June 11, 2021

Being our Best Selves

In November last year, the Dunwoody’s welcomed Leo into our family, a miniature golden Groodle.

I adore Leo, not only because I am his favourite (widely acknowledged in our family) but because of what he gives each day. He greets us every morning with excitement (with a look on his face that says – this is the best day ever!), he demands that I stop my work to play ball – finding different ways to make me if I try to dismiss him, he loves walks and he loves it when I try to teach him new things. Leo helps to bring balance to my life at a time when it is difficult to do so. He helps me to try and be my best self.

Today was one of the best days for a number of weeks as our students returned to school after remote learning. We are so pleased to have them back and look forward to helping them re-establish the normal routines and experiences of life over the coming weeks. I want to thank our staff for their dedication and skill in responding to the everchanging demands and to you as parents, for your continued support.

In her role as Deputy Head of Senior School – Student Wellbeing, Kath Woolcock works extensively on our student wellbeing programs, often with Emma Hinchliffe from Junior School. Aware of our aim to help young people flourish, Kath has written an article titled Bored and Brilliant where she highlights this, and I attach it for you along with a summary of the importance of play.

I do hope you have received your electronic invitation to attend the CGGS Centenary Gala at Leonda By The Yarra on Saturday 31 July 2021.  This event will bring members from the entire CGGS community together to celebrate 100 years of our wonderful school. With fine food, beverages and great entertainment, I do hope as current parents, you will get together and join me for a magical night of celebration.

Everybody who buys tickets before the Early Bird special closes will go into a draw to win some great prizes. There will be two lucky winners drawn, so I encourage you to purchase your tickets now. There will also be an exciting announcement made next week, so stay tuned. Full event information can be found by visiting:  If you have any enquiries, please contact Kate Daffy in our Foundation Office –

As we continue to face the challenges of our time, I hope that you all have many ‘Leos’ in your life who help to distil the important things in your day so that every day you can be your best self.

With best wishes,

Debbie Dunwoody

Bored and Brilliant

Recently, my nearly 4-year-old daughter sat down next to me on the couch and said, ‘I’m bored’. I didn’t know what or how to respond, and as I sat there contemplating an answer, she promptly jumped up and ran off to set up a tea party with her toy cat.

This exchange got me thinking about boredom and inspired me to do some research about the purpose of boredom and the links between boredom and play. So, where does this idea of boredom come from? What is its purpose and why is it feared so much?

According to an article published by Linda Rodriguez McRobbie for the Smithsonian Magazine, ‘boredom’ first became a word in 1852 with the publication of Charles Dicken’s Bleak House. She goes onto say that, before that, there are examples of Roman philosopher Seneca talking about boredom as a ‘kind of nausea’, while ancient graffiti on Roman walls indicates that the act of defacing property when there is nothing else to do, is an act that has stood the test of time.

The first study of boredom dates back to the 1930s, when psychologist Joseph Ephraim Barmack examined how factory workers coped with the tedious nature of their day – the answer was “stimulants – caffeine, amphetamines, and ephedrine”. Since this study, considerable research has occurred that explores the causes of boredom, the implications of boredom and the benefits of boredom. Ultimately boredom has a purpose, perhaps an evolutionary one, and is it occurs as result of a number of factors including “a situation that is actually boring” and a “predisposition to boredom”. In an evolutionary sense, it is the feeling of being bored and uncomfortable in a situation that can help us to explore or exploit our environment.

What is equally interesting is how we respond to being bored, and it is perhaps no surprise that in this era of instant gratification, that this has changed over time. With so much passive activity in our day, we don’t often get the opportunity to experience ‘real boredom’ and as such we aren’t able to experience the benefits. In fact, adults and teenagers alike do almost everything and anything possible to not be bored, and as such, we have lost some of the benefits that this uncomfortable situation provides us.

One of these benefits of boredom is creativity.  Dr. Sandi Mann designed a study that explored the impact of boredom on finding creative solutions to problems. Effectively, he asked participants to complete twenty minutes of a meaningless task (copying phone numbers out of a book) before devising uses for two paper cups. The test was then repeated with an even more ‘boring’ tasks – reading phone numbers out of a book, followed by another turn at the creative ideas for paper cups. The results proved his hypothesis and highlighted that “people who are bored think more creatively than those that aren’t” (Zomorodi, 2017).

Further scientific benefits of boredom have been noted including letting you know when something is amiss, links to greater goal setting ability and some studies have found a correlation with improved happiness. In saying that, it is also worth noting that boredom can also be linked to higher levels of the stress hormone too as we grapple to sit with the agitation and frustrating of it. Embracing and engaging with boredom takes time and practice.

The links between boredom and play are strong. The Raising Children Network Director, Associate Professor Julie Green, states “”When children are required to find something to do, they’re forced to use their problem-solving skills, creative thinking and imagination to play”. She continues by exploring how we, as parents, and educators, need to hold our nerve, and allow children to sit in the discomfort of being bored so that children have the opportunity to work through it and to find meaningful activities, games and play based opportunities that fit their needs at the time.

Play is in fact, beneficial for people of all ages and while most play-based activities and play based learning is often associated with children of younger ages, we cannot overlook the importance of play for young adults and adults themselves. Play helps people of all ages relieve stress, improve brain function, stimulate the mind and boost creativity, regulate mood and sleep, improve relationships and connections with others and increase energy (Parrot et al., 2020; Starling, 2011). It is has even been suggested that children who were allowed to play in unstructured ways grew up to be adults who could be leaders in life and the workplace (Berman, 2007).

How is play described?

> Play might look challenging as students grabble with concepts, explore equipment or solve problem. It might cause frustration however enjoyment is a key feature.

> Play might be symbolic or pretend, exploring the ‘what if?’ of a situation

> Play might be active and require action, either physical, verbal or mental engagement with materials, people, ideas or the environment

> Play can be voluntary and spontaneous such as recess or lunchtime activities (Shipley, 2008).

What does play look like at CGGS?

> Play might involve using our outdoor equipment at recess or lunchtime

> Play might involve student-directed learning and choice within lessons

> Play might involve experimenting in the Maker Space

> Play might involve problem-based learning experiences, where students are given real world problems to solve

> Play might involve exploration and inquiry-based learning, with hands on experiences and discoveries

> Play. Might involve free time within lessons to explore something that interests them

> Play might be facilitated by co-curricular clubs where students are creating, collaborating, designing, making and exploring areas of passion

At both Junior School and Senior School we provide opportunity for our students to play, to explore, to create, to question, to be active and to problem solve through curriculum, co-curricular activities and the use of physical spaces. We recognise that making time for unstructured play throughout the day enables students’ to effectively engage in their learning (Burriss et al., 2011). Unstructured play at school is undertaken in physical and social spaces and as such, we have invested resources in tese areas. In addition to our existing facilities such as the maker space, oval, gym and courts we have provided new outdoor equipment in Lower Woodstock at the Senior School and also in Junior School for students to play in an unstructured way, enabling them to be agents of their own play, making choices and negotiating rules and behaviours. We have also added a wealth of games and resources to the Library and Year Level areas to support play at the breaks and afterschool.

For children, play is often used in the context of ‘play based learning’, which is where children organise and make sense of their social worlds, as they actively engage with people, objects and representations. This type of learning occurs readily in both our Junior School and Senior School as we recognise the benefits of providing students of all ages with the opportunity to play, explore, negotiate, take risks and create meaning. While the context may be different, the premise is the same, that is, quality play experiences assist in the development of memory skills, language, behaviour regulation which leads to enhanced school adjustment and academic learning (Bodrova et al., 2005).

And so, as we come off the back of the Term One holidays and move into the next phase of structure and routine both at home and at school, it is worth remembering that time that is less rigid has its benefits. Being bored is not a bad thing, in fact, it provides a range of possibilities and opportunities for young people, and older people, to play and ultimately to learn.

Kath Woolcock
Deputy Head of Senior School – Student Wellbeing


Bodrova, E. & Leong, D. J. (2005). Uniquely preschool: What research tells us about the ways young children learn. Educational Leadership, 63(1), 44-47.

Help Guide Org International. (2020). The Benefits of Play for Adults.

KQED, Stavely, Z. (2015). How to Bring Playfulness to High School Students.

Parrott, H. M., & Cohen, L. E. (2020). Advocating for Play: The Benefits of Unstructured Play in Public Schools. School Community Journal, 30(2).

Shipley, D. (2008). Empowering children. Play based curriculum for lifelong learning. (Fourth edn). USA: Nelson Education.

Smithsonian Magazine, McRobbie, L. (2012). The History of Boredom – You’ve never been so interested in being bored.

Starling, P. E. (2011). An investigation of unstructured play in nature and its effect on children’s self-efficacy,Doctorate in Social Work (DSW) Disserations.

Zomorodi, M. (2017). Bored and Brilliant: How Time Spent Doing Nothing Changes Everything. Macmillian Publishers.

Senior School


Senior School

June 11, 2021

Each fortnight, there are many wonderful school events that we recognise, acknowledging the achievements of both individual students and those of entire year levels. Today I would like to recognise our entire Senior School community for yet again rapidly adapting to a changed environment. While we are all supportive of the changes necessary to keep our state safe and free of COVID, these lockdowns are not without a toll on the individuals. Our students have been asked to reverse, move sideways, reschedule, postpone and reinvent. Yet, through it all, they continue to give off their best. The adults among us have also found the demands of the fourth lockdown challenging, but we all take heart from the resilience of our young people.

This past fortnight, our Reconciliation Captains Jacqueline de Mamiel and Caitlin Sutton worked alongside Ms Georgia Biggs, Year 9 Coordinator, to ensure we were able to mark Reconciliation Week appropriately. Throughout the week they hosted the Reconciliation Assembly and sent the school community emails to provoke thought and inform us all. Please read their reflections in this edition of CamNews.

This year our school Careers Counsellor, Mrs Trish Dolan swiftly changed her mode of delivery and planned and conducted a full and informative Work Experience program online for our Year 10 students. Trish worked with Mr James Henderson, Year 10 Coordinator, to ensure the Year 10 students were able to experience a rich array of industries.

This Queen’s Birthday long weekend, while we have more freedom to move and meet with others, please ensure your support of favourite local cafes, restaurants and other businesses and opportunities for exercise are undertaken with care.

With my best wishes for a safe, warm and restful long weekend.

Warm regards,

Cathy Poyser
Deputy Principal/Head of Senior School

National Reconciliation Week

National Reconciliation Week at CGGS is a very important event for the CGGS community to recognise and celebrate. This year, Reconciliation Captains Caitlin and Jacqueline, alongside myself and Wurundjeri elder Murrundindi, had planned many exciting events using the theme More than a word, reconciliation takes Action as our springboard and guide. This theme is a particularly important one, off the back of 2020, where Black Lives Matter protests and Invasion Day rallies gained huge momentum; an important conversation was well and truly at the front of public discourse.

Globally, social media posts from members of the BIPOC communities and allyship from non-BIPOC communities helped many gain deeper understanding of issues affecting minority groups; including systems and structures that have been designed to oppress and marginalise. Here in Australia, we saw First Nations voices leading a conversation in many pockets of the media and social media, powerfully sharing lived experience; calling out and calling on change. Allies also stood by these voices, amplifying where they could in a show of solidarity, respect and care. In 2021, More than a word, reconciliation takes action asks people to take this awareness and knowledge to create more substantive action. For reconciliation to be effective, it must involve truth-telling, but it also must actively address issues of inequality, systemic racism and instances where the rights of Aboriginal and Torres Strait Islander peoples are ignored, denied or reduced.

While many of the events on the CGGS NRW calendar unfortunately had to be postponed due to the snap lockdown in Victoria; witnessing the flexibility and motivation of Jacqueline and Caitlin to keep some of the events was extremely inspiring. The future is in good hands when two allies such as themselves are doing such great work.

Here are their reflections of the week (and keep your eye out for some exciting events that will be taking place later in the school year).


Caitlin Sutton’s reflection:

This year for National Reconciliation Week, Jacq and I modified our plans around the snap lockdown into a remote style of communication. We sent out emails throughout the week to the whole school about National Sorry Day, the 1967 Referendum, Marngrook, Wurundjeri bush tucker, medicine and tools, the Royal Commission into Aboriginal deaths in custody, Climate Justice, First Nations Justice and Mabo Day. We also modified the NRW Assembly to a series of pre-recorded videos including Murrindindi conducting a welcome to country and playing the didgeridoo, an interview with Amelia Lemanis about her essay Why Australia need to engage in justice reinvestment to reduce Indigenous incarceration rates and help close the gap and Dr Reid introducing his new book Time We Started Listening. At the end of the week, we ran an asynchronous Kahoot about all the information shared throughout the week, with the winner receiving a Clothing the Gaps voucher. Congratulations to Angela Lui on winning the Kahoot!


Jacqueline De Mamiel reflection:

This year’s National Reconciliation Week theme was ‘More than a word. Reconciliation takes action.’ We recognised this theme by focusing on actions our school community can take to celebrate Indigenous culture and history. One of our Year 10 Texts and Traditions classes was involved in a ‘Telling Stories Through Art’ Zoom panel with Murrundindi and Andrew Stanner. Andrew Stanner is the son of William Stanner who was an anthropologist who worked extensively with Aboriginal communities in the Northern Territory. Andrew now owns his father’s large collection of Aboriginal art that was painted for him by an Aboriginal elder he worked with during his time in the Northern Territory. Andrew showed us these paintings and shared the meaning behind the symbols that represent the landscape. Murrundindi showed us artworks that have been passed down within his family. He shared his knowledge about the symbolism and patterns in these artworks and taught us about how stories are passed on in Wurundjeri culture. We are really grateful for Murrundindi and Andrew’s insight into this important part of Aboriginal history!

Georgia Biggs (Reconciliation Coordinator) and Caitlin Sutton & Jacqueline de Mamiel (Reconciliation Captains)

Virtual Work Experience

Work Experience is a vital part of the CGGS Career Education program in Year 10. It gives students an opportunity to work in a profession in which they are interested. It is designed to be exciting and informative, with experienced people offering insights into a number of different professions. After the lockdown earlier in the year, and uncertainty about future plans, CGGS decided to cancel the compulsory component of work experience. We decided to be flexible.

Students were offered the opportunity to still pursue a placement, dependent on finding a willing employer, and we were delighted when nearly one third of our Year 10 cohort showed remarkable initiative and organised some work experiences across a range of industries.

It was clear, however, that another arrangement would need to be explored to satisfy this important component of career education for our remaining students. CGGS therefore launched an innovative careers program – ‘CGGS Virtual Work Experience’; a digital program which is a touchpoint for our students to not only experience different industries, but to see these industries in action and to learn from their professionals.

And, of course, with best laid plans cast asunder with this recent lockdown, and a necessity to pivot once again – ALL our Year 10 students could now avail of this fantastic program. Our students completed four days of this novel program which included virtual tours, videos, podcasts, career timelines and more. Preview the program here.

Upon completion, students receive a certificate highlighting the industry task undergone, the skills they have developed and most importantly, they receive personal feedback on their work mapped to guidelines provided by industry. This will be an important accreditation to highlight on their resume and will form part of their e-portfolio development in Term 3.

89% of children go to their parents first for career advice, so it is crucial that parents have access to resources and guidance that will aid their children’s career decisions. Students were able to invite parents to see their career plans and the activities they completed along the way.

It is such a valuable program it has also been made available to our Year 11 students who were deprived of real-world work experiences in 2020.  Its success suggests that future work experiences may comprise both real world placements and virtual work experiences. 

Trish Dolan
Careers Counsellor

In Conversation with Murrundindi

On Friday 28 May the Year 8 teaching team hosted an ‘In Conversation’ session with Murrundindi, where the Year 8s and wider audience listened to his very personal and inspiring story. Murrundindi is the Ngurungaeta (Head Man) of the Wurundjeri people of the Kulin nation.

The event complemented the students’ current learning in English in which they are studying the verse novel Sister Heart by Sally Morgan.

Murrundindi outlined the challenges and hardships of growing up as an Indigenous Australian and leaving school young in order to take care of his family. He also told students of the important bonds, connection to country and kinship that are significant to Wurundjeri culture.

Murrundindi spoke with calm, as he disclosed that he was the last generation to be registered under the Plant and Animal Act of Australia. He also spoke about being referred to by derogatory terms, growing up as a 16-year-old on the verge of young adulthood and how he did not feel wanted in the community.

Murrundindi spoke at length about the importance of positive relationships and how he was fortunate to meet Maureen, his second wife. She readily accepted him and his culture and also helped him become literate in his mid 30s. It is because of this relationship that he now passionately teaches students about his culture across Wurundjeri land – in particular our students at CGGS.

Murrundindi likened this second chance to the ongoing process of reconciliation between Indigenous and non-Indigenous Australians.

His eyes lit up as he spoke about the deep respect he feels every time he visits CGGS. It was a privilege to listen to Murrundindi’s story. He has remained positive when faced with personal conflict and feels gratitude for second chances at developing and strengthening bonds with family.

Nirvana Watkins (Host of the Zoom session), Georgia Biggs (Editor), Chris Anton (Writer) and Year 8 English Teaching Team

Operations Management in Action

As part of their Unit 3 studies into Operations Management, students from the Business Management classes attended a practical learning experience in early May to the Yakult Factory in Dandenong. The individualised tour catered specifically to the study design and focussed on the vital components of the course including: technological developments, materials management, quality, and waste minimisation.

The experience was a unique opportunity to directly link the theoretical concepts presented in class with a practical and well-known international business. Students arrived at the state-of-the-art facility and were greeted by our tour educator. We were guided through the production process as we made our way around the viewing level, conveniently located above the factory floor. Students had the opportunity to learn about Yakult’s commitment to corporate social responsibility, as well as viewing the quality control processes from outside the purpose-built laboratory.

Once the tour had concluded, students had the opportunity to visit the education centre where they learnt about the history of the company and the evolution of their products including manufacturing techniques and commitment to sustainability in the future. The tour would not have been complete without a product tasting to conclude the experience. Thank you to Mrs Larkey for accompanying the classes and sharing her own business knowledge.

Alexandra Larkey
Head of Commerce

French Biographies

Year 10 French classes have been delving into the olden days in their studies this term, to learn more about the past tense in French. Adding a personal and authentic touch to their learning, students interviewed a member of their family to compile some key events in their lives in a carefully crafted biography

The results reveal the diversity of origins, experience and career paths of various generations, and the concluding sentences of love and gratitude will put a smile on the faces of parents and grand-parents who can read the French!

Miriam Hoffman and Tafadzwa Gwamba
French Teachers

Da Vinci Decathlon

The Da Vinci Decathlon is a team-based national competition which involves developing a range of skills through engagement in different challenges including Engineering, Art, Poetry, Codebreaking and Ideation. Students are required to work collaboratively in order to complete 10 complex challenges over the course of a day. This activity requires not only academic excellence, but more importantly, well-developed critical and creative thinking skills, the ability to work as a team, consider different points of view and persevere with difficult tasks. It is a competition which is academically challenging and one in which students are encouraged to enjoy the opportunity to work with like-minded peers and tackle different challenges.

Two Year 7 teams and one Year 8 team competed in the State Finals recently. The teams worked collaboratively to navigate the challenges as well as the technology as this year’s event was online. The teams were well organised, persevered when challenges arose and demonstrated strong critical thinking and creative skills. While none of the teams advanced to the National Finals, our Year 7 Team 2 came first in the Science challenge and third in the Engineering challenge. Congratulations to all of the students who participated. They were great ambassadors for Camberwell Girls.

Dr Charlotte Forwood
Director of Learning Design and Development

A Virtual Year 8 Statistics Investigation

This term, our Year 8 Mathematics students are using a virtual platform known as The Islands as a method of learning and applying Statistics and data. The Islands is a virtual human population created by Dr Michael Bulmer from the University of Queensland. Dr Bulmer’s desire was to construct an interface that would allow students to understand how information is objectively gathered and how statistical questions can be posed and answered to inform us about the world we live in.

Each member of the virtual human population (known as Islanders) is happy to perform tasks that would allow students understand more about them. Some of these virtual tasks involved asking the Islanders to exercise, eat, sleep or perform other tests. This investigation seemed the perfect way for students to gather and analyse data during our current lockdown, as they could ‘interview’ whole populations from home!

Each student in Year 8 designed a ‘before-and-after’ style question in which they were able to utilise the Islanders to ascertain an answer. The Year 8s created many insightful and analytical questions. Maya from 8B constructed an investigation to see if listening to heavy rock music affected an Islander’s concentration and Sienna from 8A wanted to explore if exercise influences an Islander’s ability to concentrate. Through tasks like these, it is our hope that the Year 8s are able to create connections between Mathematics and how it can be applied to solve real-life problems from areas like Sociology and Psychology.

Alistair Shaw and the Year 8 Maths Team

Junior School


Junior School

June 11, 2021

Foundation – Year 6 Remote Learning & Onsite Supervision

Once again, I have been amazed at the smooth transition from face-to-face learning to remote learning by our Foundation – Year 6 students, class and specialist teachers. The continued use of our online learning platform Seesaw and the video conference tool of Zoom has worked extremely well and all stakeholders are very experienced with working with these new learning tools. After each remote learning period, as a Junior School we will take the opportunity to review our programs and improve them if needed for the future.

Additionally, I would like to thank our school community for having a growth mindset and doing their personal best throughout the circuit breaker lockdown. Many thanks to our students, parents, extended family members (this includes grandparents, uncles and aunties) for having-a-go at the remote learning at home. Also, a big Thank You to our Junior School teachers for implementing such a very creative, engaging and unique remote learning program for the fourth time!

Finally, during remote learning we still have a large group of students onsite to allow their parents to continue to work as essential workers within our community. An enormous Thank You to Lisa Williams our CGGS Swimming Coach for looking after this group of students over the last two weeks.

I encourage Foundation – Year 6 families to contact me via email on to give me some feedback in regard to the remote learning program your child participated in over the last two weeks.

It was wonderful to see so many smiling faces when our students came back to School this morning. There was lots of energy and catching-up to do with friends and the Junior School teachers could not wait to get back into their classrooms.

I wish all Ormiston families a safe long weekend. Do not forget it is a public holiday on Monday 14 June and the School will not be open. Early Learning 3 – Year 6 students are required to be back at School on Tuesday 15 June.

Yours sincerely,

Paul Donohue
Head of Junior School

School Captain Prayer

I would like to share Chloe Lau’s Junior School Assembly prayer from a few weeks ago during Diversity Week. Chloe was able to express her own thoughts about diversity so clearly in her prayer, and it reminded our school community to always respect and appreciate the differences in each other. Here is Chloe’s prayer:

Dear God,

People in our school all come from different places, but that’s okay. Each one of us has different ways of reacting to the same situation, but that’s ok.

May you give us the love to respect everyone, no matter how many differences we have. Help us to learn to listen to others who may have a different background to us.

May you help us learn to create a world where all types of people are welcome. May you gift us with peace and harmony amongst all people throughout the world.

In Jesus’ name


Early Learning 3 – Positive Education – Being a Bucket Filler                                                                                                    

Positive education is a science informed framework for schools to encourage and support their students to flourish. It is made up of the domains of positive relationships, positive emotions, positive health, positive engagement, positive accomplishment and positive purpose. These domains are integral to student wellbeing and flourishing – feeling good: positive emotions and engaging experiences and doing good: functioning effectively, being connected, overcoming challenges. Keyes and Annas, 2009

During this term, the Early Learning 3 children were introduced to some of the concepts and language from Positive Education, in particular, that everyone has an invisible bucket. Through ongoing stories, songs and discussions, the children are developing an understanding about how their invisible bucket holds all their good thoughts and feelings about themselves; and how they feel happy and at their best when their bucket is full and overflowing. The children are discovering that when they choose to fill a person’s bucket, they in turn fill their own bucket too.

Recently, the children viewed a clip about being a bucket filler and participated in singing the associated song, Fill Your Bucket. This song focused on all the things the children can do throughout the day to fill someone’s bucket. If interested, this is the link to the Fill Your Bucket song. We also discussed ways we can fill another person’s bucket, for example, when we do or say something kind, take turns, smile, listen, include others, help and share.

Throughout the day, intentional teaching is used to explicitly teach and reinforce and highlight when children are being bucket fillers and the impact their words and actions have on themselves and their peers. At the end of the day, the children have some reflection time to think about who and what filled their bucket during the day, and they are encouraged to share their thoughts with the group.

Through teaching these valuable life skills, we’re providing the children with the capacity to learn effectively and build a strong foundation on which they can engage with and relate positively to their peers.

Angela Follacchio
Early Learning 3 Teacher

Early Learning 4 Full-Time –Celebrating Diversity Week & STEAM Program

Diversity & Reconciliation Weeks
‘Values and attitudes, understandings of community and individual, and ways of communicating and behaving, all impact on children’s sense of belonging and acceptance. When children experience acknowledgement of and respect for diversity, their sense of identity becomes stronger.’ – Victorian Early Years Learning and Development Framework.

Diversity Week led to Reconciliation Week with discussion and meaningful interactions with community members and elders. The EL4 children are experiencing a holistic curriculum with discussion, stories, songs and expression of art. They have engaged in examining their own identity and belonging by continuing to explore their own community.

In celebration of Diversity Week, the children were invited to dress in rainbow colours. This activity opened up the conversation of individual physical differences, the children identified what is similar and different in their physical appearance and created links to their place of birth. The different countries, languages and cultures are a rich source of information for the children to learn about. While exploring the backgrounds of others, the EL4 children were able to acknowledge the unique space the Wurundjeri people have within our School community. Murrundindi visited both classes via Zoom and the children discussed ‘Sorry Day’ and learned more about reconciliation.

The EL4 children also explored other traditional cultural events such as an Indian wedding and a Chinese Mid-Autumn Moon festival. The children were given an insight into these significant cultural events, enabling an appreciation of cultural differences and a strengthening respect for diversity.

STEAM (Science, Technology, Engineering, Art, Maths) Program
This term, the EL4 children have continued to work with Penny Dumsday our STEAM (Science, Technology, Engineering, Art, Maths) Teacher. Mrs Dumsday assisted the children to learn more about our five senses and provided many different learning experiences. Additionally, Mrs Dumsday encouraged the children to ask questions, make connections with their prior knowledge and present ideas in relation to the five senses of sight, hearing, smell, touch and taste.

As Ormiston is quieter than usual during remote learning for the Foundation – Year 6 students, the EL4 children have taken the time to enjoy the whole School yard with a purpose. Winter nature play has encouraged the children to look closely at the changes to the trees and to stay closely connected to nature which can be highly beneficial to student wellbeing.

Ramila Sadikeen
Early Learning 4 Full-Time Teacher

Early Learning 4 Part-Time – The Cycle of Nature

The cycle of nature continues on, regardless of what is happening in the news headlines or the stresses of the adult world. The children in Early Learning 4 Part-time have noticed and been curious about the seasonal changes that Autumn and Winter have brought. They share their observations and suggest theories about why particular things happen in nature.

We have practiced ‘mindfulness’ outside, using our senses to hear, feel and see the seasonal changes. Tuning into the sights and sounds of nature, draws children’s attention to the here and now and reduces stress and anxiety. Engaging all of their senses has encouraged the children to pay close attention to the small details.

The children have also used different art mediums to represent their Autumn and Winter observations. These have included drawing, sewing, collage and printmaking. Through visual art the children are learning to express their growing understandings about the world around them. Young children explore the arts with both a creative and scientific “eye”.  The artist in them seeks ways to express their ideas and the scientist wonders why things happen.

The children observed that some of the trees have started changing colour and are losing their leaves while others are not. They were introduced to the terms, deciduous trees and evergreen trees. They were encouraged to ‘wonder’ why some leaves change colour and fall from the deciduous trees.

Our STEAM Teacher, Penny Dumsday worked with the children to explore their wonderings about Autumn. Mrs Dumsday did a science experiment with the children to show them that leaves contain lots of different colours. They learnt that some trees draw the chlorophyll (which is the green pigment in leaves) back into the trunk to feed them over winter.

Every child learns differently – some prefer to observe, some listen, some engage actively, and others talk. With this in mind, it is important to provide multiple ways for children to engage in new learning. The three main ways that young children learn are auditory (listening), visually (pictures and images) and kinaesthetic (through doing). By engaging in a multi-faceted approach to learning, all children are able to understand and represent their learning.

Lilian Bishop
Early Learning 4 Part-Time Teacher

Year 4 – Exploring their Neighbourhood

Lockdown is always challenging but the Year 4 students still have lots to be thankful for. They have been exploring their neighbourhood on sensory walks to observe and appreciate nature. Leaves of different shapes and sizes have been collected resulting in the creation of gratitude trees.

Jasvindar Gill
Year 4 Class Teacher

Connected Community


Connected Community

June 11, 2021


We hope you will join us as at the Centenary Gala, a magical evening of celebration, entertainment and commemorating 100 years of our fine school!

The evening will bring the school community together to celebrate the 100-year strong history of educating girls.

Be entertained by our emcee Emma Race, former grammarian (1993), journalist and broadcaster. Sing and dance the night away to Melbourne’s best band – The Dan Hamill Band.

You will enjoy delicious food, beverages and other surprises.

Tables are limited, so don’t miss out!  Get together with a group or book individual tickets and we will seat you with people from your year level.

Saturday 31 July 2021
6.30pm – 11pm
Leonda by the Yarra



Early Bird Pricing available until Friday 25 June 2021

Individual Tickets / $195

Tables of 10 / $1,850

Everybody who buys tickets before the Early Bird special closes will go into a draw to win some great prizes. There will be two lucky winners drawn, so I encourage you to purchase your tickets now. There will also be an exciting announcement made next week, so stay tuned.

Kate Daffy
Community Programs & Events Coordinator




May 28, 2021

Child Safety

Dear Parents,

One of the strong characteristics of the CGGS community is that it is a welcoming and caring community, and we know that in safe environments students thrive – in their learning and their wellbeing.

It is also not surprising that one of the key compliance requirements of schools is to be a safe environment for young people, and to this effect we adhere to the Child Safe Standards.  As we are required to provide updates to parents, I have asked one of our Counsellors, Paula Kolivas to provide an overview of the standards.

If you have any questions or concerns, please don’t hesitate to contact myself, Cathy Poyser (Deputy Principal/Head of Senior school) or Paul Donohue (Head of Junior School).

With best wishes,

Debbie Dunwoody

Child Safe Standards

In 2016, the Victorian Government introduced Ministerial Order 870 – Child Safe Standards – Managing the risk of child abuse in schools. The Child Safe Standards (CSS) were part of the state government’s response to the 2013 Betrayal of Trust Inquiry which investigated the handling of child abuse in religious and other non-government institutions.

This Order requires all Victorian schools to embed a culture of no tolerance for child abuse and prescribes seven standards related to reducing the risk of abuse and ensuring the appropriate response and reporting of child abuse to authorities. Although it recognises that all children are vulnerable, the Order requests a particular focus on students who are more vulnerable due to their abilities, indigenous, cultural or linguistic background.

One of the most effective strategies in reducing the risk of child abuse, is educating all members of the community. At CGGS biannual training is mandatory for all teaching staff, professional services staff and maintenance staff to ensure that they develop their understanding and confidence to identify and appropriately respond to any suspicions or allegations of abuse, grooming or other misconduct. Also, all senior school and junior school students receive age-appropriate presentations by the School Counsellors regarding how to identify inappropriate behaviour and more importantly where to seek help and support.

The following CGGS staff are the current designated Child Safety Officers:

> Debbie Dunwoody – Principal

> Cathy Poyser – Deputy Principal / Head of Senior School

> Paul Donohue  – Head of Junior School

> Kath Woolcock – Deputy Head of Senior School

> Kim Hepworth – Deputy Head of Senior School

> Shane Maycock – Deputy Head of Senior School

> Emma Hinchliffe – Deputy Head of Junior School

> Rev Helen Creed  – School Chaplain

> Paula Kolivas – School Counsellor

> Beth Sarlos  – School Counsellor

Their responsibilities include training staff and students, offering support to all students, parents/carers and people reporting abuse, clarifying the allegations and suspicions of abuse, and where required, reporting the concerns to the relevant authorities – DHHS Child Protection Services, the Police and/or the Commission for Children and Young People.

Apart from staff and student training and education, CGGS has developed clear procedures for responding to allegations or suspected abuse and we regularly update our school policies, HR procedures and audit the school’s physical environment to ensure that our organisational culture reflects the CGGS commitment to zero tolerance of abuse.

Relevant policies that parents/guardians may access via our school website include the:

> Child Safety Policy

> Child Safety Reporting Policy

> Code of Conduct Policies – staff and students

> Working With Children Check Policy

All our students have a right to feel safe on and off campus. We want our students and parents/carers to feel confident that CGGS is an organisation committed to the physical, emotional and sexual safety of all students. It is the responsibility of all adults on campus to adhere to the legal and moral obligations related to Ministerial Order 870. This includes all employed staff and as well all our students who are over 18 years of age.

If you have any concerns regarding your child’s safety or the safety of any other child in our community, we strongly encourage you to contact the Principal, Heads of School, or the Counsellors to discuss the matter. We promise to respond to any concerns in a sensitive, confidential and respectful manner.

With best wishes,

Paula Kolivas
School Counsellor


Helpful resources

Senior School


Senior School

May 28, 2021

Celebrating Diversity Week has become a strong tradition at CGGS and it commenced on Monday 17 May with the outlining of a full program of student-led initiatives. Students and staff wore rainbow socks and wrote messages in chalk in the quadrangle. Tuesday’s Senior School Assembly heard from Ms Kath Woolcock – Deputy Head of Senior School, Student Wellbeing – on what Diversity Week means to her. Her speech is included here for parents to read.

The International Concert on Friday at lunchtime was a wonderful event, with 11 individual and group performances of cultural singing and dancing from students in Year 7 to Year 12. Please see a full summary of the week below. Many thanks and congratulations to our student leaders, Annaliese Cossenas – School Wellbeing Captain, Esther Chen and Carol Wei – International Captains, Cathy Gu – School Sports Captain and Harkee Judge

Year 7 and 10 immunisations were delivered on Friday of last week in BSH, administered by the nurses from the City of Boroondara. Students from both year levels were very mature in their response to these important vaccinations.

Wednesday was National Sorry Day and Reconciliation Week commenced yesterday, with activities planned by the Reconciliation Captains Caitlin Sutton and Jacqueline de Mamiel, working with Reconciliation Coordinator Ms Georgia Biggs. We look forward to sharing the ways in which this important week was recognised in the next CamNews.

The announcement from the Acting Premier yesterday morning of a 7-day lockdown has necessitated the postponement of our House Music event that was scheduled for this evening. I feel sure all our CGGS community agree that having a live event with students singing without masks is our aim. In order to honour the of many hours of dedicated rehearsal from all the students involved and in particular the excellent leadership of the House Music Captains, we are postponing the event until the final week of Term 2 at this stage and we will continue to monitor the COVID-19 restrictions and be flexible with our planning.

During Weeks 8 and 9 – Monday 7 June to Friday 18 June – House Music rehearsals will be put on hold as the students in Year 10 and 11 undertake their Semester One examinations.

I would like to take this opportunity to acknowledge and thank the following students and staff for their efforts to date:

Lawrence – Teagan Diep & Teresa Guo

Schofield – Sarah Hui & Janice Wong

Singleton – Nicole Chang & Chloe Law

Taylor – Megan Kuo & Kelly Liang


And also the House Technical Captains,

Lawrence – Anastasia Konstantinou & Jessica Leung

Schofield – Jane Pekin & Kelly Ta

Singleton – Chloe Chan & Charlotte Lindsay

Taylor – Natasha Mak & Lucy Van de Arend

The staff of both the Music and Drama Departments have also provided enormous support to the students and we thank them for the skills they have helped to develop in both our House leaders and the students of their Houses. The House teachers, Daniel Loff (Lawrence) Asia Kosowski (Schofield), Tom Clark (Singleton) and Christa Cook (Taylor) and Shane Maycock, Deputy Head of Senior School – Co-curricular Programs, have also provided great support and hours of supervision of rehearsals.

Have a lovely weekend.

Warm regards,

Cathy Poyser
Deputy Principal/Head of Senior School

Diversity Week

CGGS’s Celebrating Diversity Week is a highlight for students and staff, as we come together to acknowledge, learn, support and embrace the vast and wonderfully diverse community not only present within our school, but also within the wider community. As highlighted in the lead up to our celebrations, and again during the week, as an Anglican school we appreciate that every person is made in the image of God and we are committed to acknowledging and learning about our differences in terms of culture, race, religion, sexuality, gender and ability to ensure we are able to create a safe and inclusive communities for all.

To begin our week, we encouraged an understanding and appreciation of sexual and gender diversity by acknowledging the LGBTQIA+ community. Students and staff wore rainbow socks and, at lunchtime, our community came together to collaborate on an art project designed to show solidarity and an individual commitment to supporting everyone, no matter how they identify or who they love.

Tuesday focussed on educating our community about the history and significance of CGGS’ Celebrating Diversity Week. At the Senior School Assembly I, together with Annaliese Conessas (School Wellbeing Captain), Esther Chen and Carol Wei (International Culture Captains), shared personal reflections and I thank these students for their moving and personal stories. As part of this assembly, Zara Price announced the new CGGS Pride group, which was met with great support from the student body, with the first meeting being held the following week, on Monday 24 May.

Wednesday’s activities centred around ‘Religious Diversity’, where our Faith and Worship Captain Harkee Judge shared her reflections with the school community, including developing a series of educational posters that provided information on different faiths around the world. These were displayed across the school and sparked interest and discussion amongst students and staff.

On Thursday, Cathy Gu, School Sport Captain, hosted a student goalball exhibition match to celebrate ‘Diverse Ability Day’. Goalball is a professional sport designed specifically for athletes with visual impairments. The game consists of rolling a ball containing a bell into the opponent’s goal while the opposing players try to block the ball with their bodies. To ensure the game is fair for all competitors regardless of the degree of visual impairment, all players wear ‘blackout’ masks. We thank all students who contributed to this very exciting match!

To celebrate ‘Cultural Diversity Day’, International Captains Esther Chen and Carol Wei organised an International Day concert. The program included 11 acts where CGGS students proudly performed cultural songs and dances, showcasing a range of instruments and traditional clothes from all across the world. We thank and congratulate all students for their performances, in what was a very moving and memorable exhibition of not only the cultural diversity that exists within our community but also the extreme talent of our students.

There are many wonderful students and staff that contributed to our Celebrating Diversity Week and we are so grateful to the entire school community for supporting the initiative.

Kath Woolcock
Deputy Head of Senior School – Student Wellbeing

In-Conversation with Alumni Caitlin Kuo

CGGS student Megan Kuo is a member of the 11 English Language cohort. Her sister, 2020 alumni Caitlin Kuo, is studying Speech Pathology at Australian Catholic University. After observing many similarities in the content of Caitlin’s studies and the EL course, Caitlin joined the class for an intimate in conversation event hosted by English Language teacher Ms Biggs. The result was a fascinating conversation on the interdisciplinary nature of linguistics; psychology; biology and philosophy. Students asked thoughtful questions pertaining to their current Area of Study: Child Language Acquisition and Caitlin provided insightful commentary on her chosen career path, affirming the relevance of the students’ learning in a real-world context. Caitlin exclaimed that the English Language course closely mirrors the subject she is enrolled in, and this is a highly useful subject for those wanting to pursue a career in the allied health field. Similarities include a close study of the vocal tract of a child and adult, the phonological development of a child as well as the theories to explain child language acquisition (the nature vs nurture debate).

Reflecting on the event, many Year 11s commented on the useful advice and wisdom Caitlin was able to offer her former peers. Something that was particularly noteworthy, as observed by Year 11 student Nancy Huang, was that the event did not set out to be about careers advice, however many questions naturally arose about Caitlin’s experiences at university arose. This resulted in subsequent conversations about the positives as well as challenges of transitioning to university – a very different educational setting to a school. CGGS is so grateful to Caitlin for generously sharing her experiences and we look forward to more opportunities to connect in the future.

Georgia Biggs
English Teacher

GSV Preliminary Cross Country

Well done to all the students who participated in the participated in the GSV Preliminary Cross Country Carnival on Tuesday 18 May at Yarra Bend Park. In perfect weather conditions, it was great to see everyone display enthusiasm and positivity as they cheered on their peers throughout the race.

A credit to their fitness and training, the team put in a fantastic effort and everyone should be very proud of their performance on the day. Ribbons were awarded to the top 10 places and we were very excited to have our Year 7, student Anika Selvaratnam finish 10th in the Junior Race, with a time of 12.39 for 3km. We would also like to congratulate Bella Fary who ran a fabulous race and won convincingly in the Intermediate section with a time of 14.56 For 4km. Bella finished the day receiving her ribbon in a presentation by GSV and we are very proud of her performance. This result contributed to the overall intermediate score and, as a result, the team finished 3rd which is a great effort.

None of this success would have been possible without our dedicated coach Jo Bowden, who prepared our girls so well for this competition. Congratulations to all the girls who consistently attended training and we look forward to seeing you race again at the Championship Carnival when it’s held.

Intermediate Victorian College Basketball Championships

On Thursday 20 May, our Intermediate Basketball team competed in the Victorian College Basketball Championship at Nunawading Basketball Stadium. Our team’s performance was impressive against some strong sides from other schools around Victoria and we were very excited to qualify for the finals. Throughout the day, our team played 5 games, as well as watching other schools play, and practising on spare courts. The team we played in the finals was a fierce competitor and CGGS worked hard, showing great determination and teamwork. While we didn’t win the game, we were very proud to finish as the Runners Up in the competition and walked out with our heads held high. Thank you to old grammarian Emma Pearce (2016) for coaching our team and to Mr Maycock for his support on the day. We enjoyed a great day of basketball, and our team is looking forward to the next tournament in 2022!

Tara Rastogi and Issy Tremewen
Year 10

Big Weather

This Tuesday, the Year 8 cohort participated in a virtual excursion with the National Gallery of Victoria. This was a unique private session highlighting various artworks from the Big Weather exhibition, a collection revealing intimate and sophisticated understanding of Country, weather systems and ecologies that exists within Aboriginal and Torres Strait Islander cultural knowledge. This exhibition featured diverse works representing the four Big Weather events: Thunder and Lightning, Country, Fire, Destruction and Regeneration and Wind from the NGV Indigenous Collection.

A couple of the Learning Objectives included describing how knowledge of the climate and landscape is represented through the art of diverse Indigenous communities and discussing the spiritual, economic, cultural and aesthetic value of land and water for people through Indigenous art.

Participation in this virtual excursion was a privilege and enabled the Year 8 students to gain a better understanding of our Indigenous communities as we celebrate Reconciliation Week.

Chris Anton
English Teacher

Year 11 Psychology Students – Putting theory into practice

Jean Piaget’s theory of cognitive development in children is used widely in school systems throughout the world today and in the development of curricula for children. His theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it.

Year 11 Psychology students have just completed their studies on Piaget and were given the task of designing and then making a toy that would be suitable for children in the Pre-Operational Stage, ages 2 to 7 years and their emerging abilities.

The Maker Space was ideal for this task and our students produced toys that focused on Piaget’s key areas for this stage, these being – centration, egocentrism, pretend play, animism, seriation and conservation.

Our students visited Year 1 Ormiston students to have a play date with these toys.

A huge thank you to Mrs Columbine for allowing our study of Piaget’s theory to be put into practice.

Mrs Karin Lemanis & Ms Tuba Ozak
Psychology Teachers

Port of Melbourne

Over 7,000 shipping containers a day go through the Port of Melbourne and on the 20 May, CGGS Year 9 Geography classes also stopped in. Students experienced firsthand the scale of Australia’s largest container port, which handles one third of the country’s container trade and achieves a total trade value of $110 billion. A guided bus tour took students to see some of the highly efficient port operations. They were lucky enough to see containers being loaded onto a ship by a crane and marvel at the sheer volume of goods being moved; it only take two minutes to precisely load a container. Some students even used a ‘ship tracker’ app to determine the origins, destinations and cargo on the ships they passed. This fieldtrip built on classroom learning by allowing them to gain a sense of just how interconnected Melbourne is through trade at local, national and international scales.

For the remainder of the semester, students will continue to analyse Melbourne’s place in a globalised, exploring the injustices and opportunities presented by trade. They will also study examples of multinational companies, such as Apple and Nike, and consider their social, economic and environmental impacts (both positive and negative). Students will reflect on their place in the world and their role in these contexts and design a ‘shoe’ that represents and supports a cause that they believe in.

We hope that they will be inspired by the potential of the solutions and that it will continue to help them find their place as a globally responsible citizen.

Karoline Walter
Head of Geography

Images taken by Jennifer Sui.

Year 7 fieldwork – Glen Iris Wetlands

The Year 7 visit to Glen Iris Wetlands was the final fieldtrip for the term. The Geography Department and the students certainly have felt very excited and grateful to have been able to venture out and learn by seeing things in the ‘real world’. Fieldwork is an integral part of any Geography curriculum and, in this case, it allowed the students to learn more about the urban water cycle and the functions of wetlands. They are also continuing to gain a sense for how our everyday actions can help to protect the environment. For example, they have now seen the enormous size of some of the pipes that enter our waterways with often highly polluted stormwater and are recognising that ensuing our litter goes into rubbish bins means that it doesn’t end up in our oceans.

The focus on the day was a rotation through a series of four very hands-on learning activities, each designed to collect a different type of primary data. These included identifying water bugs and testing the pH and turbidity of the water to determine the health of the waterway, they completed field sketches to record their observations, they observed and learned about the water sensitive urban design features in the area and finally went on a nature walk to observe and record the biodiversity at the wetlands. The CGGS Drone also took flight to capture real-time footage of the state of the wetland.

All-in-all, it was a great success and an opportunity for students to be out in the field doing fantastic Geography! The Year 7s are now learning about another important part of the urban water cycle, the treatment of our sewage through a virtual tour of the Western Treatment Plant. Soon, they will write stories or cartoons to demonstrate their learning about the natural and urban water cycles.

Karoline Walter
Head of Geography

Junior School


Junior School

May 28, 2021

House Athletics

Last week the Years 3-6 Athletics Carnival took place at Box Hill Athletics track. We were extremely fortunate with perfect weather conditions and it was wonderful to see many parents cheering on the sidelines. Thank you to Liana Kitsou for organising a very successful carnival. Every student completed a number of track and field events throughout the day, and so many students completed personal best performances and earn points for their House. The overall scores for the day were:

1st place: Singleton – 665 points

2nd place: Lawrence – 656 points

3rd place: Schofield – 609 points

4th place: Taylor – 594 points

Congratulations to Singleton for winning this year’s Athletics Carnival. Also, this year we introduced the spirit stick (the same as Senior School) to the House that best supports and encourages their participants throughout a school event. For the very first time, Lawrence was awarded the spirit stick as they gave so much incredible support to students in their house.

North Balwyn District Cross Country

Congratulations to the following students who participated in the North Balwyn District Cross Country event on Friday 21 May. Each of the students participated with plenty of enthusiasm and three students qualified for the next level. The students were Olivia Yang (Year 5), Charlotte Lim (Year 6) and Maya Waide-Hee (Year 6). This cross country event will now take place in the near future.

The students that participated were:

9/10 Year Old

Joyce Zhang

Sienna Jack

Eden Chia

Lauren Tang

Allison Stocker

Georgia Papadopoulos

Sophie-May Ronzani

Ava Pao

Amelia Adel

11 Year Old

Olivia Yang

Genevieve Khaw

Maya Waide-Hee

Charlotte Chong

Poppy Tymmons

Amy Qi

Mo Lin Yu

Jasmine Xie

Hannah Law

12 Year Old

Samantha Lovell

Chloe Lau

Aathana Sivapalan

Alexia Stuart-Adams

Emily Foo

Selena Chen

Angel Li

Emily Wong

Elise Orme

Natasha Cameron

As we enter day one of the seven-day circuit breaker lockdown, my thoughts are with the Ormiston community. I look forward to continuing to see our Early Learning families each day and excited for the return of all Foundation – Year 6 students, next Friday 4 June.


Yours sincerely,

Paul Donohue
Head of Junior School

World Vision – Junior School Project

On Monday 17 May, Student Council showed enthusiasm when leading a campaign during Diversity Week to raise awareness and knowledge of other people in our global community.

At our Junior School Assembly, our Social Service Leaders, Natalie Knowles and Kana Cao presented information about our World Vision sponsor child, Keatlaretsi Ayanda and her community. The students spoke about Keatlaretsi life as a 13-year-old girl in Zimbabwe and shared information about her chores at home, particularly in caring for the animals. The students enthusiastically raised their hands and shared stores about the animals they care for at home.

The Student Council Team ran a stall to raise money for Keatlaretsi and her community. After meeting and brainstorming possible fundraising ideas with Miss Hinchliffe and I, the students decided to sell rainbow ribbons. Student Council set up a stall at lunchtime and students were able to purchase a ribbon and wear it.

In combination with the gold coin donations and the sale of the rainbow ribbon, Junior School raised $597 to help Keatlaretsi and her community.

Student Council were led with enthusiasm, creativity and confidence throughout the planning and implementation process. A special congratulations to Natalie and Kana for their strong leadership.

Craig Goodwin
Year 5 Class Teacher

Dr Tom Nehmy – Pathways to a Healthy Mind Parent Seminar Summary

On Tuesday evening, many parents were lucky to hear expert parenting advice about how to parent in a way that supports children’s wellbeing from psychologist, Dr Tom Nehmy.

Dr Nehmy provided an insight into the importance of supporting our personal and our children’s wellbeing in all areas of the Wellbeing Wheel, to enhance optimal health. Please see image of the Wellbeing Wheel below or click on the button below for more information.

Dr Nehmy explained the following key research informed actions parents can take support the development of their children’s psychological skills, which were:

> Make parents’ own mental health and wellbeing a priority

> Avoid prioritising children’s short term emotional states over long-term growth and development

> In situations where students are having trouble with self-control, stop them and ask “The magic question” – What is the helpful thing to do now?” This helps children to see they have options on how to respond to situations

> Encourage courage over comfort

> Provide opportunities to share gratitude

> Model self-compassion and normalise the making of mistakes

> Never do something for a child that they can reasonably do for themselves

Emma Hinchliffe
Deputy Head of Junior School

Year 5 Sovereign Hill Excursion

On Monday 24 May, the Year 5 students travelled back in time to the colonial and gold rush days of Australia’s past through a visit to Sovereign Hill. We explored many aspects of daily life and the Aboriginal perspectives of the time during an education session with a teacher that we had to call Marme. We took a ride down the Red Hill Mine and we watched a gold pour demonstration.

The students also had the opportunity to visit the Chinese camp, pan for gold, learn about candle making, go to the Post Office, walk through the Carver and Dalton Auction Rooms, go to the theatre, view the jewels at the jewellery shop and purchase lollies from the sweet shop.

The students were exceptional in how they represented Camberwell Girls Grammar throughout the day. Their inquisitive and thoughtful questions, their interest and enthusiasm is a credit to their willingness to experience and learn new things. We had a wonderful day sharing many happy moments with our friends and teachers.

Some students have shared their thoughts on the excursion:

“Exploring the Wathurung people, we learnt about their artefacts, – which they prefer to call belongings, as it once belonged to an ancestor – habits, history and culture. We relished our experience in Sovereign Hill.”   – Eden Chia & Kealey Liew

“The sweets were delicious! Sovereign Hill was lots of fun and I learnt lots too!”  –  Jessica Wong

I enjoyed having an experience most students don’t get to have and learning about the cultural differences in the times of the gold rush. The lesson that I learnt about the First Nations changed my perspective about the colonial days and I have learned to acknowledge them as land owners and respect their traditions and differences.  – Rita Wong

“The trip to Ballarat showed us life in the 1800’s, giving us a chance to explore”  –  Hannah Law

“I learnt numerous things at Sovereign Hill. It taught me things like how aboriginal people lived, how the British people lived, and how Chinese immigrants lived. It taught me about different cultures present at Australia during the colonial times. I also learnt about the process of purifying gold. This experience helped me make connections and think deeper about the colonial times. Plus, it also taught me to manage my money!”   –  Amy Yang

“The excursion was enjoyable especially during the gold pour and the exploration time”. –  Mo Lin Yu

Fiorella Soci & Craig Goodwin
Year 5 Class Teachers

Nude Food

To promote sustainability, last week our Sustainability Squad ran the first of many Nude Food Day competitions for the year. On this day, all students were encouraged to only bring unpackaged foods to school. Students were excited by the challenge to be the most sustainable class for the day. In a close finish Year 1 won the blueberry bush prize, with 75% of their students bringing in only nude foods. In a twist on the competition this year, the next Nude Food Competition winner will win the blueberry bush off Year 1. Everyone is encouraged to continue to bring nude foods to school in place of packaged items, as a simple way for us all to look after our planet.

Emma Hinchliffe
Deputy Head of Junior School

Connected Community


Connected Community

May 28, 2021

Celebrating our CGGS Parent Volunteers!

The Parents and Friends Association was proud to celebrate our wonderful CGGS parent volunteers during National Volunteers Week.

The PFA would not operate without volunteers as committee members, year level reps and/or event helpers. We acknowledge the time and commitment they give to cook sausages at a BBQ, decorate a venue for a PFA function, serve food and refreshments to guests, organise year level events, assist in the Second Hand Uniform Shop, provide icy poles and cakes at sporting events, assist with fundraising projects and/or as PFA Committee members.

During the recent PFA Annual General Meeting, we welcomed parents from both junior and senior school to the PFA Committee.



PFA Executive

President – Rob Webster (SS)

Vice President – Terry McAleenan (SS)

Secretary – Krys Pekin (SS)

Treasurer – Jeremy Khaw (JS)


PFA General Committee Members

Jo Ellingworth (SS)

Patricia Stocca (SS)

Jenni Webster (SS)

Jennifer Bignold (SS)

Meredith Spencer-Jones (SS)

Cindy Wong (JS & SS)

Ray Barmby (SS)

Fiona Nicholson-Stocker (JS)

Viv Noffs (SS)

Sakthi Navaneetharaja (JS)

Fiona Robertson (SS)


The PFA is extremely grateful for the significant contribution and vital role every volunteer undertakes to help the PFA serve the CGGS Community. We look forward to supporting the school with our new committee by continuing to friendraise at events and fundraise to purchase items for the school.

For more information about the PFA or to register to volunteer, please contact Susannah Jepson, Community Relationships Coordinator on

Old Grammarians visiting CGGS

Iman Balla (2014)

Last week, in our Senior School Assembly, we were privileged to hear from Iman Balla, 2014 CGGS School Captain. Iman was invited to share her reflections on her time at school and the journey she has taken since graduating.

Iman generously prepared three videos to share with the CGGS community, each on a distinct topic. The first video was shared in our assembly on May 18 and the remaining two will be used as part of our Career Education program later in the term. In assembly, Iman shared her perspectives and experiences as a Muslim woman attending an Anglican school. She highlighted the warm and welcoming nature of the CGGS community and expressed gratitude for the education she received around Christian traditions and the Anglican faith, explaining that these lessons have helped to broaden her understanding and better appreciate the role that spirituality and religion plays in people’s lives. Iman also shared some advice with our students, stressing the importance of being proud of who you are and where you have come from. Iman’s messages were powerful and complimented the themes and activities held across last week’s CGGS Diversity Week, which is a significant event in our school calendar.

Thanking Our Volunteers

Over the years many people have contributed to the development of the historical archives in the school through donations of items, photographs, uniforms and so on. We have volunteers who have a strong association with the school who tirelessly give of their time to assist with keeping the donated items in order and in good condition. Josephine Atkinson (1970), Lois Brunt (1950) and Barbara Richmond (1950) donated many hours of their time over the past years in assisting with cataloguing and identification of historical photographs.

Last week we were delighted to host a morning tea to thank them for their time and dedication to the school and the archives. Mrs Dunwoody, along with past Head of Junior School, Glenda Bushell, six of our senior students, and current archivist Marian Jenkinson, shared stories with Josephine, Lois and Barbara about the similarities and differences of school life. Lois recalled the father’s coming in on weekends to dig air raid trenches across the school grounds during WWII and the girl’s having drills to practice getting to the trenches quickly and having to bite on a rubber disc as part of their training. She also discussed the fact that many of the girls rode bikes to school, with Barbara adding that she and her best friend would go riding along the river and through the parks on the weekend, making sure to get home before dark.

Our current students recounted to our visitors what is was like for them to study during lockdown and how they have enjoyed being back at school this year, as well as their ambitions for the future. It was a wonderful exchange of ideas between generations and our visitors were delighted to meet the girls and spend some time with them. Afterwards our visitors spent time in the archives office looking at some new archival projects. We thank them most sincerely and we look forward to welcoming them back again soon to assist with these.

In Conversation with Caitlin Kuo (2020)

Last week we were delighted to have former student Caitlin Kuo (2020) join her sister Megan and the Year 11 English Language class. Caitlin is currently studying Speech Pathology at Australian Catholic University. After Megan observed many similarities in the content of Caitlin’s studies and the English Language course that she is currently studying, Caitlin joined the class for an intimate in-conversation event.

Head over to the Senior School section of this edition of CamNews to read about this intimate and insightful event.




May 14, 2021

An Education Worth Having

Our work with The University of Melbourne’s New Metrics for Success: Transforming what we value in schools program has been very affirming this year, as it interconnects with our CGGS …BY DESIGN learning architecture.

Over recent years many provocations have emerged from the education sector questioning the effectiveness of the single ATAR score in understanding the holistic capabilities and aspirations of a young person. As a school committed leadership in education, we believe that a CGGS education must be an education worth having by preparing each student for their future. We all value academic excellence and success, but what if our students’ primary pathway to university was no longer determined solely by the Australian Tertiary Admissions Rank (ATAR)?

To be relevant we must be looking forward. We know that in the coming years we will need more than the ATAR – universities are already beginning to move in that direction. Based on research, we determined the key components of a CGGS education and designed our own learning architecture called BY DESIGN. This architecture allows us to methodically and with purpose, design our learning and wellbeing curriculum and programs, whilst also addressing the requirements of curriculum and government authorities. BY DESIGN enables students to complete their core and elective subjects and VCE subjects, and assists them to develop the values, mindsets and skill sets that are needed now and into the future.

As the ATAR is limited in what it measures and reports, new tools need to be developed that will be widely recognised and warranted by educational, corporate and other organisations. These are the tools or credentials that we, alongside 30 other schools selected from across Australia and across the different sectors are designing and developing in conjunction with The University of Melbourne. In our BY DESIGN learning architecture, they are termed Proof Points. The credentials that result from these Proof Points will be invaluable in providing students with the evidence they will need to demonstrate their success and capabilities.

Most importantly, CGGS educators continue to have a voice at the forefront of these developments and are contributing to this important conversation and action globally. I look forward to providing further updates throughout the year.

Last week we celebrated our Centenary Founders’ Service, With grateful hearts and unafraid, at St Paul’s CathedralAlongside students, staff and old grammarians, The Most Reverend Dr Philip Freier, Archbishop of Melbourne and Murrundindi participated in our service. We were delighted that Reverend Amanda Lyons (Class of 2003) joined us to preach and that former Principal, Dr Barbara Fary OAM was in attendance.

It was a very memorable service, and the Founders’ Choir, supported by The Senior School Centenary Strings sang ‘The Centenary Anthem’ a special anthem based on Micah 6:6-8 with music composed by Dan Walker. I would like to thank Rev Helen Creed for creating such a beautiful and meaningful service to acknowledge this special milestone.

With best wishes,

Debbie Dunwoody

Senior School


Senior School

May 14, 2021

Our Founders Day Service at St Paul’s Cathedral on Wednesday 5 May enabled us to celebrate the school’s proud history and I take this opportunity to thank Rev. Helen Creed and all the other staff and students who were involved in making this such a special service. Two of the highlights of the service were hearing past student Rev. Amanda Lyon (2003) present a very tangible sermon on the theme of “With Grateful Hearts and Unafraid” and also the student reflections on the topic, “What does CGGS mean to me”. Year 12 student Charlotte Kutey read the reflection written by Mrs Roma Drummond OAM (Brunt, 1943), Emily Foo, Year 6, and her mother Selina Chan spoke, as well as School Council member The Venerable Greg Allinson and Year 12 student, Claire Robertson. I have attached part of Claire’s reflection in the button below.

Please see Rev Creed’s report of the service in the Connected Community Section of CamNews.

On Saturday 8 May, Mrs Dunwoody, Mr Burnell, Mr Mack, Mr Duniam and I had the pleasure of being invited guests to attend the Melbourne String Ensemble 2021 Concerto Concert at the Scots’ Church in the city. Year 11 student Emily Wu was the Cello soloist and it was such an honour to hear her play in her final performance as a member of the Melbourne String Ensemble.

Emily – who has toured Germany, the Czech Republic, Switzerland and Austria with the Melbourne String Ensemble, as well as being a member of the CGGS European Music Tour in 2017 – achieved her AMEB Licentiate Diploma (LMusA) in both Piano and Cello in 2020. On Saturday night, Emily performed Cello Concerto in E Minor, Op. 85.

Please read below for the article from Mr Mack and Ms Savige.

This week, Senior School students in Years 7 and 9 undertook NAPLAN testing over three days. Students completed assessments measuring their competency in numeracy and literacy skills and we were pleased with the way the students conducted themselves and completed the testing. The results of this testing will be shared with the school and families in August. While this testing is only a measurement of a student’s capacity at one moment in time, it is an additional useful measure to use in further tailoring learning needs for each student.

Have a lovely weekend.

Warm Regards,

Cathy Poyser
Deputy Principal / Head of Senior School

Science Talent Search

Last year, like all Year 8s, I participated in the Science Talent Search (STS). The topic was ‘oceans of the future’ and there were multiple different ways to participate and create your piece of work. I choose to complete the creative writing category. I loved this task as it allowed me to mix my curiosity for science with my love for writing. My story features a dystopian world of the future, in which humans are forced to live in giant man-made ecosystems, underwater. I would definitely encourage everyone to take advantage of this opportunity offered by CGGS.

Hannah Balkin
Year 9 Student

The Science Talent Search (STS) is an annual, science-based competition open to all primary and secondary students in Victoria. In 2020, the theme was ‘Deep Blue: Innovations for the future of oceans’. As part of the Science curriculum at CGGS, all Year 8 students complete their own project. Students could select from a range of competition sections including Games, Video Productions, Creative Writing and Posters. The top projects from each CGGS Year 8 class were selected to be entered into the competition. Hannah Balkin’s piece was entered into the competition and she received a major bursary for her creative writing piece ‘Oceans of the future’. Her work has recently been published in LabTalk (the professional journal for Victorian secondary Science Teachers) so her story will be shared far and wide around Victorian Science teachers. This is an amazing achievement and reflects Hannah’s hard work and creativity. I look forward to seeing some of our students’ entries for this year’s STS theme – ‘Food: Different by Design’.

Leanne O’Doherty
Hannah’s Science Teacher in 2020

Science of Well-being: Yale University

This week, a group of Year 12 students have commenced the Yale University course titled The Science of Well-being. The course was designed by Yale University to assist their students in learning about how to increase their happiness by investing in the things that scientifically have been shown to be effective.

The course covers many topics of what we believe will make us happy – money, higher grades, material possessions, body image, a good job, etc. As a cognitive scientist and Professor of Psychology, Dr Santos shows research about misconceptions in these areas, and then delves into the strategies and easy life choices we can make that are shown to boost happiness levels.

During Terms 2 and 3, our participating Year 12s will complete the qualification, and ultimately increase their own happiness. If you are interested in exploring this yourself, and would like to view the course material, please go to

Kirsten Shipsides
Science Teacher

Deadly Learning

Five Year 8 and 9 Indigenous students at CGGS collaborated to prepare a workshop they coined ‘Deadly Learning’. The sessions focussed on sharing with the Year 8 cohort the significance of symbols and storytelling for Aboriginal people. Year 8 students then had a chance to consider symbols that represent them and their life/interests/values and beliefs before planning and creating an artistic illustration as a final piece.

In the preparation stages, prior to delivering the workshops, the teachers created a vision board of symbols used in culture that have been passed down to them by family members and elders. These symbols were then explained thoughtfully during their presentation and relevant links were made between symbols, totems and dreaming stories. Commencing their presentation with an acknowledgement of country prior to introducing themselves, their totem and the tribal group they belong to was a fantastic way to open what was an engaging session.

The ‘Deadly Learning’ teachers showed incredible leadership throughout the day- the connection they have with their culture was nothing short of inspiring to witness. What a huge honour and privilege it is to have learnt from such a passionate group of young people. What was particularly impressive was their ability to interact and engage with the Year 8 students- they responded well to questions that students had, as well as followed up with clarifying questions to encourage Year 8s to carefully consider their artistic choices. They really were excellent teachers.

Georgia Biggs
Reconciliation Coordinator

Geography Excursion – Marysville

On Friday 7 May, the Year 11 Geography class travelled to Marysville, Victoria, to conduct an investigation into the impact of 2009 Black Saturday Bushfires and the responses since.

To gain a sense of the impact of the fires on the community, we first met with Mr. Barry Thomas, founder of the Black Saturday Museum. Barry first led us on a guided tour through the streets of Marysville, highlighting important local landmarks and re-builds along the way. Then, we explored the museum which is filled with photographs and artifacts collected by and items donated by the local community. Much of the footage is first-hand accounts of the fire and it was a truly moving experience for all involved.

We also took a short walk to Gallipoli Park, which was the main emergency evacuation site on Black Saturday and is located in the heart of the town. Here, we were able to see the structure of the town and its position in the natural environment. While at the park, we completed a vegetation transect and mapped the different features of the surrounding bushland. We were also very fortunate to hear from Ron Jones, of the Marysville CFA brigade, who spoke about the town’s ongoing recovery and the importance of fire preparedness.

Finally, we took a short walk to the top of the nearby Stevenson Falls. Here, students were delighted by the beautiful view over Marysville and the surrounding region. It was quite eye-opening to compare the recovering landscape today to the stark contrast of charred black images taken soon after the fires.

It was an insightful and truly splendid day of fieldwork. The Year 11 Geography students will now be busy writing fieldwork reports to present their findings and all they have learned.

Tom Clark & Karoline Walter
Geography Teachers

Chess Tournament Success

The Chess Club has been active at Camberwell Girls Grammar for the past 4 years. We meet weekly and have players from all year levels. Anyone interested in chess is welcome to attend. We have games and coaching with old grammarian Alanna Chew Lee, part of the team which placed second at the Victorian Girls Championships in 2018.

In 2020, a team placed 3rd in the state Finals in an online competition. This Championship Cup and individual medals were recently presented by Chess Victoria.

On 29 April, 7 students attended a Chess Victoria Open qualifying tournament at Camberwell Grammar School. Open tournaments field boys and girls from a variety of schools and this tournament included teams from the current open and girls National Championship schools.

The CGGS team achieved outstanding results placing 1st for Girls Schools and qualifying for the State Championship Finals – Open and Girls to be held later this year.

L – R Bethany Orme, Jessie Chen, Sophie Chang, Kelly Ta, Emily Lin, Angela Ding, Lucy Ciro. More photos attached.

Jessie Chen – Year 8

Angela Ding – Year 8

Lucy Ciro – Year 8 – 2020 3rd Place Victorian Girls Championship team and qualifier State Championships 2021.

Bethany Orme – Year 11 – 2020 3rd Place Victorian Girls Championship team and qualifier State Championships 2021.

Kelly Ta – Year 11 – 2020 3rd Place Victorian Girls Championship team and qualifier State Championships 2021.

Sophie Chang – Year 9 – 2020 3rd Place Victorian Girls Championship team and qualifier State Championships 2021, 3rd place overall at qualifying tournament 2021.

Emily Lin – Year 11 2020 3rd Place Victorian Girls Championship team and qualifier State Championships 2021, Top girl at qualifying tournament 2021.

The team is going into a self-designed training program and some more tournament practice next term, in preparation for the State Finals. This involves practising openings, mid-game and checks.

Thank you to Ms Stevens for photos and support (cheerleading) and Mr Maycock for transport and assistance with logistics.

Helen Pappas
Chess Coach

Watch Week

During Week 3, the CGGS community committed to #watchtheirimpact during Watch Week. SEA, our 2021 School Captains, decided to raise funds for Impact for Women – an organisation that supports women and children who are victims of domestic violence.

The week started with a SEA of red flowing through the school, with the students wearing red to show their support of this organisation and act as “Impact Champs”. In the words of Kathy Kaplan OAM, the colour red is invigorating and intimidating, symbolising many things. It denotes power, excitement, passion and determination. It can motivate us, but also frighten us. Red captures attention. On this red-dress day, we raised $787 which will go directly to Impact for Women.

On Thursday, we headed down to the kitchen to cook up a storm of brownies and muffins, in preparation for our bake sale on Friday. A special thank you to Mrs Goad, Rev Creed, Ms Walter and Dr Forwood for assisting us in this endeavour. On Friday, they ‘sold like a treat’ and the additional $497.90 raised at this bake sale will also head Impact for Women. Students also contributed to making a paper chain, in solidarity for women who have experienced this abuse, as well a positive chalk drawing in the quadrangle.

We acknowledge that, while we can do things like bake sales or writing with chalk in the quadrangle, the ongoing issues related domestic abuse and violence are much bigger than that and will continue to require work for society to change. We hope that this week helped to make students more aware of their impact, and that Watch Week was only just a slight contribution that can be made to help those who may feel alone, or in need. We would like to thank the Service Learning Captains, Eloise and Amelia and CGGS community for all of the help for Watch Week.

Sophia Giagoudakis, Eloise Webster and Ashley Olsen (SEA)
School Captains

1800 Respect Number, 1800 737 732.

GSV Representative Swimming

Year 9 student Emily Price was selected in the GSV Representative Swim Team that competed on Monday 10 May against the best of the best at the Victorian All Schools Competition. Emily represented GSV in three events and did remarkedly well. In the 14-15 years 4 X 50m Medley Relay, Emily placed 1st.  In the 14-15 years 4 X 50 Breaststroke Relay, Emily’s team placed 3rd and Emily broke the 36 second barrier for the first time in her leg of the race. Finally, in the 14-15 years 4 X 50m Individual Breaststroke, Emily place 5th. CGGS and CGGS Aquatics are so proud of Emily, who is having a sensational year thus far. She has achieved further success in the pool as follows:

> Qualified and competed for the first time at the 2021 Australian Age Championships

> Placed 3rd in the 2021 Victorian Sprint Championships – 15 years, 50m Breaststroke

> Placed 2nd in the 2021 GSV Finals night – 15 years Breaststroke

Peter Kitney
CGGS Aquatic

Emily Wu performs solo with the Melbourne String Ensemble

Emily Wu (11B) was the star performer in a concert that was given by the Melbourne String Ensemble on Saturday 8 of May, in the Werner Brodbeck Hall at the Scots’ Church on Collins Street.

Emily played the 1st movement of the Edward Elgar cello concerto superbly as a featured soloist, as well as other works by Barber, Saint-Saens, Klengel and Arensky as a member of the Melbourne String Ensemble.

The Melbourne String Ensemble is a group of string orchestras comprising of students aged 8-18 and has been one of the leading student string orchestras in Australia for over 25 years. It is well known for its high standard of playing, beauty of expression and musically-informed performances. Emily has been a member of MSE for seven years, and this was her farewell concert. Another connection that CGGS has with MSE is that Margaret Butcher (violin tutor at CGGS) is the Musical Director of the Junior Melbourne String Ensemble, who also played on the night.

It was a fantastic event which was generously supported by CGGS staff and students, where Emily was a leading light in the musical community of Melbourne.

Rohan Mack and Kate Savige
Directors of Music

End Mandatory Detention

On Wednesday May 5, a small group of Year 10 – 12 students travelled to the city to attend the End Mandatory Detention Centres Student Walkout. The walkout was held by RISE, an organisation run and governed by refugees, asylum seekers and ex-detainees. We saw the walkout as an important opportunity to stand in solidarity with marginalised refugee communities and raise awareness surrounding human rights issues on Australia’s shores.Many students from the group had to leave early to attend the Founders’ Day Service at St Paul’s Cathedral. However, we appreciated the opportunity to attend it was inspiring to see the bravery of these refugees. They put themselves at risk by publicly speaking out against the government in order to fight for the rights of all detainees.

To learn more on the issue and to find out how to support this movement, I recommend visiting their website:

Isabel Varughese
Year 12

Upskill …BY DESIGN – Year 8

The Year 8s most recent Upskill …By Design day was an action packed one. Linked to their Service Learning focus, the students moved around several immersive and interactive sessions to learn more about our Australian Indigenous culture. The students explored sport and play, language, art and storytelling. We were honoured to have special guests share with us. Murrundindi taught the students about Boomerang throwing and CGGS Year 8 and 9 indigenous students and MITS alumni ran a session called ‘Deadly Learning’ sharing the totems of their communities as well as symbols used in art and storytelling. Ms Stevens shared her passion for sport and taught the students about the game, Marngrook and Dr Rittey shared her passion for language, focusing on the significance of language and the students made signs to put around the school in Woiwurrung language. A great highlight of the day was seeing Sammi throw and catch a boomerang!

Head of Service Learning
Jennifer Gordon

I really enjoyed the storytelling session that was run by the Year 9s last week! It was great to learn about different symbols that the indigenous Australians used to draw when creating Dreamtime stories. I learnt the unique symbols for man, woman, lizard tracks, rain, turtle and other interesting drawings. The Year 9s helping us were amazing teachers and I had fun making up my own story using these symbols!

Sabrina Bignold – Year 8

Last Tuesday, we had a Beyond Design day in which we learnt about Indigenous Australian culture. One of the sessions we undertook was the Marngrook session which is a sport many Indigenous Australian people play. The game involves a ball made of a skinned possum and you couldn’t communicate with your voice so we had to clap to catch people’s attention. I really enjoyed playing the sport and what I found interesting was how many AFL rules have been adapted from the sport Marngrook.

Amanda Lee – Year 8

I really enjoyed this session! It was very interesting to learn about Indigenous Australian’s culture through language. One of my favourite words I learnt was ‘Wominjeka’ which means welcome.

Rachel Tan – Year 8

On Tuesday 4 May, I had the pleasure of participating in a boomerang session with Murrindindi as our teacher. I was so lucky to have the privilege to learn about the different types of boomerangs that are used for different purposes, and even got to look at boomerangs that Murrindindi’s ancestors had made. When it came time to try them, Murrindindi taught us how to properly hold and throw the boomerang, and with much enthusiasm encouraged us to all give it a go. When it came to the boomerang finals, a few of us tried our luck with catching the boomerang. I remember Murrindindi cheering all of us on, and when I was able to catch it, I remember how excited he was. I am very grateful to have had the opportunity to learn about Murrindindi’s culture and traditions and I had so much fun doing so!

Sammi Chua – Year 8