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