much of the work in 2016 was spent around continuing to highlight the work of the CGS Foundation, including the communication outlining the background and highlights of the history of the CGS Foundation, which to led to a successful CGS Foundation Annual Giving Appeal. More information about the CGS Foundation can be found at CGSFOUNDATION.ORG.AU Overall, the CDO has continued to provide a level of professional expertise in placing the School and its reputation as a leading school in the Canberra region, and as one in which its community can be proud of.

Community Development Office team The CDO is made up of a dynamic team dedicated to dedicated to working with the whole School community and associations.

• Director of Community Development – Mr Sandy Goddard • Communications & Marketing Manager – Mr Reece Cummings • Registrar – Ms Huma Cheema • Assistant Registrar – Ms Lucy Welsh • Events Manager & Fete Coordinator – Ms Rachel Gurney • Community Development Coordinator & Alumni Manager – Ms Tammy Foley • Foundation Manager(s) – Ms Dimity May and Mr Peter Cursley • Graphic Designer – Ms Twee Phan Sandy Goddard Director of Community Development Annual Report 2016 | CGS | 27

STRATEGIC OPERATIONS REPORT FROM THE DIRECTOR OF STRATEGIC OPERATIONS MS KERRI ROCK In 2016, the School took an unusual and progressive step by creating a portfolio specifically related to Strategic Operations across the whole School, with the focus on providing high level leadership to Strategic Change Projects and core School systems.

Human Resources Department 2016 was a positive and effective year for the Human Resource Department (HRD). Much time was spent improving the staff on-boarding process, the Induction Programme and the HRD forms and processes used by staff. In accordance with the change of legislation, the Human Resource Manager attended training and became the designated Return to Work Coordinator for the School. Moreover, the HRD were key participants in the negotiation, voting and approval of two industrial agreements: one for Support Staff and the other for Teaching Staff. Likewise, in conjunction with the Language Department, a Memorandum of Understanding with the Embassy of France in relation to a language assistants program was successfully negotiated. Finally, the HRD spent much time working with areas such as the Active Education Office to help change the pay scale and payment methods in line with the relevant industrial instruments.

Education Technology Department Education Technology in the School was strengthened by a number of changes. Staff across different areas of the Information Technology team were consolidated into a single department with a new Head of Education Technology role established to bridge discussion between technical and educational staff. The Education Technology Committee was refocused as a consultative committee, supporting a new project process. After a survey of staff needs, new laptops were issued, and infrastructure was strengthened with the wi-fi network expanded and optimised. Servers were replaced and a backup system was added at the Northside campus, while lab spaces were reduced as the School relied more on the student bring your own device programme. Additonally a vision with input from students for the future of Education Technology was created.

28 | CGS | Annual Report 2016

Strategic Operation Office This new office has been specifically developed to work on a whole of School Change Management Framework. This includes providing leadership, guidance, management and administrative support to the School’s Strategic Change Board to help ensure that deadlines and priorities are actioned and realised across the School’s change management program. Continuous improvement targeting known inefficiencies across the School has been effective and many areas are engaging in improved process, procedures and communication. A new compliance and assurance system has also been implemented and work continues to ensure that we benefit from this new management reporting tool.

The key personnel in the Strategic Operations Office, include: • Director of Strategic Operations – Ms Kerri Rock • Strategic Operations Office Manager – Ms Lisa Baum • Operations Manager – Ms Sally Gates • Head of Education Technology – Mr Michael de Raadt • Human Resources Manager – Mr Michael Simon

Professional development activities for staff At Canberra Grammar School, we aim to provide an effective professional development program for all teachers to ensure the improvement of all students’ engagement and learning outcomes.

Our teaching staff have identified, been involved in, and attended a diverse range of workshops, seminars and conferences. Continual Professional Learning opportunities included: • Course updates on the Australian Curriculum, IB (DP and MYP) and HSC • Teaching and learning strategies • Differentiated learning • Interdisciplinary teaching and learning • Visible Learning • Digital technologies, innovation and change • Behaviour management; and • Mental health.

Canberra Grammar School also continues to foster our professional learning community by extending opportunities to encourage collaborative learning amongst colleagues. Our focus of Teaching Practice, Department-based and Beyond the Classroom workshops allowed our staff to share best practice in the classroom, improve departmental focused skills and engage as life-long learners in a variety of exciting workshops, with 38 staff delivered over 80 hours of workshops.

Our teachers have continually reported that they value the professional development and the opportunities to advance their practice in order to increase student learning. Our Heads of Department have also worked together strategically to plan and develop future pedagogical approaches to formative learning, reporting and differentiation.

Annual Report 2016 | CGS | 29

WORKSHOPS This year, our focus of Teaching Practice, Department-based and Beyond the Classroom workshops, involved 68 workshops delivered over four months. In total, 38 staff delivered 86 hours of workshops from across all areas of the School. Workshops covered a diverse range of interests, including but not limited to: • Department specific subjects • Teaching and Learning Strategies • School Information Management – Intro to Managebac • Assessment – Analysing NAPLAN results • Learning Development – Beyond dystoetouchia; and • Pastoral Care – Improving transition from Year 6 to Year 7.

NEWLY ACCREDITED PROGRAMMES The School also accredited three programmes with the ACT Teacher Quality Institute that included: • Developing a Community of Practice • Global Understanding through Inclusivity; and • Canberra REAIE Network Meetings.

PROFESSIONAL APPRECIATION CYCLE The Professional Appreciation Cycle (PAC) has now been running for three years. Nine teaching groups have entered the cycle, which involves two years of self-reflection, goal setting, classroom observations (observing and being observed), professional conversations, and review. Every teacher in the Senior School and the Primary School has now been involved in the PAC as either a Mentee, Mentor, or Supervisor. Most staff have taken on more than one of these roles. In total, 93 Mentees have entered the PAC, and an Academic Leaders PAC is currently being piloted in the Senior School with six of our Academic Leaders.

FURTHER PROFESSIONAL DEVELOPMENT AND LEARNING In 2016, the Staff Professional Excellence Fund (SPEF) has supported over 60 staff in activities that develop and enhance their roles at CGS. Staff from the Early Learning Centre, Junior School, Senior School, and Support staff have participated in conferences and courses both in Australia and overseas.

Staff have been able to attend the National Conferences for Geography and Mathematics, the History Department staff visited Vietnam, while others have visited schools to see best practice in action for their area of interest such as mathematics and elite sports. Others have been able to complete Masters Degrees, some have undertaken courses in Languages, and others have attended workshops to enhance their teaching practices. Our Community Development Office team attended a conference at the Gold Coast, and other support staff undertook professional courses related to their specific roles.

Overall, the SPEF has been able to enhance the experience of staff across the school.

The best professional development is not necessarily just paid courses. We can also identify several different forms of professional learning that produce strong returns for both teachers and our School: growing our staff as presenters, opening our doors wider to pre-service teachers, participating in small action research projects and by celebrating teacher achievements.

Reflecting on, defining, and articulating aspects of teaching practice for others allows teachers to confidently share teaching knowledge and carry the CGS narrative into the wider community.

In early 2016, five teachers from Canberra Grammar School were invited to speak at the Inspire Centre at the University of Canberra to Master of Education students, where the topic of focus was on using the Australian Curriculum Cross Curriculum priorities within subject areas.

30 | CGS | Annual Report 2016

Canberra Grammar School hosted two sessions for 16 beginning Masters of Teaching students from the University of Canberra. The students were able to observe the working school and a number of different classes, and meet with members of the Senior School executives. The real benefit of the days was in growing the preservice teachers’ belief about what CGS is really about and what we value in education. These experiences highlight CGS as an employer of choice and preservice places are in demand. We also mentored 10 students through two extended practicum periods in 2016.

This year we also participated in a 10-week supported project with the ACTAIS Learning Frontiers group.

The CUBE’ project was designed to challenge the way students think and approach problem solving.

Using a design methodology, the project, initiated in one Year 8 class, was a pilot study in problembased learning focused on mathematical thinking and abstract visualisation. Moving from paper and pencil work, to design software and finally 3D printing, created a STEM approach to student learning in Mathematics that improved student outlook and independence.

Celebrating teacher achievements validates and elevates learning gains and provides further incentive to grow teacher learning. Several staff presented their project work at the AISACT 2016 Celebrating Teaching and Learning day in November, including the Maths project work, the HoloLens and coding projects and work around building literacy coaches in schools. Being able to present at this type of afternoon was an effective way of celebrating the hard work and exciting initiatives being developed by our staff. This continues to reaffirm to the community both our commitment to growth and our quality as a learning organisation.

Qualifications of Teaching Staff Canberra Grammar School employed 215 teachers in 2016. Of those, 206 had teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition guidelines.

8 had a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lacked formal teacher education qualifications.

Kerri Rock Director of Strategic Operations

Workforce Composition INDIGENOUS Of CGS staff surveyed in 2016, none identified as Aboriginal or Torres Strait Islander.

GENDER THE SCHOOL

HAD 215 TEACHERS

128 WERE FEMALE

87 WERE MALE

EMPLOYED IN 2016 60%

40%

Annual Report 2016 | CGS | 31

BUSINESS & FINANCE REPORT FROM THE BUSINESS DIRECTOR MR DAVID EVANS 2016 was a historic year as the School took the first step towards full co-education, enrolling girls for the first time in Years 3 and 4, and total enrolments increased with the Primary School Red Hill campus exceeding 600 for the first time.

The year continued to be another busy one, with the commencement of two major projects, including the upgrade to the Art, Design and Technology (ADT) Centre in the Senior School and the expansion of the Monaro Crescent Carpark, both scheduled for completed in early 2017.

The School also started over 30 other capital improvement projects, including: • The upgrades of bathrooms across the Primary and Senior School campuses • Uupgrading the fire control systems • Installing heating and cooling to the east quad of the Senior School and relocating; and • Expanding the agricultural teaching facility.

This was in addition to the ongoing investment in education technology, mainly in the form of audio visual upgrades across the School.

32 | CGS | Annual Report 2016

The recurrent operational performance for 2016 was consistent with that of recent years, and the School generated an operating surplus of $336,018. Total operating income increased by approximately 6% on the previous year and there was a 7% increase in costs. The majority of expenditure was on staff, teaching resources, education technology and campus renewal. Approximately 80% of the School’s income was contributed by parents with Federal and State Governments providing around 15%, and the balance coming from investments, donations and the CGS Care (holiday care and out-of-school hours programme).

The Board is pleased with the financial results for 2016, and will continue to focus on improving the School facilities during 2017 as we commence the next stage of co-education and welcome girls to the Senior School in Years 7 and 11.

David Evans Business Director

Annual Report 2016 | CGS | 33

STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING

In 2016, Canberra Grammar School students in Years 3, 5, 7 and 9 completed the National Assessment Program – Literacy and Numeracy (NAPLAN) tests.

The table and graph below compare the percentage of Canberra Grammar School students in the top Band with the percentage of students in the ACT as a whole.

Comparison of CGS v ACT for Top Band ACADEMIC YEAR

COHORT

READING

WRITING

SPELLING

GRAMMAR

NUMERACY

CGS

48

15

28

48

35

ACT

34

14

23

35

20

CGS

32

7

18

25

33

ACT

18

4

11

20

13

CGS

33

6

18

26

29

ACT

16

5

9

16

12

CGS

27

7

17

18

22

ACT

12

5

9

12

10

Year 3

Year 5

Year 7

Year 9

34 | CGS | Annual Report 2016

The table below compares the percentage of Canberra Grammar School students in each band with the percentage of students in the ACT as a whole.

BAND

READING

Year 9 Year 7 Year 5 Year 3

WRITING

Year 9 Year 7 Year 5 Year 3

SPELLING

Year 9 Year 7 Year 5 Year 3

GRAMMAR

Year 9 Year 7 Year 5 Year 3

NUMERACY

Year 9 Year 7 Year 5 Year 3

10

9

8

7

6

5

CGS ACT CGS ACT CGS ACT CGS ACT

27

25

27

16

3

2

12

22

29

23

11

3

33

32

17

12

5

1

16

22

24

23

12

3

32

28

20

10

6

4

18

25

25

18

10

4

48

14

24

34

23

18

CGS ACT CGS ACT CGS ACT CGS ACT

7

19

29

27

12

6

5

10

25

28

20

13

6

21

28

25

16

3

5

14

26

30

19

7

7

10

41

33

5

4

12

32

36

11

5

15

45

26

14

37

29

CGS ACT CGS ACT CGS ACT CGS ACT

17

23

32

17

9

3

9

19

30

23

13

7

18

31

25

16

7

3

9

22

30

23

12

4

18

17

26

26

8

4

11

17

31

25

11

5

28

30

20

23

26

24

CGS ACT CGS ACT CGS ACT CGS ACT

18

25

26

18

7

6

12

18

23

28

13

7

26

26

24

16

8

0

16

19

29

19

15

4

25

27

24

12

6

20

23

24

21

9

3

48

16

18

35

19

19

CGS ACT CGS ACT CGS ACT CGS

22

28

30

15

4

0

10

18

32

28

11

1

29

27

31

10

3

1

12

21

33

22

10

2

33

20

32

9

4

2

13

18

30

27

11

3

35

30

18

20

22

24

ACT

4

3

2

1

7

7

0

14

8

2

13

2

0

15

4

1

13

7

2

14

10

3

16

0

2

20

4

3

13

4

0

23

8

2

3

5

Annual Report 2016 | CGS | 35

HIGHER SCHOOL CERTIFICATE RESULTS Canberra Grammar School would like to congratulate all Year 12 HSC students of 2016 on their recent results. The School is delighted for the achievements of all students, and especially delighted for those whose outstanding performances gained top state placements in a system with a total cohort of over 77,000 students.

Charles Hancock was 1st in the state for German Extension and 4th for German Continuers. Other top placements were earned by Nicholas McCabe who was 5th in the state for Music Extension, Mark Glanville who was 9th in Software Design and Development, and Eric Gittleman who was 18th for Business Studies. Elliott Murphy was also 16th in the state for Mathematics, despite taking the exams a year early. Eddie Stewart joined Charles Hancock and Mark Glanville on the all-round achievers’ list, and our students gained 107 places on the distinguished achievers’ list for earning results in the highest possible bands.

We are also delighted to congratulate Eddie Stewart who was dux of the HSC cohort with an ATAR of 99.25.

While schools under the NSW system do not receive ATAR notifications, 99% of our students will graduate with an ATAR, around 90% of which will be above 65.

Once again this year, upper band results in the great majority of subjects were well beyond state percentages. Students should be particularly commended for their outstanding performances in the following subjects in which percentages in Band 6 alone exceeded the state multiple times over: • Software Design and Development: 53% Band 6 compared with 11% for the state • German Continuers: 75% Band 6 compared with 23% for the state • Music 2: 100% Band 6 compared with 34% for the state • Visual Arts: 33% Band 6 compared with 14% for the state; and • Biology: 18% Band 6 compared with 9% for the state.

It was also terrific to see so many of our students made advanced offers by universities this year. In fact, more than 10% of our HSC students were given unconditional early offers to universities, which is extraordinary and signals profound changes to the significance of the entire ATAR system. Many students will also receive bonus points for their individual successes, and it has been lovely to hear from so many who are so happy with their achievements and the opportunities now before them.

36 | CGS | Annual Report 2016

INTERNATIONAL BACCALAUREATE RESULTS Canberra Grammar School would like to congratulate the International Baccalaureate Diploma Programme (IBDP) students of Year 12 2016 on an excellent set of results.

The School’s third ever cohort of IBDP students gained an impressive median ATAR of 92.3. In addition, 38% of students attained IBDP scores equivalent to ATARs above 95, while 62% gained ATARs above 90. 100% of students taking their final IBDP exams earned ATARs above 65.

We are particularly delighted to congratulate School Vice-Captain, Samuel Waddoups, who was dux of the IBDP cohort with an exceptional IBDP score of 44 and an ATAR of 99.85.

Particular subject highlights in which students achieved a high proportion of upper grades include French, Physics and Sports Science. It is worth also noting that two Year 11 students who finished French a year early gained exceptional grade 7s.

Along with the HSC students who received their results in December, we congratulate all IBDP students once again and I thank them for their great contribution to the life of the School.

SENIOR SECONDARY OUTCOMES THERE WERE 142 STUDENTS

IN YEAR

IN

12

2016

STUDIED THE

120 STUDENTS

OF THESE 140 STUDENTS

&

22 STUDENTS

STUDIED THE

ATTAINED A

98.6

%

Annual Report 2016 | CGS | 37

SCHOOL POLICIES

All policies have been written in accordance with the requirements for ACT Government Registration and have been last rewritten and updated during the reporting period.

The policies are available to the CGS Community via CGS Connect (the School’s online Community Portal) and on application to the Head of Primary or Senior School.

Major School policies include:

Whole School Policies • Acceptable Use of Technology (Students)

• Evacuation procedure

• Administration of Medication Policy

• Fee Payment Policy

• Admissions Policy

• First Aid Policy

• Alcohol Policy

• Gifted and Talented Policy

• Anaphylaxis Policy

• Incident Reporting

• Assessment and Reporting Policy

• Indigenous Students Policy

• Asthma Policy

• Lockdown Procedure

• CCTV Policy

• Management of Fever Policy

• Child Protection Policy

• Medical Conditions Policy

• Code of Conducts for Students

• Privacy Policy

• Communicable Diseases Policy

• Student Bullying and Harassment Policy

• Community Grievance Policy

• Student Diversity Statement

• Corporal Punishment Policy

• Student Drug and Alcohol Policy

• Discipline Policy and Behaviour Management (Incorporates Suspension and Exclusion)

• Student Learning Support Policy

• EADL Policy

• Sun Protection; and

• Equity and Inclusion

• Toilet and Change room Policy.

• Students with a Disability

Early Learning Centre Policies • ELC Excursions Supplement

• Sleeping and Resting; and

• ELC Sustainability

• Supervision and Determining Responsible Persons.

• Hand washing • Nutrition

38 | CGS | Annual Report 2016

STUDENT ATTENDANCE The School recorded the following attendance rates in 2016:

PRIMARY SCHOOL

SENIOR SCHOOL

Year

Attendance Rate

Year

Attendance Rate

K

95.9

7

94.0

1

95.8

8

93.2

2

96.3

9

93.9

3

94.8

10

94.2

4

94.8

11

95.4

5

94.5

12

96.0

6

93.8

STUDENT RETENTION 163 STUDENTS

COMPLETED

IN

YEAR

10 OF THOSE

163

STUDENTS

135 OF THEM

2014 COMPLETED

IN

YEAR

12

2016

Annual Report 2016 | CGS | 39

HOW THE SCHOOL MANAGES NON-ATTENDANCE

Due to our student and family culture, Canberra Grammar School has very little problem with student non-attendance. Occasionally, issues arise that are related to health, mental health or family issues.

If an issue of non-attendance arises, the normal procedure is explained.

Primary School 1. Primary School Administration assistants alert Campus Directors of unapproved absences that extend beyond a week, are of a health or pastoral concern and/or any unexplained absences of longer than two days.

2. Campus Directors investigate the issue and take steps to encourage and, as needed, assist parents/caregivers in returning a student to School.

3. Campus Directors inform the Head of Primary of non-attendance issues, involving him/her in the return to School strategy as needed.

4. If non-attendance continues, the Head of Primary will request a formal meeting with the student and parents to outline the requirement to attend School and that of the Directorate.

5. Outside agencies such as CAMHS or Care and Protection may be utilised depending on the specific circumstances. Referrals to these agencies will be made by the Head of Primary School in conjunction with the School Counsellor.

6. If non-attendance continues then the Liaison Unit of the Education and Training Directorate (ETD) would be contacted to discuss next steps and the Head informed.

7. The Head of Primary in consultation with the Head would then request intervention from the Registrar of Non-Government Schools as per ETD protocols if non-attendance remains a problem.

40 | CGS | Annual Report 2016

Senior School 1. Housemasters become aware of the problem (either through the school roll marking procedure or via notification).

2. Housemasters investigate the issue and take steps to encourage return to school.

3. The School Counsellor is notified and becomes involved in assisting a return to school.

4. The Counsellor and Housemaster will, as deemed necessary, visit the student and parents in their home to encourage a return to school.

5. The Head of Senior School will also be involved at this stage (or afterwards if it is not successful) and will request a formal meeting with the student and parents to outline the requirement to attend School and that the Directorate will need to be notified if non-attendance continues.

6. Outside agencies such as CAMHS or Care and Protection may be utilised depending on the specific circumstances. Referrals to these agencies will be made after consultation with the Head of Senior School and the School Counsellor.

7. If non-attendance continues then the Liaison Unit of the Education and Training Directorate (ETD) would be contacted to discuss next steps.

8. The School would then request intervention from the Registrar of Non-Government Schools as per ETD protocols if non-attendance remains a problem.

Annual Report 2016 | CGS | 41

POST-SCHOOL DESTINATIONS

Our students were offered places in degree courses in the following universities in ACT and NSW: Australian National University

60

University of Canberra

39

University of Sydney

10

University of New South Wales

9 (18 Eligible)

University of Wollongong

2

Charles Sturt University

2

University of Technology Sydney

1

Early offers were made to students at the following universities: University of Canberra

12

Australian National University

5

University of Wollongong

1

A number of students apply to student interstate. Information provided by VTAC shows below offers to Victorian universities.

The School does not receive information on students attending university outside of the ACT and NSW.

42 | CGS | Annual Report 2016

Monash University

6

University of Melbourne

4

Royal Melbourne Institute of Technology

3

One student also gained entry to Stanford University. It is also important to note that students are only eligible for one offer per round and may therefore have secured multiple offers.

This year, the most popular field of study was flexible arts and social science degrees, with 29 students being offered in that field of study. There was also an increased uptake in students who wish to study in the area of commerce, finance and politics, with 28 students being offered degrees in that field of study. As always, there was also a strong interest in STEM related study, with 17 students being offered degrees in that area.

In reply to industry demand, many universities have created new degrees which our students have also elected to study, some including: Bachelor of Data Science and Decisions at UNSW, Bachelor of Advanced Studies (an open-ended degree) at USyd, Bachelor of Health Science with new pathway programmes at ANU, Flexible Vertical Double Degrees at ANU, and UNSW offering different term structures and more international exchange programmes.

Annual Report 2016 | CGS | 43

ADMISSIONS POLICY Canberra Grammar School is an independent Anglican school that welcomes applications from students of all backgrounds, cultures and faiths. We aim to be an inclusive, diverse and talented community, educating students with a wide range of interests, abilities and aspirations.

Our admissions policy reflects our core values and places emphasis on providing opportunities through scholarships (in Years 7 and 11) for students with particular academic and other talents, on nurturing existing family connections with the School wherever possible and on responding to the dynamic nature of Canberra’s population.

The main points of entry to the School are: YEAR GROUP

OPEN TO

AGE REQUIREMENTS

Pre-School (ELC Southside)

Day boys and girls

must turn 3 by 30 April in year of entry (children commence the program once they have turned 3)

Pre-Kindergarten

Day boys and girls

Must turn 4 by 30 April in year of entry

Year 3

Day boys and girls

turn 8 by 30 April in year of entry

Year 7

Day and boarding boys and girls

Must turn 12 by 30 April in year of entry

Year 11

Day and boarding boys and girls

Must turn 16 by 30 April in year of entry

Applications for entry to all other year groups are welcome and applicants will be invited for assessment and interview as places become available.

The School will make offers to applicants, subject to interviews and assessment, in the following order until all places in each year group are full: 1. Scholarship winners and applicants with academic scholarship results in the top 25% of external applicants by performance rank (applies to Years 7 and 11 entry only) 2. Siblings of current students by registration date 3. Siblings and children of Alumni by registration date; and 4. Other applicants by registration date.

Notwithstanding the principles outlined above, at the discretion of the Head of School, places in any year group may be reserved for and offers given to, for example: • children of permanent staff of the School • children of practising ministers of the Anglican Diocese of Canberra and Goulburn • former students returning to Canberra and new arrivals to Canberra • applicants whose special talents may enhance the depth and breadth of the School’s curricular and co-curricular life; and • boarding students, indigenous students, international students or students wishing to study for the International Baccalaureate.

The full Admissions Policy and Annex can be found at CGS.ACT.EDU.AU/ADMISSIONS/APPLY-ONLINE or by contacting the Admissions Office on +61 (2) 6260 9744 or at admissions@cgs.act.edu.au.

44 | CGS | Annual Report 2016

CHARACTERISTICS OF THE STUDENT BODY The data on these pages is taken from Canberra Grammar School’s entry to the Government Census in 2016. The enrolment at the time of the report was 1,728 students.

GENDER THE SCHOOL HAD

1,556 MALE STUDENTS

1,728 STUDENTS

172 FEMALE STUDENTS

=

INDIGENOUS 8 STUDENTS IDENTIFIED AS

ABORIGINAL OR TORRES STARIT ISLANDER

Languages spoken at home Students spoke the following language at home: Afrikaans

2

Farsi (Persian)

1

Macedonian

5

Swahili

3

Albanian

2

Filipino

3

Malayalam

4

Swedish

1

Amharic

1

French

4

Mandarin

Tagalog/Filipino

2

Arabic

33

German

6

Marathi

2

Tamil

9

Bangla

1

Greek

23

Myanmar

2

Telugu

2

Bengali

6

Gujerati

2

Nepali

2

Thai

2

Cantonese

17

Hebrew

3

Polish

1

Turkish

1

Chinese

24

Hindi

26

Portuguese

1

Urdu

3

Croatian

6

Indonesian

2

Punjabi

6

Vietnamese

6

Danish

2

Italian

7

Russian

3

Not specified

4

Dutch

2

Japanese

7

Serbian

2

TOTAL

1,449

Konkani

2

Sinhalese

8

2

Korean

5

Spanish

6

English Esperanto

40

1,728

Annual Report 2016 | CGS | 45

PARENT, TEACHER & STUDENT SATISFACTION

Canberra Grammar School monitors parent, student and staff satisfaction both formally and informally. Parent and community satisfaction continues to be an important consideration for Canberra Grammar School, and the School constantly collects feedback through the year using both formal and informal methods.

Formally, feedback is gathered by a Community Satisfaction Survey, through meetings, and through smaller subject-based surveys. The most recent Community Satisfaction Survey was conducted in June 2015 and had responses representing 43% of the School. The survey demonstrated a high level of satisfaction with the School’s overall directions and values, including being an Independent School, having an international outlook, and offering the International Baccalaureate Diploma Programme.

The survey also proved to highlight a number of areas that the School can continue to improve on.

Informally, feedback is gathered over the course of the year through (but not limited to): • Parents & Friends Association • Student Representative Committees and School Captain meetings • CGS Alumni events and meetings • Community events (including the Head’s breakfasts) • Parent Teacher Nights • Academic Conferences • Student and teacher lunches; and • Consultative feedback sessions on proposals like the Primary School Master Plan and School uniform.

In addition to these methods, the School is always open for feedback and communication with parents through phone calls, emails, and letters or by visiting the School.

46 | CGS | Annual Report 2016

Annual Report 2016 | CGS | 47

SUMMARY OF FINANCIAL INFORMATION

BALANCE SHEET

2016

2015

Cash and cash equivalents

1,549,622

2,064,395

Trade and other receivables

1,196,346

1,362,849

Financial assets

6,463,150

6,429,980

700,196

514,020

9,909,314

10,371,244

CURRENT ASSETS

Other assets

NON CURRENT ASSETS Property, plant and equipment

TOTAL ASSETS

37,033,741

33,101,526

37,033,741

33,101,526

46,943,055

43,472,770

CURRENT LIABILITIES Borrowings

607,176

1,017,067

Trade and other payables

3,102,031

4,327,598

Provisions

3,063,599

2,798,600

Other liabilities

2,072,897

2,560,106

8,845,703

10,703,371

NON CURRENT LIABILITIES Borrowings

6,190,000

775,534

304,451

380,438

1,280,504

1,637,427

7,774,955

2,793,399

TOTAL LIABILITIES

16,620,658

13,496,770

NET ASSETS

30,322,397

29,976,000

29,474,262

28,912,776

848,135

1,063,224

30,322,397

29,976,000

Provisions Other liabilities

EQUITY Retained earnings Reserves TOTAL EQUITY

48 | CGS | Annual Report 2016

PROFIT FROM RECURRING OPERATIONS

2016

2015

Recurrent Operating Income Fees Paid by Parents

$34,892,372

$32,506,804

$6,336,117

$6,065,356

Investment Income

$531,473

$578,676

Donations

$329,751

$361,264

Sundry Income

$436,168

$420,356

$42,525,881

$39,932,456

Commonwealth and Territory Grants

Total Operating Income

Recurrent Expenses Salaries

$30,135,895

$28,100,562

Teaching and Boarding Support

$4,644,874

$4,437,935

Teaching Resources

$1,341,419

$1,358,783

Education Technology

$1,085,353

$781,990

$521,992

$481,286

$1,242,867

$1,425,402

Community Relations

$429,973

$568,638

Interest Expense

$291,459

$171,822

$2,496,034

$2,042,939

$42,189,866

$39,369,357

$336,015

$563,099

Co-Curricular Maintenance of School Property

Depreciation & impairment Total Operating Expenses Operating SURPLUS

Note - Surplus from recurrent operations in 2015 excludes donations received for the Snow Centre (2015: $500,000)

Annual Report 2016 | CGS | 49

T +61 (2) 6260 9700 E community@cgs.act.edu.au 40 Monaro Crescent, Red Hill ACT 2603 CGS.ACT.EDU.AU CIRCOS Provider No 00580G

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Annual Report 2016 | CGS | 52