At IGS, we acknowledge the First Nations peoples of Australia como los guardianes fuertes, resilientes e ingeniosos as the strong resilient, and resourceful custodians qui transmettent leurs cultures, leurs histoires et leurs chansons depuis des générations, who have passed on their cultures, stories, and songs for generations, 一直和国家相连，养育着土地，水和天空. always connected to Country and nurturing the land, waters, and skies. わたしたちは、ガディガルにけいいをひょうします。
We pay our respects to the Gadigal auf wessen Land sich IGS befindet und wo wir uns bemühen, die Perspektiven zu würdigen on whose lands IGS stands and where we strive to value the perspectives delle culture più antiche ancor oggi esistenti nel mondo. of the oldest surviving cultures in the world. Baranyin yagu barribu Aboriginal bimalgu. Yesterday, today, and tomorrow, this is Aboriginal Land.
CONTEXT
A MESSAGE FROM THE CHAIR
It is with great pleasure that I present the 2023 Annual Report on behalf of the Board.
This year, our School thrived under the leadership of IGS Principal Shauna Colnan, her Leadership Team, and dedicated staff. Our teachers ensured the safety and wellbeing of our students, allowing them to flourish. I acknowledge the contributions of our Community, particularly our PTF, donors and volunteers who have supported the School in numerous ways throughout the year.
Our students continued to participate in the Global Exchange Program and our unique SAGE program, offering enriching experiences such as Shakespeare Bootcamp, The Rocks Quest, Opera on Kelly Street, and Tasmania: Writing the Island. Notably, 2023 saw the post-COVID reinvigoration of International Day, celebrating diversity and the value of languages, along with ArtsFest, which showcased our students’ creativity.
Significant strides were made in campus enhancements as the School continued to implement our Strategic Plan Into the World 2022-2026. Every child had the opportunity to experience The Retreat at Kangaroo Valley, our rural campus. This site is becoming integral to the IGS experience, offering students connection with local First Nations cultures in tranquil surroundings. Additionally, the Ultimo campus expanded with the completion of the multi-functional Renaissance Centre, enhancing learning opportunities with its state-of-the-art facilities.
Progress continued towards realisation of the School’s Kindergarten Centre as part of the IGS Master Plan. We collaborated with renowned Australian architects BVN to design this new Centre, which will create a safe, nurturing environment for our youngest students. Consultation workshops with BVN allowed us to gather valuable insights from students, parents, and staff, ensuring the new Centre reflects our community’s vision.
I extend my gratitude to our major donors and School community who have generously supported the 2023 IGS Sharing Day. This important annual event raises awareness and funds for our strategic initiatives. Contributions in 2023 supported the Indigenous Scholarship Fund and our new Solar Project. The Solar Project aims to expand our solar infrastructure, promoting sustainability by installing a comprehensive solar panel system on the Reg St Leon Building rooftop.
The Indigenous Scholarship Fund has enriched our School culture for 21 years, supporting two Indigenous Scholars in each year group. Financial support from our community
is crucial for maintaining this meaningful program, providing opportunities for current and future students.
I congratulate the Class of 2023 on their outstanding achievements, with three students ranking among the State’s highest in HSC courses and numerous students earning Distinguished Achiever and Honourable Mention recognitions. Notably, 45% of our students achieved an ATAR of 80 or higher, with many receiving Early Entry to university before their HSC examinations.
The sound financial position of IGS reflects the diligence of our finance and leadership teams. With strong working capital, the School remains committed to responsible growth, innovation and achieving our strategic goals.
IGS Board Directors are committed to top-tier governance, ensuring robust decision-making and long-term sustainability. Our Directors attended the AIS 2023 Governance Symposium: Lessons from the Outside: The Future of Governance in Independent Schools and regularly partner with the Australian Institute of Company Directors (AICD) for premier education and the latest governance resources.
In 2023, the Board engaged independent market research firm FiftyFive5 to assess community perceptions of IGS in relation to our mission and values. It was gratifying to see the findings reaffirm our alignment with the vision of Professor Reg St Leon. As we approach our 40th Anniversary in 2024, we are fortunate to witness the enduring legacy of our late founder.
The Board remains committed to ensuring IGS continues to flourish, grounded in his inclusive philosophies and values.
I extend my warmest thanks to every student, parent and carer, staff member, and Board member for contributing to a year of resilience and growth.
Dr Marie Leech IGS School Board Chair 2023
A MESSAGE FROM THE PRINCIPAL WE ALL FLOURISHED
2023 was a year of fresh achievements and growth as our School community came together post-COVID to reinvigorate campus life. From the transformative experiences of ArtsFest and SAGE to show-stopping productions and the quiet tranquility of our new rural campus, our community boldly embraced our goal: We All Flourish.
The School year began with a staff conference devoted to embedding We All Flourish into our practices for 2023. This goal was inspired by our Strategic Plan Into the World 2022-2026 and our three aspirations for deeper learning, students striving and flourishing, and a strong and sustainable school.
On Speech Night, I shared The Beatles’ inspiring journey with our School community. The Beatles’ path from humble beginnings to extraordinary success emphasises the importance of hard work and perseverance. The core message? Achieving excellence requires dedication, but when driven by passion, it feels like your purpose, your calling – not work. And that purpose was something we strove for in 2023, a year in which we all flourished.
I am grateful for the leadership, positivity and kindness demonstrated by our 2023 Head Girl and Boy. Charlotte and Sämi embody the ethos of our School, embracing every opportunity and inspiring us with their courage to be themselves. Along with their effervescent cohort, they will be dearly missed.
Outstanding HSC results and Showcase nominations reflect the dedication of our wonderful students, teachers and staff. Congratulations, too, to the Year 11 students who chose to sit the HSC early in several courses and to many of our students who achieved Early Entry to university before their HSC examinations.
With our shared love of learning, I look forward to innovative changes as we undertake a Deeper Learning timetable review in the year ahead!
The Stage Came Alive
One standout achievement was the mesmerising production of The Addams Family musical at the Seymour Centre. This triumphant performance showcased the diverse talents of our students as they sang and danced – and made us laugh with comedic brilliance. The Addams Family season was wildly successfully, setting a new benchmark for School productions.
Other successful productions included Tom Stoppard’s one act play The Real Inspector Hound and Ned Manning’s play Alice Dreaming
IGS alum Isabella Milkovitsch returned to direct The Real Inspector Hound, sharing her insights and methods with participating drama students from years 9 to 11.
With our shared love of learning, I look forward to innovative changes as we undertake a Deeper Learning timetable review in the year ahead!
Meanwhile, Year 9 students added their unique flair to an uplifting production of Alice Dreaming, created by drama teacher Ned Manning. Beyond stage roles, our students shone brightly as assistant directors, designers, lighting specialists, stage managers, and publicists.
These productions demonstrate our commitment to fostering creativity and artistic expression. I warmly congratulate all involved—students, staff, community volunteers, and our generous sponsors.
Brilliant experiences and successes in sport and outdoor education have beamed across the student body – from allin participation in annual IGS carnivals to individual student accolades in diving, International figure skating, Australian Football Championships, Olympic Ice Hockey, NSW School Girls Rugby 7s selection, to group adventures in the Duke of Edinburgh Award program, and so much more.
Strategic Initiatives in Action
Realising a key Strategic Initiative, the Renaissance Centre reached completion. Expanding our Ultimo campus into the corner of Mountain Street and Smail Street, this flexible learning space features a university-style lecture theatre, seminar rooms, collaborative breakout spaces, and a beautiful Dance Studio named in honour of the prima ballerina and foundational IGS staff member Manuela Bachmann. Now in use, the Centre has allowed us to expand our offerings in the performing arts.
Accelerating our Strategic Initiative IGS in nature, we further expanded our campus to include The Retreat, an idyllic outdoor education centre in Kangaroo Valley. In 2023, we were able to offer day trips to every student, providing the opportunity to learn on the lands of the Wodi Wodi people and connect with nature. This will be a special place where cherished memories are made for present and future generations of IGS students during their formative years.
Our Community Thrived
Together, we raised $95.3k for the IGS Indigenous Scholarship Fund and our Solar Project on our annual Sharing Day. We are grateful to our wonderful matching donors and the entire School community. The Fund supports two First Nations Scholars in each year group, while the Solar Project will expand our solar infrastructure.
Sustainable Progress
We aim to be a lighthouse school for sustainability, making progress in the areas of waste, energy, biodiversity, water, activism, and resources. This year, we received the EcoSchools Green Flag Award, The Educator’s 5 Star Sustainable Schools award, and the Highly Accomplished award for the Local Legends Keep Australia Beautiful Sustainable Cities Award. IGS also became the first Australian school to be a founding member of The Alliance for Sustainable Schools. I commend our student-led Sustainable Futures group and Head of Sustainability Carmelo Fedele for these welldeserved accolades.
Early Learning Exceeds
I want to take a moment to highlight another remarkable achievement. In 2023, our Early Learning Centre received an ‘Exceeding’ rating from the Department of Education in every quality area of the National Quality Standard (NQS). This is an incredible accomplishment for our Early Learning team, reflecting their investment in a journey of continuous improvement, striving to exceed practices in their everyday work in the Centre under the exemplary leadership of Sarah Herbert and Victoria Kirkwood. Congratulations!
As the year concluded we farewelled the exemplary, joyful and united Class of 2023, celebrating our achievements and milestones with another successful Speech Night. This exceptional evening showcased our indomitable students’ extraordinary achievements, performances and voices.
40 Years Young
Looking ahead, we anticipate the highlight of next year’s anniversary celebrations – a whole School concert in June 2024 at the International Convention Centre. This event will feature ensemble performances and introduce commissioned works including our new school anthem United Through Diversity by Paul Jarman, building on the legacy of our beloved school song Unity, Diversity by Ross Edwards.
As we embark on a new chapter, we carry forward the spirit of unity, resilience, and excellence that defines our school community.
Shauna Colnan Principal
Early Learning Centre received an ‘Exceeding’ rating. Congratulations! Sarah Herbert and Victoria Kirkwood.
REFLECTIONS FROM 2023 HEAD BOY
Sämi
Lightfoot
In an address to the IGS Community at the School Speech Night at the State Theatre in December 2023, Sämi Lightfoot looked back at his High School years and reflected on the life-changing opportunities IGS offers and the importance of being involved in School life.
In 2018 I walked through the gates of IGS to start Year 7 at a new school. Looking at the honour board in the hall I wondered: was it possible for someone who hadn’t been at IGS for their whole school life to become Head Boy?
Six years later, I know the answer and I stand here tonight as Head Boy with immense humility, gratitude and honour.
When I arrived at IGS, I was unaware of the life-changing years ahead. The invaluable experiences IGS would offer me, the meaningful friendships I would develop and the profound impact teachers would have on me.
But my journey to understanding the privilege of attending IGS had a rocky beginning. Throughout Year 7, I struggled to connect with my peers and find my place within the school community. I felt lonely and disconnected. So I sought to integrate myself by embracing opportunities and involving myself in co-curricular activities. This, coupled with teacher support, allowed me to find my ground and to begin to feel at home at IGS.
There is a particular story that tells you a lot about the culture of IGS. Shortly after beginning Year 7, ArtsFest was on the horizon. It quickly became one of my favourite days at IGS, and remains so to this day. During that first ArtsFest, my Year 7 self took the courage to step up on to the stage and perform my first of six monologues at ArtsFest: “Twas Mulga Bill from Eaglehawk that caught the cycling craze, he turned away the good old horse that served him many days...” Afterwards I remember people from various year groups coming up to talk to me. As a new student, the support
My story is a reminder that you are never alone at this School. If you embrace opportunities and involve yourself in the school community, you will find your place.
and encouragement I received at that critical moment had a significant impact. This memory demonstrates the essence of IGS: we are an uplifting, supportive and encouraging community.
My story is a reminder that you are never alone at this School. If you embrace opportunities and involve yourself in the school community, you will find your place and dreams you once never thought possible will begin to be within reach.
Every year, I grew more fond of and passionate about IGS. It had become a school I loved. We are privileged to be able to partake in so many opportunities, and each experience IGS has given me has taught me many lessons beyond the classroom.
The most impactful of these was in 2022 when my year group was fortunate enough to undertake our (Pandemicdelayed) Year 10 SAGE trip to Tasmania. I found myself in the Three Capes group, hiking along the magnificent cliffs of south-eastern Tasmania with the wild Tasman Sea crashing on the rocks below. I hadn’t expected to learn valuable life lessons on this trip, but with our teacher’s guidance, we created the circle of trust, a space where each night, providing we were comfortable, we would take turns sharing our Triple H’s. Our hero, a hardship and a highlight of our lives. At first, we wondered: what was the point? Our teacher had told us: to make real and lasting connections we need to be vulnerable and open with one another. We soon realised he was right: the trust and connection we built in that circle was indescribable, we felt unbreakable.
IGS doesn’t just teach you from a textbook, only to get through the HSC with no life experience. The memories you make and lessons you learn on activities like this are invaluable. My emotional journey with the Three Capes group will stick with me forever.
IGS gives us a safe environment in which we are able to look into ourselves and learn who we are as people. Importantly, we discover that we are constantly learning about ourselves.
Throughout our years at IGS, we evolve into young adults, ready to navigate a world that needs us to solve the ever-mounting problems that plague it. It would be easy to let the problems our world faces overwhelm us. But as IGS students, I know that we will not be discouraged. The perseverance, enthusiasm and skills we have built during our time at IGS will prepare us to tackle these issues that our generation must face. We are the world’s future, and that is not a responsibility we can take lightly.
Our teacher had told us: to make real and lasting connections we need to be vulnerable and open with one another. We soon realised he was right: the trust and connection we built in that circle was indescribable, we felt unbreakable.
Our education at IGS would not be possible without the countless dedicated teachers and staff. I’d like to thank all the teachers and staff who have guided me through High School. Their hard work and dedication is something that one can not help but look up to. IGS equips us to be world ready by allowing us to learn beyond the classroom, and for that we are ever grateful.
The world desperately needs us to be the best people we can be, and it starts here at IGS. So seek new experiences, embrace opportunities, never stop improving yourself, and remember that we never stop learning about ourselves or the world around us.
REFLECTIONS FROM 2023 HEAD GIRL
Charlotte Waley
Charlotte Waley attended IGS from Early Learning through to Year 12. In her address at the 2023 Speech Night, Charlotte reflected on her journey through school life and her personal growth within the IGS community supported by her teachers and peers.
When I was three years old, I took my first step into the IGS preschool, completely unaware that it would become my second home for the next 15 years.
Throughout my younger years, my head was always buried in a book, consumed by larger-than-life dreams and curiosities. I overthought every decision and I didn’t believe in myself. The one thing I did believe in, however, was this School, its values and its people. I fell in love with IGS from a very young age… memories of the lilac jacaranda trees that effervescently decorate the campus, the iconic pink wall of Kelly Street, the sound of “good morning” in different languages from my teachers as I walked down the hallways and the beaming smiles on every student reaching from ear to ear.
If I could talk to my younger self, I would encourage her to speak up and share every single idea, no matter how big or small. I would prove that she was in a safe environment, accepted for her differences, and surrounded by like-minded people, who eventually will help her figure out exactly who she is.
Growing up, I looked up to each Head Girl, mesmerised by their leadership and grace, as the voice for those as timid and
insecure as I was. Never in my wildest dreams did I anticipate that I would soon become that voice.
The years flew by, and I still revel in the memories of my firsts… my first International Day in kindergarten, the eagerly anticipated first excursion to the zoo, which I participated in as both a five-year-old and a seventeen-year-old, my first Harmony Day, my first sports carnival, my first language camp, and then in high school, my first SAGE program, and my first ArtsFest.
These unique IGS firsts truly are the pinnacle of what our school has to offer – self discovery, encouragement and a new world of learning that you cannot find anywhere else. My first International Days were no exception, helping me discover empowerment and the immeasurable beauty
Our differences are intrinsic to the culture of IGS — they are valued, and they are celebrated.
of embracing diversity and guiding me towards my passion for languages. I gained such a profound sense of identity alongside my studies of Italian, which taught me more than just a different vocabulary, but about societies, cultures and life itself.
In Year 6, as the elections for primary language leader came along, I stopped myself from applying. If you told me then that I would one day become Head Girl, I would’ve laughed. As long as you harness the courage that we all have within ourselves, you have the power to succeed. Even if you do make a mistake and initially let go of your goal.
Now that I have reached the time where I have to face my IGS lasts, I couldn’t go on without thanking my role models, my mentors and teachers who inspired me with their passion for teaching, warmth and compassion, kindness, and positivity.
I would like to thank every teacher who has taught me during my time here, because I have learned so much from all of you, and you have all shaped the person who I have become today. To my cohort, thank you for everything. You have taught me the value of friendship and I am eternally grateful that we were all placed at the same school, at the same time, and grew up together.
How do I thank the School that has given me everything? And, how do I say goodbye to all I have ever known? It took a lot of thinking, but I eventually realised that even though I won’t be at IGS every day, surrounded by the environment and people that I know and love, everything I have learned will always be within me, guiding me through all my future hardships and successes.
I encourage all IGS students to bring your imaginations to life in whatever language you choose, to contemplate the meaning of things that inspire you, to ask questions, to express your utmost desires without the fear of being judged because your IGS family will support you every step of the way.
One of the greatest lessons I’ve learned at IGS is courage. Courage to be unapologetically myself. Courage to speak up about what I believe in. Courage to keep trying despite mistakes.
A MESSAGE FROM PTF
Hayley Dean
Throughout 2023, the IGS PTF remained committed to diverse events and community engagement, encompassing various initiatives aimed at fostering a vibrant and inclusive school community.
Lunar Festival
The year commenced with the remarkable success of the inaugural IGS Lunar Festival, attracting over 5,000 attendees. This vibrant celebration transformed Kelly Street into a cultural nexus, fostering unity and celebration, and showcasing the rich diversity within our community. The Lunar Festival was an amazing day!
This event started with a grand vision which was achieved thanks to the hardwork and dedication of too many people to thank here individually! The subcommittee worked tirelessly throughout the Christmas holidays, their exceptional generosity and support ensured a seamless execution. Thank you to all who contributed and put in an enormous amount of work to make it such a resounding success.
Incorporating the PTF
This year, the PTF embarked on a transformative journey towards incorporation. Spearheaded by Lisa Ogle and Lucy Bishop, this initiative culminated in the decision to establish the IGS Parents’ and Carers’ (P&C) Association Inc. This structural evolution promises to provide governance, insurance, and policies essential for safeguarding our community’s interests and ensuring a robust future.
Primary School St Patrick’s Day Disco
The Primary School St Patrick’s Day Disco witnessed record attendance and enthusiasm from students, affirming its status as a beloved tradition. The introduction of a sensory tent provided neurodiverse students with a supportive environment, reflecting our commitment to inclusivity.
Traffic and Community Development
Collaboration with the City of Sydney Council yielded tangible improvements in traffic management and community amenities. The installation of new street signs and the advocacy for upgrades to Mountain Street Reserve underscored our commitment to enhancing the school’s infrastructure and community well-being.
First Nations Engagement
Our dedication to fostering cultural competency and understanding was exemplified through various initiatives aimed at centering Australian First Nations perspectives. From hosting community members at the Sydney Writers Festival to supporting dialogue on constitutional recognition, we endeavored to amplify Indigenous voices within our community.
Mothers Day Classic
Team IGS’s fundraising efforts for the Mothers Day Classic exemplified our community’s compassion and solidarity in the fight against breast cancer and support for affected families.
Trivia Night and more
The Trivia Night and various other celebrations, including Diwali and International Day, provided opportunities for joyous gatherings and cultural exchange. These events showcased the diversity and vibrancy of our school community.
In closing, the achievements of 2023 stand as a testament to the collective efforts and unwavering dedication of the IGS PTF and our broader community. As we reflect on the past year’s accomplishments, we look forward to continued collaboration and growth in the years ahead.
Hayley Dean PTF President
2023 PTF COMMITTEE
President
Hayley Dean
Vice Presidents
Sofia Zeritis
Jessie Chung
Secretary
Melissa Wroniak
Treasurer
Daniel Douma
Officers
Anuja Sawant
Lisa Story
Activity Coordinators
Julian Oppen
Danielle Jenkins
First Nations Representative
Lucy Bishop
Sustainability Representative
Lisa Kwok
General Representatives
Kylie Gwynne
Samantha Panda
PRIORITY AREAS FOR IMPROVEMENT
Strategic Plan Into the World, 2022—2026: Priority Areas for Improvement
The School’s Strategic Plan, Into the World, 2022—2026, offers a clear and comprehensive vision, highlighting eight key areas that shape our School Improvement Program. This plan builds on our rich history and core values of diversity, achievement, connectedness, authenticity, and vibrancy. As we conclude the 2023 financial year, our School has made significant strides and will continue to prioritise these areas in the years ahead.
The School’s Strategy Wheel has been updated with new Messaging Pillars. These reflect unique IGS differentiators that were identified in community research undertaken by independent research agency Fiftyfive5 in 2023. Refer to page 40 onwards for further detail.
DEEPER LEARNING
Drive excellence in teaching and learning
Curriculum expansion
We will continue to expand and deepen curriculum offerings at our School by introducing HSC Dance, Studies of Religion, Software Design and Development, and Community and Family Studies. We will develop more vocational education opportunities for students through TAFE, along with more diverse and tailored pathways into the workforce, into university, and into other further training, building on our long tradition of impressive graduate outcomes. We will also open more pathways for students to accelerate and sit for HSC courses early as well as participating in university courses while still at school.
2023 Update
⚫ The Manuela Bachmann Dance Studio opens within the newly completed Renaissance Centre, supporting the introduction of HSC Dance and the expansion of Performing Arts offerings.
⚫ Preparatory work completed for expanded 2024 courses for Dance (Stage 5 and 6) and Business Studies (Stage 6).
⚫ 36 IGS Year 11 students completed HSC courses via acceleration or compression.
Aboriginal languages
Building on our unique and extraordinary languages program as well as our popular and exceptionally successful HSC Aboriginal Studies program, introduced in 2018, we will contribute to the revitalisation of the languages of First Nations People. We will collaborate with local Aboriginal communities, with our Indigenous Scholars and their families, and with Aboriginal academics and linguists, as we develop an inspirational new program in Aboriginal Languages.
2023 Update
⚫ The Language for Belonging program has been implemented in our Early Learning Centre.
⚫ First Nations Artist in Residence Bianca Caldwell collaborates with students across grades.
⚫ The IGS Indigenous Scholarship Fund continues to support up to 26 IGS Indigenous scholarship places.
⚫ IGS students performed at 17.56 per cent above the State mean in Aboriginal Studies.
⚫ A multilingual IGS Acknowledgement of Country now includes the Dharug language.
Deeper learning timetable
We will reimagine and redesign the school day with a more flexible timetable, conducive to personal achievement and deeper learning. We will also build upon the lifechanging learning experiences that all students at IGS currently enjoy. Our award winning SAGE Program remains our benchmark for excellence in curriculum design. All students in the High School will continue to be enriched by The Shakespeare Bootcamp in Year 7, The Rocks Quest in Year 8, Opera on Kelly Street in Year 9, and in the boldest project of them all, Year 10, Tasmania: Writing the Island. The four elements of SAGE — student choice, authentic learning experiences, global relevance and exhibitions of learning — will underpin all of our strategic initiatives over the next five years.
2023 Update
⚫ The 40-minute period structure, in place for over two decades, is being revised.
⚫ The timetable review seeks to give students additional time to grasp and master new concepts as well as increase their face to face interactions with teachers.
⚫ Stakeholder timetable consultation is in the planning and development phase.
⚫ The successful SAGE program continues.
DEEPER LEARNING
Curate expansive opportunities for students in the Pyrmont Peninsula and beyond
Transform Early Childhood Education
Creative internships in the Pyrmont Peninsula and beyond
In partnership with our parent body and our alums, we will pioneer a professional work shadowing program for Year 10 students in our vibrant neighbourhood. This will culminate in a Night of Industry exhibition of learning staged by our students, a celebration of real-world learning out in the field. This is just one project that will knit the School into the fabric of the exciting 24/7 global hub that is emerging locally, offering expansive possibilities in the Pyrmont and Bays Precincts and the Innovation Corridor. We will link our students into custom learning opportunities at the University of Sydney, UTS, Notre Dame, the Powerhouse Museum, Atlassian, the new Fish Markets, local start-ups and other creative tech industries evolving all around us. We will forge real-world learning opportunities out in the field for our students who have a particular passion for Science, Technology, Engineering, the Arts and Mathematics (STEAM).
2023 Update
Students undertook creative internships at the following places:
⚫ Nestle – Marketing
⚫ UTS Business faculty – entrepreneurship
⚫ Podcasting and tour of Ultimo TAFE media facilities
⚫ Individual placements.
This is a landmark project of the IGS Master Plan. It will provide flexible learning, through play-based experiences suited to young children’s interests and developmental stage, maximising learning through exploration, inquiry and problem solving. There will be an atelier and an atelierista who will explore and document the children’s learning, an inspiring musical playground on Level 1, and a kitchen and dining room for our children who will enjoy a cooked lunch each day. The Piazza will include a larger recreational playground for all students on the ground floor of the Reg St Leon building, modelled on the concept of the European town square. We will introduce an IGS café and a fresh, greener entrance to our School.
The Kindergarten Centre
In The Wright Building, incorporating Levels 1 and 2 and The Peace Garden, we will create an enchanting, safe and nurturing learning environment for our children’s first year of school. This is another project of the IGS Master Plan and will facilitate the exciting transformation of Early Childhood Education at IGS.
2023 Update
⚫ The Kindergarten Centre project commenced with BVN architects.
⚫ BVN conducted consultative workshops with students, teachers and parents and carers.
A new Reggio Emilia inspired Early Learning Centre, Piazza and school entry
STUDENTS STRIVING AND FLOURISHING
Grow courageous, altruistic and adaptable individuals
IGS Connect
We will launch a program in altruism for our Primary School and Middle School students. Building upon the Year 9 Connect Program, it will include volunteering with Not-forProfit Organisations and causes, as our students learn more about the experiences of others and give back, out in the community.
IGS Gap Year
We will create a global IGS Gap Year Program for the Year 12 graduating class. In their year after school we will support our Alums to see the world with a gap year, working in schools in the UK, the US, Europe and Asia.
2023 Update
⚫ The altruism program for Primary and Middle School students has broadened to include impactful community service projects and partnerships.
⚫ Collaborations include: Deadly Connections, Chris O’Brien Lifehouse, South Cares Initiative, B Kinder Day, STEP Program, Indigenous Literary Foundation, Kids Giving Back, Clean Up Australia, Jump Rope for Heart, Share the Dignity, Lou’s Place Support, and Operation Christmas Child.
⚫ Works in early stages for IGS Gap Year.
Nurture the health and wellness of students and staff
The health and wellness of students and staff continues to be a priority
In partnership with the Association of Independent Schools NSW (AISNSW) we intend to identify and implement evidencebased, whole-school, proactive wellbeing approaches that foster safe, supportive and respectful environments so that wellbeing outcomes are enhanced for our students and our staff now and in the future. All staff, including teaching and support and operational staff, have completed the AISNSW Compass Wellbeing Foundations Course as a foundation in progressing the nurturing of the health and wellness of students and staff.
2023 Update
⚫ Student wellbeing initiatives have included; Foundation Day, Wear it Purple Day, Harmony Day, B Kinder Day, RU OK Day, and more.
⚫ The Pulse Program monitors wellbeing levels across the School.
Please refer to Actions Taken to Promote Respect and Responsibility for further details.
A STRONG AND SUSTAINABLE SCHOOL
IGS In Nature
IGS In Nature
Finally, in an exciting move at this point in the School’s history, we will expand our campus to encompass an experiential learning centre, in nature and on Country, for our students of all ages, and for our community, within two hours of Sydney. This environmental education centre, wellness retreat and place for professional learning and community engagement will offer a beautiful and peaceful learning continuum for students. It will host language immersion camps, geography, science and sustainability field studies, outdoor education, Shakespeare in the Glade, music camps, writers’ retreats, art en plein air, leadership programs and HSC study camps and so much more. Embracing the natural world, it will expand our sense of connectedness and belonging. It will be a place where memories are made for the next generation of IGS students during their formative years.
2023 Update
⚫ IGS procured The Retreat Kangaroo Valley, an experiential learning centre just two hours south of Sydney.
⚫ Every IGS student had the opportunity to visit The Retreat on day trips and participate in tailored learning activities.
⚫ We welcomed First Nations peoples and traditional custodians from Gadhungal Murring to deliver cultural programs, connecting our students to the deep history of Kangaroo Valley.
Broaden our implementation of sustainable practices
Sustainability Framework
The School’s Sustainability Framework provides a touchpoint for promoting effective, enduring and ethical practices. The Sustainability Club will focus on promoting and raising greater awareness around recycling, and the IGS Sustainability Roundtable foundation will work toward deeper action to achieve a more sustainable School. Early discussions around a solar initiative are underway. IGS will grow our meaningful collaboration with Connecting Communities Australia, as we develop a community schools program to bring students from the Goodooga Central School to IGS.
The PTF will continue their great work in delivering eco-conscious Rue Kelly second hand uniform, textbook, and instrument sales.
2023 Update
⚫ IGS became the first Australian school to be a founding member of The Alliance for Sustainable Schools (TASS).
⚫ IGS was awarded the Eco-schools Green Flag Award, The Educator’s 5 Star Sustainable Schools’ award, and the Highly Accomplished award for the Local Legends Keep Australia Beautiful Sustainable Cities Award.
⚫ The Eco Bricks club was established, reducing single-use plastics, and adopting a renewable energy provider.
⚫ The School community raised funds towards a rooftop Solar Project on our annual Sharing Day.
Secure, improve and expand the campus
The Renaissance Centre
IGS will expand into the corner of Mountain Street and Smail Street, beside our Fusion Building Classrooms. This centre will house our School’s first academic lecture theatre, seminar and meeting rooms, along with the Manuela Bachmann Dance Studio, paving the way for us to introduce Dance for the HSC, expanding our offerings in the Performing Arts.
2023 Update
⚫ The Renaissance Centre, including the Manuela Bachmann Dance Studio, reached completion in 2023. Now open, this facility supports the introduction of HSC Dance and expands our Performing Arts offerings.
Optimise our systems and technologies
Broaden and improve information communication technology
We will continue to build on the successful transition to teaching and learning with enhanced technology, adopted by students and staff for remote-learning during the COVID pandemic. Remote access workflows that enabled Support and Operational staff to work from home to enhance COVID safety will be further enhanced for operational excellence.
2023 Update
⚫ Appointment of Digital Learning Specialist.
⚫ ICT audit and analysis undertaken, with plans to rationalise and improve technology platforms over the next 2 years.
COMMITMENT TO ACTION
Five Years | 10 Strategic Initiatives
We will implement 10 initiatives over five years to fulfil our strategic aspirations for:
⚫ Deeper learning
⚫ Students striving and flourishing
⚫ A strong and sustainable school 1 2 3 4 5 6 7 8 9 10
IGS Connect The Renaissance Centre
Deeper Learning Timetable
Aboriginal Languages
Curriculum expansion
The Kindergarten Centre
A new Reggio Emilia inspired Early Learning Centre, Piazza and School Entry
Creative Internships in the Pyrmont Peninsula and Beyond
IGS Gap Year
IGS in Nature
ACTIONS TAKEN TO PROMOTE RESPECT AND RESPONSIBILITY
1. Implementing a Code of Conduct
Establishing a clear and comprehensive code of conduct for Parent, Students and Staff lays the foundation for promoting respect and responsibility. These codes, that are also part of the work the school did under the 10 Child Safe Standards, outline expected behaviours, consequences for misconduct, and procedures for conflict resolution. By ensuring that all members of the school community understand and adhere to these guidelines, a culture of respect and accountability continues to be cultivated.
2.
Character Education Programs
The integration of character education into the curriculum to explicitly teach and reinforce values such as respect, responsibility, empathy, and integrity were implemented through experiential learning opportunities like the Global Learning and Language Exchanges, Red Earth, Language Camps, PDHPE camps and SAGE week. These programs include lessons, activities, and discussions that encourage students to reflect on their actions and consider the impact they have on others.
Promoting respect and responsibility within IGS is integral to fostering a positive and supportive environment where students can thrive academically, socially, and emotionally. In 2023, the following actions were taken to promote these values:
3.
Peer Mediation and Conflict Resolution
Students worked with the SRC to review the IGS Way in Primary and High School. This review provided training for students to become peer mediators or conflict resolution facilitators. Empowering students to resolve conflicts peacefully and constructively not only promotes respect for differing perspectives but also fosters a sense of responsibility for maintaining a harmonious school environment.
4.
Promoting Inclusivity and Diversity
IGS celebrated diversity within the school community and promoted inclusivity through various initiatives such as cultural awareness events, diversity workshops, and inclusive curriculum materials. By fostering an environment where all students feel valued and respected, the school reinforced the importance of treating others with dignity and kindness.
5.
Student Leadership Opportunities
IGS offers opportunities for students to take on leadership roles within the school, such as student council members (SRC), peer mentors, or Primary and High School Leaders of Houses and various portfolios. These roles provide students with opportunities to practise responsible decision-making, effective communication, and collaboration while also serving as positive role models for their peers.
6.
Community Service Projects
In 2023 students engaged in community service projects through the newly formed IGS Connect Project that encouraged them to take responsibility for making a positive impact in their local community. By participating in service activities, students developed empathy, compassion, and a sense of social responsibility, which are essential qualities for promoting respect and responsibility.
7.
Positive Behaviour Reinforcement
IGS continued to recognise and celebrate acts of respect and responsibility through positive reinforcement strategies such as verbal praise, awards ceremonies, and incentive programs. By acknowledging and rewarding desirable behaviours, the school reinforced the importance of demonstrating respect and taking responsibility for one’s actions.
8.
Parent and Community Involvement through the PTF
Fostering partnerships with parents and the wider community to reinforce messages of respect and responsibility both at home and in the broader community continued in 2023. By involving parents and community members in school activities and decision-making processes, the school created a unified front in promoting these values.
Our Approach
Promoting respect and responsibility within a school requires a multifaceted approach that involves clear expectations, explicit instruction, peer support, inclusivity, leadership opportunities, community engagement, and positive reinforcement.
By implementing these actions, IGS continues to create a culture where respect and responsibility are not only emphasised but also practised and celebrated by all members of the school community.
CHARACTERISTICS OF THE STUDENT BODY
At the end of Term 4 2023, there were 1,322.6 full time enrolments consisting of 644 High School students; 577 Primary School students; and 101.6 full time enrolments in the Early Learning Centre. This is the equivalent of 142 three to five year old children.
In 2023, 28 Aboriginal or Torres Strait Islander students enrolled from Early Learning to Year 12 attended IGS. This represents 2.1% of the school population.
1,322.6 full time enrolments
28 Aboriginal and Torres Strait Islander students
General breakdown of composition of the student population was 45.3 per cent female, 54.5 per cent male along with 3 students (0.2 per cent) who formally identify, and are recorded, as non-binary.
Of our students, 18.1% per cent lived in households where more than one language is spoken and school families nominated 35 different languages as their first or home language. See the table on the right for a breakdown.
Composition of student and family population according to first language or language mainly spoken at home
18.1% more than one language spoken at
OUTCOMES AND RESULTS
2023 HSC RESULTS
51 Distinguished Achievers 90%
or above in at least one course
NSW Top Achievers
Three students achieved one of the State’s highest places in an HSC course and also achieved a result in the highest band.
One student achieved a ranking of 6th in the state in English Extension 2 while achieving a mark of 50 out of 50 for her major work. One student achieved 2nd place in German Continuers while another student achieved 3rd place in Italian Extension. These are particularly outstanding achievements as both these students were accelerated.
Distinguished Achievers
⚫ There were 51 Distinguished Achievers. These students were awarded 90 per cent or above in at least one course.
Honourable Mentions
⚫ IGS students received 81 Honourable Mentions for the distinguished achievement of 90 per cent or above in a course.
⚫ One hundred per cent of students studying the following courses achieved in the top two bands: Aboriginal Studies, Design and Technology, German Extension, Italian Extension, Japanese Beginners, Japanese Extension, Music 2, Music Extension, Spanish Extension.
⚫ In Aboriginal Studies our students performed at 17.56 per cent above the State mean.
⚫ In Design and Technology, our results were 10.07 per cent above the State mean.
Outstanding HSC Results for Year 11 Students
Students may complete HSC courses early via acceleration or compression. We congratulate 36 IGS Year 11 students who completed HSC courses this year. 31 per cent of these students achieved 90 per cent or higher in one or more HSC courses.
Acceleration in Languages
A total of 24 of our Year 11 students accelerated in Languages. Students accelerated across four languages, in French Continuers, German Continuers, Italian Continuers and Japanese Continuers. These students achieved a mean of 86 per cent.
Acceleration in Mathematics
Thirteen Year 11 students accelerated in Mathematics Advanced, achieving an average of 79 per cent. The highest result was 88 per cent.
Aboriginal Studies via compression
A group of seven Year 11 students completed both Year 11 and Year 12 Aboriginal Studies in one year. Their average result was 90 per cent. The highest result was 94 per cent, followed by two results of 93 per cent.
HSC Showcases
One student was selected for ARTEXPRESS. We are proud that IGS students received 26 nominations for HSC Showcases for exemplary Major Projects in Design and Technology, Drama, Music Composition and Visual Arts.
36 Year 11 students completed HSC courses Aboriginal Studies Results
26 HSC Showcases nominations
Percentage of Students in Bands:
HSC AND VET
In 2023, 102 students completed their studies of Year 12 at IGS. Of these, 100 students received their HSC. Five students included Vocational Education and Training (VET) courses, from external providers, in their patterns of study.
NAPLAN
In 2023, 98 percent of our students participated in NAPLAN. Student performance on NAPLAN for 2023 was published on the My School website in December 2023.
Our NAPLAN results can be viewed here.
POST-SCHOOL DESTINATIONS
● ACPE (1)
● Australian Catholic University (4)
● Charles Strut University (1)
● Macquarie University (50)
● SAE (1)
● University of Newcastle (4)
● University of Notre Dame (1)
● University of Sydney (31)
● UTS (23)
● UNSW (16)
● WSU (3)
Most students who left IGS at the end of Year 12, following completion of their school education, enrolled at university, TAFE, or private colleges.
The 100 IGS students to complete their HSC received a total of 149 early enrollment offers to university and a further 67 mainstream offers. A number of our students will take a GAP year before beginning their tertiary education. For most of these students it will include overseas travel as well as joining the workforce for a short period of time.
● 1. Natural Physical Sciences (7)
● 2. Information Technology (2)
● 3. Engineering and Related Technologies (16)
● 4. Architecture and Building (4)
● 5. Agriculture, Environmental and Related Studies (1)
● 6. Health (4)
● 7. Education (2)
● 8. Management and Commerce (19)
● 9. Society and Culture (51)
● 10. Creative Arts (29)
Post school offers by institution
Post school offers by field of study
FIND YOUR PLACE IN THE WORLD
STAFFING
STAFF ACCREDITATION
WORKFORCE COMPOSITION
At International Grammar School we embrace diversity and inclusion. Our employees include a strong and vibrant, linguistically diverse multicultural cohort, representing approximately 35% of our staff.
1% of our staff members identify as Aboriginal or Torres Strait Islander, and we keenly encourage applications from First Nations teachers and support staff.
ATTENDANCE
STUDENT ATTENDANCE BY YEAR GROUP
K
4
8
1 5 9
2
Regular attendance at school is essential to assist students to maximise their potential. IGS, in partnership with parents and carers, is responsbile for promoting regular school attendance of students. Below demonstrates 2023 attendance rates by year group.
3
6 10
7
11
MANAGING NON-ATTENDANCE
The NSW Education Act 1990 (the Education Act) requires all students of compulsory school age to be enrolled in and attend school unless they are registered for homeschooling.
Under the Education Act and the NSW Education Standards Authority (NESA) registration requirements, independent schools are responsible for monitoring, recording, and following up student absences as well as implementing intervention strategies to improve student engagement and school attendance.
At IGS we use the following strategies to handle student non-attendance:
Attendance Monitoring System
At IGS we utilise the Engage online roll call system to maintain attendance monitoring. This system tracks the attendance of every student, through electronic databases. An automated SMS system advises parents by 10am each day if their child is not at school.
Legal Requirements and Policies
IGS adheres to legal requirements and policies regarding student attendance. This includes following the guidelines set forth by the NSW Department of Education.
Parental Notification
When a student is absent from school without a valid reason, parents or guardians are promptly notified. This notification can occur through phone calls, text messages, or emails, or all of these methods.
Early Intervention
IGS implements early intervention strategies to address patterns of nonattendance. This involves contacting parents to discuss the reasons for the student’s absence and offering support or resources to address any underlying issues. This is done through the Tutor or House system as students meet in their Tutor Groups each morning.
Documentation and Recording
All instances of student non-attendance are documented and recorded on Engage. This documentation is monitored by Heads of House and Primary School Class Teachers for patterns of absenteeism and for complying with reporting requirements to education authorities.
Support Services
IGS offers support services to students who are frequently absent. This includes counselling, or referrals to external agencies, such as DCJ, that can provide additional assistance.
Truancy Programs
In cases of persistent non-attendance, IGS may implement truancy programs designed to address the root causes of absenteeism. These programs often involve collaboration between school staff, parents, and external support agencies.
Attendance Improvement Plans
For students with chronic absenteeism issues, IGS develops individualised attendance improvement plans. These plans outline specific strategies and interventions aimed at improving the student’s attendance and engagement with school.
Community Engagement
IGS recognises the importance of community involvement in addressing student non-attendance. IGS collaborates with local community organisations, government agencies, and other stakeholders to support students and families in overcoming barriers to attendance.
Managing student non-attendance at IGS involves a multi-faceted approach that prioritises early intervention, support services, collaboration with stakeholders, and adherence to legal policies. By addressing absenteeism proactively and holistically, IGS aims to ensure that every student has the opportunity to engage fully in their education and achieve their potential.
SCHOOL POLICIES
The following school policies are publicly available on the IGS website.
ANTI-BULLYING
IGS Discrimination, Harassment and Bullying Protocols for Members of IGS Community
CHILD PROTECTION
IGS Child Protection Policy
DISCIPLINE
IGS Student Discipline Policy
ENROLMENT
IGS Enrolment Policy
MANAGING COMPLAINTS
IGS Complaint and Grievance Procedure for the School Community
SATISFACTION
BRAND RESEARCH 2023
School Satisfaction and Perception Research
In 2023, IGS commissioned independent research agency Fiftyfive5 to undertake community-based qualitative and quantitative research with current and prospective parents and carers, students and staff. The goal of this research was to help us evaluate and optimise perceptions of the School— both internally and within the broader school community.
The findings have helped us better define what sets us apart from other schools and are supporting our commitment to continuous improvement in all that we do.
Most important IGS specific attributes from ranked top 5
There is a clear focus on expected attributes of quality teachers and wellness but also on attributes like diversity, coeducation, and progressiveness.
First Nations languages and
(indicative)
How well do the Vision and Mission statements fit with your experience of IGS? How new and different is the this statement compared with other schools?
Respondents were asked to rank the top 5 most important attributes for a school to have
We found 4 key aspects differentiate IGS vs other schools
How likely would you be to recommend IGS to your family, friends or colleagues?
SELF
GLOBAL OUTLOOK
BROAD DEFINITION OF EDUCATION
Diversity is celebrated
A progressive school offering a broad liberal education
Strong school community
Language learning at the heart of education
Music and the arts as key learning areas
Coeducational
Secular
PARENTS/CARERS
Current/New Intake
We surveyed the engagement levels and use of various school communications
The IGS values are received positively and are important to the community
“Feels true as IGS has a unique ‘vibe’ and ‘energy.’”
DIVERSITY
“Feels true in that diversity is welcomed and celebrated at IGS.”
CONNECTEDNESS
VIBRANCY
“Individual students are given room to excel no matter what their specialities are.”
PERSONAL ACHIEVEMENT
AUTHENTICITY
“Feels relevant to IGS and reflects the student and community experience.”
TOPLINE RESEARCH INSIGHTS
High quality educators is the most consistently dominant school choice driver
Other key factors: quality teaching, education and nurturing environments are essential drivers, along with diversity and inclusion.
IGS differentiators include: ‘Openness’ and ‘Global outlook’, where ‘Diversity is celebrated’, an ‘Inclusive school community’ and being ‘A progressive school offering a broad liberal education’.
“IGS celebrates being individual and expressing yourself”
Current IGS-specific attributes and values are held with high importance across all audiences.
A key attribute for IGS is its personalised approach that recognises each student’s individual abilities and potential.
There is strong teacher understanding of the IGS mission
The school motto Unity Through Diversity is perceived as a differentiator and good fit for IGS.
We gathered feedback on the use and performance of school communications
COMMUNICATION PLATFORMS
Engage is functional for important information
Operoo is great to sign forms and receive information digitally
Poor user experience causes frustration
The number of platforms that parents are asked to use can be overwhelming
Hard to search various platforms for information
Website data can be out of date
PUBLICATIONS & NEWSLETTERS
Jigsaw provides a good overview of school activities, enjoyed by parents and students, and shared with friends and family
Friday newsletters are a good, easy way of keeping parents informed but can be too much to read
Concerns expressed around sustainability of printed comms Need to highlight ‘need to know’ information so it’s not missed
TOPLINE RESEARCH OUTCOMES
Working closely with community stakeholders and strategic design agency
Collective Objective, we are reinvigorating IGS messaging and communications in line with findings.
Our loved and unique School motto – Unity Through Diversity – has been elevated to our School’s Vision, and celebrated in a new School Anthem by composer Paul Jarman that sits beside our much loved School Song, composed by Ross Edwards.
IGS values are important to our community. They will be maintained and celebrated.
Our School’s unique differentiators have been expressed as messaging pillars that we will continue to build on.
Our Newsletters have been reduced in frequency, moving from weekly to fortnightly communications. We have also reduced printing and postage.
Communications and events for our Prospective Parents are being reviewed, refreshed and increased.
IGS has commenced an information technology audit and analysis with plans to rationalise and improve technology platforms over the next 2 years.
Our personalised approach to education recognises each student’s individual abilities and potential. IGS remains dedicated to supporting quality educators and promoting student wellbeing, all while fostering an environment that celebrates diversity and inclusion.
Quantitative sample
— A total sample of n=376 respondents; Current Parents, New Intake Parents, Prospective Parents, Students, Staff Members, Alums
— n=198 respondents were parents of children who currently attend IGS
— Even sample across year groups
— ‘Above average response rate and above average positive sentiment’
Qualitative sample
— 12 one-on-one interviews with a range of key stakeholders and members of the IGS community; Current Parents (mix of Junior/Senior School), Staff Members, Board Members, Head Students, Alums.
FINANCIAL INFORMATION
SUMMARY OF 2023
FINANCIAL INFORMATION
⚫ Enrolments grew from 1310 in 2022 to 1323 in 2023.
⚫ Tuition fees made up 80.1% of the School’s revenue in 2023 and IGS received $6.347m in Commonwealth and State grants.
⚫ Settlement for the property located on 145 Jacks Corner Road, Kangaroo Valley was completed in late January 2023 and the school has since made strong progress on establishing The Retreat.
⚫ The Renaissance Centre project was successfully completed in mid 2023.
● Tuition Fees (80.1%)
● Other Net Fee Income (0.9%)
● Federal/State Government Grants (15.2%)
● Donations (PTF and Building Fund) (0.5%)
● Other Net Income (3.2%)
EXPENDITURE 2023
● Salaries and On Costs (64.8%)
● Teaching and Learning Costs (4.7%)
● Occupancy Costs (13.9%)
● Administration Costs (6.2%)
● Admissions, Community Engagement and Communications (1.8%)
● Scholarships (1.9%)
● Kangaroo Valley costs (0.2%)
● Depreciation and provisions (5.4%)
● Interest (1.0%)
INCOME 2022
● Tuition Fees (80.5%)
● Other Net Fee Income (0.9%)
● Federal/State Government Grants (15.9%)
● Donations (PTF and Building Fund) (0.7%)
● Other Net Income (2.0%)
EXPENDITURE 2022
● Salaries and On Costs (66.3%)
● Teaching and Learning Costs (4.8%)
● Occupancy Costs (14.4%)
● Administration Costs (5.7%)
● Admissions, Community Engagement and Communications (1.2%)
