Senior School Link – Week 8, Term 2 2025 - 19 June 2025
Stuart Meade, Acting Head of School
‘Why we should try doing…absolutely nothing’
What a wonderful attention-seeking headline. I came across this article in the New York Times recently which suggests that “busyness has become an unhealthy status symbol, leading to burnout, anxiety and other stress-driven ailments”. The author Olga Mecking asks “What can we do? Follow what the Dutch call ‘niksen’. Essentially, niksen is the art of doing nothing: not meditating, not eating healthily, not being mindful but simply being idle. The upside of conscious boredom? Here’s the kicker…it can lead to daydreaming, which in turn drives creativity and increases focus”.
According to research from the University of Chicago and Ohio State University “Creative genius is not only for whippersnappers. There are two kinds of peak creativity, and they reach full bloom at different times in a person’s life. There are the conceptual innovators among us, typically younger (under 30 years of age) people who set their sights on challenging conventions with fresh ideas. And then there are experimental innovators who use their deep experience to test out new ideas and form unexpected connections over time. These types reach the apex of their creativity in their 50s”
So, what do we make of all this…well, next time you see your child staring out the window, go easy on them, they may well be in a creative moment. And for those “experimental innovators” among us, there is a place for us too as we reach the pinnacle of our creative powers – bring it on.
Bring on the break
As we move to the final days of the term, a well-deserved break awaits. One of my favourite moments of the past nine weeks was the Fundamental Music Concert on Monday evening at the Sydney Town Hall. As I said on the night, I have seen a few music concerts in my time but never have I experienced a performance of such sustained excellence as we witnessed on Monday. Simply awesome!
My best wishes to the students on the rugby tour to Fiji, the Oxford Study tour to the UK, the tennis trip to the USA and to the sailors who are competing at the national championships. My sincere congratulations to all students who have accepted a challenge, performed with distinction in some area of endeavour, tried something new or were involved in something bigger than themselves this term.
With good wishes
Stuart Meade Acting Head of School
Bob Meakin, Head of Senior School / Deputy Headmaster
Dear Parents and Carers
On Monday night our Music Showcase Fundamental in the Town Hall was a superb concert involving over 700 students across 19 pieces musical performance. A special thanks to our Music staff and Music Captains D’Arcy Richardson and Dash Bouvier.
I would like to thank all performers who gave so much of their time and preparation for this event. Mr Beverley and your team… take a bow!
Last night, we hosted our Subject Information Evening for 2026. Thank you to all parents who attended, and I hope you found the evening useful in selecting electives for next year.
Push Up Challenge – This is a familiar sight around the School with students and staff pushing out scores of push ups and linking it to their fundraising for the worthy cause, Bondi Lifeline. A special thanks to Finn Scott-Brown for launching this tremendous initiative.
Yesterday, we were treated to a student run Assembly organised by the Senior Prefects. It was both formal and entertaining and the only staff member that spoke during the whole assembly was Ms Georgia Neeson to read out the Co-curricular Colours recipients.
Congratulations to the following students on being awarded Colours for their excellence and contribution to the School.
ISDA Senior A
Ted
Boss
ISDA Senior A
Marley
Farrar
ISDA Senior A
Thomas
Harnett
ISDA Senior A
D’Arcy
Richardson
ISDA Senior A
Rupert
Tait
Drama
Sam
Callaghan
Drama
Oliver
Berger
Drama
Elliot
Lindley
Drama
Sam
Collison
Drama
Edward
Neal
Drama
Sebastian
North
Drama
Carson
Proutt
Drama
Alex
Greenhill
Drama
Thomas
Gascoine
Drama
Hugo
Cardonnel
Music
Edward
Walker
Music
Elliot
Lindley
Music
Oliver
Berger
Music
Ty
Imtarnasan
Music
Fergus
Jones
Music
Elliot
Roberts
Music
Cameron
Lu
Music
George
McIntosh
Music
Ashton
Corbett
Music
Oliver
Smith
Service
Minal
Rowjee
Service
Sam
Collison
Service
Finn
Scott-Brown
Visual Arts
Oscar
Balalla
Visual Arts
Oliver
Da Silva
Visual Arts
Louis
Gordon
Visual Arts
Kelvin
Lin
Visual Arts
Josh
Lockwood
Visual Arts
Jono
Zhang
Looking forward to next Friday 27 June as we enjoy the inter-House Football Day at the Junior School followed by our Year 12 Father and Son Dinner to conclude the term.
Have a great week.
Best wishes
Bob Meakin Head of Senior School / Deputy Headmaster
Adrian Harrison, Acting Director of Academics
Subject Selection Fair
Thank you to all who attended either the Year 8 into 9 or Year 10 into 11 subject selection fair held on Wednesday evening in the Vicars Centenary Hall. It was a wonderful opportunity for students and families to engage with staff and older students regarding possible study options for next year and beyond. In particular it was an opportunity for us to meet with new students who will be joining us in 2026, especially our first cohort of female students. They were treated to a tour of their Houses along with an opportunity to meet their future mentees before descending into the VCH to talk all things IBDP and HSC.
Year 8 and 10 students will receive a link from EDVAL by the end of the week in which they can enter their subject choices for 2026. A reminder that we need these choices by the end of term.
Academic Reports
As with Term 1 there will be a temporary alteration to the way that parents receive their reports at the end of this semester. Due to some technical issues at the end of last year, we have taken the decision to print all reports and distribute them directly to the students. This will happen by the end of term. Year 7 -12 will be receiving their reports this term via their mentors during House periods. The table below outlines the reporting types for Term 2.
A reminder that the more specific feedback on student work within subject areas can be accessed via your child’s CANVAS courses. Below is an excerpt of information sent previously by Ms Schmidtke our Director of Digital Learning and Research
We have prepared resources to support your access and navigation of the platform. You can access Canvas HERE. For first-time users, you will need to select ‘Forgot Password’. We have created this guide to help you. Our comprehensive ‘Canvas for Parents’ training site offers detailed information about how to access teacher feedback. Should you require additional support, please don’t hesitate to contact us at digilit@cranbrook.nsw.edu.au
Best regards
Adrian Harrison Acting Director of Academics
Daisy Turnbull, Director of Coeducation
Dear Families
This week hundreds of families attended our subject selection evening, including the new Year 11 2026 girls. They were able to meet their House mentor groups, ask questions about coeducational life at Cranbrook and of course learn about our subject offerings for Year 11.
We are very pleased to share our coeducation brochurefor all current and prospective families, as well as our broader school community. We are excited about this new era at Cranbrook.
Please continue to keep an eye out for coeducational updates in the coming weeks.
Daisy Turnbull Director of Coeducation
Coeducational Subject Selection
Firstly, I want to thank Mr Harrison, Mr Henriques, Mrs Karp, and all the heads of departments who ran the subject selection fair last night. It is always a great event seeing students engage with teachers on what we love about our subjects.
However, this year also included our incoming Year 11 girls. Prior to the fair commencing, most of our Year 10 mentor groups got to meet the girls joining their houses. While there were some absent due to studying outside of Sydney currently, it was a fantastic opportunity for the Year 10s to spend time together before grilling all the teachers on subject choices.
The breadth of Cranbrook is on display at Subject Selection, across the IB and HSC, and all facilities. We also had two teachers – Ms Cooper and Ms Slender – spruiking for two new subjects, Community and Family Studies and Dance, which had great interest from incoming as well as some current Cranbrookians. I had a great chat with Mr Lilley about the interest some of the girls had for Engineering, as well as the accelerated Maths group of girls that have, I hope happily, received access to Mr Sadler’s class OneNote so they can start doing their homework early!
For our current students it was a great opportunity to show off what they love about their Houses, their Mentor groups, and even the day to day of how they use their school diary, what a school day looks like, and how they get to school each day. Straight from the horse’s mouth is often the best way!
Thank you to all the Heads of Houses and mentors involved, we look forward to hosting our incoming students more often until it just becomes daily life at Cranbrook.
Daisy Turnbull Director of Coeducation
Angelique Sanders, Director of Student Wellbeing/Acting Deputy Head of Senior School
Dear Parents and Caregivers
Year 10 students engaged in their first Tomorrow Man workshop today—Breaking the Man Code—an impactful and timely session aimed at challenging traditional views of masculinity and encouraging genuine, emotionally resilient development.
This session guided students through an exploration of harmful stereotypes and rigid gender norms, helping them to reflect on what it truly means to be a young man today. By breaking down these societal expectations, the workshop empowered them to connect more deeply with themselves and others, and to redefine masculinity in a way that supports self-expression, vulnerability, and strength in equal measure. Making these meaningful connections can influence not only personal wellbeing but also the way boys lead and relate to others.
It is especially important for teenage boys to be exposed to these kinds of conversations. Adolescence is a formative period when identity and self-worth are often shaped by cultural pressures. Traditional narratives around what it means to “be a man” can limit emotional expression, discourage help-seeking behaviour, and strain relationships. Providing boys with the tools to question these norms fosters resilience, empathy, and a deeper understanding of mental wellbeing and connection.
We hope that through continued engagement in workshops like these, students will feel confident disrupting traditional versions of masculinity by embracing a more inclusive and expressive version of manhood and building the kind of social connections that lead to healthier relationships and stronger communities.
This kind of awareness is especially valuable as Year 10 progress into the senior years, where leadership roles and increased responsibilities require empathy, self-awareness, and the ability to connect with peers. The aim is to empower students to lead with confidence, authenticity, and emotional strength—qualities essential for shaping inclusive, supportive school communities.
Angelique Sanders Director of Student Wellbeing/Acting Deputy Head of Senior School
Matt Grice, Director of Sport
Dear Parents and Guardians,
When the going gets tough, the tough get going. Billy Ocean
Last Thursday, the CIS Cross Country Championships were held at the Sydney Equestrian Centre, and all Cranbrook students represented the school admirably throughout the day. Their determination, sportsmanship, and effort were on full display.
A special congratulations goes to Edwin Alder, Henry Roberts, and Huon Groves, who placed in the Top 10 within their respective age groups. Their outstanding performances have earned them qualification for the NSW All Schools Race in July—an incredible achievement and well-deserved recognition for their hard work.
As we approach the pointy end of the Cross-Country season, the team is shaping up well as we set our sights on reclaiming the CAS Championship. The focus and momentum across the squad is strong, and we’re excited about what lies ahead.
The record player was set to repeat once again as the 1sts Footballers snatched a draw from the jaws of victory against Barker. Despite dominating large parts of the game, we couldn’t quite put it to bed. With four rounds remaining, the competition is still wide open. This weekend, we’ll be throwing everything at ladder-leaders Trinity as we look to close the gap and stay firmly in the hunt for Football’s 1sts CAS premiership.
Barker proved too strong in many of the senior games on Saturday, but there were some great highlights across the board. A special shoutout to Dr Hirst’s mighty 4ths Rugby team and the unstoppable 3rds and 4ths Volleyballers, who both came away with fantastic wins.
The lower age groups had some really solid results as well. A big congratulations to Year 10 Tennis, who won all their matches, and to the Year 8A Footballers who continued their dominant run with a 7–0 victory.
And of course, the 13A Rugby team—led by their ever-inspirational coach Mr Messiter and newly appointed assistant coach Angus Messiter put on a terrific performance, coming away with a 34–5 win.
Finally, we wish to pass on our huge congratulations to Noah Doherty, Peter Tallis, Spencer McKay and Ed Neal for their selection in the CAS AFL 1st XVIII, this is great recognition of your hard work.
4ths Volleyball once again showed their volleyball skills, winning 3-0 against Barker.
There are plenty of positives to build on as we head into the next round against Trinity. This is a home round, and it would be fantastic to see as many people as possible at Hordern to cheer on all our teams.
A friendly reminder that Cranbrook will be running several exciting camps over the upcoming July holidays. These camps are a fantastic opportunity for students to stay active, fine-tune their skills, and—most importantly—have a great time with their friends in a fun and supportive environment.
Whether your child is looking to build on existing abilities or try something new, there’s something for everyone.
To Note:
The T2 2025 Co-Curricular and Sport Schedule can be accessed here.
July Holiday Training & Camp Schedule can be found here.
Rugby Holiday Camp – please find more details and booking here.
Basketball Holiday Camp – please find more details and booking here.
Football Holiday Camp – please find more details and bookinghere.
Sports Resources – contain essential information regarding sports events, schedules and important updates for the year ahead
A mixed bag of results over the weekend. Most importantly, some noticeable growth and developments in the way that our boys play the game. There are glimpses of French flair amongst the way the teams are playing currently. It’s scintillating as a spectator but stressful as a coach.
Our results were:
Team
Opposition
Result
Win/Loss
1sts
Barker
10-57
Loss
2nds
Barker
5-33
Loss
3rds
Barker
5-7
Loss
4ths
Barker
32-5
Win
5ths
Barker
42-10
Loss
6ths
Scots 8th XV
24-14
Loss
16A
Barker
0-55
Loss
16B
Barker
5-29
Loss
16C
Barker
32-29
Win
15A
Barker
7-12
Loss
15B
Barker
49-0
Win
15C
Shore 15D
19-12
Win
14A
Barker
0-64
Loss
14B
Barker
27-12
Win
14C
St Augustines 14F
15-10
Win
13A
Barker
21-5
Win
13B
Barker
14-30
Loss
Player of the Day: Junior Teams (13s, 14s & 15s) – Freddy Tait(15B)
Player of the Day: Senior Teams (16s & Opens) – Harry Jones (3rds, 2nds & 1sts)
Rugby All Rounder of the Day (for effort/attitude on and off the field) – Felix Sheldrick – 4th team captain
Team of the Day – 4ths
The early morning kicked off with some great wins from the lower junior teams. The 14Cs and 14Bs enjoyed great wins. The 15Cs too threw the ball around where miracle passes landed into well supported runners. The game got really close near the end for the boys to secure a well-fought 19-12 win.
Freddy Tait was absent for most of the week as he struggled with the flu. There is no way that he was going to miss his Saturday morning fixture. Playing flyhalf, he was taking the ball to the line really well, putting his outside backs and even loose forwards into wide open spaces, only for the wingers to finish the job under the poles.
Alfie Taylor too was a menace on defence. Tackling any ball runner that came within his twenty-meter radius. He didn’t stop for the full game. The young man is either on a fitness level second to none or was just running on adrenalin. The Barker boys were even getting his attention.
Hugo Anderson once again led from the front in a close encounter for the 15As. This group of boys have shown massive growth in their rugby skills and decision making. They are learning fast, and this growth will be well showcased for their senior years to come.
The ’fearless fourths’ who have very little time in the spotlight. This group of boys turn up for training week in and week out. No excuses. We seldom hear much of them but are often reminded of the expansive brand of rugby that is brewing down at Woollahra 3 on the late Tuesday and Thursday afternoons into the evening. Felix Sheldrick led this team from the front against Barker and scored two well worked team tries. Dr Hirst speaks of a great team performance and that every team member should be commended for the team’s performance. 6 tries scored to secure a well worked 32-5 victory. Well done boys and coaches.
Year 12 Harry Jones had a rather difficult week in the buildup to this fixture. Many exams were written, some minor illness, and injuries from the Waverley fixture.He needed the weekend off just to rest and recover from the stressful week prior. A good night’s sleep on Friday night and Harry played a half for the 3rd XV, just under a half for the 2nd XV and even got a run for the 1st XV. So much for needing a weekend off. I must commend Harry for his resilience. Well done young man.
The first fifteen were up against one of the top teams in the CAS and GPS competition combined. There were some big boys in the Barker side. They were clinical. Ran hard and cleaned the breakdown like men possessed. Their efficiency in attack was clinical with the ball being passed to the wing in record time. Our boys sure did front up. We were absorbing lots of physical battle pressure. In the first 15 minutes Cranbrook were in control of the game. The boys enjoyed much of the possession and were constantly asking questions of the Barker defence. A few handling errors saw Barker capitalise on our mistakes and convert some well worked tries. Our boys have continued to put everything towards the team and their weekends fixtures. During some difficult results these boys have managed to show up over and over again. This really is admirable.
Another opportunity awaits us at home this weekend. Another opportunity to turn the page. Another opportunity to have the best time on the field with their mates.
Brent Crossley Master in Charge of Rugby
Phil Beverley, Director of Music
Dear Parents and Caregivers,
Sydney Town Hall was once again transformed into a space of musical celebration and community spirit for Cranbrook School’s highly anticipated annual Showcase Concert, Fundamental.
Featuring students from Year 3 through to Year 12, Fundamental offered a platform for musical expression and personal growth on a grand scale. From massed choirs and orchestras to soloists and contemporary ensembles, the concert showcased the diversity and depth of Cranbrook’s musical talent, nurtured across years of dedicated learning.
The event underscored the vital role that music plays in the life of the School—not only as a performance art, but as a vital classroom where confidence, collaboration, and creativity are cultivated.
Such an ambitious undertaking could only be made possible through the collective efforts of the entire Cranbrook community. The success of Fundamental was a result of the dedication, generosity, and goodwill of countless individuals—from those behind the scenes (of which there were many) to those guiding students on stage, in rehearsals and individually in their instrumental lessons. Their shared commitment to the School’s vision and values ensured a concert of remarkable scale and spirit. This event continues to stand as a testament to what can be accomplished when a community comes together with purpose.
Click hereto view more photos from the Town Hall Gala: Fundamental.
End of Term Clean Up
We all need a well-deserved rest and over the break, students may want to take advantage of some down time to practice and play music at home. This is only possible if the instrument makes it home.
Over the break we are doing a stocktake and I would ask that every student learning an instrument remove it from School, wherever it may be stored, but particularly the Perkins Music storeroom.
All instruments will be removed over the break and unmarked personal instruments must be removed.
Enjoy a well-earned break and thanks to all the students who continue to give of their best each day.
Phil Beverley Director of Music
Insights from EduTech 2025
Keeping the Human in the Loop: Cranbrook Reflections from EduTech 2025
EduTech 2025 brought together global education leaders, researchers, and teachers to explore how schools can respond to the opportunities and challenges of artificial intelligence, digital innovation, and evolving learner needs. A group of Cranbrook Senior School staff attended this year’s event, engaging with keynote speakers, panel discussions, and workshops that provoked fresh thinking, affirmed current practice, and sparked ideas for the future.
While the sessions varied in focus, from neuroscience to assessment reform and purpose-driven learning, a clear theme emerged: in a rapidly changing technological landscape, the most meaningful education remains relational, reflective, and guided by human values. Technology may offer powerful tools, but the heart of learning still lies in connection, character, and critical thinking. The reflections below capture how these insights connect with our context at Cranbrook and where they may lead us next.
How our brains construct reality in the age of modern technology Reflection by Hannah Thomas
In his keynote at EduTech 2025, cognitive neuroscientist Dr Mark Williams delivered a powerful reminder that while AI continues to evolve, the human brain remains our most important learning tool. He emphasised that our brains are fundamentally social and sensory-driven, wired for movement, connection, and real-world interaction. “If you don’t use it, you lose it,” he warned, highlighting how overreliance on screens and multitasking can erode memory, attention, and cognitive resilience.
Williams shared concerning evidence linking early screen exposure to abnormal white matter development and early-onset neurological decline, reinforcing the need for deliberate, human-centred approaches to technology in schools. He argued that deep learning requires presence, trust, and conversation, which digital platforms often diminish.
At Cranbrook, these insights affirm the direction of our educational philosophy. Our mobile phone-free campus, our expectation that laptops are used only when invited, and our ongoing commitment to developing students’ ability to take handwritten notes are all grounded in a belief that learning must remain active, relational, and embodied. As we continue to explore AI’s role in education, Williams’ message reminds us that technology must serve, not substitute, the human mind.
AI: Learn Fast, Act More Slowly Reflection by Erin Munn
Professor Rose Luckin’s keynote offered a timely and thought-provoking exploration of how schools can respond to the growing influence of AI in students’ lives. Her central message “learn fast, act more slowly” captured the tension many educators face: while AI is advancing rapidly and is increasingly accessible to students outside the classroom, schools must take a deliberate and purposeful approach to integrating it.
Luckin noted that students are already using AI to pursue personal and academic goals, often without structured guidance. This raises critical questions about where students are developing their understanding of AI, and how we as educators can help shape their beliefs about knowledge, learning, and technology use. She warned against rushing to adopt tools without clear intention, urging schools to first define the outcomes they hope to achieve.
To navigate this space, Luckin advocated for a “meta-contextual human approach” that places AI use within a broader framework of values, ethics, and learning purpose. She introduced the logic model as a practical tool: begin by identifying resources (such as access to tools), map these to student activities, measure outputs (skills developed), and assess outcomes (learning impact), all while testing assumptions and collecting evidence to inform decisions.
In a world where speed often dominates, Luckin’s keynote was a powerful reminder that thoughtful, intentional use of AI is what truly creates educational value. At Cranbrook, this message aligns strongly with our commitment to human-centred, future-ready learning.
Future-ready and Timeless: Addressing the digital tension in the classroom Reflection by Tara Schmidtke
In her insightful session, Michelle Dennis explored what she described as the “digital tug of war” in education, the ongoing tension between embracing innovation and preserving the foundational skills that underpin deep learning. Rather than framing this as a choice between tradition and progress, Dennis encouraged educators to take a more integrated approach, asking purposeful questions about when and how to use technology to enhance student learning.
A key insight from the session was the relationship between subject knowledge and critical thinking. Dennis highlighted that the more robust a student’s disciplinary understanding, the more effective and discerning they become when working with AI tools. This reinforces the need to prioritise deep content mastery, even as we adopt new technologies.
Dennis also advocated for involving students as active participants in shaping how AI is used in their learning. Instead of being passive recipients of adult decisions, students should be encouraged to think critically about when technology adds value and when it may not.
At Cranbrook, this message affirms our reflective approach to AI integration. We continue to focus on developing strong foundations in knowledge and reasoning, while also supporting students to build digital discernment. The emphasis on student voice resonates with our broader commitment to agency and partnership in learning. As we navigate the evolving educational landscape, the goal is not to choose between the old and the new, but to thoughtfully combine both in service of our students’ long term success.
Reimagining assessment in the age of AI: Are we future-ready Reflection by Adrian Harrison
A standout panel discussion brought together education leaders to explore how assessment must evolve in response to the growing influence of artificial intelligence. Contributors included Brett Salakas, Ryan Elwell, Kerrie McDiarmid, Dr Goran Lazendic, and Brett Stone, each offering insights into how schools can design assessment that is future ready, inclusive, and deeply human.
The panel agreed that AI should be embraced as a partner in assessment. Rather than fearing its presence, educators should look to AI as a tool that can personalise learning, support formative feedback, and streamline administrative processes. However, they were united in emphasising that access and ethical use must be prioritised to ensure equity across diverse school communities.
Critically, the panel argued for a shift away from traditional content heavy, high stakes assessment. The focus should now be on measuring how students think, solve problems, and engage with authentic, real world challenges. As one panellist noted, “We need to assess skills, not just scores.”
Supporting this shift will require targeted professional learning. Teachers need time, tools, and training to design assessments that reflect lifelong learning capabilities and foster deeper engagement.
At Cranbrook, this vision aligns with our strategic commitment to cultivating reflective, future focused learners. As we integrate AI more thoughtfully into the curriculum, we remain focused on assessment practices that uphold rigour while nurturing creativity, ethics, and intellectual agility.
This discussion reinforced a powerful message: in the age of AI, the most meaningful assessments are those that capture not just what students know, but how they grow.
Leading Data-Informed Schools Reflection by Adam Catchpole
Selena Fisk’s session offered a powerful and practical reminder that meaningful data use in schools is not about compliance, auditing, or ticking boxes. It is about making thoughtful, strategic decisions that enhance student learning and drive professional growth.
A key theme from her presentation was the value of working in what she called the “high evidence, high action” quadrant. This approach challenges educators to move beyond simply collecting data, encouraging them instead to interpret it with purpose and translate insights into concrete action. It is this shift, from passive reporting to active reflection, that creates genuine impact.
Fisk also emphasised the importance of improving data literacy across all levels of staff. By equipping teachers with the tools and confidence to engage with data meaningfully, schools can foster a culture of informed decision making where no learner is overlooked. When staff understand how to use data well, it becomes a tool for empowerment rather than accountability.
One clear takeaway was the need to set strong expectations around data use while also providing the support to meet them. At Cranbrook, this aligns with our work on the Student Dashboard and broader efforts to build systems that support visibility, inclusion, and personalised learning.
As we continue to evolve our data practices, this session was a timely reminder that insight only becomes power when it leads to purposeful action. Our next step is to consolidate this momentum into a clear, school wide data plan that supports both strategy and student growth.
Heads We Win, Tails You Lose: AI Detection in Education, by Associate Professor Mark Bassett, Charles Sturt University Reflection by Cassandra Ward
This session, led by Associate Professor Mark Bassett from Charles Sturt University, offered a critical and compelling examination of AI detection tools and their growing use in education. Bassett argued that these tools are not only methodologically flawed and conceptually unsound, but also procedurally unjust in their application to student work.
The session raised a fundamental question: if large language models (LLMs) are trained on human writing, how can AI-generated and human-written texts be reliably distinguished? Many commercial detectors claim to identify AI writing with high accuracy, but they rarely disclose their data sources or algorithms, and fail to account for key statistical realities such as false negatives or unknown base rates. Without transparency or verifiability, trust in these systems is misplaced.
Bassett also challenged commonly proposed solutions, such as combining multiple detectors, using linguistic markers like formatting or punctuation, or inserting hidden prompts as traps. Each of these approaches, he argued, is ethically dubious or simply ineffective. Most importantly, they erode the trust between teachers and students.
Instead of relying on unreliable detection, educators should focus on clearly outlining the expected and ethical use of AI in learning tasks. Teaching students how to use AI tools transparently and effectively – including prompt crafting, feedback iteration, and citation – will prepare them for real-world demands where AI literacy is essential.
Ultimately, the session encouraged a shift in mindset: rather than obsessing over whether AI has been used, we should be looking for evidence of learning. That, Bassett concluded, is the more meaningful measure.
Mastering Mastery Learning at HSPA Reflection by Monica Wei
In the workshop “Mastering Mastery Learning: How One School Reimagined Engagement, Assessment & Pathways”, Darren Ponman, Deputy Principal at Hunter School of the Performing Arts (HSPA), showcased how the school has embedded a whole-school Mastery Learning model to personalise learning and shift the focus from grades to growth.
HSPA replaced traditional grading with a five-level mastery scale: Emerging, Developing, Competent, Mastering, and Advanced. Teachers assess student progress using rubrics and award digital badges across curriculum, cross-curriculum, and co-curricular areas. Each badge includes clear performance descriptors and links to resources, enabling students to understand exactly how to “level up.” This empowers students to take ownership of their learning and track their progress in real time through a Learner Dashboard. The model is supported by authentic, interdisciplinary learning opportunities through Project-Based Learning (PBL), which reinforces depth of understanding and student agency.
A key takeaway from the session was that Mastery Learning gives students time, tools, and feedback to genuinely understand and apply what they’ve learned—before moving on. It shifts the focus from simply completing tasks to truly mastering them.
As Cranbrook transitions to Compass, there is real potential to adopt similar principles through outcome-based tracking and continuous feedback. However, meaningful change requires more than new tools. It calls for a cultural shift—re-educating students and parents to value progress, reflection, and depth of learning over grades alone.
Reimagining Education for the 21st Century: Purpose-Driven, Challenge-Based Learning Reflection by Mario Phaesie
Raya Bidshahri, founder and CEO of School of Humanity, delivered a powerful keynote challenging the conventional education model. She advocated for a shift away from traditional, test-driven systems toward a learner-centered, interdisciplinary, and challenge-based approach. Drawing on her experience leading an innovative online high school, Bidshahri emphasized that 21st-century learners must be equipped not only with academic knowledge but with critical soft skills like creativity, adaptability, and critical thinking.Her model promotes real-world learning through mastery-based progression, where students tackle global challenges—such as climate change or ethical technology—within a curriculum that spans multiple disciplines. This, she argued, better prepares students for an unpredictable future, rather than simply training them to pass exams.
A key part of Bidshahri’s vision is the evolving role of the educator. Instead of being the primary source of knowledge, teachers should serve as mentors and facilitators, supporting students in discovering their passions and building lifelong learning habits. She encouraged educators to cultivate curiosity, resilience, and a growth mindset in their students.Technology, Bidshahri noted, is a powerful enabler—but only if integrated ethically and meaningfully. She stressed that edtech should enhance—not replace—human connection, creativity, and collaboration. Her school uses technology to personalize learning journeys while maintaining a strong emphasis on wellbeing and human values.Her talk echoed the central theme of EDUtech 2025: transforming education through innovation and inclusivity.
Belonging, Being and Becoming – A Pedagogy for Character Through Relationship Reflection by Fabian Navarro
The plenary brought together educators and researchers to explore how character development can be meaningfully cultivated through intentional relationships in schools. Hosted in collaboration with Circle, A Life of Purpose by Dr. Lea Waters, and The University of Sydney, the event offered a compelling vision for reimagining pedagogy in the context of today’s learners.
Central to the conference was the idea that character is not merely taught but apprenticed through relationships. A cognitive model was presented, mapping pedagogical approaches along axes of intentionality and spontaneity, highlighting the balance between formal curriculum, co-curricular activities, and teachable moments. The framework emphasised the importance of both planned and responsive learning experiences in shaping character.
A key theme was the role of voice, agency, and advocacy in student development. These were illustrated through a Venn diagram showing how civic, performance, and moral character intersect to support student thriving and wellness. The conference also underscored the importance of adaptive expertise and self-efficacy, empowering students to lead lives that are both meaningful and well-lived.
The speaker highlighted the critical influence of relationships — with parents, teachers, and peers — in shaping students’ moral and academic growth. Teachers were positioned as both experts and coaches, guiding students through modeling, scaffolding, and reflective dialogue.
The conference concluded with a call to action: for schools to embrace a new social contract for education, one that prioritises character through relationship and prepares students not just for academic success, but for purposeful, ethical lives.
Conclusion: Human Centred, Future Ready
From character development to assessment transformation, what united the EduTech 2025 experience for Cranbrook staff was a shared conviction that education must remain grounded in human connection and purpose. The sessions reinforced our belief that students thrive when given the opportunity to think deeply, act ethically, and engage meaningfully with technology and one another.
As we reflect on the ideas shared at EduTech, we return to our classrooms and leadership roles with renewed clarity. We are committed to integrating innovation in ways that support student growth, uphold rigour, and nurture thoughtful, future ready learners. Our thanks to all who represented Cranbrook and brought back insights to help shape the next chapter in our shared learning journey.
Kate Kovalik Recognised in AISNSW’s Teacher Feature
We are proud to share that Cranbrook’s Kate Kovalik has been recognised in the Association of Independent Schools of NSW (AISNSW) Teacher Feature campaign this term.
The campaign celebrates exceptional educators in Independent schools, and Kate’s inclusion highlights her dedication, innovation, and the positive impact she has on her students and colleagues.
This is a well-deserved honour, and we invite you to read more about Kate’s feature on the AISNSW website.
Mackenzie Pedersen Science Teacher, Resident Tutor and Assistant Head of Science
Run (or walk) to save a baby’s life – in the CITY2SURF – 10 August
CITY2SURF – RUN TO SAVE A BABY’S LIFE!
Calling all students, parents, siblings, friends, staff to join the Cranbrook team in the City2Surf in support of charity Running for Premature Babies on 10 August.
