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Why a girls' school?
A message from our Principal
It is my belief that educating girls and young women at this unique time in history is a privilege. Our purpose is to educate girls. Our intent is to develop young women that are able to articulate what it is to be well-educated, who understand the great responsibility of receiving a great education and who insist on living ethically and purposely.
Our staff have high expectations for our students and insist on high standards of behaviour. Classes are characterised by robust and rigorous debates, which are contextualised by the values based environment they take place in. Students learn to think, and to think for themselves.
A good friend of mine put the role of schools such as ours best, her name is Loren Bridge and she said, “Simply put, every aspect of a girls’ school is tailored to girls and how they learn, without competition and social pressure from boys, and this is enormously empowering for girls.”
We are creating a world where young women never stop believing that anything is possible.
Everyone in our community works towards a world where young women are empowered. At CGGS, we witness this every day – from the sporting field, to the stage and in the classroom. Our students have the opportunity to study a range of disciplines across the school and are supported in their individual pursuits.
According to the UNESCO groundbreaking report Cracking the code: Girls’ and women’s education in STEM, only 35% of STEM students in higher education globally are women, and differences are observed within STEM disciplines.
We challenge these norms and encourage students to embrace their curiosity, leading to outstanding participation in subjects which were once considered unconventional for girls.
 Commonwealth Government Advancing Women in Stem 2019
 IOP Institute of Physics, Its different for girls: the influence of schools 2012
Every CGGS student is carried on the shoulders of a 100-year old legacy of pioneers, innovators and educators who champion their individuality.
Graduates of CGGS step into the world ready to challenge the status quo, lead the charge and not settle for anything less than equity, inclusion and a diverse world of acceptance and peace — and she is going to be ready to lead this world.
Julia Dhar (Fetherston, 2004)
School Captain and Dux of CGGS in 2004, Julia was always destined for great things. She studied at The University of Sydney Business School and Harvard University where she obtained her Masters in Public Policy, Behavioural Economics. Julia has worked for Boston Consulting Group for ten years where she is now Partner. As a champion debater, it is unsurprising that her strength in public speaking has resulted in over 2.5million views of her 2018 TED@BCG talk, How to disagree productively and find common ground. Julia is the essence of an empowered young woman.
Bethany Lee (2007)
Describing herself as “very ambitious…wanting to be first and best,” Bethany Lee was born to blaze trails. As a Year 2 student at CGGS, Bethany pioneered raising funds and awareness for Sudden Infant Death Syndrome – a legacy that Kilburn House continue today. After graduating with Honors from a double degree in Aerospace Engineering/Marine Geology from the University of NSW in 2013, she quickly found work an engineer working with Hawker Pacific, and later, Northrop Grumman. Bethany said CGGS prepared her well for working in a male-dominated arena: “Girls Grammar had never viewed me as simply ‘female’, but as ‘Bethany’. Why should I view myself differently simply because of my gender, and why would I allow anyone else to?”
Nipuni Wijewickrema (2010)
At the age of 20, Nip realised there was a lack of meaningful employment opportunities for people with special needs, specifically her sister Gayana who was born with Down syndrome. Unable to sit back and let Gayana live a life without purpose, Nip and her family established Canberra's most loved floral business GG's Flowers. In recognition of Nip’s contribution to celebrating a world of diversity and equality, she was received the 2016 ACT Young Australian of the Year Award. She is a fighter for inclusion and volunteers as a crisis counsellor with Lifeline.
Best educational environment may be one without the opposite sex (The Age, 24 November 2019)
Girls at single-sex schools get a competitive boost (Sydney Morning Herald, 12 August 2019)
From the Principal