The Iris - Edition #05 August 2024 by Frensham Schools

“Although

The Culture of Boarding

Frensham is very much a boarding school; that is, a school where the majority of students are in residence. Although there are a number of girls’ schools that offer boarding, there are very few girls’ boarding schools. With more than 70% of our students living in residence and a relatively small student population of 360, we are unique in the Australian context.

So, why is this difference so important to our culture?

The key goal of a values-based education is the development of character. We believe that a residential environment provides an ideal setting for students to naturally develop character as they live, learn, lead and work together.

An extended day timetable for students allows them, closely supported by staff and parents, to strive and grow. And of course, this includes day boarders: all girls enjoy the benefit of routines woven into the fabric of Frensham’s 24/7 life. But inevitably, this is not always easy, and issues associated with teenagers living and learning together have to be addressed. In a residential setting, students have little choice but to work together to develop the social skills and character traits that help them manage difficulties or conflicts that may arise. Boarding can be challenging at times, and the combination of passion and perseverance which is required to navigate a boarding environment is often referred to as ‘grit’. In a world that offers increasingly complex challenges, Frensham girls will have the benefit of drawing on this ‘grit’ across the spectrum of situations they encounter through life.

Another advantage of a boarding school with a relatively small student body, is that every girl is known. Staff know girls as learners and as individuals. They will often also know the families and understand any difficulties the student is experiencing that could have an impact in their capacity to learn. Being known in a community promotes a sense of belonging for that girl, and it enables the school to personalise her learning experience where necessary.

The extended day timetable is only possible because the majority of our students live on campus, and this enables a rich co-curricular program in which cheerful participation is the norm. Supervised prep in the evening, compulsory sport, music practice, drama rehearsals, Sturt offerings and weekend boarding programs are all examples of popular activities that are accessible to all our students because of our residential setting. This can have significant benefits. As an example, in the broader community 50% of young people who are involved in sport at the age of 10 have dropped out by the age of 15. At Frensham, because our boarding environment supports it, all our 15-year-olds play sport.

Misty and frosty early morning sport

The extended day timetable is only possible because the majority of our students live on campus, and this enables a rich co-curricular program in which cheerful participation is the norm.

Unlike schools that offer more limited boarding, where the primary focus is on dayto-day education for its local student body, our founders designed a school which provides a holistic education that embraces the multifaceted development of each individual.

The boarding program is enriched by the involvement of local families too, and has been carefully designed to envelop day boarders, who also become integral to ‘house’ and after-hours activities: all girls benefit from our immersive framework.

Aiming to enhance the intellectual, spiritual, social and physical growth of our students, a boarding school experience is a central component of Frensham’s mission and identity. It is a model of education which celebrates diverse talents, equips students with the skills they need to thrive, and fosters lifelong friendships and a love of learning.

Geoff Marsh Head of

Frensham

Head

of Frensham Schools

SAMPLE

BOARDING 2024

Thursday 19 - Friday 20 September

Range Road Mittagong NSW

Celebrating NAIDOC Week 2024

National NAIDOC Week celebrations are held across Australia in the first week of July each year (Sunday to Sunday), to celebrate and recognise the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. NAIDOC Week is an opportunity for all Australians to learn about First Nations cultures and histories and participate in celebrations of the oldest, continuous living cultures on earth. You can support and get to know your local Aboriginal and/or Torres Strait Islander communities through activities and events held across the country.

This year’s theme “Keep the fire burning! Blak, loud and proud” celebrates the unyielding spirit of our communities and invites all to stand in solidarity, amplifying the voices that have long been silenced.

The fire represents the enduring strength and vitality of Indigenous cultures, passed down through generations despite the challenges faced. It is a symbol of connection to the land, to each other, and to the rich tapestry

of traditions that define Aboriginal and Torres Strait Islander peoples. As we honour this flame, we kindle the sparks of pride and unity, igniting a renewed commitment to acknowledging, preserving, and sharing the cultural heritage that enriches our nation.

“Blak, Loud and Proud” encapsulates the unapologetic celebration of Indigenous identity, empowering Indigenous people to stand tall in their heritage and assert their place in the modern world. This theme calls for a reclamation of narratives, an amplification of voices, and an unwavering commitment to justice and equality. It invites all Australians to listen, learn, and engage in meaningful dialogue, fostering a society where the wisdom and contributions of Indigenous peoples are fully valued and respected.

This year at Frensham, across NAIDOC Week, we held activities that fostered connection and understanding of Indigenous culture including a moving and powerful, Acknowledgment of Country by proud Wiradjuri woman, Melissa Wiya who shared her story with the school

Celebrating NAIDOC Week 2024

about finding her family and learning about her Indigenous heritage, we had campfires by the Games Field with damper making and Yarning Circles, we hosted Indigenous games on the front lawn, a Mufti Day raising funds for the Indigenous Literacy Foundation, an Indigenous author display in the library along with Dreamtime stories on the screens across the week and finally we had Dreamtime stories and colouring in during Form time.

I would like to thank our Heads of Cultural Diversity, Minnie Wiggins and Cate Horsfall (pictured below) for their passion, involvement and organisation throughout the week. Minnie’s presentation to Frensham Junior School about NAIDOC week, the importance of it to her as a proud Wiradjuri woman, along with her favourite Dreamtime story was inspirational.

Sarah Tynan Deputy Head of Frensham Deputy Head of Frensham Schools

Bawa Burral (Bush Day)

We are excited to be offering a new full day nature experience in Term 3. Currently we have been extending our time in the outdoor environment up to three hours per day. We will now be taking half the group out on a Wednesday for a FULL DAY in our amazing nature space – to our living classroom!

We believe by having a full day in our nature space the children will experience a new heightened sense of belonging to the land. They will be able to slow down and become deeper observers of their space taking time to explore in an unhurried manner. This is a glorious opportunity and we are thrilled to be exploring and trailing.

‘There is a strong relationship between time spent outside in natural environments and positive wellbeing, increased happiness, and better mental health.’1

For those taking part, we ask that you bring your child to Nature Space in the morning and sign in with the teacher on the roll. They will need to bring their school bags with them and have on gum boots, a jacket and a hat.

At the end of the day, you will also collect your child from Nature Space. You are more than welcome to come and join us.

We will have a variety of materials to support us including art supplies, books, mats, chalks, floorbooks and a portable toilet. Throughout the day we will hold story time, music and yoga sessions.

Tinna Loker Preschool Director

1 Warden, C., & Fargher D, (2023). Bragg, 2013; Capaldi et al, 2014; Gill 2014, Richardson, Cormack, McRobert ad Underhill, 2016 and Lindberg, 2013). Page 19. Beyond the Gate. Warden, C and Fargher, D.

Brendan Carroll – Chef Manager

Recently I was lucky enough to sit down for a cup of tea with our amazing Chef Manager, Brendan Carroll, to find out a little more about his take on family, fun and the fabulous food at Frensham Schools.

Imagine being responsible for 3 of your own children plus 30 staff, more than 300 students and 3000 eggs per week… this is the enormous task we ask of our amazing head chef at Frensham Schools, Brendan Carroll! Many of you will know Brendan – he was employed by former Head, Julie Gillick, in 2019 as Chef Manager and at the time, had no idea just how honest she was being when she told him the job was ‘all consuming’. Now Brendan is also Site Manager for the Trippas White Group across Frensham Schools, so he manages not only food production, but also the cleaning staff. When I met with Brendan, I asked him to tell me a bit more about his role, where he’s come from, what he loves and his top tips for eating out in the Highlands.

How did you start out in the food industry?

I started as a chef apprentice at the Menzies Hotel in Sydney and worked for over 25 years in commercial kitchens, which was a terrific opportunity to travel and express my creativity through the art of cooking. The work took me to London but after a couple of years I came back to Australia, where I met my wife Chelsea, who now also works in boarding at Frensham! We have three kids and moved to the Highlands in 2017.

Any fun food facts from the kitchen?

Our catering team feeds all students and staff at Frensham seven days a week, which is roughly 7000 meals per week. In any given week we might use 120kg of chicken, 85kg of beef, 3000 eggs, 1000 litres of milk and approximately 1300 apples. We also provide food for excursions and functions. Sometimes, on occasions such as the Bush Dance or the Father-Daughter Ball, this can mean catering for many hundreds or even in excess of one thousand people!

Tell us about your work at Frensham?

I manage a team of 30 dedicated, skilled and passionate staff. We clean all three campuses, with our cleaners starting at 4am. When the girls have left their rooms to go to school, the cleaners switch to the boarding houses.

We cater for all the students and staff at Frensham and also run the canteen at Frensham Junior School. I’m really passionate about finding ways to improve, and am currently working with my team towards real efforts in environmental sustainability and the utilisation of technology to achieve our goals. We are working with the school to introduce Chef-led Masterclasses for students, Surpriseand-Delight-Themed Dining Experiences and a more interactive student recommendation program… watch this space!

What do you love about Frensham and your life here in Mittagong?

My favourite area of Frensham is Clubbe Hall. It’s just an absolute gem of a building and has so much character. My guilty pleasure is that I sometimes find excuses just to briefly walk through for no reason at all. I also enjoy the slower pace here in Mittagong. We have met so many like-minded people and are very lucky to be able to share this wonderful part of the world, even if the weather seems like I’m back in London at times. It’s a great place to ride motorcycles and walk our two border collies, Bonnie and Joe. Chelsea and I also love exploring the Highlands when we are not otherwise busy running the kids to sport or trying to remove their devices!

What would you tell your younger self?

Travel as much as possible; Don’t be in such a hurry; Buy 100 acres in the Southern Highlands!

Where are your favourite spots to eat in the Highlands?

Onesta Cucina, Bistro Sociale, Centennial Vineyards, Moonacres, Sutton Forest Inn or pizza at Artemis on a nice day. Also, anywhere that makes a good burger – I recently had a killer burger at the Robertson Hotel!

It was a joy to catch-up and learn more about Brendan and what goes on behind the scenes at Frensham. We look forward to profiling other members of Brendan’s team in future editions.

Tina Griffin-Hunt Director of Marketing and Communications

design sketches

Identification of Need

From Cardboard to Household Items

- 3D DESIGNS -

Life - cylce analysis of cardboard

IThe need To find a solution to increase the life cycle length of cardboard packaging before it goes to landfill or is recycled.

What is cardboard and why is reducing its waste important?

sketches

n a commendable effort to promote sustainability and innovative design, our Year 11 Design and Technology students have embarked on an exciting project inspired by the Dezeen x Samsung Out of the Box Competition. This initiative challenges students to reimagine the potential of cardboard packaging, specifically focusing on repurposing cardboard into functional objects for the home.

Cardboard is a material made from paper pulp used most commonly for product packaging yet also present in other aspects of modern life. Cardboard is biodegradable, versatile, durable and can be recycled. Although cardboard is a sustainable material excess waste and use of the product contribute to pollution, deforestation, greenhouse gas emissions, increased landfill, and water, oil and energy waste. Reducing waste by reusing, repurposing and recycling cardboard, society can mitigate negative impacts on the environment and promote a more sustainable future.

Why?

Why, Where and Who to is carboard waste occurring?

The project emphasises the importance of reusing resources and thinking creatively about waste reduction. Students are tasked with designing and creating unique household items using only the cardboard packaging provided, encouraging them to consider the full lifecycle of products and packaging materials.

Cardboard waste is primarily generated by industries, businesses and institutions. These entities rely heavily on cardboard for packaging, shipping and storing products. Due to widespread use of cardboard in retail, e-commerce, trade and manufacturing, large quantities of waste occur. Additionally, online shopping’s rise in popularity has significantly increased the demand for cardboard packaging further contributing to these volumes.

Where?

- 3D DESIGNS -

Raw materials

Top Piece

- Similar to Bottom, but smaller in length and height.

Cardboard production causes deforestation, leading to biodiversity loss and climate change. It involves high water and energy use, resulting in resource depletion, pollution, and significant carbon emissions.

Processing

Cardboard waste is a worldwide issue, however, the volume of waste varies significantly from one region to another. Countries such as the United States and Europe generate substantially more waste due to their advanced economic position, leading to higher consumption rates and, consequently, greater waste.

Entire design made from cardboard

Who To?

Cardboard waste predominantly impacts individuals in economically advanced countries. Higher consumption rates and frequent shopping result in more packaging deliveries, increasing cardboard waste. Inefficient recycling systems, excessive packaging and urbanisation further heighten the issue, creating significant environmental issues.

In addition to hands-on prototyping, students are developing valuable skills in ComputerAided Design (CAD) and Computer-Aided Manufacturing (CAM) technologies. These digital tools allow students to create precise 3D models of their designs, explore various iterations quickly, and even produce scaled prototypes using advanced manufacturing techniques.

Interlocking slots for top and lower peices

on a local scale

This experience not only develops students’ design and problem-solving skills but also cultivates a deeper understanding of sustainable practices in product development.

By transforming what would typically be discarded into useful and attractive objects, students learn firsthand about the principles of upcycling and circular design.

Pulping requires large amounts of water and chemicals, producing contaminated wastewater. Bleaching introduces harmful substances like chlorine, generating toxic waste, while the machinery used consumes significant energy from fossil fuels, resulting in high carbon emissions.

Landfill

Cardboard decomposes slowly, releasing methane, (greenhouse gases) that contribute to climate change. Landfills also take up significant space, leading to habitat destruction and soil contamination, as chemicals can leach into the soil and groundwater, further polluting the environment.

on a national scale

The project aligns with global efforts to reduce waste and promote eco-friendly solutions in everyday life. It challenges our young designers to think outside the box—quite literally—and consider how we can create a more sustainable future through thoughtful design, resource management, and modern technology.

Bottom Piece

on a global scale

- 3D DESIGNS -

The Wingecarribee Shire Council offers two free services to minimise landfill waste and dispose of cardboard safely in the community: The ‘Mobile Community Recycling Centre’ and the ‘Community Recycling Centre’ at the ‘Resource Recovery Centre.’ Both offer waste recycling, collection, and transfer facilities, aiming to reduce local waste going to landfill. Additionally,cardboard boxes can be placed in yellow-lid recycling bins for direct transport to a recycling facility.

Sliding slots for side and back panels

Top Piece

Australia uses over 3.5 million tonnes of cardboard and paper annually, however, the country recycles 87% of this material. This equates to approximately 230kg per person each year consuming un-recycled paper. All Australians have the ability and resources to recycle paper and cardboard in household recycling bins. If Australians did recycle all materials used, the environmental impact of paper and cardboard production would be reduced by half.

- Similar to Bottom, but smaller in length and height.

CAD modelling for an organiser

Longer and taller than top peice, with added interlocking slots for top piece

slots for top peices

Top piece

Top Piece

Bottom piece

Bottom Piece

72 million tonnes of cardboard is produced annually, comprising approximately 17% of our world’s waste. Though not all of it is discarded, a significant proportion isn’t recycled, repurposed or reused, leading to severe environmental damage. Despite its popularity for shipping (90% of products are shipped in cardboard) due to its affordability versatility, and durability, cardboard production from natural resources significantly negatively affects the environment and human health.

3 key issues

Assembled product

Assembled product using CAD

- Similar to Bottom, but smaller in length and height.

Longer and taller than top peice, with added interlocking slots for top piece

Paige Day Design & Technology Teacher

Excess cardboard waste generated from product packaging.

The problem

Cardboard

Board of Governors Appointments

Frensham Schools is delighted to announce the appointment of two Fellowship members to its Board of Governors. Annabelle Chauncy OAM (2003) and Katherine Evans (2009) join recently appointed Fellowship member Jane Worner (1990).

Together, they bring a variety of experience to Frensham Schools’ governance through respective work in philanthropic leadership, government administrative law and agricultural stewardship.

Annabelle, Katherine and Jane will provide deep connection across Frensham Schools’ community and strengthen our appreciation and knowledge of these critical interest areas as we look to the future of our students’ education and their role on the global stage.

Annabelle Chauncy OAM (2003)

Founding Director and CEO, School for Life Foundation

School for Life operates on the principle of providing vulnerable children in rural villages in East Africa, access to quality education, vocational training, and essential services such as employment and healthcare solutions. By placing education and community empowerment at the forefront, the Foundation aims to create sustainable change and lift up communities. Annabelle’s awards include The Medal of the Order of Australia (OAM) in 2015; Sydney University Alumni of the Year for Service to Humanity in 2016; NSW Young Woman of the Year in 2015.

Katherine Evans (2009)

Special Counsel at Sparke Helmore Lawyers

Katherine is an experienced regulatory and administrative lawyer and solicitor advocate who regularly appears for Commonwealth departments and agencies in some of the most complex and high-profile legal matters in Australia. Katherine is also the solicitor on record and instructs Counsel in complex appellate litigation, including in the High Court of Australia. Katherine was named one of 2020’s Rising Stars by Australasian Lawyer magazine.

Jane Worner (1990)

RC Worner & Co

Jane manages her family’s farming business, RC Worner & Co comprising mixed livestock and grain enterprises across NSW. Prior to returning to the family business, Jane spent nearly a decade in London working for KPMG Consulting specialising in governance and strategy. For her commitment to international development she was a finalist in the Qantas Australia Woman of the Year in the UK award. She is a fellow of the Australian Rural Leadership Program and a member of the Australian Institute of Company Directors (AICD). She currently has twins, Chloe and Sophie, in year 9.

Families of Gib Gate (FOGG)

Families of Gib Gate, commonly known as FOGG, is a group of parents and carers at the Frensham Junior School. FOGG events are arranged and managed and friend-raising activities are initiated. FOGG plays a major role in supporting the fundraising initiatives of Winifred West Schools Foundation, such as last year’s Iris Country Fair and this year’s Bush Dance.

Recently, a Winter Dinner was held at Bendooley Estate. On this evening parents and carers enjoyed the evening which included music and dancing, delicious food, and the opportunity to catch up. Students from each class had completed collaborative artworks which were raffled on the evening.

FOGG are busy preparing decorations for the Library for the upcoming Book Week celebration, Reading is Magic. FOGG members regularly support the school by manning the canteen when we host soccer and sports carnivals at the Gib Gate campus.

Frensham Junior School feels very fortunate to have a group of parents and carers who are so active in their support of the School, working together to provide the best opportunities and experiences for our students.

Anne Graham Deputy Head Frensham Junior School

Announcing a raffle ticket’s winner at the FOGG Winter Dinner

Unlock Your Future The Benefits of Scholarships for Year 12 Students at Australian Universities

As Year 12 students gear up for their final exams and prepare for life beyond high school, many are considering their options for higher education. One opportunity that should not be overlooked is applying for scholarships at Australian universities. Scholarships offer a range of benefits that can significantly enhance the university experience and future career prospects.

Financial Relief

One of the most immediate and tangible benefits of receiving a scholarship is the financial support it provides. University tuition fees, textbooks, and living expenses can add up quickly, and scholarships can alleviate the financial burden on students and their families. This support allows students to focus more on their studies and less on financial concerns.

Recognition and Prestige

Being awarded a scholarship is a significant achievement that is recognised by both academic institutions and future employers. It demonstrates a student’s dedication, hard work, and academic excellence. This recognition can enhance a student’s resume and set them apart in competitive job markets.

Access to Resources and Networks

Many scholarships come with additional perks beyond financial aid. Recipients often gain access to exclusive resources, mentorship programs, and networking opportunities. These can include internships, workshops, and events that provide valuable industry connections and practical experience.

Encouragement and Motivation

Receiving a scholarship can serve as a powerful source of motivation and encouragement for students. It validates their hard work and academic efforts, inspiring them to continue striving for excellence. Scholarships can also instill a sense of responsibility and drive to give back to the community.

Opportunities for Personal Growth

Scholarships often require recipients to maintain a certain level of academic performance or engage in extracurricular activities, fostering personal growth and development. These requirements encourage students to develop time management skills, leadership qualities, and a commitment to continuous learning.

Support for Diverse Talents and Interests

There are scholarships available for a wide range of talents and interests, from academic excellence and sports achievements to artistic talents and community involvement. This diversity ensures that all students have the opportunity to find scholarships that align with their unique skills and passions.

Enhanced Career Prospects

Scholarship recipients frequently have a competitive edge in the job market. Employers recognise the dedication and perseverance required to obtain a scholarship, and this can make scholarship recipients more attractive candidates. Additionally, the connections and experiences gained through scholarship programs can open doors to exciting career opportunities.

2023 graduates Sarah-Joy Day and Bella Cay

On Wednesday 5 June 2024, Sarah-Joy Day was presented with the Mitsubishi Rural Scholarship in Mining Engineering at the UNSW Engineering Awards evening. This Scholarship provides a substantial annual sum and will continue for the next 5 years. It is important to note that the scholarship is based on application and interview with the criteria being: ATAR > 92; high academic results in Mathematics, English & Science; aptitude in Engineering and personal qualities including involvement & achievement at school and in the community, as well as strong leadership and communication skills.

Students are encouraged to cultivate their leadership, involvement and community service efforts whilst in School in order to unlock their full potential and embark on a rewarding university journey.

Additionally, Bella Cay (below) was awarded two scholarships from UNSW being the Faculty of Engineering Rural Scholarship (UGCE1003) and the Academic Achievement Award (AAA) (UGCA1208).

Applying for scholarships is a worthwhile endeavour for Year 12 students as they transition to university life. The financial support, recognition, and additional opportunities provided by scholarships can significantly enhance both their educational experience and future career prospects. Students are encouraged to cultivate their leadership, involvement and community service efforts whilst in school in order to unlock their full potential and embark on a rewarding university journey.

For more information, click on the Scholarships tile on the SchoolBox Careers Page.

Merrilee Harris Head of Careers

Wellbeing and Character Education

“Futurists say that what the world needs

most is high-functioning young people – emotionally intelligent, with strong self-management skills and respect for others’ points of view.”

To this end, we have been working on growing our Jamieson Wellbeing and Character Education Program at Frensham Junior School. While there are fantastic wellbeing programs available for use in schools, our team of staff have undertaken to work collaboratively to design a unique, fit for purpose program. Using whole-school focus areas, shared goals and consistent language, teachers customise sessions to suit the needs of their individual class – another way we personalise the student experience at Frensham Junior School. Operating alongside our explicit program is Iris, our School Support Dog, who supports students’ everyday social and emotional experiences.

Of central importance to our program is alignment to Frensham Schools values, with

the initial focus on ‘Emotional and Physical Health and Wellbeing’.

Our goal is that students learn, beyond school, how to be confident and self-assured, and understand the qualities and dispositions of:

1. Friendship

2. Positivity

3. Gratitude, Good Humour and Kindness

4. Integrity and Honesty

Winifred West explained in her Back to Frensham Day Service in 1969, “School days are often regarded as a preparation for life; they are that but more. Four, five, six years are a good slice of life itself. They are a time for growth and development, a time when we experience strong emotions- joy and sorrow, hope and frustration- a time for expressing these emotions and learning to discipline and use them, a time for learning to live with others and for others…” This eloquently expresses the importance of each child’s wellbeing and character development while at school, and our role as educators to nurture this.

Lucy Gregory Head of Frensham Junior School

Cambridge Primary Global Perspectives

Students from Preschool to Year 6 at Frensham Junior School participate twice per year in the Cambridge Primary Global Perspectives program. They explore personal, local and global perspectives to make sense of, and feel connected to, the world around them. Learners start to express their own opinions and develop an understanding that there is always more than one point of view.

Cambridge Primary Global Perspectives introduces six skills to learners through topics and activities that are age appropriate, interesting and fun. The six Global Perspectives skills are:

• Analysis

• Collaboration

• Communication

• Evaluation

• Reflection

• Research

In Term 2, students across Frensham Junior School studied the following topics:

Preschool: Looking After Our World Students investigated frogs and their life cycles. They wrote stories about frogs, researched how to care for them, then collected tadpoles and cared for them. Students were inspired by John Olsen’s frog work and used this as a stimulus for their investigation. Students built a frog hotel to go next to the frog pond near the stream and then made one for the Preschool outdoor space.

Kindergarten: Growing and Growing Up Students developed their communication skills by sharing information, listening to the views of others and responding to thoughts and ideas related to growing up and getting older. Students developed the skill of analysis and making connections by talking about how they can use their hands to help others and what they would like to do when they grow up.

Year 1: What is it like to Grow Older?

Students developed their research skills by conducting interviews with older people to find out some of the advantages and disadvantages of old age. They identified a way in which they as young people can help to improve the lives of older people.

Year 2: What is it like living in another country?

Students developed their communication skills by talking about what it might feel like to live in another country. They used information they collected, and compared the similarities and differences with the country where they live. Learners developed their research skills by using a simple questionnaire to collect information from their families and interviewed a guest about the country where they live.

Year 3: Let’s Form a Band

Students worked as a team to first design and create a musical instrument, and then to create a band and perform a song, sharing ideas and allocating roles. Learners talked about what music they like, listening to and respecting others’ opinions.

Year 4: How and Where is Chocolate Made?

Students developed their research skills by formulating appropriate questions and producing graphic responses. They learnt about the economic differences between chocolate-producing and chocolateconsuming countries. Students reflected on

whether, and how, they should change their chocolate buying and eating habits.

Year 5: How are Countries Different?

Students developed their evaluation skills by comparing the accuracy and relevance of sources, and by showing understanding of their findings in their independent research project. They gathered facts about their own and another country, compared them, and considered reasons for the similarities and differences.

Year 6: How can Sport be More Accessible?

Students developed their collaboration skills by working as a team to design their own publicity materials for a sports activity to be held in their school, with the purpose of encouraging more people to participate in a particular sport or activity. They reflected on the success of their collaboration as they worked, identifying ways to solve problems in teamwork and eventually evaluating their own contributions to the team.

All students celebrated their learning in a Cambridge Global Perspectives Learning Walk around the School.

Benita Neilson Teaching and Learning Coordinator Frensham Junior School

Ride for a Cure

On the last Closed Weekend of Term 2 (Saturday 22 and Sunday 23 June), Frensham held its first Ride for a Cure in support of the Cancer Council NSW to raise funds and awareness for cancer research, support services, and prevention programs.

Inspired to raise money to help create a future free of cancer, over 120 students participated in our 24-hour ride in Parker Gymnasium. Starting at 1pm Saturday, we had ten teams cycling non-stop for 24 hours for a very worthy cause. With many of our families and friends affected by cancer, the students were focused on completing this challenge to provide hope and to remember loved ones they may have lost.

Every dollar raised by the students goes towards helping people whose lives have been affected by cancer. This means funding world-class research, prevention and support services across Australia, as well as helping patients both today and in the future. The ride also hopefully brought increased awareness about cancer prevention, early detection, and treatment options.

The event brought together students from all year groups for a common cause, fostering a sense of community and shared purpose. Overall, the students raised $12,815, which was a wonderful effort. On our first assembly in Term 3, we presented the cheque for this amount to Kate Kiernan from NSW Cancer Council. Kate spoke to the school about where the funds would be used, especially in our local area.

We would like to acknowledge Highlands Health Club in Mittagong for allowing us to borrow several bikes for the event and to Mary Grace (pictured left) and Frame Today in Mittagong for their support.

Kimberley

Jones

Head

of Kennedy House

Ride for a Cure – Student Reflections

The Ride for a Cure was a way for me to give back to the cancer community and acknowledge the presence of individuals suffering from the harsh reality of cancer. As a student, it often feels as though our involvement in charitable organisations and service to others is limited, however, the Ride for a Cure provided an accessible and exciting chance to give back. Through the desire to serve others, I greatly enjoyed participating in the Ride for a Cure.

Skye McLelland

When I signed up for this good cause, at first it was just for the ride but finding out what the money was going towards not only encouraged me but encouraged my family to donate. Cancer has had a huge impact on my family’s lives and hit quite close to home with my nan and pop passing from cancer in 2023. I had quite a close relationship with both of my grandparents and losing them was hard for my family. Completing this ride felt as though I was achieving something for not only myself but also my nan and pop and the people who were affected like my family was. The ride was not only fun to do alongside my mates but also filled with lollies, music, and words of encouragement.

Milly van Egmond

I participated in the Ride for a Cure as it sounded like an amazing community event which allowed me to actively support a foundation that is extremely beneficial to many communities across Australia. I have had a few family members affected by cancer, the most recent being my grandfather. I am grateful that Cancer Council NSW exists as they support people at a time when they are most vulnerable, especially those who may not have the funds to support themselves.

Hearing the representative from Cancer Council NSW speak at Friday Prayers allowed me to gain an insight into the magnitude of the impact our event will have. Even though the bikes, specifically the rock-hard seats, were uncomfortable and left many of us very sore, it was an incredible event to be a part of. I am grateful for the opportunity Frensham’s participation in Ride for a Cure provided.

Brooke Graham

Completing the Ride for a Cure with an amazing support team by my side was an astonishing experience as we all came together to support such a special cause with enthusiasm and passion.

Grace Wall

The Ride for a Cure held a special place in my heart. Riding with the hope of being a small part in helping find a cure for something that has affected millions of people kept me going. I am proud to say that I participated in something that will help so many people.

Alice Hansen

Boarding Life on Closed Weekends

Closed weekends are an important part of boarding life at Frensham. They provide an opportunity to be immersed in our community and offer time to bond and re-establish the relationships that the girls have with one another and the staff who care for them.

Term 3 can be a particularly challenging time in the life of a school; trial examinations, preparing for the increased demands that often come in Term 4, and a touch of seasonal depression, all mean that starting well is essential and time spent fortifying friendships is a prudent investment.

This first closed weekend was a really rewarding and wonderful time for our Frensham girls and staff alike. On Friday night, our Year 11 War Cry Fairies relieved the Year 12s and ran an activity to kick off the weekend festivities. After a busy week, a movie night with popcorn and pyjamas was well received. Of course, learning happens everywhere at Frensham, especially outside the classroom, and Friday night was no exception. ‘The Lizzie McGuire Movie’, an early 2000s cult classic ensured that all the girls had a cultural experience of the teenage

lives of many of the Boarding Staff who joined them. Twelve hours later, IGSA Sport was well and truly underway and in the chilly and miserable weather girls utilised their home turf advantage. Junior production rehearsals and academic revision occupied much of Saturday, though each junior year group did have an opportunity to attend a dance class led by myself and our very game Gap Students. Shock quickly turned to enthusiasm as we spent an hour attending to some choreography that fit perfectly to most of Shania Twain’s back catalogue. It will be one of many offerings for the dance floor at the November Bush Dance. Olympics fever was indulged on Saturday night when all enjoyed time to relax and support our Aussies from the couch.

On Sunday morning, all our girls swapped their tracksuit pants for their uniform and gathered together for a school service. Thank you to Kate, Ashley and Jemima who led the service beautifully, it was noted that the girls sung with notable skill and reverence; it was a special morning indeed.

Cont.

To the great delight of all, the catering staff put on a magnificent spread of food for lunch. Pastries, desserts, salads, fresh fruit, a variety of meats and antipasto options, plus a great playlist, made lunch both soul and body satisfying.

Our final activity for the day was a ‘Traitors’ challenge, inspired by the UK reality television show. Groups of 15, with girls from Years 7-10,

received an introductory letter that promised five challenges to complete with points on offer; some as simple as taking some photos together at different spots around the school. The catch: two team members had been informed days beforehand that they were ‘traitors’ who would be trying to sabotage their team whilst remaining undetected. Every point that the teams did not successfully achieve would be given to the traitors. After every round the team had an opportunity to vote for who they suspected as a traitor and text through to an anonymous number. Prizes were awarded to the most successful teams, as well as the most successful and inconspicuous traitors. Everyone enjoyed the intrigue and speculation, with many quotable moments to boot: “I’m not a traitor, I’m just really bad at running!”

I know in Hartfield, our staff were amazed at how quickly the girls settled to bed on Sunday night. With full stomachs and laughed out, they were genuinely very tired.

It was fantastic to begin Term 3 together and we look forward to many more memories being made this term.

Roxy Gray Head of Hartfield House

Music Marvel – Sophie Chen

Sophie Chen (Year 11) arrived at Frensham in 2020, having completed her AMEB Piano Grade 4 examination. She began violin lessons in Term 4 of Year 7, Musicianship in Year 8 and organ lessons in Year 10. Sophie has completed 14 AMEB exams at Frensham to date, acquiring top marks in Piano, Violin and Musicianship. She is completing the accelerated HSC Music 2 course this year and is working on Violin Grade 7 and Piano L.Mus.A. repertoire. Sophie has also completed the requirements for the AMEB Gold Award, a new accolade which mirrors the Duke of Edinburgh Awards, in musical accomplishment, leadership and contribution to the Arts.

Sophie has been chosen to perform at several BAMF Musica Floreat Concerts and was an Eva Pascoe Award Finalist in 2023. She is also the recipient of the 2024 Ruby Mowle Scholarship. Sophie is a frequent contributor to morning Prayers and Concert Practice, as a conductor and instrumentalist. She is a member of Kennedy Strings, String Quartet, Jazz Band, Senior Choir and Madrigals.

Sophie’s next musical goals are to complete the HSC Music 2 Extension course next year, and audition for the Bachelor of Music Education degree at the Sydney Conservatorium. She would like others to know that it is never too late to learn an instrument.

Sabine Madden Coordinator of Music Tuition and Gifted & Talented Music Program

Chess at Frensham Schools

This year, a momentous addition was made to Frensham’s extracurricular program: the introduction of the Chess Club. This year marks the first time Frensham School has formed an official chess team. Seeing the girls arrive for the first chess club training with big smiles on their faces warmed my heart. Chess Club started off with a bang, and the team quickly became involved in the Junior Chess League (JCL) in Term 1, where they faced off against Moss Vale High School and Southern Highlands Christian School.

In Term 2, the Frensham Chess team participated in the Southern Highlands Interschool Competition. This full-day event drew over 100 students, creating an exhilarating atmosphere filled with camaraderie and learning. The girls were absolutely thrilled to be among fellow chess enthusiasts, honing their skills and experimenting with different openings in each match. They also faced the challenge of mastering the rapid pace of the competition, playing seven 24-minute time frame games. Their enthusiasm, determination, and love for the game shone brightly throughout the event, marking a fantastic beginning for the Frensham Chess Club.

To round out their Chess season, the Frensham Chess Club ventured to Frensham Junior School to mentor the younger students in playing the game. The girls did a fantastic job running a workshop that covered chess openings, the use of clocks, and guidance during games with the junior members. They played a few matches, offering pointers and encouragement along the way. This interaction not only helped the junior students develop their chess skills but also fostered a sense of community and mentorship within the school. The senior girls were enthusiastic and dedicated which made the workshop a resounding success.

Claire Sullivan, Year 9, has written about her experience of the event:

In late Term 2, the Frensham Chess Team had the chance to travel down to the Junior School to support a workshop on their campus. On behalf of this team, I am so grateful for this opportunity to not only develop our chess skills but to have the ability to develop our leadership skills when teaching younger students. It gave me a wider insight into both the progression of strategies for my own game and to have the pleasure of educating people to extend their current competence.

With Isabelle Hodges, Addy Ahern and Ms Todorovski, we all assisted with two 45-minute sessions for Years 3 to 4 and 5 to 6 respectively. Chess openings were introduced such as the popular Italian Game, to manufacture a positional game start. In addition, both of the sessions consisted of other middle-game strategies and end-game tips for tournaments and casual playing. All students achieved their goal of learning something new for their own game by surprising themselves with a new skill and managing their time very efficiently.

I appreciate the hard-working nature of Ms Todorovski who was fully committed to making this event occur. Furthermore, I hope that these workshops can take place in the future to promote the strategies and skills of chess to a greater extent for younger children throughout the Southern Highlands community.

We are really looking forward to the new adventures of the 2025 Chess season, as well as continuing to foster the relationships with Frensham Junior School students in the future.

Clea Todorovski Mathematics and Learning Enrichment

From the NSW Primary Schools Chess Teams Tournament

Frensham Junior School entered five teams into the NSW Primary Schools Chess Teams Tournament for the first time. Our 22 students competed against many schools in the Southern Highlands Zone, each team completing 6 games of chess in total.

The competition was tough, but our students displayed focus and determination and enjoyed many successes on the day! Students prepared for the tournament by participating in a workshop with the Frensham Chess Team, which helped the students develop their strategies and special moves.

Benita Neilson Teaching and Learning Coordinator Frensham Junior School

Showjumping – Sophie Baldwin

From the moment I first climbed onto a horse at just two years old, I was hooked. My early days were spent riding at home in Glenquarry and at Berrima Pony Club with my trusty first horse, Wacky Doodle. Those formative years were full of fun, excitement, and learning, setting the stage for what would become my passion: showjumping.

Every day starts with an early morning routine of feeding and caring for my horses, a task that demands both commitment and care. It’s not just about the hours you put in; it’s about forming a deep bond, friendship and companionship with your horse. I’ve spent countless hours grooming, training, and caring for my horses, dedicating every moment to their well-being, to contribute to our successes in the arena. We’re a team, and every detail matters.

At age nine, I was fortunate to receive my sister’s pony, Mirrabel Patterson (aka Paddy).

Paddy quickly took me up the heights, allowing me to compete in local Ag shows and Pony Club jumping competitions. We achieved numerous top placements, setting the stage for more ambitious goals. In 2017, I attended my first NSW Interschool Championships representing Gib Gate and I was chosen to represent NSW at the Nationals. At just ten years old, I won all three show jumping rounds and proudly became the 2017 Equestrian Australia National Interschools Championship Champion showjumper.

Since then, I’ve had the honour of representing NSW and attending Nationals in 2017, 2018, and 2019. Although the 2020-2021 season was disrupted by COVID, 2023 brought its own challenges. I was selected for the National Team, but just two weeks before the event, we lost my horse, CW Conquest, to cancer. His loss was devastating as he was a once in a lifetime horse. My greatest memory of him was at the Sydney Royal Easter Show in 2023 where we competed and came 2nd in the Junior Grand Prix. This was an exciting stage and a great competition.

Fortunately, in December 2023, we found a new horse named Balloun. Currently competing as a Junior Rider, Balloun and I have enjoyed success in various shows this year, one representing Frensham at the 2024 Interschools competition, where Balloun and I were awarded Champion in the Secondary 120cm. We aim to finish strong at the Interschool Nationals in Tamworth in September and the Australian Titles in November with some highly competitive shows lined up along the way.

These recent victories are not just a reflection of my skill but also of the incredible support system around me. My coach’s guidance, my mum, my horse’s dedication, and the encouragement of my peers have been crucial in reaching new heights. Every achievement, big or small, highlights the bond between myself and my horse and the rewards of perseverance and training.

Looking ahead, I am excited for the challenges and opportunities that await. Each competition is a chance to learn, grow, and push the boundaries of what we can achieve together. With the support of my family and the joy of the sport as my motivation, I am eager to see where this journey will lead next.

Sophie Baldwin Year 11

A Partnership

Iwelcomed my horse, Reitland’s Obama, at the start of 2022, after his 5 week journey to Australia. Obama is a 13-year old German Riding Pony. It took Obama and I a good year to form our partnership. When we moved down to the Southern Highlands at the start of 2023, we went to a few local competitions and then went to our first championship, winning the Australian Youth FEI Pony Championships and the Australian FEI Pony Championships in 2023. In April 2024, Reitland’s Obama and I represented Frensham Schools at the NSW State Interschool Championships, where together we placed Reserve Champion in the Secondary Elementary and Medium Secondary Champion. This result means we have secured a spot on the NSW state team for the Australian Interschools Championships in September. I am very grateful for Frensham’s support of my riding and I am very excited for the rest of the year.