The Importance of Parental Involment
Staff Profile
Ben Chadwick
Anne Graham
Building Better Study Habits
School Traditions
Birthday Books
The War Cry Fairies
Scholarships & Bursaries
Giving Day Bursaries 2026
Darville Family Scholarship (Mathematics & Science)
Frensham Schools hosted the annual Parent Welcome Drinks on 22 February at the heart of our main campus. Over 400 parents gathered around the Deer Pond to spend a fabulous evening together on our beautiful grounds. A great time was had by all.
Highlighting the strong sense of community that is integral to our School culture, this type of gathering is particularly significant given the geographically diverse make-up of our parent body.
Parental involvement and support are key in creating a high-functioning school. At Frensham and Frensham Junior School, we are fortunate to have parents who are willing and able to contribute through various channels. These contributions not only enrich our school life, they also foster a sense of belonging for all our students and allow our parents to connect and reconnect socially, often forming lifelong friendships.
Research consistently shows that when parents are actively engaged in their children’s education, student achievement lifts, and perhaps more importantly, students’ social and emotional development is enhanced. This engagement becomes even more critical in a boarding school setting, where some of our families aren’t located in the same town, city or even state.
The adage ‘it takes a village to raise a child’ resonates deeply at Frensham Schools. We recognise that education is a collaborative effort between the school, parents, and the wider community.
While we understand that parents may not always completely agree with every school policy, we believe that an alignment of values between home and school is essential. This alignment creates a consistent and supportive environment that better allows students to thrive academically, socially, and emotionally.
Winifred West, in an address to the school in 1932, described it this way, “We live in a series of concentric circles, our personalities at the centre, then our immediate contacts, our families and school - the circles ever widening with our shared values in all and through all.”
Our Term 1 welcome event is just one example of how we widen our ‘concentric circles’ and foster parent-school partnership. By providing opportunities for parents to connect with each other and with staff, we strengthen the fabric of our school community. These connections help parents stay informed about their children’s experiences and allow them to actively participate in school life, even from a distance.
Year Weekends also play a vital role in establishing a cohesive community. These weekends foster parent-school engagement and provide opportunities for parents to connect with their daughters’ friends and their families.
In our future planning, we remain committed to nurturing these relationships. We encourage all parents to stay involved, whether through attending events, participating in committees, or simply maintaining open lines of communication with our staff. Your engagement not only supports your child’s individual growth but also contributes to the overall success of our Schools.
Geoff Marsh Head of Frensham Head of Frensham Schools
On a cold morning, early in 2022, I stepped onto the Frensham campus for the first time. Despite the crisp air, what struck me most wasn’t the weather—it was the remedy to the cold, the warmth of the students and staff. The smiles, the greetings, and the willingness to help made an immediate impression. As I walked into Clubbe Hall, I was captivated by the perfectly tied ribbons, a symbol of the School’s rich traditions, the sound of angelic voices singing that filled the space, and it was clear that a deep sense of pride and community permeated Frensham.
What makes a Frensham student special? It’s more than just tradition—it’s the way they carry themselves, the respect they show, and the way they engage with one another. A Frensham student is polite, well-mannered, and confident in conversation. They wear their uniform with pride, knowing that how they present themselves sends a powerful message. Integrity is about what you do when no one is watching—stepping aside on the stairs, greeting people by name, and opening doors for others. These small acts of kindness and consideration reflect the values that define this school.
Shortly after arriving, I was gifted a Shadow Book by Phoebe and Phoebe, the Head Girl and Vice Head Girl, just as every new student receives one. This thoughtful gesture spoke volumes about the care and consideration that Frensham students extend to those around them. I was also given something very special—The Recipe for a Frensham Student, compiled over the years by teachers, parents, and alumni. It outlines the ingredients that make a Frensham student truly remarkable:
• A Frensham student is respectful, responsible, and a role model for others.
• She appreciates the beautiful school grounds and values her education.
• She pursues excellence selflessly and is always ready to serve others.
• She is compassionate, gracious, dependable, and committed to making a difference.
• She embodies Miss West’s belief in service and responsibility, living by our motto: In Love, Serve One Another.
Being a Frensham student means embracing challenges with grit, showing gratitude for opportunities, and keeping a sense of humour along the way. It’s about being involved, offering help without being asked, and upholding the legacy of those who came before them.
Frensham’s strength lies in its students— their character, their dedication, and their willingness to contribute to the School community. The traditions, values, and sense of belonging that define Frensham are shaped by each generation that passes through. It is the students, past and present, who uphold the School’s legacy and set the example for those who will follow. Their actions, both big and small, continue to make Frensham the extraordinary place it is today.
Sarah Tynan Deputy Head of
Frensham
Deputy Head
of Frensham Schools
Effective study habits are crucial for academic success. Further than this, they also underpin a healthy sense of wellbeing, as students gain greater success and certainty in their day to day lessons. But developing effective study habits are learned behaviours and often require specific, explicit instruction to be put in place early in a student’s high school journey. These habits should begin in Year 7, as students engage with increasingly complex curriculum material.
While we do this hard work building positive habits with students in class each day, it is helpful for all those who are supporting a young person to understand the important principles of effective study so they can assist, direct and advise students.
The starting place for any discussion on effective study habits is considering how the brain works. One model that is helpful to understand is Cognitive Load Theory, developed by educational psychologist John Sweller, which provides valuable insights into effective learning. This theory explains that our working memory has limited capacity, and
when overloaded, learning becomes difficult. Research by Kirschner and colleagues (2018) demonstrates that breaking information into manageable chunks and spreading study sessions over time significantly improves retention compared to cramming.
Key idea 1: Students should be studying regularly in smaller amounts to be most effective.
The ‘Forgetting Curve’ first described by Hermann Ebbinghaus in the late 19th century, shows that without reinforcement, we rapidly forget newly acquired information. Modern research by Dunlosky and colleagues (2013) confirms that spaced repetition—reviewing material at increasing intervals—dramatically flattens this curve. For Year 7-9 students, this translates to brief, regular review sessions being far more effective than occasional marathon study sessions.
Key idea 2: Students should be reviewing content at regular intervals (the night after they learn something, the next day, a week later and a month later) to consolidate their knowledge.
Structured Study Environment
Research by Pintrich and De Groot (1990) highlights the importance of creating dedicated study spaces free from distractions. This becomes increasingly important as students begin to use digital devices for learning, and is a good reason for our smart phone ban here at School.
Strategic Organisation
Teaching students to use planners, set specific goals, and break assignments into smaller tasks helps manage cognitive load. A study by Zimmerman (2002) found that self-regulated learners who plan their approach to learning consistently outperform their peers. Our new diary is designed to support students in their organisation, and more improvements will be made in the coming years.
Passive re-reading is one of the least effective study methods. Instead, techniques like practice testing and elaborative interrogation (asking “why” and “how” questions) have been shown by Dunlosky’s research to significantly enhance learning outcomes. Pushing students away from highlighting and towards practice questions is effective.
Balance and Well-being
Quality sleep, physical activity, and proper nutrition are essential components of effective
learning. Research by Dewald et al. (2010) demonstrates that adolescents with better sleep quality show improved academic performance across subjects.
By helping our students develop these evidence-based study habits early in their secondary education, we equip them with skills that extend well beyond classroom success. These approaches foster independence, resilience, and a growth mindset that will serve them throughout their educational journey at Frensham and beyond.
Parents play a vital role in supporting these practices by helping maintain consistent routines and encouraging balanced approaches to study and wellbeing.
Nathan Bessant Director of Studies
Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep Medicine Reviews, 14(3), 179-189.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.
Frensham Schools is delighted to welcome Ben Chadwick as our new Director of Students and Strategy. With over 20 years of experience in education and student leadership, Ben joins us from The King’s School, where he most recently served as Director of Boarding. Prior to this, he was Head of HSIE and taught HSC Economics and Business Studies at Loreto Kirribilli.
In his new role, Ben will oversee the pastoral care and wellbeing programs for all students, both day and boarding, working closely with Heads of House and Year Coordinators to ensure every student is seen, supported, and encouraged to be the best version of themselves. As a member of the Frensham Schools’ Executive, he will also contribute to strategic planning, including the implementation of the Holt Student Accommodation Project.
Highly regarded within the Australian boarding community, Ben brings extensive experience in residential education and a deep commitment to holistic learning. He is passionate about fostering both character development and academic growth, and we look forward to the positive impact he will have on our school community.
Ben’s leadership will focus on three key areas:
1. Honouring and building upon Frensham’s strong foundations
• Respecting traditions and working collaboratively with students, staff, families, and the wider Frensham community
• Enhancing policies, procedures, and student experiences to ensure a safe, supportive, and enriching environment
2. Strategic planning and development
• Playing a key role in the Holt Student Accommodation Project and contributing his expertise in residential infrastructure
• Leveraging the Holt Project to strengthen the boarding experience while enhancing engagement for day boarders
3. Enhancing staff leadership opportunities and culture
• Creating more opportunities for leadership among staff
• Ensuring pastoral care and wellbeing remain at the core of school life
• Fostering a connected, vibrant staff and student community
Ben’s appointment reflects Frensham’s commitment to best practice for student life and pastoral care. While the School previously had a Director of Student Life, this new role broadens the focus to both student experience and strategic development, ensuring a seamless connection between boarding and day students.
Will there be a Director of Boarding? No, Ben will work alongside the two Deputy Heads of Boarding and the Acting Head of Wellbeing, ensuring the smooth operation of programs and daily student life.
Ben has strong ties to Frensham—his grandmother was an Old Girl, and he has fond memories of playing sport on the Frensham fields while visiting his family. He is a passionate advocate for team culture, whether in boarding, student leadership, or co-curricular life.
Outside of school, Ben enjoys rugby, tennis, cricket and outdoor activities. He has been heavily involved in the Gold Duke of Edinburgh’s Award, including a memorable expedition to New Caledonia, and believes in immersing fully in school life. He is also an avid reader, particularly of war history and autobiographies, and has spent significant time learning from military leaders in education.
We warmly welcome Ben, his wife Dimity (Cant, 1993), and their children—Matilda (Frensham, 2023), Harry (Year 12, King’s), and Polly (Year 9)—to the Frensham Schools community. Ben and Dimity will reside on campus, and Ben will commence his role at the beginning of Term 2, 2025.
Sophie Rankine Marketing and Engagement Manager
Frensham Junior School is defined by its warm and welcoming community, where every child feels supported and valued. Our recent Open Day was a wonderful opportunity to showcase the exceptional learning environment we offer. It was a joy to meet prospective families and share what makes our school unique—our engaging curriculum, nurturing staff, and the strong sense of belonging that permeates all we do. A heartfelt thank you to the dedicated Families of Gib Gate (FOGG) volunteers, whose generosity and warmth helped make the event such a success.
Another recent highlight at Frensham Junior School was the Preschool to Kindergarten Open Morning, for our 2026 cohort. This event provided a chance to reflect on the important milestone that is the transition to Kindergarten—a time of excitement, growth, and new beginnings for both children and their families.
Kindergarten marks a significant step in a child’s educational journey, and at Frensham, we are committed to making this transition as enriching as possible. Many of our Kindergarten students progress from our Preschool Program, providing them with a strong sense of belonging and ensuring a smooth and confident start to school life. From their very first day of Primary School, our Kindergarten students are welcomed into a supportive community where they feel safe, valued, and eager to learn.
The early years of education play a crucial role in shaping a child’s approach to learning, and at Frensham Junior School, we make every moment engaging and fun. With a focus on curiosity, creativity, and exploration, we ensure that each child feels empowered to ask questions, solve problems, and embrace new challenges with confidence. Our Kindergarten program nurtures individual interests, encourages social and emotional development, and builds the academic foundations that will support lifelong learning.
I hope you enjoy reading about our Outdoor Program, exploring the tradition of Birthday Books and learning more about our long serving Deputy, Mrs Anne Graham.
Lucy Gregory Head of Frensham Junior School
Anne Graham has been a dedicated member of the Frensham Schools community for over two decades, bringing her expertise in music education and school leadership to generations of students. As Deputy Head of Frensham Junior School and Music Teacher, she plays a vital role in the day-to-day running of the school while fostering a love of music among students from Preschool to Year 6.
Teaching every student at Frensham Junior School, Anne delivers engaging and dynamic music lessons, runs the School choir and orchestra, and leads a variety of performances throughout the year. One of the highlights of her role is producing and directing the much-anticipated Junior School whole-school musical—an annual tradition that brings the community together and allows every student to shine.
Her approach to music education is handson and immersive, ensuring students actively make music while they learn. She places a strong emphasis on creativity, encouraging students to explore their musical potential in both small and large group settings. Her goal is to instil a lifelong love of music and learning in every child.
Anne first joined Frensham Schools in 1995 as a temporary music teacher before officially becoming part of the team in 1998. Over the years, she has taken on a variety of leadership roles, spanning co-curricular programs and administration. In 2022, she stepped into the role of Acting Head of Frensham Junior School before transitioning to her current position.
Growing up in Newcastle, Anne pursued a Bachelor of Music Education at The University of Newcastle and the Conservatorium of Music, specialising in violin while also developing skills in a range of instruments. Interestingly,
while music was always a passion, it remained separate from her own schooling experience. This has driven her to create an inclusive and engaging musical environment within Frensham Junior School, ensuring students have opportunities she never had.
A signature initiative of Anne’s leadership is the Junior School whole-school musical. Over the years, the production has evolved into a highlight of the school year, with each student taking part and Year 6 students stepping into speaking roles. The sense of anticipation and excitement builds year after year, reinforcing the School’s strong sense of community.
Beyond music, she also mentors students in enrichment programs such as the Tournament of Minds, providing them with opportunities to collaborate, problem-solve, and think creatively outside of traditional classroom settings. She values creating a safe and supportive space where students feel confident to take risks, express themselves, and discover their strengths.
As Deputy Head, Anne supports the Head of Frensham Junior School in the daily operations of the School, ensuring a smooth and nurturing learning environment for students and staff alike. She works closely with families, recognising that each student’s learning journey is unique and requires a personalised approach.
Her long-standing presence in the School has allowed her to build deep connections with students, staff, and families. She finds the most rewarding moments in the small, everyday interactions—whether it is a child proudly sharing a personal achievement, overcoming a fear of performing, or simply stopping her in the playground to chat about their latest news. These relationships highlight the trust and sense of belonging that define Frensham Junior School.
Outside of school, Anne remains an active musician, performing with the Southern Highlands Symphony Orchestra and previously singing with the Berrima Singers. She also enjoys travelling, with Japan and Europe among her favourite destinations.
Her love of music runs in the family—her two adult sons are also deeply musical, with one playing the cello and singing, while the other focuses on electronic music.
With her passion for music, education, and community, Anne continues to inspire and enrich the lives of Frensham Junior School students, setting them up for success at school and beyond.
Sophie Rankine Marketing and Engagement Manager
For many years, the Birthday Book tradition has been a cherished part of Frensham Junior School, fostering a love of reading while creating a lasting historical record of students’ time at the School. Since its inception in the 1980s, the tradition has allowed students to contribute to the library in a meaningful way, with each book carrying a personal touch from its donor.
Each year, students in Kindergarten to Year 6 have the opportunity to participate in this special tradition. As the Librarian at Frensham Junior School, I celebrate each student’s birthday by inviting them to the library to choose a book from a specially curated selection.
Once a book is chosen, the student will read and engage with its story in order to create a beautifully detailed illustration of their favourite page or element from the book. I will then design a personalised bookplate, which I place at the front of the book with the illustration, recording their name, birthday, and the year of donation.
Finally, the student will write a review and share the book with their peers at a Friday Performance Assembly. Students will then see their book added to the library collection, where it can be enjoyed by all students for years to come.
Each donated book serves as a lasting record of a student’s time at Frensham Junior School. When a book is catalogued, the donor’s name is included, allowing future students to search the library data base and see who contributed it. This program allows the library collection to grow, becoming a comprehensive and evolving reflection of student interests and reading preferences.
The significance of the tradition extends beyond the Junior School years. When former Frensham Junior School students reach Year 12, they revisit their Birthday Books as part of their farewell assembly, reflecting on their journey at Frensham and the legacy they leave behind.
In 2024, over 70 books were donated, each one representing a student’s enthusiasm for literature and their connection to the School community. The excitement of presenting a Birthday Book at assembly is a highlight for many students, giving them a sense of pride and ownership in the library’s collection.
More than just a book donation program, the Birthday Book tradition at Frensham Junior School instils a sense of community, celebrates student agency, and ensures that the library remains a vibrant, student-driven space for years to come.
Janine McPherson Teacher Librarian Frensham Junior School
Frensham is a school steeped in rich traditions, especially in sport. Known for hosting IGSA events on Saturdays, most girls at Frensham play competitive sports and are as intimidating on the sidelines as they are on the field. A key element that fuels this energy is the enthusiasm and camaraderie created by our War Cry Fairies.
The origins of the War Cry Fairies remain shrouded in mystery. While no exact starting date can be pinpointed, whispers suggest the tradition began around 80 years ago, with a break in between before being revived. To delve deeper into this tradition, I spoke with the current War Cry Fairies—Anna Boag, Alice Gilder, Poppy Lucas, and Claudia MapleBrown—who shared fascinating insights into the role.
What Do the Fairies Do?
The duties of the War Cry Fairies are both fun and demanding. At Friday morning tea, their job is to rally the students for the weekend’s events. On Saturday morning, they wake up the junior students to get them ready for sport. This isn’t always easy, as the juniors are known for setting traps with honey, shaving cream, and other playful pranks to avoid getting out of bed. These light-hearted pranks are part of the bonding experience that brings different year groups together.
Alice recalled their first Saturday when they were greeted outside Kennedy with five buckets of water poured over them. While there is sometimes a love/hate relationship between the junior girls and the War Cry Fairies, the tradition of early morning wakeups builds camaraderie and trust, encouraging strong friendships.
The War Cry Fairies also host War Cry competitions, where they judge the best performance between the year groups. These competitions are loud, spirited, and filled with the energy that Frensham is known for.
“It was a privilege to lead the School as a War Cry Fairy and represent the student body on our own campus and afar. I believe the skills learnt as a Fairy translate to life outside of Frensham. We didn’t wear capes, we wore tutus, fairy wings and had wands as well as our initials on our headbands”
Molly Macqueen Former War Cry Fairy
One of the most iconic elements of the War Cry Fairies is the cape. Each year, new capes are made, and the process is a treasured part of the tradition. The capes are often created by the grandmothers of students, such as Tempe Arnott’s grandmother, who is renowned for her excellent cape-making skills. As the capemaking process can take time, outgoing fairies lend their capes to the incoming fairies until the new ones are completed. These capes are kept as treasured mementos of the fairy’s time at Frensham.
At the heart of the War Cry Fairies’ role is the sense of unity they create. They bridge the gap between different year groups, encouraging younger girls to get involved. Their presence on the sidelines during sports events is more than just cheering—it’s a statement of support, unity, and strength.
No discussion of the War Cry Fairies would be complete without mentioning the War Cries themselves. While many traditional War Cries are still in use today, each year the outgoing fairies create a new one, leaving a legacy that carries forward into the next year.
The process of selecting the next War Cry Fairies is as mysterious as the tradition itself. The current fairies choose who will take on the role and there is no formal voting process. It is more about recognising those who demonstrate leadership, enthusiasm, and a commitment to the School’s sporting culture— those who stay behind to pack up, cheer on their peers, and lead with spirit. Politics can sometimes play a part, but ultimately, the selection is about choosing girls who truly embody the spirit of Frensham.
In addition to the War Cry Fairies, there is another vital role: the Spirit Drummer. The Spirit Drummer is chosen by the current fairies and plays an essential part in the team. This role, steeped in tradition, will be held by Stephanie Clark. The Spirit Drummer’s role is to bring energy and rhythm to the cheer, setting the tone for the spirited celebrations that follow.
The War Cry Fairies may be a mystery to some, but for those who have experienced their magic, the tradition is an integral part of what makes Frensham so special. They embody the spirit of our School—one of camaraderie, leadership, and unwavering support for one another. It is a tradition that continues to thrive, year after year, fuelling Frensham’s legacy as a School full of heart, energy, and pride.
Sophie Rankine Marketing and Engagement Manager
Frensham Schools’ Sustainability Working Group has launched into 2025 with a strong focus on impactful and practical initiatives. Building on the successes of 2024— including the implementation of the now fully operational Enrich360 Food Dehydrator—the group has set ambitious goals for the year ahead.
One of the group’s key priorities is optimising the Food Dehydrator’s use to ensure it operates at full capacity, further reducing food waste. Catering Manager, Brendan Carroll, from Trippas White Group, has been instrumental in refining food waste strategies and is exploring ways to integrate more sustainable practices within the School’s catering operations.
“Food waste from the dining hall has reduced by half since the introduction of the Food Dehydrator,” Brendan explains. “Previously, all food waste was disposed of in black bags and skip bins. Now, we’ve halved the number of skip collections—from two bins, twice per week, to two bins, once per week—saving the School $800 per week in waste disposal costs.”
Beyond financial savings, this initiative is transforming food waste into a valuable resource. “The gardeners have been using the fertiliser on the grounds, and members of our community have been collecting buckets of fertiliser for their own use,” Brendan adds.
Community members can collect this highquality fertiliser free of charge. If you are interested, please contact brendan.carroll@ frensham.nsw.edu.au to arrange a collection.
In addition to the food dehydrator, sustainability initiatives this year include:
• Tree planting along the western edge of the North-West Wing to reduce heat
• Further exploration of solar panel impact
• Expanding awareness of recycling initiatives at Holt Café
• Encouraging sustainable habits in boarding houses (e.g., rubbish separation and reusable cup promotions)
• Strengthening connections with alumni in sustainability careers
• Expanding the Junior School’s Chicken Coop to help students better understand how to produce food sustainably
• Improving recycling across both campuses
The Sustainability Working Group is also recruiting new student members to drive these efforts forward. If you’re passionate about sustainability and want to contribute to meaningful change, we encourage you to get involved.
Contact Sophie Rankine at srankine@frensham.nsw.edu.au to join the Sustainability Working Group.
“When you know better, do better.”
– Maya Angelou –
Aristotle started the deficit perspective about young people, believing that young people were selfish, arrogant and irrational.
“They have exalted notions, because they have not been humbled by life… their hopeful disposition makes them think themselves equal to great things... They would always rather do noble deeds than useful ones: …all their mistakes are in the direction of doing things excessively and vehemently.”
This deficit thinking was compounded by early twentieth century research which suggested that the pre-frontal cortex is not fully developed until the early 20s. This is true, but like all good science there is more to it than that.
What new research is showing is that the way the brain is developing as young people grow and change shapes their priorities differently to that of adults (Dahl, 2018;Yeagar, 2024). This important process has evolved to allow young people to integrate successfully into the complexity of the adult world.
Our understanding of the human brain and behaviour has evolved, from linking intelligence to brain size to recognising the influence of emotions, heuristics, and biases. Kahneman and Tversky’s research showed that adults often act irrationally, especially under stress or fear of loss.
If we cannot understand why adults make irrational decisions, we need to look at young people differently. Over the summer break a book, Dr David Yaegar’s 10 to 25: The Science of Motivating young people and its research, challenged my thinking about young people.
What do we now know about the development of our young people’s brains that is different? Brain development from around 10 years on builds on childhood learning, creating a new level of knowledge, skills, and cultural competence. This means that these developments in the brains of young people:
• Improves cognitive, affective, and selfregulatory abilities to pursue increasingly abstract goals.
• Builds a nuanced understanding of adult society, learning to reason, about abstract concepts, future consequences, about the self and others, and the complexities of adult social relationships.
• Builds skills to navigate a growing range of novel, uncertain, and emotionally charged social situations and to apply these skills to complex social relationships.
These changes mean that:
• Connection, belonging, status and respect are more highly valued. Between age 10 and the early twenties neurological and biological changes prime young people to be hyper aware of and value connection, belonging, status and respect with peers and mentors. (Dahl, 2018, Yaegar, 2024)
• Nagging and telling triggers the emotional section of the tween/teen brain, particularly the section which influences anger. This makes them more likely to respond negatively and tune out.
• Social standing becomes vitally important. Adolescents are highly sensitive to their social standing. Driven by hormones, this can lead to risky behaviours in search of status and creates conflict between shortterm status and long-term well-being.
• Motivational drivers change. Brain science shows that teens are motivated by respect
and meaningful contributions, and with the right support, they can make better choices for their well-being.
• Young people can and do engage in complex decision making. In fact, they can and do make complex decisions – it is just that their decisions are more influenced by their need for status, respect, connection and belonging than adults.
So, what should we do or not do?
• Use wise feedback – Research by Yeager and colleagues (2014) showed that feedback on tasks prefixed with “I am giving you these comments because I have very high standards, and I know that you can reach them” resulted in students being TWICE as likely to revise their work.
• As adults adopt the mentor mindset. Adults with a mentor mindset set high standards, offer appropriate support, build trust, and show respect. As educators, this means saying, “This is hard, but I know you can do it. I’ll support you, but it takes effort.” We should avoid Yeager’s enforcer mindset— high expectations with little support—or the more common protector mindset, which lowers standards and over-supports out of care. Instead, young people need belief, guidance, and the right level of challenge.
• Show Care: Clearly express and repeat - “I care about you and want the best for you; I’ll support you in reaching your potential.”
FURTHER READING
• Ask Questions: Instead of telling, ask more. Questions encourage collaboration and value differing priorities. Why do you think I have asked you to do this? Instead of just doing it. Why do you think I have set this rule? Instead of this is the rule, full stop.
• Understand and reframe stress: Symptoms of stress and excitement can be similar, such as increased heart rate and sweaty palms. Rather than viewing stress as negative, see it as a motivating factor for tackling challenges. As long as we have the resources to meet the challenge, the stress can be motivation. “Stress is just excitement,” indicating growth outside of your comfort zone.
• Connect to Purpose: Relate current actions to the benefits and a larger purpose, this creates a sense of respect, status, connection and value.
• Foster Belonging: A sense of belonging is built through demonstrating competence in front of valued peers. Meeting the needs for status and respect is crucial for motivation and positive behaviour.
Helping our young people become fluent in the complex world of adults will enable them to be successful. And as all adults know, being an adult can be hard sometimes, but we can and do, do it.
Dr Ruth Phillips Academic-in-Residence
• Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M. (2010). The influence of sleep quality, sleep duration and sDahl, R. E., Allen, N. B., Wilbrecht, L., & Suleiman, A. B. (2018). Importance of investing in adolescence from a developmental science perspective Nature, 554(7693), 441-450.
• Dahl, R., Suleiman, A., Luna, B., Choudhury, S., Noble, K., Lupien, S. J., ... & Uncapher, M. R. (2017). The adolescent brain: A second window to opportunity
• Denworth, L. (2021). Adolescent Brains Are Wired to Want Status and Respect: That’s an Opportunity for Teachers and Parents. Scientific American May issue.
• Yeager, David S. (2024) 10 to 25: The Science of Motivating Young People. Cornerstone press London.
• Yeager, D. S., Dahl, R. E., & Dweck, C. S. (2018). Why interventions to influence adolescent behavior often fail but could succeed Perspectives on Psychological Science, 13(1), 101-122.
• Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., ... & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804.
At the heart of the Jamieson Program lies a commitment to fostering connections, resilience, and personal growth. Designed to support students’ emotional and physical wellbeing, the program offers broad experiences that challenge and inspire, helping individuals to develop character and confidence. Through a series of immersive camps, students in Years 7–12 gained invaluable lived experiences, deepening their understanding of themselves and the world around them. Here is an insight into the transformative journeys undertaken by students in 2025.
For their first camp at Frensham, Year 7 was based at Bonnie Vale at the Royal National Park. Each night, girls camped within the grounds and, during the day, participated in activities including bushwalking, canoeing and stand-up paddle boarding. The camp allowed girls to build connections with their peers, develop an enthusiasm for outdoor education, and explore the natural environment.
The Year 8 Camp was based at Mount Keira and Easts Beach. Over several days, students camped in tents each night and engaged in dynamic outdoor activities such as bushwalking, hiking, surfing, and stand-up paddleboarding. This experience strengthened peer connections while encouraging students to step outside their comfort zones, explore new environments, and discover the possibilities of how they could be their best selves.
Set in the stunning Morton National Park, the Year 9 Camp offered an exciting challenge, combining canoeing and bushwalking. Each night, students camped at different sites, progressively making their way through the natural landscape. As part of the Bronze Duke of Edinburgh Practice Journey, students developed essential expedition skills, including waterproofing and loading canoes, navigation, and hiking techniques. This adventure not only strengthened friendships but also fostered self-reliance and resilience as students pushed their personal boundaries.
The Year 10 Camp took place in Bungonia National Park, where students embarked on an exploration of both land and caves. This experience, which counted toward the Silver Duke of Edinburgh Practice Journey, required teamwork and perseverance as students navigated challenging terrain, carried expedition backpacks, and explored the Shoalhaven River. Through support, communication, and collaboration, students developed a deep sense of responsibility for themselves and their peers, gaining valuable leadership skills along the way.
In 2025, the Year 11 Leadership Camp took place on-site at Frensham, incorporating a blend of internal and external learning experiences. Students stayed in Linden Turner House, immersing themselves in leadership training, career development, and character education sessions led by Frensham Executive, Senior Staff, and alumni. Specialist organisation Burn Bright guided students through interactive sessions designed to enhance their ability to lead themselves and others. Additionally, students participated in The Urban Challenge in Sydney, followed by strategic leadership reflections and team bonding activities, including bowling and dining together in Mittagong.
The Year 12 Study Camp, also hosted onsite at Frensham, provided students with the space to set their intentions for their final year. Staying in Bryant-McCarthy House, they took part in a series of sessions facilitated by Frensham Executive, Senior Staff, and expert external providers. The camp included visits to the Australian National University and the University of Canberra, offering insights into post-school pathways. The final day featured a trip to Sydney, where students explored either the Art Gallery of NSW or the State Library of NSW, reinforcing the connection between academic excellence and cultural enrichment.
Each camp in the Jamieson Program was designed to provide students with opportunities for self-discovery, connection, and personal development. Through shared experiences, students not only gained outdoor and leadership skills but also cultivated resilience, independence, and a strong sense of community. As students reflected on their journeys, they left each camp with a renewed sense of confidence and purpose, ready to embrace the challenges and opportunities ahead.
Lucy Dalleywater Director of Activities
As part of Outdoor Immersion, students in Years 5 & 6 enjoyed an eventful outdoor experience while on camp at Mr Keira earlier this term. Students learnt to set up their tents and sleep in the outdoors, hearing only the sounds of nature. The many activities included hiking down the mountain from Mt Keira lookout to the campground, learning to cook their own dinner using a Trangia cooker, stand-up paddleboarding, beach activities, canoeing, Indigenous cultural craft and Bush Regeneration. Our students are fortunate to experience the joy of the outdoors while being challenged by choice to build confidence and resilience in the outdoors.
Caring for our local environment was evident as all classes participated in the Clean Up Our Schools Day. Each class focused on a different zone around the school, demonstrating citizenship and respect for our collective role in caring for our environment.
The care of our chickens continues to bring delight to all students as each class takes responsibility for one week of care, as part of our Outdoor Immersion program. Students use the stamp provided by the Australian Food Authority to stamp each egg and once a carton is filled, classes deliver the eggs to the office to be sold. This program helps foster a wonderful sense of belonging, connectedness, responsibility, service and leadership amongst our students. Our Year 6 animal care monitor displays wonderful initiative in supporting different classes every week when filling the food and water troughs, cleaning out the coop and collecting eggs.
In service to our broader community, Year 6 students visited residents at Annesley Retirement Village. Students and residents engaged in a range of intergenerational games and activities which included individual and small group conversations to exchange ideas and experiences. We hope to broaden this service to other year groups at Frensham Junior School.
In support of Harmony Week, students demonstrated their recognition of our rich cultural diversity, by wearing something orange. This provided teachers with a wonderful opportunity to speak to their classes about the importance of kindness and embracing difference.
Kindergarten students enjoy their role of caring for our Therapy Dog, Iris. Each week, students engage in cleaning out the water bowl, brushing and preparing enrichment games for Iris. Throughout the process of taking a leadership role in service to Iris, students learn that like humans, dogs also need to foster a growth mindset through learning from their mistakes and striving to improve and refine their skills.
Preschool children are learning about the principles of sustainability through their participation in a Harvest Stall. This involves parents in bringing in used items that could be exchanged for items presented by Preschool at their stall. Through this process, Preschoolers learn about the concept of recycling, reviving and reinventing, as part of our social responsibility to preserve our environment for future generations.
Lynn Venish Year 6 Teacher and Jamieson Activities Coordinator P-6
International Women’s Day is a moment to reflect on the values that define us as a community of young women. Over and over, one word continues to emerge: unity.
Since its founding in 1913, Frensham has embraced unity as one of its fundamental principles. The School was established by women, for women, with a vision that extended beyond the societal expectations of the time. Our founder, Winifred West, captured this mission in a speech delivered in 1916, urging her students “to all work together to make Frensham a power for good.”
Miss West’s vision for Frensham was not only about academic excellence but about creating a culture where young women work together to achieve their goals. The history of female empowerment shows that true progress is made when women stand together for a common purpose.
One of the most profound historical examples of unity in action was the suffragette movement of the early 1900s. Emmeline Pankhurst, a key figure in the movement, initially stood alone. However, it was only when 55,000 women joined her cause—women from all walks of life who demanded equal voting rights—that real change occurred. Their collective courage, determination, and vision led to women gaining the right to vote in 1918, demonstrating the incredible power of unity.
At the same time, a similar movement was unfolding here at Frensham. Winifred West, Phyllis Clubb, and three other teachers came together to create a school that championed not just academic learning but the holistic education of young women—placing equal importance on mental and physical wellbeing. In an extraordinary act of commitment, these five women sacrificed their salaries for an entire year, driven by their belief in the
future of education for young women. Like the suffragettes before them, they stood together to create something greater than themselves—a legacy that continues to shape our community today.
The principle of unity is embedded within the Frensham experience. It is seen in the way we support one another, collaborate, and strive towards shared goals. Sometimes, we are unified in ways we don’t even realise. As Year 12 students, we are constantly reminded of the importance of working together, of lifting each other up as we approach the challenges and opportunities ahead. Through this unity, we not only strengthen our own futures but also uphold the values that have defined Frensham for more than a century.
Today, we stand united in this hall, just as we will remain united long after our time at Frensham comes to an end. It is this bond— this shared strength—that will guide us in the years to come.
When we stand together, we succeed together.
Raphaela O’Neill-Siambis & Sophia Windsor Year 12
Cultural Diversity Week is a time to reflect on the rich tapestry of traditions, languages, and experiences that shape our community and our world. The theme for this year—Embrace the Journey, Shape Our Future—reminds us of the importance of appreciating where we have come from and how our experiences shape our perspectives.
Culture is an intrinsic part of our identity. Recently, Ms Walters shared a personal story about her cultural background and the significance of acceptance. Her words served as a powerful reminder that embracing cultural diversity is not just about recognition but about active inclusion and appreciation.
Australia is renowned for its multicultural identity. While we might associate Australian culture with familiar images—beaches, the outback, and classic foods like fairy bread and sausage rolls—our everyday lives reflect a much broader cultural landscape. The meals we eat, the languages we hear, and the traditions we encounter all reflect the diverse backgrounds that make up modern Australia.
To celebrate this diversity, we asked students to reflect on meaningful cultural experiences and travels:
• Year 7 students spoke of the awe-inspiring architecture of Milan’s cathedrals and the challenge of navigating a language barrier.
• Year 8 students recalled the beauty of Tokyo’s cherry blossoms and the warmth of Fijian hospitality.
• Year 9 students shared how their interactions with primary school children in Africa gave them a new appreciation for the opportunities they have.
• Year 10 students described visits to the United Nations headquarters in New York, the bustling energy of public transport, and the unique customs of Thai culture.
• Year 11 students reflected on encounters in Germany and the stunning landscapes of South Africa.
• Year 12 students recounted experiences ranging from volunteering in Nepal to exploring the rock cave houses of Turkey, each moment offering a deeper understanding of the world.
Staff members also shared their insights, including the eco-conscious transport system of Zermatt, Switzerland, and the universal connections found in daily life across different cultures. Ms McGlinn captured this sentiment perfectly: “I really enjoy finding out how people in other countries go about their daily lives— it’s a great reminder that we all have so much in common no matter where we come from.”
As we reflect on Cultural Diversity Week, we encourage you to set a personal goal. Consider how your own travels and cultural experiences have shaped your worldview. Perhaps it’s time to plan a trip to a place you’ve never considered before. Some of the most transformative experiences come from immersing ourselves in cultures different from our own.
For some, this journey is about reconnecting with heritage. Coming from an Indian background, Asha always dreamed of visiting India to meet family members, not just to understand her culture from a distance but to fully experience daily life firsthand. These experiences help us grow, strengthen our connections, and broaden our perspectives.
Mahatma Gandhi once said, “Our ability to reach unity in diversity will be the beauty and test of our civilization.” As we move forward, let’s embrace the diverse cultures around us. Have a conversation, try a new dish, learn about someone’s traditions, or listen to a different perspective. In doing so, we not only celebrate diversity but also shape a future where understanding and respect are at the heart of our community.
Asha Badhni-Chipperfield, Amelia Hartnell & Kate Schofield Year 12
Many of us have experienced the anticipation of a sports final while travelling on a bus with our teammates. Whether for touch football, water polo, tennis, or hockey, there is always one constant—the girl with the speaker. She plays that perfect hype playlist, the one that gets everyone singing along, boosting adrenaline, and bringing the team closer together. The familiar tunes, played countless times, create a bond, a shared energy that somehow elevates everyone’s performance on the field.
Music has a unique way of connecting people. Have you ever wondered why you can’t recall a maths formula, but the lyrics to a song you haven’t heard in years come effortlessly? This phenomenon is linked to the release of serotonin in the brain, a chemical that enhances memory retention when associated with positive emotions. Music makes us feel good, relieves stress, and strengthens our connections with those around us.
Take, for example, prayers and hymn practice. Singing together in these moments isn’t just about hitting the right notes—it’s about trust, teamwork, and listening. Harmony requires a group effort, where each person plays a role, supporting one another, breathing together, and blending voices to create something greater than the sum of its parts.
This deep connection through music is backed by science. Studies show that when people sing together, their heartbeats synchronise, speeding up or slowing down in unison with the music. Choir members know this well— that electric moment in the final five minutes of rehearsal when everyone is singing a fun, upbeat song, sharing laughter with the person next to them, and, of course, the Year 12 students dancing in the back row. Or the sense of unity in Hymn Practice when Mr Spencer calls out, “Number 5!” and the whole school eagerly launches into a beloved hymn, Venite.
This is what makes Frensham’s community so unique. There is a deep trust among us, allowing everyone to sing together, unafraid of judgement or embarrassment. Even for those who don’t consider themselves musical, the act of coming together in song at the start of the day is a powerful reminder that we are part of something bigger than ourselves, connected to so many different people.
We encourage you to take a moment to ask someone what their favourite song is. You might be surprised to find that someone shares your love for the same artist, band, or track. Music has an incredible way of uniting us—no matter our differences, we can always find common ground through song.
Lara
Bentley & Jade Cox Year 12
As we gathered for Friday Prayers, we wanted to share a reflection on the wisdom of Marcus Aurelius, a Roman Emperor known for his stoic philosophy. The inspiration came from a video titled “You Were Not Made to Wrap Yourself in Blankets,” which explores the balance between rest and action in our daily lives.
Marcus Aurelius ascended to great responsibility at the age of 17, training under immense pressure to rule the most powerful empire of his time. Despite his position, he faced struggles familiar to us all—such as the simple challenge of getting out of bed in the morning. One of his meditations captures this internal battle:
“At break of day when you are reluctant to get up, have this thought ready to mind: I’m getting up for a human’s work… The purpose for which I was brought into the world. Or was I created to wrap myself in blankets and keep warm? But this is more pleasant… Can you not see plants, birds, ants, bees, spiders, all doing their own work, each helping in their own way to order the world? But one needs rest too. One does indeed, I agree, but nature has set limits to this too.”
This passage reminds us that while rest is essential, we must also find value in our responsibilities. At this stage in the term, when pressures mount and motivation wanes, we should embrace daily challenges as opportunities for growth.
The analogy of a brick wall in the video highlights this mindset shift. If we view a daunting task as an unbreakable wall, it will feel impossible. But, like a prisoner chipping away at a wall with a spoon, small, consistent efforts make an impact over time. Unlike us, the wall does not regenerate. Each small victory accumulates, bringing us closer to our goals. Even setbacks do not take us back to square one. Every attempt builds experience, refines our approach, and strengthens our resilience.
Success is not about perfection on the first try—it is about persistence, learning from failures, and continuing forward.
We offer this encouragement: “I can do it, because I said I will.” A reminder to face each day with purpose, unwrap the blankets, and chip away at the walls standing in our way. Mahatma Gandhi once said, “Our ability to reach unity in diversity will be the beauty and test of our civilization.” As we move forward, let’s embrace the diverse cultures around us. Have a conversation, try a new dish, learn about someone’s traditions, or listen to a different perspective. In doing so, we not only celebrate diversity but also shape a future where understanding and respect are at the heart of our community.
Jo Ayers & Estella Loeser Year 12
The Duke of Edinburgh’s International Award was established in the United Kingdom in 1956 with the goal of motivating young people to engage in a balanced program of voluntary selfdevelopment activities. Since then, the award has expanded to over 130 countries worldwide. While its core principles remain unchanged, the program has evolved to meet the needs of modern participants, adapting to contemporary challenges and opportunities.
At Frensham, students begin their Duke of Edinburgh’s journey in Year 9 with the Bronze Award. This involves completing 13 hours each of a skill, service, and sport, as well as undertaking both a practice and qualifying camp. The Silver Award increases to 26 hours in each category, with extended camps, and the Gold Award—the highest level—requires 52 hours in each category, two camps, and a residential project.
Some of our most memorable moments throughout School have been shaped by our experiences on camp. As we prepare for our next adventure, we want to reflect on the highlights and lessons learned over the years:
• Year 7: Our first camp was a bonding experience, despite the persistent rain. We quickly realised the Gib was much steeper than it appeared!
• Year 8: Waking up in a paddock surrounded by horses was an unforgettable experience.
It was also our first encounter with leeches— an unexpected challenge.
• Year 9: With two camps for our Bronze Award, we learned resilience when excessive rain forced a change of plans from canoeing to hiking. We also discovered that surviving on lollies alone is not ideal!
• Year 10: The Silver Award camp tested our navigation skills as we had to lead ourselves. Trust and teamwork became crucial, especially when our “scenic routes” extended our journey.
• Year 11: This camp was different—we slept in beds! Focused on leadership and personal development, we took part in Burn Bright sessions and The Urban Challenge in Sydney, embracing independence and problem-solving in an urban environment.
• Year 12: As we approach our final school camp, we feel both excitement and nostalgia. Through every physical and mental challenge, we have grown together as a year group, strengthening our friendships and resilience.
Reflecting on our experiences, we encourage everyone to embrace the challenges and opportunities ahead. Camp is not just about endurance—it’s about growth, teamwork, and making lifelong memories.
Anna Fagan & Tia Thomas Year 12
The Madrigals are Frensham’s premier vocal ensemble, known for their exceptional a cappella performances and dedication to musical excellence. Comprising some of the School’s most talented singers, the group upholds a long-standing tradition of representing Frensham at major events, both within the school community and beyond. Membership in the Madrigals is not only a privilege but also a responsibility, as the ensemble plays a vital role in Frensham’s cultural and ceremonial life.
This year, the 2025 Madrigals welcome Harper Gralton, Madeleine Houston, Sylvie Lawlor, Ana McInnes, Sophie Mulcahy, and Olivia Wooden. From the start of Term 1, they embraced the responsibilities that come with their role, making an immediate impact.
They impressed visitors at Open Day with their open rehearsal in Cooper Hall and later provided elegant entertainment at the Welcome Event for Parents. Their a cappella performance at the Year 7 Concert was a highlight, inspiring younger students. Most recently, they supported a fundraiser for Annabelle Chauncy’s School for Life Foundation, performing on one of the hottest days of the year. They took a moment for a selfie before performing on what felt like one of the hottest days in the year!
“The Madrigals bring me such an enormous amount of joy at school, as I love being a part of something that makes a sound so endearing. Mr Spencer cares deeply about the Madrigals, and it is evident in each and every rehearsal we have. He knows exactly what we need to work on and is passionate about the legacy he has kept alive. During rehearsals, I sometimes watch the girls’ faces around me and I see passion in their eyes. Everyone wants to be the best they can be, and Mr Spencer brings it out in us. My journey as Madrigal has been one which I’m eternally grateful for. I have loved getting to know the girls and improving as a singer each rehearsal. I can’t wait for my reunion and to reminisce about my time as a Madrigal.” - Olivia Wooden
“Ever since coming to Frensham, whether it’s in choir, in Morning Prayers or just for fun, singing has become an essential part of my time here at Frensham. So, when the opportunity came around to audition for the Madrigals, I knew I had to jump at the chance to be able to sing and learn from a group of extremely talented, musical girls and Mr Spencer.” - Madeleine Houston
Looking ahead, the Madrigals are preparing for several major performances in Term 2. They are currently focused on the Winifred West Legacy Lunch on Sunday 4 May, an occasion that will honour the enduring spirit of Frensham’s founder. Next term, they will take on the challenge of the Sydney Eisteddfod on Tuesday 27 May, where they will compete against some of the best school ensembles in the state. The term will culminate in two significant performances over Birthday Weekend, an event that always highlights the best of Frensham’s musical tradition.
Michael Spencer Head of Music
At Frensham Schools, we are committed to shaping the next generation of compassionate, creative, and collaborative leaders. Our educational approach nurtures critical thinking, resilience, and a strong sense of social responsibility, equipping students to make meaningful contributions to the world.
Thanks to your generosity, we can extend a transformative Frensham education to talented and deserving students, who can thrive within our community and make a lasting impact.
We are pleased to announce that applications are now open for the 2026 Frensham Schools Giving Day Bursaries and the 2026 Darville Family Scholarship (Mathematics & Science)
2026 Frensham Schools Giving Day Bursary
The 2024 Giving Day was an extraordinary demonstration of our community’s shared values, raising an astonishing $533,000. This achievement reflects our collective belief in the transformative power of education and our commitment to ensuring that more students can benefit from all that a Frensham Schools education offers.
As announced at last year’s Final Prayers, we are proud to offer four means-tested bursaries, made possible by your generosity on the Giving Day.
• Three bursaries for new students entering Year 9 in 2026 (Years 9 to 12)
• One bursary for a student entering Kindergarten in 2026 (Years K to 6)
These bursaries provide life-changing opportunities for students who would not otherwise have access to Frensham Schools, enabling them to engage fully in our rich academic, co-curricular, and extracurricular programs.
2026 Darville Family Scholarship (Mathematics & Science)
We are delighted to invite applications for the Darville Family Scholarship, available to a student entering Year 11 in 2026, and who are passionate about and excel in the areas of Mathematics and Science.
Established in 2019, this scholarship reflects the Darville Family’s commitment to supporting women in STEM. Their vision was inspired by Courtney Darville (2012), whose Frensham education provided a foundation for her outstanding achievements in these fields. Courtney has gone on to study Mathematics
and Science at the University Sydney and is currently a Junior Engineer at the University of New South Wales School of Computer Science and Engineering.
The Darville Scholarship provides $40,000 per year towards tuition fees, supporting a student through Years 11 and 12 (2026-2027).
Expanding access to a Frensham Schools education is not only an investment in individual students, but also a commitment to enriching the diversity and strength of our community.
Applications for these opportunities close on Friday 2 May 2025
We look forward to welcoming these future students and witnessing the lasting impact of your generosity.
Penelope Ellice-Flint Development Manager
Applications are available for GIVING DAY BURSARIES Year 9 student entries Kindergarten student entry
DARVILLE FAMILY SCHOLARSHIP (Mathematics & Science) Year 11 entry
For more information on how to apply, please contact our Director of Enrolments at enrolments@frensham.nsw.edu.au or visit our website
20 December 1924 - 9 September 2024
Antilla “Till” Mary Davidson lived a life dedicated to service, family, and community. She embodied Frensham Schools’ motto, “In love serve one another,” and left a lasting impact on those around her.
Born in Young, Till grew up on Memagong Station, where her grandfather, William Browne, was a community leader. Along with her sisters Joan and Janet (Tibby), she was homeschooled before attending Frensham, forming lifelong friendships that she cherished.
After losing her mother at 14, Till took on a caring role that shaped her future. She later reconnected with her future husband, a soldier returning from Changi Prisoner of War Camp. Their early years together in Bunny Under, a humble cottage with no electricity or running water, were among her happiest.
Settling at Memagong, Till built a welcoming home while raising her children, twins James and Ian, Jenny and Christopher (Butch). She played a key role in founding Belhaven School for children with special needs, leading fundraising efforts, and later helped establish Lambing Flat Enterprises, a model for disability services.
For over 40 years, she volunteered with Meals on Wheels, the Hospital Auxiliary, Riding for the Disabled, and women’s refuges. Her faith guided her extensive charity work, and she opened her gardens to raise funds for various causes.
Till seamlessly balanced farm life and high society, supporting her husband’s leadership roles, including his presidency of the Royal Agricultural Society of New South Wales. Whether hosting royalty or preparing meals for neighbours, she served with grace and generosity.
Her legacy of kindness, resilience, and community spirit lives on through her family and all those she inspired.
Frensham family members include her sisters, Tibby Playfair (Browne, 1947) and Joan Ormond (Browne, 1943), her daughter Jenny Davidson (1971), her granddaughters, Annalise Merriman (Davidson, 1996), Isobel Davis (Davidson, 1998) and her great granddaughters, Ruby and Iris Hodgson (Y9).
From a Eulogy of Tilla Davidson by her son, James Davidson
Introduce your family and find out about Boarding at Frensham
Come and see us at the BOARDING SCHOOLS EXPO 2025
• Dubbo 16-17 May
• Griffith Pop-up 19 June
• Wagga Wagga 20-21 June
• Narrabri 25-26 July