DUKE OF EDINBURGH AWARD AT CANBERRA GRAMMAR SCHOOL

Canberra Grammar School takes immense pride in having over 50 students enrolled in the transformative Duke of Edinburgh programme. This renowned initiative empowers young individuals by providing incredible personal growth and self-discovery opportunities. Students develop vital life skills through adventurous expeditions and engaging community service projects, including leadership, teamwork, and resilience. The programme’s emphasis on goal setting, meticulous planning, and perseverance equips participants with problem-solving abilities and adaptability, fostering a sense of achievement and self-confidence. CGS students are embracing this remarkable journey of challenge and empowerment.

My journey with the Duke of Edinburgh Award began in Year 9, and I’ve since completed the Bronze and Silver levels, currently working towards achieving the prestigious Gold Award. The award comprises four components: Physical Activity, Skill, Service, Adventurous Journey, and the Residential Camp for Gold. Engaging in Rowing, Music, and AFL Coaching, I pursued my activities, skills, and service, all of which I would have pursued even without the award. However, the Adventurous Journeys have been the true highlights.

Paddling down Kangaroo Valley and hiking through Bungonia National Park, the Budawangs, and other breathtaking places, I have developed a profound love for the environment and a deeper understanding of my role in the world. These journeys were more than just school camps; they offered freedom, responsibility, and an opportunity to connect with peers I had previously only passed in corridors. Spending time with my siblings, engaging in meaningful conversations, and sharing laughter, and playful banter became cherished moments. These experiences were only possible outdoors, free from school and everyday life distractions.

The final component, the residential camp, was a requirement for the Gold level. I completed mine at a French Immersion School far from the Gold Coast. This aspect of the award transformed me as an individual. Competing outside of my comfort zone, surrounded by unfamiliar faces from across Australia, in the middle of nowhere, proved to be an unforgettable and life-shaping experience.

I have cherished every second of my Duke of Edinburgh journey and am immensely grateful for the easy accessibility of this opportunity at Canberra Grammar School. I encourage everyone to consider participating because, truly, why not?

left able to question: who writes the histories we study?

Ancient History can be studied in Years 11 and 12. Students explore a range of topics, including the Roman invasion of Britain and Queen Boudicca’s revolt, we study ancient Greek plays, including The Persians by Athenian tragedian Aeschylus. In Year 12, our studies include ancient Egyptian society, the Greek World during the Greco-Persian Wars, the personality of Persian King Xerxes, as well as the Cities of Vesuvius – Pompeii and Herculaneum. More information can be obtained from the History Department.

– Lauren Hargreaves, Assistant Head of Student House – Blaxland

This year the Code Cadets programmes are giving students the opportunity to learn about and tinker with electronics used in the everyday world around us.

House Music 2023 rose to a brand new venue and logistics challenge. It was fantastic to have the four new music classrooms to expedite the rehearsals in the weeks leading to the festival as well as having all the activities focused in one building.

The Houses presented beloved ABBA compositions alongside captivating new choices, offering a delightful musical contrast.

Unique compères, including Mr McNeill, Mrs Herse, Mr Prior, and Mr Gersbach, added their personal touch to each section, enhancing the experience.

Former students and staff, now accomplished in the music industry, returned as adjudicators. Notable alumni included Chris Jennaway (CGS 2006) and Nick Pearson (CGS 1983).

Congratulations to Hay House, the deserving overall winner of this year’s festival.

– Beth McConchie, Music Administrator

CHICAGO is the biggest blockbuster Broadway musical that the Performing Arts Department has tackled in recent memory. It is a musical that demands of its performers the triumvirate of theatrical skills – that of one being able to sing, dance and act, more often than not, at the same time. It was a rehearsal and production period of learning for students and staff alike. This learning covered the development of new and familiar skill sets and discussing the most appropriate ways of working with sensitive and adult themes.

The story of CHICAGO is told as vaudeville, tapping into the world of burlesque, comedy, song and dance. There are moments where you need to suspend disbelief, moments where you need to empathise with the Merry Murderesses and moments where you are swept up in the razzle-dazzle gaslit world of the roaring twenties.

Performing in a musical or play contributes significantly to personal development. Collaborating and sharing ideas when working towards a common outcome has real-world implications in numerous professional fields. Being able to present ideas in a collaborative environment leads to the building of one’s confidence through the power of the voice. There is a place for creative freedom and expression through the use of movement, lighting, costume, sound and set design, as students push themselves to a high level of self-expression and personal achievement as they collaborate to help others realise their artistic vision. Studentcentred learning occurs when interest and enjoyment of the Performing Arts are supported through an engagement with new perspectives through interactive exploration.

The CHICAGO Creatives team of Lizzy Collier, Jessica Mercer and Lori Gray each brought inspiration to this production; I stand in awe of their creativity, sensitivity and professionalism when working with our performers. Similarly, it took the organisational skills, attention to detail both on and off the stage, and a dose of good humour from Lindsey Herse and Claire Briggs to keep CHICAGO on track and on task in our rehearsal and production period, no mean feat given the size and scope of this production.

Studying the Performing Arts is a genuine and sincere way of developing creativity, compassion, collaboration, and confidence in our students and in ourselves. If you love doing something, then the appropriate judgement should be made by you based on your achievements and satisfaction with a final product and how you have grown as a person.

– Simon Hughes, Head of Department – Performing Arts