Empowered to Lead
From the Head
Staff Profile
Molly Macqueen
Lynn Venish
Celebrating Learning and Confidence
From FJS Head
EDITION #10 MAY 2025
TERM 2 NO 1
“When young people are trusted to contribute meaningfully, they develop confidence, critical thinking, and a
AFrensham education is designed to nurture confident, compassionate, and capable individuals who are prepared to lead with purpose. A key part of this mission is our commitment to encouraging student voice and fostering student agency, empowering our students to help shape their educational journey and to contribute meaningfully to their communities and beyond.
Recent research on student agency by the International Coalition of Girls Schools Global Action Research Collaborative, highlights that when girls exercise real agency over their learning, they demonstrate transformative outcomes in engagement, stress reduction, and leadership development.
In other words, when young people are trusted to contribute meaningfully, they develop confidence, critical thinking, and a lifelong commitment to service. We see this daily at Frensham, whether in the initiative of a Prefect proposing an improvement to a school program or the quiet support of a Year 10 student mentoring a Year 7 peer through their crack relationship.
Frensham students are encouraged to actively embody leadership through authentic roles that blend responsibility with creativity. As an example, each Year 12 student holds a leadership position, whether as a Prefect, Head of House, or leadership of initiatives like our Friday Night Games – a fun tradition where senior students design and lead activities for younger peers, fostering camaraderie and school spirit. These roles are not symbolic; they are opportunities to influence school life.
Weekly Prefect Dinner Meetings with the Head of School is another example of providing a platform for collaborative decision-making, where student leaders propose ideas to enhance programs, support each other and school community engagement.
Leadership extends to the sports field, where senior students coach junior teams in IGSA competitions, modeling resilience and teamwork. Similarly, Year Group meetings led by Prefects each Friday allow peers to address themes like gratitude and integrity, linking these discussions to Frensham’s core values. Through these experiences, students refine their ability to lead others while deepening their own ethical understanding.
Our approach to character development includes opportunities for spiritual growth. During their time at Frensham, all students are rostered to present at Prayers during Friday assemblies in Clubbe Hall. Sharing personal reflections on contemporary issues, from environmental stewardship to social justice, they attempt to connect these topics to our values. These moments of student-led reflection foster a culture of introspection, encouraging girls to consider their role in creating a more compassionate world.
For decades, Frensham educators have understood that their role is to provide the scaffolding for leadership while stepping back to let students lead. By doing so, they have cultivated not just scholars, but future change makers who understand the power of their voice and the responsibility of agency.
Geoff Marsh Head of Frensham Head of Frensham Schools
“The power of youth is the commonwealth of the entire world… No segment in society can match the power, idealism, enthusiasm and courage of young people.”
— Kailash Satyarthi, Nobel Peace Prize Laureate
This powerful statement from Kailash Satyarthi reminds us of the importance of truly listening to young people and valuing their insights. Throughout my own education, I can recall only a few instances where students were genuinely asked for their feedback—let alone where that feedback led to meaningful change. Thankfully, education is evolving. Today, student voice is recognised as best practice in schools around the world.
At Frensham this term, we’re continuing to prioritise student voice. In Week 2, students were invited to participate in the Challenge Success Survey, developed in collaboration with Stanford University. This initiative is grounded in a simple yet essential belief: students spend a great deal of time at school, and their experiences and perspectives matter.
Last year’s survey findings highlighted a strong sense of belonging among Frensham students and a shared belief in their capacity to drive positive change. These insights shaped professional learning initiatives and inspired new approaches to support cognitive engagement across the school.
Feeling unheard can be frustrating and disempowering—something many of us have experienced. As the philosopher and educator John Dewey put it:
“All those who are affected by social institutions must have a share in producing and managing them.”
Contemporary research supports this view. Studies show that when students are asked for input and see their contributions valued, both engagement and academic outcomes improve.
One major US study found that schools that fostered student voice saw improved grades and attendance (Kahne et al., 2022). Another revealed that when students felt their teachers listened to them, their emotional, behavioural, and cognitive engagement all increased (Conner et al., 2022). Similarly, an Australian study found a strong link between student voice and overall wellbeing at school (Anderson, 2018).
Importantly, gathering student voices is not just about collecting opinions—it’s about acting on them. As Gillett-Swan and Baroutsis (2023) emphasise, genuine student voice means listening with intent and responding with purpose.
At Frensham, this commitment is embedded in our culture. We ensure that all students, not only those in formal leadership roles, have opportunities to contribute their perspectives. By listening closely and acting thoughtfully, we aim to create an environment where every student feels seen, heard, and empowered to thrive.
Dr Ruth Phillips
Academic-in-Residence
References
• Anderson, D. (2018). Improving wellbeing through student participation at school: Phase 4 Survey Report. Centre for Children and Young People, Southern Cross University.
• Conner, J. et al. (2015). Student Voice: A Field Coming of Age. Youth Voice Journal.
• Gillett-Swan, J., & Baroutsis, A. (2023). Student voice and teacher voice in educational research: A systematic review of 25 years of literature from 1995–2020. Oxford Review of Education, 50(4), 533–551.
• Kahne, J., et al. (2022).
“I really connected with Frensham’s culture, one that fosters hard work, service and the unselfish pursuit of excellence. It teaches you to contribute and serve without recognition as the primary focus, and that lesson stays with you.”
Molly Macqueen brings vibrant energy, empathy and deep-rooted Frensham spirit to her multifaceted role as a PDHPE Teacher, Year 9 Coordinator, Jamieson Program (Frensham Studies) Teacher as well as being involved in sport.
A proud Frensham alumna, Molly joined Gib Gate halfway through Year 4 and graduated Year 12 in 2013, boarding from Year 7 and embracing every opportunity the School had to offer. “It was so much fun,” she reflects. “I really connected with Frensham’s culture, one that fosters hard work, service and the unselfish pursuit of excellence. It teaches you to contribute and serve without recognition as the primary focus, and that lesson stays with you.”
After completing a Bachelor of Education in Human Movement and Health Education, Molly taught casually at several Sydney IGSA schools before reconnecting with Frensham staff at various sporting events. A chance conversation led to a short-term maternity cover position in 2020—one that has evolved into a rewarding six-year journey.
In the classroom, Molly’s teaching philosophy centres on empathy, inclusivity and energy. “You get back what you put out,” she says. “If you don’t bring energy, you don’t get energy. It’s about understanding each student, being genuinely aware of who they are and what they need. When students know you care, they respond.”
Molly’s approach is both practical and purpose-driven. She aims to make lessons meaningful by clearly articulating their purpose, instilling confidence, acknowledging the inherent challenges of the learning process. She emphasises the importance of these challenges, noting that helping students recognise and embrace them cultivates resilience.
One of Molly’s most significant contributions has been to the Jamieson Program. She cowrote the Year 7 Frensham Studies program alongside Wendy Fawbert and has spent the past six years developing it further. “Tradition matters. This program isn’t just about content, it’s about character, reflection and setting the tone for each student’s Frensham journey.”
Molly also helps write pastoral care and form programs across year groups, helping students navigate adolescence with clarity and compassion. As a Year Coordinator, she works to ensure students feel seen, supported and empowered. “My goal is to support and guide students through challenges with conversation, allowing their voice to be heard. I aim to consistently lead with authenticity to ensure that those conversations are meaningful and sincere.”
For Molly, the Frensham experience extends far beyond the gates of Mittagong. She actively attends Fellowship events and reunions, where she finds joy in the enduring connections. “When I see Mr Marsh introduce a group of alumni who graduated 60 years ago and 15 best friends stand up… you know this place truly means something.”
Outside the classroom, Molly is just as committed to wellbeing and discipline. She trains at the gym every morning, enjoys ocean swims, and is always on the hunt for great cafés and restaurants. “The gym is a big part of my life. It keeps me grounded and healthy, both mentally and physically. I try to model what I teach.”
What many don’t know is that Molly was once a passionate dancer, training 17 hours a week across all disciplines. These days, she still attends classes at Sydney Dance Company, with contemporary and ballet remaining her favourites.
With a deep appreciation for Frensham’s traditions, a love of character-building education, and an unwavering belief in the power of community, Molly embodies the values she once learned as a student and now works to instil this in every girl she teaches.
Sophie Rankine Marketing and Engagement Manager
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
One of the most cherished traditions at Frensham Junior School is the weekly Performance Assembly. Performance Assemblies are a vibrant gathering where every child, from Preschool through to Year 6, has the opportunity to stand before their peers, teachers, and families to share what their class has been learning. These assemblies are more than just a showcase; they are a cornerstone of our commitment to nurturing confident, capable learners and building a strong, connected school community.
Public speaking is a vital skill, yet it is one that many adults wish they had developed earlier in life. By providing regular opportunities for every student to present in front of an audience, we help our children develop confidence and poise from a young age. Research shows that early exposure to public speaking can significantly reduce anxiety and improve communication skills later in life (Smith, 2017). Our Performance Assemblies offer a supportive environment where students can practise these skills, learn to articulate their ideas clearly, and celebrate their growth.
At the heart of our Performance Assemblies is a celebration of learning itself. Each week, classes share projects, stories, investigations, and discoveries-demonstrating not only what they have learned, but how they have learned it. This focus on process, as well as product, helps foster a growth mindset, encouraging students to embrace challenges, learn from mistakes, and take pride in their efforts (Dweck, 2006). By applauding curiosity and perseverance, we reinforce the message that learning is a journey to be enjoyed together.
Our assemblies are a joyful reminder of the power of coming together as a school. In today’s busy world, opportunities for genuine connection can be limited, yet we know the importance of a strong sense of belonging for student wellbeing and academic success. Gathering each week to share and celebrate learning strengthens our bonds, builds school spirit, and reminds us all – students, teachers, and families alike – that we are part of something special.
“Our parents get to see our learning and the progress we make throughout the term and year. We get nervous, but also excited to present our learning. We get to practise fluency in reading and it helps build our confidence for the future on how to present and project our voice”. – Diana and Hermione Year 5
“At our school, everyone gets a chance to speak, which doesn’t happen everywhere. It feels really special to perform and read in front of our parents because we feel proud of what we’ve learned. When our class presents, it helps build our courage and confidence.” –Lucy and Sophie Year 3
“I enjoy assembly because the younger students can look forward to what is ahead of them and the older students can reflect back on what they did. As we are performing we can build up our confidence in speaking to a big crowd.” – Bonnie Year 4
Lucy Gregory Head of Frensham Junior School
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Smith, S. (2017). Early interventions in public speaking: Building confidence and communication skills. Journal of Educational Psychology, 109(2), 234-245.
This year, Frensham Junior School launched an exciting initiative called the Inventive Minds Program. Designed to foster student agency by providing greater choice and voice in learning, the program encourages creativity, critical thinking, and problem-solving across all year levels from Kindergarten to Year 6.
Through a diverse range of electives tailored to student interests, learners take on the roles of designers, inventors, creators, and performers as they engage in a structured design process. Their projects culminate in a tangible product, written piece, or performance, showcasing both individual initiative and collaborative effort.
In Term One, students in Kindergarten to Year 2 selected from the electives Decorate It, Build It, Perform It, and Create It. Their imaginative
projects included decorating cakes constructed from recycled materials, building Lego vehicles, and performing musical pieces as part of a band.
Students in Years 3 to 6 chose from Decorate It, Build It, Perform It, and Create It. Their inventive outcomes ranged from intricately designed dollhouses and programmable Lego robots, to obstacle courses crafted from sports equipment and fashion items made from upcycled materials.
The Inventive Minds Program has proven to be a highly engaging and creative platform through which students are empowered to develop their technological design thinking in areas of personal passion and interest.
Benita Neilson Teaching and Learning Coordinator
On Saturday 29 March 2025, Frensham Junior School Preschool proudly hosted the NSW Bush Connections Early Childhood Gathering. These gatherings are vibrant professional learning events that bring together passionate early childhood educators from across the state. This year, over 20 educators travelled from Armidale, Nowra, Sydney, and Bowral to take part in a day of meaningful connection and collaboration in our unique bushland setting.
NSW Bush Connections is a network of early childhood professionals committed to exploring the role of nature in education. The group includes educators from a wide range of settings including Department of Education services, KU centres, independent and private schools, preschool programs, before and after school care, and early childhood education lecturers. This diversity sparked rich conversations and a dynamic exchange of ideas.
The day began with a bush walk through the Frensham Junior School Land for Wildlife Area, where guests were thrilled to spot a mob of kangaroos. It was a joyful and memorable experience, particularly for those visiting from city-based centres. As we explored the Preschool’s outdoor and indoor learning environments, we shared our thinking around nature play, planning and inquiry-based approaches.
It was a privilege to welcome such a driven and thoughtful group of educators. Their energy, ideas, and commitment to fostering meaningful learning through nature were truly inspiring. It was equally rewarding to learn from our peers and reflect on new possibilities in our own practice.
Events like this remind us of the power of professional dialogue and the strength of the early childhood community. We look forward to continuing the conversation and exploring new ideas sparked by this wonderful gathering.
Tinna Loker Preschool Coordinator
“Quite often, students don’t yet understand what it means to lead. Part of my role is helping them learn that leadership is about service, initiative and connection.”
Since joining Frensham Schools in 2005, Lynn Venish has been a cornerstone of the Frensham Junior School community, bringing energy, innovation and warmth to her role as Year 6 Classroom Teacher and Jamieson P–6 Activities Coordinator. With a strong belief in hands-on learning, visible thinking, and a growth mindset, Lynn’s approach is grounded in genuine care for the social, emotional and academic development of her students.
In the classroom, Lynn guides her Year 6 students through thoughtfully designed units of work, supporting their learning while fostering leadership, creativity and service. As the eldest students in the Junior School, Year 6 students are encouraged to step into leadership roles, something that Lynn supports with patience and purpose.
“Quite often, students don’t yet understand what it means to lead,” Lynn explains. “Part of my role is helping them learn that leadership is about service, initiative and connection.”
Whether it’s guiding library monitors to develop creative ideas for engaging younger students, supporting buddies as they navigate friendships, or encouraging sports leaders to model responsibility and inclusion, Lynn is passionate about helping students understand leadership as an opportunity to grow, give back and inspire.
Beyond the classroom, Lynn coordinates P–6 Jamieson activities that strengthen connections across year groups and foster a sense of belonging. This includes outdoor immersion experiences, service-based projects such as partnerships with retirement villages and charities, and sustainability initiatives.
One particularly beloved project is the Junior School chicken coop, introduced by Lynn after attending a wellbeing conference on connection and belonging, she says, “It’s been a lovely way for students to connect across year levels, and even for families to be involved, helping care for the chickens during holidays.
Year 6 leaders now support younger students with ‘chicken duty’, building connections and responsibility.”
Lynn’s passion for the natural world was sparked during her own childhood in a natureloving family. That early appreciation for the environment continues to influence her teaching. From establishing the Bush Tucker Garden to coordinating planting days for the Land for Wildlife Area and the Wingecarribee Council Koala Project, Lynn has embedded sustainability into her programs in authentic and meaningful ways.
Her professional journey is marked by a continual drive to grow and share. In 2013, she became a Highly Accomplished Teacher, mentoring colleagues and leading professional learning in science and technology. In 2019, she completed a Master of Education (Leadership) at the University of Wollongong. This experience deepened her understanding of educational leadership and is now central to her role as Jamieson Activities Coordinator.
Having taught in South Africa, the UK and Sydney, Lynn says she feels deeply connected to the values and people of Frensham Schools. “There’s a real authenticity here. The staff are warm and professional, and our parents are so supportive of what we do.”
When she’s not in the classroom or out in the garden with students, Lynn enjoys creating beauty and calm in her own home through gardening, decorating and bushwalking. She treasures time with her family and her muchloved ‘granddog’, Ralph the Spoodle, who visits weekly for a walk and a cuddle.
And if you’re ever after travel inspiration? Ask Lynn about southern Italy, one of her favourite places in the world, full of history, charm, and, of course, a good glass of red wine.
Sophie Rankine Marketing and Engagement Manager
At Frensham Junior School, students are fortunate to experience a rich tapestry of outdoor learning opportunities that inspire connection, creativity, and character development. Our commitment to utilising the natural environment not only fosters a deep sense of belonging and holistic wellbeing but supports students in becoming confident and self-assured individuals, curious and courageous learners, and respectful and active citizens.
Our youngest Preschool students eagerly step beyond their classroom gates each day, venturing into the enchanting woodland
areas that surround our campus. Here, they engage in nature-based exploration that lays the groundwork for curiosity and wonder. These immersive experiences nurture early environmental awareness while also encouraging grounded future-builders to develop resilience and a sense of gratitude.
Once a week, Kindergarten students join their Preschool peers in the Land for Wildlife, forming connections that transcend age groups. These shared experiences cultivate essential social and emotional skills such as reliability, kindness and good humour. Through play and discovery, these young learners become willing contributors to their shared learning journey, building friendships and growing as empathetic members of our school community.
In Year 3, students frequently utilise the green space just outside their classroom, transforming it into an open-air forum for collaboration and creativity. During Term 1, the ‘Reader’s Theatre’ program brought stories to
life amongst the trees, encouraging students to work together, share ideas, and develop as articulate and engaged communicators. These activities support students in becoming solution architects—innovative thinkers who embrace teamwork and build shared meaning from their reading.
Our Year 6 student leaders exemplify the values of service and stewardship. They proudly take on responsibilities such as cleaning the chicken coop and caring for our feathered friends by replenishing water and food troughs. Through these moments of service, they demonstrate what it means to be respectful and active citizens, generously giving their time and energy for the benefit of others. These experiences help shape them into grounded future-builders—capable of responding to the needs of their community with compassion and purpose.
A highlight of Term 1 for Years 5 and 6 was the inspiring Sturt Immersion Day, coordinated by Mrs Trudi Spencer as part of our valued CrossCampus opportunities. Students rotated through three unique workshops at Sturt’s craft facilities: Ceramics at Sturt Pottery, Basketry at Sturt Cottage, and Jewellery making at Sturt Jewellery Studio.
In each creative space, students had the opportunity to discover and develop their talents. The ceramics group crafted handbuilt wind chimes, the basketry group created bracelets and small raffia baskets using blanket stitch, and the jewellery group shaped copper discs and wire into charms and stacker rings. These engaging workshops challenged students to step beyond their comfort zones as curious and courageous learners, while also supporting them to make a meaningful contribution through creativity, craftsmanship, and perseverance.
The beautiful Sturt Garden provided a haven for a peaceful morning tea and lunch, and a celebratory walking tour was enjoyed to showcase the incredible artistic achievements of all participants. The experience not only allowed students to appreciate the value of hands-on learning, but also to see how their skill and passion can contribute to the common good.
Across all year levels, Frensham Junior School continues to provide purposeful, studentcentered learning in our outdoor and creative environments. These experiences empower our students to develop their strengths, nurture their sense of self and community, and take on the world with curiosity, confidence, and care.
Lynn Venish Year 6 Teacher & Jamieson Activities Coordinator
When you are new to Frensham, either as a student, a parent or a staff member, you float around the school, wide-eyed in all that is new, but somehow buoyed by a fresh lilac cloud of something that you can’t quite put your finger on. In almost 20 years as an educator, every school I have worked at has commonalities – NESA syllabus, some camps, some sport, some clubs. But at Frensham, there’s something else. Something you can’t quite understand until you experience it – The Frensham Connection.
The connection that knows every new student, who greets them by name when they spot a quivering bottom lip and wraps their heart in Frensham support; the connection that drops everything to assist a guest as they wander around campus looking for a white cottage (“Oh, you mean THE White Cottage! Allow me to walk you there.”); the connection that can see when action needs to be taken and, within minutes, has rallied a team and created a solution whose creativity is far beyond anything that could have been explicitly planned by an adult; the connection that greets you with a giant smile in an airport years after they’ve graduated and engages in a fully-fledged conversation with the absolute adult confidence that you once wished for them when they were in Year 12 and standing in the doorway to your office downloading about their nervousness for the future. It’s an
authentic and lived experience of our motto ‘In love, serve one another.”
The International Coalition of Girls’ Schools (ICGS) recent paper ‘Raising Her Voice: Strengthening Student Well-Being and Engagement Through Connection in Girls’ Schools’ produced a series of recommendations from research gathered from 375 000 girls across the globe who took part in Stanford University’s Challenge Success survey. It found that “Despite variations in school focus and purpose, a common theme in the data is the foundational importance of relationships… students’ overall sense of belonging at school is a strong predictor of higher engagement, flourishing, and confidence in coping with stress.” In maintaining Winifred West’s vision for a school that creates a nurturing environment that fostered academic excellence and personal growth, Frensham has stood strong in the face of what Fullan describes as educational “shiny objects” and fads of education, and kept student connectedness and relationships at the heart of our institution. But how do we, as Frensham’s educators, protect this mainstay of our culture in the future?
Frensham’s Character Education Framework has, for ten years, explicitly guided newcomers to the Frensham way, articulating the links between our values and how they prepare our students for life beyond school. The World
‘The Frensham Connection’
Economic Forum’s ‘Future of Jobs Report, 2025’, cited leadership, communication, flexibility, agility and social influence as key skills that are on the rise for the 2030 workforce. Therefore, at an educational level, we have a corporate social responsibility to ensure that our young people are prepared for the workplace, which also provides them with a point of difference.
This year we reviewed our framework to ensure that it is clear in how our students are future-ready, whilst maintaining that unique Frensham character. The greatest change in our refreshed framework is the placement of ‘Connection’ through ‘Belonging and wellness’ as the first pillar, reflecting our unique boarding context, its positive impact on wellbeing and the lifelong connectedness it brings.
Frensham’s P-12 Jamieson Program leverages this framework to develop the personal competencies which underpin our School values. Through explicit learning, lived experiences, leadership development, service and outdoor immersion, our students develop their sense of identity, while discovering their impact on school, local, national and global communities.
This term in the Year 7 Jamieson Program we are focusing on being a ‘Willing Contributor’. Students were asked to reflect on their first term at Frensham, and identify students in other years who gave of themselves without prompting and without the expectation of praise. Here are some of Year 7’s reflections:
“I always see Lorelai helping out teachers and housies – She just steps up and volunteers when help is needed.”
“Indi knows ALL of the Year 7s names – She walked up to me when she saw me on my own and helped me to my class. She always makes me feel seen.”
“Millie saw that I was upset and helped me work through things. She offers good advice and said that her mum always tells her ‘Hard work always pays off’.”
‘The
“When people on the job roster are away, Georgia always steps up to help.”
“Lucy and Lizzie came to check in on the Year 7s every night in Term 1. They are so nice and they really helped with our home sickness!”
“Grace helped me with my braces when my mouth was sore and I was just so uncomfortable. She stayed with me, even though she was on her way to something else.”
“Charlotte found out that I did horse riding lessons, so came and found me and showed me where to go and what to do, so that I made it on time.”
Through reflection, role-modelling and a common language, the core pillar of ‘connection’ seamlessly interweaves with the remaining pillars in the lived experience of Frensham, taught by our staff, but lived by our students, past and present.
You won’t find the Jamieson Course, our Character Education framework or this lilac cloud at another school, because they represent all that is truly unique to a Frensham education. Not only are all students from Preschool to Year 12 lifelong learners, they have a lifelong connection to the heart of our community.
Lucy Dalleywater Director of Activities & Jamieson Program Coordinator
References
• Fullan, M. (2018) Deep Learning: Engage the world, change the world. Corwin Press & Ontario Principals Council
• International Coalition of Girls Schools (2024) Raising Her Voice: Strengthening Student Well-Being and Engagement Through Connection in Girls’ Schools https://girlsschools. org/wp-content/uploads/2025/03/Raising-Her-Voice_ Strengthening-Student-Well-Being-and-EngagementThrough-Connection-in-Girls-Schools_ICGS.pdf
• Leopold, T. (2025), World Economic Forum ‘Future of Jobs Report 2025: The jobs of the future – and the skills you need to get them.’ https://www.weforum.org/stories/2025/01/ future-of-jobs-report-2025-jobs-of-the-future-and-theskills-you-need-to-get-them/
On Friday 2 May, Fellowship Europe
Drinks brought together around 25 Frensham Old Girls for a memorable evening in London. Hosted at the home of Nicci Fane (Dowling, 1988) the event was organised by Nicci and Edwina D’Arcy Rice (ChapmanBerry, 1986), both of whom were extremely gracious in creating a warm and welcoming atmosphere.
Guests included a wonderful mix of Old Girls from various cohorts, with a strong representation of current Gap students, which added to the evening’s energy and intergenerational spirit. The gathering was further enriched by the attendance of Geoff Marsh – and his wife, Lee Ann, who were visiting London and joined in support of the Fellowship initiative.
Held on a perfect summer’s evening, the event was a celebration of global connection and community. It offered Old Girls the chance to reconnect, share stories, and reflect on the bond they all share through Frensham. Fellowship Europe continues to highlight the strength and reach of our network, proving that the Frensham spirit truly extends around the world.
Fellowship and Development Coordinator
On Sunday 4 May, members of the Frensham community gathered at Peppers Craigieburn in Bowral for the annual Winifred West Legacy Luncheon — an occasion to honour the vision of Miss West and to celebrate those who have chosen to leave a bequest gift to the School.
The annual Legacy luncheon has become a much-anticipated event, bringing together those with a strong connection to Frensham. It is a wonderful opportunity to share stories and reflect on shared memories in the company of like-minded friends.
A highlight of the day was the panel discussion with two outstanding teachers, Nathan Bessant (Director of Studies at Frensham) and Benita Neilson (Teaching and Learning Coordinator at Frensham Junior School). Both Nathan and Benita were recipients of the Foundation’s Scholarship for Professional Learning. This Scholarship enabled them to participate in the renowned Harvard Project Zero program.
Their reflections on the transformative impact of this experience — personally, professionally, and for students — were a powerful reminder of the lasting legacy of a thoughtfully directed bequest. As one guest commented, the conversation was “a glimpse into the future of education, driven by curiosity, creativity, and deep thinking.”
The event was further enriched by the contribution of Head of Frensham and Head of Frensham Schools, Geoff Marsh, who joined via teleconference from England, where he was attending the Annual Boarding Schools Association Conference for Heads of School. We were grateful for Geoff’s presence and for his reflections on the current boarding landscape in Britain, offering a valuable international perspective.
Guests were also moved by the exquisite performance of the Frensham Madrigals, whose singing was described by many as “magical,” “uplifting,” and “absolutely breathtaking.”
The presence of a Year 12 student at each table brought added energy and connection to the day. The girls shared stories of life at Frensham today, as well as discussing their hopes and dreams for the future after having had the benefit of a Frensham education.
From the planning and presentation to the shared stories and laughter, the luncheon was a testament to the strength and spirit of the Frensham community — and to the enduring power of a gift in a Will to shape lives, long into the future.
Jackie Dalton Director of Philanthropy
For just over two weeks in January of this year I was fortunate enough to go to Nepal through a company called Projects Abroad, on a once in a lifetime experience as a volunteer and medical intern.
Not knowing anyone, I landed in Nepal’s capital, Kathmandu, and met 31 other teenagers from various countries, who were just as excited as I was!
We headed off to Bharatpur in the Chitwan area and despite the distance being only 150km it took us seven hours due to the steep dirt roads and constant stopping due to roadworks.
We were divided into five groups and rotated across five different health facilities. Everyday, we wore white lab coats making us truly feel like we were part of the healthcare team which allowed us to move throughout the hospitals seamlessly.
We visited a hospital dedicated to the treatment and care of eyes and a wellness centre where we were able to try naturopathic treatment options including mud and electrode therapy.
The highlight was CMC hospital where we had the privilege of being able to move about the entire hospital enabling us to see many different departments. We were also fortunate
enough to be allowed into the operating theatre area to observe the operations taking place. Such an incredible opportunity.
Additionally, we visited the Chitwan Medical College anatomy labs – an insightful, unique and somewhat confronting experience –and volunteered at a local school, teaching students the importance of healthcare and providing them with dental products.
Each night we had evening classes, varying from tropical diseases and medical history lectures, to suturing and blood pressure workshops, as well as attending classes in Nepalese language, yoga, dance and momo cooking.
As a group, we also engaged in various sightseeing activities. On the weekend we traveled to Chitwan National Park where we participated in cultural learning, jeep and elephant safaris and a 1700 step hike to Maula Kali Temple.
I am very grateful for the experience I had in Nepal, not only did I make lifelong friends, but I learnt to appreciate the little things in life we so often take for granted and had medical experiences I wouldn’t have been able to have
as a high school student in Australia. The Nepalese people were all incredibly welcoming and the medical staff in particular emulated the Frensham motto of serving others, inspiring me to do the same. Navigating the culture difference, language barriers, and busy roads was challenging but overall it was an unbelievable adventure. I would encourage others to not just grab every opportunity that comes your way but seek out your own because they can be surprisingly remarkable!
Brooke Graham Year 12
In today’s world, where voices can be both amplified and drowned out with the tap of a screen, the question remains: what kind of person do you want to be?
Perhaps you see yourself as an advocate, someone who isn’t afraid to stand up for what they believe in—even if it’s something as simple as calling out a rat’s tail or a scrunched-up jumper collar. Maybe you’re a peacemaker, seeking to reduce conflict— whether in your personal circle or on a global scale. Or perhaps you envision a future as a CEO, steering multimillion-dollar companies from your Vaucluse mansion, black Range Rover Sport parked outside, heading to pilates with purpose.
While these paths may seem vastly different, they share a fundamental commonality: the power of communication. The ability to argue well. To articulate what you want. This is the heart of leadership, advocacy, and changemaking.
As heads of Debating and Mock Trial, we’ve experienced firsthand the temptation to frame this conversation around competition and recruitment. But today’s message is much more personal. It is about your voice—your most powerful tool. It is not just about sharing opinions; it is about creating impact, shaping futures, and offering space for others who haven’t yet found their courage.
Consider the last time you made a difference. Maybe you shifted the direction of a conversation, or stood up for something that mattered. That was your voice in action. It is the part of you that knows what you believe in and is not afraid to take a stand.
Malala Yousafzai found her voice when others were silenced. Her courage in the face of fear helped ignite global awareness for girls’ education. Rosa Parks refused to relinquish her dignity, taking a quiet but powerful stand against injustice. Michelle Obama, beyond her
role as First Lady, has continued to champion education and poverty awareness through her unique voice as an activist, author and attorney.
But making a difference doesn’t always require a global platform. The truth is, small acts of courage and conviction—everyday actions— are what slowly shift societies.
So we urge you: find your voice, and never be afraid to use it. Speak up when it is needed. Stand for what you believe in. And advocate for those whose voices may still be finding their way. You may not win every battle, but when you lead with purpose and integrity, you create a legacy that others can follow.
The world is waiting to hear from you—and it needs you now, more than ever.
Skye McLelland & Diana Paicu Year 12
At Frensham, our livestock teams are an integral part of our agricultural program, combining hands-on learning with competition at regional and state levels.
Each year, our steers are named according to a lettering system linked to their year of birth—this year, beginning with either “U” for 2023 or “V” for 2024. We currently have ten steers representing a diverse range of breeds including Simmental, Angus, Galloway, Speckle Park and Murray Grey. These breeds have been selected for their specific traits and generously donated by breeders across the state.
Cattle shows involve various competitions, starting with the ECM Junior Steers competition, which assesses the animal, the handler’s knowledge, and their parading abilities. These points accumulate across the season. Next are the steer classes, split into lightweight (under 450kg) and heavyweight (over 450kg), judged solely on the steer. Our heaviest steer this year is U-Turn, weighing over 700kg. The final class is the Paraders competition, focused on the presentation and control of the animal by the handler. Preparation is intense, beginning early with washing, blow-drying and brushing.
Our sheep team manages 50 Poll Dorset sheep in our school’s stud, including rams, ewes and lambs. Poll Dorsets are bred for meat production, and training begins in Term 4 as students assess the lambs’ suitability for show based on structure, size and muscle.
Students train the lambs to walk on a halter and stand calmly for judging. In the Handlers competitions, students are evaluated on their control and presentation skills. Sheep are entered into various classes—such as ewe lambs, 2-tooth ewes, and pairs—and judged on their conformation and movement.
Competitions take place at shows including Crookwell, Goulburn and Camden, and the team has nine sheep competing at Camden today. Show days involve grooming, penning, and last-minute preparations before entering the ring.
Frensham also enters the School Commercial Egg-Laying Competition at the Easter Show. Last year, our trio of hens, prepared by the Stage 5 Agriculture class, won Champion out of 70 competing schools.
The competition includes three components: a trio of hens, a research project, and an egg class where eggs are judged for size, shape, colour uniformity, and internal quality. This year’s hens have been selected, and the AG White class has been involved in their careful grooming in preparation for the Show.
In previous years, Frensham has also participated in the showing of pigs, reflecting the breadth of our agricultural program.
Frensham also competes in the Herdsman Competition at the Easter Show. Judged over three days, this competition evaluates animal grooming, bedding presentation, public engagement and team communication.
Last year’s display showcased a history of agriculture at Frensham with photographs by Cazneaux from 1934. This year, the theme highlights our cattle breeds, with interactive displays and a “spin the wheel” activity for public engagement.
We extend heartfelt thanks to our teachers and mentors whose support makes this possible.
Tia Thomas & Juliette Kozlik Year 12