The Iris #15 – February 2026

THE IRIS | FEBRUARY 2026

A FRENSHAM SCHOOLS MAGAZINE EDITION #15 TERM 1 – FEBRUARY 2026

A challenge to radical individualism and the importance of community From the Head

2026: Shaping Courageous, FutureReady Learners Sarah Tynan

Growing Character and Capability: Setting Our Focus for 2026

Head of Frensham Junior School

Building Connection Through Challenge: Year 7 Survivor Day Emma Lake

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IN THIS EDITION

A challenge to radical individualism and the importance of community

3

2026: Shaping Courageous, Future-Ready Learners

4

Meet & Greet 2026

THE IRIS

5

Navigating the Matrix of Success: A Balanced Approach to Learning

6

Sharing Your (Hidden) Talents

7

Grit, Gratitude and Good Humour: Character in Action at Frensham

8

Welcome to Hartfield House: Kate Nixon

10

FJS: Growing Character and Capability – Setting Our Focus for 2026

12

Frensham Junior School Character Education Framework

14

FJS: Take a bow – Anne Graham’s 29 years of service

17

FJS: The Sydney Rabbitohs Wellbeing Team Visit Frensham Junior School

18

Frensham Livestock Teams

19

Ngununggula’s Annual Student Art Prize

19

Building Connection Through Challenge: Year 7 Survivor Day

20

Digging Deeper: Sarah-Joy Day (2023) on Finding Her Path in Mining Engineering

22

A Playground Built by Community

24

Frensham Fellowship Events 2026

25

Photo Gallery: Year 7 First Day at School

26

Frensham Open Day

28

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“Our school’s traditions, from shared meals to hymn singing to outdoor challenges, reinforce the idea that personal growth occurs in communion, not isolation.”

– Geoff Marsh –

THE IRIS A Frensham Schools Magazine Edition #15 – Term 1 No 1 February 2026

FROM THE HEAD

THE IRIS | FEBRUARY 2026

A challenge to radical individualism and the importance of community

F

rensham Schools’ philosophy is rooted in the belief that education is not merely the accumulation of personal achievements but the cultivation of character within a community. Individuality is valued, but not at the expense of collective responsibility. Students are encouraged to discover their unique gifts, yet always in relation to others, through service, collaboration, and mutual respect. This ethos contrasts sharply with the market-driven nature of social media, where relationships are often reduced to metrics and influence.

Many contemporary educators suggest that “radical individualism”, an ideology that champions the individual over the collective, has become or is becoming the defining ethos of modern life. Social media platforms, particularly those accessed by teenagers, encourage constant self-promotion, fostering a world where identity is curated for likes and validation rather than grounded in authentic relationships.

While it is important to acknowledge that online spaces can benefit our young people, the concern held by many is that, left unchecked, the relentless pursuit of personal visibility will erode the sense of belonging and shared purpose that sustains communities.

A Frensham Schools education is a living alternative to the isolating tendencies of the digital age. Our school’s traditions, from shared meals to hymn singing to outdoor challenges, reinforce the idea that personal growth occurs in communion, not isolation. These practices create in our students resilience, empathy, and

humility. In a world where success is frequently measured by personal success, Frensham Schools continues to value the capacity to contribute meaningfully to the common good without reward or recognition.

Underpinned by their ability to think critically, our students learn to live with integrity rather than to “curate an image.” This countercultural stance equips young people with the grit needed to resist the pressures of a society that increasingly prizes autonomy over interdependence.

At a time when digital platforms tend to amplify voices yet diminish genuine dialogue, our students continue to flourish, not as isolated individuals, but as members of a community committed to shared values and enduring purpose.

Parent involvement and support are central to building a strong school community.

Education works best when families and staff are aligned in values and mission, and this sense of partnership begins with time spent together.

On Saturday 28 February, we are hosting a welcome event for all our new and current families around the Deer Pond on the Frensham campus. We hope to see you there as we come together to strengthen our community and start the year connected.

Geoff Marsh Head of Frensham Head of Frensham Schools

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FROM THE DEPUTY HEAD SCIENCE

2026: Shaping Courageous, Future-Ready Learners

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s we look toward 2026, Frensham remains focused on developing futureready students through embedded character education, personalised learning, and student agency. Our focus is not purely on academic results, but on developing confident and capable young people who thrive beyond our gates.

This year, our goal is to ensure that every student experiences growth — academically, socially and personally — and feels valued for who they are and what they bring to our community.

Teaching and learning in 2026 will be guided by the key competencies of our Character Framework: connection, collaboration, critical thinking, citizenship, communication and creativity. Rather than being taught in isolation, these competencies are woven through classroom learning, co-curricular programs and the broader life of the School.

We do not believe in a single model of success.

Every student’s learning journey is unique, and our approach reflects this. Through personalised programs that respond to individual strengths, needs and aspirations, targeted support where it is needed most, and extension opportunities that challenge students to reach their full potential, Frensham’s culture celebrates learning and personal achievement, not just outcomes.

Student agency is realised by empowering students to take ownership of their learning.

In the senior years, students exercise genuine choice through electives and subject selections aligned with their interests and future pathways. This builds independence and intrinsic motivation, as students learn to make informed decisions, set meaningful goals and take responsibility for their progress.

Our commitment to personalisation is further strengthened through Frensham’s Personalised Learning Plan (PLP) program in Stage 5. The PLP enables students to identify

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their passions, pursue authentic learning experiences and reflect on their growth.

Later this year, we will host a Celebration of Learning event to showcase PLP journeys.

This will provide students, staff and families with the opportunity to see firsthand the depth of thinking, creativity and growth our students demonstrate when given ownership of their learning.

We firmly believe that powerful learning extends beyond classroom walls. Excursions, incursions and collaborative experiences with other schools enrich understanding and provide real-world context. Our National and International Exchange Programs broaden perspectives and foster cultural understanding, adaptability and connection, deepening students’ sense of global citizenship while strengthening their confidence and independence.

All of these initiatives reflect our enduring school values: supporting individual growth and broad experience; developing curious and courageous learners; nurturing confident, selfassured young people; encouraging students to be willing contributors; and empowering them to become solution-focused thinkers who approach challenges with creativity and critical thought.

By embedding the competencies of our Character Framework into every aspect of school life, we are preparing students not only for exams, but for meaningful, engaged and purposeful lives.

We are grateful for the continued partnership of our parents and the ongoing connection with our past students. Together, we are building a community that champions the unselfish pursuit of excellence, celebrates growth and inspires every learner to thrive.

Sarah Tynan Deputy Head of Frensham Deputy Head of Frensham Schools

COMMUNITY EVENTS

THE IRIS | FEBRUARY 2026

Meet & Greet

2026

Mr Geoff Marsh Head of Frensham Schools invites the Frensham Community join us at our

Community Meet & Greet Events for 2026 SYDNEY

Wednesday 18 March The Apartment at Hotel Centennial, Woollahra Evening Canapés

COWRA Wednesday 13 May

The home of Current Parents, Pip and Ed Fagan Lunch HAY Wednesday June 17

The home of Current Parents, Penny and Rob Haddrill Lunch CANBERRA

Thursday 30 July The home of Fellowship member, Lucinda Fairrie Evening Canapés

These events are for our whole community including current, past and future parents/ carers, Fellowship, and other members of the Frensham Community.

We look forward to seeing you throughout the year.

For enquiries please contact Sophie Rankine at srankine@frensham.nsw.edu.au or on 02 4860 2000

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ACADEMIC

Navigating the Matrix of Success: A Balanced Approach to Learning

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eter Drucker’s aphorism, “What you can measure, you can improve,” has guided many organisations and has become a guiding principle for schools in assessing student success. While academic metrics provide one way to understand achievement, they capture only a small part of a student’s overall growth.

Despite its limitations, the ATAR system provides structure. In 2025, Frensham’s median ATAR was 86.6, placing over half of our students in the top 13.4% of the state, with several in the top 5%. Our students overwhelmingly enter tertiary courses of their choice. But we remain mindful of the pressures this system places on them.

Defining what makes an education successful is complex. Most students, parents, and school leaders, including all of us at Frensham, value an education that offers broad experiences, builds character, and equips young people to contribute to an unknown future.

At Frensham, we take a holistic approach. We know our students as individuals and work with them to set ambitious, achievable learning targets. Our expert staff provide extensive academic support, and when tutoring is appropriate, we ensure it is high quality and balanced. Students are encouraged to maintain a rich mix of experiences beyond academics. We celebrate growth in all its forms, recognising each student’s unique journey.

At the same time, Frensham operates within a system of highly visible, quantitative measures that reflect only part of a young person’s development. In NSW and across Australia, this measure is the Australian Tertiary Admission Rank (ATAR), a numerical comparison of a student’s academic performance against their peers.

The ATAR is a blunt instrument. It provides some equity and transparency, but it also places intense pressure on students to narrow their focus to achieve high scores. Many young people turn to tutoring outside school hours to improve their ATAR, often at the expense of sport, music, leadership, service, and personal downtime. At Frensham, these experiences contribute to a well-rounded education.

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We also continue to advocate for reforms in tertiary pathways. The expansion of early entry programs is encouraging, and we constantly explore new ways to broaden opportunities for our students.

Until broader change occurs, we remain committed to our 113-year mission: developing young people of character, knowledge, and skill, ready to contribute with confidence and purpose.

Nathan Bessant Director of Studies

CHARACTER

THE IRIS | FEBRUARY 2026

Sharing Your (Hidden) Talents

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t Frensham, we often talk about community — but communities don’t simply happen. They are built, slowly and deliberately, when people bring their unique gifts and share them with others.

Our staff are full of remarkable hidden talents, many of which you might never guess. For example: • Mrs Jones plays level 6 piano and was the best and fairest for Wagga Wagga’s under-13, 14, and 15 representative netball teams.

• Mr Cooper is a qualified snake catcher and runs his own business, Jake the Snake’s Reptile Relocation Services.

• Ms Walters coordinates a Parkrun in Bowral.

• Mr Bessant is the sourdough king, while Miss Boulton is the sponge cake queen.

• Ms Slarke knows everything about diamonds (she can even cut them if needed).

• Ms Tynan doubles as a travel agent and is a whiz at both online and in-person shopping.

• Mr Marsh can wrestle bears.

• Miss Friedrich can lick her elbow.

• Miss Scruton played rugby league for the Cook Islands, as hooker or 5/8.

• Mrs Gavin was the U16 NSW Tennis Champion using her left hand.

• Mrs Dalleywater can raise each eyebrow separately — in time to music, particularly any Spice Girls song.

• Mrs Strudwick can drive a manual car on both sides of the road, with the steering wheel on either side.

• Mr Andrews has reflexes like a panther, able to balance more than 80 five-cent pieces on his elbow, whip his arm forward, and catch them all.

• Ms Rankine has a golf handicap of 10, putting her in the top 5% of Australian female golfers.

• Mrs Tina Griffin-Hunt is a national skydiving champion, with over 450 jumps to her name.

And that’s just scratching the surface. These examples remind us that everyone has something unique to offer, and often, it’s hidden.

Why do we hide our talents? Sometimes we worry we’re not “good enough.” Sometimes we don’t want to stand out. Sometimes we fear being judged. And sometimes, in a community full of capable people, we convince ourselves someone else will do it better.

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CHARACTER

Sharing your (hidden) talents But Frensham thrives because individuals step forward. It’s not the buildings or the timetable that make this place feel like home, it is the people who bring something extra. The student who includes others. The one who lifts people after a tough day. The musician who practices even when no one is listening. The voice that speaks up when something isn’t right.

Sharing your talents isn’t just about recognition, it is about giving others permission to do the same. Every leader, every performer, every person you admire once felt unsure. They didn’t succeed because they were fearless, they succeeded because they decided what they had was worth offering anyway.

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So ask yourself: What do I have that could make this place better and who could benefit if I shared it?

Because when you choose to share your talents, you don’t just shape your own future, you strengthen this community. And that is something truly special.

Ben Chadwick Director of Students and Strategy

Grit, Gratitude and Good Humour – Character in Action at Frensham –

rit, gratitude and good humour. These are the qualities Frensham girls carry with them long after they leave the School. Confident without being showy, resilient in the face of challenge, and quietly capable of leading change. It is often said you can pick a Frensham girl in a room: purposeful, grounded and generous in spirit. From global changemakers like Annabelle Chauncy OAM and Dr Catherine Hamlin AC to the students shaping their own paths today, this shared character is no accident.

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Your hidden talents have the power to help and inspire others. They can comfort someone, spark someone’s courage, or simply show that trying is worthwhile. At Frensham, service isn’t just about the world outside these gates; it’s also about what we give here, to each other.

Sharing your talents is one of the simplest and most meaningful ways to serve.

At Frensham, character education is not an initiative, it is a way of life. Since 1913, it has shaped our culture and guided every student’s journey, with wellbeing and values woven into daily experience. In 2026, the Jamieson Program brings this philosophy to life across the School.

New Year 7 students have begun Frensham Studies, exploring the School’s values, investigating past Heads of Frensham, and reflecting on their own contribution to the School’s history. Year 8 students are engaging

CHARACTER SCIENCE

THE IRIS | FEBRUARY 2026

Grit, Gratitude and Good Humour: Character in Action at Frensham with the Philosophy and Ethics Course, exploring key thinkers, the Philosophical Time Machine and the Trolley Experiment to stretch their values-based thinking. Year 9 are immersed in the Cambridge IGCSE Global Perspectives Course, with excursions such as the visit to Nan Tien Temple to consider global faiths and values.

Leadership and reflection continue in senior years: • Year 11 Leadership Camp, hosted onsite, combines sessions with Frensham Executive, alumni and Burn Bright specialists, along with The Urban Challenge in Sydney to develop leadership skills and self-awareness.

Experiential learning is central to the Jamieson Program. Each year group undertakes camps designed to challenge students, create connections and build resilience.

• Year 7 Camp, at Bonnie Vale in the Royal National Park, includes bushwalking, canoeing and stand-up paddle boarding.

Students reflect on their strengths and set goals for themselves and their peers.

• Year 12 Study Camp, also on-site, includes workshops with Executive and external providers, culminating in a visit to Canberra to explore university pathways and strengthen peer connections.

Through the Jamieson Program, Frensham students experience character education in action: learning by doing, reflecting on experiences, and growing into capable and confident leaders.

• Year 8 Camp, at Killalea & Easts Beach, introduces surfing alongside bushwalking, hiking and canoeing, helping students discover how they can be their best selves.

• Year 9 Camp, in Morton National Park, combines canoeing and bushwalking for Bronze Duke of Edinburgh’s International Award Practice accreditation, extending awareness of personal capabilities.

• Year 10 Camp, in Bungonia National Park, provides Silver Duke of Edinburgh’s International Award Practice accreditation through bushwalking and caving, emphasising teamwork, support and resilience.

Lucy Dalleywater Director of Activities

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STAFF PROFILE

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Welcome to Hartfield House: Kate Nixon

ate Nixon joined Frensham at the beginning of this year as the new Head of Hartfield House, bringing with her a strong background in boarding and pastoral leadership.

Originally from Mudgee, Kate was herself a boarder and understands the unique role boarding plays in shaping young people. After completing her studies in Primary Education at the University of Notre Dame, she began her career in education with a strong desire to create positive, nurturing boarding environments.

“As a boarder myself, I experienced both excellent and challenging boarding care,” Kate reflects. “I wanted to break that cycle and bring fresh eyes to the pastoral side of boarding.”

What drew Kate to Frensham was the strength of its community and the central place boarding holds within the life of the school.

“Boarding is not something that sits on the edge”, she says, “it is central to the way the school works and the experiences students have.”

Arriving at the start of term, Kate’s first impressions were both lively and reassuring.

“It feels like organised chaos, but in a really lovely way,” she laughs. “The girls are warm and welcoming, the staff have been incredibly supportive, and the campus is beautiful.

Parents have even been checking in on me, which has been very special.”

Hartfield House itself has quickly become a place Kate describes as full of character and warmth.

“It’s a bit of a rabbit warren with lots of walls and little spaces,” she says, “but it feels homey and fun. The girls really make it their home away from home, it has great energy.”

For Kate, creating a sense of ‘home’ in a boarding environment means helping students

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“Home is about kindness, strong relationships and warmth. We create that through caring staff and by letting the girls personalise their rooms.” step away from the academic day and feel safe, relaxed and connected.

“Home is about kindness, strong relationships and warmth,” she explains. “We create that through caring staff and by letting the girls personalise their rooms. They hang fairy lights, put up decorations and little touches that make the space their own. It doesn’t need to be clinical. It needs to feel like a safe place.”

STAFF PROFILE

THE IRIS | FEBRUARY 2026

Welcome to Hartfield House: Kate Nixon One of the most rewarding parts of her first term has been getting to know the Hartfield students themselves.

“The mix of regional and rural students creates a really unique environment,” Kate says.

“They tend to be confident and comfortable being themselves, which means they form relationships quickly. There’s no single model of what a ‘Frensham student’ should be, meaning they are free to be authentic.”

Through life in Hartfield House, Kate hopes students will develop independence, resilience and empathy, alongside practical life skills that prepare them for the world beyond school.

“Learning to manage routines, do their own washing and take responsibility builds confidence,” she says. “But just as important are kindness, respect and the ability to care for others.”

Kate has also been enjoying discovering Frensham’s long-standing traditions and unique language.

“There’s a whole Frensham vocabulary to learn — Cracks, Esties, Cubies, Shadows,” she smiles. “And even small things, like what I would usually call a ‘leave request’ is called a ‘pass’ here. I’m still learning.”

Looking ahead, Kate is excited about the role Hartfield House can play in shaping students’ boarding experience.

Outside the boarding house, Kate loves to recharge by exploring new cuisines at local restaurants, soaking up the sun at the beach, and discovering new places through her travels.

With her deep understanding of boarding life and her passion for pastoral care, Kate is already making Hartfield House a place where students feel known, supported and truly at home.

Sophie Rankine Marketing and Engagement Manager

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FJS – FROM THE HEAD

Growing Character and Capability – Setting Our Focus for 2026 –

A

s we begin 2026, we do so with a clear sense of purpose: to continue nurturing not only what our students know, but who they are becoming.

Around the world, schools are increasingly recognising that education is about more than academic achievement alone. The most powerful learning environments intentionally develop both knowledge and character.

This approach helps young people grow into capable and critical thinkers, grounded in a strong sense of self.

At Frensham Schools, this belief is deeply embedded in our approach. Our Character Framework guides learning from Preschool through to Year 12 and reflects what it means to be a Frensham Schools graduate: someone shaped by purpose and inspired by our guiding call “In love serve one another”.

Over the past two years, the Framework has been refreshed to ensure it speaks meaningfully to today’s world and to our Junior School context. It brings together our shared values of belonging and wellbeing, the unselfish pursuit of excellence, individual growth, service to others, broad experience and innovation.

In 2026, our focus is on bringing this framework to life with even greater intentionality. Across the Junior School, teachers will be explicitly naming and teaching these character qualities, and supporting students to reflect not only on what they are learning, but on who they are becoming as learners, as people and as members of their community.

Character development does not sit within a single program or lesson. It grows through everyday experiences: when a child persists with a challenging piece of music, plays fairly on the sports field, shows kindness in the playground, or takes creative risks in a cocurricular activity. These moments are where our values are lived.

Belonging and Wellness

ˈˡ˦˘˟Ѓ˦˛ ˣ˨˥˦˨˜˧ of excellence

Individual Growth

CONNECTION

COLLABORATION

CRITICAL THINKING

Resilience and reliability

ʼ ˔ˠ ˖ˢˡЃ˗˘ˡ˧ ˔ˡ˗ self-assured

Integrity and honesty

Cooperate with others

Gratitude

Develop and share your talents

Humour and kindness

I am a willing contributor

˅˘Є˘˖˧ʟ ˖ˢˠˠ˜˧ʟ ˔˖˧

I am a curious and courageous learner

Affect change

Eddie the Echidna

Wendy the Wombat

CHARACTER FRAMEWORK

Set goals

Question and take calculated risks

Support achievement

Katy the Koala

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Adopt high standards

CHARACTER FRAMEWORK

CHARACTER FRAMEWORK

FJS – FROM THE HEAD

THE IRIS | FEBRUARY 2026

Growing Character and Capability: Setting Our Focus for 2026 Service to Others

Broad Experience

Innovation

CITIZENSHIP

COMMUNICATION

CREATIVITY

Humility Embrace differences

I am a respectful and active citizen

Future Focus Insight and ethical thinking

Respond generously

Aesthetic appreciation

ʿ˘˔˗ ˦˘˟Є˘˦˦˟ˬ

Social and emotional maturity

Kenny the Kanga

Kelly the Kookaburra

CHARACTER FRAMEWORK

It is encouraging to see how strongly our students are engaging in school life. Already this year, 70 per cent of Junior School students are involved in co-curricular activities, 80 per cent participate in sport, and 80 per cent are learning one or more musical instruments. This breadth of participation reflects the importance we place on a broad and balanced education.

Our work in character education sits hand in hand with our continued focus on academic excellence. Habits such as curiosity, perseverance, reflection and striving for high standards underpin both strong learning and

I am a grounded future builder

Strive

I am a solution architect

Adapt Discern Problem solve Inspire passion

Petey the Platypus

CHARACTER FRAMEWORK

CHARACTER FRAMEWORK

strong character. Together, they shape students who are willing to challenge themselves and support others to do the same.

As we look ahead, 2026 promises to be a year of purposeful growth for our students and for our school. Through a shared commitment to learning and character, we continue to prepare our young people to move through the world with confidence, integrity and care.

Lucy Gregory Head of Frensham Junior School

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FJS – CHARACTER

Frensham Junior School Character Education Framework

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ur Frensham Character Framework (P–12) encapsulates the essence of Frensham Schools through the values that inspire and give purpose to all interactions and learning for both staff and students. Guided by our motto, “In Love Serve One Another,” the framework reflects our shared commitment to fostering compassion, connection and personal growth within our community.

In 2025, Frensham Junior School staff engaged in a collaborative process to revise the Frensham Character Framework. This work ensured consistency with the broader Frensham framework while refining the language to make it more accessible and meaningful for our primary students. The initial stage involved selecting six native animals and creating friendly visual representations of each, aligned with our six school values.

Together, we brainstormed names for the animals—such as Kelly the Kookaburra and Eddie the Echidna—to bring warmth and personality to the framework.

Staff then worked collaboratively to develop child-friendly phrases that clearly explain and individualise the associated Qualities and

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Dispositions. Once the framework for Years 3–6 was finalised, it was further adapted to create an age-appropriate version for our P–2 students.

The completed framework has been printed, laminated and distributed to all P–6 and specialist classrooms, as well as key areas across the school, including in large format on the walls of the School Hall. Staff will continue to intentionally embed the values, outcomes, key competencies, and qualities and dispositions across all aspects of student learning.

This has been a truly rewarding process, with every Frensham Junior School staff member contributing ideas and expertise.

We are excited to use the Frensham Junior School Character Framework as a meaningful springboard for learning, relationships and growth at Frensham Junior School, living out our motto each day: In Love Serve One Another.

Lynn Venish Jamieson Activities Coordinator Year 6 Teacher (HAT Accredited)

I am a willing contributor

COLLABORATION

I am confident and self-assured

CONNECTION

Humour and kindness • I have fun and try to make others smile • I care for others

Gratitude • I am thankful for what I have

Integrity & honesty • I tell the truth • I make the right choices

KENNY THE KANGA

Service to others

I am a respectful and active citizen

CITIZENSHIP

Question and take calculated risks • I ask “why?” and “how?”

• I try new things even if they are tricky Affect change • I think about how I can make the world a better place

Support achievement • I am happy when I do a good job • I cheer others on too

Reflect, commit, act • I think about what I did • I try to do even better

Set goals • I think about what I want to get better at

Lead selflessly • I guide others in helpful ways

Respond generously • I share with others

Embrace differences • I accept people just the way they are

Humility • I do my best and that is enough • I am kind to others

QUALITIES AND DISPOSITIONS

CRITICAL THINKING

KEY COMPETENCIES

I am a curious and courageous learner

OUTCOMES BEYOND SCHOOL

EDDIE THE ECHIDNA

Individual growth

Develop and share your talents • I share what I can do • I keep practising

Cooperate with others • I am helpful • I share and take turns

Adopt high standards • I try my best • I am pleased with my work

WENDY THE WOMBAT

KATY THE KOALA

Resilience & reliability • I keep trying • I do what I say

Unselfish pursuit of excellence

Belonging and wellness

SCHOOL VALUES

Social & Emotional maturity • I am kind and calm • I am learning to manage my feelings and friendships

Aesthetic appreciation • I enjoy the beauty around me

Insight & Ethical thinking • I try to do what’s kind and fair for everyone

Future Focus • My choices today can help tomorrow

COMMUNICATION

I am a grounded future builder

KELLY THE KOOKABURRA

Broad experience

THE IRIS | FEBRUARY 2026 Inspire passion • I share my ideas and help others feel excited

Problem solves • I try different ideas to make things better

Discern • I listen, think and understand

Adapt • I try new ways to do things

Strive • I keep trying even when it’s hard

CREATIVITY

I am a solution architect

PETEY THE PLATYPUS

Innovation

P-2 | CHARACTER FRAMEWORK CHARACTER

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Individual growth

Service to others

Broad experience

PETEY THE PLATYPUS

Innovation

3-6 | CHARACTER FRAMEWORK Unselfish pursuit of excellence

KELLY THE KOOKABURRA

SCHOOL VALUES Belonging and wellness

KENNY THE KANGA

Inspire passion • I make others feel excited to try their best

Problem solves • I try to find a way to fix something that is not working

Discern • I understand what something really means

Adapt • I am flexible and find new ways to do new things

Strive • I try my best even when something is tricky • I keep going and don’t give up

I am a solution architect

Future Focus • My choices today can impact the future

Social & Emotional maturity • I am kind, calm and respectful • I am learning how to handle my feelings and friendships

Aesthetic appreciation • I notice and enjoy the beauty in the world around me

Insight & Ethical thinking • I try to understand others and do the right thing.

I am a grounded future builder

EDDIE THE ECHIDNA

I am a respectful and active citizen

OUTCOMES BEYOND SCHOOL I am a curious and courageous learner

CITIZENSHIP

KEY COMPETENCIES CRITICAL THINKING

Humility • I am proud in a quiet way • I treat others with kindness and respect

Embrace differences • I accept that everyone is amazing in their own way • I don’t judge others

QUALITIES AND DISPOSITIONS Set goals • I think about what I want to get better at • I strive to improve Reflect, commit, act • I evaluate my actions • I set goals to improve

Respond generously • I give help, time, service and kindness to others

CREATIVITY

WENDY THE WOMBAT

I am a willing contributor

COLLABORATION

Adopt high standards • I do my best • I am proud of what I do Cooperate with others • I help others willingly

Develop and share your talents • I share what I am good at • I keep striving

Question and take calculated risks • I ask questions to learn more • I try new things even if they are tricky

Lead selflessly • I am a leader who shares, cares and puts others first

COMMUNICATION

KATY THE KOALA

I am confident and self-assured

CONNECTION

Resilience & reliability • I try, I am strong, and I keep my word Integrity & honesty • I do what I say I will do Gratitude • I appreciate the people and things in my life Humour and kindness • I have fun and try to make others smile • I am considerate of others’ feelings

Support achievement • I am happy for my own success • I cheer others on too

Affect change • I do something helpful that makes a difference to others or the world

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FJS – STAFF PROFILE

THE IRIS | FEBRUARY 2026

Take a Bow: Anne Graham’s 29 Years of Service

A

fter 29 years of dedicated service to Frensham and Frensham Junior School, we write to share that Anne Graham will retire at the end of Term 2, 2026.

Anne has been a much-loved and deeply respected member of our community for nearly three decades.

During this time, she has touched the lives of countless students, teaching across generations and, in many cases, seeing them grow from their earliest years in Preschool through to Year 12 and beyond. Her contribution to Frensham Schools has been extraordinary.

As Deputy Head of Frensham Junior School and Music Teacher, Anne has played a vital role in the daily life of the School. She has nurtured a love of music in every child she has taught, led our vocal groups and orchestra, and created joyful, inclusive performance opportunities for all students. Her leadership of the whole-school musical has become a unique and treasured tradition, bringing our community together and giving every student the chance to shine.

Anne’s commitment to education extends well beyond the classroom. She has supported students through many co-curricular programs, encouraged creativity and confidence, and built strong relationships with families and colleagues alike. Her calm presence, warmth and genuine care for each child have helped shape the enduring culture of Frensham Junior School.

While Anne will be deeply missed, we are grateful for the legacy she leaves behind and the many lives she has influenced through her passion for music, learning and community.

We wish her every happiness in this next chapter as she looks forward to more time for travel, music and family.

We will be celebrating Anne’s remarkable contribution with a special event in Term 2.

Further details will be shared with families shortly.

Please join us in thanking Anne for her exceptional service to Frensham Schools and in wishing her all the very best for the future.

Lucy Gregory Head of Frensham Junior School

Pictured above: Anne conducted the Christmas Concert in Clubbe Hall, 2 December 2025; Anne at the 2010 Production.

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FJS – BEYOND THE CLASSROOM

The Sydney Rabbitohs Wellbeing Team Visit Frensham Junior School

T

he Junior School recently welcomed the Rabbitohs Wellbeing Team as part of the club’s Regional Tour Program.

All students from Kindergarten to Year 6 took part in this engaging and interactive experience. The program was delivered through three rotating workshop stations, designed to promote physical health, positive choices and digital responsibility.

Your Health, OWN IT! Workshop Delivered by a registered nutritionist and exercise specialist and supported by Rabbitohs club ambassadors, this workshop focused on practical strategies for healthy eating, regular physical activity and quality sleep to support overall wellbeing and performance.

Mini Skills Clinic Led by experienced NRL Development Officers, this session involved fun, inclusive rugby league–based activities that built physical confidence, teamwork and fundamental movement skills.

Your Online Footprint Workshop This session engaged students in important discussions about staying safe online and acting responsibly in digital spaces.

The visit provided a valuable opportunity for students to learn about wellbeing, healthy choices, teamwork and online safety in a fun and supportive environment, and it was a wonderful way to reinforce the importance of looking after both body and mind.

Lucy Gregory Head of Frensham Junior School

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BEYOND THE CLASSROOM

Frensham Livestock Teams

A

t Frensham, our livestock teams are central to our agricultural program, giving students hands-on experience while competing at regional and state levels.

From our cattle and sheep teams to our awardwinning chook program, students learn animal husbandry, presentation, and teamwork, preparing for competitions including the Sydney Royal Easter Show. Under the guidance of dedicated teachers and mentors, the livestock teams showcase the very best of Frensham’s agricultural excellence.

So far this year, Frensham has competed in a number of Sheep and Cattle Shows.

Highlights of 2026 Season At the recent Kangaroo Valley Show, Vino and Charlotte Cooper (pictured below) were awarded Champion Steer overall, first place in class, Supreme Beef Exhibit.

THE IRIS | FEBRUARY 2026

Ngununggula’s Annual Student Art Prize

N

gununggula’s annual Student Art Prize for 2025 opened to all students in the Southern Highlands. Presented in the Gallery’s Education Space and entry foyer, the Art Prize themed to their annual summer exhibition ‘Landscape’, which coincided with the Clarice Beckett: Paintings from the National Collection touring exhibition. Frensham students submitted ten entries, with Skye Cannon winning the 13-15 age category.

Our Livestock Teams have been competing at the Royal Canberra Show and we look forward to sharing the results of their hard work and dedication.

Future Shows Robertson Cattle Show: Saturday 7 March Moss Vale Cattle Show: Saturday 14 March Camden Sheep Show: Fri 20 - Sat 21 March Jessica Bollard Livestock Teams Organiser

‘Serenity’ by Skye Cannon

Trudi Spencer Visual Arts Teacher

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CHARACTER

Building Connection Through Challenge – Year 7 Survivor Day –

N

ow in its third year, the Years 7 and 8 Survivor Day has become a much-loved part of Frensham’s orientation program.

Inspired by the idea of “Survivor”, the day is designed to build connection and community among our newest students, pairing Year 7 girls with their Year 8 Shadows for a shared experience of challenge and teamwork.

This year marked an exciting new development, with Year 10 Cracks involved in running the “stations” that are designed to test different aspects of their character. Divided into ‘Tribes’ and identified by coloured bandanas, each group started the day by creating a tribal banner to represent their collective identity and values.

A highlight for many was the Immunity Token search through the Lower Holt. Tribes scoured the grounds for hidden tokens they could later use to assist them in subsequent challenges, adding a layer of strategy and excitement to the day.

Students worked through a range of physical, mental and cooperative challenges. These included the Acid River crossing, an obstacle course, a ‘Balloon Board’ trivia challenge featuring Frensham facts, a fast-paced relay race and a game of memory. The Shelter Challenge gave each tribe just 15 minutes to construct a functional shelter, while the Blindfold Walk, supported by their Year 8 Shadows, encouraged trust and communication.

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Students were encouraged to draw on their individual strengths while working as part of a collective to overcome obstacles together. The Puzzle Challenge, which required teams to race against each other to unscramble phrases from Frensham’s character framework, reinforced the School’s commitment to developing resilience and cooperation.

The Survivor Day is a thoughtfully designed experience that helps Year 7 students feel known, supported and connected from their earliest days at Frensham. Through shared challenge, laughter and teamwork, the foundations of friendship and belonging are laid, setting the tone for the years ahead.

Emma Lake Year 7 Coordinator

CHARACTER

THE IRIS | FEBRUARY 2026

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FELLOWSHIP

F

Digging Deeper: Sarah-Joy Day on Finding Her Path in Mining Engineering

or many students, the leap from school to university is daunting. For Sarah-Joy Day (2023), it has already included something even more unexpected, her first experience working underground in a mine.

As part of her studies in Mining Engineering and Mechanical Engineering Science at the University of New South Wales, Sarah-Joy recently completed an internship at Glencore’s Mount Isa mine, giving her a firsthand look at an industry she once knew very little about.

“It was my first underground mine and my first real experience of mining,” she says. “It was really good to learn what mining engineers actually do.”

Her placement began in the engineering office before moving underground, where she worked alongside operators and spent much of her time offsiding a ‘Jumbo’ (a specialized, multiboom machine used in underground mining and tunneling to drill, blast, and install rock support). Working 12-hour shifts on a sevendays-on, seven-days-off roster, Sarah-Joy quickly gained insight into both the technical and physical demands of the role.

“It was a lot, but I had a really good crew.

Being a female actually helped in some ways, and everyone was very supportive.”

From Frensham to Engineering Sarah-Joy graduated from Frensham in 2023 and credits her school experience with shaping both her interests and her confidence.

“My favourite thing was being able to be involved in everything — not just academics but extracurricular activities as well. Band, choir, sport, productions — all of it,” she says.

“Being at school from early in the morning until late meant you could really be part of everything.”

Among her strongest memories is a tradition unique to Frensham.

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“Hymn practice on Wednesday mornings, with the whole school singing together as one big choir, that was really special.”

Her interest in engineering began with a love of maths and problem-solving. Unsure which pathway to take, she attended UNSW Open Day and spoke with representatives from different faculties.

“When we visited the mining engineering stall, everyone spoke so highly of their careers. Some people even go into mining and it becomes intergenerational. It made it sound really interesting.”

The course also offered strong employment prospects after graduation, and Sarah-Joy was awarded a scholarship to study mining engineering, helping confirm her decision.

What is Mining Engineering?

For those unfamiliar with the field, Sarah-Joy describes mining engineering as a blend of design, planning and teamwork.

FELLOWSHIP

THE IRIS | FEBRUARY 2026

“It’s about being part of a team that designs and runs a mine,” she explains. “You can work in long-term design or short-term planning, but it’s all about improving efficiency and safety.”

study group, which has helped me build another community.”

What she has enjoyed most about her studies so far is discovering where the world’s resources actually come from.

“Frensham really fostered a strong sense of community. We would always talk to people outside your year group, saying hello in the hallways. Bringing those habits to university has helped me connect with others and create a sense of community there too.”

“I started with zero knowledge of mining. It’s been really interesting learning about where our resources come from. All the metal we see comes from rocks. There’s a lot happening behind the scenes that people don’t realise.”

She believes her time at Frensham prepared her well for this shift.

Advice for Future Engineers

She also values the way the course engages with environmental questions.

For current Frensham students considering STEM or engineering pathways, Sarah-Joy has clear advice.

“Even if our goal is to move away from coal, we still need resources for renewable technologies.

So the focus becomes how we can do it better and more efficiently.”

“It can seem intimidating, especially as a woman or because people think it’s a hard course. But don’t be put off. There are so many resources and people who want to help.”

She sees engineering as a field where Frensham students could make a real difference.

“We need more engineers, and more female engineers, who are passionate about problemsolving and making change. If you like maths and STEM, engineering is definitely worth considering.”

Looking ahead, Sarah-Joy is keeping her options open.

Finding Community at University The transition from school to university brought its own challenges.

“Including this year, I still have three years left, so I’m not set on anything specific yet. I want to get more experience in different types of mines and then decide what direction I want to take.

I hope my studies will set me up to work in the field and be part of making improvements and changes.”

“At school, everything is organised for you.

At university, you have to organise your own timetable and manage everything yourself,” she says. “There are thousands of people, and you don’t see the same person twice. It’s very different from Frensham.”

When asked to sum up Frensham in one word, she chooses “beautiful”.

Living at a residential college on campus has helped recreate some of that sense of belonging.

“Worthwhile,” she says. “I’d like to make an impact.”

“It’s about 160 people, so you actually get to know them. I’m also part of a campus Bible

“It works for so many things, the campus, the community, everything.”

And her future career?

Sophie Rankine Marketing and Engagement Manager

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FOUNDATION

A Playground Built by Community

O

ver the summer holidays, the Frensham Junior School playground was extended, enriching a space that sits at the heart of daily life for our youngest students.

Through the generosity of the Families of Gib Gate (FOGG), funds were raised at the 2025 Winter Dinner and, with the support of Foundation, made it possible for the School to realise this important addition to the Junior School landscape.

Within the Junior School, play is recognised as an essential part of learning. The enhanced playground encourages collaboration and imagination, supporting students as they build confidence, social awareness and a strong sense of belonging.

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We extend our sincere thanks to the families of Frensham Junior School and to all who supported the Winter Dinner, as well as to those whose ongoing generosity through Foundation continues to strengthen the life of the School.

Your support reflects a longstanding Frensham tradition — a community working together to nurture the growth and development of its children.

Penelope Ellice-Flint Development Manager

FELLOWSHIP

THE IRIS | FEBRUARY 2026

Frensham Fellowship Events 2026 FELLOWSHIP EVENTS • Young Old Girls Drinks, Sydney (Class of 2021-2025) • Fellowship Careers Networking Evening • Fellowship Bridge Day • Fellowship Careers Networking Evening • Fellowship Breakfast Service (Class of 2026) • Fellowship End of Year Christmas Drinks • Fellowship Christmas Stall at Final Prayers

­ - Friday 6 March ­ - Wednesday 6 May ­ - Thursday 6 August ­ - Wednesday 14 October ­ - Thursday 24 September ­ - Friday 5 December ­ - Saturday 6 December

CLASS REUNIONS • 5 Years On (Class of 2021) • 10 Years On (Class of 2016) • 20 Years On (Class of 2006) • 30 Years On (Class of 1996) • 40 Years On (Class of 1986) • 50 Years On (Class of 1976) • 60 Years On (Class of 1966) • 70 Years On (Class of 1956)

- Saturday 30 - Sunday 31 May - Saturday 16 May - Saturday 28 February - Sunday 1 March - Saturday 16 May - Saturday 29 August - Saturday 14 March - Saturday 8 August - Saturday 14 March

Fellowship members of these graduating classes will receive an invitation to their reunion with further information. Please email fellowship@frensham.nsw.edu.au to ensure your details are up to date.

INTERNATIONAL AND REGIONAL EVENTS • Fellowship Europe Drinks London • Meet & Greet Sydney at The Apartment at Hotel Centennial Woollahra NSW • Meet & Greet Cowra at the home of Pip and Ed Fagan • Meet & Greet Hay at the home of Penny and Rob Haddrill • Meet & Greet Canberra at the home of Fellowship Member Lucinda Fairrie

- Friday 12 June - Wednesday 18 March, from 6:00pm - Wednesday 13 May, from 12:00pm - Wednesday 17 June, from 12:00pm - Thursday 30 July, from 6:00pm

FELLOWSHIP ANNUAL GENERAL MEETING Wednesday 3 June at The Queen’s Club Sydney, followed by lunch

SUBMIT NEWS FOR THE CHRONICLE 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. Scan the QR code to fill an online form.

Or contact Fellowship Liaison, Charlotte Ostor at fellowship@frensham.nsw.edu.au

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YEAR 7 2026 – FIRST DAY OF SCHOOL

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YEAR 7 2026 – FIRST DAY OF SCHOOL

THE IRIS | FEBRUARY 2026

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OPEN DAY

2026

Come and join us on Saturday 28 February, 1.00pm-4.00pm for Frensham Open Day 2026 Start your afternoon with lunch in the Dining Room. Experience Frensham with student-led campus tours, interactive classroom sessions, music and drama performances, visual arts demonstration, and a courtyard café with live music performed by our students. Complete the day with an informative presentation from the Head of Frensham.

Scan QR code to register your attendance.

FRENSHAM | Range Road Mittagong NSW | 02 4860 2000 | www.frensham.nsw.edu.au

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