Collaborative Research Project with Harvard University
In the recent Independent Schools Guide in The Age newspaper on Sunday 26 May, an extensive article was written about Ormiston’s current research project with Harvard University Graduate School of Education, called Idea Into Action. This year our Ormiston team of educators are trialling some of the latest learning tools, which have been designed by Harvard University Project Zero Team and developed with the support of Independent Schools Victoria (ISV). With this project, Harvard are working with schools around the world to develop some resources that help teachers implement ideas in a sustainable way.
Ormiston teachers will provide feedback to Harvard University about the usefulness of the tools and make constructive suggestions in terms of how to improve them. For example, if a teacher wants to change their curriculum so it helps their students have a better understanding of world issues, they can use the ‘global thinking toolkit’. These toolkits can have the potential to help make changes at school level a lot easier for teachers.
Additionally, the Harvard Project Zero Team are renowned for its Visible Thinking routines in classrooms. As a Junior School we have learnt to use many new resources associated with this global project and when it is completed in the near future, the resource materials developed will be available and published for use around the world.
Have you googled anything today? Perhaps you preferred to use voice assistant technology such as Apple’s Siri or Amazon’s Alexa to ask a question. The constant evolution of technology is changing what we’re able to do and how we do this, i.e. our behaviour. For example, it is not uncommon to see toddlers playing games or watching Pepper the Pig’s YouTube channel on an iPad or a mobile phone and all whilst in a stroller! This is something that many of us reading this article couldn’t have imagined when we were children. Similarly, monitoring our fitness with smart watches or streaming Netflix on a mobile phone was unheard of just a few years ago.
What do all of these technological and behavioural changes mean for us at CGGS and how might they be impacting on our digital wellbeing? A team of staff from the Junior and Senior school has begun investigating these questions during Term 2 as part of our Digital Wellbeing initiative. Our aim is to collect data of current technology usage and behavioural trends, including any concerns, from our parent, staff and student groups early in Term 3. This data, as well as parent, staff and student focus groups will help inform our Digital Wellbeing initiative.
We encourage you to read the Digital Wellbeing articles that will appear in each edition of Camnews this year. We intend to examine the potential impact of technology for pre-schoolers, early childhood and teenagers. Survey results from our community will be shared along with strategies that promote digital wellbeing. Your invitation to participate in Focus Groups will also be included in Camnews.
Felicity Carroll & Cathy Poyser
EL3 – Year 6 Winter Warmth Appeal
On Wednesday 12 June the Winter Warmth Appeal was launched at our weekly Assembly. Students were encouraged to bring in items for donation, such as non-perishable snack items that are suitable for school lunches. Other popular items in past Winter Warmth Appeals have been noodles, rice and nappies for children up to 11kg.
As a community, from Early Learning 3 to Year 6, we wish to continue supporting Anglicare in their mission to assist those in need this winter. As stated in our Mission statement, Camberwell Girls Grammar School is “a Christian School in the Anglican tradition, inspiring girls in their love of learning and nurturing compassionate leaders with global mindsets”. Our annual support of Anglicare is one such avenue of developing and raising compassionate leaders in our community.
At Ormiston, we encourage families to donate at least one item per week. Have a chat with your child when you do your weekly shopping. What could she donate to help other people in our community? They may even like to select the item with you. To mark the conclusion of our appeal we will have a Pyjama Day on Tuesday 25 June.
We thank you for your generosity and kindness as we support Anglicare and those people needing food, clothes and hope this winter.
Year 3 Excursion – Royal Botanic Gardens
As part of our Inquiry investigation focusing on Australia’s first people and how an accurate knowledge of our past helps to understand our present, Year 3 visited the Royal Botanic Gardens and took part in the hands on “Connecting to Country” education program. The students were shown plants that are included in a traditional smoking ceremony and learnt about their significance, in conjunction to the uses of other indigenous florae. They were also told about different tools traditionally used by Indigenous people and had the opportunity to make and use ochre paint and create string from raffia. This interactive experience gave the students a greater understanding and respect for Aboriginal culture and the people of the Kulin Nation. Even though the day was overcast, they embraced the outdoor activities, demonstrated wonderful enthusiasm and thoroughly enjoyed the experience.
Below are some thoughts from some Year 3 students:
Erena – “When you’re hunting you have to be quiet, so you don’t scare the animals”
Nicole – “We learnt how to make string”
Zara – “We learnt that eucalyptus leaves have a special oil that can help people and use other plants as their medicine. We also learnt some Aboriginal words – booboom means child, kooyong – eel, wolart – possum”
Madeline – “I enjoyed the experience because we could make string and paint with ochre.”
Christine – “When someone has a baby, they paint on the possum coat to tell the story.”
Angela Columbine & Rebecca Leondidis
Year 3 Class Teachers
Year 5 and 6 Camp – PGL Campaspe Downs (Kyneton)
The Year 5 students braved the cold and all the challenges on camp with resilience and good humour. We were so impressed with their team work and positive attitude towards all aspects of their Campaspe Downs adventure.
Below are a few excerpts from reflections that students wrote about their camp experiences.
One of my favourite activities was rock climbing. There were three coloured markers to touch before you came down (red, yellow and green). I got hooked up to a rope but I could barely reach the first marker! So I lined up for a different one. Unfortunately one line was empty so the teacher crept up on me and clipped me on! I had to climb it. I slowly ascended above the red marker that had been humiliating me (take that red marker!). Then slowly over the yellow marker, finally close to green. The hard part was actually taking off my hand to touch the marker! I glided down as my friends erupted into applause (if you are ever in need of a cheerleading team, hire them!). That was my very proud moment.
I lined up for our second challenge course. Our instructor told us what to do. After every word she said, I got more and more nervous with more butterflies fluttering in my tummy. “Three, two, one, go!” yelled the instructor. In my mind I was screaming why did I choose to go first?! Going over the ropes was harder than it looked. I started to pull myself forward, trying desperately to avoid the mud and water. Unfortunately, I was sliding into the mud and I had to put my foot in it to push myself up. In the process I got lots of grass in my eyes and in the background I could hear people cheering for me. When I got out of the ropes I ran back to the instructor as if my life depended on it.
Sophie T 5DK
This highlight was the challenge of raft building. Yes, we did raft building in the bitterly cold weather of 2 degrees and, yes, in the freezing, icy water! We built the rafts in teams. When my team’s raft was halfway through the rowing process, Anika fell into the water. As soon as my feet touched the water when were wading into the lake, I was frozen. Imagine getting in the water up to neck height!
“Wait!” yelled the instructor before I shot. “Aim down,” she said. I aimed my bow and arrow down and let go. The arrow flew through the air and landed in the middle of the target. “Bulls-eye!” she yelled. I was stunned. I had never got a bulls-eye before. Even the kangaroos looked thunderstruck.
As I walked up the wooden steps to the flying fox I was horrified. As soon as I pushed myself off the edge I thought I was going to fall and kangaroos were going to beat me up. But they didn’t – although I did get a wet bottom. It was amazing! I soon ran up the hill and went again as many times as I could.
As I squelched my way to the Challenge Course I felt a rush of adrenaline and excitement. It was our second day at Campaspe Downs and I was raring to go. My shoes were filled with mud and water from raft building, and my socks were equally as soggy but I felt great. Our instructor explained that the Challenge Course was made up of a bunch of different activities like the mud pit and Tarzan swing. Our first obstacle was to try and walk over a series of thin, connected logs. It was a lot harder than it looked. While we were making our way across the logs our instructor made it even harder by distracting us with things like crossing in front of us while we were walking. Luckily, I managed to make my way across.
Anneke S 5DK
Anjali de Quadros, Liz Ruffles & Michelle Kalus
Year 5 Class Teachers
Year 6 Reflections
The Year 6s thoroughly enjoyed their camp experience and were extremely grateful for the dry weather, given last year’s conditions! Below are some student reflections from our week at camp.
The Terrors of the Tower
Written by Antonia Kokkinos, Mia Van Damme and Suwedha Ranjith
On the second day of camp, the students of Group 2 were challenged with abseiling.
They had to climb to the top of the dark, spooky tower, link their harnesses and climb down the wall. There was fear and excitement in the air.
As the first person climbed down, the students beneath watched eagerly. With a jump and a step, she climbed down with ease and confidence. But not everyone felt confident.
For some, it was challenging, but with all the encouragement and support, they powered through. Smiles were on everybody’s faces.
Everyone in Year 6 and teachers have said that every group was supportive, caring, encouraging, brave and had a ‘give it a go’ attitude, being confident.
We believe that on this camp, Year 6 showed zest towards new things, hope in themselves, social intelligence for supporting others, kindness for showing love and being caring. But of course we couldn’t have done it without our instructor, Stevie. She supported and encouraged us and helped to push through.
Overall, we would rate abseiling an 8 out of 10 and would encourage you to give it a go!
Written by Lucy Ciro and Deana Tang
The centipede is one of the most iconic activities at PGL Campaspe Downs. Loved by many, it is a thrilling activity you must try.
Phien – “I really like the centipede because I’m normally scared of heights but I had a go at it and I tried to conquer my fears. Some character strengths I exhibited were bravery and persistence when I was climbing. Tip: Keep on going. You’ll be surprised with what you are capable of.”
Sarah Z – “7/10 It was a challenge but still was quite fun. I was definitely challenged by the heights and the wobbling of the wooden pole.”
The Camp Out
Written by Isabel Sootoh and Lucy Lu
The camp-out. It was definitely a main and exciting part of everybody’s camp experience. However, not everyone was ready for it…
Being called a “camp-out”, everybody expected tents we had to put up with a hammer and pegs! However, reality was a comfortable, luxurious glamping tent that included wooden floorboards and six bunkbeds in each – leaving everyone plenty of space and comfort.
The camp-out included lots of responsibilities such as washing, cooking, and even doing your laundry! Making our own dinner was extremely rewarding, filling our bellies after a long day of activities.
The camp-out could be challenging at times though, requiring us to show bravery and persistence – especially while having to do the washing of thirteen people! We also needed teamwork, having to cooperate with all the people in our group the whole camp.
Katrina Cheong & Nancy Robottom
Year 6 Class Teachers
Foundation – Year 6 Art Competition
The Semester One Art Leaders, Emily Wang and Lucy Lu organised an Art competition for all students to participate in. Students were required to complete an A4 sized artwork covering different categories. The categories were:
Foundation to Year 2 – Colour in a tessellation pattern
Year 3 and 4 – Create their own tessellation
Years 5 and 6 – Create an ‘Op Art’ piece
There were many entries and the judging was a difficult process.
The winners at each year level were:
Foundation – Aurelia Poon and Neesha Navaneetharaja
Year 1 – Lucinda Reedman and Estella Ouyang
Year 2 – Joyce Zhang and Ellie Zhang
Year 3 – Madeline Mason, Rita Wong and Minaaz Kaur
Year 4 – Natalie Knowles , Chanel Ghostine and Preesha Navaneetharaja
Year 5 – Rithanyaa Prakash and Madeleine Huynh
Year 6 – Amy Cao and Yu Jiang
Congratulations to all who entered!
The winning artworks will be on display in the Junior School Hall. The other entries are on display in the Great Space.
Year 4 – 6 Netball
In support of Reconciliation Week, all CGGS Netball Teams wore special indigenous designed bibs during their matches representing the school. The Year 4 teams both had convincing wins in Round 6. Year 4 Garnets played a fantastic last quarter, scoring 4 consecutive goals and the Year 4 Rubies outplayed KD Stargazers, playing a more consistent game. The Year 5 Opals had a close game against KD Starlight, but the CGGS team played well together and defeated KD Starlight 6-5. Year 6 Topaz had a tough game against CSNC Riptides and unfortunately had a loss, the CGGS team are working hard at training.
Good luck to all teams competing this weekend.
CGGS Netball Coach
I would like to wish all our Ormiston families a restful weekend.
Head of Junior School