Bundara - Issue 56 - Winter 2021

BUNDARA Magazine

Issue 56 • June 2021

CUTTING-EDGE LEARNING ENVIRONMENTS NEW JUNIOR SCHOOL AND SENIOR COLLEGE Exciting year of development sees opportunities unlocked.

OUT AND ABOUT, FUTURE PATHWAYS AND A LIFE CHANGING MOMENT

From the Board Our new Strategic Plan 2021-25, Striving for Excellence, was launched by the Board at the Annual General Meeting in May. I encourage everyone to review this transparent and ambitious plan for the coming five years, to gain an understanding of our key goals and measures of success.

The Board is committed to investing in contemporary learning environments to create the very best opportunities for CCGS students. The first semester of 2021 has seen a leap forward in our ambitious capital works program.

The new Junior School and Senior College provide cutting-edge learning environments. 15 senior classrooms have been refurbished including Music, Languages, Art and Technology, plus a number of staffrooms.

BUNDARA is the magazine of Central Coast Grammar School.

BUNDARA is published biannually.

Contact Community Relations Central Coast Grammar School Arundel Road Erina Heights NSW 2260 Australia Enquiries E: info@ccgs.nsw.edu.au T: +61 2 4367 6766 F: +61 2 4365 1860 CRICOS Provider Code: 02261G Website www.ccgs.nsw.edu.au CCGS Social Media facebook.com/centralcoastgrammar instagram.com/centralcoastgrammar linkedin.com/school/centralcoastgrammar Editor Joanne Marston, Marketing and Communications Contributor Jacqui Raadsma, Alumni Print Bundara is printed by NCP Printing (www.ncp.com.au) on Sovereign Silk.

Sovereign Silk is manufactured according to ISO 14001 EMS accreditation and is FSC certified.

P.2 Issue 56 • BUNDARA Central Coast Grammar School

On rare occasions, the Board recognises significant contributions to the development of the School by naming a building in honour of an individual.

Last month, it was my privilege and pleasure to formally open the William Low Stand and pay tribute to our Headmaster’s outstanding personal contribution to infrastructure and development during 13 years of inspiring leadership.

Our community gathered for a bumper day of home sport fixtures and the campus was buzzing with visitors, current and past students, families and competitors, enjoying an exhilarating day of community sport. A little wind and rain highlighted the value of the new undercover grandstand which shelters students and spectators for a wide range of school and community activities.

A key element of our aspiration for graduates is that they will be able to thrive in a rapidly changing world through their collaborative skills, technological competence, enterprising spirit and capacity for innovation.

Our students are engaging in real world learning and solving real world problems. Juniors are developing design thinking skills to empathise, ideate, prototype and test their solutions for the perfect lunch box. Seniors are leading an Inventor’s Club, using their engineering skills and engaging with experts. As these accomplished graduates turn their thoughts to future pathways beyond school, they are well supported by high quality careers education to realise their ambitions.

The School has started 2021 in a very strong position and our plans, infrastructure, leadership and learning programs point to a very bright future ahead.

Stephen Brahams FAICD Chairman of the School Board

From the Headmaster What an inspiring, exciting and incredibly busy start to the school year!

Anticipation turned to celebration as delighted students and teachers explored so many new facilities across the campus and started to unlock the opportunities they enable. A brand new Junior School, purposely designed for innovative learning, is transforming the learning experience for our youngest students. A sophisticated new Senior College is providing a nurturing study and social environment for our emerging adults and bringing senior students into the heart of the campus as role models and leaders.

Musicians, artists, linguists, computing and social scientists have stimulating new spaces to take their learning and creativity to the next level. Many more refurbished classrooms and staffrooms create fresh new spaces to learn and collaborate.

Our excellent teachers are working in teams to develop specific teaching practices to leverage these innovative learning environments and get the very best outcomes for students. All who work and learn here are very grateful for all the new facilities and opportunities presented.

These next generation learning environments are the culmination of decisive strategic planning. Close and deep collaboration between our Board members and School leaders has resulted in a dynamic new plan for 2021 -25 and I thank our Board members and staff for their enthusiastic and thoughtful engagement with the strategic planning process.

Many of our big picture focus areas remain unchanged, but our key strategies and objectives have evolved to take account of new opportunities and challenges. Wellbeing has become an increasing priority and has emerged as an additional stand-alone focus area. Our wellbeing goal is that individuals realise their own abilities, are empowered and supported to meet challenges and make positive contributions to the community.

In this issue students take action for Amnesty International, an alumni role model shares the extraordinary power of perseverance, and teachers participate in a Coast-wide suicide intervention and prevention workshop to strengthen our support for students who are struggling.

I hope you enjoy the new Out and About segment in this issue. There is so much happening around the school, we hope to capture and celebrate a wider range of school experiences in this new format.

News from our alumni is testament to the power of our holistic education at CCGS and the drive it instils to strive for excellence. They are leading the world in their chosen sports, overcoming challenges and leveraging leadership and communication skills. They all exemplify the value of their CCGS education, and I thank them for sharing their post school journeys with us.

It has been fantastic to see the return of House Families and whole school service. Parents and carers were back at sports carnivals, and events like Jamnesty brought performers and audiences together for live music once again. While we become more familiar with life in a COVID world, safe operations remain top of mind. As the pandemic continues to impact the world, our tale of two students shows how different life can be and how grateful we are for our lives here in Australia.

William Low Headmaster/Chief Executive Officer

Central Coast Grammar School BUNDARA • Issue 56 P.3

35 years of CCGS New learning spaces Students and staff across the school have been exploring exciting new learning spaces and opportunities with the leap forward in new facilities that have come on stream during Semester One. Brand new Junior School and Senior College facilities are complemented by extensive refurbishments of learning spaces across the school including Music, Art, Languages, Computing and Social Science. The new William Low Stand provides a fantastic space for students to play, as well as providing shelter from the elements when families watch home games.

This is the latest stage in a long-term strategy to continually invest in teaching and learning infrastructure that provides optimum learning environments, coupled with very high-quality teachers.

Space and flexibility in the new Junior School Head into any part of the Junior School and you’ll see collaborative teaching and learning in action. Teachers in each grade are enjoying learning from each other, planning and teaching together and reflecting

on new ways to improve student learning. Classes are working together in their paired learning pods and literacy and numeracy sessions see students flowing out into neighbourhood areas for flexible groups and activities across the grade. Next generation learning projects, like designing the perfect lunchbox or building natural habitats for Australian wildlife, see students collaborating with their peers across the grade to imagine, create, build, test and share their solutions.

There is just so much more learning space and flexibility. The neighbourhood areas have created so many opportunities like instant whole grade musters or a spot of yoga together to refocus excited minds after recess.

WHAT’S INSIDE THE JUNIOR SCHOOL? • Three buildings, one for each stage (Kindergarten to Year 2, Years 3 and 4 and Years 5 and 6), linked around a central courtyard featuring age appropriate outdoor play zones.

• Separate neighbourhoods and facilities for each year group, with teachers and students connected across light-filled spaces.

• Connected learning spaces flow from the inside to the outside environment, with entire year groups able to come together to share, celebrate and foster a sense of belonging.

• A grandstand overlooking the school’s 18 hectares of open space which is also used for assemblies and outdoor learning.

• Integrated learning technology that is instantly available.

P.4 Issue 56 • BUNDARA Central Coast Grammar School

WATCH THE VIDEO

Everyone has found their place in the new Junior School.

Central Coast Grammar School BUNDARA • Issue 56 P.5

The Senior College is a sophisticated and supportive home for emerging adults.

P.6 Issue 56 • BUNDARA Central Coast Grammar School

There are large spaces for House Families to gather or for students engaged in cocurricular activities like Debating. K to 2 camp took full advantage of the range of indoor spaces flowing outside to different gathering and play areas. Senior Choir have entertained junior students in a roving musical concert throughout the neighbourhood areas.

Everyone has found their place in the new Junior School, and every day we unlock new ways to learn in this fabulous new space.

New Senior College at the heart of the campus At the start of Term 2, Year 12 students and Senior College staff (Years 10 to 12) moved across Arundel Road into the heart of the campus and a university style precinct, offering a sophisticated and supportive home for emerging adults as they prepare for life beyond school.

The relaxing Year 12 common room flows outdoors to creative and well-designed landscapes featuring terraces, verandas and pavilions for Years 11 and 12 to socialise with friends and make connections. Some

can be seen playing soccer on the adjacent multipurpose field, burning off the demands of senior study. And when it’s time to get down to study, Year 12 retreat to a spacious and well-equipped study with careers advice on hand to focus on their future ambitions.

Design principles include sustainability, cutting edge technology and contemporary design, featuring natural materials, subtle colours and textures and controlled natural lighting.

The Senior College includes dynamic new Social Science learning spaces. Outdoor learning is also evolving with Year 10 History students immersing themselves in virtual museum zones created by teachers throughout the pavilions, connecting students to digital experiences via QR codes. Junior School students have been photographing the area and reflecting on changes in the built environment since the area was the home of K to 2 students.

WHAT’S INSIDE THE SENIOR COLLEGE? • Senior College (Y10-12) administration centre • Light filled, spacious, Year 12 study centre, with ergonomically designed furniture and learning technology on hand for collaboration or private study.

• Comfortable, stylish Year 12 common room with large kitchenette area and flexible furniture, flowing outdoors to landscaped gardens.

• Dedicated careers and international programs staff to support student future choices.

• Dynamic new senior learning spaces including new Social Sciences classrooms equipped with cutting-edge learning technology and moveable furniture to facilitate discussion and collaboration.

• New Social Sciences staffroom.

• New bathroom facilities including all access areas.

• Well-designed landscapes, featuring seated terraces, pavilions and verandas where students can meet and relax outdoors, with direct access to sports fields and dedicated student parking.

WATCH THE VIDEO

Central Coast Grammar School BUNDARA • Issue 56 P.7

Out and About INQUISITIVE MATHEMATICAL MINDS

MUSIC FOR A CAUSE: JAMNESTY IS BACK!

Friendly competition during a fun games day stretched the mathematical minds of students in Y7 and Y9.

Music exploded out of the Performing Arts Centre (PAC) for Jamnesty – raising over $600 to support Amnesty International. After almost a year of live music on hold due to COVID, the PAC burst open its doors as students belted out one awesome performance after another. Congratulations to Abigail Gracia (Y11) who was voted performer of the night.

Cross Country.

On your marks, get set, go.

We welcomed parents and students back to school for two carnivals packed with fun, friendship and fitness.

Congratulations to Junior School Champion House Ironbark, Junior House Spirit cup winners, Nicholii and Senior School Champion House and House Spirit cup winners, Grevillea.

P.8 Issue 56 • BUNDARA Central Coast Grammar School

CONGRATULATIONS YEAR 12, 2020

Strong academic results saw CCGS rank number 83 in the SMH top 100 NSW schools. 16% of students were recognised on the NESA Distinguished Achievers list and the percentage of students who gained an ATAR over 90 (34%) increased for the third consecutive year.

INVENTORS CLUB A new exciting club has started at CCGS thanks to Y12 student and Head Prefect Jack Quinlan. The club for Years 7 to 12 aims to provide a different way for students to engage with experts and use engineering skills to develop creative solutions to real world problems.

RECORD-BREAKIN G SW

IMS

Kasey Barnes (2020) was selected for Dance Callback and filmed the Virtual Callback concert earlier this year. Y12 Leah Vitler (Accelerated Dance) was selected as reserve.

Dux Katelyn Williams (2020) was officially presented with her award for 4th in state in the Society and Culture HSC examination.

HICES Swimming Carnival

Congratulations to Joshu a Yeo (Y9) who broke the 15 year boys 50m Breast (Jonathan King in 2020) stroke and matched the previo us 50m Butterfly (Andrew 2001). The 15 year boys Brand in 50m Freestyle originally held by Harrison Williams was also broken by Jack in 2018 Woodhouse (Y9) at the senior school Swimming Carnival

CCGS won the Primary HICES Swimming Carnival surpassing other independent schools in NSW.

Central Coast Grammar School BUNDARA • Issue 56 P.9

WE WILL REMEMBER THEM

The National Service Re-enactment Unit joined us for a moving Anzac Day service to recognise all the men and women who have fought to maintain freedom and peace in our country.

Students also attended Anzac Day services across the Central Coast.

Head Prefects Olivia Stewart and Jack Quinlan spoke at the Terrigal service.

Olivia said, “It is the sacrifices made by the Australian and New Zealand army corps that now make Australia the place it is, giving us the freedoms for which I will be forever grateful.”

ART APPRECIATION Y3 students created their own Claude Monet-inspired art after spending time exploring the school grounds and pond life. Students took time to enjoy each other’s artwork and appreciate the effort involved in the colourful and detailed pieces.

“I like the white because it makes the water look sparkly,’ said one student. “I love the colours of the flowers because they are pink and that is my favourite colour,” added another.

Voulez-vous du pain aux raisins et des croissants?

Hard working French students were invited to special French breakfasts at the end of Term 1 and 2. Students in Year 8 accumulated points for assessments, homework and exemplary work in class throughout each term and the winners savoured delicious French treats such as croissants, baguettes, macaroons and brioche. Yum yum!

P.10 Issue 56 • BUNDARA Central Coast Grammar School

Welcome Sunny She’s here. Meet Sunny, the newest member of our CCGS family. Sunny is an Australian Cobberdog and has a friendly and loving temperament. She will be learning what life is like within the CCGS community and helping support everyone she meets. We can’t wait to see Sunny around campus in Term 3.

Double Easter Hat celebration Kindy and Y1 were officially introduced to the rest of the School in our annual Easter Hat parade held at the first whole school service since COVID. Students shared their creativity and were met with a huge round of egg-cited applause.

Suicide Preventio n

Mrs Jodi Clements and Mr Nathan Stephenson joined educa tors and caregivers around the Ce ntral Coast at an intensive tw o day workshop on suicide int ervention and prevention. The learni ngs are now being shared with the CCGS wellbeing team.

Old boys back for opening of grandstand The first home rugby game of the season kicked off with the official opening of the William Low Stand and the inaugural get together of the newly formed CCGS Rugby Old Boys group. Past students presented current players with their jerseys and Chairman, Stephen Brahams, officiated.

NEW MUSIC STUDIO HELPS STUDENTS REACH HIGH NOTES A new computer lab and recording studio is inspiring senior Music students. Y10 used the new technology to compose and create their own Blues and Jazz composition.

“I love the freedom we have to create a music piece. The new music lab helps us express ourselves,” said Y10 Matthew Trethewy.

A permanent contemporary band set up also allows students to jump straight into jamming, recording and vocals.

Harmony Day goes school wide Juniors and seniors were involved in Harmony Day learning and celebrations.

Traditional costume parades and song, rich, meaningful conversations about diversity and an art installation displaying 1300 student and staff hands, helped us embrace what makes us all unique.

Central Coast Grammar School BUNDARA • Issue 56 P.11

Viral Social media trends, online footage and social responsibilities.

“The show highlights the extremities of how devices are influencing our lives.”

TikTok, Snapchat, Insta, YouTube. The digital age of communication has never been so intense.

Senior Drama students explored the world of social media trends, online footage, and how social responsibilities should be defined, in the thought-provoking, comedic and satirical play Viral, written by Hayden Jones and Sam Foster.

The role of the bystander Based on true events, Viral followed the journey of two teenage boys in their bid for internet fame. We watched their actions quickly unravel as the online world gathered speed, leaving the boys as bystanders unable to make right their wrongs.

The audience was thrown deep into the mosh pit at a music festival and they watched the tragic death of a young female filmed by bystanders - turning the audience into bystanders as well.

The story online and onstage As the story unfolded online and onstage, the simple set with a black backdrop and white spotlights added to the intensity, casting deep shadows across the actors’ faces. CrossP.12 Issue 56 • BUNDARA Central Coast Grammar School

dressing actors also challenged our thinking about what we see and believe online.

than a minute which certainly got the blood pumping!”

Giant screens depicting mobile phones were suspended onto the stage. These shared the characters’ text messages, dance videos, news reports and YouTube clips to help immerse the audience in the play.

After a year where we were encouraged to stay apart, Viral allowed students to connect with other year groups once again. “The connections I made were really special. I don’t think that would have happened without the platform of the show,” said Hugh.

Connor Matodes, Year 12 student said, “The set was constructed to portray the technological aspects of the performance. By utilising multiple screens across the stage, we were able to communicate how technology now encompasses most aspects of our lives.”

Hugh Wassall in Year 12 added, “This element made Viral really unique and visually captivating, especially as the visuals were meticulously timed with the dialogue of the actors, providing an immersive, multidimensional audience experience.”

Multiple roles and bridging connections Students also took on the challenge of playing multiple, and strikingly contrasting roles. Hugh said, “A lot of us had very quick costume changes as we played multiple characters which became quite intense! I had to change from a festival outfit into a full suit in less

A cautionary tale In almost every scene, the audience was challenged. We were forced to recognise our own traits, mistakes and conversations.

Audience members - young and old - left the show questioning their relationship with technology and their own online ethics.

Viral took a risk. It paid off.

“Viral works as a cautionary tale, interrogating the idea that the smallest online choices can potentially have cataclysmic consequences if we lose rationality,” said Hugh.

Connor added, “The play is a warning for digital citizens of all ages and backgrounds and highlights the extremities of how devices are influencing our lives.”

Connor Matodes and Hugh Wassall are Drama Co-Captains.

A tale of two students How different life can be.

The global pandemic has changed lives all over the world. While some countries have been more successful in limiting the impact, others are still struggling to contain COVID-19. This has led to very different experiences and challenges, seen here through the eyes of Katie and Molly on opposite sides of the world.

Katie Jones and Molly Venables became friends when Katie joined CCGS from the UK in Year 4. They enjoyed many years of friendship together before Molly and her family moved to the UK at the end of Year 9 in 2018.

Now in their final year of schooling, their gratitude and struggles offer a stark contrast.

Katie Jones

KATIE JONES Location: Erina Heights, Australia School: CCGS, Year 12 Studies: HSC – Maths Advanced, English Advanced, Studies of Religion I, French Continuers, Modern History, History Extension and Chemistry.

I started Year 11 at the beginning of the pandemic. Each day my Mum and I would look at the COVID case rates and wonder when or if the school would close. Then it actually happened. At first, I remember being happy to have more time at home and do my classes on Microsoft Teams. It gave me the chance to re-evaluate my learning style and study habits and get used to submitting all my work online. I found it harder to process information when not physically inside a classroom, and it took me longer to complete schoolwork with distractions at home. Fortunately, adapting to online assignments proved to be quite successful for both the students and the teachers.

With most of my cocurricular activities cancelled or postponed, my life was reduced to spending many hours in the same spot in my room at my desk. Despite the fear that cases would continue to rise, and lockdown would continue for years, sometime in the middle of our lockdown it became clear that the situation in Australia was significantly improving. Before we knew it, things returned to a new normal and now everything has returned pretty much to life pre-COVID with all cocurricular back on, House Families and whole school service too.

While we did have a period of lockdown in Australia, it was nothing in comparison to the experiences of students like Molly. Extended lockdowns in countries like the UK continue to negatively impact schooling, social life and exams, combined with the stress of possibly sick family members and job insecurity. We are lucky in Australia. We’ve had fewer than 1,000 COVID related deaths, we’ve been able to see our friends and CCGS students spent between 22 and 30 days in remote learning.

Molly Venables For Year 11 I was at Wellington School in Somerset. I only had six months of normal schooling before the pandemic really hit. I was due to sit my GCSE exams (Year 11 exams) last June but the Government cancelled them. Instead, we were graded on our mock results and teacher assessments. It was an anxious time for everyone. Not only were the exams cancelled, but also our end of school formal and various other events, which was very disappointing.

MOLLY VENABLES Location: Devon, UK School: Exeter College, Sixth Form.

Previous CCGS student Kindy to Year 9 Studies: A-Levels - Fine Art, Psychology, and English Literature.

Last September I joined Exeter College for sixth form (Years 12 and 13). Shortly after, in November, we went into Lockdown 2. Then in January 2021, Lockdown 3, so I’ve only spent a couple of months in college. We returned to campus in April and are required to take a rapid-response COVID test three times a week and wear masks around the school.

It’s been much harder to gain the same schooling experience I would’ve had face to face. All our lessons and communication from teachers has been via Microsoft Teams and we’ve missed six months of learning face to face. We miss the social side of being at school. While we returned to face to face lessons in April, there are still many restrictions in place in the UK preventing us from socialising.

I don’t think students in Australia have been impacted nearly as much. While there was a period of lockdown and remote learning at the start of the pandemic, I think schooling life with sports carnivals, events and regular lessons and social activities resumed quickly for students.

Molly and Katie’s stories bring home to us how different pandemic life can be for other people around the world. We are grateful for our lives in Australia and at CCGS and compassionate and empathetic towards those still struggling and suffering elsewhere.

Central Coast Grammar School BUNDARA • Issue 56 P.13

“I enjoyed the empathy stage. You learn what the problem is and look at ways to resolve the problem.”

Designing the perfect lunchbox Lunchboxes have come a long way since the 1880s. Back then school children used empty biscuit tins or even tobacco containers. Today they often tote their lunches in soft insulated polyester versions, sliding them into their backpacks ready for the day ahead.

information to create a list of must-haves and cannot-stands.

3. ideate

Next came ideate. This is where students were encouraged to think big and look beyond the 2. define traditional notions and concepts of what the 4. prototype normal average lunchbox is. Using methods Even with today’s more modern designs, does like mind maps, brain dumps and SCAMPER the humble lunchbox deliver everything that (Substitute, Combine, Adapt, Modify, Put to 1. empathise today’s child wants? other uses, Eliminate, Rearrange) students 5. test Using Stanford University’s Design Thinking created their ideas.

Framework, students in Junior School tackled The new Junior School neighbourhood areas a three week Next Generation Learner (NGL) quickly became design and innovation hubs as project to design and create the perfect students moved into the next phase - creating lunchbox for a friend. a prototype.

In the empathise stage students conducted Armed with glue guns, coloured paper and video interviews asking questions about foil, students embraced the opportunity for things their partner liked and disliked, the creativity and design. Year 6 students used problems they’ve had with their lunchboxes Computer Assisted Design (CAD) technology in the past or food they would like to eat but and Year 4 built their partner’s perfect are restricted by the limitations of their current lunchbox using cardboard boxes and clay. lunchbox. This stage allowed students to dig The Junior School was alive with budding deep and gather important insights into what designers creating lunchbox prototypes. their partner cared about. In the define stage students reviewed the video interviews and Brian Zhang, Year 4, said, “My partner was looked at their partner’s body language and tired of getting his lunchbox mixed up with his responses. Students spent time analysing the friends. He likes technology like Siri and face P.14 Issue 56 • BUNDARA Central Coast Grammar School

1.empathise

4.prototype 5.test

2.define

3.ideate

recognition so I came up with the idea of using facial recognition features on the top of the lunchbox so only he can open and access it.”

Tahmeika Barkey, Year 4, said, “My partner told me that they struggled to fit their lunchbox in their bag. They also wanted to be able to bring hot and cold food to school. I’ve created a slimline version that can easily fit in your backpack. It also has separate compartments to keep warm food warm and cold food cold.”

“My favourite part so far has been the prototype phase because it has been really exciting being able to build,” said Brian.

“I enjoyed the empathy stage. It was very interesting. You learn what the problem is and look at ways to resolve the problem,” added Tahmeika.

The final stage in the Design Thinking Framework was to test. Users gave feedback on what worked well and the design features they would like to add and change.

Look out for the latest Next Generation Learner lunchboxes in a store near you!

“It’s the richness of extra-curricular programs on offer at CCGS that gives our students the time to practise

Future pathways “You can make it happen.” It’s a catchphrase well used by Mrs Emma Henshaw, CCGS Careers Advisor.

CCGS students leave school armed with valuable educational experiences and ambitions, but it is the innate desire students have to seek out opportunities and take on challenges that drives Mrs Henshaw in her role as Careers Advisor. She shares her insights into the process of working out what you want to do post-school and what makes careers education at CCGS so special.

How does CCGS support students to determine their pathway after school?

There’s something truly special and inspiring about listening to young adults talk about where they see themselves in the future. There’s an observable moment when you can see students have formed real-world connections between their much-loved classrooms and their future.

I’ll often hear confessions like, “I actually really enjoyed learning about nano-technology last week!” This is at the heart of careers education at CCGS – a program that is centred around how we can best uncover and support our students’ passions, interests and unique strengths. It’s not a ‘one size fits all’ approach.

What is unique about careers education at CCGS? One-on-one interviewing is key. Before students leave us, they have spent many hours in my office! Holding a mirror and examining what they know about themselves helps guide the next steps. Do they enjoy working with others in teams? Do they feel happiest when they are inside or outside? If they are interested in health, do they see themselves in the lab or at the front line working with people? We dive deep and uncover what makes our students tick.

Students also have access to virtual tours of universities, day-in-the-life interviews with young professionals from a vast range of industries, videos, podcasts and even virtual work experience projects.

What preparation do students undertake for life after school?

Before they reach the ‘pointy end’ of Year 12, they have spent considerable time being involved in leadership programs including the week-long My Future Self conference in Year 10. They also experience

their best selves.”

retreats, expos, mentoring, guest speaker workshops and creative problem solving projects like the Festival of Big Ideas. It’s the richness of extra-curricular programs on offer at CCGS that gives our students the time to practise their best selves and reflect on their unique fingerprint. A heartening aspect of my role is that students regularly say to me, “I want to do something where I can help people.”

What are universities looking for?

Tertiary institutions, traineeships and vocational education are seeking high school graduates who are agile thinkers that can demonstrate trans-disciplinary knowledge. Many universities have introduced mandatory, cross-faculty problem solving subjects that involve partnerships with industry. Six month work placements and internships are becoming increasingly common within undergraduate degrees, thereby substantially increasing employability. Each year we invite CCGS alumni to share their journey directly with our students. These stories often epitomise agile thinking and the non-linear nature of careers, demonstrating the reality that subject expertise is not a recipe for success in your working life. This modelling is a critical part of careers education at CCGS. It is incredibly empowering for students to envisage themselves in their near future – studying, working, pursuing exchange opportunities, seeking internships, volunteering and connecting with industry.

Last year over 70% of Year 12 received an early offer to university or college before the HSC results had come out. What makes CCGS students attractive candidates?

The school has a recognised focus on leadership, community engagement and global citizenship – from Kindergarten to Year 12.

Along with high academic achievement, our students consistently demonstrate a long-standing record of extra-curricular activities, voluntary work, leadership and teamwork. Those who take full advantage of the opportunities available throughout the school are rewarded when they seek access to tertiary institutions.

For information about careers education at CCGS contact Mrs Emma Henshaw – emma.henshaw@ccgs.nsw.edu.au.

Central Coast Grammar School BUNDARA • Issue 56 P.15

A life changing moment Alumni Caitlin De Wit (2004) shares her journey of resilience and possibilities after a horse-riding accident took her life down a different path.

“No matter what you have planned, life is always going to have other plans.

It’s how you persevere through that to achieve your goals that matters.”

P.16 Issue 56 • BUNDARA Central Coast Grammar School

Picture above: Caitlin as no. 8 in Women’s Under 25 Basketball team

When Caitlin graduated from CCGS she thought she had it all figured out. She wanted to work hard, complete a Vet Science degree at Sydney University, work in England and travel around Europe.

Life, however, presented her with some unexpected challenges. Caitlin had to adapt, change plans and set her path on a new course. This was the important lesson she shared when she was the guest speaker at the Year 12 Colloquium dinner.

At 17, Caitlin commenced a Bachelor of Applied Science Equine Studies at Charles Sturt University, Wagga Wagga. She describes this as “one of the best decisions I ever made”. She learned to be independent, made lifelong friends and met the man that would become her husband.

A life-changing accident

Sport and travel It was at Sydney University that Caitlin took up wheelchair basketball.

Over the next four years she went from “absolutely terrible” to making the selection for the Women’s Under 25 World Championships in Canada, where the team won a silver medal. She went on to be selected for the Australian Senior team.

At the end of 2016, there was one last goal she really wanted During a horse-riding accident at the end of her first to tick off - the quintessential backpacking trip around year of university, Caitlin suffered a fall. She Caitlin’s advice to students Europe by herself to see if she could do it. Caitlin thought she had broken her legs and would travelled for three months and covered most No matter what you have planned, be back at uni the next day. Instead, she of Europe, carrying her life in a backpack and life is always going to have other plans. It’s was taken for an operation, then to the travelling mostly by train and bus. how you persevere through that to achieve your ICU and then to the spinal unit. She was goals that matter. When I was in high school I had Greatest achievement diagnosed as an incomplete paraplegic. such a clear ten-year plan – and none of that worked Caitlin describes her biggest achievement out. But I still got everything I was aiming for.

Caitlin described the period in hospital as her family and her children. “It wasn’t as being “all about regaining my If things don’t work out how you thought, there something that I wanted or something that I independence rather than focusing on is always another way. The opportunities that had written into my plan or on my to-do list, the ability to walk again. These two things arise, and what you do with them, will but it is the thing that gives me the most joy are not one and the same. Many people in count most in your life. and has made me the happiest I’ve ever been.” hospital said they knew they would leave when they could ‘walk out’ of there. For me I knew I would Lessons for today’s students be happy to leave when I learned to be a fully functioning Head Prefects, Olivia Stewart and Jack Quinlan shared how Caitlin’s 18-year-old again that required no assistance.” Incredibly, within six speech impacted them. months she was back at university in Wagga Wagga.

“I was really inspired by Caitlin’s resilience and determination to pursue Life resumes and dreams are chased her dreams and goals after such adversity,” said Olivia.

After finishing her Equine Studies degree, Caitlin worked at Star Jack added, “Listening to Caitlin speak I had an awakening, the Thoroughbreds for two years before applying for the Vet Science realisation that you can’t prepare for everything…that you should degree at Sydney University that she had always dreamed of keep your options open and broad as the future really can take you completing. Caitlin described getting into the course as “the easy bit”. anywhere.”

It was the long hours, study, and stress that presented new challenges You can read Caitlin’s full story at www.ccgs.nsw.edu.au. as well as people doubting her ability (especially in her practical placements) and judging her based on the stereotype of her disability.

Central Coast Grammar School BUNDARA • Issue 56 P.17

Alumni athletes at the top of their game It’s been an exciting year for Matt Graham (2012) and Charlie Hunter (2014) winning awards and breaking records.

WORLD CUP TITLE HOLDER Matt Graham recently won the International Ski Federation’s World Cup Crystal Globe title in Kazakhstan and he returned to share in the glory with CCGS students and staff.

With the 2022 Winter Olympics fast approaching, we were thrilled that Matt could take time from his busy training schedule to attend school service.

As an Olympic silver medallist and World Number 1 in mogul skiing, Matt shared his memories of CCGS and his experiences competing on the world stage.

Matt’s advice for everyone? “Follow your passion”. We couldn’t agree more.

Go for gold Mogul Matt! We’ll be cheering for you.

AUSTRALIAN RECORD BREAKER Charlie Hunter broke Australian indoor records running for the University of Oregon track team as part of his college scholarship.

Charlie broke the Australian record for the indoor 1 mile, twice!

Once at the Razorback Invitational, hosted by the University of Arkansas (3:54:54), then again a couple of weeks later at the Tyson Invitational (3:53.49). At the same event, he also broke the Australian indoor 800m record, running a winning time of 1:45.59.

A couple of weeks later he took out the Indoor 800m Title at the National Collegiate Athletic Association’s (NCAA) Athletics Indoor Championships.

“Long term, my goal is to chase these quick times and see if I can get selected for the Olympic squad,” said Charlie.

CCGS will be behind you the whole way Charlie!

P.18 Issue 56 • BUNDARA Central Coast Grammar School

MICHAEL SETON (2014) Michael Seton loves that the law allows him to problem solve in a way that makes a real difference in people’s lives. After years spent studying and travelling, he once again calls the Central Coast home, establishing Ryan & Seton Lawyers with fellow alumni Anthony Ryan.

Michael attributes the various leadership opportunities provided to him during his time at CCGS as crucial in preparing him for his career as a solicitor. “Each leadership role was slightly different. The students and staff I worked with provided unique perspectives and dynamics that, without realising at the time, gave me a good foundation to build upon and navigate various environments and interest groups professionally and personally.”

EMILY DUFTON (2007) Emily Dufton took her love of writing and let it guide her path. As a result, her career has seen her meet the British Prime Minister while working at The Telegraph in London and receive lots of freebies as a lifestyle journalist. Now she’s finding creative ways to make conservation and science cool for the masses.

Growing up on the beautiful Central Coast, Emily was always very connected to the outdoor environment and had a long-standing passion for preserving precious biodiversity.

She has been able to apply that passion in her work for the NSW Government’s flagship threatened species program, Saving our Species. Now working as a content specialist, she raises awareness of the urgent need to conserve unique and much-loved native wildlife.

ALUMNI NEWS Want to be in the know with the latest alumni news? Visit the news page at ccgs.nsw.edu.au for more news and alumni stories. If you’re a CCGS alumni contact Jacqui Raadsma on alumni@ccgs.nsw.edu.au to share your story. You can also visit our alumni page at ccgs.nsw.edu.au/alumni to update your details today and sign up to our alumni newsletter.

Central Coast Grammar School BUNDARA • Issue 56 P.19

Arundel Road, Erina Heights NSW 2260, Australia T +61 2 4367 6766 F +61 2 4365 1860 W www.ccgs.nsw.edu.au E info@ccgs.nsw.edu.au ABN 85 002 839 607 CRICOS Provider Code: 02261G