Summer 2025, Issue 110
THE
GRAMMAR REPORT
COVER PHOTO Jessica (Year 7) looks out to the Brindabellas from the Yarwan Sports Field.
We acknowledge the Ngunnawal and Ngambri peoples as the traditional keepers of the land on which we gather. We are inspired by their wisdom, spirituality and experience. We particularly acknowledge the wise Indigenous women who have shared language, country and culture. We commit ourselves to actively work alongside them for reconciliation and justice.
S U M M E R 20 25, IS S U E 110
CONTENTS
04.
06.
08.
From the Principal.
Cygnus at CGGS takes off.
Breaking new ground.
Our vision for
The power of
The Yarwan Sports Field.
the learner.
your possible.
10.
12.
16.
Celebrating five years of the Dance Company.
All the thinks they could think.
Return of the Dragon.
A platform for
Seussical
Expanding Cygnus at CGGS
aspiring performers.
the Musical.
with Dragon Boating.
18.
34.
Experiential and Outdoor Education Program.
From the Grammarians’ Association.
20.
35.
Solomon Islands immersion.
Grammarian Glimmers.
22.
36.
Creating connection and confidence at camp.
Alumni events and latest news.
24.
42.
Expanding young minds.
Alumni in Focus: Jennie Milton
26.
44.
Inclusive Learning and Enrichment.
A letter from a Grammarian.
28.
45.
Teacher in Focus: Alex Acworth.
Marriages & Births.
30.
46.
From the P&F Association.
Vale.
31.
48.
CGGS becomes an authorised IB continuum school.
Highlights of CGGS in 2025.
32.
68.
In conversation with Father Chris.
Our Centenary: Save the dates. 3
THE GRAMMAR REPORT
FROM THE PRINCIPAL
Our vision for the learner.
4
IS S U E 110
“Our vision for the learner is one that honours their role as active, agentic and contributing.” The OECD Future of Education and Skills 2030/2040 report poses a question that educators at CGGS have been operationalising answers to for close to a century—, “How can we equip [children and young people] to thrive in an interconnected world where they need to understand and appreciate different perspectives and world views, interact respectfully with others, and take responsible action towards sustainability and collective well-being?” There is no doubt that the times, and the language used, have changed but the essence of a CGGS education remains broad-based and rigorous where knowledge, skills, attitudes and dispositions are equally valued, and acquired through intentionally designed experiences that provoke thought and inspire considered action. Our vision for the learner is one that honours their role as active, agentic and contributing. This vision of ‘the whole person’ is similar to that which inspired our School’s founders, the Community of the Sisters of the Church. In the nineteenth century the Sisters were inspired by the Froebel approach, which led to the foundation of Kindergartens in Germany the century prior. Viewing children as capable and possessing an inherent dignity that must be honoured for deep learning to occur may seem obvious today, however, in the
nineteenth century, these were radical ideas, particularly when used in the context of learning for girls. There can be no doubt that the Sisters were trailblazers, offering a breadth of experiences to nurture the intellectual, artistic and spiritual lives of their students. We are fortunate to have inherited this legacy at CGGS—the youngest of the Sisters’ schools in Australia. In founding St Gabriel’s, now CGGS, they set in train an expression of their educational project that had long aspired to graduate young women of courage with a broad range of interests, independent minds, a disposition to serve others and an action orientation. In more recent times much has been made on social media and in academia about the differences in student learning outcomes that can be achieved through direct, explicit instruction and inquirybased learning. The arguments often point to these as ‘either/or’ rather than considering the power of using the two in combination. When they are used together there can be an amplifying effect that arises from the intentional and purposeful design of learning experiences for impact. The Archives at CGGS are filled with descriptions of teachers making use of the bush capital as classroom and inspiration, an adjunct to and valuable addition to vital ‘book’ learning. Former Headmistress and Zoology teacher, Miss Una Mitchell (1937–47) is remembered for taking her students to the Molongolo River to collect frog specimens and to make careful observations of the conditions in which the frogs thrived. Her former students remember the excitement of the outings, the fascinating discoveries of frog anatomy and behaviour as well as the passion Miss Mitchell had for her subject. 5
In the contemporary context, the School’s expert teachers are careful designers of learning within and beyond the classroom. They have more tools at their disposal and use these to engage and motivate our students to explore, discover and wonder about their world. In addition, they use their professional judgement combined with data to uncover what students already know and can do, to assess the readiness of students to learn before charting a direction that makes effective use of a range of pedagogical approaches depending on where the students are in their understanding. When we make decisions about what and how to teach and sequence curriculum, wherever it may take place, we are also considering ways to support, augment and enrich student learning. When our children and young people are supported to access the right level of challenge for them and invited to co-construct and take greater responsibility for their learning, we witness higher levels of motivation as they experience increased autonomy, relatedness and competency. The Cygnus at CGGS suite has ushered in a new coordinated and integrated approach to thinking about learning at CGGS. Students learn in class and in every activity in which they participate, so it is important to acknowledge their accomplishments and growth across the various spheres of endeavour. Within the pages of this edition are many current students living their lives in exciting and enriching ways, as well as Grammarians lighting the way for the next generation of independent and thoughtful young people to follow.
Terrie Jones Principal
THE GRAMMAR REPORT
THE POWER OF YOUR POSSIBLE
Cygnus at CGGS takes off. Integral to the educational experience at CGGS is Cygnus.
that learning happens both within and
has been elevated, and owned. Swans are
beyond the classroom,” says Terrie Jones,
birds of the family Anatidae, within the
Principal.
genus, Cygnus.
Launched in early 2025, Cygnus at CGGS
educational philosophy which focuses
is our suite of co-curricular offerings, designed to amplify and extend the rich learning that takes place in the CGGS academic and pastoral care programs.
“Cygnus at CGGS supports our holistic on the development of well-rounded and accomplished children and young people. As a mid-sized school, each and every student has an equal opportunity
With over 100+ co-curricular
to get involved, improve and become
opportunities, Cygnus at CGGS
their best selves.”
encourages students to lean into their strengths, challenge themselves and thrive. It makes way for all to contribute, engage, improve and excel, by fostering
Why the name Cygnus? The name Cygnus is distinct and reflective of the multi-faceted program
sense of belonging. Whether a complete
that it represents. The word Cygnus has
novice or highly accomplished, Cygnus at
a special meaning in a cross-section of
CGGS inspires students to try something
narratives relevant to our history.
give back, achieve excellence, discover their purpose and embrace their passion.
the plane of the Milky Way, deriving its name from the Latinised Greek word for swan. It is a constellation in the shape of a cross—a nod to our rich history in the Anglican faith. • In First Nations legend, the swan is a
strong peer group interactions and a
new, unlock a natural talent, hone a skill,
• Cygnus is a northern constellation on
• Cygnus finds its strongest inspiration from the two swans in our School crest. In the lead up to our Centenary year in
“At CGGS we provide a world-class
2026, certain elements of our history
educational experience and recognise
have been resurfaced—the swan motif 6
symbol of trust. It is pure of heart and mates for life, as few other animals and birds do. The swan represents peace, serenity, beauty, fidelity and kindness. It is also a dreamer that is sensitive and loving. • Two ‘Mute’ swans are featured on the ACT Coat of Arms, creating a lasting connection to the nation’s ‘bush capital’ and our local community.
IS S U E 110
PILLARS OF OPPORTUNITY
Service Learning CGGS has a proud 100-year legacy of service to the community. Deeply rooted in our Anglican
Academic Enrichment Enhanced learning options provide further opportunities to learn beyond the standard academic curriculum, or to gain support to improve and develop.
faith and founding ethos are three
Clubs and Activities Our vibrant Clubs and Activities program adds an extra level of learning and connection to life at CGGS.
pathways. Students may join a
Debating and Public Speaking The Debating and Public Speaking program has a long and illustrious history at CGGS, resulting in generations of quick thinkers and articulate speakers. Experiential and Outdoor Education Experiencing education in an unfamiliar setting introduces a fresh and engaging dimension to learning. Performing Arts Aspiring performers are provided a platform to develop technique, self-expression and confidence, benefitting students far beyond the stage.
core guiding principles: Love, Honour and Service. Sport Sport at CGGS values participation, performance and team for fun and fitness or to fulfill their aspirations of an elite level of performance. The Music Academy The Music Academy provides a broad and innovative range of instrumental lessons, group ensemble and class opportunities. The House: Women leading in the world Launched on International Women’s Day in 2021, The House is a bespoke CGGS program designed to equip students with a range of skills to follow a career in government, politics and diplomacy. Discover more about the depth and breadth of Cygnus at CGGS: cggs.act.edu.au/cygnus
7
Cygnus at CGGS provides 100+ opportunities in debating and public speaking, performing arts, sport and much more.
THE GRAMMAR REPORT
THE YARWAN SPORTS FIELD
Breaking new ground. Featuring state-of-the-art synthetic turf, a 100-metre track and expansive views across the Brindabellas to the Arboretum, our new multi-functional sports field called ‘Yarwan’ will ensure another promising century of possibilities for CGGS students. We spoke with the School’s Head of Sport, Kristen Barnes, about how our student-athletes have been reaping the rewards of the groundbreaking new field and facilities. Why the name Yarwan Sport Field?
And that is best summarised as
We were all so proud to see Yarwan
holistically improving strength—in body,
Sports Field officially be opened at this
mind and spirit.
year’s iconic School Fete.
Can you talk about the opening of the
What has been the feedback from
new Sports Field and how students are
students and the community?
utilising the new space?
facilities—they are amazed at the quality,
in late Term 1 with training for Football
standard and functionality of the space
and Hockey for the winter season. Fast
for multiple uses. Our Year 12 students
forward to Term 3 and students began
are envious that they only get a small
accessing it at lunch, and we started
time using it!
hosting competitive Football games for Senior School students. Hosting competitive Hockey will commence in 2026 for the winter season—this will be a huge change as
away by the view—I might be biased, but it’s the best-looking field in Canberra
People who have been at the School for
size and surface between the courts and
special site on our Senior School campus,
Junior School. This year due to interest
School community. We also pay respect
The community and visitors are blown
out to Lyneham to train every week, and
Yarwan. In considering a name for such a
for and all the benefits it will bring to the
stunning vantage point across Canberra.
(what a sunset!).
Football training was also limited in
the space, what the facility will be used
This development has revealed a
last year Hockey students were travelling
The Ngunnawal word for ‘strong’ is
we aimed to capture the significance of
They absolutely love the field and
It has been a gradual process, beginning
in the Junior School we were able to fill a U12 Hockey team, which we haven’t been able to do in several years.
to the country of the Ngunnawal and
The other benefit is the athletics track,
thank them for their ongoing connection
which will be ideal for our track athletes
to country and culture.
training and event preparation. 8
years are also shocked at how much larger the space is and grateful that it will now be usable all year round with the synthetic surface, that was used in the 2025 Paris Summer Olympics, not having to be closed when there is rain or frost.
IS S U E 110
As part of the School’s commitment
Senior School, with the aim of providing
to its Sports program, a new gym for
options to suit every student. There is
strength and conditioning is now in-
something for every student to enjoy—
use, as well as several other new and
we have placed a strong emphasis on
upgraded facilities. How have students
offering both social and competitive
responded to this?
sport options in recent years to ensure
The students are really enjoying using the Strength and Conditioning facility for Health and Physical Education (HPE) and sport. As part of Cygnus at CGGS, we offer both group-based classes and individual programs at the gym, so they can tailor to their needs—whether it be programs to support their athletic goals, build their strength, proprioception and confidence. Next door, our gymnasium floor was also resurfaced for Basketball, Netball and Badminton—the benefits are wideranging.
that every level of passion and skill is supported. We continue to see record levels of participation in Netball, Rowing, Basketball and Football, with
“The community and visitors are blown away by the view—I might be biased, but it’s the best-looking field in Canberra (what a sunset!).” Kristen Barnes, Head of Sport
growing interest in Hockey and Snow Sports thanks to the representative opportunities and interstate travel available in these sports. CGGS has long valued the countless benefits of physical activity—creating a culture of participation and fun, underscoring the importance of teamwork and improving health, wellbeing and self-esteem. Read more on Sport at: cggs.act.edu.au/sport
Can you talk about the Sports program in general at CGGS and how it has evolved over time?
Top: Sunset over the Yarwan Sports Field.
We have expanded our offering to
Above: The site was previously known as Hargrave Oval, named after Frank C Hargrave, a former member of the CGGS Board and Parents and Friends (P&F) Association.
include a wide range of sports and programs across the Junior and
9
THE GRAMMAR REPORT
A PLATFORM FOR ASPIRING PERFORMERS
Celebrating five years of the Dance Company. Since its inception in 2020, the CGGS Dance Company has quickly become a gateway for students to experience the world of dance. Backstage at the Winter Wonders dance concert, tiny dancers in intricately detailed tutus stand beside a group of Year 10 students who have just exited the stage in flowing red dresses. With a smile and nod from the older girls signalling good luck, the beginner ballet students step beyond the curtains into the spotlight for the first time. The delight of the audience and the performers is palpable as they twirl, jump and plié. It sums up the success of the Dance Company at CGGS—students of all ages and all abilities, supporting each other as they take to the stage.
Since its launch in 2020 with coordinator Maree Cronin at the helm, the Dance Company program has expanded to offer jazz, ballet, contemporary and hip hop classes, ensuring that every dancer finds their own individual expression.
dance journey in Year 1 and who are now
With each biannual concert, both student and audience numbers have grown: a testament to the talented dancers and dedicated choreographers.
“Students from Kindergarten to Year
Acting Dance Company Coordinator, Tess Cranfield says the benefits of dancing go far beyond just learning steps—they range from improved fitness levels to building unshakeable confidence in our young performers.
in Year 6. We started Dance Company with just two teachers, and now we have six. We are proud to say we have seen a number of students go on to study a Diploma in Dance.”
12 train weekly, many at the dedicated dance studio at our Lakeside campus, Yhurramulum—with a backdrop of the best water views in Canberra. This consistent training cumulates at major performances at the School’s concerts, which Tess describes as having an “electric atmosphere.” “Each concert has been so exciting for
“You can see the difference in students who start shy and quickly grow in confidence after just a couple of classes,” Tess says.
the whole School community, from the
“We have 230 students participating in some form of dance. Many have been with us from the start, beginning their
Here, we take a look back at five years of
10
buzz backstage to the cheers from the audience, it’s a wonderful experience for our dancers.”
the Dance Company and celebrate the extraordinary growth of our students.
IS S U E 110
Twirl, jump and plié: The Dance Company empowers students of all abilities to express themselves on stage.
“You can see the difference in students who start shy and quickly grow in confidence after just a couple of classes” Tess Cranfield Acting Dance Company Coordinator
11
THE GRAMMAR REPORT
SEUSSICAL THE MUSICAL
All the thinks they could think.
IS S U E 110
THE GRAMMAR REPORT
As the winter chill set in Canberra, audiences were warmed by the magical, fantastical world of Dr Seuss, with the Senior School’s production of Seussical the Musical. A talented cast of students from Years 7–12 moved mountains in the musical comedy, written by Lynn Ahrens and Stephen Flaherty, bringing to life Dr Seuss’ iconic children’s stories and characters, from the mischievous Cat in the Hat to Horton the Elephant. Co-curricular Drama Coordinator Yvette Riordan says over 140 people came together to make the musical
which many hours of preparation and
resilience and wellbeing, through
rehearsal by staff and students were
working in a creative, fun and
needed to finely tune the set, costumes,
challenging environment with like-
lighting, music and stage action, so
minded and supportive people. One
that we were ready to put on a great
student said that it was amazing to be a
show. The last step was to bring in
part of something with people who love
our amazing Front of House team and
doing it as much as they do.
volunteers from the Friends of Music to add the final touches to an unforgettable experience for our audience. “This phenomenal effort and willingness to be involved is testament to the strong community spirit of CGGS, our care for each other and our love of the arts.” CGGS has a long history of excellence in the performing arts, with the Senior School’s recent performance adaption of Disney’s The Little Mermaid receiving
“Whether performing or working behind the scenes, each student can gain valuable experience and transferable skills to enrich their future beyond School, no matter which path they choose to follow.” Congratulations to Marianna (Year 12), Maya (Year 11), Wyana O’Keeffe (staff) and Yvette Riordan (staff) who were each nominated for a Canberra Area Theatre award for their involvement in Seussical
multiple award nominations.
the Musical.
members, contractors and volunteers.
Yvette believes being involved in
As for next year’s production, Yvette
The cast and orchestra dedicated at least
school musicals can have a “profoundly
five hours a week for rehearsals.
positive” impact on students.
fantastical night at the theatre for
“This increased significantly as we got
“I have witnessed students develop their
thrilled to bring Garage Girls to CGGS
closer to production week,” says Yvette.
self-confidence, improve their ability to
in 2026, an energetic and fast-paced
work as a team and hone their creative
theatrical romp!”
a success, including students, staff
“At this time, we enlisted the help of the Stage Manager and stage crew to create
skills,” she says.
revealed that it will be another magical, audiences and students alike: “We’re
Don’t miss our student’s next
a seamless look onstage. The technical
“I’ve also seen the positive influence
blockbuster on stage. Keep an eye out for
and dress rehearsals came next, for
it can have on their mental health,
upcoming productions: cggs.act.edu.au
14
IS S U E 110
Far Left: The cast of CGGS’ production of Seussical the Musical. Left: For their musical in 2026, the Junior School performed Alice in Wonderland.
“This phenomenal effort and willingness to be involved is testament to the strong community spirit of CGGS, our care for each other and our love of the arts.” Yvette Riordan Co-curricular Drama Coordinator
ALICE THE MUSICAL: A JUNIOR SCHOOL PRODUCTION Just like the Cheshire Cat, audiences
“Sara David, Peta-Marie Bellew,
“The buzz backstage after each show
couldn’t stop smiling after the Junior
Jennifer Jordan and I worked in our
was electric. Students came off stage
School’s Term 2 production of Alice the
roles as Chief Musician, Director,
beaming—flushed with pride, relief
Musical.
Costume Designer and Admin Officer
and excitement. Many shared that they
to ensure the show was as incredible as
couldn’t believe how many people were
it was. From choreography and vocal
in the audience, and how good it felt to
work to character development and
be cheered and applauded. Performing
“The response from the community was overwhelmingly positive,” says Junior School teacher Emily McFawn, who helped coordinate the musical. “Parents, teachers and peers commented on how polished, joyful and engaging the show was. Many were moved not only by the performances but also by the sense of teamwork and belonging that was so clearly evident on stage.” Held in June with a cast of students in Years 4–6, Emily describes it as “an unforgettable experience” for everyone involved. “From the auditions in February
stagecraft, every detail was carefully nurtured over time.” Costumes and sets were another major undertaking, with each piece thoughtfully selected or created to reflect the story and bring the characters to life by Mrs Jordan and her mighty team of crew members. Emily says being involved in the Junior School musical allows students to build confidence, develop collaboration skills and most importantly, have fun while creating something meaningful together.
to sold-out audiences each night was a huge boost to their confidence and a powerful affirmation of their hard work. “Thank you to everyone who supported this year’s musical—from helping with costumes and makeup to cheering from the audience. These experiences shape our students in ways that go far beyond the stage. We can’t wait to do it all again next year!” The Performing Arts program at CGGS enables imaginative thinking, self-expression and increased
until the show in June, months of
“We saw students who were quiet
preparation went into making the
in the classroom shine under the
production a success, and it’s safe to
spotlight, and others step into
say all the hard work paid off,” she
leadership roles backstage and in
says.
rehearsals,” she says.
15
confidence. Explore more at: cggs.act.edu.au/performing-arts
THE GRAMMAR REPORT
EXPANDING CYGNUS AT CGGS
Return of the Dragon. Dating back to the late 1990s, CGGS has had a rich and enduring history in Dragon Boating. We spoke with Senior School teacher and avid Dragon Boater Michelle Arton (Class of 2013) about its exciting return this year. Can you tell us about the history of Dragon Boating at CGGS? In the late 1990s, students formed a joint team with Canberra Grammar School (formerly the all-boys Grammar school) known as the Grammar Dragons. They began training on Lake Burley Griffin, quickly embracing the discipline and teamwork required. Over the years, CGGS paddlers have excelled locally and internationally, most notably in 2012 making international headlines when the Grammar Dragons dominated the International Dragon Boat Federation (IDBF) Club Crew World Championships in Hong Kong, winning seven gold, five silver and one bronze medal. This made
the team the most decorated club at the event, which featured over 4,000 athletes from more than 20 countries. Multiple CGGS athletes have competed around the world as members of the Australian team and have travelled to Germany, Canada, Thailand, China, Czech Republic, Hungary and New Zealand to compete. CGGS has cemented its reputation as a powerhouse in the sport, and the return of Dragon Boating in 2025 is an exciting opportunity for students to be a part of this proud tradition. Why is Dragon Boating an excellent co-curricular option for Senior School students? It fosters teamwork, resilience and physical fitness in a dynamic and inclusive environment. As a sport that relies on precise coordination and mutual trust, it teaches students the value of collaboration and communication while building strength and fitness. Grounded in rich cultural traditions, dragon boating also offers an opportunity for students to engage with global heritage and participate in vibrant community events. Training on the water provides a refreshing connection 16
to nature, and the sport’s accessibility empowers students of all backgrounds to develop confidence, leadership and a strong sense of belonging. Can you talk about the training and skill involved? Us Canberrans are so lucky to have quick and easy access to Lake Burley Giffin in the centre of the city—not to mention our very own Lakeside campus, Yhurramulum. CGGS currently trains once per week at the Lake, with the goal of competing at a local regatta in Term 1 2026. Team drills on water emphasise rhythm and communication, as success depends on every paddler moving together. Beyond physical skills, Dragon Boating cultivates focus, resilience and strategic thinking, making it a holistic sport that challenges both body and mind. What has the response from students been like? The 2024/2025 CGGS team had a great experience in their introduction to Dragon Boating. They learnt technical paddle skills and competed at their first regatta in March of this year.
IS S U E 110
“I love how inclusive the sport is—22 people, all the way from novices to experts, get in the same boat and paddle together.” Michelle Arton Senior School teacher and avid Dragon Boater (Class of 2013) CGGS Dragon Boating crews train and compete on Lake Burley Griffin.
Two of our students went on to compete in the ACT team at the Australian Championships in April, where they even won several medals! This is a huge feat for students who were only introduced to the sport five months prior. We are hoping to have a bigger, better season in 2025/2026. Can you talk about your own experience with Dragon Boating? I have been a part of the sport for 16 years, starting in Year 9 when I was a student at CGGS. Once I graduated, I started coaching at the School and have coached juniors and adults ever since. I
currently coach the Komodo Paddle Club in Canberra, which is one of the top five clubs in Australia. I have represented my club, state and Australia multiple times as a paddler, a sweep (who steers the boat) and a coach.
I love how inclusive the sport is—22
My highlights are competing in Hong Kong—the place of origin for Dragon Boats—where every race was watched by thousands and made international headlines, I also paddled for Australia in Canada (we still hold the fastest time for an Australian team in the 500-metre mixed 20s event) and more recently, coached the Australian U16 and U18 teams in Thailand.
super fit and strong while doing it!
17
people, all the way from novices to experts, get in the same boat and paddle together. It’s really the ultimate team sport. There are so many opportunities to travel, meet amazing people and get
Dragon Boating is one of a number of opportunities available to our studentathletes in the School’s comprehensive co-curricular program, Cygnus at CGGS. Read more: cggs.act.edu.au/cygnus-at-cggs
THE GRAMMAR REPORT
EXPERIENTIAL AND OUTDOOR EDUCATION PROGR AM
A world of opportunities. From exploring historic sites in Italy to meeting United Nations delegates in the Netherlands, opportunities on a global scale await at CGGS.
Modern History Tour, describes the
in the United States, which 20 CGGS
experience as “invaluable.”
Senior students were lucky enough to
Our Experiential Learning program
the International Criminal Court and
is an exciting part of Cygnus at CGGS. Carefully planned years in advance, a calendar of trips and tours is offered from Year 5–12, designed to expand students’ worldviews by being immersed in a wide range of cultures, settings and on-the-ground activities.
“Participating in the United Nations Immersion Program was undoubtedly a lifechanging experience,” Tara says. “Learning from global leaders in world-renowned institutions, such as the International Court of Justice, has broadened my world view, inspired actionable change and illuminated new pathways for my future endeavours. “This once-in-a-lifetime opportunity allowed me to participate in an interactive education unlike any other,
experience last December. “Not only did the team get the chance to compete in Varsity and Junior Varsity tournaments across Texas, they also immersed themselves in cultural experiences, visiting renowned universities, exploring NASA facilities and attending NBA and NHL games,” says Basketball coach and Junior School specialist teacher Aidan Barnett. “Other key highlights of the tour included the iconic Dallas Cowboys Stadium, the vibrant San Antonio Riverwalk and memorable visits to icons
Some recent and planned highlights
specifically tailored to careers in
include travelling to Italy for a Latin and
international relations, diplomacy and
Ancient History Study Tour and visiting
international law.”
Hollywood.”
The Sports pillar of Cygnus at CGGS
Principal Terrie Jones encourages
the Solomon Islands for a Community Service Immersion.
such as Disneyland, Venice Beach and
also introduces a breadth of global
experiencing education in an unfamiliar
Year 12 student Tara, who has just
opportunities for students, from Rowing
setting as it introduces a fresh and
returned from the Netherlands for the
at the Henley Regatta in England to
engaging dimension to learning outside
2025 United Nations Immersion and
competing in Basketball tournaments
of the classroom.
18
IS S U E 110
2.
1.
“Memorable moments and deeper connection occur at camps, retreats, trips and tours, making the extensive
3.
program an integral part of the CGGS learning arc.” “The Cygnus at CGGS schedule is filled with highly anticipated immersion experiences that support the real-world application of knowledge and skills, physical health, emotional intelligence, cultural literacy, self-awareness and social connection.” Check out the School’s Trips and Tours program for 2026: cggs.act.edu.au/experiential-and-
5.
outdoor-education
1: CGGS Rowers at the Henley Regatta. 2, 4 and 5: A group of students traveled to the USA for the highly anticipated Basketball Tour. 3: The United Nations Immersion and Modern History Tour was a lifechanging experience for our Senior students.
4.
19
THE GRAMMAR REPORT
SOLOMON ISLANDS IMMERSION
The journey of service. “We now understand that service isn’t a single act, it’s a mindset. It’s about empathy, respect and walking with others in their journey.” Year 12 student, Ramya. During the winter break, 10 students and three teachers embarked on our School’s inaugural immersion trip to the Solomon Islands. This journey of cultural immersion and service-learning is a shared trip with Marist College Canberra. The jointlyplanned trip aims to engage students in meaningful service while fostering connections and reciprocity through shared experiences, mutual exchange and community involvement. For students from CGGS, there was also an opportunity to stay at the novitiate of the Anglican Community of the Sisters
While in the Solomons, the group collaborated with students from local schools, enjoyed meals with families and listened to the stories of diverse communities.
The itinerary included experiencing
“One of the biggest things we all learnt through this experience was that service isn’t only about ‘helping’ others, it’s about walking alongside them,” student Ramya says.
Hearing.
“Coming home, we realised we’d been changed not just by what we saw, but by what we felt.”
the residents at the school.
Creative Arts and Technology teacher Ruth Oliphant says the immersion was a “once in a lifetime” opportunity for students.
village life in Matariau Village, a makeshift village on the edge of Honiara built by the residents, and visiting the St. Isidro Care Centre for the Hard of
There, students learnt first-hand of the importance of communication and connection. They were given sign names and taught how to plant cassava to feed
Year 11 student Ziqi says she was amazed by how deeply and meaningfully they were able to connect with their hosts, despite speaking in entirely different languages.
“It was a truly enriching experience for everyone involved,” she says.
“This showed that communication goes
“Those on the immersion had the opportunity to connect with students from a different culture and got an understanding of the challenges they faced in their lives.”
“I learnt so much from the people there
far beyond words,” she reflected.
the first day on the beach, and when we worked with them in solidarity to plant the cassava. It was such a special moment, and there was so
of the Church, the original founders of
much compassion and kindness in the
our School.
community.” 20
IS S U E 110
Ruth says students also visited The Emily School, a K–4 school for children of plantation workers who cannot access the local schools because of the dangers posed by logging trucks. “The school was set up by the Sisters of the Church to educate the poorest children and showed our students how difficult equity of educational opportunity in the Solomons really can be” Ruth says. Year 11 student Isobel says the experience made her realise how full life can be without the things we often consider ‘essential’ back home. “I saw people who had less in material terms, but much more in joy, community and connection. It made me question
“It was incredibly moving to see how much joy they took in giving and connecting with us, even when many of the communities had so little. They were so generous in sharing not only their time, but their experiences, environments and homes.” The students and staff have returned committed to raising awareness in our community and to supporting improved access to educational resources for the schools they visited. The Solomon Islands Immersion experience will be offered annually to students, as part of an exciting Trips and Tours program within Cygnus at CGGS program. Discover more: cggs.act.edu.au/experiential-andoutdoor-education
The Solomon Islands Immersion provided our students with opportunities to engage in traditional cultural practices.
what we value and why.” Year 12 student Prisha says she was moved by how many schools, children and local communities they visited went out of their way to share their customs and experiences to make the CGGS and Marist College Canberra students feel truly welcome.
“I saw people who had less in material terms, but much more in joy, community and connection. It made me question what we value and why.” Isobel, Year 11 student
21
THE GRAMMAR REPORT
CREATING CONNECTION AND CONFIDENCE AT CAMP
Nature’s classroom. Blending academic growth with adventure, school Camps have long been rites of passage for students, serving as transformative experiences that enrich learning.
experiences. Linked closely to the ‘Girls
“The children return knowing
with Grit’ program, activities include
themselves, each other and their
canoeing, raft building, a water-based
teachers so much better, which makes
assault course, leap of faith, swimming
for a richer experience back at School,”
at Thredbo swimming pool and walking
Rose says.
Our comprehensive Experiential and
chance for our younger students to be
Outdoor Education program includes Camps, Tours and Trips—carefully designed for each year group from Years 1–12. Each encounter plays an important role in broadening the horizons of our children and young people. Moreover, Camp experiences deepen the bonds of friendship at pivotal moments during the School year. Examples at the Junior School include the Year 3 overnight Camp in Jindabyne where archery, riding and cooking are on the agenda as part of the HERO
to Mt Kosciuszko lookout.
“This is invaluable for the classroom
Acting Director of Junior School (Student
where everyone then knows each
Care and Experience) Rose Pennington-
other on a deeper level. The sense of
Anstee says these experiences offer the
achievement from the students on the
“courageous.”
return from Camp is wonderful. They know that they have had a formative
“For many of our younger students, this is the first time they will have stayed away from their families, which presents a hurdle before they even approach the activities,” Rose says. “We require students to be involved in every aspect of the Camps, from packing their own bags through to organising their cabins and keeping their belongings in order.”
experience and one they could only get at CGGS, with these students and teachers. Parents welcome home confident and inspired children.” At the Senior School, the Year 7 Friendship Camp held during Term 1 is a culminating event in the carefully curated orientiation program for students joining our Senior School campus. Groups are created by the Pastoral Care team to extend the
signature program. Meanwhile, the
Rose says the Camps not only help
sense of belonging and students take
Year 5 Camp in picturesque Berridale
students build friendships, they also
on surfing, swimming and kayaking.
provides opportunities for students
develop independence, improve social
Year 8 Winter Camp in the Snowy
to participate in a range of personally
skills and allow students to gain a deeper
Mountains includes activities like
and socially challenging and rewarding
appreciation for the natural world.
skiing, snowboarding and snowshoeing,
22
IS S U E 110
promoting confidence and teamwork in challenging circumstances. “Some of the strongest and most enduring friendships have been made during these Camps,” says Director of Senior School (Academic Administration), Nancy Lee. “The many years of experience in running successful camps has shown us that students walk away from Camp with new skills, new friends and a sense of accomplishment.
“What made this experience truly exceptional was the element of risk— while our instructors consistently guided us and ensured our safety, the situations we faced evoked authentic emotions that tested my resilience,” she says. “Overcoming these challenges instilled a newfound confidence in me to trust my instincts and embrace uncertainty with an open, optimistic mindset. In the process, I strengthened my risk-taking, communication, planning and teamwork
“From learning outdoor skills to thinking creatively and finding solutions, to physical and mental challenges which create a sense of accomplishment, to being in an unfamiliar environment that helps students cope with change and uncertainty—these are all skills that will be with students for life.”
skills, while also forming lifelong
As for the students, the lasting effect of Camp is beautifully summed up by Year 9 student Yesara, who spent three days hiking as part of The Duke of Edinburgh’s International Award program.
the way I engage with others.”
connections and memories through a shared sense of unity and camaraderie. “These lessons extended far beyond the trail. I have since applied my learnings across many areas of my life, enhancing my academic and co-curricular pursuits, as well as my everyday interactions, enriching both my personal growth and
What was your favourite memory of Camps at CGGS? We’d love to hear from you. Contact us and share your story: alumni@cggs.act.edu.au
23
Jindabyne, to Berridale, to the coast: Camps at CGGS challenge our students in diverse environments.
THE GRAMMAR REPORT
BELINDA REITSTATTER, ACTING DIRECTOR OF JUNIOR SCHOOL (LEARNING AND INNOVATION)
Expanding young minds. The CGGS Academic Enrichment program, a key pillar of opportunity in Cygnus at CGGS, plays an important role in fostering a love of learning across the disciplines and in particular, championing extension opportunities in Science, Mathematics and Technology (STEM). One of the defining features of the International Baccalaureate Primary Years Programme (PYP) is its transdisciplinary nature—the way learning transcends the boundaries of traditional subject areas and invites the exploration of big ideas. This approach is embraced throughout our classroom learning and in the breadth of enrichment and co-curricular opportunities available to our students. These experiences encourage our young
learners to inquire, think critically and apply their understandings in authentic contexts. From the youngest chess enthusiast in Year 3 competing in the ACT Junior Chess League, to our Year 6 Ethics Olympiad team earning national honours, these programs challenge students to apply and extend themselves. They cultivate dispositions of contemporary learners including curiosity, persistence, collaboration, ethical reasoning and creativity. In mathematics and problem-solving, competitions like the Australian Mathematics Competition, International Competitions and Assessments for Schools (ICAS) and Bebras Computational Thinking Challenge offer complex, non-routine problems that stretch logical reasoning and strategic thinking. Our recent Best in School award recipients, including Laurence (Year 3, 2024), demonstrate that mathematical sophistication is not bound by age. Similarly, da Vinci Decathlon teams 24
apply skills from poetry to codebreaking, often achieving remarkable results, such as Year 5 students placing first in the ACT in 2024 and Year 7 placing first in the ACT in 2025. For those driven by words and ideas, the Readers Cup, Kids’ Lit Quiz and Write a Book in a Day provide platforms to celebrate literature, storytelling and collaboration. In STEM, our students take on engineering, science and design challenges through programs like the G.A.T.E.WAYS Challenge (national winners in 2024) and Tournament of Minds (with teams representing CGGS at the International Finals). The feedback from our students is resoundingly positive. They speak about the thrill of thinking in creative ways and the joy of working with peers and educators who share their passion. Many return to these competitions year after year, not for the trophies (although they are proud of them!) but for the intellectual adventure.
IS S U E 110
2.
3. 1 and 2: Students have access to a range of equipment to challenge themselves in various STEM pursuits.
1.
3: The Junior School Tournament of Minds team represented the School at the International Finals.
Year 5 student Myrah says having the
Our aim is not simply to prepare
opportunity to participate has made her
students for competitions, but rather
“feel proud” to be a CGGS student.
to inspire them to think deeply, act
“I sometimes feel nervous when I first take on these challenges, but the nerves assure me that this is an opportunity that will make me feel more selfconfident in what I can achieve,” she says.
with integrity, collaborate, connect and embrace challenges with optimism, within and beyond the classroom. In doing so, we are indeed growing young minds—minds that are inquisitive, confident and impactful. Earlier this year, our Year 3 and Year 4
“I can show everyone what I can really
teachers engaged in a full-day, hands-on
do. The teachers at School know that we
science workshop led by former CGGS
are part of the team. I have made really
teacher and current ANU PhD candidate,
good friends with the people in the
Lachlan McGinness. Drawing on his
groups I have been in even when they are
expertise and his work with the Einstein-
in different classes.”
First program, Lachlan has energised,
What makes these opportunities so powerful is how they mirror the PYP’s emphasis on agency and connection. Whether tackling a STEM challenge, debating an ethical dilemma or playing a strategic chess endgame, students
mentored and inspired our teachers to strengthen our How the World Works and Sharing the Planet transdisciplinary units. His guidance has improved our teachers’ scientific knowledge and confidence, ensuring that our students experience science as an active, inquiry-
are making decisions, reflecting on
rich endeavour. We are delighted that
their thinking and experiencing the
this partnership will continue in 2026,
exhilaration of learning.
and are fortunate to have Lachlan’s 25
expertise informing our approaches to the teaching and learning of Science in our Junior School. Our Year 6 cohorts also benefit from engaging in Science in our Senior School laboratories, with our Science faculty leading the learning with and for their Junior School counterparts. In addition, Year 6 students engage in Digital and Product design with MYP teachers from the Senior School, bridging the Primary and Middle Years Programmes. Many eagerly look forward to these sessions, where they learn to combine creativity with function, applying design thinking to real-world issues. Last semester, students proudly completed their design project of creating bee hotels to help protect the endangered Blue Banded Bee from extinction, a tangible example of how our students use agency, innovation and empathy to make a positive difference. Learn more about the classroom extension opportunities at: cggs.act.edu.au/academic-enrichment
THE GRAMMAR REPORT
INCLUSIVE LEARNING AND ENRICHMENT
Our best selves. CGGS is committed to inclusion and we offer enrichment and support to students with diverse learning needs to ensure all can gain confidence and progress towards mastery. Our expert team of inclusive learning and enrichment specialists and co-educators strive daily to ensure students are met where they are at in their learning and have access and opportunity to grow.
questions per minute, while her recall
also offered training and preparation
of the four times tables went from 15 to
for external academic competitions
35 questions per minute. “Along with
such as ICAS, G.A.T.E.WAYS, da Vinci,
In a quiet room in the Junior School
students for whom English is an
library, the CGGS Learning and
additional language or dialect.
Enrichment team are working with a Year 4 student who recently achieved a remarkable result.
the increase in automaticity, the boost in her confidence in the classroom is wonderful,” says Nerida Bennett, Head of Learning and Enrichment. It’s just one of the many success stories in the Learning and Enrichment team at CGGS, where educators from both the Junior and Senior Schools support a range of students with diverse learning profiles, including emotional support and dysregulation, specific learning disorders such as dyslexia, dyscalculia, ASD, ADHD, anxiety, global developmental delay and students who are gifted, talented or twice exceptional. The ILE teams also work to support
In the Junior School, educators and coeducators provide daily care, adapting to students’ needs whilst also ensuring
Tournament of Minds, Ethics Olympiad and Mathematics Competitions. “Each day looks different and typically involves a combination of running intervention groups, providing inclass learning support, completing documentation, communicating with parents, responding to individual needs as they arise and conducting regular check-ins,” says Nerida. “The frequency of care varies depending on the diverse needs of each student— for instance, a student with high and complex needs may receive support multiple times a day, while a student requiring assistance in mathematics may be supported during three lessons per week.” Through her team’s interventions, Nerida has witnessed students
Since she started seeing the team eight
teachers feel supported in the classroom,
weeks ago as part of their numeracy
along with delivering targeted
intervention program, the student’s
withdrawal support through evidence-
independently in the classroom and
ability to answer addition questions has
based intervention programs (MiniLit,
build strong relationships with other
increased dramatically from nine to 33
MacqLit, QuickSmart Maths). They are
students.
26
successfully apply taught strategies
IS S U E 110
“Without our team, these students would be at risk of experiencing emotional dysregulation, disengagement from learning, falling behind their peers, exclusion and an eroding sense of self. Our interventions are designed to provide students with the vital support they need,” she says. “Gaining deeper understanding of diverse learning profiles and disabilities also enables us to provide classroom teachers with practical knowledge and strategies to better support all of the children in their classrooms.” At the Senior School, Acting Head of Inclusive Learning and Enrichment Rhianna Lennon and her team support students with diverse needs to access the curriculum, and also support staff to build their efficacy in differentiating the curriculum to ensure all students experience the right level of support and stretch. “Our timetable provides predictable routine, proactive sensory regulation breaks, targeted academic interventions and the ability to have scheduled or responsive access to both internal
supports (learning support, wellbeing) and external stakeholders (allied health) with the engagement in learning processes and students’ wellbeing a priority,” Rhianna says. “All teachers are confidentially briefed on student’s academic adjustments, communication preferences and pastoral needs to ensure we are consistent, dignified and responsive across all subjects. “These supports are designed to align with individual learning needs while fostering independence, confidence and positive engagement in the School community.” Rhianna says many parents have identified the support as “instrumental” in the students’ academic achievement and a more holistically positive selfconcept. In addition, Rhianna and the team ensure that there are plenty of opportunities for extension and enrichment within the School’s academic and co-curricular programs. Similarly to their Junior School counterparts, students can take part in a range
27
of competitions such as da Vinci, Tournament of Minds, Mathematics and Science Olympiads, Engineering and Coding challenges, Writing and ICAS Competitions. CGGS students do perform very well in these settings and have continued to value benchmarking their knowledge and skills against the best minds in the ACT and across Australia. Parents in both the Junior and Senior Schools value the opportunity to participate in collaborative meetings to discuss their child’s progress and individual needs, and appreciate the support available each day so that their child enjoys and is appropriately challenged in their learning at school. Read more about the many intervention and support programs underway at CGGS: cggs.act.edu.au/academic-excellence
THE GRAMMAR REPORT
ALEX ACWORTH (CLASS OF 2007)
Teacher in Focus. Get to know Creative Arts and Technology teacher and Duke of Edinburgh Coordinator, Alex Acworth. How long have you been teaching at CGGS, and can you tell us about your journey at the School? This is my third year teaching Design at CGGS. My parents owned a small horticulture business in which I too worked from a young age. This taught me the importance of working hard and just getting stuck into a task—even if that is shovelling dynamic lifter! I’ve held several very different jobs—from nursery hand (at the family business), to pharmacy assistant, to trainee architect and finally, a teacher. Prior to joining the CGGS staff in 2023, I was leading the Middle School Visual Arts program at another Anglican school in Canberra and decided the time was right to return to my alma mater and help girls have the amazing education experience that I had when I was young.
What made you choose a career in teaching? I studied architecture at university and after working in the industry I realised my favourite part was mentoring Year 10 work experience students. It was at this moment that I realised teaching was my calling! I am passionate about helping young people be kind, hardworking and creative members of our community. I relish nurturing and attending to something to see it grow—I get to experience that every day teaching Design with these amazing young people. Have you always lived in Canberra? I was born in Queensland (go the mighty Maroons!), but I grew up in Canberra. I went to Garran Primary School before joining CGGS in Year 7. Both my older sisters also attended CGGS and were part of Waverley House. During my family’s time at the School, Glebe House was formed and we were invited to join the founding cohort—we’ve been proud Glebe and Waverley supporters ever since! 28
What do you love most about your role in the Creative Arts and Technology Faculty, and your work on Duke of Edinburgh? I love being part of a team that is focused on creating the world’s next artists, designers and makers. The Creative Arts and Technology staff members are incredible and I feel blessed to be working with such wonderful people. The Duke of Edinburgh program is an excellent offering where students get to be challenged outside of the classroom, contributing to their communities and building a range of real world skills. Having been a member of our community for so long, is there a particular memory that stands out to you as your favourite? There are so many incredible memories from when I was a student and now as a staff member. However, House Music will always be a highlight of the year. I also still get a tear in my eye when Jerusalem is sung!
IS S U E 110
The Creative Arts and Technology team are focused on creating the world’s next artists, designers and makers:
Do you have a favourite place on campus? I’ve always adored the lawns and cottage gardens near the Boarding House as a quiet space. However, I’m very excited about the Innovation Space upgrade and we are enjoying designing and making things with students in the new workshop! Alex’s story is one of many from the thousands of Grammarians who have walked our halls—we’d love to hear yours. Get in touch: alumni@cggs.act.edu.au
“I relish nurturing and attending to something to see it grow—I get to experience that every day teaching Design with these amazing young people.” Alex Acworth Creative Arts and Technology teacher and Duke of Edinburgh Coordinator
29
THE GRAMMAR REPORT
A MESSAGE FROM THE P&F PRESIDENT, BERNICE MOORE
Bringing community together. Every year the Parents and Friends Association (P&F) Committee’s calendar comes alive with a flurry of activity. Jointly with the School, we were pleased to sponsor the Twilight on the Lawns event which is such a wonderful way to meet old and new friends within the CGGS parent community. The setting on the lawns in front of the Senior School Administration Building proved to be a picturesque backdrop for parents and carers to connect with one another. Welcome Breakfasts at the Junior School are always a highlight of the year, with the P&F providing ever-popular milkshakes to keen Junior School students. P&F Committee members also had the opportunity to connect with Senior School parents at the annual House Breakfasts. The Federal Election Democracy Sausage Sizzle and Junior School Athletics Carnival Bake Stall happened in quick succession, with parents volunteering to cook sausages and bake delicious treats that are always well-received and anticipated by the students and School community. Our annual Trivia Night was another resounding success, held in the Senior School Hall this year to accommodate a much larger crowd than last year. Trivia teams were a sea of fluorescent colours, side ponytails and retro ski gear as the 80’s theme was truly embraced.
Parents and carers from the ELC, Junior School and Senior School come together for Twilight on the Lawns.
This year, the P&F was successful in its application for a grant from the ACT Block Grant Authority, which is established to administer capital grants from the Australian and ACT Governments to non-government schools. Our successful grant enabled the purchase of new signage flags, market umbrellas and deck chairs that can be used at P&F events to create opportunities to come together more purposefully—keep an eye out for them! The winter months saw the Fete Committee gear up in preparation for the Annual School Fete, another highlight in our annual events calendar that brings all families in 30
our community together in a way that only hot chips cooked by the School’s Directors can! Of course, it takes a village to be able to host such events. As always, the P&F Committee extends its gratitude to those who have taken the time and energy to organise, run, attend and sponsor our events. We are also looking forward to awarding our annual Teacher and Community Awards and pledges. Are you a current parent or carer and interested in joining the P&F Committee? Find out more: cggs.act.edu.au/pandf
IS S U E 110
A FIRST FOR CANBERRA: CGGS BECOMES AN AUTHORISED IB CONTINUUM SCHOOL Following a successful three-day Verification visit by a team of consultants from the International Baccalaureate (IB) Organisation, CGGS became an authorised Middle Years Programme (MYP) school. Along with our authorisation in the Primary Years Programme (PYP) and Diploma Programme (DP), this makes our school the first—and only—authorised IB continuum school in the ACT and surrounds. The journey to MYP authorisation has taken over three years and along the way, our students, staff and leaders have put in an extraordinary effort to ensure that the learning that takes place in our classrooms in Years 6–9 is of the highest standard. Principal Terrie Jones said CGGS receiving authorisation to offer the MYP makes good sense as it supports a shared language of learning for students and staff, engages students in meaningful assessment and promotes the elements of the IB Learner Profile for all adults, children and adolescents across the School. “The nation’s capital has many diplomatic and defence postings—the
31
IB gives them a curriculum that they’re familiar with, that they understand and can travel with them,” says Terrie. “We felt that the MYP was the bridge between our campuses and between our school and the world of learning beyond—from three years of age to our graduates at 17 or 18 years of age. We aspire our learners to be internationally minded, with a well-rounded global outlook.” In the Report that accompanied our MYP Certificate, CGGS received an exemplary seven Commendations in a process where it is notoriously difficult to gain even a single commendation. This outcome is a testament to the dedication and expertise of the CGGS staff, the calibre of our students and the support of our parents. For recent graduate Leensa Jarso (Class of 2024) the IB pathway was perfect preparation for university—while some students in her university tutorials were asking how to find and read a journal article, Leensaa had already researched and written a 4000-word essay during her experience in the DP. “When choosing a pathway for Years 11 and 12, I thought about which program would better prepare me for uni, life and adulthood, and I like the wellroundedness of the IB,” says Leensaa. “I just liked how you had to really push yourself and there’s a lot of independence with the IB.” See the full article here: cggs.act.edu.au/the-first-authorisedib-continuum-school-in-the-act
THE GRAMMAR REPORT
IN CONVERSATION WITH FATHER CHRIS
Our community’s heart of prayer. In 1988 the Chapel of the Annunciation was consecrated by Bishop Owen Dowling—the then Bishop of the Diocese of Canberra and Goulburn—after a strategic conversion of the old school gymnasium by architect Brian Dowling. The chapel takes its name from the moment in Luke’s Gospel when the archangel Gabriel brings life-changing news to Mary, known as ‘The Annunciation’.
THE NAME
THE DESIGN
The naming of the CGGS Chapel as
Positioned high on the Senior School
‘The Chapel of the Annunciation’ after
campus, the Chapel is integral to the
this event, recorded in Luke 1.26-31
life of the CGGS community. Designed
NRSV, honours our School’s heritage by pointing us toward its founding as St Gabriel’s in 1926.
by architect Brian Dowling, whose work includes the Rydges Capital Hill, the Church of the Resurrection at Macedon
The name St Gabriel’s was no arbitrary selection—Mother Emily placed the Community of the Sisters of the Church under the patronage of St Michael and All Angels, and a number of what would become known as the ‘Emily Schools’ were founded. St Gabriel and St Raphael
(the Anglican Parish of Gisborne) and the Ivanhoe Girls Grammar School Performing Arts Centre, the CGGS Chapel has stood the test of time. Thanks to the input of then Head of Music, Brian Hingerty, the new Chapel design was optimised for sound, with
are included under the auspice of All
the towering ‘lantern’ at the rear of the
Angels, and the Church remembers St
Chapel not only serving to admit natural
Michael and All Angels each year on 29
light but to also amplify the Knud
September.
Smenge pipe organ. 32
IS S U E 110
The Knud Smenge pip organ, located in the Chapel of the Annunciation.
THE PIPE ORGAN Knud Ludvig Smenge (1937–2018) was a Danish pipe-organ builder who emigrated to Australia in 1979 and his work is considered as some of the best examples of the contemporary pipe organ. The CGGS pipe organ was commissioned for the Chapel of the Annunciation by the Parents and Friends Association and is one of the finest of its kind in Australia. A ‘big sister’ of our organ can be found at the University of Tasmania and, interestingly, the Ivanhoe Girls Grammar School Performing Arts Centre.
THE NAVE At the base of the lantern is the CGGS Godly Play space, where children can immerse themselves in story and wonder. The nave (from the Latin navis, ship) features a timber-panelled ceiling and pays homage to elements of ancient Church architecture that symbolise the shared journey. Large windows flood the Chapel with natural light and allow for an unobstructed view of the Brindabellas, while the vaulted space above the sanctuary shares features with the Church of the Resurrection at
THE CHAPEL SURROUNDS Outside the Chapel stands the Archer Bell Tower, constructed in memory of Keith McRae Archer, a foundation member of the Gabriel Foundation. The bell itself was supplied by Bagot Bell foundries of Adelaide and it is rung before each Chapel service, with the students ringing the bell at least 12 times to let the School know that Chapel is soon to begin.
Macedon, Victoria, another example of Dowling’s work.
THE STAINED GLASS WINDOW AND THE LADY CHAPEL The Chapel window, featuring the glass art of Ede Horton (Class of 1971) holds within it a towering cross. The Lady Chapel, found towards the rear, brings elements of North American monastic to the space, with the cedar-lined roof and visible stonework providing a space ideal for reflection, the weekly Eucharist and contemplative meditation.
A SPACE FOR CONNECTION Our Chapel is a place of gathering— House Chapels (both Junior School and Senior School), year-level Eucharists, Choral Evensong, Confirmation, All Souls, Nine Lessons and Carols, Staff Commencement and Christmas chapel services, weddings, baptisms and memorial services have all take place within. Our choirs rehearse in the early morning, and the National Opera and the Canberra Ornithologists Group (Canberra Birds) also find a home in our Chapel. Strings are performed, piano 33
skills are examined and recitals are held. The Book of Remembrance is also housed within. All these services and events see a horizontal movement of people coming together in this place from both the CGGS and broader Canberra community. This togetherness is the re-connection of the disparate, the Chapel a place of invitation to being ‘re-membered’ in community where there are no outsiders. It is a place where hymns are sung, both ancient and modern, enjoining us to those who have gone before us and to those who will follow. It is our community’s heart of prayer—a place where peace, hope, love and joy dwell, and where we are transformed for the good. What grows from here is an openness to the world and the stories that we might encounter each day. Godly Play encourages a spirit of curiosity and wonder, where we are more likely to approach the world with a sense of openness to possibility, rather than with pre-conceived ideas and judgment. Find out more about the Chapel of the Annunciation: cggs.act.edu.au/ chapel-of-the-annunciation
THE GRAMMAR REPORT
A MESSAGE FROM ASSOCIATION PRESIDENT, JANE SUTHERLAND
From the Grammarians’ Association. As we reach summer, the School’s Centenary planning for 2026 is well underway. Members of the Grammarians’ Association have been a part of the Centenary Planning Working Group— there are some amazing events and activities planned for 2026. The Grammarians’ Association is very excited to be funding and overseeing the development of a new book of the School’s history, which will be launched towards the end of our Centenary year.
In May the Grammarians’ Association proudly sponsored the inaugural Founders’ Festival Alumni Supper, hosted at the conclusion of Choral Evensong. From the Class of 1940 to 2024, Alumni spanning 84 years were in attendance. The Sydney Alumni reunion was a sell-out on 8 August, the Brisbane reunion was held on 12 September and the School’s first Super Saturday Reunion was held on the October Long Weekend featuring a Chapel Service, school tours and high tea. The schoolrun events show an increasing level of engagement from a cross-section of graduating years. Members of the 34
Grammarians’ Association were grateful to join our fellow Alumni at these events. The Committee continues to look at ways to engage with all our members, particularly our interstate and overseas Grammarians, and I would like to encourage you to share any ideas or suggestions you may have with the Committee. As always, we would love to hear from you on how we can continue to foster a strong connection between Grammarians and the School. Get in touch: alumni@cggs.act.edu.au
IS S U E 110
SOME OF THE LATEST NEWS
Grammarian Glimmers. 36. Alumni Events
40. Latest news
42. Alumni In Focus
44. Memories of Girls’ Grammar
45. Births & Marriages
46. Vale
35
THE GRAMMAR REPORT
REFORMING BONDS
Alumni reunions and events.
INTRODUCING THE NEW TEAM The CGGS Advancement team fosters giving in all its forms, advancing the School now and into the future. The team is responsible for the School’s fundraising and Alumni programs and maintains strong relationships with the Gabriel Foundation, CGGS Alumni, donors and the broader School community.
GG CONNECTIONS The Alumni engagement program has launched a dedicated brand for our reunions and gatherings called GG Connections. The new-look confirms our commitment to reliving cherished memories and forming new networks. A refreshed calendar of GG Connections events includes the Founders’ Day Alumni Supper, Emeritus Staff Luncheon, the interstate reunion series, Canberra ‘Super Saturday’ reunion and
a Donor Thank You event. We will stay in touch with our Alumni through the quarterly Alumni e-newsletter. We are also looking forward to connecting with UK and Europe-based Alumni in our Centenary year with a London reunion planned for April 2026. Stay tuned! As the Centenary approaches, the calendar is full of exciting opportunities to reconnect with CGGS and we encourage you to plan ahead. Contact us so that you don’t miss a moment: alumni@cggs.act.edu.au
36
We welcome Kate Anderson as our new Director of Advancement and Taleah O’Rourke as the Alumni and Community Engagement Officer. Kate (Meikle, Class of 1999) has a successful background in providing operational, fundraising, communications and project leadership. She is supported by Taleah who has a background in administration and a passion for Alumni relations. Welcome Kate and Taleah!
IS S U E 110
ALUMNI EVENTS 2025
1.
FOUNDERS’ FESTIVAL On 9 May we commemorating the laying of the School’s Foundation Stone during our annual Founders’ Festival celebrations. Following a moving Choral Evensong, we hosted our inaugural Alumni Supper, attracting more than 40 Alumni and Honorary Grammarians. It was a special evening with Alumni spanning between 84 years of graduations in attendance, and several past staff. Those present heard from Principal Terrie Jones about our exciting plans for our Centenary in 2026 and the refurbishment of the Gabriel Centre. Guests from the Class of 1965 and 1975 also received their milestone 50-year and 60-year Grammarian badges. Guest speaker Barb Selleck (Class of 1965) gave her perspective from her days as a boarder. Much to the amusement of the audience Barb shared hilarious anecdotes with real props from our Archives! Thank you to Barb and to all who attended and made the event a success. The evening was made possible thanks to the generosity of the Grammarians’ Association.
2.
CELEBRATING OUR LEGACY FAMILIES: THE ANNUAL GENERATIONS BREAKFAST. Generations of Grammarian grandmothers, mothers, daughters and aunts gathered for a hot buffet breakfast to share stories, past and present, of their time at CGGS. Though it was a chilly morning, the early start at our picturesque lakeside campus, Yhuuramulum, provided a scenic blush sunrise over the lake, as balloons and rowers glided past. We were honoured to welcome Grammarian and current parent, Fleur Froggatt (1989) as our guest speaker. Fleur’s inspirational address centred on the resilience and strength of character that has stood her in excellent stead throughout her personal and professional life. Thank you to all our Grammarians who attended!
37
3.
1: Muntaha Siddique (Class of 2024) and Dawn Waterhouse (Class of 1940) at the Alumni Supper. 2: Grammarians spanning between 84 years of graduations attended the Alumni Supper. 3: Chair of the Board Sue Hart (Class of 1972) and her grand daughter at the Generations Breakfast.
THE GRAMMAR REPORT
ALUMNI EVENTS 2025
SYDNEY REUNION
BRISBANE REUNION
It was a sell-out for our Sydney Alumni Reunion on 8 August.
The Brisbane Alumni Reunion on 12 September, held at Alchemy Restaurant and Bar, brought together an intimate group of Queensland-based Grammarians from the Class of 1954 right through to 2020.
Though it was a rainy night at Woolloomooloo, the vibe was warm and upbeat at Otto Ristorante as Alumni from 1958–2022 relived cherished memories and reconnected. Eight Grammarians were presented with their 50 and 60-year milestone badges, and Principal Terrie Jones spoke of our exciting plans for our Centenary and the reimagining of the Gabriel Centre on the Senior School campus.
We welcomed one mother/daughter and two groups of sisters, as well as a very special presentation of a 70-year milestone badge to Elizabeth Johnson who travelled from Melbourne for the event. Elizabeth was a wealth of information about her school days, having attended the School while classes were still held in the Boarding House. She shared many sweet memories, including when the Fete was held at Albert Hall, wearing the fawn woollen stockings, morning prayers and playing in the woods behind the School. 38
SUPER SATURDAY CANBERRA REUNION Over 60 Alumni returned to CGGS on the October long weekend for our ‘Super Saturday’ Canberra Reunion. The day included a Chapel service, archive display at the Boarding House, high tea and a speech from Principal Terrie Jones. Two Grammarians were presented with their 60-year badges—Bettina Spencer (1963) and Christine Conroy (1964). Many Alumni travelled from interstate, with a particularly strong turnout in the 1985 and 1995 peer year groups.
IS S U E 110
From left to right: The Sydney Reunion, the Brisbane Reunion and the ‘Super Saturday’ Canberra Reunion.
YOUR GIFT, ENDLESS POSSIBILITIES: GIVING AT CGGS Since 1926 our mission has
EMERITUS STAFF LUNCHEON Despite the chilly weather, it was heartwarming to see our cherished retired staff at the Emeritus Staff Luncheon. Held at our lakeside campus, Yhuuramulum, it was a wonderful afternoon reconnecting over a delicious lunch, as this beloved tradition made a return. A big shoutout to Richard Kent, Elaine Beachley, Tina Twigg, Beverley Wood and Ros Lindsay, who all travelled for the event. Our former staff are special members of our Alumni family, and we loved hearing their memories of CGGS.
CAREERS CONNECTION BREAKFAST The Careers Connection Breakfast returned in 2025, providing current students with an opportunity to connect with Alumni and hear of their career path and life after school. Thank you to our 12 Alumni guests who volunteered their time to be ‘career champions’ for Senior School students on 22 August. The 12 career champions, who came from the Class of 1979 all the way to the Class of 2024, shared their career perspectives and insights from a cross section of industries and pathways. The breakfast provided a valuable opportunity for students to network, ask specific career-related questions, gain professional insights in a supportive environment and learn more about career pathways and occupation options. We were delighted by the response to volunteer by Alumni and look forward to hosting this event in the future.
been unwavering: to provide an exceptional, holistic education to children and young people. As Canberra’s first independent school, CGGS depends on the support of our community to help drive our journey forward into our next century. By donating to CGGS, you’re investing in more than education. A philanthropic gift is one that can last a lifetime; you will amplify countless opportunities to inspire and shape future leaders, innovators and changemakers.
Your donation strengthens femalefocused education, unlocks potential and promotes access and inclusion. Speak with our Director (Advancement) Kate Anderson today for guidance and support on the giving options available. You can understand more about how to give, the tiers of giving and the policies, procedures and guidelines that support donations. Kate Anderson Director (Advancement) Call: 02 6202 6453 Email: gabrielfoundation@cggs.act. edu.au cggs.act.edu.au/giving
Thank you to the generosity of the Gabriel Foundation and our dedicated donors who in 2025 have enabled 20 new Scholarships and Bursaries and the redevelopment of the Yarwan Sports Field.
Henson Foundation
Paul Driver
Kenyon Foundation
Zhong Chen
Grammarians Association
Elizabeth King
Margaret Cornwell
Roderick Sutherland
Parents & Friends Association
Jill Waterhouse
The Estate of the late Elizabeth Grant AM
Annabel Griffin
CGGS Friends Of Music Pam and Dave Tindall Informatech Johnny Maljkovic James Sainty
Belinda Moss OAM Timothy McDonald Stephen Byron Jie Zhou Dino Vido Joanne Turner
David and Denise Holmesby Susan and Richard Hart
Feeling inspired? Read more about the transformational power of giving: cggs.act.edu.au/give
39
THE GRAMMAR REPORT
LATEST NEWS
1.
Patricia Hewitt DBE (Class of 1965) Congratulations to the Rt Hon Patricia Hewitt who was made a Dame by the King of the United Kingdom for her commitment to improving people’s health, wellbeing and care. From her time as Secretary of State for Health through to her current role as Chair of NHS Norfolk and Waveney Integrated Care Board, she has brought about real and meaningful change that has improved the health of the population. As Secretary of State for Health, alongside many other achievements, Dame Patricia Hewitt introduced the smoking ban. Ten years after the ban was introduced, analysis by Public Health England showed there had been a 21% drop in the number of smokers aged 35 and over dying from heart attacks and other cardiac conditions, as well as, many other health benefits. In her current role, Dame Patricia Hewitt has continued to make a difference locally and nationally. Her collaborative approach and leadership style has enabled local health and care services to tackle some long-standing challenges. Commenting on the New Year’s Honours List, Dame Patricia Hewitt said: “I am deeply humbled and honoured to receive this award. Working to improve health and wellbeing, first as Health Secretary and now in the Norfolk and Waveney Integrated Care System, has been the greatest privilege of my life.”
2.
3.
Barbara Bowen OAM A former CGGS staff member, Barbara was awarded an OAM for her contribution to the Canberra community in 2024. One of the roles highlighted in her nomination and medal recipient ceremony from the Governor General was her work at CGGS. Barbara is 89 now and active in her retirement community. Her daughter Margaret (Class of 1984) is the current Australian Consul-General based in Osaka, covering western Japan. She says: “I ended up here because an exchange organisation (AFS) came and gave a talk to the girls in Year 11 and 12 encouraging them to apply to become an exchange student and so I applied and spent 1985 in Japan. I then joined the Department of Foreign Affairs and Trade after university, so my career is thanks to that talk at CGGS. The World Expo has just opened in Osaka and through to the end of the year I’ll be heavily involved in Australia’s presence at the Expo.” Carol Gathercole OAM Our treasured swim teacher Carol Gathercole received an OAM in the King’s Birthday Honours for her longserving contribution to swimming. “It’s unbelievable, I didn’t think it would ever happen to me,” Carol says. “My husband [Terry Gathercole] received an OAM over 30 years ago, and I’m really honoured that it happened to me too. I’m really pleased for swimming.”
40
4.
Teaching children from as young as three right through to adulthood at CGGS since 2001, Carol has been so established in our community that she has taught generations of families to swim. “I’ve had mothers who I taught at three come back years later with their children for classes,” she says. Thankfully, there’s no sign of Carol hanging up her swimming cap soon. She still finds joy in each day, and her students are just as happy to be in her classes.. Emma Grey (Class of 1991) Emma’s latest two novels The Last Love Note and Pictures of You are USA Today bestsellers. Pictures of You, a novel about coercive control, has been optioned by Magpie Pictures for a television series. Emma co-wrote a musical with fellow 1991 graduate, composer Sally Whitwell, based on her teen novel, Unrequited. Her forthcoming novel, Start at the End will be published in Australia, the US and the UK in 2026 and each of the books have been translated into multiple languages.
IS S U E 110
1. Patricia Hewitt was made a Dame by the King of the United Kingdom for her work in health and wellbeing.
6. Isabella Notarpietro was awarded the John Monash Scholarship. 7. Chloe Buiting treats and protects wildlife of all shapes and sizes through her company Jungle Doctor.
2–4.. Emma Grey and her recently published novel, The Last Love Note. 5. Annabel Butler’s artwork has won several art prizes and exhibits regularly.
5.
6.
7.
Katrina Perkin (1986) Katrina has completed her doctoral thesis, with the topic on improving access to medicines.
Annabel Butler (Class of 1985) Annabel studied Arts/Law at ANU and worked in Sydney as a Judge’s Associate on the Federal Court then as a solicitor specialising in telecommunications litigation. However, she had an early career change, leaving law to pursue her lifelong passion for painting and graduated from the National Art School in 2002 with a BFA (Hons) in Painting. Annabel has been a practising artist for over 20 years, exhibits regularly and is represented by Stella Downer Fine Art in Sydney. The winner of several art prizes, she has also been awarded artist residencies in Europe and the USA. She is currently Artist in Residence at Primrose Park Studios in Sydney working towards her next solo exhibition which will be in August this year.
in Paris and her previous experience
This comes after Katrina won a Sir Roland Wilson Foundation scholarship to build research-informed public policy capability and leadership through postgraduate research in 2020. Sarah Gardan (Bransdon, Class of 1990) After developing her photography skills through co-curricular activities at CGGS, Sarah followed her passion all the way to Paris, where she launched her photography business. Sarah says: “I’ve since returned to Australia and am now based in Sydney, capturing timeless portraits for international visitors and locals alike, with the Harbour Bridge and Opera House as my signature backdrops. I also return to Canberra each year to offer portrait sessions to fellow CGGS families, a lovely way to stay connected to the school community.” View Sarah’s work at: sarahirisphotography.com Madeline Ciacia (Class of 2018) Madeline has co-authored a case study that has been published in the Australian Veterinary Journal. Madeline worked on the case study while on final rotations for her veterinary science degree at Charles Sturt University. She and veterinarian Dr Ashley Phipps saw a case of early onset muscle weakness, which is a newly discovered genetic disease affecting Holstein calves. It is believed to be the first reported case in Australia.
Isabella Notarpietro (Class of 2017) Isabella has been awarded the prestigious John Monash Scholarship— one of Australia’s most highly regarded postgraduate awards. This scholarship supports individuals to undertake study and gain expertise at world-class institutions around the world and then deliver positive impacts for Australia. Scholars are selected for their academic excellence, leadership potential and commitment to public service. Through the scholarship, Isabella will pursue a dual Master of Public Policy and MSc in Public Policy Research at the University of Oxford. This builds on her current role as an energy analyst at the International Energy Agency 41
representing Australia as Environment Delegate to the 2022 Youth G20 Summit. Through this degree, Isabella seeks to gain the skills and expertise to help realise Australia’s clean energy potential and advance sustainable energy development. Chloe Buiting (Breakwell, Class of 2008) Chloe says “since graduating, I’ve pursued a career as a wildlife veterinarian and conservationist. Through my company, Jungle Doctor, I lead hands-on conservation missions around the world—including rhino dehorning operations in South Africa to protect the species from poaching. I currently sit on the boards of Zoos Victoria and Fauna & Flora, and I’ve had the privilege of working alongside global conservation leaders—including Sir David Attenborough—through initiatives like the Earthshot Prize. Last year, my work was featured on a Times Square billboard which was incredibly surreal. I also recently published a book, with all proceeds donated to frontline conservation work around the world. My time at CGGS sparked a deep passion for science and service, and I’m especially grateful for the co-curricular opportunities that helped shape my path.” You can find out more on Chloe’s work and career at: jungledoctor.org
THE GRAMMAR REPORT
AUTHOR AND ATHLETE JENNIE MILTON (CLASS OF 1988)
Hope in the face of life’s challenges. An Alumni in focus: “courage, joy, and hope can take flight even in the darkest times.” When her brother Michael was diagnosed with cancer and told he would need to have his leg amputated, it was “devastating” news for Jennie Milton. “I was 11 at the time, and as a little girl, I didn’t really know how to process it,” she says. Years later, Michael went on to become a multi-gold medal winning paralympic skier, paralympic cyclist and paratriathlete, while Jennie is now a snowkite and kitesurfing athlete and instructor. Last year, Jennie decided to turn her experience into a children’s book, Gale and the Red Kite of Courage: The Power of Wind and Friendship, in the hope that it would inspire others to find strength in the face of life’s challenges. In the book, Gale’s world is turned upside down when her brother, Miles, is diagnosed with cancer. But on her 11th birthday, something extraordinary happens; a red kite catches the wind and soars high into the sky, showing her that courage, joy and hope can take flight even in the darkest times.
A portion of the proceeds from every purchase of the book supports the Red Kite Cancer Charity, helping children and families facing childhood cancer. Jennie has kindly donated the book to the CGGS Junior School Library for readers to enjoy.
“A biography of Michael’s achievements are listed in the back of the book,” she says.
“Writing the book has given me a way of expressing what I went through and sharing my passion of flying kites, which has brought me so much joy in life,” Jennie says.
“I remember writing a story about a girl who made skis out of wood to travel in the mountains,” she says.
“I hope that this book teaches kids that even when sad things happen, they can find joy in the simple things like flying a kite.” Jennie says the idea for the book came when she woke up in hospital after brain surgery. “I had the realisation that I wanted to share my knowledge and stories with others so they would be left as a legacy,” she says. “The idea of writing my first children’s book was born and having it ready for my grandmother’s 100th birthday was great motivation to get it done.” Jennie shares that another important message from the book is that, despite our limitations, people can achieve great things—as evidenced by her brother.
42
Jennie still has fond memories of her time at CGGS, and in particular her creative writing classes.
Jennie is currently writing her second book in the ‘Gale’ series, Gale and the Wind Warriors. In the meantime, she is enjoying seeing the impact of her first book. “It brings a tear to my eye when I get feedback from parents and kids at how much they enjoy the book,” Jennie says. “Having the book in libraries and hospital cancer wards is evidence that I have achieved my goal.” Learn more about Jennie’s aspirations and adventures: jenniemilton.com
IS S U E 110
43
THE GRAMMAR REPORT
MEMORIES OF GIRLS GR AMMAR
Dear CGGS, I really enjoyed my time at the School from 1976–1985. I made lifelong friends that are still such an important part of my journey today. After a career working in the banking industry, I along with my business partner opened our own mortgage brokerage in Canberra in 2002, Dominion Finance. When we started it was a very male dominated industry. We would go to industry events and we would be the only females there, so we made a conscious decision to focus on mentoring and bringing young women into our business to play a small role in improving opportunities for women in our industry.
I think my schooling at CGGS, which empowers girls to succeed, taught me this. I didn’t realise this whilst at school, but I also came away with a very strong work ethic. Suzanne O’Connor (Hatherley, Class of 1985)
“If I had to choose between a Porsche and a Laser, I’d choose a Porsche so I could sell it and buy five Lasers.” Suzanne O’Connor (1985 Burrawi)
44
IS S U E 110
MARRIAGES & BIRTHS
Sophie Chatoor (Ottaviano, Class of
Suchara Fernando (Class of 2012) married Niv Chandramohan-Darling (Marist College
2014) married Richard Chatoor at
Canberra) in October 2025 at the Gunners Barracks, Mosman. Her bridesmaids were all
Vaucluse House in Sydney in March 2025.
Grammarians: Gemma Butler (2012), Amelia Healy (2012), Dana Marjan (2012), Tarushi
They met at the University of New South
Fernando (2016) and Niv Chandramohan-Darling (2012).
Wales in 2015 and are about to embark on a six-month honeymoon spanning seven continents, including Antarctica!
Tessa Goundar (O’Brien, Class of
2005) and her family are delighted to announce the arrival of their third child, Lennox (Lenny) Alexander Goundar, born on 29 January 2025. Another little boy to love, so the boy mum life continues! Big brothers Louie and Leon are smitten.
45
THE GRAMMAR REPORT
VALE
1.
2.
Our deepest sympathy to the family and friends of these esteemed members of the CGGS community.
and overseas. She was a keen supporter of CCEGGS Classics trips—from the Year 8 Camp at Eleanora Heights in Sydney, to the Combined Anglican School tour of Greece and Turkey.
Eugenie Louise ‘Mineke’ Peerboom The CGGS community was saddened to learn of the passing of former CCEGGS teacher, Eugenie Louise ‘Mineke’ Peerboom who joined the School’s Mathematics faculty in 1975, serving an incredible 25 years at the School before her retirement in 1999. At the final Waverley House assembly of that year, Mineke received a standing ovation from students who valued her unique approach to teaching and her expertise and care. In her own words, Mineke described her purpose at CCEGGS as to “teach, teach and teach” mathematics to students of all years. And that she did for a quarter of a century.
During her life, Mineke travelled widely and visited schools where students had no pencils and teachers were unqualified. Her capacity for lifelong learning and gratitude for her education characterised the life she lived and shone each time she enthusiastically encouraged CGGS students to continue their education after Year 12, whether it be at University, TAFE or CIT. Her final words of wisdom to the CGGS student body are as relevant in 2025 as they were in 1999, “Education is a good thing— make the most of it as long as you have the chance.”
According to her colleagues, Mineke very much enjoyed being a classroom teacher and many Grammarians remember her love of horses, the Classics, cycling and swimming. Prior to teaching maths at CGGS, Mineke taught ancient languages (Latin and Greek) at other schools both in Australia
1972 and oversaw a Library collection increase from 4,000 to over 18,000 books throughout the course of her time at the School. In 1972 she also set up the ability to broadcast video recordings to classrooms in the new buildings from the Library. A resident of Canberra for over 65 years, Marjorie was a school librarian (previous to CGGS at Daramalan College), violinist and singer, multiple Australian and Asia-Pacific orienteering champion, member of the ACT Genealogical Society, member and past president of the ACT Embroiderers’ Guild and staunch supporter of classical music through her work with Canberra Youth Orchestra, Canberra Symphony Orchestra, National Music Camp (AYO) and Musica Viva. Marjorie’s home welcomed friends
Marjorie Gilby The CGGS staff was saddened to learn of the passing of former CGGS staff member, Marjorie Gilby, at 95 years of age in August 2025.
and family for wonderful meals, and
Marjorie retired as the Senior School Librarian in 1986 after nearly 18 years of service. While at CGGS she was pivotal in the design and completion of the then new Senior School Library in
John Purser was the father of Old
46
accommodation if needed. She was known for her generosity of spirit and love of life and will be greatly missed. John Purser Grammarian Nicola Purser (Graduate 1991) and grandfather of Genevieve (Graduate 2016) and Annabelle Bowes (Graduate 2018).
IS S U E 110
1. Eugenie Louise ‘Mineke’ Peerboom
3. John Purser coaching CGGS Hockey
2. Marjorie Gilby at the Founders’ Day reunion in 2017, with daughter Janet Rutherford (nee Gilby) and Grammarians from the Class of 1977.
4. Greg Cornwell AM
3.
Affectionately known to the girls he coached as Mr P, John immensely enjoyed his time coaching School Girls Hockey across both the Junior and Senior Schools from 1986 to 2012. His enthusiasm, kindness and dedication to the sport left a lasting impression on many students over the years. Irmgard Johnstone (formerly Worth) Passed away 21 June 2025 at the age of 86. Mrs Worth taught German at the then CCEGGS in the early 1960s prior to leaving to start a family. Irmgard returned to the School in a part-time capacity in the 1980s. She is survived by her family including daughters Belinda Leslie (Class of 1985) and Alison Worster (Class of 1986) and her grand-daughter Rebecca Leslie (Class of 2022). Pru Merrifield (Class of 1975) A former Robertson Netball Captain, Pru was one of nine extended family members that attended the School. Pru passed away on 18 April 2025. Janice Johnston (Paur, Class of 1975) Mother of Jessica (Class of 2019), Janice passed away on 5 January 2023.
4.
Greg Cornwell AM It is with deep sadness that we announce the passing of Gregory Gane Cornwell OAM, a prominent Australian former politician, author, community advocate and supporter of CGGS, who passed away on 22 June 2025, at the age of 87. Mr. Cornwell, born in Sydney in 1938, moved to Canberra in 1966, initially working in shipping and public relations before embarking on a distinguished career in local politics with the Liberal Party. Beyond his political service, Greg Cornwell was a prolific author and an advocate for social issues. In 2008, Greg Cornwell was awarded a Medal of the Order of Australia (AM) for his dedicated services to the ACT Assembly and the wider community. A passionate world traveller, Greg, along with his wife Margaret, visited 137 countries. He also found enjoyment in reading, walking and watching cricket. He is survived by his wife, Margaret Cornwell OAM (Class of 1951) and her family including Jane Lewis (Class of 1981), Megan Fenton (Lewis, Class of 1985)
47
and Margaret’s grandchildren Natasha Fenton (Class of 2010) and Alexander Fenton (Class of 2012) who are thirdgeneration Grammarians. Greg Cornwell’s legacy will be remembered through his steadfast dedication to public service, his significant role in shaping the governance of the ACT, and his thoughtprovoking literary contributions.
THE GRAMMAR REPORT
HIGHLIGHTS OF CGGS IN 2025
48
IS S U E 110
49
THE GRAMMAR REPORT
50
IS S U E 110
51
THE GRAMMAR REPORT
52
IS S U E 110
HIGHLIGHTS OF CGGS IN 2025
53
THE GRAMMAR REPORT
THE CELEBR ATION OF A CENTURY
Save the dates. The CGGS Centenary year will be marked with an exciting calendar of events that is worthy of 100 years of educational excellence, connection and opportunity—and you’re invited. From The 1926 Gala Ball, to the reimagining of our iconic Fete, to a moving Gala Concert, not to mention a Grammarian Boarding House sleepover, there will be something for everyone in 2026 as we mark this special milestone with new events, legacy projects and our existing calendar of events being given a Centenary flair.
The 1926 Gala Ball
Saturday 28 February at Parliament House Great Hall
Choral Evensong Friday 20 March
Founders’ Festival 8–10 May
Giving Day
Centenary Eucharist Friday 31 July
Centenary Gala Concert Saturday 29 August at ANU Llewellyn Hall
CGGS Fete
Saturday 24 October
All Souls Service
Thursday 4 June
Monday 2 November
Mid-Winter BoHo Sleepover
Nine Lessons and Carols
Saturday 11 July
Save these dates in your diary and make sure your email details are up-to-date so you receive invites direct to your inbox. Update your current details via: alumni@cggs.act.edu.au 54
Sunday 29 November
IS S U E 110
55
THE MAGAZINE OF THE CANBERR A GIRLS GR AMMAR SCHOOL COMMUNITY
P 02 6202 6400 F 02 6273 2554 E communityrelations@cggs.act.edu.au
Senior Campus
Junior Campus and ELC
Yhuuramulum
48 Melbourne Avenue Deakin ACT 2600 Australia
24 Grey Street Deakin ACT 2600 Australia
43 Alexandrina Dr Yarralumla ACT 2600 Australia