The Iris

“They

The Digital Transformation – Opportunities and challenges to improve learning –

In their recent book

Generation Alpha, Mark McCrindle and Ashley Fell begin Chapter Two with the following quote: “Youth today love luxury. They have bad manners, contempt for authority, no respect for older people and talk nonsense when they should be working. They contradict their parents, talk too much in company, guzzle their food, lay their legs on the table and tyrannise their elders.”

When I’m out and about in the community, I often hear similar sentiments expressed about today’s young people. As educators and parents, we know that children - just as this quote suggests - can be difficult to understand and harder still to guide. But this is not a new phenomenon. In fact, the quote is attributed to Socrates (470–399 BC).

What is different, however, are the characteristics that define our current generation of students. As McCrindle and Fell describe, they are digital, social, global, mobile and visual. These are not traits we would have applied to previous generations. So how do we, as educators, adapt our teaching and interpretation of curriculum to meet the learning needs of a generation whose perception of the world is markedly different from that of their parents, and certainly different from educators of my age (not quite a baby boomer, but close)?

Adding to this complexity is the reality that our current students will be the ones to live through the upheaval likely to be caused by artificial intelligence (AI).

When societies undergo great change, we tend to give those periods names: the Reformation, the Enlightenment, the Industrial

Revolution. Some social commentators are now suggesting we are entering the next great era of change—the Digital Transformation.

Frensham, like most schools, is busily preparing for the onslaught of AI. It is already reshaping how we assess students. Many of us use AI to write communiqués, contracts, letters and emails. Students are bypassing traditional forms of research, textbooks and online resources, and going directly to AI for answers to both simple and complex questions. The quality of these answers is often debatable, but there is no doubt that AI is now the first port of call for many students.

As educators, we are both worried and excited. Worried by the potential pitfalls - including the vulnerability of our children online - but also excited by the opportunities to improve learning and transform, for the better, how we operate.

Over the past six months, we have run a series of Professional Learning Days with our staff. We have developed school-wide AI policies for both education and operations. We are including AI in our risk matrices and operational thinking. We are considering how best to combat digital attacks generated by AI on our infrastructure, students and staff. And yet, we still feel like we are not quite ahead of the wave.

However, at the heart of the matter is this: while the challenges facing this generation are undeniably different, the nature and character of our students remain remarkably consistent.

Our Year 12 is a shining example of this. They are fine young people, thoughtful, principled, and deeply engaged with the world around them. They may hold different views from previous generations, shaped by the digital age and global connectivity, but their aspirations are familiar and enduring: to be positive contributors to the world.

The Digital Transformation

And I would argue that they are better prepared and better equipped to do so than any generation before them.

They are resilient, adaptable, and informed. They are learning to navigate complexity with confidence and compassion. They are not afraid to ask hard questions, nor to seek meaningful answers. And they are doing all of this within a school community that values integrity, courage and service.

At Frensham, we celebrate our students, not just for what they achieve, but for who they are. The world may be changing rapidly, but the spirit of our young people remains strong. And that certainly gives us every reason to be hopeful.

The world may be changing rapidly, but the spirit of our young people remains strong. And that certainly gives us every reason to be hopeful.

Geoff Marsh Head of Frensham Head of Frensham Schools

ICGS Symposium – Advocating for Girl’s Education

In April, I had the privilege of attending the International Coalition of Girls’ Schools (ICGS) Symposium at Queenwood School in Sydney.

Frensham is a proud member of the ICGS—a global network of over 550 schools united by a common purpose: to empower more than 370,000 girls, being educated in girls schools around the world, with every opportunity to become the best versions of themselves.

Now more than ever, girls’ education—and the role of girls’ schools in particular—matters deeply.

Why Does Girls’ Education Matter Today?

In a time when co-education seems to be gaining popularity and shifting the educational

narrative, it is vital to remember and reaffirm the value of a girls’ school education—not just in outcomes, but in the environment and ethos we create for our students.

An education in a girls’ school: Honours the women who paved the way, such as our founder Winifred West and the many remarkable Fellowship members who continue to inspire us.

Provides the freedom to explore, play, and grow, especially during the formative pre-teen and teenage years.

Offers physical freedom and equality in sport—there are no gendered limitations. At Frensham and across the IGSA network, we celebrate and actively support pathways in women’s sport.

Eliminates competition for space, allowing girls to fully inhabit every room, every field, and every opportunity.

Encourages girls to speak up and be heard. Their voices matter. The students we work

ICGS Symposium – Advocating for Girl’s Education

with have important things to say, and we must continue to create space for those voices to be amplified.

Unapologetically supports girls in becoming whoever and whatever they aspire to be.

Challenges cultural norms, particularly the language and stereotypes that often shape expectations of young women.

Fosters a culture of girls supporting girls: a unique and powerful dynamic. At Frensham, we see this each time a student’s achievements are celebrated not only by staff but most importantly, by her peers.

Prepares girls for the world, not by sheltering them, but by equipping them with the resilience, skills, and confidence to thrive in it.

As we like to say: The world had better be ready—Frensham girls are coming, and they are extraordinary.

Why Leading a Girls’ School Matters Now

We are living in a world at a crossroads; socially, politically, environmentally, and culturally. In this context, leading a girls’ school is both a responsibility and a privilege.

Girls’ schools give educators the opportunity to develop young women who will shape the future; women with strong voices, sharp minds, and big hearts. We have the opportunity to create spaces where girls are consistently reminded that they can. Each moment they’re allowed to shine brings joy and purpose to those of us privileged to work with them.

As a leader of our school, I support our team to model and foster bravery, courage, independence, humility, and vulnerability; and teach our girls that these traits can coexist and complement one another. As educators, we guide our students not only toward academic excellence, but toward becoming great people; compassionate, courageous, and confident in themselves and their place in the world.

I am incredibly proud to work in a school for girls—not just a school with girls. I have spent my entire career in this space, and I remain deeply committed to advocating for girls’ education long into the future. I look forward to sharing more about Girls Education and the importance of Girls schools in the future.

Sarah Tynan

Deputy Head of Frensham

Deputy Head of Frensham Schools

Leaving School – Life beyond the Green Fence

In the next few months, the splendid young people in Year 12 will venture forth into the wider world. They will journey beyond the familiarity of the green fence and begin the next step in their life journey.

It can feel like a massive step, and yet they have been preparing for this for close to 18 years. School has contributed for 13 of those years but has not done it alone, parents, family, coaches and friends have also helped to prepare each one of these young people for this step.

The HSC opens a narrow door into a world of opportunity, but it only opens the door to 2026. Beyond that the character, skills, and capacity to adapt are what determines the rest of their lives. An ATAR does not determine a student’s future, nor does it define their career or character, it is the first step in the journey – a journey that lasts 4 times longer than the time they spent at school. So, what will they take into the future that will help them?

Frensham equips them with values, character and the capacity to learn and adapt. All essential in this rapidly changing world. The workplace our young people are entering is being reshaped by artificial intelligence, automation, and digital technologies. At the same time, global tensions and dilemmas such as the shifting nature of the global economy, changing climate and many more are creating new demands on workers.

Their success will depend less on the information they memorised and more on developing skills that enable adaptability, creativity, and continuous learning. These are the foundational skills or essential capabilities that prepare individuals not only for today’s jobs, but for the jobs and opportunities that have not yet been created.

Many Frensham Alumni are living examples of the power of the broad, rigorous and empathetic education that Frensham has offered them, and they developed the key skills essential for success in the future.

Problem-Solving - problem-solving is one of the skills employers’ value most. The ability to approach complex issues with logical thinking, analysis, and creativity will remain in high demand across all industries.

Critical Thinking - the rise of digital tools and AI, the ability to evaluate evidence, challenge assumptions, and make well-informed decisions is increasingly important. Critical thinking equips students to navigate a world where information is abundant but not always reliable.

Creativity - goes beyond artistic expression. It involves connecting ideas, exploring new approaches, and finding innovative solutions. Creative thinkers will be well positioned to add value in competitive and evolving workplaces.

Leaving School – Life beyond the Green Fence

Emotional Intelligence - skills such as empathy, self-awareness, and conflict resolution are central to building strong professional and personal relationships. Unlike machines, people bring emotional intelligence to their work, making this a distinctive human advantage.

Adaptability and Self-Leadership - the future of work requires the ability to cope with uncertainty, stay motivated, and take responsibility for one’s own development. Research shows that adaptability and selfleadership are strongly linked to employability, job satisfaction, and resilience.

Digital Competence - is essential in almost every field. Understanding systems, working with software, and adapting to new technologies are closely tied to higher earning potential and career flexibility.

So, as they prepare to leave school remember that it is their soft skills that they have learned living with others in boarding, contributing to the Frensham Community, working through difficult situations, managing their worries and their time, developing compassion and empathy, that will give open the doors to the greatest opportunities in the future. And because you love and care for them “You don’t stop being their home, you just become their lighthouse.”

Dr Ruth Phillips

Academic-in-Residence

References

Defining the skills citizens will need in the future world of work. Marco Dondi, Julia Klier, Frédéric Panier, and Jörg Schubert, McKinsey and Co. June 25, 2021 | Article OECD (2018), “The Future of Education and Skills: Education 2030”, OECD Education Policy Perspectives, No. 98, OECD Publishing, Paris, https://doi.org/10.1787/54ac7020-en

HSC 2025 – Drama & Music Showcases

Term 3 is a high-intensity period for our Year 12 students, beginning with the HSC Trial Examinations in the second week of term. For students who chose Drama, Music, Visual Arts, or Design & Technology as part of their HSC, this term was filled with rehearsals and the completion of artworks and design portfolios for their final assessments. The School witnessed the HSC Drama Showcase, HSC Music Showcase, and HSC Visual Arts and Design & Technology Exhibition over the last three Friday evenings in August.

This year, the HSC Visual Arts had a record number of participants, with 44 students submitting major works. As the assessment is still ongoing, the artworks themselves are not shown here. However, you can enjoy the images from the Drama and Music performances in the next pages.

HSC Drama

The Class of 2025 Drama students captivated audiences at their HSC Drama Showcase, presenting two Group Performances and five Individual Performance monologues. From comedic pieces such as Bingo to powerful adaptations of The Crucible and Prima Facie, the evening highlighted the breadth of their creativity, courage and talent. Audiences were also treated to original works offering sharp social and political commentary, alongside Lauren Fox’s impressive Critical Analysis project on Antigone. They thanked Mrs Hannah for her guidance, and to the Year 11 understudies for their support, we congratulate Jade Cox, Lauren Fox, Juliette Kozlik, Ilsa Newby, Grace Wall and Chloe White on their outstanding performances, now successfully presented for HSC examination.

Sally Hannah Head of Drama

HSC 2025 – Drama & Music Showcases

HSC Music

When it comes to HSC Music performances, many schools often use just the one pianist or guitarist (often the classroom teacher) or even other students to accompany these important moments. While this can also happen at Frensham where appropriate, most performances are backed by our professional accompanists on drum kit, bass, guitar and piano. It is our belief that this professional support, in terms of interpretation and polish, has been a key ingredient in our outstanding results over recent years.

With regular rehearsals and performances across Terms 2 & 3, the candidates have the privilege of working at a standard they are unlikely to experience beyond Frensham. It can be a great joy for them and an unexpected thrill for their parents when they see the sort of polished performance their daughters have achieved.

This was certainly the case again this year, and we wish our 2025 candidature all the very best for their Practical Examinations on 16 and 17 September respectively. They are: Lara Bentley (Music 1), Sophie Baldwin (Music 1), Sophie Chen (Music Extension), Jocie Corbett (Music 1), Hannah Day (Music 1), Georgie Lewis (Music 1), Lilla Stanford (Music 1), Chloe White (Music 1), Arabella Whitehead (Music 1) and Tabby Wild (Music 1).

Michael Spencer Head of Music

The Importance of Play – Nurturing Unstructured Outdoor Learning –

Recently, while on playground duty, I was delighted to watch students having fun with imaginative outdoor play; creating forts and cubbies, ‘excavating’ sandpit mounds and tunnels and making clay pots from the earth.

When we think about children learning, it is common to picture classrooms, books and lessons. Yet rich and meaningful learning can also take place outside when children are free to play, imagine and create without a script.

Unstructured, imaginative, and constructive play outdoors is more than “just fun.” Research consistently shows that it is vital for children’s development across every domain including physical, social, emotional, and cognitive. That is why we intentionally prioritise opportunities for this kind of play in our outdoor learning environments.

What the Research Tells Us

• Studies from the University of Cambridge have found that imaginative play supports language development and creative thinking, which in turn contribute to later problem-solving and literacy skills.

• The American Academy of Paediatrics (2018) emphasises that play is essential for healthy brain development and helps children manage stress, build resilience, and develop executive functioning skills.

• Australian research (Queensland University of Technology, 2020) highlights the benefits of outdoor play for promoting physical activity and reducing sedentary behaviour.

The Benefits for Children

When children are given time and space to play freely outdoors, the gains are broad and long-lasting:

The Importance of Play – Nurturing Unstructured Outdoor Learning

• Physical Development: climbing, running, balancing, digging and building strengthen muscles, develop coordination, and improve overall health.

• Cognitive Growth: turning a stick into a sword or a cardboard box into a castle sparks flexible thinking, curiosity, and creativity.

• Social Skills: shared play teaches children to negotiate, cooperate, manage conflict and develop empathy.

• Emotional Wellbeing: imaginative play provides a safe outlet for exploring feelings, building resilience and reducing anxiety.

• Connection to Nature: outdoor play fosters respect and appreciation for the environment, encouraging children to care for the natural world.

How we Can Encourage Play

Encouraging unstructured play doesn’t require expensive equipment or elaborate planning. In fact, children often thrive when given “loose parts”. Items such as sticks, rocks, sand, water, or cardboard boxes that can be transformed into endless possibilities. The key is to provide:

• Time: Regular, uninterrupted periods for free play.

• Space: Safe outdoor environments where children can explore and experiment.

• Freedom: Opportunities to take the lead, make decisions and even take safe risks.

By stepping back and allowing children to guide their own play, we give them the gift of independence, creativity and self-confidence. As a school, we are committed to fostering environments where play is seen as both joyful and purposeful.

Lucy Gregory Head of Frensham Junior School

Performance Opportunities

At Frensham Junior School, performance is a much-loved part of school life, with students encouraged to share their talents throughout the year. Our Friday Performance Assemblies provide a warm and supportive space for musicians and performers to present to the whole school, while special occasions such as Grandparents’ Day, the School’s Birthday Service and Tulip Time bring opportunities to perform for the wider community.

For our Year 5 and 6 students, the annual Soirée Evening Recital is a highlight. Families and friends enjoyed a delightful program of more than 20 polished performances on piano, viola, flute, clarinet, saxophone, cello and voice.

The Soirée offers a unique chance to perform in an evening setting, celebrating not only musical achievement but also the dedication and preparation behind each performance. Congratulations to all involved on an inspiring evening.

The performance calendar culminates in the grand productions of the year: the wholeschool musical in Term 4 and the Christmas Concert, both held in Clubbe Hall, where every student experiences the thrill of performing in a professional theatre setting.”

Anne Graham Deputy Head of Frensham Junior School

Year 4 Timelines and Treasures

Our Year 4 students shone as they shared their learning from the History unit First Contacts. With energy and enthusiasm, they took the School community on a journey through Australia’s past, from the vibrant and enduring culture of First Nations peoples, to the lives of convicts aboard the First Fleet, and the challenges of early settlement at Port Jackson.

They spoke with thoughtfulness as they reflected on the impact of colonisation on Indigenous Australians. It was wonderful to see their excitement, curiosity and hard work come to life as they celebrated their learning with the community.

Father’s and Carer’s Breakfast

On Friday 5 September, Frensham Junior School warmly welcomed dads and other special people for our Father’s and Carer’s Breakfast. It was a wonderful morning, with a fantastic turnout and plenty of smiles all around.

The morning began in the hall with a delicious shared breakfast before everyone moved into a range of fun activities. Families took part in a treasure hunt with clues leading around the school and finishing at the Sport Canteen,

where the gold coin ‘treasure’ awaited. Other highlights included Polaroid photo keepsakes, construction in Preschool, skipping, soccer and goal-shooting.

Lucy Gregory Head of Frensham Junior School

Book Week

Frensham Junior School came together to celebrate Book Week with a joyful assembly filled with colour, creativity and a love of reading. Students shared their favourite characters, performed skits and readings, and reminded us of the magic that books bring to our lives.

A big thank you to our staff and families for supporting the celebrations and to our students for bringing such imagination and enthusiasm to the day.

Celebrating Twenty Years of Frensham Chronicle

Since Frensham’s inception, the Chronicle has been a treasured tradition, faithfully recording the life of our Schools each year. For the past twenty years, its design and presentation have borne the creative hallmark of Indra Deigan, Frensham Schools’ Creative Director. With her vision, skill, and deep understanding of Frensham Schools’ spirit, Indra has shaped the Chronicle into a publication that is both comprehensive and distinctive.

Her influence, however, extends far beyond the Chronicle. Indra has designed every annual calendar, each one a work of art in its own right, and has been responsible for countless School publications, including The Iris newsletter, Foundation’s Impact of Giving magazine, and every Sturt publication over two decades. She also reignited and continues to design the much-loved Pen & Ink student publication. Her hand can be seen in every School Service program, event invitation, and production program across both schools.

Indra’s creativity has also left a lasting mark on our spaces. The magnificent etched glass and installation panels in the Esther Tuckey Library, Cooper Hall, the Dining Room and Clubbe Hall bear witness to her talent. The Centenary timeline in Cooper Hall, situating Frensham’s

history within a national and world context, exemplifies her ability to capture meaning and memory in striking visual form. Perhaps most notably, she was the designer of Frensham –100 Years On 1913–2013: A Reflection, the Centenary Book, which remains a significant testament to her artistry.

Indra’s creative practice beyond Frensham has also been widely recognised. In 2023 her work was featured at Bundanon’s exhibition Tales of Land & Sea, which included Sangkuriang This was a rare 1993 collaboration with Arthur Boyd, one of Australia’s foremost artists. This artists’ book project, inspired by a West Javanese legend chosen by Indra, combined Boyd’s dramatic collagraphs with her subtle woodblock prints. It reflects both her Indonesian heritage and Boyd’s lifelong interest in mythology, and remains an extraordinary achievement in contemporary printmaking.

“I always think of design as an interconnection of invisible lines, not just a layout on a page, but of meaning and interpretation. At Frensham, a school rich in artistic and creative traditions, this perspective helps me think and feel in the spirit of the place. I hope all these intangible things are reflected in my work, connecting the invisible lines into the tangible.

Twenty Years of Chronicle

Twenty years on, as I complete my twentieth Chronicle (2005-2024), I feel incredibly fortunate to be working in such beautiful surroundings. Over the years, I’ve had the privilege of having talented fellow staff and students at the school, providing me with a rich well of materials to draw upon.”

– Indra Deigan

As we celebrate twenty years of Indra’s leadership of the Frensham Chronicle, we also honour the extraordinary breadth and depth of her creative contribution to Frensham Schools. Through her work, she has not only told our story, but presented it with clarity, imagination and distinction.

Sophie Rankine Marketing and Engagement Manager

Pictured: Chronicles 2005-2024 and few

Peter Pan in 30-Minutes

Frensham’s Junior Production of Peter Pan in 30 Minutes by Jennifer Reif, directed by Mrs Sally Hannah with assistance from Mrs Jessica Bollard, was a magical celebration of imagination, collaboration and youthful artistry. In just half an hour, students from Years 7, 8 and 9 transported audiences to Neverland, showing that with a little pixie dust and plenty of heart, theatre can transcend time and place.

The play was performed twice: first on Thursday 28 August for Preschool and Primary audiences, and again on Saturday 30 August for the wider school community.

This Junior Production was a radiant reminder that when young people are given the chance to imagine, collaborate and perform, they can truly soar. Bravo to the cast, crew and creative team—this was a triumph of heart, humour and high-flying talent.

Equestrian NSW State Interschool Championships

As Captains of Equestrian, we have been proud to take on the responsibility of leading the Frensham Equestrian team this year. Our role has involved coordinating Interschool competitions, communicating with the equestrian team, and speaking at prayers to share the achievements of Frensham riders. We also offered merch to the whole equestrian team this year. It has been a privilege to celebrate the dedication, resilience, and talent of our equestrian team.

The Frensham Team competes in a variety of disciplines, including dressage, showing, showjumping, eventing, and stockhorse, as well as campdrafting, sporting and polo.

The team has maintained an outstanding presence throughout the year with several riders, including Amber Thomas, Indi Edwards, Grace Stenhouse, Mae Gilikson and Valentina Hercus competing at the Sydney Royal Easter Show in Term 1.

At the end of Term 2 holidays, eight girls from our equestrian team proudly represented Frensham at the Equestrian NSW State Interschools Championships, which were held over five days. The riders competed across disciplines, including Show Horse, Showjumping, Dressage, and Combined Training.

Each girl displayed outstanding sportsmanship and dedication to their sport, with many excellent results achieved across the competition.

Notable results at the State Interschool include: Skye Hodson (Year 7) – Overall Champion in the 60cm Secondary Showjumping, Indi Edwards (Year 8) – Champion in Intermediate Show Hunter, Tia Thomas (Year 12) – Reserve Champion in the Secondary Working Hunter, and Abby Weel (Year 9) – Champion in Advanced and Reserve Champion in Medium Dressage.

Indi Edwards and Tia Thomas will go on to represent NSW at the National Interschools championships, which will be held at Sydney International Equestrian Centre from 25-28 September. Additionally, Tia received the NSW Captain for the Combined Training discipline.

Tia Thomas & Ruby Collins Captains of Equestrian

Equestrian Team at Interschools (L-R): Tia Thomas, Abby Weel and Skye Hodson.

Pictured right: Indi Edwards on PL Encore

Frensham’s Athletics Team Shines at 100th IGSA Championships

Frensham’s athletics program continues to go from strength to strength, with the School proudly represented at the 100th annual IGSA Athletics Championships, held at Sydney Olympic Park Athletic Centre on Friday 30 August. The historic milestone carnival, featuring competitors from across independent girls’ schools, provided the perfect stage for our athletes to demonstrate their talent, resilience, and team spirit.

The season began weeks earlier, with students committing to Friday evening IGSA Twilight Carnivals. These meets provided both practice and pressure, helping the girls refine their race strategies, sharpen their techniques, and build strong camaraderie across the squad. By the time the championship arrived, Frensham’s athletes were prepared to give their best, and they did so with grit and determination.

Across the day, Frensham students competed in a wide range of track and field eventsfrom sprints and hurdles, to middle-distance races, relays, discus and shot put. Highlights included Flo Hough’s outstanding 3rd place in the 12 Years 800m final, Annabelle Soster’s strong 7th in the 15 Years 800m, and Alice Hincksman’s 4th in the 17 Years race. In the 18 Years division, Penny Cay stepped onto the podium with an impressive 3rd place in the 800m.

Hurdles events also saw notable performances: Lexi Maple-Brown finished 5th in the 15 Years 90m hurdles, Lizzy Somerville 4th in the 16 Years 100m hurdles, and Tia Thomas 8th in the 17 Years final. The intermediate 4x100m relay team, consisting of Lizzy, Zara, Lexi, and Annabelle, brought excitement to the track, placing 7th overall. In the field, Zara showcased her versatility with 9th in discus and 4th in shot put. Meanwhile, Penny delivered a gutsy 6th place finish in the 17–19 Years 1500m.

Particularly noteworthy were Flo and Penny’s top-three results, earning them selection into the IGSA team for the upcoming CIS Championships later this month - A remarkable achievement that reflects their hard work and consistency across the season.

Behind these individual successes is a culture of teamwork, encouragement, and dedication. Coach Jess Hassan has been instrumental in preparing the athletes, providing both technical guidance and inspiration. The team also paid tribute to the staff who supported them throughout the season – Mr Green, Mrs Dalleywater, and Mr Griffiths, whose presence at twilight carnivals and ongoing encouragement made a real difference.

The IGSA Championships highlighted not only the competitive spirit of Frensham athletes but also the School’s growing depth across age groups and disciplines. With more students gaining exposure to high-level competition and consistently achieving finals and podium finishes, the future of Frensham athletics looks brighter than ever.

As the team now turns its attention to the CIS Championships, there is a strong sense that this season marks just the beginning of a new chapter of excellence in Frensham’s sporting life.

Lucy Dalleywater Director of Activities

Snowsports – An Exciting Season on the Slopes

The 2025 snowsports season has been highly exciting and successful for Frensham with students showing exceptional skill, determination and team spirit both on and off the slopes.

As Snowsports Captains, we have had the privilege of witnessing an incredible season for Frensham, filled with outstanding skill and determination. Our role has involved encouraging younger competitors, organising team events, and supporting girls in their respective divisions to ensure they feel ready and comfortable to perform at their best. It has been an honour to lead such a dedicated and talented group of athletes.

Frensham has been fortunate enough to have girls compete at the Northern NSW & QLD regionals, NSW/ACT/QLD state interschools, the 2025 interschools snowsports championships, where they achieved outstanding results across all disciplines and divisions

The season began at the Northern NSW & QLD Regionals, where 23 girls delivered strong performances across alpine, ski cross, moguls, and snowboarding. Competing for their first time and against Year 12 students (Division 1) was our youngest girl, Aiyanah Kennedy, who started in division 6.

Highlights included the Division 3 alpine team of Skye Hodson, Jorja Campbell, Evie Thorpe, and Saskia Mclelland, placing 1st, with Skye and Jorja finishing in the top 4 individually. Division 1 alpine team also achieved a podium finish of 3rd, consisting of Emmeline Powell, Tempe Arnott, Madeleine Bendror and Skye Mclelland.

In ski cross, Division 1 and 2 teams progressed to the State Championships, alongside standout individual performances from Skye Hodson, Pip Flitcroft, and Saskia McClelland. As well as the division 5 team of Paige Rooney and Alice Wentworth advancing to state. Frensham girls excelled, with Division 1 Boarder GS athletes Penelope Hampson, Tempe Arnott, and Angelina Sharif finishing 2nd as a team.

Our strong performances were further reflected in the achievements at the State Interschools Snowsports Championships. Division 1 alpine team placed in the top 6, securing team qualification to Nationals. The Division 2 alpine team made up of Pip Flitcroft, Zali Demanicor, Camilla Willingan, and Genevieve McClelland — showed outstanding consistency and teamwork, with Pip also qualifying individually to Nationals. In ski cross, the Division 1 team of Madeleine Bendror, Emmeline Powell, and

Tempe Arnott placed 6th, with Tempe also qualifying individually. Penelope Hampson and Tempe Arnott excelled in snowboarding, securing Nationals qualifications. Evie Thorpe, in cross country, also advanced to Nationals in Division 3. Across all disciplines, Frensham finished 7th overall in the Secondary Female Schools division which highlighted the skill, effort, and resilience of every athlete.

This remarkable season would not have been possible without the support and guidance of Mr Green, whose encouragement and dedication helped the girls reach their best. From podium finishes to personal bests, the Frensham snowsports girls have shown not only talent but also determination, sportsmanship, and teamwork at every turn.

Tempe Arnott Captain of Snowsports

IGSA Archdale Debating Grand Final

On Tuesday, 2 September, Annabelle Whyte-Cleaver, Rosie Rogers, Leksi Sharpe, and Lily Jones traveled to MLC Sydney to compete in the IGSA Archdale Grand Final against MLC. The competition is one of the most highly regarded in NSW, and it was their first time participating in a competition of this standard or scale. They knew they were up against schools with extensive experience and professional training, but they were determined to try their best. Despite feeling nervous, they were excited to compete against teams that would challenge them. They were supported throughout the process by Ms Thomas, who accompanied them to MLC, and Mr Chadwick, who attended the final to encourage them.

The topic allocated for the debate was “We should support tiger parents,” which was particularly challenging because it differed significantly from the political or environmental topics they usually debated. This allowed the debate to take some very interesting directions. They were assigned the negative side and, despite facing an unexpected time cut that left only thirty minutes to prepare, they worked quickly and under considerable stress to write and prepare their speeches and rebuttal points.

The debate itself was very challenging, involving intense rebuttals, numerous scribbled notes, and competitive glances exchanged between the teams. Ultimately, they emerged victorious. The win was especially rewarding as it marked their personal best and demonstrated how much they had grown over the past year.

Kara Thomas Teacher of English

Costume and Dress Up Drive – Supporting Friday Night Activities –

Building on Friday Night Activities and dress-ups in boarding, Frensham Fellowship is introducing a Costume and Dress-Up Drive to create a vibrant and evolving Dress Up Box, a concept proposed by Kennedy Staff Member, Cherie Gleeson.

Friday Night Activities are a highlight of boarding life. Each week, the entire boarding community gathers for a themed evening organised by the Year 11 students. Themes range from Valentine’s Crack Dinner, where students dress as famous couples and share love dedications, to Harry Potter Night, where the dining hall becomes Hogwarts, complete with floating candles and staff seated at the High Table.

Other weeks might feature disco nights, 1980s pop stars, or favourite sporting heroes. Costumes are imaginative and resourceful, often featuring feather boas, sailor suits, animal tails, vintage ballgowns, army uniforms, bridal dresses, fur coats, and even riding gear make an appearance.

Preparation starts on Monday, with Year 11s brainstorming ideas and working together to set the theme. By Friday, the boarding houses are alive with excitement as students scramble to swap pieces, improvise accessories, and pull together their outfits. The night itself is filled with skits, games, and prizes for the best costumes, with staff joining in to help and celebrate.

“The Year 11s put so much thought into planning each Friday night, starting discussions on Monday and brainstorming themes that range from the quirky to the spectacular. It’s amazing to see their ideas come to life and inspire the whole boarding community.

By Friday, the boarding houses are buzzing with excitement. Younger students start nervously, but soon everyone is laughing, swapping costumes, and cheering each other on. That shared joy and creativity is what makes Friday Night Activities so special.”

– Cherie Gleeson, Kennedy Staff Member

Community Donations

To ensure this tradition continues to flourish, we invite current parents, Old Girls, and the wider school community to donate gently used clothing, costume accessories, and playful fashion items. Each piece will be added to the Dress Up Box, giving students an everexpanding wardrobe of options for their Friday night creations.

Fellowship Initiative with Purpose

As a Fellowship-led project, the Costume and Dress-Up Drive is about more than costumes, it is about connection. This initiative strengthens ties across generations, preserves a joyful boarding tradition, and reflects our broader commitment to sustainability and community spirit. By upcycling clothing and accessories

Costume and Dress Up Drive – Supporting Friday Night Activities

no longer in use, we reduce waste and inspire students to embrace creativity and reuse in imaginative ways.

We welcome donations throughout the year. Whether it’s a quirky hat, vintage jacket, bold accessory, or theatrical piece, every contribution adds to the fun and helps keep this much-loved tradition alive.

Costume donations can be dropped off at Company Office.

By supporting Frensham Fellowship’s Costume and Dress-Up Drive, you are helping preserve this much-loved tradition, promoting sustainability, and inspiring future generations of students to experience the magic of Friday night activities.

“Friday Night activities create an inclusive atmosphere where you can be your most confident self. It cultivates an attitude to give anything a try and to get out of your comfort zone.”

– Madison Walters, Year 12 –

Charlotte Ostor Fellowship and Development Coordinator

The Enduring ‘40 Years On’

The Class of 1985 gathered last Sunday 31 August, on the Year 9 Weekend, for their 40 Years On Reunion.

In tribute to this milestone, and as part of the Sunday concert, the whole School banded together arm in arm with this cohort to sing 40 Years On.

Written in 1872 by Edward Ernest Bown and John Farmer, for Harrow School, the song has been adopted worldwide as a school song and continues to be a mainstay for reunions.

The song speaks to students imagining themselves forty years after leaving school, looking back on their youth, friendships, and schooldays. It highlights the themes of nostalgia, loyalty and enduring bonds formed during schooldays. Despite how much life changes, these shared experiences are relevant throughout life.

At Frensham, 40 Years On is a key component of Frensham’s Birthday, celebrated by the community in May each year. At the 40 Years On Reunion, students give a stirring rendition of the song in honour of Frensham alumnae. It is a tribute to those who have left and those who will carry the tradition forward.

The Enduring ‘40 Years On’

Mr Spencer, Head of Music, happily admits, “the song is not one of my favourites. The school’s tone while singing is not exactly the one that I work hard to achieve in my teaching.” Despite this, he says, “the students and Old Girls continue to sing all four verses with more gusto than ever before.”

Forty years on, when afar and asunder, Parted are those who are singing today, When you look back and forgetfully wonder What you were like in your work and your play, Then, it may be, there will often come o’er you, Glimpses of notes like the catch of a song. Visions of boyhood shall float them before you, Echoes of dreamland shall bear them along. Follow up! Follow up! Follow up! Follow up! Follow up! Follow up! ... Till the field ring again and again With the tramp of the twenty-two men Follow up!... Follow up! ...

– Verse 1, Forty Years On, Edward Ernest Brown and John Farmer, 1872 –

Foundation’s Livestock Enterprise

The Livestock Enterprise is a cornerstone of the Foundation’s fundraising efforts, reflecting our community’s values of resilience, integrity, and compassion. Since its inception in 2014, the initiative has generated funds for the Foundation’s Bursary Fund, supporting the enrolment of rural girls who might otherwise lack access to a Frensham education.

Frensham families become part of the Livestock Enterprise by hosting livestock on behalf of Frensham. Andrew and Kimba Thomas, a long-term host family, exemplify the program’s success. Their journey began in March 2020 amidst the onset of COVID-19, when they answered the call to host cattle. “We wanted to do everything we could to see this go very well,” Andrew said.

The Thomases’ commitment paid off, with a significant profit margin realised over 18 months. In late 2022 they took on another ten head of cattle, and despite market challenges in 2023, they remain optimistic about future returns. Andrew has also joined the Livestock Enterprise Committee, which he has found extremely fulfilling.

“We’re very willing to host cattle because we know it is having such an impact,” Andrew explained, highlighting the rewarding nature of their involvement. Kimba echoed this sentiment, emphasising the ease of hosting. “Being a host is very easy. Once the cattle are bought, they are transported to the farm, usually with the purchase of other cattle. From there, we have an on-farm induction process and install the Frensham ear tags, after which

Foundation’s Livestock Enterprise

the Frensham cattle are turned out in the paddock with all the other cattle.”

Coming from a farming family, their daughters, Tia and Amber, actively participate in Frensham’s Agriculture Team, further solidifying the family’s connection to the school through this program.

Looking ahead, Andrew and Kimba urge more farming families to join as hosts, recognising the transformative impact of reinvesting proceeds into the Foundation and assisting rural girls to attend Frensham. Yet it is not simply about providing financial support. For a rural child without the means to receive a Frensham education, the message behind the support is clear: “We believe in you.” For so many recipients, that means so much more. Yes, support from the Foundation’s Bursary Fund relieves financial pressure. More importantly, it allows recipients to dare to dream. Their aspirations can take flight, and with the opportunities provided through a Frensham education, they can soar.

For those interested in learning more about hosting opportunities, please contact Penny Ellice-Flint, pmelliceflint@frensham.nsw.edu.au 02 4860 2000

Penelope Ellice-Flint Development Manager

This article was published in the Impact of Giving 2023

Pictured: Tia and Amber Thomas