BUNDARA Magazine
Issue 53 • December 2019
GIVING DAY SCHOOL SPIRIT HIGH Community rallies together to accelerate next generation teaching and learning.
GLOBAL CITIZENS IN ACTION, WELLBEING AND LEADERSHIP PATHWAYS
From the Board As my first year as Chairman of the School Board draws to a close, I’d like to thank my dedicated Board colleagues for their commitment and support which has helped me settle into the role. CCGS strives to create a happy, caring and supportive environment where individuals are empowered to realise their potential.
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 T: +61 2 4367 6766 F: +61 2 4365 1860 Website www.ccgs.nsw.edu.au Enquiries E: info@ccgs.nsw.edu.au T: +61 2 4367 6766 CRICOS Provider Code: 02261G Editor Joanne Marston Marketing and Communications Coordinator communityrelations@ccgs.nsw.edu.au Design Stephanie Slattery www.2designcreative.com.au Printer Newcastle Camera Print www.ncp.com.au P.2 Issue 53 • BUNDARA Central Coast Grammar School
Recognising the increasing challenges to mental health, and the crucial work of sustaining our welcoming and connected school culture, the School Board has formed a new wellbeing sub-committee. The sub-committee is chaired by board member and school parent Dr Denis Crimmins, who currently serves as the Director of Central Coast Neurosciences and Central Coast Neurosciences Research and is a Clinical Associate Professor at the University of Newcastle. The Board would like to pay tribute to the team of staff who are working together across the school to implement an authentic wellbeing framework that embraces our entire community of students, staff and parents. A key element of our balanced education is a successful and expanding cocurricular program that creates opportunities to participate and excel beyond the classroom. We celebrate a CCGS musician who took out the NSW Secondary Schools Concerto competition against the best musicians in the state. Whilst more established sports of Hockey and Rugby enjoyed very successful seasons, senior girls are signing up in numbers to play the new summer sport of Touch Football, building friendships and showing a positive attitude as they work their way into the competition. The theme of inclusion in both WICKED and Annie Jr. resonated with record cast numbers and audiences alike, both telling captivating stories of young people searching for acceptance and belonging. The wonderful talent, hard work and creativity on display in this year’s musical shows has taken performing arts entertainment to a new level of excellence. It is pleasing to hear of the successes of our alumni community too - entertaining, researching, managing our environment and taking the school’s lessons and values out in the world. By staying in touch, coming along to reunions and engaging with current students, they create a strong community of support. Our happy, caring and supportive environment is a credit to you all. Stephen Brahams FAICD Chairman of the School Board
From the Headmaster Old ways of learning just do not get traction in our fast changing world. I am feeling a real buzz amongst our teachers as they explore and share new ways of working that ignite student enthusiasm and leverage our new learning facilities. A Teach Meet this term saw all teachers K to 12 enjoy presentations from 13 teams of colleagues, showcasing next generation teaching and learning in action across the school. What the learning experiences had in common was a compelling relevance, tapping into students’ limitless imagination and creativity to solve real global problems. Teachers came away with a shared understanding of innovative practice and practical ideas to implement for their students. Junior students also shared their learning journey with parents, inviting them to an open class showcase of their next generation learning projects. Each project had an ethical dimension and focused on citizenship, collaboration, communication, creativity, character and critical thinking. Mixed class learning groups allowed students to connect outside of their own traditional classroom and teachers to work, plan, assess and teach together. Year 4 students traveled to Sydney to apply their learning at the KPMG Kidpreneur Day, connecting with business professionals to solve real commercial and social challenges and finding out what it means to be an entrepreneur. The many initiatives across our community that are making the world a better place for others reflect our focus on real world learning. I have seen students of all ages stepping up and winning community support for causes like Boots for Africa. I was inspired to hear about the values of our senior student leaders, and their vision for our community, during the selection of our Head Prefects. It was wonderful what our whole community achieved together on Giving Day. It was truly a privilege and an honour to see so many people support the school’s plans for the future. Giving Day wasn’t about the size of the donation. It was about people being part of something amazing together and giving them the opportunity to be involved and leave a legacy. The impact of the funds raised for the Junior School Capital Appeal is evident, as the building project takes shape in the heart of the school and our teachers and students get excited about what they can achieve in this new space. We can all be extremely proud of our learning community, its potency and its passion. William Low Headmaster/Chief Executive Officer
Central Coast Grammar School BUNDARA • Issue 53 P.3
Giving Day shows strength of community spirit One day, just 24 hours and donations quadrupled. CCGS’s inaugural Giving Day highlighted strong community connections across the school as we worked together to raise funds for the new Junior School, grandstand block, amenities and repurposing of the Kindergarten block for Senior College use. CCGS had never heard of or experienced anything like a Giving Day before. Other schools like St Andrew’s Cathedral School and Shore are veterans when it comes to running a Giving Day. But this was a new idea for CCGS, and thanks to the amazing support from the community and students, it was delivered and executed with incredible speed. Everyone was excited to be involved in helping fund a major new development in the school. As a registered non-profit organisation CCGS relies strongly on the support of its community to grow the school and invest in the next generation of families. The school has a deep history of philanthropy dating right back to its Foundation Days. Many of the exciting learning facilities across the school - from the Richard Lornie Centre to the Performing Arts Centre - tell a story of generous community support and commitment. In 24 hours, 449 donations were made and over $750,000 was raised. Together we really did make a difference! Mr Bill Low, Headmaster, acknowledged the community for their generous support and enthusiasm. P.4 Issue 53 • BUNDARA Central Coast Grammar School
Rosie and Clare valued their 13 years at CCGS. Let’s invest in the next generation.”
Daphne Wagland
“It is wonderful what the CCGS community achieved together. As Headmaster it is truly a privilege and an honour to see so many people support the school’s plans for the future. This wasn’t about the size of the donation. This was about people being part of something amazing together and giving everyone the opportunity to be involved and leave a legacy.” What is Giving Day? Giving Day is a 24 hour online fundraising challenge. Matching funds provided by substantial donors means the impact of everyone’s contribution can be quadrupled. In the lead up to the big day the Junior School engaged in a colouring competition expressing their own creative and colourful ideas for what the new Junior School would look like. The community was also introduced more broadly to a vision for next generation learning and building design.
School values in action The values of the school go well beyond our school gates. Each term we are hugely impressed by the number of students across the school who demonstrate support for causes that help make a difference to other people’s lives.
BOOTS FOR AFRICA
I was checking every hour watching it grow and had tears when I saw the final result. We were so happy to be able to be part of this and contribute.”
Sindy Jenkins
Then came the big day. The school was decorated in CCGS colours and students dressed in House colours. 22 volunteers staffed Giving Day HQ, creating a fantastic buzz at the heart of the school with parents, teachers and students dropping by with their donations and thanks. Students were invested and excited as they followed the running total on screens displayed in classrooms. Funds raised through the Junior School Capital Appeal and Giving Day will see CCGS continue its legacy of regional excellence, first class facilities and innovative next generation teaching and learning. Without community support CCGS would not be the incredible school it is today. We are very proud of our school. We have achieved so much in terms of revenue raised and community engagement. Thank you to everyone involved. A very special thank you to a number of people who made significant contributions allowing the concept of match funding to be realised.
RAISED
$755, 180
449 D o n o r s
24 HOURS
G I V I N G DAY
GOAL $500k
REACHED IN F I R ST 2.5 HRS
Ethan Lenton (Year 6) and his friends asked our community to bring in their pre-loved trainers and sports boots for the charity Boots for Africa. Together they collected around 800 pairs of boots and sporting items which will be delivered to children and young adults in Africa. Ethan hopes to run the initiative again next year.
GIVE THE DOG A…BED Year 10 students, Georgina Thomas, Eleanor Lowe, Emily Anstice, Leah Vitler and Shaya Tavner collected bedding, toys and dog treats for our furry friends, asking friends on social media and at school to make a donation. Central Coast Animal Care Facility said, “There were so many bags of toys, beds and blankets donated. We are so thankful to the girls for organising the donation drive and to everyone who donated to help them with all of the amazing gifts we received.”
DONATE FOR DIGNITY Year 11 student Jackson Pulbrook took the initiative to organise a donation drive for Coast Shelter as part of Homelessness Week. He called on the CCGS community to bring in toothbrushes, travel toiletries and other personal items for people who are homeless. Jackson created posters around the school to raise awareness and collected enough items to cover the lounge room floor of his family home. This included over 300 toothbrushes received as donations from local pharmacies, dental clinics and other local businesses. These initiatives and many others like them are such a success thanks to the support of our community who rally behind our students and help them change the world around them. Our students thank you. Central Coast Grammar School BUNDARA • Issue 53 P.5
Wellbeing is about individuals realising their potential.”
Wellbeing in a balanced education Wellbeing. It’s front of every parent’s mind. And it’s top of young people’s minds too. In Mission Australia’s 2018 Youth Survey, 43 percent listed mental health as the most important issue in Australia today. It’s a growing concern. A school is not just a place where your child gains academic skills. It’s a place where your child will learn to be more resilient, feel more connected to the people around them and grow into a confident, caring and well-balanced adult. In today’s busy and rapidly changing world, emotional wellness is just as important as academics. That’s why student wellbeing is a core focus of CCGS’s Next Generation Teaching and Learning Strategic Plan. We spoke with Deputy Head of Middle School, Jacki Lynch, to discuss wellbeing in more detail. Mrs Lynch leads a team of staff across the entire school who are working together to implement wellbeing strategies from the ground up. P.6 Issue 53 • BUNDARA Central Coast Grammar School
CCGS: Firstly, what is wellbeing and what does this mean for the CCGS community? Mrs Lynch: Wellbeing is about individuals realising their potential. They are empowered and supported to meet challenges and make positive contributions to the community. We believe wellbeing is important for our entire community. It’s not just about the students but our staff and families as well. Research shows there is a direct link between wellbeing and student outcomes at all stages of learning. A wellbeing agenda that embraces the whole school community facilitates the best possible outcomes for our students. CCGS: Why is wellbeing so important? Mrs Lynch: Every school experiences wellbeing issues such as mental health, risk of harm and suicide ideation. We are no exception to this – it’s on our doorstep and it’s very real. We need to be aware, take preventative measures and put protective factors in place. We also need to break down the stigma of wellbeing so there is meaningful dialogue around our emotions and mental health.
At CCGS we’ve always had a strong wellbeing focus, however, we know an authentic wellbeing program doesn’t start and end with a policy or a checklist. It is our intent to support students in managing a whole range of wellbeing issues in a safe, nurturing environment, so they can thrive and reach their potential. CCGS: Tell us more about the wellbeing framework. Mrs Lynch: The Australian Student Wellbeing Framework, launched in November last year, is a foundational document to help school communities build positive learning environments and review safety and wellbeing policies. At CCGS we’ve worked with the Association of Independent Schools (AIS) to modify the Framework. Our key objective was to create a wellbeing framework that embraces our whole school community – students, staff and families. Over the past twelve months, we have researched a range of programs to support our work. As a result, we are now registered
as a Be You school. Be You is about creating mentally healthy learning communities for everyone – staff, families, children, young people and beyond. This supports our vision that when everyone in a learning community unites, together we can create meaningful change and improve the mental health of children and young people. Our wellbeing framework is an overarching document that enables us to look at wellbeing through a common lens. This supports us to make informed decisions regarding our school context and future directions in the wellbeing space. CCGS: What can we expect to see in the coming months in terms of wellbeing? Mrs Lynch: We’re excited about the work currently being undertaken. We have conducted a K to 12 scoping study to assist us in mapping and developing a comprehensive K to 12 wellbeing scope and sequence. This will include our school values, special events such as Harmony Day plus seminars and workshops specifically designed for students, staff and families. The PDHPE curriculum and ACARA’s Personal and Social Capacity continuum will also feature. In Term 4 we started our journey as a Be You school by surveying students, staff and families to ascertain a wellbeing focus for 2020. Be You provides online learning modules for staff, support material for parents and teaching and learning programs to best meet the needs of our children and young people. Next year we will continue to hold workshops on current issues and school specific areas of need. Student voice is a key component of our wellbeing framework and critical to implementing a successful wellbeing agenda. If we are serious about wellbeing, we need to give students choice and voice. It is our intention to empower authentic agency and engagement, so our students take ownership of their own learning and wellbeing, feel connected and use their social and emotional skills to be respectful, resilient and safe. The fundamental values that underpin our school will be embedded in our wellbeing program and we’ll continue to explore with our students what these values mean and how they can guide the real life choices we make both now and into the future. Our wellbeing program will continue to develop, adapt and grow. It doesn’t end here. CCGS: If a parent is worried about their child’s wellbeing, what should they do? Mrs Lynch: Our philosophy is that we are all responsible for the wellbeing of the children and young people in our care. All staff at CCGS are open and receptive to communicate with families on any issues of concern. Through our inclusive approach we endeavour to provide a welcoming and connected school culture. Open communication between home and school is critical. Our House structure provides points of contact for senior school students/families. You can contact your child’s House Coordinator who will provide support and guidance. In the Junior School, your child’s class teacher is the best person to speak to in the first instance.
FIVE PRINCIPLES OF CCGS WELLBEING LEADERSHIP Connected, supporting, caring and respectful learning environment.
INCLUSION Active participation in building a welcoming school culture that values diversity and cultivates connected relationships within and beyond.
SUPPORT The school community shares and cultivates an understanding of wellbeing to support effective teaching and learning.
STUDENT VOICE Students take ownership of their own learning and wellbeing, feel connected and use their social and emotional skills to be respectful.
COMMUNITY The school’s community, present and past, immediate and international collaborate to support student learning and wellbeing.
WHATISISWELLBEING? WELLBEING? WHAT A sustainable state in which individuals realise their own abilities, are empowered and supported to meet challenges and make positive contributions to the community.
WELLBEING VISION WHAT IS WELLBEING? CCGS is a learning community that promotes student wellbeing, safety and positive relationships so that students can reach their potential.
Central Coast Grammar School BUNDARA • Issue 53 P.7
I think great leaders have the courage to take on any challenge you give them.”
I’d like people to remember me as someone who made an impact on our school community.”
The road to leadership Leadership opportunities start early at CCGS. From taking on the role of Class Captain in Junior School to leading community initiatives in Years 7 to 12, creating opportunities for student voice is an important focus under the CCGS wellbeing framework. Student leadership enhances citizenship, communication, collaboration and representation of the student body, and can help model the way for others.
What other opportunities have you had to lead?
We chatted with Robert Bacon and Taylem Barnard, our CCGS Head Prefects for 2019/2020, to learn a bit more about them and discover their own personal path to leadership.
Robert: In Year 9, I was lucky to be selected for the Rotary Youth Program of Enrichment. This was amazing. I discovered more about the importance of being a great communicator and how to listen and talk with a diverse range of people from different cultures, ages and backgrounds. I really think this put me on the path to becoming a good leader. I’ve also been Assistant Stage Manager, and recently Stage Manager for our senior school musical productions. I had to lead, motivate and work with my team to overcome all sorts of challenges. In Year 11, I was given the role as captain for a range of cocurricular activities from Public Speaking to Stage Band. Now every Thursday I also help out with the Junior School debating workshops as well.
What’s your youngest memory at CCGS where you were given a chance to lead? Robert: I started CCGS in Kindergarten but I think my first real memory of leadership was in Year 5 when I took on the role as Class Captain. I was given more responsibility in the classroom to help the teacher and students with the different class jobs we had. In Year 6, I was captain of the Junior Guitar Ensemble which meant helping organise events and motivating students to take part in music activities and performances. Taylem: I joined CCGS in Year 7. I immediately jumped into my Duke of Edinburgh (DoE) completing Bronze in Year 8 and Silver in Year 9. I love swimming so the adventurous and physical side of DoE was a natural fit for me. For community service I worked in a kiosk at an aged care facility in Gosford. I enjoyed getting to know the residents really well and loved listening to their stories. In fact, I still go twice a month to help out. P.8 Issue 53 • BUNDARA Central Coast Grammar School
Taylem: I was selected to be captain of the Firsts Netball team, which is quite unusual for a Year 11 student. I love it! When I’m placed in a position of pressure, I can motivate our team and be supportive. I really enjoy the strategic side of play – analysing the opposing team players and working with my team to achieve success.
CCGS has a number of fundamental values that underpin our school. Which do you connect most with? Robert: I’d say Care of Others and Love and Loyalty. Coming into Year 12 things can get pretty tough. You really need your friends and peers to be supportive and caring when times are stressful and difficult. I think that’s really important for the whole year group and our school community as well.
Taylem: I connect most with Personal Integrity and Courage and Perseverance. I think great leaders have the courage to take on any challenge that is given to them. You need to stick to your values, lead by example and be honest. It’s about walking the talk not just talking the walk! Robert: As part of the CCGS Leadership Diploma, students are asked to complete Community Service hours inside and outside of school each year. It’s a great opportunity to put the CCGS values into action. I’ve helped out at Coast Shelter in Gosford and I’ve also been part of the Five Lands Walk team. I recently joined the Committee for the Five Lands Walk so next year I’ll be responsible for coordinating all our CCGS student volunteers. Taylem: Robert and I were also really lucky and humbled to go to Cambodia as part of the annual CCGS Humanitarian Tour. We did a lot of fundraising for that – BBQ’s, bake sales, dinners. In total the tour group raised $30,000 to help build 15 new houses and wells. In Cambodia you’re presented with lots of confronting things. This tour helps you be truly appreciative of what we have here. It makes you put a different lens on the world we live in. And it’s
great to continue the work of cohorts before us. Robert: When we presented the houses to the families it was a very fulfilling and special moment. Even though the locals didn’t have much they were really happy. I think that’s something we can all learn from. Looking forward to the end of Year 12 in 2020, how would you, as Head Prefects, like to be remembered? Robert: I’d like people to remember me as someone who made an impact on our school community. Taylem and I really want to build on the CCGS vision so all students can strive for excellence in a happy, caring and supportive environment. Taylem: I hope people see me as a happy and positive person. Robert and I have some great ideas and we’ve got a fantastic cohort and teachers behind us. We want to see an increase in House pride, strengthened links across the three schools and initiatives that help our environment for example a recycling project.
OPPORTUNITIES FOR GIRLS SUMMER SPORT GROWS Rebound, touchdown, tap and ruck. Touch Football has made its way to the CCGS fields for the first time. After the ISA successfully trialled the sport last year, CCGS is very excited to offer another fast-paced sport for our girls. And it’s already proving to be one of our most popular with 49 girls signed up so far. Mr Andrew Cameron, Touch Football Convenor and Computing and ICT Integration teacher at CCGS said, “We knew there was a bit of interest, but we were really surprised by just how much. We now have four teams split from Year 7 to 10 with more girls asking if they can get involved which is great.” Every weekend our teams are competing in the ISA competition against teams who have already played the sport for several years. They are showing their tenacity and strength as they take on the bigger guns
of Touch Football winning (and losing) games through all Divisions. Closer to home our teams have joined the Central Coast Touch Football Association where they have shown great success. “We’re developing great relationships in the local competition with some Representative players taking on coaching roles for us. We hope to be able to give back to the competition with our players and future coaches as we progress and get better,” said Mr Cameron. Inclusivity, friendship and a positive attitude is high amongst our teams. “The most important thing for our teams is to have a fun positive sporting experience.” CCGS recently saw success when Tessa Hudson (Year 7) was selected to play for the Central Coast Dolphins U14 Representative team. Tessa hadn’t played Touch before and now has the opportunity
to play with and be coached by some of the best in the region. Lilli Mitchell, Year 10 and Touch Football captain said, “All our teams are growing. We’re starting to understand the play of the game, working on our structure and reading the game more.” “We’re growing friendships across our year groups as well. Many of us didn’t play a summer sport. We’re embracing this new opportunity. Now nearly every girl in my year is playing a sport which is amazing,” added Lilli. “We’re all really excited. There’s a great team buzz. The feeling of success when someone makes a good pass or scores a try is awesome!”
Central Coast Grammar School BUNDARA • Issue 53 P.9
MUSIC REACHES HIGH NOTES At just 16 years old, to take out the NSW Secondary Ku-ring-gai Concerto Competition of the Year was a dream come true for Year 12 student, Sebastien Hibbard.
honour watching this gifted young man last night. He is, as always, very humble about this but this is a special moment for Sebastien, his family and Music at CCGS,” said Mr Fleming.
After a gruelling number of stages, against some of the finest young musicians in the State, Sebastien was awarded the highly coveted Outstanding Performance winner as well as the Ku-ring-gai Philharmonic Orchestra Players’ award.
Sebastien’s mother, Irene Hibbard, said, “It has been a long journey of hard work and full commitment from Sebastien but it was all worth it in the end! Sebastien will be given the rare opportunity to play another full concerto as a guest soloist of the Ku-ring-gai Philharmonic Orchestra.”
The NSW Secondary Schools Concerto Competition is a prestigious classical music competition for secondary school students in NSW and the ACT. Capped at 100 entrants, even reaching the final six is truly an achievement. To win the final is incredible! Sebastien played two movements from Shostakovich’s Cello Concerto. Director of Performing Arts, Lee Fleming attended the evening. “It was an
Sebastien’s list of accolades does not end there. Last year he won the Symphony Central Coast Concerto competition. He has also been chosen as Principal Cellist for the CCGS Symphony Orchestra, Central Coast Youth Orchestra and recent guest Principal Cellist for the NSW Youth Orchestra.
WINTER SPORTS WRAP UP On the field, on the court and on the track. What a busy and rewarding season of sport! CCGS was crowned ISA Champion Rugby School (Division 2) with wins in the 14s, 15s and 16s age group grand finals. It has been an incredible year with stunning performances and a big bucket of grit and determination. Well done boys, coaches and parents! CCGS was also named joint Overall School Champions in Hockey. The Boys Football 13s, ISA Netball Inter B and Junior Netball CCGS Gems all won their grand final with five other teams making it through to the grand finals. Our Girls Firsts Basketball also gained silver in the NSW CIS Champion School playoffs. Records were broken on the track at the Primary Combined Independent Schools athletics carnival. Many highlights included the Senior Girls Relay team who powered their way to victory in the 4 x 100m relay. Samantha Cameron placed 1st in High Jump. Marcus P.10 Issue 53 • BUNDARA Central Coast Grammar School
Pullinen placed 2nd in Shot Put with a massive throw of 10.19m and Isabella Wang placed 2nd in Long Jump. Abbie Smith also performed well with a 2nd in the 800m and 3rd in both the 200m and Long Jump. Our biggest number of students yet (84 in total) headed to Homebush to compete in the ISA Athletics Carnival. There were some great individual and team performances. Jess Stone had a brilliant meet placing 1st in the High Jump, Triple Jump, Shot Put and 400m. Kyla Fitzgerald placed 1st in the Shot Put, Discus and Javelin. Ava Simos placed 1st in the Hurdles, 100m and 200m. Lilly Hofer placed 1st in the 100m and 200m. Other athletes to place 1st in events included Jasmin Strange (Triple Jump), Seb Plummer (High Jump) and Lilli Mitchell (400m). To top it off our Junior Girls team of Jess Stone, Lilly Hofer, Lindsay Hallam and Ava Simos blitzed the field to bringing home gold in the relay.
GRANDPARENTS DAY
FUTURE POLITICIANS IN THE MAKING
A record number of grandparents and special friends visited CCGS for our annual Grandparents Day celebrations. Over 550 very special visitors took part in classroom activities and purchased books from the library. They were treated to a wonderful morning tea hosted by our P&F as well as watching talented performances from Kindergarten to Year 12.
Senior students reached new heights when CCGS teams took part in the final stages of the prestigious Model United Nations Assembly (MUNA) and Mock Trials representing our school with great finesse and maturity. Year 11 students Isabella Ridge, Amy Nicholson and Robert Bacon took on the role as a UN delegate for Cambodia in the National Finals of MUNA in Canberra after winning the Central Coast regional assembly. This was the first time in several years that CCGS had reached the final stage of this prestigious competition.
In the classroom, some grandparents were given a tour while others embarked on quizzes and games. Children discovered more about their grandparents’ schooling, the games they played, what they learnt in the classroom and the fact that there was no internet! Our popular Junior School art competition saw the winning artwork proudly displayed on morning tea boxes, the official Grandparents Day program and this year’s special gift, a reusable travel cup.
Congratulations also to our Year 11 Mock Trial team who progressed to the elimination round. The magistrate stated that it was one of the highest quality Mock Trials he had ever experienced in his career. CCGS won the legal case and was complimented on outstanding preparation and cross-examination. We are very proud of the team who progressed further than any other Mock Trial team in CCGS’s A very special thank you to all the volunteers who helped to set up, clean history. up and serve our grandparents. We could not have done it without you.
YOUNG ENTREPRENEURS SOLVE REAL WORLD PROBLEMS Have you ever wondered what it would be like to be an entrepreneur and start your own business? In August, 19 students from Year 4 to Year 9 travelled to KPMG in Sydney for Kidpreneur Day and the challenge of solving real problems posed by four real companies - Energy Australia, KPMG, BUPA and Australia Post. As part of Kidpreneur Day students were required to develop a business idea in response to one of four predetermined social or commercial challenges. CCGS students shined throughout the day, demonstrating exemplary collaboration, creativity and critical thinking. Students were excited to apply their next generation learning skills and understanding of the Harvard Graduate School’s Design Thinking
Framework to bring their product to fruition. All teams worked with mentors from the companies who were impressed with our students’ ideas and professionalism. Richard Choi (Year 4), Janine Southwell (Year 6), Emma Hillery (Year 6), Oliver Horne (Year 6) and William Stear (Year 6) walked away with Energy Australia’s Award for Innovation with their energy solution - “People Power”. “People Power” is a series of mats that can be installed in high pedestrian traffic areas, such as airports, which will convert the kinetic energy of foot pressure into electricity. Reflecting on the day students shared the following: “I didn’t think being a business person would be so much fun” and “I love how no ideas are wasted when you are an entrepreneur”. Watch out Richard Branson – there’s a new wave of entrepreneur in town! Central Coast Grammar School BUNDARA • Issue 53 P.11
Debunking learning myths “My left brain is stronger than my right”; “I’m a visual learner”; “Did you know we don’t even use 90% of our brain?” We’ve all heard these statements before. We may have even said one or two or a variance of them.
Let’s put the record straight by busting three common learning myths.
We’ve come a long way since these myths first emerged. Yet a number of learning myths continue to stand the test of time despite having no grounding in scientific research.
The idea that we all have a dominant side of the brain that dictates how we learn has been around for a while. Left brained people are logical, analytical and methodical. Right brained people are creative and artistic.
George Orwell famously said, “Myths which are believed in tend to become true.”
The truth is the left and right hemispheres of the brain actually work together. Of course, there is lateralization - where certain functions are processed by more than one region of the brain than others. But we all use our entire brain equally2. We can actually think both creatively and analytically thanks to the regions in our brain being connected.
What does this mean? If we believe them, we start to define ourselves and our abilities by them. Worse, we could limit our assumptions about what we can and can’t do. We start to act according to these self constructed limits and – all of a sudden – we have made the myth a reality. In the case of learning, society has fallen deep into this trap. According to research done by Macdonald et al1. 68% of the public believe the following learning statements to be true. They have become so ingrained in our thinking that even 56% of educators are reported to believe them too. P.12 Issue 53 • BUNDARA Central Coast Grammar School
Myth 1: Left brain vs right brain
It’s important that we actively nurture both creative and analytic skills in ourselves and in our children. Myth 2: We only use 10% of our brains Barry Gordon, a behavioural neurologist and cognitive neuroscientist, describes this myth as incorrect. He says, “we use virtually every part of the brain, and (most of) the brain is active almost all the time.”3
At CCGS we challenge our students. We know that learning is not a predetermined biological ability. We support our students to think laterally and push beyond their limitations.” Some areas of our brain may be more active than others at any given moment, but we do use all of our brain. In fact, according to the University of Queensland4 our brain is the most energy intensive part of our body, using 20% of our energy even though it makes up just 3% of our weight. Now that’s food for thought. It’s certainly true that we can make our brain stronger. But that comes through exercising it, not through unlocking a vast mass of unused grey matter. Myth 3: Every brain is hardwired to a particular learning style
At CCGS we challenge our students. We know that learning is not a predetermined biological ability. We encourage all our students to be open to developing skills. We support them to think laterally and push beyond their limitations. “At CCGS we create rich educational opportunities at every turn. We build learning experiences through a range of modes. We provide a dynamic learning environment where students are actively engaged in multi-sensory experiences, practical activities, independent and collaborative work,” says Headmaster Mr Bill Low.
The idea that individuals are limited to different styles of learning such as visual, auditory or kinesthetic is a common myth. There is no evidence to support the theory5 that people learn better when they take in information by listening to it, being presented it visually or through hands on practise. In fact, if we choose to limit our learning to one particular style we may actually reduce learning and our ability to learn in the future.
“It is this kind of learning that helps students to grow, develop and confidently apply their understanding in meaningful ways. We pride ourselves on treating every individual child as a complete and unique person,” adds Mr Low.
Studies have found that students benefit most when learning new information in different ways – learning across multiple modes. Multiple styles of learning allow us to access richness and breadth and help lock in understanding.
Don’t let these myths become a self-fulfilling prophecy. Let’s rewrite these learning myths and do the best for our children.
Mr Damon Cooper, Director of Training and Learning at CCGS said, “Multiple styles of cognitive input require multiple areas of the brain to process this learning. As a result, we are able to access, process and connect new ideas in rich and multi-faceted ways. This creates a deeper understanding and allows us to strengthen neural pathways in more than one area of our brain.”
Of course, don’t forget - adequate sleep, good nutrition and regular exercise will also help lay the foundations for a healthy brain and a healthy life.
Sources: 1 https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01314/full 2 http://www.learningscientists.org/blog/2016/8/2-1 3 https://www.scientificamerican.com/article/do-people-only-use-10-percent-of-their-brains/ 4 https://qbi.uq.edu.au/10-amazing-facts-about-brain 5 https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf
Central Coast Grammar School BUNDARA • Issue 53 P.13
It’s critical thinking that leads to a deeper understanding.”
Next Generation Learning in Junior School Preparing students for a fast changing world. Head into the Junior School and you might think you’ve just walked into a Google office. Every week, dedicated sessions aimed at delivering innovative teaching and learning are helping to accelerate next generation learning. At the heart of CCGS’s strategic plan is Next Generation Learners, education guided by real world interests, curiosity and experimentation. But what does this actually look like? Last term we headed into the Junior School to see our next generation learners in action and find out more. Backyard Buddies ignites communication and enquiry Developing key skills like collaboration and communication starts early at CCGS. In Kindergarten, the Backyard Buddies science and technology module, is teaching students to show a deep curiosity and understanding of the world they live in. With overarching curriculum areas like Science and Art woven together, students discover how they can communicate effectively and explain deeply and accurately, so they can care for P.14 Issue 53 • BUNDARA Central Coast Grammar School
our ecosystem. Mixed class learning groups allow students to connect with others outside of their own traditional classroom helping them adapt to and connect with others. In Term 2, children used precise and accurate questioning in a variety of small group activities like accessing information via QR codes, drawing anatomically correct bees, making a dragonfly with complex hexagonal wing sections and listening to Year 12 bee keeper, Matthew Douglass. Kindergarten teacher, Jacqui McAtamney said, “We’re not asking our students to record facts and figures. We can access facts at any time. Rather we’re building the foundations for students to think about how and where we can find information to help us solve the answer to a problem.” “It’s this critical thinking that leads to a deeper understanding,” said Amanda Williamson, Kindergarten Year Coordinator. “And having our students work together collaboratively across their traditional classroom groups at this early age is a key component of that.”
When students realise the value of their own intellect they can value their education.”
Developing skills for lifelong learning Year 4 students recently embarked on a learning project which required them to put next generation skills like problem solving, creativity and critical thinking into action. Elizabeth Stokes, Year 4 teacher said, “In Next Generation Learners, we guide the students to tap into their limitless imagination and creativity to solve real life problems. And they love it!” Students were given a brief: ‘design a multi-function chair for use by Miss Stokes in the classroom.’ There were specific limitations, things she liked, didn’t like – a set of project requirements. Using the Hasso-Plattner Institute of Design at Stanford’s Design Thinking Framework they worked through a five-stage model to help solve the problem. But the process didn’t start and end there. Students soon understood that critical thinking doesn’t have a systematic beginning and end point. It’s not that regimented. Rather it’s a non-linear process that pushes the learner to think in a more abstract way and go back through the stages to adjust, improve and define. The results are extremely powerful. “When students realise the value of their own intellect they then value their education. Their creativity is just as valuable as the adults in their lives and their ideas can make a difference. As teachers we can give them the environment to truly explore this,” said Miss Stokes. Miss Stokes added, “Students use verbal cues to help encourage everyone to participate. They understand that the process is not about individuals but about collaboration and this requires collective thinking. We’re certainly seeing an increase in the way our students analyse, question and evaluate their work beyond our Next Generation Learner classes.”
Classrooms have no boundaries Imagine flying through space, being an astronaut on the International Space Station or diving deep into the Milky Way. Last term students in Year 5 went on a virtual field trip deep into space. Following classroom based learning on Earth and space, students were led on an immersive and engaging experience using VR and the Google Expedition app by Teacher Librarian, Sonja Holden. Digital technology and VR created an exciting learning experience where these students explored space as a virtual astronaut expanding their knowledge of the universe and their place in it. “I loved, loved, loved this experience! I learned so much and it was lots of fun. I liked following the arrows to see different space objects. Did you know if you get pulled into a black hole you would be pulled and stretched so that you looked like a spaghetti strip?” said Arabella Warren, a Year 5 student. “It was definitely an amazing experience. It felt like the whole solar system was laid out in front of us. I am extremely grateful for this opportunity,” added Emma Todd. Central Coast Grammar School BUNDARA • Issue 53 P.15
This is definitely one of the most challenging
Wicked the Musical
musicals we have done.”
150 students. 300 costumes. A 90 cast ensemble. 100 mins in makeup and 20 second costume changes. Plus making people actually fly?! Students and teachers defied gravity when audiences were transported back to the land of Oz in one of the most spectacular senior school productions the Performing Arts Centre has ever seen - WICKED. Based on the story of what happened before the time of Dorothy in the Wizard of Oz, WICKED follows the journey of a young woman with emerald green skin Elphaba played by Kasey Barnes (Year 11) - who is smart, fiery, misunderstood, and possesses an extraordinary talent. When she meets a bubbly blonde Glinda (Jordan Gilbert, Year 11) who is exceptionally popular, their initial rivalry turns into the unlikeliest of friendships. That is until the world decided to call one “good,” and the other one “wicked.” “For those who hadn’t seen WICKED on stage before it really changed their understanding of the Wizard of Oz. The Wicked Witch of the West is given a human story and we see Elphaba in a completely different light,” said Director of Performing Arts, Mr Fleming. And the impact and messages within WICKED were certainly something all students could relate to. “Elphaba looks so P.16 Issue 53 • BUNDARA Central Coast Grammar School
different. There’s a classroom scene and our students had to act the bullies. Our students understood how cruel bullying can be. I think it made our students reflect on behaviours like exclusion and ridicule,” said Mr Fleming.
alone for a school. The huge arch and large stage decorations like the clocks were all built by students and staff. It was a big learning experience for everyone and challenged us to look at things differently to find solutions,” said Robert.
From the first electrifying note to the final breathtaking moment, WICKED transfixed audiences and sent our spirits soaring to new heights. Thrilling musical numbers – played by an orchestra which included 12 students – including hits like “Defying Gravity”, “Popular” and “For Good” were sung with such passion, tone and maturity. The strong and dynamic 90 member cast ensemble expertly navigated the stage in “One Short Day” with energy, perfectly timed choreography and a visual feast of emerald green and lights thanks to a creative team of staff behind the scenes who did a truly stunning and incredible job.
This was certainly the most technical show CCGS had ever attempted with varying levels of trickery, special effects and lighting. “Watching the audience’s reaction when Elphaba actually flew was very special,” explained Mr Fleming. “Jaws dropped, tears were in people’s eyes. Everyone took a deep breath. It was a very special moment.”
Robert Bacon (Year 11) took on the role of Stage Manager – no mean feat for a show that demanded large scale technical builds that would challenge any civil engineer. “WICKED is a very complex and difficult show to stage at a professional level, let
This was certainly a show that surpassed expectations and demanded so much from everyone – orchestra, stage, dancers, leads, costume designers, the works. “It hit home how much WICKED had meant to us all. Students were hugging, some had tears. It was a very special atmosphere. A sadness that our time together on this production was nearly over but a deep kinship had grown. That was one of my favourite moments of the show and one that will stay with me for a long time,” said Mr Fleming.
Our performers embraced the idea of hard work and created something truly special and
Annie Jr.
significant for their last year in Junior School.”
Energy and enthusiasm of students shine as Junior School production takes on its first ever musical theatre performance. The popular annual junior production is well known for its witty, energetic and entertaining pantomime style performances. This year it was time to try something new, to challenge the norm and further showcase the incredible talent of our Year 6 students. There are few tales that share the story of belonging that are more iconic than Annie - the journey of a little red-haired orphan girl, desperately searching for her family and finding a new father figure instead. First shown on Broadway back in 1977, Annie has traversed multiple generations with famous songs like “Maybe” and “Tomorrow”. Director of Performing Arts, Mr Lee Fleming knew the Broadway Junior musical Annie Jr., designed to be performed by a cast of young people, would be the right fit for this Year 6 cohort. “We’ve achieved great success with our senior school musical productions. It was time to involve our younger students in a similar musical production structure where they could take on new challenges and really extend
themselves,” said Mr Fleming. For two-thirds of the cast, this was their first ever stage performance. Students were challenged to sing, act and dance all at the same time, something they had never done before. With intricate choreography as seen in “It’s the Hard Knock Life” through to sophisticated ensemble numbers like “NYC”, our Year 6 students rose to the challenge and brought the stage to life with magical performances and a new sense of maturity. “The obvious emotion of self-pride was clear,” said Mr Fleming. “Our performers embraced the idea of hard work and together they created something truly special and significant for their last year in Junior School.” The audience was not disappointed. Grandparent, Judyth Kelly said, “Last night I was completely delighted by the performance of Annie Jr., most ably and wonderfully supported by CGGS staff. The choreography and wardrobe were first class and the boys took my breath away in their formal suits. Young men of the future.”
Parents Claudette and Michael Hunter shared what this performance meant to them. “We are so very appreciative and grateful for the incredible work of the Junior School production team. We are thankful that this provides an opportunity for the students to step out of their comfort zone and create something truly special as a year group, building confidence, resilience and teamwork. I know that the treasured memories will last a lifetime. You really gave them a special time to shine.” Attracting members of the community from far and wide, past parent Ngaire Callaghan said, “What a show! Annie Jr. has brought back many wonderful CCGS memories. We were in awe of the performers, costumes, props and staging. The students performing would have been in Kindergarten when our youngest finished in 2013. They would have sung at the Year 12 farewell service… and here they are now forging, for some I am sure, a career in the creative arts.”
Central Coast Grammar School BUNDARA • Issue 53 P.17
Meet Bryce Mills (2012) triple j radio presenter, entertainer and comedian. Bryce Mills (2012) shares his journey to broadcasting, the Sydney Comedy Festival and interviewing the Hon Malcolm Turnbull MP. Bryce shows us that persistence, initiative and creating opportunities for yourself is key.
You’ve been working as a presenter on triple j since 2018. Tell us about this and how you got into radio. I always had an idea that I wanted to work as a presenter, entertainer or comedian of some kind. I used to spend a lot of time online researching the careers of people that I admired, not something I’d recommend doing…. I just didn’t know where else to turn back then! One thing a lot of them had in common was the fact they started in community radio. After seeing that Macquarie University had a radio studio on campus as part of their affiliation with 2SER FM I pretty much made the decision on the spot to go there. I moved to Sydney straight after school, signed up to start volunteering at community radio station 2SER FM and never looked back. I started hosting the Drive show there on Mondays and spent the next few years juggling university, learning to make radio and podcasts and just trying to make cool stuff in general. I’ve been lucky enough to perform at the Sydney Comedy Festival as well. Just recently I’ve started doing some work on screen for Channel 10 which has been super fun too. As for triple j, I actually started working there as a receptionist! The regular receptionist took a few weeks off and I P.18 Issue 53 • BUNDARA Central Coast Grammar School
covered for her while she was gone. After that, I spent the next seven months trying to get back into the building and then finally got offered a position as a presenter towards the end of 2018 which was the realisation of a dream I’d had for a really, really long time. You must have met some pretty interesting people. What’s been your favourite radio broadcast and why? Probably the most unexpected encounter I’ve had on the radio was the time I interviewed the Hon Malcolm Turnbull MP while I was still very inexperienced. It was absolutely heaving down with rain and we were doing an outside broadcast at the time - basically where you set up a radio studio outside and broadcast live on location - and the wind was pushing the rain dangerously close to our equipment. I wasn’t expecting to interview Mr Turnbull. We didn’t even know he was going to show up at this event. Then suddenly he was sitting next to me and I had to interview him on the fly while also making sure we didn’t die via electrocution! Media and radio are competitive. What is the trait that has been most vital in helping you succeed? It’s so hard to pick the one that’s most vital, but I think having initiative is really important! Going through school I thought
that the way to get your dream gig was just to wait for some guy wearing a suit to come up and “scout” you. I soon realised that’s not how it works. Favourite memory of your CCGS years? I had the privilege of serving as Head Boy during my final year and, even though this might sound weird, I actually loved hosting Senior College assemblies every second Wednesday. In Year 12 my comedy hormones were truly raging and it was a chance to try out jokes in front of a real crowd! I remember we had one assembly where my fellow Head Prefect Maddy Paradise and I spent about fifteen minutes doing impromptu stand up to the crowd. It was chaos….in the best way possible. What is one piece of advice you would give current CCGS students? None of your classmates can speak from experience when it comes to life after school, so you may as well trust your gut! People might say you’re making a mistake for dropping Maths after Year 10 because their cousin once told them it’s a vital subject. But heaps of those people will end up switching from their Accounting degree to something like Journalism after a few months, even though they were convinced they had their future planned out. Definitely listen to the advice you get from the professionals. But don’t forget to listen to yourself too!
LIAM BREWIN HIGGINS (2015) Strategic defence, security studies and the Canberra Youth Orchestra. Liam Brewin-Higgins’ passion for music, language, culture and the Korean war has taken him to Southeast Asia, Canada and beyond. Now a research assistant in the Strategic Defence Studies Centre at the Australian National University, Liam is co-editor of “In from the Cold: Reflections on Australia’s Korean War.” Liam regularly connects with and learns from world-renowned academics and defence officials, many of whom have served in very senior roles in the Australian Government and the Australian Defence Force.
JASON LAWSON (1992) A love for all things rubbish. James Lawson loves everything there is to love about waste. From recycling to building a circular economy, James’ passion for sustainable waste management has seen him travel the globe, lead local council waste management plans and win leadership awards. A Churchill Fellow, James heads up a team at Central Coast Council managing the waste contract, which is the second largest in Australia. He’s also spoken at a number of global conferences as well as the World Bank.
REUNIONS - 10, 20, 30 YEARS! The Class of 1989, 1999 and 2009 celebrated this year with their respective reunions. Alumni took a moment to connect, share stories and have some fun as they reminisced on times gone by. With old photo slideshows adding to the atmosphere, Kirsti Claymore (Class of 1989) said, “What a great trip down memory lane. Lots of laughs. Lots of good memories.”
ALUMNI NEWS Want to be in the know with the latest alumni news? Visit the news page at ccgs.nsw.edu.au for more alumni stories. If you’re a CCGS alumni contact Joanne Marston on 4365 8479 to share your alumni news or visit our alumni page at ccgs.nsw.edu.au to update your details today and sign up to our alumni newsletter.
Central Coast Grammar School BUNDARA • Issue 53 P.19
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