Senior School


Senior School

September 11, 2020

Over the course of this term I have had the great privilege, as I do each Term 3, to interview each of the new students coming to CGGS in Year 7 the following year. In non-Covid times, this would include the students coming into the Senior School for a tour with a current Year 7 and Year 8 student before an informal chat with students from different primary schools. This has always enabled us to introduce students to others who will be in their same cohort.

These interviews are a key stage in our transition process and so, this year, I have been conducting them remotely via zoom meetings. I have been incredibly impressed by the way the students have interacted and chatted happily, asking and answering questions. They have already shown great courage – one of our school values.

As we have spoken about the myriad of opportunities on offer at Senior School, the House program has as it always does, been a real area of interest for them. We have chatted about the students in Year 7 – 12 who have, for this past number of weeks, been rehearsing for House Music, Dance and Drama, in readiness for today, our House Celebration Day, where we have enjoyed each of these performances. The Year 7’s of 2021 have all been in awe of the fact that our students, through the outstanding leadership of the House Captains listed below and with the assistance of their House teachers, have been able to create these events for us all to share.

It is fair to say we all share this admiration of our student leaders; we congratulate them and are most proud of their achievements.

Lawrence House

Dance Captains – Karen Ng and Tiffany Tse

Drama Captains – Simar Kaur and Sabrina Renzi

Music Captains – Zara Mammone and Zara Price

Technical Captains – Ellen Kontossis and Chloe Langley

Visual Arts Captains – Hailie Chen and Jacqueline Zhang


Schofield House

Dance Captains – Chelsea Ellingworth and Christine Wang

Drama Captains – Charlotte Kutey and Claire Robertson

Music Captains – Phoebe Lu and Rachel Wong

Technical Captains – Rhi-Ann Lam and Holly Williams

Visual Arts Captains – Amelia Lemanis and Chelim Lee


Singleton House

Dance Captains – Jessica Brake and Eleni Magdanis

Drama Captains – Manisha Wickramasinghe and Shannon Yeung

Music Captains – Seanna Henricus and Grace Jiang

Technical Captains – Isabel Varughese and Wen Wen Xie

Visual Arts Captains – Anna Xiang and Lucy Zhang


Taylor House

Dance Captains – Emily Arvidsson

Drama Captains – Chantelle Chuang and Charlene Xu

Music Captains – Esther Chen and Aalisha Wong

Technical Captains – Maggie Hu and Melinda Zhu

Visual Arts Captains – Lucy Mulvahill and Sophie Mulvahill


All the students in Years 7 – 12 are most grateful to the following staff who have also provided unwavering support throughout the remote House competitions in Term 3. The entire program has been coordinated by Mr Shane Maycock, Deputy Head of Senior School Co-curricular Programs, while specialists Ms Keira Lyons, Ms Sally Oliver, Ms Claire Colthup, Ms Kate Savige, Mr Rohan Mack and Mrs Cathy Georgiev have all been on hand every step of the way to provide their assistance.

This morning, Dr Reid and I had the great pleasure of joining a group of students in a Taylor House breakout room as together they took on the challenge of replicating a dabbing unicorn through a program called Excel Picture Art.


As the term draws to a close, today we celebrated our community with some of the activities that define CGGS, House Dance, Drama and Music. Whilst 2020 has meant a pivot from traditions, the outcome has truly been about remaining connected as a community and celebrating together the achievements of the whole school.

Next term we will have a full report on the days activities, but for now, please enjoy the 2020 House Dance, Drama and Music Performances via the button below.

Year 9 Cognizance Project

In Term 3, the Year 9s were grateful to be given the opportunity to work with educational neuroscientist and lecturer Dr Jared Cooney Horvarth. The five thought-provoking sessions provided year 9s with a high level educational experience into how our brains work, and how you can apply this knowledge of the brain to develop better study habits that enhance ones learning experience, something that Dr Horvarth often referred to as ‘hacking the brain’.

These techniques include learning from your mistakes/errors rather than denying them in order to ‘reprogram’ the brain not make the same mistake again. He also reiterated the importance of having a good sleep routine in order to process more of the things that you learn/study, starting your test revision early, using ‘recall’ methods over passive revision (i.e. not reading) when studying for tests, and not multitasking while studying. There is no doubt that the ‘cognizance project’, which quite literally means to be full of knowledge and awareness, provided the year 9’s with engaging information about metacognition and neuroscience in general. It also opened their eyes to the ever-evolving field of neuroscience, and its relevance to our everyday lives.

Kath Woolcock
Deputy Head of Senior School – Student Wellbeing


German Enterprise Competition

Earlier this year, we entered the German Enterprise competition run by Goethe Institute. The competition is nationwide and encourages students to choose a German-Australian company to partner with, then come up with a product or service that would improve the business. Our partner company was Grün Eco, which is an architectural firm that focuses on building sustainable homes that are tailored to every client’s needs. We appreciated the ethos of the company as it aligned with our school’s values, and we also feel it is imperative for Australians to be more environmentally friendly with our housing. After speaking to the company, it became clear there was a gap in the market for sustainable homes that were pre-designed, and therefore more affordable. We felt that Grün Eco should design 3-4 house templates that could be easily built in a cost-effective fashion without harming the environment. At the end of August, we were thrilled to find out our idea was one of thirteen that had been shortlisted, and were even more amazed to find out in early September that our project had placed second overall.

We have learnt a lot and are so thankful to have been given this opportunity. You can watch our pitch here

Jane Pekin, Megan Kuo and Olivia Jones

Music: Share and Appreciate

This term, student musicians have embraced the opportunity to perform to each other in a range of Zoom sessions, together with their teachers. The CGGS instrumental and vocal staff have encouraged their students to connect during remote learning, through their creative pursuits. Students look forward to their weekly lessons with their specialist teachers, plus private practice at home allows time away from screens for them to develop and improve their skills.

Kate Savige and Rohan Mack
Directors of Music

After school on Thursday, my violin class held a “Share and Appreciate” session. Everyone really enjoyed hearing each other’s well prepared performances and had lots of supportive things to say about each other’s playing. It was lovely to feel connected together through the music.

Margaret Butcher
Violin and Viola Teacher

AGTV Poetry Competition

On Saturday 5 September, the State Finals of the AGTV (Association of German Teachers Victoria) was held. Unfortunately, due to lockdown, the competition was held remotely. There were people from schools all over Victoria, and they all did amazingly. There were a variety of categories, and at the end, the placegetters of these categories stayed behind for a Zoom screenshot of the event! Despite the odd circumstances and disappointment of not being able to go to a live event, everyone performed well, and the judges and hosts were very kind. Although it was a little nerve-wracking when going in and preparing, it was a very low-stress environment, and quite informal. We entered the meeting in groups of three, and got to hear the others poems, which was cool, although it meant that we heard what we were up against. Later in the day, we came back for the announcements, and they cycled through the categories. The Year 9 DaF (Deutsch als Fremdsprache- German as a second language), and the Year 9 Open (native speaker) categories were last, so it was a nervous yet excited wait. I competed in the Year 9 Open category, and the poem I selected was called Sehnsucht nach dem Frühling(longing for spring), and it was actually the poem that all the contestants in my category chose. It was a great poem, and I was lucky enough to win my category. It was a great experience, and I would do it next year again if Year 9 wasn’t the last age group in the competition.

Sasha Feldman
Year 9


Library in Lockdown

Borrowing has continued in the form of newly arrived books requested and sent out to our most avid readers. This service continues during the school holidays – if you have particular books you are interested in you should contact Mrs Devenish, Head of Library

Students have been able to contact the library directly to request books and in many instances, the requests that we receive actually influence the new book orders that we place. A library is an amazing resource for new publications and students should always feel that they can approach us with requests for new stories that they have heard about.

The Library staff have been busy searching, reviewing and selecting from many different sources including our local bookstore in Hawthorn, Readings who have an amazing range of Young Adults novels. We also have a Standing Order service delivered by Lamont Books who specialize in Children’s and Teenage new publications.

Recent titles received include:

The Pieces of Ourselves by Maggie Harcourt

Chasing Lucky by Jenn Bennett

Phoenix First Must Burn by Patrice Caldwell

The History of Mischief by Rebecca Higgie

The Erasure Initiative by Lili Wilkinson

Indigo Owl by Charlie Archbold

The Great Godden by Meg Rosoff

The Fire Star by A.L. Tait

The Black Kids by Christina Hammonds

Over 30 titles have been mailed out to students from a range of genres.

We hope that the students enjoy finding their new book parcels in their letterboxes and wish happy holiday reading to all at CGGS.

Anne Devenish
Head of Library

Writers Workshop

On Tuesday, our CGGS Writers enjoyed their second creative writing session with Australian Young Adult Author, Nicole Hayes. She has published multiple YA novels, including ‘A Shadow’s Breath,’ and ‘The Whole of my World,’ as well as featured in newspapers and essay anthologies. Some of our school community may also recognise her from The Outer Sanctum, the ‘unconventional all-female footy podcast’ who came to visit our Library last year.

Our 14 writers, ranging across senior years, worked with Nicole on character development. Learning from such a successful author how important the creating of humanly complex characters served as a light-bulb moment for so many of our young writers. It was wonderful for the girls to hear from Nicole and to have this opportunity to spark inspiration and to fuel their creative fire.

Nicole has given the girls a challenge and resourceful guide to developing their own fictional characters. The importance of this work unveiled itself to the girls as integral to successful and powerful storytelling – as all stories are about the diverse human experience, after all!

We look forward to meeting Nicole again in Term 4 to continue this incredible mentorship and we thank her and our writers for their enthusiasm.

Vlog your remote learning life in Chinese

During Term 3, Year 9 Chinese mainstream students learned how to express different time expressions from morning to night and to describe daily routine activities by time and order of occurrence.

A combined oral and written task required students to be a Vlogger to present their unique 2020 daily life in the format of a Chinese vlog. The content could be a typical remote learning day, a special day that they want to celebrate something or to simply record their growth during this special period.

Students not only applied their language skills but also enhanced their transferable skills by adapting different communication techniques and media editing skills to present their isolation life in an engaging way.

To view students’ work please visit our class Padlet:

Some excellent examples are:

Isabella Ta:

Isabella Tremewen:

Sarah Park:

Scarlett Giang:

Natalie Chung:


Scarlett Zhang
Chinese Teacher

Senior School


Senior School

September 4, 2020

One of the highlights for me each year is the Winter Sleepout. This year, our Service Learning Captains Emily Hoyle and Annaliese Cossenas along with Head of Service Learning, Ms Jennifer Gordon, took this event to a new level with the students who took part during the Stage 4 lockdown, ensuring we still lived out our School motto “Utilis in Ministerium”. This year, our support of the Salvation Army was made even more tangible with numerous CGGS families taking part and gaining an insight into the importance of the work undertaken by the Salvation Army to assist the homeless people of Melbourne throughout the pandemic. Congratulations and thank you to all participants.

Last week our School Captains, Felicia Spiridonos, Laurya Dang-Nguyen and Loren Palma, affectionately known as FL2 conducted their final assembly for 2020 and this Tuesday School Sports Captain, Michaela Robinson was responsible for our Sports Assembly. Michaela interviewed international soccer player Melina Ayers. By clicking the link below, you can hear this interview, plus watch a video of sports highlights Michaela had created for what would have been our annual Celebration of Sport Dinner which should have been on that night. Michaela, like all our other 2020 School and House leaders, has enthusiastically led Sport in a mostly remote yet successful mode this year. Well done Michaela and to all the House Captains and House Sports Captains. Your efforts have ensured we have all kept exercise a part of our balanced lives.

Yesterday our VCE teachers, students and their parents met for their remote Learning Conversations. This was once again a highly successful afternoon and evening where feedback on the academic progress of our students was discussed in each of their subjects. The timing of these discussions being vital in the lead up to the trial GAT, Enhancement program, trial examinations and the actual GAT and examinations in October and November. Prior to the end of this term all our VCE teachers will have completed their course content with the students. Next week, we are conducting a special VCE Information Session with the students, to assist with their holiday time management and routines and then the planning for the run home to the examinations to make sure they hit their peak at the right time.

I wish you all a restful weekend.


Cathy Poyser
Deputy Principal/Head of Senior School


Winter Sleepout

On Friday 28 August, CGGS students across all year levels rugged up and got into their sleeping bags for the annual Winter Sleepout. The night started off with a zoom call and a talk from Grace, who works at the Salvation Army. Grace talked about homelessness in Australia and gave insight on the struggles these people face every day, which really opened our minds and made the sleepout so much more meaningful.

Hearing Grace speak at the sleepout provided us with some great insight on the reasons that cause people to become homeless and she gave the encouragement to not make judgements about how and why people end up where they are. Listening to this talk was really valuable as it cleared up many of the common misconceptions surrounding homelessness and reminded us to always treat homeless people with respect and compassion as we have no idea about their personal circumstances.

After the talk, we were given time to do some activities. Some of us called our friends whilst others played it out in a friendly game of online Pictionary. We ended the night with a movie, Despicable Me, as we curled up and got ready for the night.

While raising our awareness, the Winter Sleepout was also a great way for the girls involved to feel more connected to the Camberwell community and overall was a really successful night!

The money raised from the event will be going towards donating supplies to our local Salvation Army centre which will be given to people in need.

Emily Hoyle and Annaliese Cossenas
Service Learning Captains

House Celebration

In preparation for the House Celebration Day being run on September 11, we take this opportunity to celebrate and look forward to what will occur next week. The House Captains and various student leaders have been instrumental in ensuring each House community remains connected through various activities, group collaborations and exciting challenges. Term 3 has seen bookmark challenges, Zoom background artwork, students leading and mentoring their peers, Heads of House and Departments mentoring House leaders and some laughter release through an entertaining game of House Bingo and Scavenger Hunts of all things House colours!

Students have been engaging in Yammer pages in various ways and for some sneak peeks and clues as to what is being produced behind the scenes for House Dance, Drama and Music, students are encouraged to check their House Yammer pages. You will see just how adaptable, flexible and resilient our leaders and participants have been engaging through Zoom, problem solving technological issues with the House Technical Captains, practising performances and providing feedback as a team, and using technology to enhance the overall product you will see next week.

The entries for the House Zoom background challenge are looking great so far! See below.

Don’t forget, Friday September 11 will see CGGS celebrate House communities, the only way we know how during our 100thyear… virtually! Details will be emailed to students for the day starting with a live Webinar featuring your Heads of House, House Captains, School House Captain and introductions to the day’s activities. Parents and our community will be sent details of how to view performances next week.

Shane Maycock
Deputy Head of Senior School – Co-curricular


Alliance Française Oral Examinations

Every year, our Year 12 French students participate in the Alliance Française Oral exam. The oral exam is 9 minutes in duration and contains 2 parts: General Conversation: (4 minutes) where the examiner asks general conversation questions related to the student’s personal world and their interactions with the French language and culture as a learner and then the presentation of a subtopic & discussion (5 minutes) where the student chooses one of the subtopics studied during the year and has a discussion with the examiner about that. As you can imagine, this is very challenging for the students but it is also excellent practice for the VCE Oral examination which our students are taking part in on the 13th October.

The Alliance Française are notoriously rigorous examiners and so I am very excited to be able to congratulate all of the Year 12 participants for their excellent results and in particular, to Felicia Spiridonos and Haylie Cheng who achieved full marks and are going through to the finals on 12 and 13 September. We wish them all the best for the ensuing 4-minute conversation in French with two examiners.

Jo Rittey
Head of LOTE


German for your future – German Career’s Day

The VCE German students at CGGS had the opportunity to take part in a virtual German Careers Day, organised by the Goethe Institute Melbourne to inform students about opportunities to study in German after school and pathways to use their German language skills beyond school in their chosen field.

The keynote speaker on the day was Jens Hoch, Head of Culture of the Embassy of Germany in Canberra, and after his opening speech, students could choose what presentations they wanted to attend. Of great interest was the presentation on opportunities to study in the field of the science, the arts or business, including international affairs. Students were given valuable tips and information on the fees, application and related processes. What makes study in Germany even more attractive to students, is that universities in Germany are entirely free and that many overseas students are accepted into programs across Germany.

To end of the day students were invited to watch a current German movie “Cleo – if I could turn back time”.  The movie follows the story of Cleo, who feels a special affinity to her hometown Berlin, but her deepest desire is to turn back time to undo the death of her parents with the aid of a magic clock which was stolen and has been missing since. The story takes viewers on an adventure through the city of Berlin, revisiting many cultural sites that the students have learned about in class.

Finally, the students reflected on the day and this is what Annaliese Cossenas had to say:

The Goethe institute’s virtual careers day was both interesting and informative. As someone who has been learning German for a number of years I have often thought about how after high school, it will be very odd for me to not have to go to German class every day. I attended the first Information session of the day, which was about German exchange opportunities in University and how to approach studying in Germany full time. It was amazing to see that I could spend time in Germany immersing myself in the culture and improving my language skills whilst studying what I’m most passionate about. It’s something I am certainty interested in doing and will be looking more into it in the near future!

Ingrid Beck
German Teacher


Melbourne University Mathematics and Statistics Society School Maths Olympics

At the end of August, 10 CGGS Students from Year 10 and Year 11 participated in the Melbourne University Mathematics and Statistics Society School Maths Olympics. The School Maths Olympics is a fast-paced competition that combines mathematical problem-solving ability and teamwork.

Our students worked through 3 rounds of 8 problems in a one-hour time limit, with each round getting progressively harder. I was very impressed with the leadership skills each student demonstrated. Skills of delegation, collaboration, communication and a whole host of problem-solving, and mathematical thinking skills were constantly on display.

I would like to congratulate the following students for their efforts:

CGGS Team 1: Nicole Chang, Emily Lin, Phoebe Jiang, Scarlett Wei and Shuhan Zeng

CGGS Team 2: Catherine Hu, Breana Li, Aleen Liu, Karen Ng and Suzy Zhu

They represented our school with fantastic enthusiasm and pride.

Anthony Pasinati
Head of Mathematics

Virtual Travel to Paris

With all of us spending days on end at home with little variation to our routine, many of us have engaged in a little virtual travel. Sitting in the comfort of our loungeroom perhaps looking forward to a summer holiday at the beach, or further afield to a time when international travel is again possible.

In these times of limited travel opportunities, Year 9 French students have been enjoying some virtual travel by researching a trip to Paris, to show off their new mastery of the past tense. They described their itinerary in a blog format, with some on a class Padlet, so they could enjoy sharing each other’s travel tales. Click below to expand and view some of the girls work.

Miriam Hoffman
French Teacher

Book Club in Lockdown

Throughout lockdown we have been so lucky to be able to continue with Book Club through zoom. It has been such a great way for the girls to stay in touch and all come together over a common love for reading.  As Literature Captains ,it has been difficult to keep coming up with new ways to make Book Club online just as fun as in real life, however we have managed to come up with a few. Last lockdown, we started the initiative of all reading the same book and then having a discussion afterwards, the girls had three books to choose from, from three different genres; romance, crime thriller and fantasy. It has been really rewarding to hear all of the girls’ enthusiastic discussions about their chosen book. We also introduced a bookmark competition for the girls to compete in, they had to create a bookmark for one of the chosen genres above. The girls’ designs are amazing and it is so cool to see how talented they all are. Overall it has been a great experience to be able to stay all connected in such challenging times.

Ella Barmby and Renee Fong
Literature Captains

The Art of Technical Drawing

Technical drawing is difficult at the best of times, there’s strict rules that must be followed, there’s the marriage between maths and art but it all came together for the Year 9’s creating drawings of bedrooms both fact and fiction. Students were able to produce work on either a manual or digital platform using the methods and considerations of isometric drawing.

The girls have absolutely blown their teachers away with their ability to engage in complex thinking and apply it to new work. What lucky teachers we are to have such fabulous students who excel in every circumstance. Artwork above by Daisy Wang, Min Yang, Ella Watson and Jasmine Muniratna

Rachael Miller
Head of Art


The Evatt Cup

This term, four teams of Year 10 students, comprising Olivia Jones, Emily Lin, Charlotte Lindsay, Ruvi Suriyapperuma, Charity Tu, Nancy Huang, Millie Bishop and Harkee Judge, have been competing in the Evatt Cup. This is a national competition run by UN Youth Australia in which teams of students represent countries and participate in a Model UN Security Council.

Each team is required to research their country, develop and propose amendments to resolutions, and use their negotiation and communication skills to persuade other teams to support their amendments. This year’s competition is online, so students also had to master the art of negotiating with other teams via technology rather than a physical negotiation room.

All the teams performed well, with Olivia Jones and Emily Lin selected to compete in the Victorian Semi-Finals later this month. Charlotte Lindsay and Ruvi Suriyapperuma have been selected as an emergency team.

Congratulations to each of the students involved – their level of engagement, input and positive attitude was noted by the organisers.

Dr Charlotte Forwood
Director of Learning Design and Development

Senior School


Senior School

August 28, 2020

At the end of Week 7 Term 3, it is again an absolute pleasure to share with our CGGS Senior School community some of the highlights of this week. It is fair to say all students, staff and parents enjoyed another well-earned Wellbeing Day on Wednesday and tonight we have many Senior School students and their families joining Ms Gordon and the Service Learning Captains Annaliese Cossenas and Emily Hoyle in conducting our first ever remote Winter Sleep Out.

As per our school motto ‘Utilis in Ministerium’ this event has always been well represented by students and staff who truly wish to make a difference and fully understand the plight of the homeless by spending the night hearing from speakers from the Salvation Army, purchasing food for our donation and then sleeping outside in the quadrangle at school.

This year we are so proud to note that the Winter Sleep Out, along with so many other activities and opportunities, has been re-created and re-imagined so our connection with the Salvation Army can be  preserved. It is testament to our entire school community of students, staff and families that events like these continue in a pandemic and during lockdown. In fact, we are being recognised by and commented on in social media by journalists currently highlighting the vital work of the Salvation Army at this time.

Although we are not physically together on campus, the school operations continue to be incredibly busy, with another bumper issue of CamNews to share. Please enjoy reading this edition of the Senior School CamNews and know that your daughter has so many offerings to embrace at this time and we have much to celebrate and be proud of at CGGS.

With my best wishes for a relaxing weekend.

Cathy Poyser
Deputy Principal/Head of Senior School


Wellbeing Day

On Wednesday, our community celebrated another CGGS Wellbeing Day, as a day to prioritise self-care, fresh air and sunshine for all of our hard-working teachers, professional services staff and students this term.

Using the CGGS Wellbeing Website as a resource, our school community was provided with an extensive array of online and offline activities, with a range of live activities to take part in as well. Highlights across the day included the Pilates Session, Arts and Crafts activities, Random Acts of Kindness and the ever-popular baking!

We also held a very special fundraiser for the Robert Connor Dawes (or RCD) Foundation, where families were encouraged to donate and run or walk to raise money for medical research around paediatric brain cancer, the number on killer of children in Australia. You can hear more about our achievements in the story below.

The Service Learning Captains also shared a number of resources and activities in preparation for the annual CGGS Winter Sleep Out to be held tonight. The event, which partners with the Salvation Army, aims to raise awareness of the issue of homelessness in Australia, whilst recognising and generating empathy with some of the many hardships homeless people experience on a daily basis. We wish all of those taking part well tonight, and we thank you for your generous support.

Thank you to Ms Gordon, Mr Burnell, Michaela Robinson, Emily Hoyle and Annaliese Cossenas for their involvement in not only the Wellbeing Day but also for their work in events that led up to and followed. I also extend my gratitude to Lauren Law for her preparation and contributions in creating so much of the Wellbeing Day content.

I hope that everyone in our community continues to embrace the lessons learnt across all of our CGGS Wellbeing Days and please do log onto the website at any time to use the resources available.

Kath Woolcock
Deputy Head of Senior School – Student Wellbeing 

Co-Curricular Music Groups in Isolation

The complex challenge of running our co-curricular ensemble and choir rehearsals during remote learning has provided another opportunity for our students to learn and collaborate in different ways. With many students involved in a wide range of Senior School ensembles, establishing what was possible and the best online platforms to facilitate asynchronous rehearsal sessions was the first step. Some groups engaged with the Smart Music App, allowing them to connect with their ensemble music online, the CGGS Yammer pages provided an ongoing connection point for accessing resources, listening tasks and student conversations within each music family. Some students collaborated with their ensemble directors to produce a number of projects to share. Students have shown growth in establishing greater independence to reach their performance goals and are benefitting from taking greater responsibility and personal ownership within collaborative projects. With some additional time for practice at home, we are seeing and hearing some outstanding results.

Kate Savige – Director of Music (Curriculum)


Coordinating an asynchronous recording required students to be independent in their learning of materials as well as being creative and innovative with their use of technology and software that they had available at home. Once the music was learnt with the aid of guide tracks, pdfs of music and the support material of YouTube clips and recordings, students then had to submit audio and video recordings of themselves playing. This was edited and put together as an audio file, then video was edited and put together with the assistance of Ms Keira Lyons. To have such an involved process gave students a fantastic opportunity to gain greater insight, knowledge and understanding in the whole process of a ‘performance’ from inception of the concept, through to the composition and arrangement of material, incentive to learn the music, and then motivation to record. It also showed great perseverance and courage to be able to submit an audio and video recording for everyone in the CGGS community to see and hear.

Rohan Mack – Director of Music (Instrumental)


Collaborating for Irish Band remotely in isolation was not only an entirely unique experience, but also one that was immensely enriching in many ways. It was a great way to continue to collaborate with others to make music, even under the current circumstances. We were able to be a part of an experience that was truly special and be involved in a process that we had never encountered before. This experience has taught us to adapt and be flexible with new technology. We have learnt to be more resilient, especially when some of the recordings might have not worked well or with other technological issues. This experience also taught us some new skills with software programs such as GarageBand. These new transferable skills will be useful in the future as technology continues to grow and evolve.

Olivia Banitsiotis and Teagan Diep – Year 10


Here’s a sample of one of the remote projects that Rohan Mack has arranged and coordinated during lockdown.

Environmental Stewardship

While it certainly looks different in remote learning mode, Service Learning is continuing at Camberwell Girls. As part of their focus on Environmental Stewardship, Year 7 students have this week been taking on the challenge to reduce food waste. Did you know that about $20 billion of food is thrown out each year in Australia? About half of this comes from households. Not only is this a waste of money, it is also a waste of the resources that go into creating that food. In landfill, organic food waste generates methane, a greenhouse gas contributing to climate change. This week Year 7s have aimed to keep food waste from landfill by getting creative in the kitchen and cooking up Leftover Lunches in their Week 7 inter-form challenge. See their inspired creations here:

Households in Boroondara are eligible for a substantial discount on composting solutions. Find out more here: other councils run similar programs, and they are worth investigating if you do not yet divert your food organic waste from landfill.

Maggie Wighton
Environmental Co-ordinator


Remote delivery of The Duke of Edinburgh International Award

The Duke of Edinburgh is a positive and rewarding challenge of self-discovery. By undertaking the four core components of the award, participants are equipped and empowered to take ownership of their own goals and life choices and become actively engaged within their local and wider community.

The Award program is one of individual challenge, even more so in the midst of a global pandemic and local Stage 4 restrictions. It presents young people with a program of voluntary activities that encourage personal discovery and growth, self-reliance, perseverance, responsibility and service to the community.

Each person who does the Award learns or continues developing a skill, sets goals to become more physically active, volunteers in their community and undertakes a team adventure. During the time of COVID-19, the global network of Award Leaders has continuously and openly shared ideas between countries and with their participants to ensure the award stays relevant and achievable. The Award organisation has created a Bronze Virtual Expedition to cater for participants who, like current Melbournians, cannot access facilities outside their own home.

Our own CGGS students have, as always, pivoted with agility to enable those participants to continue registering the required hours for the awards. Students have set themselves new physical activity goals using resources from the PE department, Saturday Netball coach Lexie Joyce and our CGGS Athletics coaches. They have continued learning instruments learning new ways to document and continue showing evidence of their learning. Embroidery, cooking family meals, additional languages using apps like Duolingo and woodworking techniques have all featured in our student’s new pursuits of learning skills beyond the classroom and self-driven. Service, at the very heart of the CGGS school motto, proved one of the toughest sections to readjust, but as expected, students did so with careful consideration to ensure its authenticity, many whom I predict will continue in these roles in the future. From connecting virtually to aged care facilities to chat, spend some ‘tea-time’ or play music for the occupants, or producing church newsletter and video posts using their technology skills to enhance the local congregations message, or transcribing bible readings so that younger students can understand the messages, tutoring or coaching students via zoom or producing meals and/or handmade clothing (knitted woollen scarves, blankets or beanies) for those less fortunate show you do not need to be in physical contact or the same location to serve others.

I encourage those interested in the award to go to find out more details or contact me directly at Those completing the award needing some additional encouragement during Stage 4 restriction can email me to organise a zoom meeting to discuss adjusting their goals.

Shane Maycock
Deputy Head of Senior School – Co-curricular

Senior School


Senior School

August 21, 2020

This week I urge you to please make a cup of tea, get comfortable and take the time to read this bumper edition of the Senior School section of CamNews. Week 6, Term 3 in Stage 4 lockdown restrictions has definitely seen the students and staff take their learning and engagement to a whole new level. It will become very evident to all that our CGGS community has used COVID-19 to re-imagine existing activities and create and design new ones!

Science Week for both campuses, Ormiston and Senior School, together with Melbourne Mindset at Year 9, an extensive array of remote co-curricular activities and the list continues.

Our School Captain Felicia Spiridonos and Vice Captains Loren Palma and Laurya Dang-Nguyen also launched their “2 Cents” podcast on their Instagram page @wearecggs. We are all so proud of the leadership the School Captains and the School and House Leaders have been able to provide to the Senior School students so that they remain connected during lockdown.

Enjoy this edition of CamNews.


Cathy Poyser
Deputy Principal/Head of Senior School





Research Question:

How can we bring National Science Week to all the CGGS community?

Background Information:

National Science Week is Australia’s annual celebration of science and technology. It aims to provide an opportunity to acknowledge the contributions of scientists, technology, engineering and mathematics (STEM) professionals, innovators, designers, and entrepreneurs to the world of science.

National Science Week gives us the opportunity to increase our communities’ understanding and engagement with science, and to support young people being active in science-driven research and innovation which can prepare them for the jobs of the future.

This year’s theme was “Deep Blue: Innovation for the future of our oceans”. The science department kept this at the forefront when curating a plethora of experiences for our whole school community.


That this year’s Science Week will be enjoyable to all members of the community from ELC to our families at home.



One padlet (click here to check it out), a lot of Zoom windows, a wide variety of kitchen and laundry ingredients and a whole lot of willingness to give it a go.


1. The CGGS community were invited along our amazing Science Week journey via an introductory video and padlet.

2. On Monday, we jumped onto Kahoot, sent some questions through to our expert panellists ready for our Thursday webinar and started exploring the padlet.

3. Tuesday showed us some of the fabulous adventures happening in Junior School, including Sage in ELC presenting a fabulous tutorial on how to make a volcano at home, some amazing ocean themed origami and snap, crackle, pop slime.

4. By Wednesday, only the bravest students and Ms Lyons DARED to enter the Deep Blue Escape Room run by the Chief Research Scientist, Mrs O’Doherty (in her amazing snorkel)!

5. Thursday saw the amazing Dr Joel Gilmore (energy, climate and food science specialist) and Fiona MacDonald (CEO of the renowned global publication Science Alert) answering the hairiest of our questions, some of the highlights were the use of preprepared experiments about the dilution of spicy sauce is someone’s eyes and the inspirational messages around what we can do to help battle the Climate Emergency.

6. Dressed in our best Science gear and sporting ocean inspired backgrounds, we finished up today by listening to some very cool marine mammal podcasts (thanks to our resident REAL LIFE marine biologist Dr Mason) and making some ocean inspired slime with Ms Ozak at lunchtime. What a week!


MONDAY 17 AUGUST – An amazing at home slime bubble from Ashanti (Grade 5)

TUESDAY 18 AUGUST – Amanda and Rachel exploring the ocean and getting into the Science Week spirit (Year 7)

WEDNESDAY 19 AUGUST – Some of the fortunate escapees…

THURSDAY 20 AUGUST – Our fabulously BRAINY special guests, Fiona MacDonald and Joel Gilmore along with Ms Ozak and Ms Wood

FRIDAY 21 AUGUST – Some of the great Science work completed during the week on our celebration wall of glory!


Over the course of the week, we embraced being as far from the ocean as possible by coming together and learning all about the ocean. We created art from leftover plastic, so it wouldn’t end up in the sea, imagined ourselves as turtles and other sea creatures as well as creating fabulous origami masterpieces.

We looked to the future, and how we can make changes in our own backyard to improve our waterways and seas. Our Grade 5s and 6s and Year 8 girls innovated and came up with some fabulous games, posters, videos and creative writing pieces for Science Talent Search that hopefully will be recognised by the judges very soon.

Most importantly, we showed how flexible and resilient we were once again. Just because we couldn’t be physically together, doesn’t mean we can’t learn, explore and have a whale of a time!


So, what did we learn? Perhaps that Science doesn’t just have to be in a lab to work. We can engage our brains in thinking critically about the world around us and most importantly, still continuing to ask why?

Here’s to next year’s Science Week!

El Wood
Head of Science


Melbourne Mindset 2020

Have you ever truly considered what makes Melbourne unique and special?

On Friday 14 and Monday 17 August, Year 9 students did just that as they took part in their second seasonal learning experience, Melbourne Mindset. Over the course of the two days, students explored different perspectives and applied very Geographical knowledge and skills in order to develop their own sense of what it means to live in Melbourne… to be part of a Melbourne community… to love Melbourne and understand why Melbourne is a special place. Whilst students would usually do this by visiting the CBD , it was pretty awe-inspiring to see how much could be achieved ‘Together apart’ online and in the students’ own local areas; new boundaries and ideas are shaping the future of education and possibilities.

Students gained a range of insights and perspectives by engaging with special guests, undertaking sensory explorations of various stimulus and through exploring their local neighbourhood. One of the highlights was chatting with Sammy J, a fellow Melburnian about all things Melbourne and gaining an insight into ‘his Melbourne’. One student stated, “it was such a great intellectual conversation about all things Melbourne, about the history and getting some insight to seeing the world and the city we live in in a variety of different ways”.

Over the weekend, students ventured through their neighbourhoods, looking for secrets and making new discoveries that reflected their developing sense of a ‘Melbourne Mindset’. They captured images that they would use to tell the story of this current time in Melbourne and the story of their local places. It was an enjoyable and active way for students to get outside and not only reconnect, but also an opportunity to newly connect, with their local, 5km radius communities (it took place during the Stage 4 COVID-19 restrictions).

Students specifically applied geographical knowledge and skills and were encouraged to ‘think like a Geographer’ who sees and understands the world in a very spatial and interconnected way. They worked through the Design Thinking Process to ideate, prototype and test as they developed an interactive map of their local ‘Melbourne’ community. Finally, they showcased their personal concept of a ‘Melbourne Mindset’ as a walking tour on an interactive GIS map, some even complete with a ‘walking soundtrack’. The ultimate goal of the Geography Department is to piece all of the individual maps together as one giant collective map, that will be added to year after year, not just telling one story but many stories and the stories of places as they change over time.

One final part of this action-packed seasonal learning experience was the opportunity for the Year 9s to step sideways into real-life possibilities and make positive change. Students completed a group “mini-challenge” to develop a business idea that improves social and economic aspects of Melbourne and submitted this to the Melbourne City Council.

A big thank you to Kate Manners, Micah Wilkins, Dr Charlotte Forwood and Summer Howarth for the great deal of work, passion and insight they committed to shaping the Melbourne Mindset in order for it to take place in such spectacular online fashion. Their Melbourne Mindsets helped create an exceptional and unprecedented learning experience for all.

Karoline Walter
Head of Geography

House and Co-Curricular Activities

Ask any CGGS student about some of their fondest memories from their secondary school years at CGGS and many will focus their thoughts on the lasting friendships and community built around House and Co-Curricular Activities. Our CGGS student-coordinated activities with cross year level interaction are diverse and cater for a broad range of interests. Students reflect that these programs strengthen the bonds between students, whether learning House chants from senior students or the development of leadership skills whilst guiding peers through choreography, drama roles, debating or the problem solving of Lego league, there is something for every student.

House Dance, Drama and Music continue their rehearsals remotely under the guidance of Ms Lyons, Mrs Oliver, Ms Savige and Mr Mack, the respective House Captains and student leaders. With the transition to virtual rehearsals, student leaders have again adapted to the challenge and continue to further develop their capabilities in working with new technology. Once more, we commend our student leaders for their good humour their unerring enthusiasm despite the limitations imposed upon them. We are all looking forward to seeing the fruits of their labour at the end of this term. House activities for every student continue to run asynchronously during remote learning with the activities posted each Friday on the respective House Yammer pages.

Bookmark Challenge 2020

Mrs Anne Devenish, Head of Library Information Services, was thrilled with the success of the House Readers Cup Challenge last term. During the challenge, students read and reviewed over 750 books! Understandably, Mrs Devenish was very keen to continue the momentum of engagement with books in our second remote learning period.

After discussions, she suggested a new challenge for each House to design and create bookmarks representing their House including messages around the love of reading and books. Whilst not a House competition between Houses, the aim was to encourage the girls to be creative about their House and compete against each other to be chosen as the Best Bookmark for Taylor, Singleton, Lawrence and Schofield.

House Captains have selected their top bookmarks to be printed in Term 4 and made available to all House members in the Library. Bookmark designers will also receive a book of their choice from the Library!

We are proud to announce the winner from each House:

Singleton – Baoyi Zhu (Year 8)

Schofield – Olive Clohesy (Year 7)

Taylor – Salome Obeyesekere (Year 9)

Lawrence – Angela Liu  (Year 7)

The CGGS Bookclub and the Literature Captains took on this challenge and adapted it for Bookclub members- to create a bookmark in their favourite genres – eg. Fantasy, romance, mystery, suspense. The Literature Captains will judge the entries and select the top bookmark in each genre to be also printed for Term 4 and available to all students. The Book club bookmark creators will also receive a book of their choice from the Library.

Mrs Devenish is so proud of our CGGS Bookmark creators and is looking forward to making these available to our CGGS reading community!

Shane Maycock
Deputy Head of Senior School – Co-Curricular Programs

House Music

All of the House Music participants have been working hard in remote rehearsals and have enjoyed spending Monday afternoons together. We might not be able to sing in the same room at the moment, but creative collaboration, adaptability and ongoing problem solving have enabled all students to support each other and persevere to reach their weekly goals. It has been wonderful to see the House Music Captains lead with so much determination, kindness and empathy. They have discovered many ways to illuminate the importance of teamwork and foster the power that music has to connect us all – the show must go on!

Kate Savige and Rohan Mack
Directors of Music

AGTV Poetry Competition Success!

Last week, on August 12, students in Years 7 – 9 who are learning German, participated in a Zoom Poetry Competition with the Association of German Teachers Victoria (AGTV).

Due to the stage 4 restrictions, the competition was run a bit differently compared to other years. Inter-school excursions and traditional German food for snacks were instead replaced with Zoom meetings and pantry snacks. Nevertheless, the energy was high in the Zoom meeting (and breakout rooms) as students from CGGS, Scotch College and Trinity College represented their school whilst reciting their selected poem in German. It was a wonderful cultural and language experience as we engaged with other students and adjudicators about remote learning, Germany, and the German language. A special congratulations to Sasha Feldmann (Year 9), who received first place in the ‘open’ category. Overall, the afternoon was a wonderful experience, and it was clear that all participants thoroughly enjoyed themselves.


Debating goes online!

Each year, Year 9-12 students compete in the Debaters’ Association of Victoria (DAV) competition. Even though a lockdown order may currently be keeping our students at home, the competition continued. Lunchtime preparation meetings and competition nights have been held on Zoom, with students collaborating through Office 365 to plan and write their arguments. So far, our four debating teams have each competed in four debates, affirming or refuting propositions such as That we should ban climate change denialism or That we should lift the ban on Russian athletes participating in international sporting events.The final round of the competition is approaching later this term.

The Year 11 students competing in the B Grade competition (Emma Zhi, Esther Chen, Amy Du, Catherine Hu, Maggie Hu) offered this short reflection on their season so far:

Due to the pandemic, DAV has been a completely new experience; unusual yet thrilling! All of our debates have been held online, and we’ve had to deliver our speeches virtually through Zoom. As most of our topics have been ‘secret topics’ which are released just one hour before the debate, we’ve had to be especially innovative in our preparation techniques. We’ve been tested on our organisation, communication and versatility. It’s been unique, to say the least, for us to debate topics like introducing commercial robot automation taxes from the recesses of our bedrooms. Debating is such an enriching experience. Not only is it fun to work collaboratively with friends, it is beneficial to a student’s communication skills, critical thinking and confidence. It has definitely helped us deepen our connection with friends. Participating in the DAV competition has given us more confidence to discuss philosophical and practical problems. More concretely, debating expands the way you look at things, giving you a multi-faceted perception of issues. (It also does not hurt to see a clever and sophisticated debater every time you walk past the mirror.)

Ian Lyell
Head of History and Debating Coordinator

Exciting Business Studies Electives at Year 10

Agile, determined, resilient. Three words that aptly describe our students and their ability to adapt to the challenges of remote learning. Teachers have adapted their course content and modes of delivery, whilst students have embraced remote learning and the associated changes to their learning routines.

Has remote learning always been smooth sailing? Unlikely. Both students and teachers alike have, at some stage, experienced the unwanted biproducts of remote learning including Zoom fatigue and struggles with motivation. The first lockdown period promoted arguably the most significant transformation in education for decades. Staff at CGGS designed and implemented a highly practical and supportive model of delivering classes, wholly online, within a matter of days.

The announcement of lockdown 2.0 prompted refinements and improvements to an already highly successful model. For Year 10 students, changes may have appeared subtle. In understanding the challenges faced by our students, the length of each lesson was shorted to allow for ‘Rest & Revive’ breaks. The electives offered at Year 10 were redesigned. Classes now combine the practicality of synchronous learning and the autonomy of asynchronous study.

An example of such flexibility is the Business Communication & Marketing elective. Previously, when on campus, students attended seven lessons across each two-week cycle. The feedback from our first period of remote learning highlighted the impracticalities of conducting seven hours of face-to-face video conferencing across a fortnight.

To accommodate the changing educational landscape, students now engage in a vastly different format. During the first and last timetabled class each week, students attend a ‘check-in’ via Zoom. Instructions are provided, resources delivered, and questions answered. From this point, students engage with the subject online and at their own pace. With the security of being able to contact their teacher whenever support is required.

Weekly instructions are posted to the class Padlet, along with all necessary resources and assessments (pictured). Students then submit their tasks via SEQTA for timely feedback. Those who feel their workload is manageable, then have the opportunity to partake in an optional and practical assessment, applying their knowledge and skills.

Student engagement has been overwhelmingly positive. We, as teachers, will continue to respond to the feedback from our students and develop our resources to meet their learning needs. Whether that be on-campus or virtually.

James Henderson
Business Studies Teacher

Senior School


Senior School

August 14, 2020

Each Monday morning, at the start of the school day, the Senior School staff gather for a 15-minute briefing on the week ahead. For much of 2020 this briefing, which is not only a tradition but also a time of connectedness and sharing of information for all teaching and professional services staff, has been required to occur via zoom to ensure physical distancing. Now that the staff too are mostly working remotely, this is proving to be a very important ritual. This Monday, we captured photos of staff on two of the zoom pages and you can see all the smiling faces of staff at the beginning of Week 5.

The passage of time in 2020 has been so different in many respects. However, it would come as no surprise that this week we have commenced the leadership interviews for our School and House Captaincy positions for 2021. Adjusting once more to a new format, we have been so impressed by the professionalism of the Year 10 and 11 students who have presented their application information in a padlet format for students and staff to read and engage with. These interviews will continue throughout the remainder of this term, with the 2021 leadership group announcements planned for the second week of Term 4.

I take this opportunity to again note the incredible flexibility and agility of the 2020 student leadership group in creating a sense of connection while we are apart, for their passion and their resilience. This group of 2020 School and House leaders will certainly be remembered by us all. They have lived our values and motto with graciousness and been wonderful role models to all their peers.

Once again, it is my pleasure to share with our parent community the Senior School Assembly from this Tuesday. The announcement of our 18 “Inspiring Women of Camberwell” by Mrs Dunwoody is a highlight of the Centenary year. Again, we have so much to be proud of.

Rev Creed has created a lovely prayer calendar for the community, I encourage you to give it a read.

Fun Fridays

Continuing to embrace this term’s theme of originality, we introduced ‘Fun Fridays’ to the whole school to keep girls motivated and having fun during remote learning. This involves students and staff dressing up for their Zoom classes according to a particular theme, where they can finally get creative and experiment with their wardrobe that has been untouched for the past months! This week’s theme was ‘Beanie Bonanza’, so girls and teachers were rocking their colourful, bright and warm beanies to their classes.

Felicia Spiridonos, Loren Palma, Laurya Dang-Nguyen
School Captain & Vice Captains

CGGS Wellbeing

Last Friday, 7 August, our community celebrated another CGGS Wellbeing Day, in recognition of the hard work by all teachers, professional services staff and students over the past 5 weeks. The purpose of the day was to provide an opportunity for everyone to be mindful and purposeful in prioritising wellbeing and self-care, which is so important now more than ever.

Using the CGGS Wellbeing Website as a resource, our school community was provided with an extensive array of online, offline and for the first time, live activities to take part in. Highlights across the day included the Netflix Party, Bullet Journaling, making face masks for those in need and cooking!

Thank you to our School Captains (Felicia, Laurya & Loren), our School Wellbeing Captain (Yaya) and our Service Learning Captains (Emily & Annaliese) for their contributions and involvement in not only the Wellbeing Day but also the activities for the preceding CamberWELL week. I also extend my thanks to the PE/Health Department, in particular Lauren Law for her preparation and contributions in creating so much of the Wellbeing Day content.

I hope that everyone in our community feels better energised after the day, and you are encouraged to log onto the website at any time to use the resources available. We look forward to our next CGGS Wellbeing Day on Wednesday 26 August.

Kath Woolcock
Deputy Head of Senior School – Wellbeing

Mindfulness Artwork

With the focus of Physical Education classes this term being wellbeing, students have over 40 mind, body and soul activities to choose from each lesson.

As you might know, we have new 11 students who commenced at the beginning of Term 3 and have made a wonderful transition to CGGS in a very unusual time. One these new CGGS students, Emily Bai, has chosen to use her wellbeing time to focus on painting and has enjoyed this as her mindfulness activity. The artwork with the rock and sea wave is a copy of a piece by Australia artist Joseph Zbukvic while the artwork with the boat is a copy of Malcolm Beattie’s work. Emily has enjoyed changing the colours of her artwork to make the effect more vivid. It is fabulous to see Emily using her spare time to put down her computer screen and pick up her paint brush.

Wonderful work Emily, thank you for sharing.

Lauren Law
Head of Sport

A Window into History

An important part of the study of History is connecting students with eyewitnesses, experts and artefacts of the past. Ordinarily, we would do this through excursions and incursions that better connect our students with the past. At the end of each semester, our Year 10 History teachers usually take their students to visit the Jewish Holocaust Centre, where they speak with a survivor about how they experienced Nazi rule and how – through a combination of luck, the help of strangers, and quick thinking – they were able to evade murder as part of the ‘Final Solution to the Jewish Question’.

Unfortunately, the covid-19 pandemic has required us to rethink how we provide these opportunities. Like most museums in Melbourne, the Jewish Holocaust Centre has been closed since March. And while its staff continue working remotely, the survivors – who are all in their late 80s or 90s – are not very confident in videoconferencing on Zoom with our students! Despite this, the CGGS History teachers and JHC educators were able to find new ways to connect our Year 10 students with the tragic and important history of the Holocaust:

> The JHC’s education officer, Lisa Phillips, gave our students a guided virtual tour of the Jewish Holocaust Centre’s museum, discussing artefacts and artworks donated by Holocaust survivors and their families

> Our students viewed survivor testimony through the Ask a Survivor project and watching and discussing extended interviews through the Eyewitness Testimony project

> Our students wrote letters to 14 Holocaust survivors who work with the JHC, thanking them for their testimony and asking questions about their experiences; some received heartfelt responses. 93 year-old German survivor Saara Saaroni (who was recently interview by The Age) even invited several groups of students to ring her with any questions they had!

And so, as we continue our experiences of remote learning, the History teachers at CGGS will work to bring new learning experiences to all of our Senior School students as they study remotely:

> Our Year 7s have finished constructing virtual museum exhibits of artefacts about the First Australians.

> Our Year 8s will soon undertake a walking tour of the landmarks in Florence before visiting the Uffizi Gallery and writing up a creative response on how a visitor to 15th century might be overawed by this Renaissance city

> Our Year 11 History class will soon get the chance to question Dr. Gavin Daly from the University of Tasmania about debates over the causes of the Cold War.

> Our Year 12 History class have been using collaborative document-editing in Office 365 to construct shared revision notes and plan practice SAC responses together as they continue to prepare for their final SAC and the VCE History exam in November.

Ian Lyell
Head of History

Maths in Motion

Remote Learning has stimulated significant transformation in the Mathematics Department. It has seen a shift in pedagogy, a re-evaluating of course content and a change in the way students demonstrate learning and understanding.

A key part of this change has been utilising a modified flipped learning model through the department. Our teachers are building an extensive catalogue of pre-recorded and live lesson videos on ClickView (and SEQTA) for our students to access anytime from anywhere. Currently, there are over 500 lesson videos available with more being produced daily.

By creating these videos ourselves, we are ensuring that the content covered is relevant to our students in our context. We also ensure that the mathematical methods students are taught are those that we (their teachers) would use in the classroom. This is a massive advantage over using videos from online sources like Khan Academy. Not to mention that our students are hearing from their own teachers.

Another advantage of having these videos available for students is their capacity to aid learning and revision. Students are able to pause, rewind and fast forward. They are able to hear an explanation multiple times. This shifts the pace of the learning to be student dictated (rather than teacher). If a student was stuck thinking about a particular example in class, they might have missed what came next. Using videos, students are given autonomy for the pace at which they learn.

The Mathematics Department has many exciting things to look forward to for the rest of the year. In Year 7 our team is excited about utilising an online catalogue of Virtual Manipulatives

At Year 8, our students will explore the cross-overs between Mathematics and Art, where students will learn the basic principles of Tessellation to create artwork:

Our Year 9 Team will be equipping students with the tools to better understand the data that is presented to them in the media. Data literacy is a key skill in the age of Big Data analytics. Keep an eye out for a real-world data project!

At Year 10 and 11, students have been invited to apply for a spot in the CGGS Teams that will enter the University of Melbourne’s 2020 Maths Olympics Competition.

And finally, our Unit 3 and 4 Mathematics students and their teachers are productively revising and preparing revision resources for the end of year exam period. Our VCE Team is looking forward to supporting the girls through this final stretch. If your daughter needs any extra assistance with Mathematics, please encourage them to reach out to their teachers and arrange an online meeting. They will be delighted to help in any way.

Anthony Pasinati
Head of Mathematics 


Snapshots from the LOTE Team


Year 10 French students recently had fun using their new skills with the past tense by writing a biography of a family member. They first heard some juicy historical tales in French about Marie-Antoinette and the French Revolution, then interviewed a member of their family to arm them with appropriate information about their own past.

Students visited learning stations in a ‘choose your own adventure’ style set of instructions to guide them in structuring their writing. As a break from typing and computers, students relished the opportunity to produce hand-written stories to share with their classmates, who were thrilled to discover the diversity of the families in our school, and especially the love stories of parents, grandparents and great grandparents. Students were invited to reflect on their learning via the interactive class Yammer page. This comment conveys how students enjoyed using their French to convey authentic information about themselves:

From the LOTE Yammer page: ‘I learned that our class is very diverse, especially from our different backgrounds that everyone’s families come from. I enjoyed creating this task not only creatively and designing it, but also learning more about my mother as I was writing her biography’.

Year 12 Alliance Francaise Oral Competition

Last Friday, the Year 12 French students participated in an oral examination where they had a 9-minute conversation with a French examiner, individually over Zoom. The first half of the conversation involved general conversation on topics such as their French-speaking journey, talking about their family and life at school. The second half was more of a discussion about a sub-topic from the study design that they felt particularly drawn to; with immigration and the environment hot topics this year. They also had to provide a photo that acted as a springboard into the conversation. While nerve-wracking, the experience is excellent practice for the VCE Oral Examination later in the year and we are very proud of their efforts.

Jo Rittey
Head of LOTE


Raise the Roof!

The Year 11 HHD class is well into Unit 2, Area of Study 1 and the move to remote learning has not slowed them down. They have been learning about the different lifespan stages, the type of development that occurs, particularly as one transitions from youth to adulthood, and the characteristics of respectful relationships.

With the implementation of Stage 4 restrictions, the first assessment task for this Outcome had to be done online using Microsoft Forms. This did not phase the students as they were familiar with this platform and were still able to apply their knowledge. Needless to say, however, the class was very happy to have completed the task and enjoyed the opportunity to ‘raise the roof’ at the conclusion of the lesson!

Dot Georgiou
Head of Health and Physical Education

Senior School


Senior School

August 7, 2020

Week 4 is nearly over and what a week it has been. Flexibility and agility have become the two most used words throughout 2020 and both the students and staff have heard me referring to them often. The COVID-19 pandemic continues to throw curve balls at us all. Together with our amazing students, their parents and the staff, we have once again successfully moved back to full remote learning for all year levels.

As staff, we are in the same boat as students, we’re connecting with each other via zoom for meetings, supporting each other as colleagues, the same way that students are supporting one another.

This week, I am really pleased to share an article from our School Captain Felicia Spiridonos and Vice Captains Loren Palma and Laurya Dang-Nguyen. What a year this has been for them and all our School and House Captains, indeed all the girls in leadership roles. They have all found new and innovative means by which to keep the positivity levels high for all students connecting with the co-curricular programs.

There is a very meaningful and emotional tradition of counting down to the final bell, yes we actually ring the bell, on the last day of Term 4 for our Year 12’s, and on Tuesday our Year 12 cohort decided this was an important way for them to move back into remote learning. The Year 11 students and staff on site watched on as the Year 12’s sang together, ahead of the countdown to 3.25pm. We all felt deeply for these students as they stood as one, still finding the positivity to make a beautiful moment out of something so challenging. We are so proud of all our students, but this Year 12 cohort have really had to pull together and continue to do so. Thankfully, a highlight for them was the arrival of their Year 12 special quarter zip jumper. The students were able to spread out on the oval wearing their new jumper for a photo opportunity at recess on Tuesday. I feel sure they are all wearing their jumper in their remote classes now and this is an essential part of their bonding and connection to each other as a Year Level.

Our Wellbeing Day tomorrow offers another opportunity for students, families and staff, to connect via the opportunities programmed for the day  I am going to try and join for a number of the activities, but will definitely clear my own schedule to join for the Netflix party arranged by our School Captains.

School Assemblies on a Tuesday provide a wonderful opportunity for us all to remain connected and we have all adjusted well to the new format. While we remain in our remote learning format, I would like to share with you links to the assemblies, so that you too can be a part of what is normally only available to students and staff.

Take good care, stay safe and well.

Cathy Poyser
Deputy Principal/Head of Senior School


A Message from FL2

No one could have prepared for what this year would bring and teach us. Being relatively small in size, our year level has always had a special bond with each other and this makes it even more difficult to be apart. Although we cannot physically be together, we have stayed connected on social media with our own Year 12 Instagram page as we regularly share laughs, flashback photos, and celebrate some milestone birthdays. Social media has played a significant role in allowing us to continually check in on our classmates’ mental health and offer support to each other amongst the extra stress of uncertainty. As we progress through this second lockdown, the Year 12s will continue to connect in creative ways such as the ‘Netflix Party’ we hosted in Term 2, which recreated the annual Year 12 PJ night in our own homes.

As School Captains, our @wearecggs page on Instagram has been imperative for highlighting key term events and spreading positivity. Each week, we commit to sharing our ‘2 Cents’ on Tuesdays with a topical, inspiring quote. We conclude the week with ‘Virtual Shout-Outs’ by staff and students from contributions on a collaborative Padlet. Since music can really boost our mood, our ‘QuaranTUNES’ playlist on Spotify provides uplifting beats and our Netflix Starter Pack creation has plenty of movie and TV-show recommendations. Last week, we had our first Fun Friday, ‘PJs and Puzzles’, which promised much fun at lunchtime with music and boardgames in the comfort of our PJs! We also feel so grateful for our teachers and their work behind the scenes as they have kept us on track and guided us through all the ups and downs. Specifically, the Year 12s thanked their VCE teachers with a ‘collage card’ including a picture of each girl making a heart to express our collective gratitude.

Tuesday was emotionally difficult for us though, as it marked the last day of Term 3 (and winter uniform!) for us physically being together as a year level, laughing in the Common Room and having casual conversations in the hallways with our teachers. Our initial emotions of anxiety and disappointment, following the announcement of a second lockdown, were soon trumped as our year level heard a ‘final bell’ on Tuesday afternoon. This is a tradition that usually occurs in Term 4 to celebrate the senior girls’ last moments as high school students, but for us, its significance was ever so empowering and needed during this time to acknowledge the last we’d see of each other in person for just over two months. Singing to ‘We’re all in this together’ from High School Musical before hearing the bell at 3.25pm symbolised our year level uniting and our pledge to support each other throughout this experience. The Class of 2020 is resilient and optimistic, and with the support from our dedicated teachers, we feel confident and ready to complete our final SACs. We will miss each other, but with challenges, there’s always a silver lining; an opportunity for personal growth and we are certain that in 9 weeks, our year level will return stronger than ever.


Felicia Spiridonos, Loren Palma, Laurya Dang-Nguyen
School Captain & Vice Captains

Year 7’s – the year so far

At the beginning of this year, I shared a reflection as part of the Year 7 Badge Ceremony which was composed of snippets from each student’s transition survey, highlighting something unique about them. I have shared that again at the end of this piece to highlight what an eclectic bunch our current group of Year 7 students are.

In that speech, I explained that embracing this diversity is what makes us an effective community of learners. The term ‘Ubuntu’ was introduced to the Year 7s, which means ‘I am, because we are’. Now that students have spent more time in remote learning than on-campus learning, this statement is truer than ever. The individual only thrives when the community does.

The focus at Year 7 has as such been upon cultivating a connected community, despite our physical distance. Students have been able to participate in activities devised by the House and School Captains under the theme of #TogetherApart. The Year 7s have demonstrated their characteristic enthusiasm when it comes to co-curricular endeavours, taking up many of the opportunities that were reimagined to take place remotely, including House Cross Country, Drama Club, House Debating, House Public Speaking and the continually evolving components of House Dance, Drama and Music that are currently rehearsing. Our musicians have remained connected with the CGGS Music family, and the girls have been completing the sport and wellbeing challenges that are set each week.

The Wellbeing Days were a highlight for the Year 7s in the first period of remote learning. Another of these is happening today, and I feel sure the students are enjoying the offerings, including mindfulness and movement, strength and conditioning, and a Netflix Party this afternoon, organised and hosted by our School Captains.

As a Wellbeing Team, we continue to adapt and evolve our programs to meet the dynamic needs of our circumstances, and central to this, is continued commitment to supporting and prioritising the health and wellbeing of our students, staff and families. Students have given us positive feedback about the inclusion of a ‘rest and revive’ break between each timetabled, synchronous class, and continue to remain engaged with, and optimistic about, their learning.

The ‘Week Ahead’ newsletter that is communicated to students each Friday provides a range of activities, notices and strategies to help keep students connected to school and each other. Students are invited to participate in weekly inter-form challenges aligned with what is happening at school. For example, this week’s challenges were focused on a steps goal and reaching out to friends and loved ones, aligned with CamberWELL Week. Students are also asked to contribute a response to the ‘Morning Post’ on Yammer each day, and each week, the form with the greatest number of responses gets a chance to ‘spin the wheel’ for a prize during Year Level Assemblies.

In this week’s Year Level Assembly, Mr Wilkins and Ms Woolcock shared some tips and ideas around digital wellbeing, followed by a “Dance Monkey” dance party that siblings were encouraged to join the Zoom for.

With the necessity for students to spend more time than ever on their devices, strategies for managing, minimising and optimising screen time are important for students’ overall wellbeing. On Monday 3rdAugust, all year 7s participated in a webinar incursion with Project Rockit. Focused on concepts of leadership, respect and empathy, Project Rockit facilitators use relatable and realistic scenarios to develop digital wellbeing and equip students with a toolkit for managing online interactions.

Some students’ responses to the workshop prompts are included below:

What traits come to mind when you think of a leader?

“Being ready to include everyone and everyone’s ideas! also being prepared to help the other people through support” – Sabrina (7T)

“Whenever I stand up for something I don’t agree with, I always feel a bit nervous and scared, because I never really know what the person’s reaction is going to be, but the feeling afterwards when other people feel inspired by my decision, I feel so amazing, like I could go through stone walls, like I could fly!” – Sarah (7W)


A different question – how can you tell that you’ve spent a bit too much time on your phone/laptop etc?

“I know when I have spent too much time on my devices when my eyes feel sore. When that happens, I shut my devices off and have a break.” – Rachel (7W)

This term, we also launched a Year 7 Project called BEATS and BEEPS and BEETS and BEEPS. Each form group is responding to a project brief under the mentorship of one of our specialist subject teachers, Mr Duniam, Ms Wood, Ms Law and Ms Clarkson. The form groups are working on projects involving music and soundtrack composition, robotics, agility training and gardening at home. They will have the opportunity to share their learning and what they have produced in the Year 7 ‘HIVE’ upon their return. As their work on this project progresses online, they will also have a chance to ‘cross-pollinate’ with students from other form groups. This has been a great opportunity to infuse some excitement into the remote learning environment and give students a chance to actively explore and inquire.

Please take some time to enjoy the intricate fabric that is our Year 7 group.

Nirvana Watkins
Year 7 Coordinator

Religious Education Department in Lockdown

The RE Department taught Year 10 Texts and Traditions classes asynchronously during lockdown in Term 2 (that is with no scheduled class times). In Term 3 this has moved to one Zoom meeting per fortnight, with other class times in the cycle remaining asynchronous.

This required some adjustments to our normal program. In particular the third area of studies, concerning artistic representations of and responses to the biblical texts, was brought forward and took the form of four mini-assignments, on biblical influence on the visual arts, on poetry, on short-story writing, and on music. Students were given options under each of these headings, and were required to respond to a prompt either discursively in writing, or in a creative response, but with written commentary. Students reported that they enjoyed the opportunity to think creatively, and produced some very impressive responses to the prompts. Aspects of the tradition were highlighted in new ways that the teachers themselves had often not imagined or anticipated. This, of course, is exactly the purpose of the final component of the Texts and Traditions Unit 1 course of study (under normal circumstances).

By completing this part of the course early, we hoped to move back to area of studies two when we came out of lockdown. Area of studies two consists of the major exegetical study of a significant and extended religious text, in our case, St Mark’s Gospel. That was the plan – but plans have once again been set aside. The problem the RE department staff had to face when we met at the start of Term 3 was: how do we teach a text as complex and nuanced as Mark’s Gospel in distance mode? This problem forced us to think creatively and come up with an indirect approach, once again in a series of small assignments. Year 10 students have been asked to think about spiritual leadership, and then to assess the figure of Jesus as a spiritual leader. They will then go on to revisit the exegetical tools they studied in Term 1, with some additional refinement of these tools, and later this term, they will begin to apply them to the text of Mark.

I have included some lovely pieces of work from my students below. Enjoy.

Duncan Reid
Head of Religious Education

Remote Art

Historically our early artists depicted images as flat. Figures were often given importance through size or placement, which often left the work looking slightly distorted. While there is some evidence the Greeks and Romans understood perspective, their knowledge was lost until the Renaissance where artists truly embraced the rules of linear perspective and the happy marriage between math and art was truly realised.

As our first unit of work back in Remote Learning, we introduced our Year 7 Art students to one-point perspective. This type of drawing requires a horizon line, a singular line used to separate the earth and sky, a vanishing point where all lines recede, parallel and converging lines. So not only do our students need to learn the new rules, there is also a lot of new terminology for them to understand and apply.

The girls have responded so well to this task and are starting to apply this new learning to their own individualised artworks – we can’t wait to see the results!  Good job artists!

Rachael Miller
Head of Art

Senior School


Senior School

July 31, 2020

When I review the week on campus, despite the restrictions that we are all faced with daily, both at home and at school, the amount of dynamic thinking and reinventing that’s going on by both staff and students alike, is really inspiring.

The five VCE Theatre Studies students undertook their SAC performances via live streaming on Youtube, with many of us signing in from home to watch their amazing performances. On Tuesday afternoon all Year 7-12 students tuned in to watch the live performance streamed throughout our classrooms for those on site and made available to all our other community members remotely. Students in Years 7-10 are connecting with their Health and PE classes, an area of focus so important right now, via asynchronous tasks and are participating whole heartedly. We have virtual excursions happening to the NGV to discover indigenous art as well as students participating in House Music, Dance and Drama and Environment Week via every physically distanced format available. I think this week’s Camnews is a wonderful opportunity to congratulate ourselves on just how incredibly adaptable our students are and that they are not only surviving life in 2020, they are thriving.

Have a lovely weekend.

Warm regards,

Cathy Poyser 
Deputy Principal/Head of Senior School


Metamorphosis – VCE Production

Among most activities we take for granted, the Arts have been hit hard during this pandemic. Theatre is an art form that strives to capture ‘humanity’ in a vast array of forms and some of our tools include spatial relationships, physical interaction, facial expression and working on instinct. It has therefore been quite challenging to navigate producing a show that is about questioning your worth and value as a human in a world that seems to demand so much from us. Social distancing, sanitising, face masks and constant low level anxiety that, at any moment, your ability to complete the project might be taken away and so you may be expending all of this energy for almost nothing.

This week our Unit 3 / 4 Theatre Studies students finally had the opportunity to share their production work for Outcome 3.1 after having commenced work on this script during Headstart last year. They presented their design concepts and prepared for their rehearsal period at the end of Term 1 – and then we went into Remote Learning and the brakes were applied. Since returning to face-to-face classes they have fully invested in their learning process, setting huge challenges for themselves and diving into the necessary exploration required to bring their ideas to life.

In theatre, it is only through trial and error that we discover what does and doesn’t work. It is often a humbling experience because some of that learning is done publicly. The class of 2020 has shown remarkable resilience, perseverance, kindness and good humour throughout their investment in this project. Beyond learning about design, direction, performance, microphones, varnish, mixing bug goo and which hair product might be best to make your hair immobile, these girls have invested deeply into listening, being present and patient with the moment, themselves and each other. Whilst our audience was restricted this was an incredible community event with the wonderful support of our alumni students. These old grammarians operated lights, sound and cameras, with these and other past students and teachers participating in the online question forum and over 200 people supporting us through watching from their own homes.

The students were so thankful that they were able to perform their live streamed performances without their face masks (as seen in the above images). As this performance was a SAC (School Assessed Coursework) the 5 students in the play were allowed to not be wearing face protection. This exception was verified by Independent Schools Victoria and the DHHS “Restricted Activities Directions”.

We hope you enjoyed the show.

Keira Lyons
Head of Drama & Performing Arts


LinkedIn for Students

Students in Year 12 attended a zoom presentation on ‘LinkedIn for Students’ by Mrs Sue Ellson, an independent LinkedIn specialist. Sue gave an overview of the recognition by employers of social media sites such as LinkedIn as part of the overall recruitment process, citing research that indicated 90% of employers use LinkedIn as part of their selection process. She reminded students about their current digital footprint and asked them what it may say to their future employers. The presentation was followed by a workshop for the Year 12s where they had the opportunity to create their own profile. Ably guided by Sue, she led students through the setting up of their own excellent LinkedIn profile and explained the intricacies of privacy settings. She enlightened students about taking control of their own brand, making connections, building influence and knowing their industry as they move into tertiary study, and the world of work. Their LinkedIn profile will enable them to network and connect to school alumni to chat about potential career paths or source information about career opportunities, and also connect with users and groups in unique and strategic ways.

Sue gave an energetic, enthusiastic and thought provoking presentation to our students. She has an impressive array of presentations, podcasts and publications

Trish Dolan and Andrew Burnell
Careers Counsellor and Year 12 Year Level Coordinator


Year 7 – 10 Health and PE Update

During this period of remote learning, students have been working on the following areas in their Health lessons:

Year 7 – Emotional Literacy

Year 8 – Conflict Resolution

Year 9 – Problem Solving and Perspectives

Year 10 – Leadership

The content is being delivered synchronously and has been tailored to meet the needs of the specific year levels with a number of engaging activities for the students to complete during each lesson.

The focus for students in their Physical Education classes is wellbeing. With over 40 mind, body and soul activities to choose from, students having been selecting an activity to complete during each lesson based on their needs at the time. With the increase in screen time, it has been wonderful to see so many students consciously stepping away from their screen and selecting active options such as bike riding, creative tasks such as drawing or social connection activities like writing a letter to a loved one. In addition, many family pets are benefiting as students are enjoying taking their dog for a walk during a PE lesson! Each student is sharing their experiences on a year level Padlet which helps motivate others and provide ideas. It is wonderful to see students engage in such a variety of activities that can be tailored to their wellbeing needs at this time.

Dot Georgiou
Head of Health and Physical Education

Year 8 Commerce by remote control!

Our Semester 2 Year 8 Commerce students are up and running with an introduction to ‘Markets, Magistrates and Money’ and have done a great job laying the foundations of their study of Commerce. Throughout these first two weeks of remote learning in Term 3 we have been exploring the markets that significantly influence the Australian economy and students have used the online resource “Trade at a Glance 2020”.  This is published by DFAT and helps students to learn about why markets such as iron ore, coal and wool as well our major export trading partners – China, Japan and the USA – are so often featured in the daily news. They have also had the opportunity to consider the impact of the current health pandemic on some of our major imports like tourism and international student numbers.

Additionally, our Year 8 students have undertaken a preliminary investigation into how Australians earn and spend their money and this has raised some great questions in relation to the equity of different working arrangements and the adequacy of the minimum wage.

It’s a fantastic time to be learning about these things. Alongside health, the economy is front and centre at the moment and it’s easy to tap into relevant examples of the ways in which we as consumers can and do influence what’s happening in our economy on a larger scale. So far, students have used the online course workbooks that we have created for them to record some of their findings and, shortly they will begin an investigation into one market in particular with the aim of creating an Infographic that outlines the value of this market from a range of different perspectives.

Commerce is such a dynamic space and we’re really looking forward to the remainder of this Semester with these students.

Ali Larkey and James Henderson
Commerce Department

Environment Week

This year, Environment Week focused on the theme of ‘waste’ both in our community and on a global scale. Unlike past years, this year Environment Week was run to accommodate for students in Years 7-10 who are continuing with remote learning in Term 3. We connected via virtual updates and shared fun facts about various kinds of waste in The Daily, as well as conducting some physically-distanced onsite involvement for VCE students.

It was wonderful to kick off Environment Week focussing on “fast fashion”, with our participation in the Salvation Army’s Off Your Back coat drive. As this initiative is continuing for the remainder of Term 3, students on-site may donate any warm and unwanted coats at the drop-off point outside the Senior School Staffroom. More information is available at

Food-waste was our next focus, with a ‘Meat-Free Menu’ provided by Pinwheel on Wednesday highlighting the importance of sustainable practises around the production of meat. Students also entered into the ‘Meat Free MasterChef’ competition which was an amazing demonstration of all the delicious meals that can be made using vegetables, all created by talented CGGS chefs. Emily Zhang of Year 12 took out the title with her vegetable tart.

Another highlight of the week was holding the ‘Sustainable Eating Webinar’. Staff, students and special guest Emily Hui, educator and CERES collaborator, were brought together on Zoom to discuss why they chose to adopt a vegan, vegetarian, or even reducetarian diet! Reducetarians aim to reduce the meat in their diet, but give themselves the flexibility to eat meat when it is culturally or socially expected. It was interesting to hear about how making small sustainable changes to our habits can be effective, by eating locally, bulk shopping, or maintaining a meat-free diet. To finish the week, VCE students continued the tradition of ‘Cold Day’ at school, where heaters were switched off so we could put an emphasis on reducing our energy footprint, as well as enjoy a day in casual clothes. This year, the Cold Day fundraising proceeds are going to Solar Buddy, an organisation that provides solar lamps to communities experiencing energy poverty.


Sarah Stephen and Shoi Sengupta
Environment Captains

Year 8 Update

When we commenced our second round of remote learning, Mrs Dunwoody sent us off with the quote “life is not about waiting for the storm to pass, it is about learning to dance in the rain”. I can honestly say that the Year 8s have taken this wisdom to heart and they continue to meet this new challenge with kindness, patience and resilience. We had a busy start to Term 3 that saw a large number of students get involved in auditions and rehearsals for House Dance, Drama and Music competition. The involvement of the girls varies from small support roles to significant parts in the individual House productions. I would like to especially congratulate Tyra Dawson on her key role in the Schofield House Drama performance and Jess Terlikar on her selection for both House Drama and Music.

To remain connected and to boost a healthy competitive spirit between the Year 8 Forms, we are conducting weekly inter-form challenges. Last week, the students showed off their cooking skills in the Year 8 Meat-free Masterchef challenge, which saw 8D and 8B achieve a joint win and Bella Fary took out the Masterchef title and a $20 iTunes gift card. Bella’s winning dish was homemade spinach, white bean and cashew agnolotti with a rustic mushroom and quinoa bolognese. This week, the students are competing in a Kahoot Quiz to determine the Year 8 Disney Queen.

Additionally, our girls were fortunate to participate in a virtual excursion run by the NGV on Monday 27 July. Our guides, John Parkinson and Ingrid Wood, took us virtually through the Marking Time exhibition space for Indigenous Art. The session focused on discovering how Indigenous artists connect and adapt to their environment through diverse approaches to making art. The Year 8 English Team, led by Ms Georgia Biggs, organised this excursion with the aim to extend the students’ understanding of Indigenous culture to enhance their knowledge and interpretations of Sister Heart, a fictional story of a young Aboriginal girl that is taken from the north of Australia and sent to an institution in the distant south.

Sara Rowland’s reflection
I really enjoyed the NGV excursion. I found it so interesting how Aboriginal art differs from place to place. We learnt a lot about the influences of different places, stories and culture can have on the art. I was such a great experience and I learnt a lot. 

Helena Maunder’s reflection
Indigenous artists are the best storytellers. Their art, past and present, send beautiful messages and tell intriguing stories. I am so grateful that we got to experience them virtually. I loved seeing how different Indigenous styles of art are in various regions of Australia, as well as hearing from our tour guide the numerous ways Indigenous people create and sign their art.

Leisa Winkler
Year 8 Coordinator

House Music

It has been marvellous to see the CGGS House spirit reignited through the Performing Arts this term. Whilst rehearsals are being delivered in a very different manner, student engagement is high. The House Music Captains have worked with an open mind, adapted to new ways of delivering their original concepts and have continued to maintain strong connections with their fellow House members. They have actively taken the responsibility of re-designing their creative ideas and have swiftly customised the musical content for this much-loved House event. In term 4 last year, the House Music Captains chose Growth for their 2020 House Choir theme. Never has this personal mindset been more relevant than today. The House Performing Arts event on the last day of Term will certainly be a special production that we will all remember.

Kate Savige & Rohan Mack
Heads of Music

Senior School


Senior School

July 24, 2020

Just over 100 years ago, the Spanish Flu pandemic arrived in Australia. The disease affected millions of people worldwide and when it reached Australia in 1919, sadly many deaths were also recorded here. As a nation, we lost fewer citizens, but it was still a major tragedy, felt by millions of Australians. During this time, well-known author and illustrator May Gibbs, creator of the Gumnut Babies stories loved by generations and drew the image that I have included below.

As CGGS celebrates its 100thAnniversary, there is a similarity as we are all required to once again wear face masks to protect ourselves from the COVID-19 pandemic.

During these weeks and months when we are all feeling concerned about the world, I find it reassuring to look back to CGGS’s own beginnings, and to know that this too shall pass, and we will come out the other side and move forward as a resilient and more strongly connected community.

Yesterday I received a very thoughtful and welcomed gift from 2019 Year 12 student Katie Lutze, who is currently assisting in the Senior School in a Staff Support role. Katie’s mum Gillian had created a CGGS summer uniform face mask from a repurposed uniform of Katie’s. This prompted us to search out some previous style summer uniforms for more reusable masks to be made and shared. The Makerspace currently sees our keen seamstresses utilising any spare time between classes creating face masks to be used by our community.  Yesterday Head of Art, Ms Miller was manning the sewing machines and Mrs Tooke was the pattern maker.

In last week’s CamNews we included an article by Mrs Devenish in the Senior School library, sharing that we are now posting books to our students so that they can continue escaping into the world of words during this time of isolation. Mrs Devenish shared an email received from Jacqueline in Year 10, after she received her parcel.


Hi Mrs Devenish, 

The package of books you sent arrived in the mail yesterday which was very exciting! I love getting packages in the mail and I was super thrilled to see you included the other book I put in the request box.

Thank you so much for that! I really appreciate your posting them to me so that I can read during the lockdown. It’s great to be able to stay connected to the library even in remote learning.  

Hope you and Ivy are doing well. 


CGGS Teaching and Learning Update

Things are well and truly underway with our CGGS Senior School Remote Learning Model. VCE students are on site and Years 7-10 students are learning from home, meaning that we have a hybrid design in operation.

Senior School staff are working across two delivery modes and we know that many families also have a daughter on site and a daughter at home. Consequently, we know that the combination of students learning from home and parents working from home brings with it, additional challenges.

Keeping up to date with all the terminology that has emerged during this time is another unexpected by-product of these changing times. To help with this, we developed a CGGS Remote Learning Glossary, published in the Senior School Weekly on Tuesday this week, of some of the words that are becoming embedded into our day to day language. We’ll regularly update this vocabulary list and you can access it through SEQTA engage. If you require an explanation of any terminology we are using or you have a suggestion for an addition to this glossary, please let us know.

On site, we’re enjoying the opportunity to find new ways to use the large spaces that we have around the school to ensure physical distancing and continue our learning in different ways. We have been able to retain many of the strategies that our VCE students enjoyed whilst learning remotely, including utilising collaborative online spaces and the adoption of a flipped learning approach when interacting with content in some classes.

We are also continuing to look at the events that we used to conduct on site and reimagining them in an online space.

Our calendared 2021 VCE Subject Information Night and Year 8-10 Subject Information Night were both delivered remotely. This has enabled us to start the important process of subject selection for these students and it also means that planning for the following year can continue uninterrupted, as it would under normal circumstances.

This week, we also held our second round of online Learning Conversations, this time for our Years 7 and 8 families. We appreciate the feedback that families shared with us about the convenience and reassurance of being able to stay at home at this time, whilst still enabling these meetings to take place.

We have an additional two Learning Conversations scheduled later this term, for our Years 9 – 10 and Years 11 – 12 families. By the end of the year, we expect that an impressive 3,500 online Learning Conversations will have taken place across Senior School.

Finally, over the coming weeks, I am really looking forward to sharing the teaching and learning that is happening on site and remotely here at CGGS. Our community is doing amazing things and I am delighted and privileged to be able to share this with you.


Ms Kate Manners
Deputy Head of Senior School – Teaching and Learning

Co-Curricular Participation Continues!

As Term 3 is now well underway for all year levels, whether on site or remotely, students are once again engaging in the wide range of co-curricular opportunities being offered in both an asynchronous and synchronous mode. House activities have commenced by building on the success of the House Reader Cup in Term 2, with students now busy using their drawing or design skills creating House themed bookmarks. The chance to win some great book prizes from the library has ensured early entries being posted to the Yammer pages. Entries into the House Bookmark challenge close at 8.00am Monday 3 August.

See some entires below.

House Music, Drama and Dance auditions and rehearsals have been taking place both onsite for the Year 11 and 12 students, and in the virtual world for the students in Years 7– 10. The Captains have been collaborating on site and using video conferencing to prepare for their performances. With the amazing support of staff, and collaboration of House student leaders, students continue to prepare within an ever-changing landscape for a show like no other in 2020, on the last day of Term 3.

Co-Curricular clubs continue to utilise the resources and technology they successfully initiated in Term 2 and so for students with particular interests, these are great spaces to further develop passions and ideas. The Environmental group has been running activities all week for Environmental Week and Drama Club is back ‘Zooming’ most creatively.

Mr Shane Maycock
Deputy Head of Senior School – Co-curricular Programs


Donating My Hair…

On the Saturday evening after our last day of Term 2, I cut my hair. Not a trim – a proper cut. It wasn’t one of those iso-spontaneous haircuts either, but rather a calculated, long-awaited chop. For years, donating my hair had been on my bucket list but I had never had the courage to do it. I was proud of my dark, straight hair and my “iconic” ponytail, as my friends pointed out, so cutting it all off wasn’t an easy task.

I was, however, inspired by multiple friends in my past who had donated hair, and by the countless stories I had heard of cancer patients receiving wigs. The joy they could barely express, the relief in their eyes, the silent gratitude… these are, to name a few, the ultimate gifts one can give another. My hair will grow back – of that I am sure of. But for cancer and alopecia patients? Who knows what their futures hold?

I donated my hair to Sustainable Salons, which provides more than half of the hair needed in wigs for cancer and alopecia patients. This Australian program repurposes up to 95% of salons’ waste, such as creating wigs from hair or fashionable sunglasses from old shampoo bottles. It doesn’t just stop there though. Sustainable Salons has also removed over 125,000 kg of metals from landfill and provided over 100,000 meals to homeless people through recycling. One donation goes a long way, even in the midst of the pandemic. I am so glad I cut my hair. I am comforted by the fact that one day, someone will smile because of it, and that, in turn, makes me smile.

Jennifer Fan (Year 12)

Year 11 Update

Year 11 students were introduced this week to their Wellbeing Curriculum for Term 3 which is primarily focused on the development of ‘Leadership skills’, recognising that all students, regardless of formal titles, are leaders of our School and community.

This is of course purposeful in its timing as our more senior students begin to prepare for the leadership process for 2021 with a Leadership Briefing Webinar on Thursday 30th July. During our Period 5 program, we will examine the following four broad aspects of leadership through discussions and a series of hands on activities.

> Examining Leadership Qualities

> Daring to Disagree

> Leadership Identity

> Developing a leadership philosophy

Understanding there are a number of qualities that underpin the foundation of good leadership and whilst these may be more naturally present in the personality of a leader, they are also fluid and situational and can present in different ways. Students will explore the need of valuing different opinions and the need for diversity in teams in order to generate creativity and momentum. The notion that strength lies in diversity and in challenging the status quo will give students an understanding of the complexities of leadership and that daring to disagree is linked to bringing and developing their own set of strengths. Through exploring values, actions, priorities, theories and behaviours, students will be encouraged to develop their own leadership philosophy and ways they intend to embed this in their role as a Senior School Community leader.

I continue to be amazed at the resilience shown by all Year 11 students during this year and the ingenuity being shown in those that have current leadership roles, to adapt to the ever-changing environment and parameters they are given. They are being equipped with a vital set of skills that will pay dividends for years to come. I am very much looking forward to working with them in the months to come as we journey together through this challenge and whatever others are in front of us.

Nareen Robinson
Year 11 Coordinator

Year 12 Update

The Year 12’s are to be congratulated on the manner with which they have started Term 3. They have yet again made a seamless start to a new school term and have returned with a genuine sense of resolve to continue to overcome the various obstacles that have been placed in front of them whilst they are completing their final year of schooling at Camberwell Girls.

They have been particularly diligent in their adherence to a range of new school protocols this term, designed to looked after their well-being and health. Whilst some found the temperature testing and the re-organisation of student desks in some classrooms to ensure physical distancing initially daunting, they have quickly adapted to this new paradigm and all Year 12’s now feel very settled and supported in the school environment.

As part of the school’s Wellbeing Program, they are about to embark on a series of lectures on the three important elements of Exercise, Nutrition and Sleep. These three components are considered to be essential in ensuring that students work optimally on their academic studies whilst retaining a strong level of well-being and mental health. I look forward to reporting on this program in the ensuring weeks.

Finally, it is my pleasure to share a random selection of feedback from the Year 12’s obtained during this week about what they like most about being back at school this term.

> “Seeing all of my friends again” was a sentiment shared by all students I spoke with

> “Seeing my teachers again and having face to face learning”

> “Structure and routines of School”

> “While we miss our younger peers, the quietness on campus with only two year groups present”

> “Having the Common Room to study and socialise in”

> “Being able to come late/leave early when we have study periods”

> “A special thanks to Mrs Dunwoody and Mrs Poyser for looking after us all, so well during Covid-19”

Andrew Burnell
Year 12 Coordinator

Senior School


Senior School

July 17, 2020

It’s been such a pleasure to welcome back the Year 11 and 12 students face to face and Year 7 – 10 remotely.

Students and staff have continued to be supportive of our COVID-19 protocols, with personal and classroom hygiene becoming second nature. This term in Senior School we are trialling automated temperature scanners.  Upon arrival staff and students simply stand directly in front of the body height scanners, which register and read temperatures before “granting access”.

Next week we look forward to being able to share more stories of the student participation in their remote learning and asynchronous co-curricular activities. Stay happy, healthy, safe and well.

Monash Scholars Class of 2020-2022

Earlier this year students in Year 10 were invited to apply for the Monash Scholars Program. This is a prestigious program for secondary school students offered by Monash University to give high potential students a unique head start into university life. It provides opportunities for personal and academic development, as well as, giving students the knowledge, skills and confidence to make the right study choices. It also enables them to expand their network of like-minded peers.

This week we were pleased to receive advice that the following students have been admitted to the Class of 2020 – 2022. Congratulations to Emily Wu, Sarah Hui and Teagan Diep.

Fantastic Musical Achievement from CGGS Student – LMusA Recipient 

We are thrilled to share that Year 10 student, Emily Wu, has successfully been awarded with her Licentiate Diploma in Music (LMusA) for Cello – an outstanding achievement.  Not only has Emily been awarded with these significant credentials, she also received a Distinction for all her hard work, a level only awarded to very few exceptional candidates.

To receive her LMusA diploma, Emily performed a 40-minute program of challenging and varied cello repertoire for her examiners. Her program included a combination of accompanied and unaccompanied works by Prokofiev, Beethoven, Elgar and Piatti. At the end of Term 2, a small physically distanced audience of staff and students were privileged to hear Emily perform her program at school which was a special treat for all.

In order to study for LMusA, a student must have already completed the prerequisites of an AMusA diploma, as well as Grade 6 Music Theory. We are thrilled to have many exceptional musicians at CGGS who have achieved an AMusA diploma while at school and these students are recognised on the Music Honours Board in the Music Department. Emily is one of only two students at CGGS who have been awarded with AMusA diplomas for two different instruments. Chloe Law and Emily both have AMusA diplomas for their studies in Cello and Piano, and both achieved their second instrument diploma when they were Year 9 students. Emily joins a small group of CGGS students who have also achieved their LMusA diploma while still at school, including one of our 2020 School Music Captains, Kathy Han (Violin in 2016), and one of our 2017 School Music Captains, Frances Lu (Piano in 2013).

Our talented musicians continue to amaze us with outstanding achievements in their musical studies, even during this difficult time that continues to provide extra hurdles at every turn. We encourage our CGGS musicians of all levels to keep up their playing and listening to music at home, especially those continuing their private tuition remotely, as it is a wonderful creative outlet and mindful activity away from screens.

Rohan Mack & Kate Savige
Directors of Music

House Awards Assembly

On the last day of Term 3, Friday June 26, we were delighted to present eligible Year 11 and 12 students with House Colours and House Double Colours. These awards show a commitment to the various House activities over each student’s time at CGGS. Each and every student has the ability to find their own unique connection in the cross year level House program from our long running events including Athletics, Dance, Drama, Music, Swimming, Diving, Debating and Public Speaking to more recent additions of House Reading and Theatre Sports.

As with everything 2020, the House competition has evolved through COVID-19 and included Remote Cross Country and Virtual Debating events and moved the Performing Arts events to Term 3 in the hope of being able to present to some form of audience.

The House Awards Assembly was unique in meeting the physical distancing requirements by hosting only Year 11 and 12 students on the two levels of the Barbara Sutton Hall whilst other year levels viewed the assembly via live streaming. A recording of the assembly is available through clickview at:

We would like to once again congratulate the following students on their achievements.


House Double Colours – 90 House points

Laurya Dang-Nguyen – Taylor

Tilly Dunn – Taylor

Tara Hoopman – Lawrence

Emily Hoyle – Taylor

Shohaag Sengupta – Singleton

Yuet (Crystal) So – Taylor

Elizabeth Waite

Aalisha Wong  – Singleton Taylor

Angelique Zhou – Singleton


House Colours – 60 House Points

Emily Arvidsson – Taylor

Haylie Chen – Lawrence

Brianna Chen – Singleton

Kelly Chua – Singleton

Chelsea Ellingworth – Schofield

Ran (Christine) Guan – Schofield

Catherine Hu – Taylor

Grace Jiang – Singleton

Rachel Lau – Taylor

Chelim Lee – Schofield

Belinda Lemanis – Schofield

Minh Nguyen – Lawrence

Ashley Olsen – Singleton

Zara Price – Lawrence

Grace Raszewski – Schofield

Saara Sarayana – Singleton

Iliana Trimbos – Singleton

Eloise Webster – Lawrence

Holly Williams – Schofield

Siqi (Victoria) Xiao – Lawrence

Annalise Yap – Lawrence


During Term 2 we also conducted a number of House Events, the results of which were presented at this assembly. I would like to congratulate all students who participated in these events and again acknowledge the commitment and dedication to the leadership roles that all House Captains and Leaders have shown this year. The continued support of the captains through Yammer posts of all students has been encouraging. The results of the Term 2 events are listed below:

House Remote Cross Country

1st– Taylor

2nd– Lawrence

3rd– Singleton

4th– Schofield


House Readers Cup

1st– Taylor

2nd– Singleton

3rd– Lawrence

4th– Schofield

Top Readers were Isabelle Bertus (Year 7), Amanda Lee (Year 7),  Riya Moloney (Year 7), and Sabrina Bignold (Year 7).


House Virtual Debating

Junior Division

Won by Taylor

Best speakers – Tyra Dawson (Year 8) and Chloe Shillington (Year 7)


Intermediate Division

Won by Lawrence

Best speaker – Teresa Guo (Year 10)


Seniors Division

Won by Lawrence

Best speaker – Eloise Webster (Year 11)


House Virtual Debating Overall Results 

1st– Lawrence

2nd– Taylor

3rd– Schofield

4th– Singleton


House Public Speaking

Junior Division

1st– Sara Rowland (Year 8)

2nd– Tyra Dawson(Year 8)

3rd– Ruby Tu (Year 7)


Intermediate Division

Equal 1st– Maya Jones and Teagan Diep(Year 10)

Equal 3rd– Nancy Huang and Alice Wilson (Year 10)


Senior Division

1st-Annaliese Cossenas (Year 11)

2nd– Amy Du (Year 11)

Equal 3rd– Catherine Hu and Esther Chen (Year 11)


House Public Speaking Overall Results

1st– Taylor

2nd– Singleton

3rd– Schofield

4th– Lawrence


House Isolation Cup

To continue engaging students in House related challenges and activities in a fun manner away from the regular curriculum, House Captains set weekly asynchronous challenges on Yammer House Pages. House leaders selected a range of the best submissions for judging in what would become the inaugural edition of the House Isolation Cup. The submissions were judged by a range of teachers with the overall result as follows:

Equal second: Schofield, Singleton and Taylor

Winning House: Lawrence

Book mailout service at CGGS

In the last remote learning period the Library sensed that our regular borrowers of new books were missing the opportunity and experience of browsing and borrowing, and we were right!

In our second round of remote learning, to make up for the interactive experience of browsing the shelves, we have emailed students with images of the new book covers with a blurb introducing our new arrivals. Students then placed their orders by return email. We are now offering a delivery or postal services, with books being posted directly to students and they have loved the experience of finding a package in the letter box or at their front door.

Sense the excitement in Ella’s (Year 9) email below.

“This sounds absolutely AMAZING!!! I have definitely been missing the library heaps and I have already read all of my own books at home so I’m really excited to be able to read something new”

We will continue to offer this special service for students in Years 7-10 throughout remote learning.  Any interested student should contact the library directly and Mrs Devenish and Ren will be only too happy to assist.


Borrow CGGS Sports Equipment!

With increased screen time over this remote learning period, it is vital for everyone’s health and wellbeing that we take regular breaks and don’t decrease our physical activity. To help families with this, we are very excited to open up our sport sheds and offer our equipment to CGGS students to borrow during this remote learning period. It’s really important that everyone is staying active at home and we know that motivation in winter can sometime be challenging. If you don’t have sports equipment at home or you’d like to try something new, you will be able to borrow some from CGGS.

Students can choose equipment from most sports – eg, Basketball, Netball, Badminton, Football, Volleyball or Frisbee. There are also some other fun games such as Finska that are great to play with the whole family.

If students are interested in borrowing equipment, please email Head of Sport, Lauren Law she will arrange a time for you to pick up the equipment. Students will be required to sign out the equipment to ensure everything is collected again at the end of remote learning.

Please note that when you enter the school you will be required to follow the same procedures as you did when collecting your books.

> Enter the school via the Torrington Street main gate only.

> Reporting to the Senior School Student Services Reception in the Anne Feehan Building to have their temperature checked on entry.

> Please note that parents or other adults are not able to accompany students onto the school grounds.

Senior School


Senior School

June 26, 2020

As the most extraordinary term of my own 33 year teaching career draws to an end, I would like to take the opportunity to sincerely thank all the students, their parents and all our CGGS staff for the incredible display of community that we have witnessed. CGGS is a school with huge heart and where a sense of belonging and connectedness is central to all we undertake with our students. Last week we held our first ever Year 6 into 7 virtual online Information Night and a live streamed virtual Open Morning and this week our first ever virtual VCE Information Night and the list goes on with online firsts in this term. Each of these events has reflected the agility and flexibility of our entire community to adapt.

In 3 separate videos created by Mr Mat Duniam for our Year 6 into 7 Information Night, a number of our youngest Senior School students, the Year 7 cohort, spoke about their experiences and their transition into their new school. As you watch and listen to one of the videos linked below “Moments”, please note these young students had only spent 8 weeks onsite, before moving into remote learning mode and being asked to record their feelings. Their maturity, confidence, passion and gratitude shows just how quickly they have become connected to and are feeling a true sense of belonging to CGGS.

I’m sure like me, at this time in history, you are all proud to say you are members of the CGGS community.

We look forward to seeing your daughters back at school on Wednesday 15 July, when we will welcome 11 new families to the Senior School.

Best wishes to all our Senior School families for a restful, safe and healthy holiday.

Kind Regards,

Cathy Poyser
Deputy Principal / Head of Senior School

2020 CGGS Career Story: My Future by Design

“Growing up is not finite. You will not reach a point where you become something and that’s the end”. With these words of advice from Michelle Obama’s book, Becoming, the 2020 CGGS Career Story: My Future by Design conference commenced for all Year 10 students.

As we continue to explore the positives of the uncertain times we have found ourselves in over recent months, the conference was intentionally designed to be delivered both synchronously and asynchronously. The variety of activities the students were involved in and panels they heard from helped them to begin cultivating their Career Story with the understanding that the conference was about much more than simply ‘what do you want to be when you grow up?’.

Our students were free to explore ideas about what they want to experience in life, what they want to contribute to the world, what are some of their hopes, dreams, goals and ambitions and how they would like to spend their workdays.

Students were fortunate to hear from staff, current students and Old Grammarians about their pathways, opportunities that have altered their direction and the networks they are beginning to develop. The Year 10s enjoyed hearing about how staff “dived into the unknown” (Ren Pennesi) as well as the variety of jobs some of our teachers have held. Staff were honest in their accounts of the skills they learned in their roles before becoming a teacher and how they still apply these skills today. Our students enjoyed hearing from one of our current Year 11 students, Seanna Henricus, as well as Nikki Chen and Eloise Schilling from the Class of 2019. They provided insight into how they have started building their network including their parents, coaches, teachers and contacts they have made through their involvement in programs such as Work Experience. The Year 10 students then began to ponder about who their ‘Board of Directors’ are and how these important people help them to make decisions.

Building on from the World of Work conference in Year 9, our students continued to understand and apply the eight transferable skills which are crucial for success regardless of what their future pathway may hold. With Generation Z expected to have 18 jobs spanning six career areas, these skills – communication, initiative, leadership, teamwork and collaboration, planning and organisation, problem solving, creativity and critical thinking – are essential for long-term job success. At CGGS, students are given a plethora of opportunities to develop these skills and build their confidence in applying them.

As our Year 10 students prepare to make their VCE subject selections, it is important for them to remember the insights they have gained during the conference and to continue designing their future, their Career Story.

Dot Georgiou
Acting Careers Counsellor

VCE Curriculum Evening

On Monday 22 June we began the process of transitioning Year 10 students into VCE for 2021, starting with the delivery of our 2021 VCE Information Evening.

Usually, this process has been undertaken on site but as there is nothing ‘usual’ about life currently, we made the switch to a remote and online mode of delivery.

As part of this, Heads of Department with their teams, curated a VCE Subject Information Padlet, containing a detailed overview of their subject offerings at VCE, including videos, information summary sheets, past testimonials from students and other supportive information.

Administrative information related to the VCE was also recorded and presented by Mr Mark Corrie, our VCE Coordinator, alongside our 2021 VCE Curriculum Guide.

Further to this, as summarised above on Monday 22 and Tuesday 23 of June, the Year 10s undertook a 2020 CGGS Career Story: My Future by Design, which occurred both onsite and also remotely.

Opportunities for students to explore career pathways, transferable skills, hear stories of career journeys and consider themselves and their own learning within this space, were created by Dot Georgiou, Summer Howarth and a generous team of supportive staff.

We are thrilled to be able to support our students in person and virtually and look forward to continuing these journeys in the coming years.

Kate Manners
Deputy Head of Senior School – Teaching and Learning

UN Youth Voice Competition

During June, the following Years 7 – 9 students competed in the UN Youth Voice Competition: Sienna Catalogna, Claire Kim, Ruby Tu, Suwedha Ranjith, Sara Rowland, Salwa Saiba, Madeleine Giagoudakis and Samantha Fan. This competition is more than your average public speaking competition. It consists of two parts – the Pitch and Question Time. In the Pitch, students propose solutions to a given world problem. During Question Time, students answer two questions from the judging panel to defend the feasibility of their solution. The topics for 2020 ranged from considering how Australian cities can adapt to be more sustainable to ensuring the rights of refugees are guaranteed.  This year’s competition was run online, so the experience was a slightly different one to usual, however, each of our girls rose to the challenge. Congratulations to Ruby Tu (Year 7) and Samantha Fan (Year 8) who have advanced to the State Finals which will be held in the first week of the holidays. We wish them all the best for the next stage of the UN Youth Voice Competition!

Dr Charlotte Forwood
Director of Learning Design and Development


The Eucalyptus Tree: Fairy Tale across Cultures

The VCE German class studied the topic of cultural heritage through the lens of German fairy tales. They followed the historical footsteps of the Grimm brothers and read and explored fairy tales from their childhood.  In a creative writing task, the students wrote fairy tales with a modern twist. Via the button below, please read the beautiful tale written by Charlotte Kutey and Annaliese Cossenas, in which they created an inspirational story, drawing from the recent bush fires within an Australian setting. Below is their German version of the fairy tale, followed by an English translation.

The Book Ends

Our Senior book club, The Book Ends, have been reunited with a fresh wave of energy. We have seen so many new faces join the group and in light of the incredibly successful House Reader’s Cup, the reinvigoration in our girls’ passion for reading has been a thrill. With over 20 girls frequenting the club now on a weekly basis, it has been a pleasure to reconnect and share what stories are lighting us up.

The House Readers Cup count is now over 600 books read and reviewed and we are still counting! In addition to the Cup we are also recognising our 5 top CGGS readers of the competition – they will be presented with books of their choice at the end of the term.

Our book club welcomes girls from every year level and our Literature Captains Year 11 students, Ella Barmby and Renee Fong plan activities and chats about book genres and favourite authors and series. We are currently organising 3 genres, fantasy, suspense and romance titles for the girls to select and read the same book to discuss in Term 3.

Book club meets every Wednesday lunchtime in Term 3 in the Hub, Library.

2020 Softball Success!

The summer sport season in Term 1 was one like no other. Deep into the competition, with finals on the horizon, GSV were forced to terminate all weekly sport and the hope of a sixth consecutive finals appearance from a CGGS Softball team disappeared with it. When the season ended, CGGS were number 1 – top of the ladder.

With 5 comfortable wins and one very narrow loss (1 run), the team were playing their best softball in readiness for the finals. Training had become a stage to display both exquisite fielding skills and some power hitting. Using the pitching machine more regularly to hone their batting stance and hitting technique proved to be another powerful weapon in our games. These girls are the total package! Their understanding of the game is extraordinary which enables them to make quick decisions and enact many double plays defensively. They also display quick and effective base running and are able to score runs against every team they play.

They have been a joy to coach, and we feel very privileged to have had Emma Peak and Ella Robinson (Year 10) as our pitching and catching duo for 4 years now, throughout both their Junior and Intermediate years. They have brought a wealth of knowledge and experience and have helped guide their teams to great success. Emma also holds the team record for home runs in a season! We thank them for their commitment, and we hope they will continue to play softball in the senior team next year.

Many of the Year 9 girls in the team are members of the reigning Junior GSV Premiers team and again showed their expertise in both the field and with the bat. A shout out to Isabella Georges on 1stbase and Madeleine Giagoudakis’s tireless effort and movement in Right field was again a formidable partnership. Isabella Tremewen as our alternative pitcher proved to be solid and dependable every single game and has continued to improve her pitching technique. Newcomers Sasha Feldmann and Amy Dingle were incredible with the bat and are quickly learning the nuances of the game. Ella Summers and Lille Osborne once again proved that commitment to training makes an incredible difference to the outcome of a game and finally, Jessica Lim’s power throw from Short Stop to 1st base is always a magnificent sight.

Congratulation’s to the Intermediate Softball team for being crowned the GSV Zone Champions for 2020.

Nareen Robinson and Liza Stevens – Head Coaches
Debbie Dunwoody – No 1 Fan and Unofficial Team Manager