EDITION #11
JUNE 2025
TERM 2 NO 2
Reflections from the UK Boarding School Tour
From the Head
More Than a First Impression
Ben Chadwick
Staff Profile
Emma Lake & Nikki Coumbiadis
Birthday Message
Lucy Gregory
Nathan Bessant
Annabelle Chauncy
Frensham’s Own Iris
From the Archives
landscape and the need to remain adaptable
In addition to attending the 2025 UK Boarding Schools Heads Conference and a Frensham Fellowship event in London, my recent tour of the United Kingdom provided an opportunity to visit five outstanding girls’ boarding schools—each school sharing a profile similar to Frensham. The experience reaffirmed my belief that Frensham is a truly special place, a sentiment echoed by the exceptional schools I encountered. However, it also highlighted the rapidly changing landscape for girls’ boarding education in the UK and the need for Frensham to remain adaptable.
Each school I visited was impressive in its own right, with a strong commitment to academic excellence, pastoral care, and the development of character. It was heartening to see that, despite the challenges facing independent schools in the UK, these institutions continue to deliver an outstanding education and nurture lifelong connections—outcomes that Frensham is known for.
The UK boarding sector is facing unprecedented challenges. The introduction of a 20% VAT on already high fees has significantly limited access for many families. The trend towards co-education is accelerating, with both boys’ and girls’ schools adapting to survive. Many schools are heavily reliant on overseas students, making them vulnerable to global economic and political instability. Some schools are struggling to attract enough students to remain viable, and there is a real risk that not all will survive these challenges.
In response, UK schools are innovating. Flexible boarding options—offering 2–4 nights per week—are now standard. This allows families to tailor their boarding experience. School days are longer, with timetables often running from 8am to 6pm, and Saturday mornings are typically dedicated to lessons and sport. This structure allows for longer midterm breaks. There is a strong focus on health and wellbeing. Managing student access to technology, especially mobile phones, is a priority, with strict limits during the school day.
One of the most exciting outcomes of my tour is the establishment of new partnerships. Over the next 12 months, we will launch student and possibly staff exchange programs with several of the schools I visited. These exchanges will provide valuable opportunities for our students and staff to experience different educational environments, broaden their horizons, and bring fresh ideas back to Frensham.
While the challenges in Australia are not identical to those in the UK, there are important lessons to be learned. Our position as a dedicated girls’ boarding school—not just a school with boarding—sets us apart, and is a key part of our identity. However, we must remain open to change and continue to explore opportunities to collaborate with other sectors and local schools, enriching our programs and strengthening our community.
As we move forward, we are confident that Frensham’s commitment to a personalised holistic education, and to innovation and community, will ensure we remain a special place for generations to come—ready to adapt and thrive in an ever-changing world.
Geoff Marsh Head of Frensham Head of Frensham Schools
Iam quite new to your school, and I wanted to talk to you about something that can matter: the power and limits of first impressions. Those early moments when we meet someone, join a new group, or walk into an unfamiliar space can feel like everything rides on them. But sometimes, our best and truest selves don’t show up in the first five minutes — and that’s okay.
They say people form a first impression in just seven seconds — and in a school, and particularly a boarding school, where you live, learn, and laugh together 24/7, that can feel like a lot of pressure. First impressions can feel like everything. We think we have one shot to get it right. To come across as impressive, charming, cool — whatever that is (actually Mr Bessant knows what that means). But sometimes, things don’t go quite according to plan.
Let me start with a story about one of my really good friends.
He already knew this girl. They had crossed paths a few times, friendly enough, but one night he walked into a quaint little Italian restaurant… and so did she. Through the other door. Total coincidence.
Something just clicked at that moment, and he turned to her and said, “Would you like to have dinner with me?”
She said yes.
They sat down, started talking — and it was like the room disappeared. Conversation flowed, laughter followed. The kind of chemistry that doesn’t need explaining.
And then... his Penne Chilli Arrabbiata arrived.
Two bites in, he starts sweating. Like really sweating. Forehead glistening, shirt sticking, pulling his collar out uncomfortably, eyes watering, hiccups firing. He definitely didn’t look his best.
He was trying to stay cool, but he was convinced he had just wrecked the whole vibe. Not the smoothest moment.
Not the best first impression.
But she just laughed. She saw through it. She saw the guy beneath the chilli meltdown — honest, a little ridiculous, but genuine.
They ended up getting married. They now have three amazing kids, still happily together. And apparently, he still sweats eating anything even mildly spicy.
Now, I wish I could say I have always made better first impressions myself. But then came my first Friday morning tea in the staffroom.
I’d heard the rumours: “Don’t miss the mini meat pies.” “Get in early….they disappear pretty quickly.”
So there I was, a cup of tea in one hand, deep in a lovely chat with none other than Mrs Harris who is always so calm, kind, helpful and graceful.
I grab a mini pie, add some sauce and take a bite. And I feel good about it. What I don’t realise is that most of that pie has come out the other end and launched itself directly onto my tie. Not just any tie. My dachshund tie.
It looked like a crime scene at a bakery.
And Mrs Harris, being the saint that she is, doesn’t say a word. She simply smiles and says, “The pies are much better eaten in one bite.”
And that, girls, is how to save someone’s dignity with kindness and grace.
Now, even after the pastry incident, my first impressions of the School as a staff member only grew stronger and warmer.
This place — even on those misty, cold mornings that seem designed for doona days — has a real beauty to it. The kind that seeps in slowly, the more time you spend here.
And then came Friday night activities.
I thought I was in for some quiet trivia. Maybe a slow-paced board game. What I walked into was LOUD. Wild. And epically fun.
The Year 11s absolutely crushed it. Music pumping, people laughing, everyone included — no one left on the sidelines. It was fun, but also kind. Silly and structured. Confident and caring. Exactly the kind of culture you hope to walk into.
But then came the moment that really stayed with me. And if this had been my very first impression of the school, I’d have known everything I needed to know.
Birthday Weekend.
From the moment the celebrations started, it was clear this wasn’t just a party. It was a story. A living history.
We heard the incredible, inspirational, moving address by Annabel Chauncy, about building School for Life in Uganda — a reminder that impact doesn’t come from flash or perfection, but from purpose, persistence, and compassion.
We sang — all of us — the Birthday Wish song written by your very own Mr Spencer. That was a goosebumps moment.
And then came Viva La Vida by the Senior Choir and orchestra. I mean, Coldplay should probably just hang up their guitars now. That was unreal.
Sophie Chen was incredible on the piano, the Year 12 Music Class were rocking, and the cast and crew of the play were the ultimate professionals.
Two Iris Awards were given — the most coveted recognition in the School — to two students who couldn’t be more different in their strengths but couldn’t be more alike in the
way they give everything to everyone around them. Quiet heroes. No spotlight needed.
Then the Madrigals sang Bohemian Rhapsody with such flair, expertise and drama that somewhere, Freddie Mercury smiled.
And finally, past and present students stood together and sang 40 Years On with such joy, pride and sheer volume that I’m pretty sure they heard it echo in Canberra.
Imagine that being your first impression of a school? It was unforgettable.
So what’s my point?
First impressions are real. But they don’t have to be flawless. You don’t need to be perfect. You just need to show up honestly. Try. Laugh at yourself a bit. Sweat through the chilli. Survive the pastry. Sing the song.
And the good news is: this is a place that gives you room to be real. This School encourages every student to be the most authentic version of themselves — not a version shaped by perfection, but one guided by honesty, integrity, growth, and the courage to be different. To be yourself. Loud or quiet. Dramatic or thoughtful. And in the true spirit of Frensham, kind, considerate, and willing to put others before yourself.
So thank you — for your kindness, your noise, your music, your welcome, your spirit.
It is good to be here.
And I’m looking forward to many more chilly mornings in the mist, birthday weekends and opportunities for you to be the best versions of yourselves, particularly when no one is watching.
As writer George Eliot once said: ‘It is never too late to be what you might have been.’
Ben Chadwick Director of Students & Strategy
“In
“Each generation has its dreams of what the world might be … you are needed, your integrity is needed, your vitality is needed, and your dreams are needed …”
Winifred West, 1945
At Frensham Schools, our values are integrated into everyday life. These values, including the unselfish pursuit of excellence, individual growth, and service to others, influence traditions and actions.
Traditions at Frensham connect learners to the past, present, and future. The Frensham tradition of awarding Girdles and Irises for recognition of excellence embodies the unselfish pursuit of excellence as all students celebrate the achievements of an individual, birthday ribbons create connection and acknowledgement of a student’s growth, morning prayers focus our school community on the beauty of nature, music and the importance of personal development. All these traditions embrace Winifred West’s values of education for service, immersion in nature and pursuing excellence, unselfishly.
Traditions create shared experiences and a sense of belonging, which research shows is related to achievement and the ability to manage stress. The traditions at Frensham connect students to a larger community, supporting their development and resilience.
Values shape our decisions and provide internal feedback on whether actions align with personal well-being. When our behaviours do not align with our values, we can feel disconnected, anxious and unsettled.
Research indicates that values significantly impact students’ preferred learning approaches, especially as they advance academically (Gamage, et.al. 2021). Values influence academic performance by guiding student engagement with tasks and responses to failures.
Strategic learners, motivated by curiosity, making a difference, and achievement values, persist, reflect, improve, and share their efforts. This focus allows them to contextualise failure and appreciate the power of effort in the lifelong learning journey.
Values are dynamic, evolving, and changing the way individuals interact with the world. Thus, at Frensham, the values established by Winifred West are prioritised. Anyone who was fortunate enough to attend the Year 12 weekend would have seen these values lived in Annabelle Chauncey’s keynote in which she exemplified Frensham’s values of serving one another, the unselfish pursuit of excellence, to make the world a better place for young people in Uganda. Her vision, determination, and resilience all aligned with the values she developed through her family and Frensham
Schools, and now that vision lives in the lives of the young people who will be the first individual in their family to even finish school and attend university.
The field of positive psychology has consistently demonstrated the power of values-based actions in the happiness and optimism of young people and adults alike (Seligman, 1995; 2002; 2011). Individuals who live by their values engage in what Seligman calls the purposeful life, a life associated with higher levels of happiness, contentment and stronger mental health. So, whilst values may not be in the NSW curriculum, it will always be part of Frensham Schools.
“She who comes keen and eager to help, who gives out the best that is in her, increases the school’s power for good and receives back her gift with interest. Give yourself.”
Winifred West, 1 June 1918
Dr Ruth Phillips Academic-in-Residence
References
• Gamage, K. A. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The Role of Personal Values in Learning Approaches and Student Achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102
• Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. Free Press.
• Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Emma Lake’s first connection with Frensham began in hotel quarantine in August 2020, when she interviewed for a teaching role from lockdown. Arriving just as the Southern Highlands was beginning to feel the effects of the pandemic, Emma quickly found herself immersed in the rhythms of boarding school life and the unique culture of an all-girls learning environment.
Now in her fifth year at Frensham, Emma teaches Year 7 Mathematics, Year 12 Standard, and both Advanced and Extension 1 Mathematics in Year 11. She also serves as Year 7 Coordinator, a role that is critical to shaping a student’s early high school experience. “The transition from primary to secondary is a big one—socially, emotionally and academically,” she says. “My focus is on creating stability and a strong sense of connection from the start.”
That work begins early, with a clear goal: to know the name of every Year 7 student within 48 hours. From there, the program she leads focuses on building relationships, recognising
individual strengths, and developing communication skills. “We help the girls get to know each other, and themselves, in meaningful ways. We want them to feel part of something, and to know they’re supported.”
Emma’s understanding of how to support students was deepened through her earlier role in Frensham’s Diverse Learning team, where she coordinated personalised learning plans. “It gave me a much deeper insight into how different students learn and what support can look like,” she reflects. “It helped me refine my approach to differentiation and made me a more responsive classroom teacher.”
Originally from East Bowral and from a family of teachers, Emma always had education in her sights. “I had a great biology teacher in Years 11 and 12 who really sparked my interest, and I’ve always been drawn to teaching,” she says. “At Frensham, what I’ve come to really value is the way girls engage with learning—especially in maths. They’re more willing to have a go, to share ideas and problem-solve together. There is a confidence in the classroom.”
In 2023, Emma moved onsite, something she says has strengthened her connection with both students and the wider school community. “You get a better understanding of boarding life and what it means to be part of this place,
“At Frensham, what I’ve come to really value is the way girls engage with learning— especially in maths. They’re more willing to have a go, to share ideas and problemsolve together. There is a confidence in the classroom.”
24/7,” she says. “It means a lot to the girls, too—they see that you’re part of their world outside the classroom.”
Emma also mentors five Year 12 students, three of whom she has supported since Year 7. “Having that continuity makes a difference. The girls know they can come to me for advice, for help with schoolwork, or just to talk something through.”
Outside the classroom, Emma is an enthusiastic traveller and student herself. She has taught in Canterbury in the UK—a highlight of her career to date—and is currently studying a Master’s in Learner Wellbeing. She enjoys netball, snowboarding, reading, and exploring new places. “I love the variety—different cultures, environments, histories. It keeps me curious.”
Whether she’s teaching, mentoring, or simply showing up at weekend sport, Emma’s focus is clear: building trust, supporting growth, and helping students navigate the early years of high school with confidence. “When you invest in students, they respond,” she says. “That connection is at the heart of what I do.”
Sophie Rankine Marketing and Engagement Manager
All around the world, birthdays are celebrated in unique ways. In Mexico, children swing at a piñata until it bursts into a shower of lollies— chaotic and delightful. In China, families eat long noodles, hoping they don’t break, to wish for a long life. In In Jamaica, friends gleefully cover you in flour— messy, and full of laughter.
I also know of some unique family traditions— like baking the ugliest cake on purpose, or waking someone up at 6am with loud music. I even know of one Gregory family who, through necessity, developed the unique ‘sparkler in an orange’ tradition. But no matter how the birthday is marked, the message is always the same: you matter, and your life makes a difference.
So what does it mean when a school has a birthday?
While a school doesn’t unwrap presents or grow taller each year (like many of you certainly are!), a school does grow each year. It grows in spirit, in stories, and in the lives that it touches.
And that is something truly worth celebrating. Frensham Schools’ birthday means recognising that this place, our school, is so much more than just walls and windows. It is a living, breathing community full of laughter and connection, of kindness to others, and of courage in every challenge.
It’s made of teachers who give their all, each and every day. Of students who bring questions, ambitions, and a rollercoaster of emotions. Of staff, volunteers, and parents who show up quietly doing the things that make a big difference.
Our birthday gives us a chance to pause to say: Look from where we’ve come. Look at what we’ve built together.
And even more importantly, to look ahead and say: This is who we are. And this is who we want to be.
Who likes receiving presents for their birthday?
Of course we do! There’s something magical about a present. It’s not just the wrapping paper or the surprise inside. A present says: I thought of you. I value you. I wanted to give you something to bring joy, or comfort, or inspiration.
The best gifts are the ones that make us feel seen, appreciated, and loved.
And that’s exactly what Frensham Schools is a gift. Not just to one person, but to every member of our community. It’s a place where friendships begin, where creativity knows no bounds, where courage is nurtured, and where mistakes become stepping stones. It offers us challenges to grow, people to walk beside us, and opportunities to discover who we really are.
Like the best presents, Frensham Schools is a gift of perpetual giving—through every lesson, every friendship, every moment of reflection or triumph. And just like the best gift, the more we care for it, the more precious it becomes.
Our birthday celebration is not just about memories—it’s also about purpose. It’s about lifting each other up, walking forward together, and knowing we belong to something greater than ourselves.
As George Meredith (English novelist and poet) said:
“Don’t just count your years, make your years count.”
That’s exactly what Frensham Schools has done over the years—by not just growing older, but by growing better.
Because it’s not the number of candles on our cake that matters most—it’s the light we create together.
On 1 June 1928, Winifred West said:
“Today we are celebrating our 15th birthday. Fifteen years is young for a school—we have no ancient traditions, but this is an advantage… because it means we have the making of them; we look forward instead of backward.”
This year we celebrate 112 years of Frensham, 84 years of Sturt, and 71 years of Frensham Junior School. We now have individual and whole-school birthday traditions: flower hats,
ribbons, dress-ups, waffles, cakes, birthday books, cards, and Freddo Frogs.
And so, with a poem, we reflect together on the making of years before us, in front of us, and ahead of us:
Today we gather, far and near, With joyful hearts and voices clear—
To sing for Frensham Schools with pride, Whose light shines strong and deep inside.
With every year that’s come and gone, Her spirit stands, her dream lives on.
A place where learning, love, and grace Have gently shaped this cherished space.
From little feet with playground cheer, To leaders grown through every year—
Each person adds a verse, and part, Enriches Frensham Schools’ great heart.
She’s weathered time with steady soul, Her roots run deep, her vision whole. Tradition’s song and wisdom’s thread Still guide the paths that lie ahead.
And yet, her story’s just begun— Each new face, each rising sun, Brings laughter, hope, and dreams to be— The best is still ahead, you see.
So light the candles, raise the sound, Let joy and gratitude abound!
A birthday is a time to say:
We’re proud to stand with you today.
So with full hearts and joyful voices, let’s declare:
Happy 112th birthday, Frensham. Happy 84th birthday, Sturt. Happy 71st birthday, Frensham Junior School.
Let us celebrate our birthdays together—And let us continue to grow stronger, wiser, and more united with each passing year.
Lucy
Gregory
Head
of Frensham Junior School Frensham Schools Birthday Service, Friday 30 May
Frensham recently marked its 112th birthday, a milestone that invites more than a passing celebration. It prompts a deeper reflection: not just on how long the School has existed, but why it has endured. What allows a school not only to survive but to thrive for over a century?
For the Class of 2025, the journey began in 2020—the same year I joined Frensham. I still remember seeing them on their very first day: a mix of nerves, excitement, curiosity and cautious optimism. I was feeling the same. While they were searching for new friends, I was seeking new colleagues. That year, I taught Year 7 World Studies for the first time, and those students, now in Year 12, were my very first Frensham students.
Together, we learned the School’s rhythms: muffins on Thursdays, pies on Fridays, the serious business of lines, the discovery that Glen is a place (not a mysterious man preferred to my classes), and that during winter, you’re always either too hot or too cold.
Now, five years later, I find myself speaking at their final Birthday Lunch, a moment that feels as symbolic as it does personal. It is not just a celebration; it is a shared milestone.
At 112 years old, Frensham is officially ancient. Statistically, if the School were a person, it would be among the 50 oldest living people in the world and climbing. And like any grand old dame, Frensham shows her age in endearing ways.
There’s the language. Our napkin dispensers haven’t been the Esty brand since Ms Harris and Ms Fennell were students here, although we still speak of them like they are. The fashion. Our Year 12s and their ‘tails’ often prompt curious questions from visitors on School tours. The music. Spotify has yet to recommend Hymn 42, despite it being an undeniable banger. And the traditions, like the annual pledge of allegiance to the sports slideshow, remain wonderfully bewildering.
But beneath the quirks lies a serious question: Is Frensham still relevant?
The beauty of our grounds, the thunder of war cries, the harmonies of choir, the rituals and prayers, even our classes provide structure, yes, but they also offer stability in a world that is rapidly shifting. Because outside our gates, things aren’t great. Powerful leaders, regardless of gender, are
increasingly turning to division as a political tool. Inequality is deepening. The climate crisis, mass displacement, and unchecked technological growth are often ignored. And here we are, eating cake. Twice. For a school.
So again, is what we do here irrelevant?
Absolutely not. Because the world urgently needs what Frensham continues to produce: young women of grit, knowledge, character, empathy, curiosity, and courage.
Last year, I shared in Morning Prayers that our colours—purple, green and white—were not chosen at random. They were the colours of the suffragettes: bold, relentless women who demanded a voice in shaping the world. That spirit still lives here. Ms West chose the iris as our symbol because it is hardy and resilient, thriving in even the most difficult of environments. The students I see before me embody that same strength.
At Frensham, we value a breadth of learning. Girls are encouraged to pursue mathematics, sciences, languages, and literature alongside art, music, drama and design. We believe that the solutions to today’s problems lie in this kind of creative, critical and diverse education. And we also know that to make a difference, you need connection—you need friends to stand beside you as you fight for change.
In Love, Serve One Another
What binds all of this together is our motto: In love, serve one another. From Galatians 5:13, it reads:
“You, my brothers and sisters, were called to be free. But do not use your freedom to indulge the flesh; rather, serve one another humbly in love.”
Many schools speak of service. At Frensham, it is not driven by obligation, but by love. It is a recognition of the dignity and worth of others, and a commitment to selfless action. That ethos is embedded in all we do.
So no, Frensham’s 112 years do not make us outdated. Rather, they prove the enduring power of what we offer. Through two World
Wars, economic depressions, nuclear anxiety, social change, pandemics, and even the dab craze—Frensham has stood firm.
And its alumni—those who have walked these paths before—have healed, built, led, written, governed, challenged and created. They have sat in judgment at the highest courts and spoken truth to power. None of this is by accident. In her very first Birthday Address, Ms West said:
“Our lives are not our own to do what we like with, and by living our school motto, that we begin to inculcate here, so that we may take out into the world with us what is most needed—the spirit of willing and loving service.”
To the Class of 2025, I return where I began. I have seen you grow, year after year, from curious Year 7s into confident, compassionate leaders of our School. You model excellence, kindness, humour (although, to be fair, not always hilarious), empathy and initiative.
You are exceptional. It has been a privilege to walk part of your journey with you. Don’t forget what you carry: your mind, your heart, and this place—your home away from home.
Let me leave you with the words of Saint Hildegard of Bingen, a 12th-century visionary who, like Ms West, founded a school for girls that still stands today, 800 years later. She once wrote:
“I am the fiery life of the essence of God; I am the flame above the beauty in the fields; I shine in the waters; I burn in the sun, the moon, and the stars. And with the airy wind, I quicken all things vitally by an unseen, allsustaining life.”
Happy Birthday Frensham. May the next 112 years be just as strong, spirited, and full of heart.
Nathan Bessant Director of Studies
Frensham Birthday Lunch Friday 30 June
Founding Director & CEO, School for Life Foundation
Co-Founder for School for Life and Old Girl, Annabelle Chauncy OAM (2003), returned to Clubbe Hall on Sunday 1 June to deliver Frensham’s 112th Birthday Address. Her speech was an inspiring reflection on purpose, perseverance, and how her life has been shaped by Frensham’s values.
Annabelle shared fond memories of her time at Frensham, from sport and drama to the enduring friendships that shaped her. With candour and humour, she recalled her early fear of public speaking—including fainting on the Clubbe Hall stage as a Year 11 student— and the journey that has since taken her from rural NSW to founding an international charity.
“Frensham is a truly unique school because it is steeped in the value of service… Our motto ‘In Love Serve One Another’ inspired me to pursue a career driven by purpose.”
She spoke about her first visit to Uganda in 2008, where she witnessed the barriers to education faced by local children. Motivated to act, and with limited experience but boundless determination, she co-founded School for Life, now educating over 4,500 students across 13 schools.
“We are all born under the same sky… yet where we are born means our destinies can be vastly different.”
Her story is one of persistence in the face of adversity. From struggling to fundraise for the
first school to navigating cultural resistance, bureaucracy and self-doubt, Annabelle encouraged students to build resilience, seek out mentors, and embrace the idea that meaningful change begins with a single step.
“There will always be people telling you what you can’t do… but you must have the strength and self-belief not to let them stop you.”
A highlight of her speech was the story of Cissy, a young Ugandan girl whose initial ambition was simply to learn to read and write. With the support of School for Life, Cissy graduated from high school and is now preparing for university.
“She’s living proof of what can be achieved when education is made a priority.”
Annabelle concluded with a powerful call to action, urging students to step into the arena of life and use their skills to uplift others:
“Don’t live your life in the stands. Step into the arena. Be the one who shows up. Be the one who dares… and seek to make a positive difference in the life of someone else, every single day.”
Her address was a moving tribute to the School’s founding ideals—and a timely reminder of the responsibility and potential that comes with a Frensham education.
This year marked my fourteenth Frensham birthday celebration. Fourteen years of walking into the hall for the Friday service, 6 years of birthday lunches in our best dresses, of hockey games between parents and students, and of watching the tear-jerking Year 12 slideshow. It’s hard to put into words what it all means — not just this year, but the accumulation of all the years before it.
The weekend starts with the Frensham Schools Birthday Service, joined by the Junior School and Sturt. Each school shares a message, and we sing hymns that most of us know by heart now. For the girls who’ve been here since kindy — just five of us this year — there’s a moment where we get to cut the cake with the Head and Vice Head Girl and the two youngest Kindy students. It’s simple, but special. We’ve seen this moment happen every year, and now it’s our turn.
After that comes Birthday Lunch, which has always felt like the heart of the weekend. We dress up, sit down to a beautifully set table, and hear speeches — from a staff member, two Year 12s, and often a message passed on from a past Head Girl or two. There’s something about hearing those voices that makes you pause. They remind you that this place stays with people long after they leave.
The Saturday matches are loud and fun. The parents play the girls, and the five-year reunion group joins in too. It’s competitive in the most light-hearted way, and watching the mums and dads play netball and hockey in their fancy dress never really gets old. These games aren’t about who wins, but about being part of something together — girls, families, old girls, staff.
Sunday is the most emotional part. The Year 12 Service features performances from the choir, madrigals, orchestra and music class. Then comes the slideshow — photos from Kindy, Year 7, Year 12, and each year in between. It’s the kind of thing that makes you laugh and cry at once. Everyone knows what’s coming, and
still, it hits in a way that feels new each time. Afterwards, we sing a mashup of bittersweet songs, and most of us are quietly crying by the end, and then Forty Years On with the reunion girls and Old Girl mums. That’s when the tears shift back into something louder and messier — into joy.
Two Irises were awarded this week — the School’s highest honour — and it was an incredible thing to watch two girls we all admire be recognised like that. Everyone cheered, stood up, and we didn’t stop clapping for a long time.
Fourteen years in, I still don’t know exactly how to describe the feeling of a Frensham Birthday. But I know it’s something I’ll carry with me. It’s built from little things: cutting the cake, hearing the choir, seeing old photos, ruffling someone’s hair after an award, crying through a song, laughing during a match. It’s tradition, yes — but it’s also change, and memory, and connection.
And I’m really grateful I got to grow up inside it.
Georgie Lewis Preschool 2011 -
Year 12 2025
As a Year 1 Teacher at Frensham Junior School, Nikki Coumbiadis brings an infectious energy to the classroom, blending foundational literacy and numeracy with joyful discovery, outdoor adventure, and meaningful student agency. For Nikki, Year 1 is a pivotal stage, not just for academic growth but for building the confidence and safety students need to make mistakes, reflect, and try again.
“My goal is to instil a love of learning,” she says, “but it’s also about helping each student flourish—physically, emotionally, socially and mentally—so they feel confident exploring the world, knowing they have a toolkit to be successful and thrive.”
Since joining Frensham Schools in 2021, Nikki has embraced opportunities that extend her impact beyond the classroom. As Special Projects Coordinator Schoolbox, she leads innovation and communication across
Schoolbox, the School’s learning management system. Through this platform, she has launched initiatives such as Learning Moments, giving families real-time, unedited insights into their children’s learning journey. “It is about authenticity,” she explains. “Students choose what they want to share—what matters to them. It strengthens the partnership between school and home.”
She is equally passionate about equipping students with lifelong skills. “It is not just about knowledge,” Nikki says. “It is about giving students the tools to think critically, ask questions, and develop resilience so they can navigate challenges independently and confidently.”
Her leadership extends to supporting her colleagues, too. Staff collaboration and participation in initiatives like TeachMeets allow Nikki to both share her own practice and learn from others. “There is an incredible culture of professional growth here,” she says. “Everyone is invested in doing what is best for the students, and we grow together through that shared commitment.”
Beyond the classroom, Nikki is a long-distance runner and former representative athlete. She draws inspiration and focus from sport, with recent races including the City2Surf and her sights now set on a mini Kokodastyle mountain trek. Her competitive drive is matched by a love of reflection and challenge, qualities she brings to her teaching every day.
Whether leading her Year 1 students through their independent reading or developing systems that improve learning across the whole School, Nikki’s impact is grounded in care, clarity, and an enduring love of learning— values that resonate throughout the Frensham community.
Sophie Rankine Marketing and Engagement Manager
On Saturday 13 June 2025, nearly 100 members of the Frensham Junior School community gathered at Bendooley Estate for the annual FOGG Winter Dinner – an evening focused on connection, conversation and shared celebration. Now in its third year, the Winter Dinner has become a much-anticipated occasion, reflecting the strong bonds within our parent community.
A highlight of the evening was the display of student artworks — one from each year group — created under the guidance of Art Teacher, Jessica Bollard. Guests enjoyed a spirited auction, with all funds raised going toward the next phase of the Junior School playground development. We are most grateful to Winifred West Schools Foundation for generously matching all contributions.
Warm thanks are extended to FOGG Chair, Danielle Villavicencio, and the Winter Dinner SubCommittee for their thoughtful planning and dedication in bringing this special evening to life.
At Frensham Junior School, we provide a broad range of enrichment opportunities to support and extend high potential learners. In addition to differentiated classroom programs, students are identified by their strengths and invited to take part in targeted enrichment activities.
All Year 3 students develop their chess skills through weekly in-class sessions led by a specialist chess instructor. Students may also choose to join the chess club and participate in the NSW Junior Chess League Interschools Competition.
This year, eighteen students from Years 3-6 represented the School and achieved outstanding results in the competition.
Chess provides a wealth of cognitive benefits, including the development of strategic thinking, problem-solving abilities, and memory. It also nurtures creativity, critical thinking, and sustained concentration. Beyond these academic advantages, chess supports the growth of self-confidence, forward planning, patience, and resilience.
The Maths Olympiad is a prestigious interschool competition designed to extend and challenge high potential and high achieving students in Years 5 and 6.
Open to students across Australia and New Zealand, the Olympiad fosters both individual excellence and team collaboration. Established
in 1987, it is a highly regarded event that promotes mathematical thinking at a national level.
Selected students take part in weekly training sessions focused on enhancing creativity, flexibility in problem-solving, and mathematical reasoning. The program aims to deepen students’ enthusiasm for Mathematics while providing a platform for them to showcase their talents and be recognised for their achievements.
The Kids’ Lit Quiz is an annual international literature competition for students aged 10 to 13. Teams of four students answer 100 questions across ten categories related to children’s literature, with topics varying each year. Categories may include poetry, authors, titles, settings, characters, and nursery rhymes.
This year, Frensham Junior School proudly entered two teams in the competition, giving eight passionate readers the opportunity to showcase their literary knowledge. Students prepared through weekly training sessions, engaging in a collaborative and enriching experience that celebrated their love of reading.
Students in Years 3-6 who demonstrate a strong aptitude for technology and coding are invited to join the Frensham Junior School RoboCup team. RoboCup is a dynamic, projectbased educational initiative designed to spark interest and enthusiasm for robotics.
The team meets weekly to design, construct, and program creative, autonomous robots, working collaboratively to develop engaging live performances. These performances can take many forms—including dance, storytelling, theatre, or interactive art installations—and often incorporate music and multimedia elements. Students are encouraged to think innovatively and to combine technical skill with artistic flair.
Our RoboCup team is currently preparing for the upcoming competition, to be held in Canberra in Term 3.
The da Vinci Decathlon is a prestigious academic competition that challenges and inspires students to think critically, creatively, and collaboratively. Competing in teams of eight, students engage across ten diverse disciplines: engineering, mathematics, code breaking, art and poetry, science, English, ideation, creative producers, cartography, and legacy.
Inspired by the life and achievements of Leonardo da Vinci, the competition celebrates the academic talents of young Australians and is conducted in the spirit of an Olympic decathlon - encouraging excellence, teamwork, and intellectual curiosity.
This year, Frensham Junior School was proudly represented by a dedicated team who participated in weekly training sessions to refine their skills and strengthen collaboration in preparation for the event.
Tournament of Minds is a dynamic problemsolving program for teams of Year 5 and 6 students. The program aims to develop a broad range of skills - including innovation, enterprise, time management, and teamwork - within a stimulating and competitive environment. Participating teams are challenged to solve complex, open-ended problems in one of four disciplines: The Arts, STEM (Science, Technology, Engineering and Mathematics),
Language Literature, or Social Sciences.
Tournament of Minds offers an exciting opportunity for students with a passion for learning and problem-solving to showcase their talents in a vibrant and public forum. Our team is currently preparing for the upcoming competition, which will be held in Term 3.
The Frensham Junior School Grasshopper Program supports high potential students by enabling subject-specific acceleration for those who demonstrate exceptional ability in one or more areas. This form of partial acceleration allows students to engage with content at a level that matches their academic strengths, without the need for a full-grade advancement. The program fosters deeper learning, sustained engagement, and intellectual challenge in targeted subjects. A range of factors are carefully considered when identifying students for the Grasshopper Program, including the collection and analysis of academic performance data and teacher observations.
In Term 4, selected students from Years 4 - 6 participate in the IPSHA Gala Debating and Public Speaking Competitions. In preparation, students work collaboratively with their peers to develop and refine their arguments, presentation skills, and delivery.
Participation in debating and public speaking offers a wide range of benefits, including the development of critical thinking, effective communication, and research skills. It also strengthens teamwork and collaboration, fosters empathy through the exploration of diverse perspectives, and builds confidence. Most importantly, it encourages students to engage thoughtfully with complex issues and articulate their ideas with clarity and conviction.
Benita Neilson Teaching and Learning Coordinator
On a crisp winter morning, Frensham’s Writer-in-Residence Amy Lovat stood before the school community to reflect on what it means to believe in your own potential, even when the spotlight fades.
Amy, who has spent the term living at Sturt and working alongside students, opened her Morning Prayers with warmth and humility. “If we haven’t met yet, I’m Amy, and I’ve spent this term sitting over there at Sturt hunched over my laptop trying to write another book… and coming over here to talk to you about books and writing—which, to be honest, is much more fun than writing the words themselves.”
As the School’s first-ever Writer-in-Residence, Amy has supported Frensham’s Year 12 Extension 2 English students on their major works and shared her own creative practice through workshops and conversations. But her message at Morning Prayers moved beyond technique. She shared a personal story about writing, rejection and the courage it takes to back yourself.
Amy’s debut novel, Mistakes and Other Lovers, was eleven years in the making. “Eleven years of writing, re-writing, sending it out, getting rejected, giving up, and starting again,” she said. “The only reason I didn’t stop trying was because of a tiny flicker of a voice inside me that said, ‘I really believe this might happen one day.’ That flicker was my inner confidence.”
When the book was finally published, the experience was surreal. “I got taken out for a fancy lunch in Darling Harbour, signed 500 copies, saw my book in the window at Dymocks on George Street. It was amazing. It felt like people believed in me, just like I had for all those years.”
But her second book, Big Feelings, due out in two weeks, has come with very different emotions. “No fanfare this time. No window displays. No book signing. And I started to doubt myself—deeply,” she shared. “On my anxious days, I convinced myself I had written the worst book in the history of publishing.”
Talking with fellow authors revealed a common pattern: second-book syndrome, a phenomenon Amy likened to middle-child syndrome. The debut book draws attention, hype and hope. The second? Often, not so much. “The industry just doesn’t care as much,” she said. “Which left me asking—what about me? What about this book I spent years writing?”
In that space of uncertainty, Amy rediscovered the lesson she thought she had already learned: that confidence must come from within.
“With the first book, I could ride the wave of other people’s excitement. But this time, it’s up to me. I need to believe in this book just as I believed in the first one. I need to be my own biggest fan.”
She paused to explain what that meant. “Being your own biggest fan isn’t about arrogance. It’s about believing in yourself, even when no one else is clapping yet. It’s a skill you can learn. Something you can build, practise and grow.”
Amy reminded students that confidence is not about having all the answers but about backing yourself, even in uncertainty. “You might not know how something will turn out, and that’s okay. What matters is that you choose to be proud of the effort. You choose to keep going.”
Amy has been so inspired by her time at Frensham, and the warmth and dedication of the students, that she has enrolled in a Master of Teaching.
Sophie Rankine Marketing and Engagement Manager
Every second week for most of the year, a group of volunteers – former staff and Old Girls – meet at the Archives Building on Wednesday to carry out various tasks processing an extensive collection under the leadership of Joanne Birkl of The History Company. A recent donation by former member of the Music Faculty, Mrs Christine Tilley, of both printed and hand-written music by former teacher Iris de Cairos-Rego, has inspired research into this remarkable composer and performer. She was celebrated as a distinguished composer and pianist around the world, yet most of the current Frensham community are probably unaware of her talent and great contribution to the musical life of the School. The research was made possible as Iris left her personal collection of correspondence, photographs, diaries and other forms of ephemera to Frensham.
Iris’ great grandfather was Antonio José Conçalves de Almeida, Governor and Captain General of the island of Madeira, now an autonomous region of Portugal. Her grandfather, Francisco Joao de Cairos-Rego, emigrated to Victoria where her father George was born, but by 1887, George and his wife Lillian were living in Marrickville, NSW. Their son Rex was born that year and Iris was born in 1894. It was a musical family as their father, a pianist and composer, was involved in the establishment of the NSW Music Teachers’ Association and was the Secretary of Trinity College of Music in Australia for some years; he also regularly acted as an adjudicator in competitions and was the Music Critic for the Daily Telegraph. Rex also became a pianist and composer, but his work was not considered in the same league as his sister’s and there are few extant compositions. He was, however, a fine baritone, and was often accompanied in recitals by his sister.
Iris’ amazing gift as a pianist was soon recognised. There are reviews of recitals at the ages of four, nine and thirteen, and she was
described with that much-used phrase ‘child prodigy.’ In 1903, her composition ‘Romance’ was performed at a YMCA recital and, in the same year, she completed the senior examinations for the Trinity College of Music. To expand her musical knowledge, in 1905 the family travelled to England, France, Germany and Italy, and Iris then studied in Berlin from 1907 to 1910 under the Spanish virtuoso and teacher Alberto Jonas. In 1910, Iris played the Greig Concerto in Gorlitz, Germany, and the reviews were full of praise: The expectations concerning the pianist were not only completely wholly fulfilled but were far exceeded. What the artist gave belonged neither to her youthful appearance or age but stood out prominently as a first-class performance which both in technique and conception … may rank with work of experienced artists. [‘Gorlitzer Indicator’, 12
February 1910]. She was also booked to play the concerto in London but due to the death of King Edward VII, the performance was cancelled and, without that financial support, Iris and her family were forced to return to Sydney.
When the NSW Conservatorium of Music was founded in 1915, Iris was one of the first appointments, gaining employment as an Assistant Piano Teacher with a salary of £260pa. At this time, she was living in the family home in Mosman, with a view of Balmoral Beach and Sydney Heads. Iris was in demand as a performer both pre- and post-World War I, playing in New Zealand and Western Australia, as a soloist with the NSW State Orchestra and as a frequent associate artist with colleagues from the Conservatorium. From 1924 to 1926, she and her parents lived in Sussex, England, and during that time she regularly performed concertos with many orchestras.
In 1935, Miss West invited Iris to join the staff of Frensham as a teacher of Piano, originally for one year. Miss West was a member of the British Music Society and this invitation to Iris is an example of her awareness of and contact with the leading cultural figures of her day. Frensham became a testament to this woman’s remarkable ideas … she collected around her some of the most prominent musicians and artists from the NSW community to teach at her school. 1 However, the one year stretched to a life-long association with the School, long past her retirement in 1951, until her death in 1987. Although technically she started in the Easter Term in May, she had already become involved in the School as the 1935 Chronicle records that on 20 March, after the funeral for Miss Hartfield at St Stephen’s, Iris composed a piece of music in her honour called ‘The White Cloud’. In ‘Fifty Years at Frensham,’ Esther Tuckey writes that she was a fine musical scholar and concert pianist; she was also a lover of birds and gardening and quickly found her way to the heart of the community. Her Friday recital and Sunday afternoon music
1 www.australiancomposers.com.au/pages/iris-de-cairos-rego
hour in the North Room became highlights of the week.
Iris wrote the greater part of her piano compositions during her time at Frensham. She wrote music for play performances and other occasions and was especially gifted in ensuring that the music was completely suitable for her students; she always bore in mind their ability such as in the piano duets Bushland Sketches, published by Palings and Co, which she dedicated to Miss West. As well as Palings, she also had on-going contracts for her compositions with Chappell & Co. She took a personal interest in all her pupils, inspiring many of them to continue their musical studies and interests later in life which led to strong and lasting friendships. When asked if she missed her musical work in Sydney, Iris replied Oh no, because Frensham was such a lovely place to come to…and many musicians came to the School to give concerts and recitals. During the 40’s and 50’s, she was regularly invited to perform at concerts which were broadcast by the ABC.
By the time of her retirement from full-time music teaching, Iris had decided to make her permanent home in Mittagong where she built a house, Rusper, named after a village in West Sussex. Her brother Rex and his wife Nancy lived next door. Her retirement, however, did not mean the end of her association with the School. Her many friends regularly enjoyed her hospitality. There were delicious meals followed by music and talk and a stroll around the garden. She continued to lead the Gardening Club where she delighted members with her knowledge of trees, plants and birds and the gardens at Frensham, and later at Sturt and Gib Gate, owe much to her loving care and hard work. Iris was also a skilful flower arranger and even gave lessons in Astronomy on starry nights with the telescope which had been donated to the School. And, like many of the Frensham community, she had a great love of animals, especially dogs.
Her travel overseas did not stop with her retirement. Her passports tell the story of
her many trips: in April 1951 she flew to England where, among other things, she had to dispose of a property, ‘Old Park House’, left by her cousin Hazel Hirsch upon her death in February 1951. She returned in December that year. In 1957, she visited San Francisco, Vancouver, Greenland and several countries in Europe, returning via Colombo, Singapore, Indonesia and Darwin. In 1969 she was in Africa, Europe, the UK, Denmark and Norway, returning via New York, San Francisco and Fiji.
Iris continued to take an active part in various areas of Winifred West Schools, serving on the Gib Gate council Advisory Committee for four years, a year on the Finance Committee and as a Company Member from 1955 – 1960. In the local community she was involved with the Red Cross, the Berrima District Music Group and the Education Club. She lived very simply and, in her obituary, Miss Bryant described her as modest and unassuming, warm-hearted with strong convictions and faith, generous in every way with her time, money and talents.
In the last few years of her life, circumstances forced Iris to move to Kenilworth Nursing Home, leaving behind her beloved home and her dog Ghillie (which a friend kindly adopted). While sometimes very homesick, she was
extremely grateful for the care she received from the Matron and staff and was comforted by the many letters, cards and visits she received from her many friends. Iris particularly missed her church, having been a staunch Christian and for many years a regular worshipper at St Jude’s.
Although, sadly, at the moment Iris’ work is not commonly taught or performed, nonetheless thirteen of Iris’ compositions can be heard on YouTube by searching under Iris de Rego: ‘Toccata for Piano’ (‘The Train’), ‘Arabesque in A Minor’, ‘Waltz in A’, ‘Song of the Trees’, ‘The Listeners’, ’Waltz Caprice’, ‘Folk Dance’, ‘A Frolic’, ‘Tarrel’, ‘Canzonetta’, ‘Grieve Not Dear Love’, ‘Little Dog’ and ‘Firelight’. In her 2016 book ‘Composing Against the Tide’, about early 20th Century Australian Women Composers, Jeanell Carrigan writes: Iris de Cairos Rego has left an impressive legacy of compositions for piano which should find their way back on to the concert platform and into the teaching studio.
Perhaps a Frensham music student will resurrect her valuable legacy by learning some of her compositions for performance for the School?
Liz Stephenson Archives Volunteer Frensham Teacher
of Latin 1990-2019
As of 2025, Year 11 students have commenced the new Health and Movement Science course, which replaces the previous Personal Development, Health and Physical Education (PDHPE) course.
This change is part of a broader curriculum reform led by the NSW Education Standards Authority (NESA), aimed at modernising learning to better reflect current research, student needs, and future pathways.
The new Health and Movement Science syllabus was developed to:
• Integrate contemporary scientific knowledge about health, movement, and performance.
• Enhance student engagement through practical, real-world applications.
• Strengthen skills in critical thinking, collaboration, research, and problemsolving.
• Align more closely with post-school pathways in health, sport, fitness, and education.
The Collaborative Investigation is a key component of the Year 11 Health and Movement Science course. It is designed to give students a hands-on, inquiry-based learning experience that builds both content knowledge and essential skills.
It is a group-based research project where students work together to explore a topic related to the course content. The investigation is aligned with the syllabus focus areas, such as health in communities or the science of movement, and encourages students to apply what they have learned in a practical, meaningful way. Students are responsible for conducting all their own primary and secondary research centred on their chosen topic.
Below is the list of research questions developed by Year 11 students this year.
• Ginger, Sienna & Tilly: How does teenagers’ understanding of nutritional information influence their confidence in making healthy food choices?
• Gretel, Anna & Poppy: Do post-exercise ice baths enhance recovery after high intensity exercise and improve performance?
• Steph, Charlotte & Phoebe: How do varying noise levels affect the performance of skills for a basketball player in the cognitive stage of skill acquisition?
• Susie, Claire & Zoe: How does the perceived loss of athletic identity influence emotional wellbeing in athletes recovering from long term injuries?
• Poppy, Anna & Skye: What is the effect of a structured warm-up and cool-down on recovery in amateur runners and swimmers?
• Piper, Abigail & Tallulah: How does social media impact body image and self perception of teenage girls in Australia?
• Annabel, Louisa & Autumn: How does music tempo influence cycling speed in amateur athletes?
• Matilda, Fran & Chloe: In amateur athletes, how does mental rehearsal before a penalty kick in soccer affect their performance?
“Watching our Year 11 students undertake their Collaborative Investigations has been a highlight this year. Seeing them take ownership of their learning, explore meaningful topics, and work together with maturity and creativity has been both inspiring and a testament to the power of authentic, student-driven inquiry based learning.”
Lucy Thorne, Head of PDHPE
What skills have you developed?
“I think that working in a group has improved my communication skills and being able to meaningfully discuss the topic with my group. My time management skills have also improved during this time with keeping on top of my portfolio and making time each day to add something into it after every lesson”.
Claire Barclay
What has been a rewarding moment during the investigation?
“Conducting our own focus groups In the mornings that had been entirely organised by ourselves felt very rewarding afterwards when the results complimented our research question”.
Anna Ericsson
What have you enjoyed the most about the collaborative investigation?
“I enjoy having the freedom to investigate a chosen topic and having the independence as a group in each class”.
Anna Boag
“Throughout the collaborative investigation I have thoroughly enjoyed the freedom of being able to take an indepth look into a topic of choice from any angle. At first it was very overwhelming but after discussing interests within my group it narrowed down our options.”
Anna Ericsson
What skills have you developed?
“I think I improved my research and collaboration skills as I now know how to find credible sources from various places on the internet and have worked on my collaboration skills as I am now more confident in working in groups and contributing my personal ideas.”
Poppy Blair
Lucy Thorne Head of PDHPE
As part of the Jamieson Program, Year 8 students at Frensham now study Philosophy and Ethics — a new offering in 2025 designed to engage critical thinking, self-reflection, and ethical reasoning.
Philosophy coursework is inherently metacognitive — that is, it teaches students to think about their own thinking — and surprisingly accessible. My passion for the subject lies in its lifelong relevance: students learn to ask and respond to difficult and unfamiliar questions, make connections between theory and practice, interrogate their own beliefs, and better understand the perspectives of others.
In the spirit of the course — which is centred on enabling informed, respectful student viewpoints — here are some reflections from Year 8:
What is Philosophy, and what do you learn in class?
“Philosophy, derived from the Greek word meaning ‘love of wisdom,’ is the study of questions about existence, reality, knowledge, values, and the mind.”
– Hannah, Arlo and Elke
“We learn about different ways of thinking and the nature of knowledge, reality and
existence. We explore theoretical problems, study different philosophers, and apply these ideas to the real world.”
– Cecelia, Raphaela, Elodie and Zoe
“Philosophy is learning how to think properly and understand things from every possible angle. We’ve studied philosophers and their beliefs, and how these ideas influence others. Thought experiments are a big part of it — and we’ve learnt how to think for ourselves and express our opinions respectfully.”
– Pip and Lil
“We’ve recently started exploring ancient philosophers and their views on telos — the purpose or apex of human life.”
– Imogen, Maddie and Annie
Why do you think it’s important to study Philosophy?
“It helps you look beyond your own beliefs and understand other people’s perspectives and values. Zoe says this is her favourite class.”
– Cecelia, Raphaela, Elodie and Zoe
“It helps us become more independent and strong-minded. We learn how to hold ethical discussions and think critically about each topic and philosopher we study.”
– Pip and Lil
“It helps us think more clearly and understand ourselves and others better.”
– Hattie and Milla
“It’s important to understand your own morals and personality beyond the surface. Knowing what you truly value helps you make better decisions in life.”
– Imogen, Maddie and Annie
“Philosophy builds critical thinking, problemsolving and communication skills — which are useful in all areas of life.”
– Hannah, Arlo and Elke
What does it feel like to learn in this class?
“It’s fun, exciting and interesting — it really challenges us to think deeply and reconsider our opinions.”
– Cecelia, Raphaela, Elodie and Zoe
“Some tasks are challenging or even frustrating, but we support each other and keep going, even when things feel difficult.”
– Pip and Lil
“We’re always expanding our understanding of different worldviews, where personal beliefs come from, and how to make ethical decisions. We love our conversations with Ms Gray — we’re always asking questions and sharing our own perspectives.”
‘A Gift of Music’ marks the occasion of Frensham’s 112th Birthday Music is part of the fabric of everyday life at Frensham, from the singing of hymns every morning by the whole school, to the celebration of musical performance and a shared appreciation of deeply valued traditions enriched by music.
This collection includes studio and live recordings, and features original works composed for the School by Frensham’s Head of Music, Michael Spencer. ‘24 Years on’ the love of choral music inspired by Michael continues to be heard in the beauty of the voices he leads, across a wide range of repertoire.
– Imogen, Maddie and Annie
“It’s very different from other classes — and it definitely makes your brain work!”
The third in a series, following The Centenary CD ‘One Voice –a Musical Celebration’ published in 2013, and an EP album ‘In Love Serve One Another’ composed to celebrate 100 years of Frensham Fellowship in 2019, ‘A Gift of Music’ (Frensham) album is available from Spotify.
– Hannah, Arlo and Elke
Which philosophers do you admire or agree with, and why?
“Confucius believed people can change who they are and what they believe. He said it’s not just about doing good — it’s about being good.”
– Hattie and Milla
“We agree with Immanuel Kant. He believed that our purpose as human beings is to live out our duty — to be fully human. He saw humanity as something we understand through our physical selves and our relationship with God.”
– Imogen, Maddie and Annie
This new course is more than just an academic subject—it is an invitation to think deeply, listen carefully, and speak with integrity. The students’ voices speak for themselves: they are engaged, thoughtful, and open to ideas that will serve them well far beyond the classroom.
Roxy Gray Head of Hartfield House
112 YEARS OF FRENSHAM © 2025 Frensham Schools
“Aristotle and Confucius. Aristotle believed that good actions lead to eudaimonia — a flourishing life — and Confucius focused on moral character and being a good person. Both are about living ethically and with purpose.”
– Cecelia, Raphaela, Elodie and Zoe
A newly released album with 24 tracks available from Spotify
On Wednesday 7 May, the Frensham Fellowship hosted a Careers Networking Evening at MA Financial in Sydney. Designed to foster connection and practical insight, the event brought together Fellowship from various industries and stages of life, along with thirteen Year 12 students keen to explore different career paths.
The evening was facilitated by Merrilee Harris (Davidson, 1987), Head of Careers at Frensham Schools. With a background spanning marketing and education, Merrilee set the tone for an engaging discussion.
Three Frensham Old Girls formed the panel, each offering a different perspective on their career journey:
• Sally-Ann Crocker (East, 1989) is a Captain with Virgin Australia, flying the Boeing 737. Sally shared her path from university aviation studies to a 16-year career in the Royal Australian Air Force, and more recently, her transition into commercial aviation.
• Dr Sarah Farrell (Madigan, 2006) is the Director and Principal GP at Sydney Women’s Wellness. Sarah spoke about her medical training and special focus on women’s health, and balancing family life.
• Bianca Tini Brunozzi (2013) is a human rights lawyer and policy specialist with YWCA Australia. Bianca discussed her role in advocacy and policy-making that includes and reflects the voices of women and gender-diverse people.
The panel discussion covered topics such as navigating career transitions, maintaining professional values, and the realities of working in their respective fields. Prior to the formal session, the Year 12 students in attendance had the chance to ask questions and hear directly from the panellists in small breakout groups.
The event highlighted the strength of Frensham Fellowship and the value of cross-generational connection. As Frensham’s second Careers Networking Evening, we look forward to creating further opportunities to share knowledge within our Old Girl community and link to our current Frensham students. Our next Careers Networking Evening will be held on 22 October 2025. Further details to follow.
Charlotte Ostor Fellowship and Development Coordinator
Our topic this term in Frensham Studies is called ‘Willing Contributor’. To be a willing contributor means to help and offer your services to contribute to the community, not because you were asked, but because you are willing to help others. You want to help shape a better place around you and for other people. Over the past week, we completed an activity for Frensham’s birthday celebration and, in keeping with Frensham’s long standing traditions, made birthday hats. We designed these hats and made them out of coloured paper, decorating them with facts, both historic and modern, about Frensham traditions we celebrate on Birthday Weekend. We did this activity to reflect on how everyone contributes happily to the celebration of the Frensham birthday and why it is such an important occasion for us.
– April Cooper, Year 7
– Friday 13 June
