Celebrating 2019

Every year, Caulfield Grammar School’s Year 12 students are positioned among the top Victorian schools, and this year is no exception. Our academic achievements are a source of great pride for our community. However, I believe the true measure of a school’s success should be about much more than Year 12 academic results. A school must also equip learners, at all levels, with the emotional and intellectual tools to lead their lives with passion and purpose.

As our Class of 2019 set off empowered to embrace the choices ahead of them – I wish them all the very best as they step boldly into creating their own unwritten futures.

For our new and continuing students, our strong encouragement is to embrace all opportunities, be comfortable being uncomfortable, and try as many new things as you can while you wear our Caulfield Grammar School uniform.

Ashleigh Martin

Class of 2019, VCE Scholars & Dux

We’re proud share with you our 45 Scholars for 2019. Congratulations to the following students* who are placed in the top 2% of the state with ATARs of 98.00 or more:

Yunlin Bai 
William Bainbridge
Anthony Blaher
Madison Chong
Jayden Cooke
Lucy Deller
Alana Domingo
Maysen Duffy
Oscar Eden
Ellie Foran
Casey Izon
Hugh Jiang
Julius Jones
Emma Kiley
Danielle Kim
Bianka Kirkham
Marie-Angelique Lakoumentas
Jeff Li
Aditya Maitra
Henry Makmur

Johnathon Maniatis
Dana McDonald
Sofia Memed
Nethmi Nawarathna
Echo Ou
Lauren Pay
Natalie Pohl
Lillie Priede
Jackson Sandler
Anastasia Skondreas
Lachlan Tate
Julian Teh
Vivienne Tran
Isabel Tsintsiper
Emma Vanzyl
Alan Wang
Chloe Woodburn
Sunny Xu
Justin Zhang
Scarlett Zhang

*Five of our Scholars were not available to provide permission to publish their names. 

Congratulations to Hugh Jiang, our Dux for 2019. Hugh gained an ATAR of 99.90, placing him among the top 0.10% of graduates across Victoria.

Hugh commenced as a student of our School in Year 7, 2014. During this time he has embraced a number of opportunities available to him, and has been a positive contributor to our School in a range of areas. In Music, he was a member of the Chamber Choir, The Cadences and Boys Chorus. In Sport, he was a member of the 1st VIII Badminton Team (2017-2019) and participated in both Basketball and Table Tennis. Hugh was also an active member of Wilsmore House.

Linking Practice to Lift Student Outcomes

There is much discussion about the extent to which schools are ‘fit for purpose’ in terms of capacity to help prepare our students for life in today’s increasingly volatile, uncertain, complex and uncertain future. This ‘VUCA’ world makes our School purpose, “To enable quality learning every day in every experience for every learner for life”, an ambitious and increasingly challenging commitment. This statement specifically refers to “every experience”, not just every classroom, and alllearners” in our community at CGS. The measure our success is visible in a wide variety of student outcomes.

‘Leader shift’

Fulfilling our mission clearly requires skilful, adaptive leadership at all levels of our School. This applies to the role of school leadership in challenging the status quo, and initiating innovative structural changes while avoiding fads. These changes are relatively straight-forward compared with the ‘leader shift’ and complex cultural change occurring across our School, captured in the collaboratively developed ‘compass’ guiding our course.

Teacher Agility and Student Agency

Campus-based Teaching and Learning Teams have responsibility for developing collective ownership our strategic Teaching and Learning priorities. Maintaining our commitment to foundation work on formative practice, our FOCUSED model provides the lens though which we have been designing all our curriculum and assessment practices. This model is designed to develop teacher agility and student agency by continuously improving feedback, ownership, collaboration, understanding students, ubiquitous use of technology, specific learning intentions, experiential learning opportunities and data informed success criteria.

Leveraging Technologies for Collaboration and Visibility

AccessCGS is the online learning environment that has been implemented to support the shift from content delivery to more collaborative and visible learning processes. The CGS Learning Devices plan is also evolving, with changes designed to provide a comprehensive and pedagogically sound toolset for blended learning. We look forward to continuous improvement in our digital landscape, and the positive impact that our integrated digital platforms will have on our teaching and learning practice. We are optimistic that our systems will enable innovations that align our organisation and help create powerful experiences for every learner in our community.

Embedding Inquiry for Deeper Understanding

Guided by the Early Years Learning Framework (EYLF), and inspired by the principles of Reggio Emilia, our Early Learning Team joyfully engage our youngest learners.

Our Junior School educators continue to collaboratively embed the IB Primary Years Programme (PYP). The high calibre of the work from our Year 6 exhibitions, integrity and consistency of our classroom practices, confidence of our students, as well as our collaborative approach to practice and policy development have all received high praise from our international network of colleagues. The purposeful refurbishment of facilities has enhanced the functionality of the ‘environment as educator’, and our flexible learning facilities have earned our collaborative planners a prestigious international award for design.

Consistent Practice Across the Middle School

Our secondary school teachers are embedding the inquiry-based Middle Years Programme (MYP) framework to improve learning outcomes by moving to a focus on authentic learning experiences underpinned by the IB learner profile. Approval of our candidacy has enabled us to implement our MYP Action Plan for Years 7-9. Guided by our Middle Years learning design renewal, our professional learning is enabling us to further develop MYP curriculum design skills and assessment processes to continue to satisfy Australian Curriculum requirements. Context specific practices at our Yarra Junction and Nanjing campuses are in progress, while foundation work in developing discipline specific inquiry units and assessment practices is continuing.  Transferable skills and agency acquired through the MYP are providing a rigorous foundation for our ongoing efforts to review and reimagine purposeful and more self-regulated learner experiences in the senior years.

Data-informed Learning Processes

Assessment efforts are devoted to improving policy and practice to gather evidence of learning and deep understanding to provide timely feedback and continuous student reflection opportunities. Our school-wide data group, has also been focusing on a review of strategic school-wide application of big data sets (e.g. PAT, NAPLAN and VCE). This foundation is enabling confident classroom application of data visualisations, targeted coaching conversations, productive teacher inquiry and design-based research. Industry standards for RTOs are also maintained through professional learning, and processes to certify students.

Well Beings at Caulfield Grammar School

Our Visible Wellbeing approach is designed to ensure that all our endeavours positively impact the confidence, competence and self-efficacy of all learners in our community. As part of our partnership with Professor Lea Waters, participants (including students, staff, parents, and council members) have engaged in professional learning to practically embed the six pathways to supporting well beings at CGS. Coaching and mental health training is provided for staff, and school based strategies are being developed to explicitly link our School values, IB learner profile and signature strengths.

Our continuing efforts to link and align these complex changes in practice to improve curriculum design and learning experiences will always be critical to our success in lifting outcomes for all learners at Caulfield Grammar. Our teachers are passionate about developing student-centred and strategies to help prepare all our learners for a VUCA world. Our leadership teams will continue to support the teacher-focused practices, so we are consistently modelling our commitment to responding to “Volatility with Vision, Uncertainty with Understanding, Complexity with Clarity, and Ambiguity with Agility” (O’Shea, 2017).