From the Head Staff Profile
Lynne Slarke
Benita Neilson
Jamieson Program 2025 Leadership Year 6 & Year 12
Welcome to 2025
As we celebrate the success of our 2024 HSC cohort and step into 2025, I’m excited to share some of the professional learning that our staff have undertaken to start the year and our thoughts on the future of education at Frensham Schools.
The landscape of education is changing dramatically. Professor Geoff Masters (International advisor in curriculm and assessment reform) recently painted a compelling picture of the world our students will inherit – a complex terrain marked by political tensions, environmental challenges, and technological revolutions.
At Frensham Schools, we choose to see these challenges not as obstacles, but as opportunities for innovation and growth. We are excited about the future.
Our goal is not to just adapt to change but rather be a leading school in the active design of the future of learning. We must challenge our staff to move beyond traditional educational models towards more dynamic, personalised, and responsive approaches that better prepare our students for an unpredictable world.
Our professional development sessions to start this year have challenged our thinking.
Working with Professor Matt Bowers, from the School of Education at Macquarie University, who specialises in the innovative use of technology for learning, we explored how artificial intelligence can enhance rather than replace human learning. Aligned to our strategic goal of personalised learning pathways, we spent time attempting to understand the unique learning needs of our students, recognising that education is not a one-size-fits-all experience.
We believe that to inspire great learning, we must continually learn and grow ourselves.
Our character education framework remains at the heart of everything we do. Led by Dr Phil Cummins, Co-Founder and Managing Partner of a School for tomorrow, we explored why programs like the Jamieson Program aren’t just additional curricular activities – they are fundamental to building resilient, empathetic, and adaptable young people who can navigate complex global challenges.
With guidance from Dr Adam Fraser, a peak performance researcher who helps people strive to achieve better performance, we have focused on leadership and personal development – not just for our students, but also for our staff. We believe that to inspire great learning, we must continually learn and grow ourselves.
As we look ahead, we will continue to push boundaries, challenge traditional educational paradigms, and aim to create an environment where every student can discover and develop their unique potential. Aligned to academic achievement and a broad holistic approach, our mission is to nurture students of character who are compassionate global citizens.
Let us start this year with courage, creativity, and an unshakeable belief in the potential of every young person enrolled in our schools.
Welcome to 2025.
Geoff Marsh Head of Frensham Head of Frensham Schools
Introducing Lynne Slarke Frensham Schools’ Head of Diverse Learning
We are delighted to welcome Lynne Slarke to Frensham Schools as our new Head of Diverse Learning. Lynne brings a wealth of experience to this role having served as Director of Enrichment and Differentiation from Preschool to Year 12 at MLC. Lynne has previously led teams and developed systems that ensure all students are known, supported, and thriving in their learning journeys.
Lynne is an exceptional educator with deep expertise in the diverse learning space. She has worked closely with students across the full gamut of learning needs, from those requiring additional support to high-potential learners, ensuring that each student’s education is personalised. Her strategic leadership has been instrumental in fostering inclusive learning environments where every student is empowered to reach their full potential.
While her experience and expertise will undoubtedly benefit Frensham Schools, what truly sets her apart is her care for students and her passion for their learning. She is deeply committed to ensuring that every student is championed academically, supported holistically, and encouraged to develop a lifelong love of learning. Lynne is excited to relocate from Sydney and become part of the Frensham Schools community, living on campus and immersing herself in school life.
Lynne’s Role at Frensham
The role will focus on three key areas:
• Personalised Learning: Working closely with students to understand their learning needs and tailoring support to help them thrive.
• Leadership Across Campuses: Leading our diverse learning teams across both campuses to foster a collaborative and effective approach.
• Future-Focused Strategy: Developing and implementing best-practice, researchinformed strategies to ensure every student, regardless of their starting point, is supported in reaching their full potential.
Why This Role Matters
As a non-selective school, Frensham Schools welcomes students from a range of backgrounds, each bringing unique experiences, strengths and challenges. This diversity enriches our learning environment but also underscores the importance of a personalised approach to education. Our goal is to instil a love of learning in every student, ensuring they feel supported, challenged and inspired to excel.
The Head of Diverse Learning plays a crucial role in achieving this goal and in ensuring that all students have an advocate in their academic journey. Lynne’s leadership will ensure that Frensham continues to offer a dynamic and inclusive learning experience where every student is known, valued, and empowered to succeed.
Lynne starts in her new role on 24 February and we look forward to welcoming her to our community and to the incredible impact she will have on our students and staff alike.
Nathan Bessant Director of Studies
Artificial Intelligence: A Powerful Tool or a Threat to Critical Thinking?
Artificial Intelligence is a topic that seems to be everywhere, and education is no exception. As with any new technology, our initial reaction is often one of suspicion—a trait that has helped humanity survive for millennia. Alongside this suspicion, there is also a mix of hype, fear, and exaggerated claims about both the positive and negative impacts of Artificial Intelligence (AI). Like all new discoveries, AI in education comes with its own set of pros and cons. The truth is, at this point, we simply don’t know enough yet to fully understand its implications.
AI is already transforming education and workplaces, helping to reduce workloads and boost productivity. But for educators, the crucial question remains: how does AI impact student learning and wellbeing?
To address this, Professor Matt Bower collaborated with the staff at Frensham Schools to engage with and better understand AI in education, and to critically evaluate its role in our school.
and you haven’t done enough work on it. Now imagine that you found someone or something that would do the task for you, often for free, in seconds – would you have been tempted to use it?
Instead of avoiding AI, we must learn to use it wisely—ethically, critically, and with purpose.
Using generative AI can benefit learners:
• helping students find personalised curriculum pathways,
Should we use AI tools? Yes, but…
Artificial intelligence contains implicit biases, can produce work with inaccuracies and often lacks transparency on data sources. This means we, as educators, must provide responsible and ethical policies to guide the use of these tools for young people.[1][3] Through the creation of such guidelines for students, we can encourage thoughtful application of AI technologies.
The temptation for young people will be to get work over and done with rather than using AI to increase competence. Imagine being 15 years old, having an assignment due tomorrow
• producing customised learning content,
• providing information about student progress,
• informing teacher decision making,
• contributing to learning design processes, and
• assisting in assessment and feedback.[2]
Will it make us less intelligent? Perhaps if we don’t…
Critical thinking is arguably the most important skill that young people can take into the workplace. There is evidence that the ability to think critically is impacted when we use AI to create fast, surface-level responses rather than thinking deeply and slowly.[4] If we rely too heavily on AI tools, users can fall into the trap overusing cognitive shortcuts, or heuristics, and may not engage in critical, or higher order thinking. [5]
To mitigate this risk, learning experiences using AI tools must require students to critically evaluate AI-generated and synthesised content, compare it with human-generated
Artificial
Intelligence: A Powerful Tool or a Threat to Critical Thinking?
insights, and develop an understanding of the limitations of AI outputs. Tasks which require reflection on the biases present in AI algorithms and data sets will assist students in learning how to critically evaluate information from diverse sources, in turn allowing them to develop a more nuanced use of AI tools. [6]
Yong Zu’s research emerging from Harvard also emphasises the need for human interaction. She suggests that while AI can simulate some educational interactions, it cannot replicate the deeper engagement and relationship-building of human interaction, particularly when it comes to follow-up questions or personalised conversations essential for language and social development.[7] Personalised learning is at the centre of the Frensham Schools educational philosophy and is inimitable by AI.
How do we support our young people in this space?
We will ask good questions:
• Is AI the best way to go about this task?
• How does this compare with other information we have on this topic?
• How might we check that this information is not fake?
• How might we critically assess the impact of fake information in this area?
We will model use for appropriate tasks:
• Compare AI-generated information from different platforms, identify inconsistencies, and analyse why they occur,
• Require the use of AI to be referenced like you would any other resource,
• Create tasks in which AI may not be useful,
• Provide students with AI-generated information and challenge them to apply it to a complex, open-ended problem with no single correct answer.
Design learning which requires human creativity and critical thinking.
• Students learning philosophical thinking, for example in Year 8, need their critical and creative thinking skills to consider issues about the human condition in ways that only humans can.
• Using specifically designed instructional and thinking strategies which AI cannot currently address.
At Frensham Schools we will be doing all of the above, including requiring students to work analogue, setting tasks where laptops and technology are not used. We will keep developing our understanding of the benefits and pitfalls of AI in education and we will pivot and adapt when needed.
Dr Ruth Phillips Academic-in-Residence
[1] Australian Government Department of Education (2023). Australian Framework for Generative Artificial Intelligence in Schools. Retrieved 03/03/2024 from https://www.education.gov.au/schooling/resources/australian-framework-generative-artificialintelligence-ai-schools. https://www.unesco.org/en/articles/what-you-need-know-about-unescos-new-ai-competencyframeworks-students-and-teachers?hub=32618
[2] Bower, M., Torrington, J., Lai, J.W.M., Petocz, P. (under review). Teacher Professional Development for a Generative Artificial Intelligence World. Australian Journal of Teacher Education.
[3] Akgun, S., & Greenhow, C. (2021). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2, 431–440. https://doi.org/10.1007/s43681-021-00096-7
[4] Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
[5] Zhai, C., Wibowo, S. & Li, L.D. The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: a systematic review. Smart Learn. Environ. 11, 28 (2024). https://doi.org/10.1186/s40561-024-00316-7
[6] Dergaa, I., Chamari, K., Zmijewski, P., & Saad, H. B. (2023). From human writing to artificial intelligence generated text: Examining the prospects and potential threats of chatgpt in academic writing. Biology of Sport, 40(2), 615–622. https://doi. org/10.5114/biolsport.2023.125623
[7] Zu Edcast podcast. https://www.gse.harvard.edu/ideas/edcast/24/10/impact-ai-childrens-development accessed 7/Feb 2025
Friday Night Fun: A Frensham Tradition of Creativity and Camaraderie
At Frensham, the Friday night activity is a beloved tradition that forms an integral part of the boarding school experience. It is a time for students to unwind, bond, and embrace their creativity in a fun and engaging environment. Led by the Year 12 girls, this weekly event has become a hallmark of life at the school, offering a unique blend of laughter, teamwork and imagination.
The start of the new year has seen the Friday night activities kick off with a bang. Week 1 brought the magic of a Disney theme, followed by the whimsical chaos of a Rhyme Without Reason theme in Week 2. Each week, students eagerly await the announcement of the Week’s theme, ready to dive into more creative dressing and fun-filled activities.
One of the key components of the Friday night activity is the dress-up theme, which changes every week. This is where the real fun begins. Each House has a dress-up box filled with a random assortment of items that students can use to create their costumes. Once the theme is announced, the scramble to pick the perfect pieces begins. Some students prefer to interpret the theme individually, while others join forces to dress as a group, bringing even more energy and creativity to the mix. The results are often mind-blowing, showcasing the imaginative spirit of the girls.
For many, dressing up is more than just a fun Friday night activity—it’s a skill that Frensham girls perfect over time. By the time they graduate, they have honed their ability to creatively dress for any occasion, a talent that makes them stand out at college and university events. Old girls often speak fondly of their Friday night experiences, particularly the thrill of dressing up and performing skits related to the theme.
Once the girls are dressed to impress, they gather for dinner. Here, the Year 12s, responsible for running the event, judge not
only the quality of the costumes but also any little skits or performances the girls have prepared that tie into the theme. The winners from each year group are announced to tumultuous applause, adding an element of friendly competition and recognition.
After dinner, the girls head to the evening’s main event, which varies each week. Whether it’s a dance battle, trivia contest, cops and robbers, disco night, or a scavenger hunt, the activities are designed to be high-energy and full of laughter. These moments of joy and camaraderie provide a perfect way to close out a busy week.
As the night winds down, the girls return to their respective Houses, tired but happy. The dressup boxes are carefully stored away, awaiting the next Friday night. In the meantime, the memories of the night—laughter, creativity, and the sense of belonging—linger as a reminder of the special bond that makes Frensham so unique.
Sally Arnold Acting Head of Boarding
Frensham Schools New Website and Schoolbox App
The start of the school year has also been the start of many new and exciting implementations of our many projects, including the launch of Frensham Schools new website, which combined Frensham and Frensham Junior School under one banner.
To explore, please go to: frensham.nsw.edu.au
Schoolbox, our school communication management system, has also been given a fresh look, and the launch of the new School App is a great way for parents to stay connected from one easy place.
You can download the app from Google Play or the Apple App Store by searching ‘Frensham Schools’.
Sophie Rankine Marketing and Engagement Manager
Welcome to 2025 at Frensham Junior School
Anew year brings fresh opportunities, and at Frensham Junior School, 2025 promises to be a year of exploration, curiosity, and achievement. We remain committed to fostering a love of learning and providing an environment where every student can take ownership of their education, build confidence, and strive for their personal best. This year, our focus is on further developing student agency in learning—empowering students to take an active role in their growth and success.
What is student agency?
Student agency is the ability of students to take ownership of their learning, acting with independence and confidence within a structured environment. As Fullan and Quinn (2018) describe, student agency empowers learners to engage deeply with their education and take meaningful steps toward their own growth. Similarly, Rudolph (2018) defines student agency as the level of control, autonomy, and power a student experiences in an educational setting. By nurturing student agency, we equip our students with the skills to become lifelong learners, critical thinkers, and active participants in their own education.
Inventive Minds Program
To bring this vision to life, we are excited to launch the Inventive Minds Program. This initiative enables students to explore individual interests through elective-based learning experiences. Students are encouraged to choose their own adventure—from electives such as ‘make it,’ ‘build it,’ ‘decorate it,’ ‘play it’ or other. With teacher facilitation and opportunities to collaborate across year
groups, students get to be inventors who create, design and think originally.
Schoolbox Learning Moments
Schoolbox Learning Moments play a key role in developing student agency by giving students a voice in their learning journey. When students actively reflect on their work, set goals, and share their progress, they take ownership of their learning.
Schoolbox Learning Moments provide an authentic, real-time snapshot of student learning, allowing students to actively engage through expression, explanation, and interaction. This platform keeps parents connected with real-time insights, ensuring they are regularly informed about their child’s academic journey. By celebrating learning, Schoolbox Learning Moments foster meaningful conversations at home, strengthening the partnership between school and family.
Looking Ahead
As we move through 2025, our focus remains on cultivating a school environment where students feel empowered, engaged, and excited about their learning. By fostering agency, we not only prepare students for academic success but also instil in them the confidence and capability to navigate the world beyond the classroom.
I look forward to another year of inspiring learning at Frensham Junior School and thank our dedicated teachers, staff and families for their invaluable support.
Welcome to 2025.
Lucy Gregory Head of Frensham Junior School
Introducing Benita Neilson Frensham Junior School’s Teacher and Learning Coordinator
Benita Neilson has been an integral part of Frensham Junior School since 2012, contributing her expertise in teaching, leadership, and student engagement. Benita is the Year 4 Teacher and Teaching & Learning Coordinator at Frensham Junior School. Originally from the Hunter Valley, Benita values the close-knit community that Frensham Junior School provides and enjoys working closely with students, parents, teachers, and the wider school community.
Passion for Learning and Engagement
Benita believes in creating a fun and engaging classroom environment where learning is relevant, creative, and tailored to each student. Her approach ensures that every student is known and supported in their individual learning journey.
As the Teaching and Learning Coordinator, Benita oversees teaching and learning across Kindergarten to Year 6, ensuring high-quality, differentiated programs that meet the needs of all students. Her key responsibilities include:
• Personalised Learning: Overseeing the diverse learning program, including learning support and high-potential learners, working closely with Lynne Slarke, Head of Diverse Learning.
• Student Enrichment: Working with small groups of high-potential learners and leading programs such as the Da Vinci Decathlon, Kids’ Lit Quiz, Maths Olympiad, and Tournament of Minds.
• Teacher Support and Collaboration: Supporting teachers in designing and implementing engaging and innovative learning programs.
• Assessment and Communication: Overseeing assessment and reporting, ensuring clear communication with parents about their child’s learning progress.
• Learning Support: Working with the teacher’s aide to ensure targeted support for students requiring additional assistance.
Why This Role Matters
Frensham Junior School values personalised learning and strong student-teacher relationships. As a small school, it is essential that every student is supported through differentiation, enrichment programs, and individualised learning strategies. Benita’s leadership ensures that all students receive the support and challenges they need to thrive. She is also committed to supporting teachers in developing and implementing high-quality, differentiated teaching strategies that cater to diverse learning needs, ensuring that learning remains engaging and effective.
Beyond the Classroom
Outside of school, Benita enjoys travelling— having explored destinations such as India— and spending time outdoors. She loves hiking with her Labrador, Scout, and embracing the natural beauty of the Southern Highlands.
Sophie Rankine Marketing and Engagement Manager
Learning to lead and care for chickens
As Year 6 leaders, we have thoroughly enjoyed the opportunity to lead our younger students across the school in caring for our chickens. Each week around three Year 6 students lead a different class by taking them down to the chicken coop to check the feed and water, as well as spend time with the chickens.
Our chicken coop is sustainable, as we use recycled water from a water tank and feed the chickens vegetable scraps from the Frensham Boarding Kitchen and Harris Farm Market. This way, not only are we reducing waste, but the chickens get a nutritious diet in addition to their usual pellets.
Caring for the chickens, teaches all of us how to take responsibility for animals in our care. Once a term, Year 6 helps clean out the coop by sweeping it out and adding fresh mulch, as well as cleaning out the water and food troughs. We all love getting the chance to teach the younger years how to look after our sustainable chicken coop and chickens.
Year 6 feels very appreciative that they have been granted with this great leadership opportunity, as not only is it educational, but also a great chance to socialise with other students of different ages across the school, all while having a great time!
Ollie C: I picked up the eggs really carefully and put them into the egg carton. There were 18 eggs that were laid in one day. I fed them some lettuce and cabbage. I used to have two silky chickens but a cat got them so it is nice to see these ones.
Emily: I scooped up some mulch from the giant pile in the paddock. Then I carried it to the chicken coup and then it was spread out so the ground was nice and soft for them. I held one of the chickens. It was hard to pick up because they were really heavy and I didn’t want to drop it. I don’t have chickens at home so I really like having them at school.
Olivia: I liked that I got to hold one of the chickens. It flapped it’s wings a bit so then it was time to put it down. I don’t have any chickens at home. They felt really soft and fluffy.
Chiara: I was a bit scared at first because they pecked my shoelaces but now I’m really brave and I held one. It felt good and they were so soft.
Learning to lead and care for chickens
Moly: I liked how soft they were and how they flapped their wings. There are six chickens.
Alicia: I liked feeding the chickens. I gave them black seeds which was their treats, so they didn’t have too many. I liked bringing the mulch because I liked going to the top of the giant pile and scooping it up.
Sophia: The chickens were really heavy and I held them twice. I put some food on the floor so they could eat.
Aiyanah: I liked that I got to hold the chickens and feed them lots of food.
Tilly Mollison, Valentina Hercus and Mila Weel
Year 6 2024
Looking for ways to make a difference?
Join Frensham Schools’ Sustainability Committee – a unique opportunity to take on a leadership role in environmental, economic and social sustainability.
Open to students, faculty, and parents, the committee meets twice per term.
Our next meeting is on Thursday 13 March at 4pm (Week 7) in the CLS. Get involved and help drive meaningful change!
Contact Sophie Rankine at srankine@frensham.nsw.edu.au for more information.
The Jamieson Program 2025: Shaping Character, Building Future Leaders
At Frensham Schools, character education is more than just a concept— it is a lived experience. The Jamieson Program stands as a cornerstone of this philosophy, equipping students with the personal competencies and leadership skills that translate school values into lifelong strengths. In 2025, the program continues to evolve, reinforcing Frensham Schools’ commitment to fostering resilience, purpose, and a sense of agency in every student.
Character Education at Frensham
Delivered through the Jamieson Program, Frensham Schools takes an evidence-based approach to shaping character education, equipping students with the skills and mindset to thrive in the modern workplace. The program translates Frensham Schools’ values into practical capabilities, ensuring students graduate with this essential and unifying foundation. Character education is delivered through explicit learning, lived experiences, leadership development, service, and outdoor immersion.
Students develop character in three key ways: honouring obligations to others through the civic character of belonging, testing possibility through performance character that fulfils potential, and enacting fundamental values and beliefs through the moral character of doing what is good and right.
“Our ultimate success is measured in the way our girls carry themselves beyond School, with a courageous and generous spirit as global citizens of today and tomorrow.”
Geoff Marsh Head of Frensham and Head
of Frensham Schools
Character Development Across the Years
Year 7 Frensham Studies – Students explore character education through Frensham’s History program, reflecting on historical and peer role models to develop curiosity and adaptability.
Year 8 Philosophy – A tailored Philosophy and Ethics course fosters character development while leadership skills grow through the
The Jamieson Program 2025
Flag and Bell roster, and students engage in community service and outdoor challenges, including Year 8 camp.
Year 9 Global Perspectives – Through the Cambridge International program, students develop leadership, contribute to community initiatives, and participate in outdoor immersion, including the Bronze Duke of Edinburgh Award and Adventure Day.
Year 10 Learning to Lead – Students refine leadership through a dedicated course, mentoring roles, and outdoor experiences such as the Year 10 camp and the Silver Duke of Edinburgh Award.
Year 11 Leadership – Leadership expands through a Leadership camp, sports coaching, and service projects, alongside outdoor challenges like the Silver or Gold Duke of Edinburgh Award.
Year 12 Leadership – Students take on leadership roles, contribute through sports coaching and campus stewardship, and engage in outdoor experiences, including the Silver or Gold Duke of Edinburgh Award.
Jamieson Program at Frensham Junior School
Explicit learning experiences, guided by the Jamieson Program, are seamlessly integrated into daily school life. Weekly Prayer assemblies offer moments for reflection, while a thoughtfully designed Picture Book Scope and Sequence (P–6) enhances students’ understanding of literature and language. Interactive activities—such as role play, puppetry, meditation, creative responses, and circle time—foster dynamic and engaging learning experiences. Thinking routines and PDHPE outcomes further support student growth, nurturing a strong sense of self and community.
As we look ahead to 2025, the Jamieson Program remains a beacon of Frensham’s enduring mission—developing self-assured, engaged, and adaptable learners who will go on to lead with purpose and conviction.
Lucy Dalleywater Director of Activities
Extra-Curricular Highlights for 2025
Frensham Schools’ extra-curricular program in 2025 is already off to an exciting start, with students engaging in a diverse range of activities across the school.
Sturt Extra-Curriculars
Frensham students are participating in a range of specialist creative classes at Sturt. With four Ceramics classes, two Jewellery classes, and a Woodwork class running across Monday and Wednesday afternoons and evenings, students are developing hands-on skills under expert guidance. In Woodwork, students will first craft a chopping board featuring laser-cut details before moving on to making a small box for their desk.
Junior School Activities
The Junior School’s extra-curricular program is in full swing, with many activities already at capacity. This term, students can enjoy a mix of creative, sporting, and intellectual pursuits, including:
• Art Club
• Basketball
• Chess Club
• Cricket Skills
• Cross Country Training
• Dancing
• Debating and Public Speaking
• Drama
• FlippaBall
• Gymnastics
• Introduction to Swim Squad
• Japanese Fun
• Knitting and Sewing
• Lucy’s Craft Workshops
• Picture Book Creating
• STEM and Robotics
• Storyboard Art
• Tennis Squad and Private Tennis Lessons
Later in the term, team training and matches for Soccer, Hockey, and Netball will commence, offering even more opportunities for students to engage in teamwork and competition.
We look forward to sharing more about the exciting projects and achievements across our extra-curricular program as the year unfolds!
Lucy Dalleywater Director of Activities
TNavigating the Transition: Supporting Year 7 in their Move to Frensham
ransitioning from primary to secondary school is a significant milestone in a student’s educational journey. It marks a shift from being among the oldest in a single-classroom environment to becoming the youngest in a multi-classroom setting with different teachers for each subject. This transition involves adapting to new physical, social, organisational, and academic structures, including a broader subject range, higher expectations, and a larger peer group.
The Year 7 cohort of 2025 has approached their transition to Frensham with enthusiasm and determination. Arriving with a mix of excitement and nerves, they have quickly formed strong connections, demonstrating resilience and adaptability. Teachers have observed their growing confidence and sense of belonging as they navigate both the successes and challenges of their new environment. Their progress has been remarkable, and we look forward to seeing them continue to flourish throughout the year.
How Frensham supports this transition Frensham’s tailored transition program supports students in managing the move to secondary school through evidence-based wellbeing interventions. Research highlights the importance of academic continuity,
school connectedness, and a strong sense of belonging in fostering resilience and their ability to manage challenges. Grounded in Martin Seligman’s (2011) PERMA framework— focusing on positive emotions, engagement, relationships, meaning, and accomplishment— the program unfolds in three phases, equipping students with the tools to thrive.
• Phase 1: Strengths and Gratitude From the outset, Year 7 students complete the Signature Strengths Survey (Seligman, 2011) to identify their top strengths, forming the Year 7 2025 “Tree of Strengths.” They also engage in gratitude exercises, reinforcing optimism and self-awareness.
• Phase 2: Building Resilience In preparation for Year 7 camp, students explore Seligman’s (2011) ABC model, recognising how their beliefs about adversity shape their emotional responses. This fosters resilience and problem-solving skills.
• Phase 3: Strengthening Relationships The final phase focuses on emotional resilience and positive communication through active, constructive responding, reinforcing peer connections and belonging.
Emma Lake Year 7 Coordinator
The Sail of a Lifetime: Expanding Horizons
When a ‘Young Endeavour’ poster in the Esther Tuckey Library caught my eye, little did I know how much I would learn from joining the Voyage No. 2/2025 from Eden to Melbourne.
Departing on January 17th, our crew of 24 young people from across Australia joined the professional sailors to head south and cross the Bass Strait. From the moment we stepped aboard, we were all hands on deck; sharing stories, learning, laughing and working towards a goal of sailing together for 11 days and 10 nights.
As Southerlies blew and we tacked amidst the tail end of a storm, seeing numerous pods of dolphins flying by encouraged us to continue. The sunsets viewed from the mast were astoundingly beautiful and were a surreal end to the day.
Once we’d learned the ropes (literally), and made our way back to mainland shores, I found myself reflecting on the deep ties Frensham has to the sea. Miss Winifred West’s journey to Australia by ship, and her connection to Shackleton’s expedition—commemorated in the painting of the sinking ship in Cooper Hall—reminded me of the resilience, courage, and sense of adventure that are central to our history and School spirit.
There were moments on the Young Endeavour
that were surprisingly familiar. Nautical greetings carried the zeal of War Cries, commands were given with the gusto of belted notes in Hymn Practice, and the morning briefs were akin to Prayers. Even ‘Happy Hour’—our daily cleaning routine to show respect for our surroundings—felt similar to Holting.
Along the way, we spotted whales, seals, and terns (note Mrs Gallagher’s informative Prayers), with each encounter a sign of the incredible ecosystems beyond our own.
When I needed to dig deep—pulling in lines against 30-knot winds—I found myself singing Jerusalem in my head: ‘And did those feet in ancient time, walk upon...’
Sailing the Young Endeavour is not solely about learning knots and navigation. It is about finding grit through passion and perseverance. It is about expanding horizons, pushing limits, and embracing challenges with courage and camaraderie. All the while, experiencing magnificent wildlife and scenery. For anyone considering it for Year 10 and above: take the plunge and apply. You never know where the wind will take you. And for those staying on dry land, take with you the STS Young Endeavour’s motto ‘Carpe diem’: make the most of the present moment.
Alice Fergusson Year 12
Staying Connected in 2025
Frensham Fellowship plays an important role in keeping our alumni connected with each other and the School community. With a diverse lineup of events, there are plenty of opportunities to reunite, network, and stay involved—whether through reunions, social gatherings, or career events.
Welcome to the Class of 2024
A warm welcome to the Class of 2024, our newest Fellowship members! As you step into this next chapter, we encourage you to stay in touch, attend events, and make the most of the strong Frensham network.
Tennis Day: Community Fun Day
One of the highlights of the Fellowship calendar is the Tennis Day—a relaxed and social event where alumni, parents, and friends can enjoy a friendly match and a catch-up. It’s a great way to stay connected while having fun on the court.
What’s Coming Up?
Here’s a look at some of the Fellowship events happening in 2025
• Friday 7 March – Young Old Girl Drinks (Classes of 2020-2024) – The Royal Oak Hotel, Double Bay
• Monday 17 March – Fellowship Golf Day –Moss Vale Golf Club
• Sunday 30 March – Frensham Community Tennis Day (hosted by Fellowship) – Tennis Courts, Gillick Sports Complex, Frensham
• Thursday 1 May – Fellowship Morning Tea (Sydney Metropolitan Members) –Woolloomooloo, Sydney
• Friday 2 May – Fellowship Europe Drinks with the Head of Frensham Schools –Home of Nicci Fane, London, UK
• Wednesday 7 May – Fellowship Careers Networking Evening – TBC
• Wednesday 4 June – Fellowship Annual General Meeting (6-10pm) – Royal Sydney Golf Club, Rose Bay
• Thursday 7 August – Fellowship Bridge Day – The Queen’s Club, Sydney
• Tuesday 2 September – Back to Frensham Day – Frensham
• Thursday 25 September – Fellowship Breakfast Service (Class of 2025) –Frensham
• Wednesday 22 October – Fellowship Careers Networking Evening – TBC
• Friday 5 December – Fellowship End of Year Christmas Drinks – Briars Inn, Burradoo
• Saturday 6 December – Fellowship Christmas Stall at Final Prayers –Frensham
With such a diverse and engaging program, 2025 promises to be a fantastic year for Fellowship.
For more info or to get involved, email: fellowship@frensham.nsw.edu.au
Charlotte Ostor Fellowship and Development Coordinator
Welcome Back to School
The return to Frensham after the holidays is always marked by excitement, with joyful reunions filling the air. Instead of simple greetings, the School echoes with enthusiastic exclamations of, “Oh my gosh! How were your holidays!?” followed by warm embraces. It is wonderful to have everyone back, especially those beginning their Frensham journey. Welcome to the Frensham family!
The Spirit of Frensham Frensham is more than an educational institution; it is a place of connection, encouragement, and growth. The support and energy within our community make this school truly special. The year ahead is filled with opportunities—boarding life, school celebrations, services, sports, camps, music, musicals, and extracurricular activities—all of which contribute to a vibrant and fulfilling school experience. We encourage you to make the most of every moment.
Challenges for Each Year Group
The Prefect team has set a challenge for each year group this term:
• Year 7: Embrace the Frensham spirit, learn the School’s traditions, and step out of your comfort zone by trying something new.
• Year 8: Build individual connections within your cohort and support new students. Take pride in your role and lead by example.
• Year 9: Step into the next stage of your journey with confidence. Push yourself academically and socially, embracing every challenge and opportunity.
• Year 10: Step into leadership by supporting younger students. Foster friendships and create lasting connections by engaging in new activities.
• Year 11: Lead by example and support the younger students. Leadership is not about titles but about daily actions that inspire others.
• Year 12: With just under 29 weeks left, cherish every moment. Support each other, take every opportunity, and leave a legacy of leadership and School spirit.
A Community of Inclusiveness
A common theme in all our challenges is inclusiveness. At Frensham, inclusiveness means looking out for each other, whether on the field, in the dorms, in the classroom, or during School traditions. As we start this term, let us reflect on who we can lean on for support and how we can extend that support to others.
Camilla Ranken, Head Girl
Jocelyn Corbett, Vice Head Girl
Leadership at Frensham: The importance of Forum
In many instances in society, a traditional leadership model follows a top-down approach, where executives and managers control decision-making. Typically, leaders in this model make decisions based on their own judgments rather than seeking input from their team. However, this approach is often flawed because it lacks foundational elements such as collaboration and inclusivity. To lead without a team can create a fragile institution.
Leaders come in many forms. Throughout history, we have seen leaders who inspire, leaders who control, and leaders who fail. As students of modern history, Claire and I thought it fitting to use Joseph Stalin as an example of traditional leadership. Stalin ruled with an iron fist, maintaining his oppressive leadership for 29 years. However, his leadership lacked support, inclusivity, and trust, ultimately leading to a culture of fear and division.
At Frensham, leadership is different. Our school operates with a distributed and servant leadership model. We share responsibilities among individuals rather than centralising them with one person. Leaders at Frensham
serve with integrity, compassion, and authenticity. This model fosters inclusivity, trust, and teamwork within our community.
An example of this is Forum. Forum is a student representative body with students from each year group. Meeting twice a term, we discuss suggestions and solutions to enhance our school. Whether addressing small changes or larger initiatives, Forum ensures that student voices are heard. This structure empowers our generation to contribute meaningfully and shape a better future.
For our School community to take collective accountability, we must step up. This begins with nominating Forum representatives, sharing ideas, and actively participating in meetings. We look forward to seeing you there.
Claire Mitchell and Camilla Johnston Year
12
How can we be kinder online?
Today, we live in a world where technology connects us instantly. Social media, messages, and group chats allow us to reach anyone, anywhere, at any time. But with this constant connection comes an important question: Are we using technology to lift each other up, or are we letting it bring us down?
Social media is a huge part of our daily lives. It connects us, entertains us, and keeps us informed. With just one click, we can see what our friends are doing, share our thoughts, or even start a conversation with someone across the world.
But like anything powerful, social media has two sides. It can build people up, or it can be a source of negativity. How often do we see negative comments, arguments, or unrealistic comparisons? How many of us have spent hours scrolling, only to feel worse afterwards?
We need to remember that social media is not just about posting pictures or liking posts—it is about how we treat each other in the digital world. And that’s where kindness comes in.
We often think of kindness as something that only happens in real life—holding the door open, helping a friend, or giving a compliment. But kindness is just as important, perhaps even more so, online.
As Heads of Marketing and Communications this year, one of our biggest goals is to create a positive and inclusive online space for our School. Social media should be a place where we feel encouraged, supported, and connected, not pressured or put down. By highlighting students’ achievements and sharing Frensham life online, we celebrate success, foster school pride, and create a positive digital space. Showcasing academics, sports, and creativity brings our community together, inspires others, and ensures our values and achievements are recognised and appreciated beyond the school gates.
So, how can we be kinder in the digital world?
• Think before you post – Before commenting or sharing something, ensure that it’s true and thoughtful; otherwise, it may be better left unsaid.
• Use social media to spread positivity –Celebrate others’ achievements and share uplifting stories that highlight the good in the world.
• Recognise that social media isn’t always real life – Most of the time, people post their highlights, not their struggles.
The great thing about kindness is that it spreads. A positive comment can change someone’s whole day, just as a message of support can make someone feel less alone. And the more kindness we put out into the digital world, the more it comes back to us.
What if we applied that same mindset to our online world? What if we made a habit of spreading kindness on social media and through technology, just as we would in person?
Kindness is contagious. The more we practice it, the more we inspire others to do the same. We encourage you all to think about how you use social media and technology and how we choose to be kind in both our online and offline lives. Because overall, spreading kindness matters—and it’s a gift that we can all give.
Madison Walters and Arabella Wood Year 12
Foundation Welcomes New Director
The Winifred West Schools Foundation is pleased to announce the appointment of Anna Gauchat (2001) to Winifred West Schools Foundation Board.
A distinguished alumna and proud secondgeneration Frensham Old Girl, Anna brings a wealth of national and international experience in business development and philanthropy within the higher education and not-for-profit sectors.
Anna has played a significant leadership role in advancing philanthropic initiatives, most notably contributing to the successful realisation of a $650 million campaign at the University of New South Wales (UNSW). Her expertise in fostering meaningful partnerships and driving impactful fundraising efforts will be invaluable in supporting Foundation’s mission.
Anna holds a Master of Business Administration (MBA - Technology) and has served on several Boards, including the Sydney Writers’ Festival and Climate for Change. Anna has also participated in the Australian Institute of Company Directors (AICD) Board Observership Program, enhancing her governance and leadership expertise.
Her appointment marks an exciting chapter for WWS Foundation as it continues to uphold and strengthen its commitment to supporting Frensham Schools. The Board warmly welcomes Anna and looks forward to the strategic insights and dedication she will bring to her new role.
Penelope Ellice-Flint Development Manager
The Little Mermaid
The Little Mermaid
