A FRENSHAM SCHOOLS MAGAZINE
EDITION #14
TERM 4 – NOVEMBER 2025
Educating for Character
From the Head
Serving with Humility
Sarah Tynan
Japan Trip 2025
Frensham Junior School
Madagascar Jnr
P-6 Musical Production
Gold Expedition
Duke of Ed - New Zealand
“At Frensham, we have long understood that character should not be a supplement to education but rather its foundation. ”
It is both an honour and a natural alignment that Frensham was invited to participate in the Founders Roundtable of the Sydney Character Initiative, hosted by the University of Sydney. This new venture brought together educators, researchers, and leaders from across Australia to explore what it means to educate for character in a world that urgently needs integrity, compassion, and courage.
At Frensham, we have long understood that character should not be a supplement to education but rather its foundation. Our guiding values speak directly to the aspirations of the Sydney Character Initiative. To cultivate civic character (courtesy, civility, respect), performance character (purpose, persistence, reflection), and moral character (honesty, courage, humility).
The Initiative’s vision resonates with our commitment to nurturing young people who are both academically capable as well as ethically grounded and socially responsible. In a time of increasing complexity and moral uncertainty, the call to educate for character is more urgent than ever. As the Initiative’s draft vision paper states, “Australia and the region urgently need leaders of integrity, with the curiosity, compassion, courage and conviction to act with integrity and wisdom for the sake of people and place and planet.”
Our values guide our students in their daily interactions, their academic pursuits, and their broader contributions to community and society. The Sydney Character Initiative offers
“The school must be a place where character is formed, not merely knowledge imparted.”
– Winifred West –
a powerful platform to amplify these values, share our practices, and learn from others who are equally committed to shaping lives of meaning and service.
Participation in this initiative also affirms Frensham’s place in a national and global conversation about character education. It is a recognition of the work our staff and students do every day to build a culture of respect, resilience, and reflection. As we join colleagues from schools, universities, and social enterprises, we bring with us a centurylong tradition of educating for the whole person.
In the words of Winifred West, Frensham’s founder, “The school must be a place where character is formed, not merely knowledge imparted.” This timeless insight continues to guide us as we engage with the Sydney Character Initiative and contribute to its vision of a world shaped by people of good character. We look forward to the conversations ahead, confident that Frensham’s voice will be one of clarity, conviction, and care.
Geoff Marsh Head of Frensham Head of Frensham Schools
To serve means to help, support, or work for the benefit of others. It involves taking action — big or small — to meet someone else’s needs, often with kindness, respect, and a willingness to give without expecting something in return.
Humility is the quality of being modest, respectful, and aware of your own limitations It means not thinking you’re better than others, even if you have skills, talents, or achievements. In simple terms, Humility is knowing your worth without needing to show off, and being open to learning from others.
With this in mind, I would like to share a few thoughts on something simple yet deeply powerful: serving with humility.
In a world that often rewards status, recognition, and self-promotion, humility can seem like a quiet whisper in a noisy room. But true service, the kind that leaves a lasting impact, is grounded not in ego, but in compassion and selflessness.
To serve with humility means putting others first, not to be seen, not to be praised, but because it’s the right thing to do. It means doing the small, unseen tasks. It means treating everyone with respect, no matter their title or background.
A powerful example of this is Mother Teresa. She didn’t chase recognition or comfort. Instead, she dedicated her life to caring for the poorest of the poor in the streets of Kolkata. She tended to wounds, comforted the dying, and reminded the forgotten that they were loved. Her work wasn’t glamorous, but it was deeply meaningful and it was her humility that made it possible.
Humility is the quality of being modest, respectful, and aware of your own limitations.
Another powerful message came from Nelson Mandela, who once said:
“It is better to lead from behind and to put others in front, especially when you celebrate victory... You take the front line when there is danger. Then people will appreciate your leadership.”
This quote speaks to the very heart of servant leadership. It is not about being first in line to be celebrated, it is about stepping forward when things are hard, and stepping back so others can shine.
Serving with humility doesn’t mean thinking less of ourselves, it means thinking of ourselves less. When we let go of the need to be recognised and focus on lifting others up, we build trust, we inspire, and we lead with integrity.
So let’s strive to serve and lead, not for applause, but with purpose. Because when we serve with humility, we not only change the lives of others, we transform ourselves and each and every person in our community has the ability to achieve this. It might be through donating to our Giving Day, or serving in the Holt Café on Saturday mornings, it might be donating at the Year Weekend Service, or smiling and offering someone a warm greeting when you see them.
Actions of humble service can be big or small, as long as Miss West’s words, ‘In Love Serve One Another’ are at the heart of your decision making, then we have made a positive step towards serving and leading with humility.
Sarah Tynan Deputy Head of Frensham Deputy Head of Frensham Schools
Sienna Andersson Vice Head of Event Management, Head of Media Management
Elysia Arragon Head of Community Service, Head of Environment & Sustainability
Mathilda Ayling Captain of Athletics, Head of Debating, Vice Head of Event Management
Claire Barclay Head of Community Service, Head of Stage Management
Susie Bartlett Vice Captain of Water Polo, Vice Head of Event Management
Piper Berkelouw Head of Kennedy House, Head of Media Management, Vice Captain of Hockey
Poppy Blair Captain of Hockey
Anna Boag Captain of Basketball
Tilla Bowman Head of Linden Turner House, Vice Head of Event Management
Zoe Brabin Head of Bryant McCarthy House, Captain of Athletics
Ginger Brooks Vice Head of Community Service, Vice Head of Holt Café
Stephanie Clark Head of Choir Seconds
Zanna Collins Chair of Forum, Head of Bryant McCarthy House
Autumn Crimmins Vice Head of Event Management, Vice Head of Tours
Sofia Dascarolis Head of Kennedy House, Head of New Students
Abigail Earl School Photographer, Head of Linden Turner House
Anna Ericsson Head of Media Management, Head of Kennedy House
Mia Fernandez Head of Duke of Edinburgh’s International Awards, Head of Hartfield House
Alexandra Frith Head of Kennedy Strings
Francesca Gelonesi Head of Choir Firsts
Alice Gilder Vice Captain of Touch Football
Madeline Gordon Vice Head of Concert Band, Vice Head of Day Boarders
Gretel Graham-Wansey Captain of Netball
Charlie Gunning Vice Head of Event Management, Vice Head of Holt Café
Penelope Hampson Head of Concert Band
Chloe Hannah Head of Madrigals
Amica Harker Captain of Equestrian, Captain of Cross Country
Zoe Harmer
Head of Tours, Head of Environment & Sustainability
Chloe Herbert Captain of Tennis
Mischka Hilkemeijer Head of Community Service, Vice Head of Event Management
Olivia Hill
Alice Hincksman
Sophie Holland
Holly Jones
Amelia Lavan
Sylvie Lawlor
Chloe Laybutt
Poppy Lucas
Head of Students at Sturt, Head of Bryant McCarthy House
Captain of Touch Football, Captain of Athletics
Head of Clubbe Hall & Tech Crew, Vice Head of Holt Café
Chair of Forum, Head of Hartfield House
Captain Rugby, Head of Duke of Edinburgh’s International Awards
Head of Art Studios, Head of Students at Sturt
Captain of Swimming, Captain of Water Polo, Head of Linden Turner House
Captain of Cross Country
Claudia Maple-Brown Captain of Basketball
Margaret Maynard Head of Holt Farm & Livestock Team, Head of Public Speaking
Sophie Mulcahy
Marigold Munro
Jade Neilson
Katerina Peniazeva
Sara Placanica
Head of Drama
Head of Art Studios, Head of Design Studios
Head of Library Communications, Head of Day Boarders
Head of Art Studios, Vice Head of Design Studios
Head of Holt Farm & Livestock Team, Vice Head of Holt Cafe
Emmeline Powell Captain of Snowsports, Head of Event Management
Phoebe Purnell
Captain of Tennis, Head of Kennedy House
Tallulah Reid
Head of Event Management, Head of Holt Café
Sophie Roberts Captain of Netball, Head of Hartfield House
Annabel Rowntree Vice Captain of Touch Football
Quinntesaa Sankar Head of Maths Club, Head of New Students, Vice Captain of Football
Louisa Sealy Head of New Students, Head of Community Service
Lucia Semple
Samantha Sewell
Head of Pen & Ink, Head of Media Management, Head of Art Studios
Head of Glenn Music Centre, Head of Jazz Band
Skye Spong Vice Captain of Hockey, Vice Head of Holt Café
Charlotte Strang Iori
Head of Holt Café, Vice Head of Event Management
Abigail Sullivan Head of Library Communications, Head of the Fitness Centre
Matilda Telford Captain of Equestrian, Head of Community Service
Mia Tynan Captain of Football, Chair of Forum
Annie Williams Vice Head of Holt Cafe, Vice Head of Tours
Lexi Wimalaratne
Olivia Wooden
Poppy Blair
Anna Boag
Stephanie Clark
Alexandra Frith
Francesca Gelonesi
Head of Holt Café, Vice Head of Clubbe Hall and Tech Crew
Head of Choir Thirds
FRENSHAM PREFECTS 2025-2026
Gretel Graham-Wansey
Penelope Hampson
Chloe Hannah
Chloe Herbert
Claudia Maple-Brown
Sophie Mulcahy
Annabel Rowntree
Olivia Wooden
Winifred West spoke powerfully about education, character, and community. One of her most resonant quotes is: “Women, too, are entering on a new phase – they are waking up to a realisation of their own powers and the need for the use of these powers.” For me, this quote reflects her belief in empowering young women not just academically, but socially and ethically. In a world where most independent schools offer polished leadership programs, curated extracurriculars, and early entry pathways, how do our students stand out? At Frensham, we pride ourselves on our unique character development, offering every opportunity –leadership roles for all Year 12s, access to prestigious programs, and a culture of high achievement. But in a competitive landscape, opportunity alone isn’t enough.
What truly sets a student apart is authenticity, initiative, and a genuine commitment to something greater than themselves.
Our students need to be more globally aware, an essential skill in interviews and applications. The questions asked in College interviews can be very sophisticated and demand some knowledge and student opinion on world affairs. In addition, we’ve noticed that some students engage in service activities primarily to meet the requirements of programs like the Duke of Edinburgh’s International Award. While
these experiences can be incredibly valuable, it is important to reflect on what happens after the certificate is earned. Does the commitment continue? Is the motivation intrinsic? This is not a criticism, it is a reminder that the most compelling stories come from students who go beyond the minimum. Those who stay involved because they care, not because they have to, leave a lasting impression.
Take Year 12 students, Brooke Graham and Ruby Collins, for example. Their weekly nursing home visits aren’t tied to any award, they’re driven by genuine connection and a desire to give back. Their consistency and joy in service make their contribution ‘refreshingly different’.
Or Kate Schofield and Juliette Kozlik, who raised $30,000 for The Great Australian Shave. They didn’t just participate, they led. They signed up the school, managed the marketing, ran the event and even shaved their hair! It was selfless, strategic, and deeply impactful.
“Women, too, are entering on a new phase – they are waking up to a realisation of their own powers and the need for the use of these powers.”
– Winifred West –
Then there’s Rachael Collins, whose Science Extension project on Acid Sulfate Soils led to an internship offer at the University of Sydney’s neuroscience lab. Her findings helped local farmers adopt sustainable practices, and she was selected as one of twelve young women nationally for AbbVie’s Future Health Leaders Program. Her story is one of curiosity, contribution, and real-world impact. These students are the epitome of Winifred’s quote.
Finally, Georgie Lewis’ exemplary organisation of two ‘Pink Golf Day’ events in 2024 and 2025 raised over $31,000 for BreastCancer Network Australia and the Prostate and Breast Cancer Foundation, refreshingly different and authentic service.
Scholarships and Early Entry: The Numbers Speak….already!
So far, our students have secured impressive scholarships:
• Hannah Day: ANU Kim Jackson Scholarship, UOW Illawarra Principal’s Recommendation Scholarship & Country to Coast Scholarship
• Sophie Goodisson: ANU All-Rounder Scholarship
• Jade Cox & Diana Paicu: Macquarie University Leaders & Achievers
• Georgie Lewis: UOW Principal’s Recommendation Scholarship
In our recent survey, 59 out of 70 Year 12 students reported early entry offers:
• 10.2% received one offer
• 25.4% received two offers
• 23.7% received three offers
• 18.6% received four offers
• 10.2% received more than six offers
Most offers were unconditional, yet we remind students: your ATAR still matters. If your chosen course isn’t the right fit, your ATAR gives you options. And frankly, taking your foot off the pedal doesn’t reflect well on your character.
Frensham’s
Among early entry offers, the most popular fields were Health, Science, Management &
Commerce, Society & Culture, and Creative Arts. These choices reflect our students’ diverse interests.
In a world of polished resumes, here’s what truly stands out:
• Deep, Consistent Engagement: Focus on a few activities and commit to them longterm.
• Qualitative Contributions: Show how your involvement made a difference.
• Passion and Initiative: Pursue interests with drive, not obligation.
• Personal Development: Reflect on how your experiences shaped you.
• Academic Aptitude: Strong Years 11 and 12 performance is key.
• Personal Statements: Tell your story with clarity and conviction.
• Teacher Recommendations: Choose teachers who know your journey.
• Connect to Your Goals: Show how your experiences align with your future.
Frensham is considered a rural school, which means many universities apply adjustment factors to a student’s ATAR. These can make a significant difference. For example, the University of Sydney’s Regional & Remote Scheme offers generous ATAR reductions, reassuring news for students aiming high.
Let’s continue to celebrate the quiet achievers, the passionate leaders, and the students who go beyond the expected. Because in the end, being ‘refreshingly different’ is not about doing more, it is about doing what matters, and doing it well and authentically.
Merrilee Harris Head of Careers
At Frensham, character education is not a program that sits beside academics –it is the very heart of who we are. Our approach is a wrap-around hug of values and virtues that reaches into every aspect of school life, shaping how students learn, live and lead within a residential community.
The Australian Character Education Summit (ACES) is a biennial national gathering of educators, school leaders, researchers and practitioners committed to the deliberate integration of character formation into school curricula and organisational culture. Hosted in 2025 at The King’s School in North Parramatta, the summit brought together keynote speakers, panelists and workshop leaders from Australia and overseas to explore how schools can embed character purposefully –through frameworks, pedagogies, metrics and institutional culture. It is a forum for advancing the field of character education, sharing best practice, and building a community of practice around the notion that “good character education is good education.”
I had the privilege of presenting Frensham as a Case Study for Character Education at the 2025 Summit, addressing the big questions that drive schools nationwide: How do we define character? How do we explicitly teach it? How do we measure it? And how do we lead with it? For us at Frensham, the answers to these questions are not abstract; they are woven through every moment of school life.
Our philosophical stance is simple yet powerful: education is about the whole child. Character comes first; results will follow. As we often say, accolades might get you in the room, but character keeps you there.
In a time when schools face increasing pressures to prioritise performance data, we stand firm in the belief that excellence emerges from deeply rooted values. Our leadership, curriculum and community relationships are guided by an Aristotelian, virtues-based model of character. We teach not just the difference between knowing right from wrong, but also how to bridge that gap through daily practice – what Aristotle called habituation.
What makes Frensham unique is our intentionality. Our values are not posters on the wall; they are lived experiences shared across classrooms, boarding houses, playing fields and performance stages. Character is caught, sought and taught through everything we do.
Importantly, this is a whole-school, Preschool to Year 12 commitment. At Frensham Junior School, our youngest learners are introduced to character education through a newly developed framework that uses age-appropriate language and practical experiences to help
them explore what virtues such as being a solution architect and a grounded futurebuilder look like in action. Teachers explicitly model and scaffold these qualities, helping children connect values to real-world choices in the classroom, playground and wider community. This early grounding ensures that as students transition into the senior years, they already possess a shared vocabulary and deep understanding of what it means to live with integrity, empathy and purpose.
At Frensham, the same virtues continue to develop through increasingly sophisticated dialogue, leadership opportunities and reflection. Together, the two schools form a continuum – one story of character education unfolding from a child’s first school day to their final year at Frensham.
Frensham’s residential setting brings a special depth to our character education. Living together, students learn empathy, cooperation and responsibility in real time. It’s a 24-hour classroom in which relationships are the curriculum and every interaction contributes to moral growth.
At the heart of this culture lies our school motto, In Love Serve One Another. These simple words capture the essence of what it means to belong to the Frensham community. They remind us that character is not a personal possession but a shared responsibility –expressed through service, kindness and care. When we act with love and serve others, we build a community where every individual feels seen and valued. This guiding principle shapes how we learn, lead and live together, ensuring that compassion and connection remain the true measures of our success.
Our staff and students embody this spirit daily. Whether through acts of service, leadership in the boarding houses, or simple moments of care, we aim to cultivate a culture where love, connection and compassion are second nature.
Perhaps what is most impressive about Frensham’s character journey is our consistency. Even as society and education evolve rapidly, we have remained loyal to our values. Our moral compass is grounded instead in a shared ethical vision and a strong sense of trust between home and school.
Open dialogue with parents is central to this trust. We don’t hide behind newsletters or policy documents – we pick up the phone. These conversations are game-changers, creating mutual understanding and shared accountability. Families know that we lead with heart and principle, not convenience.
We also stay on the front foot of emerging challenges, such as the rise of artificial intelligence in learning. By anchoring our decisions in character, we ensure that innovation serves human growth rather than replacing it.
Character education at Frensham is not a completed project; it is a living, evolving practice. It asks us every day to model integrity, curiosity and courage. It challenges us to help each student find her voice and understand her impact on the world.
In the words of our guiding motto, In Love Serve One Another, we remind ourselves that education is an act of service – of helping young people grow not only in knowledge, but in goodness.
At Frensham, we believe that schools can –and must – lead with character. When they do, they create communities where every student feels seen, known and valued. That is what it means to give education its fullest, most human purpose.
Lucy Dalleywater Director of Activities
Each act of participation – big or small –helps children develop confidence, character, and meaningful connections. It is this spirit that gives life at Frensham Junior School its joyful rhythm, as students step forward, try new things, and share their ideas with others.
Participation lies at the heart of our philosophy. We believe that school is a space for discovery, not a stage for comparison. We don’t place value on ranking children against each other or using merit systems to determine who has achieved the most. Instead, every child is encouraged to measure progress against themselves – their own goals, growth, and moments of effort.
Sometimes students participate with confidence; other times, with a deep breath and courage – both are celebrated. Whether children are presenting at assembly, performing a musical item, serving as a monitor, or simply giving something new a go, every moment of participation becomes a small piece of their growing disposition and a step in their formation of character.
This approach allows us to witness the quiet transformation that happens when children feel confident to grow at their own pace. Confidence grows not from external rewards but from the inner satisfaction of trying, learning, and improving. It’s what psychologist Carol Dweck calls a growth mindset: the belief that our abilities can be developed through effort and practice. In essence, we’re helping children learn to love the process of learning –and to see every attempt as a valuable part of that journey.
Across the school, every student is part of something bigger. Each class takes
responsibility for an area of service – tending gardens, supporting those less fortunate than themselves, or helping younger peers. There’s a special moment each week at assembly when children share their learning, feeling the flutter of nerves and the thrill of pride that comes with being heard. Performance, too, offers children a voice – a chance to express themselves creatively and to weave their talents into the rich fabric of school life.
By Year 6, participation turns naturally into leadership. Every student holds a monitor role – not as a prize, but as a platform for service. These roles invite students to lead with kindness, take responsibility, and give back to the community that has nurtured them. Leadership, in our context, is about humility and contribution – the understanding that real leaders serve others.
Each time a child steps up – whether to read aloud, play an instrument, organise sports equipment, or comfort a classmate – they are living the very skills that will shape their future.
Participation builds more than competence – it builds character. It strengthens empathy, resilience, and the ability to collaborate. It helps children discover who they are and who they might become. And perhaps most importantly, it reminds them that belonging isn’t about being the best – it’s about being involved.
As we near the end of this school year, it’s wonderful to look back on the countless moments of participation that have coloured our weeks. These moments, stitched together, tell the story of a community where every voice matters and every effort counts.
In a world that often celebrates outcomes, we are proud to celebrate engagement. Because it’s in the simple act of participating – of saying “I’ll give it a go” – that children grow into confident, compassionate, and connected young people.
Lucy Gregory Head of Frensham Junior School
“I try to make tasks creative rather than traditional... It is about helping them (students) apply that in the real world through critical thinking and creativity in a way that feels exciting.”
Walking into the Year 5 classroom with Amelia Grace feels a little like stepping into a creative workshop. It is a space alive with energy and curiosity. In the background, the Year 5 Playlist, consisting of three favourite songs chosen by each student to play during independent work, is playing. The playlist helps with focus by giving students a sense of ownership and comfort in the classroom, creating a calm and motivating atmosphere.
Around the room, colourful “Taco Truck” projects are taking shape, a creative and practical way to understand area and perimeter. Each student has designed their own truck, complete with branding, menu, and internal layout. Amelia is clearly a creative teacher, and one who believes learning should be both meaningful and enjoyable with many hands-on learning experiences.
“I try to make tasks creative rather than traditional,” she explains. “For example, in Geography, we’ve been using Minecraft to apply what we’ve learned. Throughout the unit, students built their research skills through researching their biomes and developing topicspecific questions. By the end of the inquiry, students had developed their research skills and their knowledge. It is about helping them apply that in the real world through critical thinking and creativity in a way that feels exciting.”
Amelia officially joined Frensham Junior School in 2024, but her connection to the School began earlier. “I completed my internship in Year 3 with Ms Jenny O’Rourke in 2022,” she says. “I returned in 2024 as a full-time classroom teacher, teaching Year 1. This year, I’ve been afforded the opportunity to teach Year 5 and have bonded incredibly well with all the students. We have a wonderful class and an even better classroom culture based on respect.”
She credits her own schooling experience for inspiring her teaching approach. “I had one really great Year 6 teacher. She wasn’t my Year 6 teacher, but she made me feel like one of her students, always checking in and seeing how she could support me. The way she interacted and connected with students was amazing. I didn’t naturally enjoy school, and she was the reason I continued at school. I thought, could I do the same thing? Could I help students develop a love for learning and a feeling of safety and support?”
That focus on connection underpins everything Amelia does in the classroom. “It’s really important that the kids feel seen and happy and that the classroom is a judgement-free zone. Psychological safety is the first step to learning,” she says. “Once they feel secure, they are more willing to take risks, be curious, and grow.”
Amelia’s Year 5 program also builds independence and responsibility, which are key skills as students prepare for high school. “I try to get the students to take more initiative. We talk a lot about responsibility. The responsibility is for predominantly themselves and their learning, and secondly for other students. Where I can, I’ll extend their thinking so they can critically analyse information rather than just give a basic answer. I want to push them academically, but within their comfort zone. In Year 5, we have high expectations, co-created with the students, where I know every student can succeed.”
Her students, she says, are “very excited” about the transition ahead. “They are a bit nervous because it’s a big step, but they are already thinking about which subjects they would like and which they might not!”
Amelia’s enthusiasm for teaching is matched by her love of learning. “I’ve always loved maths, it was my favourite subject, and I was actually going to be a high school maths teacher,” she says. “I’ve run the Maths
Olympiad program for the last two years with a group of advanced Years 5 and 6 students, where we explored higher-level concepts from the Stage 3 and 4 Mathematics Syllabus and applied them to real-life situations and multi-step problem-solving.” Maths Olympiad requires you to think of problems in a new way, utilising problem-solving skills and a range of concepts. “It’s amazing when the students keep chipping away at a problem and they solve it. The excitement they get from solving the question is like nothing else. It requires resilience and persistence.”
Outside the classroom, Amelia loves exploring and creating. “I like exploring and finding hidden spots outdoors, particularly places people don’t usually see. I also love art. I enjoy painting flowers and nature, anything creative and peaceful.”
For Amelia, teaching is about more than lessons or outcomes, it is about helping children discover the joy of learning and their own hidden superpowers, whether that be inside the classroom or out. “Things could be done in books,” she says with a smile, “but it’s nicer to do something fun and connected, so they really enjoy learning.”
Sophie Rankine Marketing and Engagement Manager
On Wednesday 24 September, Year 12 graduates who began their Frensham journey in the pre- and primary school years returned to Frensham Junior School for the annual Gib Gaters Farewell Assembly. The assembly is a celebration that beautifully marks the end of one chapter and the beginning of another.
The morning opened with an address from Head of Frensham Junior School, Lucy Gregory, who reflected on the enormous accomplishment of completing one’s school years and the pride in seeing each student grow into the person they are today. Lucy spoke of the spirit, kindness and determination these young people have carried with them through their time at Frensham Schools, wishing them well for the many adventures ahead.
Each graduate was presented with a copy of Dr Seuss’s Oh, the Places You’ll Go!, complete with a personalised library placard matching those in their Junior School birthday books, along with a cupcake. This small but meaningful gesture was a nod to the traditions that began in their earliest years.
In the preschool, familiar faces were waiting. Teachers who had guided some of the students since the age of three gathered to greet them once more, sharing memories of first steps in learning, moments of discovery and the beginnings of lifelong friendships.
The Assembly concluded with a slideshow of early photos, a touching reminder of how far they have come, and Lucy’s parting words:
“Your mountain is waiting – so get on your way.”
Sophie
Rankine
Marketing and Engagement Manager
Since 1990, Frensham Junior School has shared a special connection with Hokuriku Gakuin Elementary School in Kanazawa, Japan. This partnership has fostered language learning, friendship, and cultural understanding for generations of students.
This year, we were delighted to recommence the exchange program following its interruption due to COVID-19. I had the privilege of accompanying 15 students from Years 4, 5 and 6, along with 14 parents, Lucy Gregory (Head of Frensham Junior School), Mayumi Parrett (Japanese Teacher), and Jason Gregory. Having been involved with this program since my first visit in 2008, it was a joy to see it come to life again.
Our journey began in Nara and Kyoto, Japan’s ancient capitals, where students experienced hands-on cultural activities and visited historic sites. A highlight for many was meeting Nara’s famous bowing deer and feeding them special crackers! The food throughout the trip was also a source of great excitement and curiosity for the children.
We then travelled by coach across the country to Kanazawa, where our sister school, Hokuriku Gakuin, welcomed us with exceptional warmth and generosity. Most students stayed with host families, who shared their homes and traditions with genuine care. The children joined in traditional cultural activities such as playing instruments, taking part in a tea ceremony, and learning energetic local dances.
For many, the homestay was the most memorable part of the trip, from the kindness and thoughtfulness of their hosts to the personal touches, such as one family dressing their guest in a kimono to keep as a memento. It was wonderful to see how similar the families were to our own, united by a shared commitment to generosity and connection.
Many of our families had visited Japan before, but all agreed that the opportunity to take part in authentic, community-based experiences was truly special. On our final day, we visited a local craft centre which was a calm and creative way to conclude what had been an exciting and enriching adventure.
The trip also held significance for both Frensham Junior School and Hokuriku Gakuin. During a special function hosted by Hokuriku Gakuin, we met with Kazuko Ogawa, the former Head of Hokuriku Gakuin, who first
established the exchange program with our first Japanese teacher, Mary Taguchi, in 1990. A particularly touching moment came when a current host parent shared that she herself had taken part in the exchange as a child and that her daughter had visited Frensham Junior School last year. This was a beautiful reminder of the enduring bonds this program creates.
Beyond the cultural discoveries, the trip strengthened relationships among students across year levels, building confidence, empathy and a sense of shared purpose that will stay with them long after their return home.
We look forward to welcoming our Japanese friends to Australia again soon, and to continuing this remarkable partnership for many years to come.
A highlight of the trip for me was at the homestay when my host family had a kimono that we could dress up in and keep. (Olive)
The best thing on the trip for me was touring parts of Japan I hadn’t been to before, with my friends and Mum. (Chloe)
I loved all the fantastic food and visiting the beautiful Golden Pavillion in Kyoto. (Lottie)
Anne Graham Deputy Head of Frensham Junior School
On 23 September, Frensham Junior School students from Years 5 and 6 joined Year 7 for the second Frensham Junior School Sturt Immersion Day.
Designed to give Year 7 students a leadership opportunity while inspiring younger students through immersive craft education, the day offered a unique chance to experience Sturt’s professional studios and learn alongside practising craftspeople.
From ceramics and woodwork to jewellery, basketry, weaving, and painting, each studio buzzed with concentration and creativity. Under the guidance of artists including Eloise Rankine, Eliza Maunsell, Corinne Snare, Brooke Munro, Natalie Miller, and Catherine Sim, students developed new skills and created works inspired by nature and design.
In ceramics, students hand-built gardeninspired vessels, experimenting with texture and form. The woodwork studio was filled with the
hum of tools as students constructed bird boxes ready to hang in trees. Budding jewellers crafted copper stacker rings and beaded bracelets, while in basketry, students wove raffia into intricate baskets with handles and tassels. The weaving studio came alive with colour as students worked on small looms, and in painting, the focus was on still life compositions brought to life with gouache.
Students worked in six mixed Years 5, 6, and 7 groups, supported by classroom teachers, which allowed tutors to demonstrate more advanced techniques safely. Alongside the creative process, safety, care, and respect for materials were emphasised throughout the day.
The day concluded with a walk through all six studios, where students admired one another’s creations.
Trudi Spencer Visual Arts Teacher Sturt Liaison – Student Integration
Geoff Marsh’s office has a stylish new addition, four handcrafted chairs by Sturt School for Wood graduate, Craig Lind.
Based in the Southern Highlands, Craig completed the full-time Sturt School for Wood course in 2024 and is currently part of the Sturt residency program while establishing his bespoke furniture and design studio.
Craig’s approach to design explores contrast, as seen in these chairs, where the sharp, straight lines of the legs are balanced by the gentle curves of the backrest. The result is a contemporary piece inspired by mid-century modern aesthetics.
At Frensham Junior School, students have the chance to explore a wide range of sporting opportunities, from traditional team games to specialist coaching and lunchtime activities. Our calendar is packed with Swimming, Athletics and Cross Country carnivals, alongside invitational competitions with neighbouring schools, giving every student the chance to test their skills and enjoy the excitement of competition while developing teamwork skills and integrity in sport.
Across the week and on Saturdays, students take part in Soccer, Netball, Basketball, Oztag, Golf, and Hockey, with training sessions held on campus in the Frensham Sports Hall or on the Hockey Turf. They now have even more ways to get involved, with Summer Soccer, Twilight Netball and Oztag added to the lineup this year.
Term 1
Term 2
Term 3
Term 4
Playing in local competitions also gives students valuable experience and the chance to challenge themselves in new settings.
Lunchtime is lively, with Bush Bikes on Thursdays, scooter boards and Bikes on Mondays and Fridays, and plenty of equipment for students to practise skills or play with friends. Terms 1 and 4 see all students participate in intensive swimming lessons at The Centenary Pool, ensuring steady progression in a supportive environment.
From competitive teams to lunchtime fun, Frensham Junior School offers a breadth of opportunities for every student to discover, develop and enjoy sport.
Amanda Graham Coordinator of PDHPE and Sport
Oztag, Basketball, Twilight Netball, Summer Soccer, Basketball, Flippa Ball, Golf, Yoga, Cross Country / Athletic training, Introduction to Swimming Squad training, Gymnastics, Tennis Squad, Touch Football, Swimming Development
Hockey, Netball, Net Set Go, Soccer, Cross Country training, Athletics, Introduction to Swimming Squad training, Gymnastics, Tennis Squad, Yoga
Hockey, Netball, Net Set Go, Soccer, Athletics, Introduction to Swimming Squad training, Gymnastics, Tennis Squad, Yoga
Aussie Hoops, Oztag, Basketball, Twilight Netball, Summer Soccer, Basketball, Flippa Ball, Cricket Skills, Introduction to Swimming Squad training, Agility and Fitness sessions, Yoga, Golf, Tennis Squad, Gymnastics, Touch Football, Swimming Development
Join Alex the Lion, Marty the Zebra, Melman the Giraffe, Gloria the hip hip Hippo and, of course, those hilarious, plotting penguins as they bound onto your stage in the musical adventure of a lifetime. Based on the smash hit DreamWorks animated motion picture, Madagascar – A Musical Adventure JR. follows all of your favorite crack-a-lackin’ friends as they escape from their home in New York’s Central Park Zoo and find themselves on an unexpected journey to the madcap world of King Julien’s Madagascar.
Alex the lion is the king of the urban jungle, the main attraction at New York’s Central Park Zoo. He and his best friends — Marty the zebra, Melman the giraffe and Gloria the hippo — have spent their whole lives in blissful captivity before an admiring public and with regular meals provided for them. Not content to leave well enough alone, Marty lets his curiosity get the better of him and makes his escape — with the help of some prodigious penguins — to explore the world.
Filled with outlandish characters, adventure galore and an upbeat score, Madagascar JR. will leave audiences with no choice but to “Move It, Move It!”
Georgie Lewis has recently been recognised as Southern Highlands Community Foundation’s Young Highlands Hero (September 2025). Georgie received a $3,000 grant, which she is donating to Pop In Southern Highlands, supporting women and children impacted by domestic violence.
For Georgie Lewis, the Moss Vale Golf Club has always been more than a place to play golf. It is a place of community, connection and generosity.
At just 14, Georgie pitched the idea of hosting a ‘Pink Golf Day’ at the Club to raise funds for Breast Cancer Network Australia. Her goal was $5,000. By the end of the day, she had raised more than $10,000 and inspired a tradition that has since doubled its impact.
Georgie, who began playing golf at eight, credits the Club for instilling in her a sense of belonging and leadership. “Being around people of all ages who share a passion for golf made me realise how powerful a community can be,” she said.
In 2025, Georgie expanded the event’s purpose to include awareness and fundraising for
prostate cancer, raising over $22,000 for the Prostate and Breast Cancer Foundation.
Jenny Bott AO, Chair of the Southern Highlands Community Foundation, said:
“Georgie is a shining example of how one person, no matter their age, can make a difference. Leadership can come from anyone who sees a need, wants something to happen, and makes it happen.”
Far from seeing age as a barrier, Georgie considers it her strength.
“Don’t wait to be older to make a change,” she said. “Opportunities are everywhere. Start now – because your voice and your actions matter.”
With her sights now set on the 2026 Pink Golf Day, Georgie continues to lead with heart, proving that passion and purpose, not age, are what truly drive change.
Read the full story here: https://shcf.org.au/hero/georgie-lewis/
Sophie Rankine Marketing and Engagement Manager
On Sunday 19 October, a group of Frensham students volunteered their day to assist with Bowral Long Lunch. The students sold hats, raffle tickets, and lucky door prizes as well as helping guests with QR codes so they could bid on the silent auction.
The event was a fundraiser in support of children’s health and wellbeing with funds raised being donated to Bowral District Children’s Foundation.
We listened to the President of the Committee Mrs Skye Leicester deliver her thanks. Dr Richard Hart from Bowral Paediatric Hospital explained that the money raised was to go towards a Paediatric Co-Ordinator to assist families book appointments and support them as they prepared for their visit to the Doctors and the Hospital.
Thank you to Georgie Boag, Katie Brooker, Chekka Cay, Zali de Manincor, Myla Ginn, Emily Harrington, Lydia Hodge, Saffron Kable, Genevieve McLelland and Skye Spong.
Ben Chadwick Director of Students & Strategy
Our team – Harriet Brazier (Year 10), Chloe Laybutt (Year 11), and Angelina Sjarif (Year 10), and accompanied by Mrs Barnes – was lucky enough to travel to Canberra to participate in the National Model United Nations Assembly, sponsored by the Southern Highlands Rotary Club, where 60 students from 19 schools debated across the weekend. Representing Chile, we undertook the task of preparing to speak on 6 resolutions, editing our speeches and working alongside our Developing Nations Bloc to get many resolutions “passed”. We debated at the Museum of Australian Democracy (or Old Parliament House), which was an incredible experience and made us much more immersed in the debates. It was a great opportunity to meet with other students who were interested in the same topics we were and who we could debate with.
Participating in the National Model United Nations Assembly was not just a privilege, but an eye opening experience that had the ability to extend and broaden various aspects of our perspective on certain issues and real world events occurring today. There were a multitude of debates across the two days, consisting of sensitive and complex topics including “Protection of civilians and upholding legal and humanitarian operations in Gaza”, and “Comprehensive, just and lasting peace in Ukraine”. Whilst the debates got quite passionate, the numerous arguments from other countries were able to be considered, and it was fun getting to embody and act out how our country would respond in a real United Nations Assembly.
Yes, the debates were able to broaden our knowledge on international affairs and global perspectives, however, throughout the weekend our own beliefs and judgements were challenged. There were times when we had to pause and remember to respect all views on an issue, even if they conflicted with our own values. Ultimately, this experience taught us that diplomacy is not just about proving a single viewpoint to be right, but about finding common ground and compromises amidst differing perspectives. We know that we all walked away from the Assembly with not only a deeper understanding of international relations, but also an appreciation for the patience, empathy, and communication skills required to collaborate on a global stage.
After the debates concluded, prizes were handed out. We were able to tie with Japan for the Peace Prize – a testament to the collaborative spirit and negotiation skills we had developed and utilised across the weekend.
This recognition not only validated the effort and preparation we had invested, but also highlighted the importance of compromise when reaching diplomatic solutions. Collaborating with students who were representing different countries broadened our perspectives, showing us how important cultural context is and how it shapes policies, priorities and negotiation styles. Whilst the outcomes of resolutions may have been extremely different in the real United Nations Assembly, it was nice to see how young high school students could engage meaningfully with such complex issues and develop practical solutions that reflected both empathy and critical thinking. Overall, the weekend was a reminder to us all that our generation is the future of politics, healthcare, law, science, and every other field that will shape the world to come.
There is something profoundly transformative about time spent in nature. When we strip away the comforts and distractions of daily life, we find space — for challenge, for reflection, and for connection. Immersion in the natural world invites young people to encounter both the beauty and the unpredictability of life: the icy wind on a river, the exhaustion of paddling against it, and the laughter that follows when everyone sings their way through the discomfort. It is within these moments that true character takes shape.
Our Gold Duke of Ed expedition through New Zealand’s South Island was more than an outdoor adventure; it was a living classroom for resilience, empathy, and teamwork. Amidst mountains, lakes, and long days on the Clutha River, the girls learned to rely on one another, to lead with kindness, and to push through when things grew tough. Nature has a way of revealing the quiet strength within — the courage to keep going, the humility to ask for help, and the generosity to look after others.
Perhaps the most meaningful reflection of this came not from us, but from our New Zealand guides. They described our group using the Māori word manaakitanga — a concept that embodies hospitality, generosity, care, and respect for others. For our girls to be recognised in this way was deeply affirming. It spoke not only to the spirit of our Frensham students, but to the values that guide every aspect of our character education: compassion, community, and courage.
As you read the girls’ speech, you’ll glimpse their humour, grit, and warmth — qualities that flourished through shared challenge and joy. This expedition was, at its heart, an unforgettable lesson in what it truly means to lead with manaakitanga
Lucy Dalleywater Director of Activities
2:30am. Alarms start ringing.
Girls stumble out of bed, throwing on their uniform, passport in hand.
From Australia to New Zealand, 19 girls, 2 teachers, and 5 camp leaders spent 10 days exploring the South Island and the Clutha River. As we embarked on our Gold Duke of Edinburgh Award, we discovered not only the beauty of New Zealand’s lakes, mountains, and rivers, but also the lessons that come from stepping outside our comfort zones.
By the time we reached Sydney Airport, the excitement had kicked in, and after a few chaotic bag checks, all varying greatly in size, we beat last year’s group for the lightest bag. Face masks on the plane, and a group photo, we finally arrived in New Zealand. Landing in Queenstown, everyone admired the views of snow-capped mountains, crystal-clear lakes, and the famous Fergburger, which was definitely a 10 out of 10.
That evening, we got the chance to explore the town and eat different foods, and while we were debriefing for the following day, we were welcomed by a strange man who slept throughout our entire 20-minute meeting. He was lucky enough to witness the freshman spirit of hymn singing, which still failed to wake him.
The next day, we explored more of Queenstown before travelling to Wanaka, where we met our camp leaders and began dragon boat practice. Grey was the professional dragon boat racer who helped prepare us for the journey. Little did we know that counting to 10 would become so difficult.
At our first camp debrief with Joey and Kate, we introduced ourselves and learnt a bit about our new camp leaders. We received our wetsuits and rice farming hats, not realising we would live in them for the next 5 days. After a good night’s sleep, our first day of white water rafting awaited us. We awoke full of energy and set out for the day. Cruising along the river, for the 6 hours we were on the river, we paddled for about a total of 10 minutes as the river flow took us to our destination.
Singing a range of songs from Disney to Frensham hymns, stopping for endless dried mango and tiny teddies, we made it through the first day. The next challenge was setting up the campsite, which we managed, but it didn’t come without its complications, like dealing with the rain, deciding who was on dinner and cleaning duty and trying to fold all the air out of the rafts. Although our reward for getting through the first day of camp was finishing the night with s’mores and toasted marshmallows by a fire.
The following day, we set out dragon boating from Lake Dunstan to the Clyde Rowing Club. The morning was calm, with glassy water, and at this point, we weren’t so sick of counting to 10 constantly. However, as time went on, the temperature began to drop, and the wind picked up. By morning tea, nobody could feel their toes, but we all pushed through the pain as we explored an old nearby town and snacked on our granola bars. We continued pushing through the windy conditions, hearing Grey bark numbers at us, and Miss Lake politely telling us to raise our elbows.
We all started working a lot more closely as a team, as our paddles began to glide through the water in sync and our counting grew louder and louder. We were soon faced with our biggest challenge yet, the wind was significant and it began to rain; our hands went numb, but we didn’t have far to paddle. As a team, we kept powering on until we finally reached the end. We all worked together to set up the rowing club, some people cooking dinner, some pumping
up sleeping mattresses, some showering, and others enjoying themselves. Yet again, another record was broken from last year’s group, as 4 girls went swimming and stayed in the water for 5 minutes longer than the previous girls, not that it’s a competition.
The next few days brought a change of pace as we switched to rafting. We learnt a Māori song before setting off, floated through valleys, and even explored Chinese miners’ huts along the riverbanks. It was sunny, relaxing, and filled with laughter, until it started raining again, at which point our group decided that singing was the best form of survival. We soon all noticed the end just in front of us, and we all began paddling strongly. Of course, it was turned into a competition, and with no surprise, Miss Lake’s competitive energy quickly began counting to 10 to make sure her raft got there first. That night did not feel like camp, as we stayed at a lodge with a warm double bed, hot showers, and a fresh dinner made for us.
The next night, we were lucky enough to have a roof over our heads in “The Shed”; however, we were slumming it compared to the staff, who had massage chairs and king-size beds. That evening, everyone on the trip laughed together as we all formed small groups and acted out skits reflecting the events that had taken place on each day. After our delicious butter chicken curry, Joey, one of our camp leaders, informed us that the rice was 3 days old and had probably begun to grow bacteria, which was great to hear after we had finished it all.
Once all of us were ready for bed, Chloe Hannah’s theatre side shone through as she led the game Mafia. Everyone was involved, and competition was high. Some were better at the game than others, as demonstrated by Alex’s meltdown when she was caught in the first round, so dramatic that it probably deserves an award. Through all the accusations, laughter, and filming, we all grew a lot closer together as a group. We had finally reached our final day of camp. We were all tired, cold and ready to go home. But to our surprise, the staff hosted breakfast, welcoming us into the warmth with hot chocolate. As we paddled on for the final time, the weather was growing colder and colder. Feet and hands were numb within minutes, and the rain had seeped through all our layers. To cheer us up, two camp leaders, Hailey and Reegan, came to the rescue, bringing boxes of hot chips that disappeared within minutes.
As we paddled onwards, with not long to go, hypothermia started creeping up on people. Hands froze, lips were purple, and as soon as tears began rolling down cheeks, the camp leaders decided that was enough. We all
jumped out of the raft and began packing up, waiting for the bus to take us to our campsite, while running up and down to try to warm ourselves up, and sipping on hot chocolate. The last couple of days were filled with car racing at the luge, a boat ride to an all-youcan-eat buffet and a hot springs bath with an amazing view. Over this experience, we all learnt more about teamwork, compassion, laughter and resilience. The stories and memories along the way will always stay with us, and the lessons learnt taught us how to be patient, encourage each other and how to be comfortable outside our comfort zone.
Despite the challenges, the camp was truly an amazing experience, and we would recommend it to anyone. On behalf of the group, we would like to extend our special thanks to Mrs Dalleywater and Miss Lake for giving up their holiday and being away from their families to support and encourage us constantly, and for helping us experience an unforgettable opportunity. Thank you so much, it would not have been the same without you.
Mia Fernandez and Amelia Lavan Heads of Duke of Edinburgh’s International Award
Frensham Fellowship hosted its first-ever online careers session on Wednesday 22 October, shining a spotlight on the fastevolving world of agriculture.
Moderated by alumna Libby Tyrrell (Hufton, 2006), the evening brought together four inspiring Frensham alumni whose experiences showcased the breadth, innovation and opportunity within one of Australia’s most vital industries.
Libby, Manager of StockLive, an Australianowned online livestock auction platform, grew up on her family’s mixed farm in Harden, NSW, where her passion for agriculture began. After starting her career with the Queensland Chamber of Agricultural Societies, she has led StockLive since 2020.
Meet the Panellists
Joining Libby were three Frensham alumnae whose careers demonstrate agriculture’s diversity:
Emma McCrabb (2013)
Emma began her career at Meat & Livestock Australia in sheep genetics. She has since returned to her family property to continue building and managing their sheep and cattle enterprise near Hay.
Rosie Mitchell (Spittle, 1989)
Now based in the Yass district, Rosie’s career has spanned interior design, catering and jillarooing before returning to comanage her family’s sheep and cattle farming business.
Lucy Brennan (2008)
Beginning her career in media and politics, Lucy now leads global corporate communications for Nutrien, one of the world’s largest agricultural service providers.
Libby opened the discussion by challenging stereotypes about life on the land. “Agriculture is so much more than paddocks and tractors,” she said. “It’s technology, logistics, sustainability, business—and most importantly, people.”
When asked why they chose agriculture, each panellist shared a personal answer.
“Why not agriculture?” said Lucy. “It touches everything, from media and trade to sustainability and community.”
“It was time to reconnect with my roots and help with the family farm,” said Rosie.
“I never really considered anything else. It’s where I belong,” added Emma.
Emma reflected on her early career at Meat & Livestock Australia, where a role in Merino genetics became an unexpected but perfect fit. “I started out green and a bit unsure, but agriculture is full of people who are willing to teach.”
Lucy shared lessons from her communications career, where challenges can include everything from industrial fires to policy shifts. “Crisis brings out the best in people. It’s about trust, listening, and helping others see the value in what they do.”
For Rosie, adaptability is key. “You can plan your day, but the farm often has other ideas,” she laughed. “No two days are ever the same.”
Members of the audience were then invited to propose questions.
When asked what skills define their work, all agreed on one: communication. “Whether you’re in an office or on a property, agriculture is about solving problems and connecting ideas,” said Lucy.
Technology was another common thread. Lucy described her phone as her “lifeline” to teams across continents. Rosie credited both her Kelpie, Tommy, “he does everything except open gates”, and her mobile phone for transforming safety and record-keeping on the farm. Emma praised Starlink internet for giving remote farmers access to the same tools as those in the city.
The conversation turned to Frensham’s influence. Each alumna credited the School for shaping their communication, creativity and confidence.
“You learn to lead with influence, not authority,” said Lucy.
“You learn the art of conversation,” added Rosie.
“You learn courage, and to give anything a go,” said Emma.
Libby agreed. “Teamwork, whether on the sports field or in leadership, is a lifelong skill. You learn early how to collaborate with different personalities toward a shared goal.”
The panel celebrated the growing visibility of women in the industry. Lucy noted the significance of Australia’s current female Minister for Agriculture, while Rosie and Emma emphasised that ability, not gender, should determine opportunity.
“Agriculture is powered by people who care,” Libby reflected. “And that’s what makes it such an exciting place to be.”
Looking to the future, Lucy highlighted the fragility of global supply chains and the need for resilience amid trade disruption and conflict. Libby noted that AI and technology offer both promise and uncertainty, tools that must be balanced with the human heart of the industry.
Emma and Rosie focused on sustainability and carbon management, urging farmers to be confident in sharing their environmental progress. “We’re at the start of the journey,” said Emma, “but the industry is learning fast.” “New problems we don’t even know about yet will keep us moving forward,” added Rosie. The conversation also touched on wellbeing and community.
Emma spoke about the strength of local networks during tough seasons, while Lucy reflected on taking a “mid-career gap year” in Canada. “Sometimes stepping away is how you find your way forward,” she said.
Finally, the panellists reflected on Frensham’s enduring connection to the land. Rosie and Emma spoke about keeping “bush kids” in the School and building bridges between rural and city students. “Everyone in Ag is willing to chat—and if you’re a Frensham girl, they’ll get it,” Lucy said in closing.
The evening ended with a shared sense of optimism for agriculture’s bright, peopledriven future.
To view the recording of the Ag Careers online session, go to: https://vimeo.com/1133706559
We look forward to inviting Fellowship and students to our careers evenings in 2026, the first of which will be held Wednesday 6 May. Please save the date.
Charlotte Ostor Fellowship and Development Coordinator
Fellowship warmly welcomed the Class of 2025 into Fellowship at the Fellowship Breakfast Service held on Thursday 25 September.
Following a brief welcome address by Geoff Marsh, the key-note speech was delivered by long-standing Fellowship Committee Member, Mrs Susie Arnott (Margaret Taylor, 1959). Susie’s speech touched on the invaluable and enduring friendships formed at Frensham. She pointed to Winifred West’s idea to create “a society that should act as a link between past and present girls with a goal to carry Frensham’s ideas of love and service into the outside world.”
During the service, the Class of 2025 were presented with their Fellowship Iris Brooches by members of the Fellowship Committee,
including President Mrs Kate Gell (Tonkin, 2002), Mrs Susie Arnott, Mrs Harriet Stodart (Glanville, 1986), and Mrs Lucy Thompson (Mandl, 1992).
The morning was made particularly special by the family connections within Fellowship. Committee Members Harriet Stodart and Lucy Thompson welcomed their respective daughters, Skye and Matilda, into Fellowship, while Susie Arnott welcomed her granddaughter, Tempe Arnott.
Charlotte Ostor Fellowship and Development Coordinator
TERM 4 2025
/ REUNION DATE
Fellowship End of Year Drinks Friday 5 December
Fellowship Christmas Stall at Final Prayers Saturday 6 December
TERM 1 2026 20 Years Reunion Saturday 28 February & Sunday 1 March
Young Old Girls Drinks, Sydney (Classes of 2021-2025) Friday 6 March
50 Years Reunion Saturday 14 March
70 Years Reunion Saturday 14 March
TERM 2
Fellowship Careers Networking Evening Wednesday 6 May
10 Years Reunion Saturday 16 May
30 Years Reunion Saturday 16 May
5 Years Reunion Saturday 30 & Sunday 31 May
Fellowship Annual General Meeting & Lunch The Queen’s Club Wednesday 3 June
TERM 3 60 Years Reunion Saturday 8 August
40 Years Reunion Saturday 29 August
Fellowship Breakfast Service (Class of 2026) Thursday 24 September
TERM 4 Fellowship End of Year Drinks Friday 4 December
Fellowship Christmas Stall at Final Prayers Saturday 5 December
Dates are correct at the time of publication. More Fellowship events may occur in 2026 and will be communicated as they are determined.
Keep in touch! Please let us know if you have Chronicle news, exciting careers, stories and experiences you would like to share, or changes to contact details. We would love to hear from you.
Contact Fellowship Liaison, Charlotte Ostor at fellowship@frensham.nsw.edu.au
