Growth and Development at Oxley

From the Head of College, Mr Scott Bedingfield

At Oxley College, we are deeply committed to the growth and development of our students. Our mission is to nurture them into well-rounded individuals who embody the graduate attributes we have carefully developed over the last 12 months.

This commitment is reflected in the wide array of programs we offer, including diverse subject choices, wide variety of sports and performing arts opportunities, our service education programs, trips and tours.

However, growth and development are not limited to our students alone. As a College, we must also evolve and adapt. We pride ourselves on being “big enough to cater and small enough to care.” This philosophy allows us to offer a broad range of programs while ensuring that each student feels known and valued.

To continue supporting our programs and subject offerings, Oxley has been working towards—and remains committed to—reaching 100 students per cohort in the Senior School.  While most current cohorts are below this target, we are actively exploring opportunities to grow enrolments to achieve this goal.

I believe that maintaining an ideal student-to-staff ratio is crucial. For instance, having around 95 to 100 students per Head of House ensures that each student receives the necessary attention while remaining manageable for the College. In the Junior School, having two classes allows students to move between classes as needed, fostering individual growth and allowing our teachers to have a partner to work together for the benefit of the students. To sustain these opportunities, we continually evaluate our programs and seek ways to maintain an optimal number of students in each year group.

Part of our strategy involves ensuring that our infrastructure can support our community. We understand and acknowledge your concerns about parking for example. While our primary focus is on providing excellent learning spaces for our children, we are also considering ways to address parking and driveway issues, without decreasing our green space, as part of our ongoing development plans.

Thank you for your continued support as we strive to create an environment where both our students and our College can thrive. Together, we can ensure that Oxley College remains a place where every student can have the opportunity grow, develop, and be challenge ready for the next stage of their lives.

Junior School Playground

Recently there has been some discussion in the community regarding the upgrade to the Junior School playground.  At Oxley, we deeply value the input of our parent community and understand that decisions regarding the environment in which our children learn and play are important. Feedback we have received regarding the upgrade to the Junior School Playground has prompted careful consideration at both an operational and governance level.

The discussion around the use of artificial turf was formally raised and reviewed by the Oxley College Board at last Tuesday night’s Board meeting. In preparation for the Governor’s consideration, we also reviewed our processes around the selection of products, designers and suppliers — ensuring the project meets all current guidelines and legislation and that appropriate due diligence had been followed. Additionally, we sought external advice and consulted with the manufacturer to confirm that the turf is produced in Australia to the highest standards. We are also committed to maintaining the area in line with best practice recommendations to ensure the upkeep of the area.

After thorough consideration, the Board has resolved that the artificial turf will remain in place. This decision has been made on the basis that the product continues to be regarded as the most suitable and durable surface for this high-traffic thoroughfare within the Junior School playground, balancing both a wide range of practical considerations and the ongoing usability of the space.

We acknowledge that some members of our community may still hold concerns about the use of artificial turf. Please be assured that the welfare of our students is at the heart of every decision we make. We will continue to monitor and maintain this area to the highest standard to minimise risk and ensure it is fit for purpose.

The link below provides the College’s rationale behind the decisions regarding the choice of surfaces used in this upgrade.  I invite you to read this information, as well as the FAQs to gain a better understanding of the considerations and benefits associated with these changes.

Thank you for your ongoing support of Oxley and for partnering with us as we provide the best possible environment for our students to learn, play and grow. 

‘Meet’ our Registrar – Mrs Alex Stone

From the Business Manager, Em Cassin

I sat down this week to have a cosy conversation with our new Registrar Mrs Alex Stone, whose calming presence and insightful approach to her new role have already begun to make a positive change at Oxley College.

Alex’s connection to the College runs deep, she isn’t just a staff member, she’s also a parent and an Old Oxleyan, attending from Years 10 to 12 with fond memories of her time here. She laughs, saying she’s “come full circle now” with her children enrolled at Oxley since Year 7 and herself working here for over 8 years. During her time at Oxley, Alex has been much more than our Receptionist and Enrolments Assistant – she’s been the face of the school, often the first point of contact for families, students, and staff alike. Through this role, she’s built strong relationships, gained invaluable insight into the needs of the school community and developed a deep understanding of the intricacies of Oxley’s day-to-day operations.

This hands-on experience, paired with her personal investment in the College, makes Alex’s transition to Registrar feel like a natural progression. Before returning to Oxley, Alex was the Assistant Director of Strategic Communications at NHS Blood and Transplant in the UK, where she honed her skills in marketing, communications, and public relations. This combination of a solid PR background and her experience managing the school’s front lines means Alex is more than qualified—she’s uniquely equipped to serve the entire Oxley community.

What truly sets Alex apart, however, is her unwavering commitment to people. It’s never just about processes or numbers for her—it’s about creating a welcoming and supportive environment where every individual feels valued. Whether she’s easing the concerns of a nervous parent or guiding a new student through their enrolment journey, Alex’s warmth, thoughtfulness, and expertise shine through in everything she does.

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Building Works

It’s an exciting time for Oxley College, with a number of new building projects underway that are set to transform the campus and enhance the student experience for years to come. Among the most anticipated projects are the six new classrooms, which are progressing well and are expected to be ready for students in Semester 2.

While some day-to-day access and egress points have been slightly impacted, learning and all other co-curricular activities have continue as usual during the careful planning of this construction phase. These six classrooms are designed to provide our students with state-of-the-art learning environments that support collaboration, creativity, and innovation. The new classrooms will offer the flexibility and modern amenities necessary to foster academic success and engagement.

As part of our new collaborative Strategic Plan, and after taking careful note of the MMG survey results from our community, we are investing in our infrastructure and our students’ future. We’re excited to see the impact these new spaces will have and can’t wait for everyone to experience them when they open their doors. To help you visualise what is coming please see the attached render drawings from our architect.

Navigating the Digital Age:

Insights and Reflections on Parenting and Technology

From the Deputy Head of College, Mr Mark Case

This week marks the first anniversary of the publication of Jonathan Haidt’s book, The Anxious Generation. One year on, we have seen a remarkable cultural change take place across the world. As Jonathan Haidt wrote last week on LinkedIn:

“In just one year, we’ve seen an extraordinary wave of growing awareness and action. Parents, educators, students, legislators, and community leaders have stopped accepting the status quo. Schools, states, and entire countries are implementing phone-free schools policies, and Australia raised the age for opening social media accounts to 16. Parents are delaying smartphones and social media in childhood and are setting new boundaries around technology in their families.”

To mark the anniversary, Jonathan Haidt has released this free talk for parents and schools, in which he shares the research underpinning his work, as well as tools to bring about change.

This week the limited TV series Adolescence became one of Netflix’s all-time most popular TV shows with 96.7million views to date. The show raises important, challenging, and uncomfortable questions about the raising of children in the digital age. This hyper-real show (each episode is one continuous shot) raises questions, without preaching or providing answers. Nevertheless, there are some important lessons here for parents – aside from the obvious importance of keeping devices out of bedrooms.

Delaying, Then Monitoring Digital Influences

Children and young people can be exposed to toxic content and ideologies online more easily than we think. This week, an article in The Guardian demonstrated how misogynistic context is being normalised on social media app TikTok and bypassing control measures, by being rebranded as ‘self-improvement’. This only strengthens the case that children should not have access to social media below the age of 16. Only last week an article in The Conversation expressed a growing concern about the monetisation of children in online games such as Roblox, and that they could become a gateway to online gambling.

Open Communication

The show underscores the importance of maintaining open lines of communication with our children. By fostering an environment where they feel safe to share their experiences and concerns, we can better support them in navigating the digital world. This starts from an early age. I would recommend those with older children (Year 10 and above) considering whether they should watch the show together, as a means of opening a conversation.

Setting Boundaries

Encouraging children to take regular breaks from screens and engage in offline activities can help them develop a healthier relationship with technology. Establishing family rules around screen time and social media use can promote balance and wellbeing (“Stay Fit” in one of our wellbeing principles at Oxley). As Jonathan Haidt’s work shows, since 2010 hospital data shows fewer admissions of young people with broken limbs, but a sharp rise in self-harm and mental illness. Establishing family rules around screen time and social media use can promote balance and well-being.

Positive Role Models

It takes a village to raise a child. It is quite common for teenage to reject the advice of a parent, but to take the same advice from an adult who isn’t! This is the same for praise and criticism (“Well of course you say that you’re my mum/dad!”). In the absence of role models, teenagers may find their own online in the wealth of ‘influencers’. Encouraging them to find/follow those who model the values we share, such as kindness, empathy, and authenticity – in the real world (and the online world) – is important.

Parenting in 2025 is Seriously Hard

I think it is important to acknowledge this. Even for the Millennials (not to mention those of us who are Gen Xers), navigating all of this can be bewildering, overwhelming and exhausting. The issues today are different from even five years ago. There is a powerful moment in the show when the detective realises that he is completely out of touch with the language of emjois and texting that his son and his friends use. Working in partnership with other parents, the school and the points above can help. For those with older children it may feel that the emerging evidence of the impact of social media and smartphones on the development of children and young people has come too late. However, we can make decisions now around the above points that can have a positive impact.

In my previous article I invited parents to provide feedback on our smartphone and social media policy, specifically the ban on smartphones at any school event for students below Year 9. I am grateful to all those parents who took the time to share their experiences and views.

Whilst the overwhelming feedback was very positive and parents are supportive of the change, we also received some feedback about the limitations of the policy and its implementation, notably in the Senior School. There are some concerns about how the ban on smartphones below Year 9 is implemented on Saturday sports buses as well as in and around the bus bay after school. These are issues we are working to address. Whilst many Year 7 parents are grateful for the smartphone ban, some are worried about the possible social exclusion of their children by their peers who either have a smartphone or social media access at home. There is also a concern about the BYOD laptop policy from Year 5 upwards, and the access this can provide to social media.

I would like to share some of the feedback we have received.

“It has supported our decision to delay giving our son in Year 7 a smartphone and thereby the discussion on when they can have social media apps has also been delayed. We are able to compare the difference of having a smartphone or not in year 7 [with our older child/ren]. Without the smartphone, our son has had much less distractions particularly after school and on weekends. I would like to thank the school for taking this approach and we have definitely seen the benefits in our family.”

“I don’t agree with the rule. It’s about how phone use is managed. Children need to be taught how to use phones, social media and technology appropriately not restricted otherwise they will find a way to engage in whatever it is that they are lacking. I also believe it is a parental decision as to when they give their child a phone and access to certain apps, I don’t believe this is a school’s responsibility.”

“I love that I now can say ‘There’s no point until after Year 9!’ when I’m asked, ‘When can we have a phone?’”

“I’m extremely happy – the policy has supported delaying my Year 7 child from getting a smartphone. I really wish I had the opportunity to take back the time my Year 10 daughter has had it.”

“This is a big seller for us to Oxley. It takes away all the hassle of parenting this issue as you have made the rules for us. Thank you!”

“I want to applaud Oxley in taking this step, making life a little easier for those parents who choose to put healthy boundaries in, that will ultimately let a child grow up without extra ‘hang ups’ later in life. Well done Oxley. Good move.”

“Strongly approve of the school policy and while it doesn’t directly impact my children hugely, I’ve seen the positive impacts even at sporting events on weekends. Bravo”

“We chose not to give our [child] a smartphone…to support the school’s policy, but I have noticed that…friends use smartphones outside of school. Social events are all shared through social media, so my [child] is now being excluded. All of these phones were given to the students at Christmas despite the policy, which is disappointing because we thought other families would support the policy better.”

“We have been fully supportive of the mobile phone policy. While our son has a ‘dumb’ phone for use at school, he does have access to a smart phone at home. This smartphone is mostly used for messaging apps such as messenger kids and you tube. He does not have any social media accounts or access to snap chat. What has been interesting for us is that he is nowhere near as ‘attached’ to his phone as we thought he would be, he often doesn’t even bother to bring it to school! This is a huge contrast to his peers who attended other schools in the local area. We are so proud to tell people about Oxley’s policy and they are often very envious of having such support from the school.”

“For our year 7 child we have delayed providing them with a smartphone. They find the dumb phone too annoying to use so often ignore it and leave it at home. They are definitely less addicted to devices than our year 9 child who was given a smartphone in year 7. The year 7 child has not felt like they are missing out at all. I’m grateful to the school for helping remove the peer pressure of having social media. It will be interesting to see what happens when we allow them smart phones in the future.”

“Over the holidays it was positive but have noticed it’s moved to using a laptop instead a bit more after school. I do think my child has stopped communicating (texting) with friends, it’s the main downside, otherwise just positive. I’ve been trying to encourage calling friends instead of texting but it’s not so easy as his friends seem to text and don’t call….so a different challenge but happy with the policy it’s been 95% positive to remove smartphone. Thank you for doing it!!”

“I could not be more proud to be part of the Oxley community in relation to its approach to smartphones and social media, with the school taking a brave and progressive approach, in being one of the first-mover schools in proactively tackling this issue head on. When Oxley tells its students and their parents that it “cares for the whole child”, these are the kinds of policies and approaches that truly reinforce that philosophy.”

“For our daughter in Year 10, it has reinforced our guidance as parents. Without that school’s policy, it had been harder to explain withholding a phone, social media from our daughter. I am grateful that we may feel more supported imposing the same approach (no phone until Year 9) with our other children.”

There is still work to be done in this space and it is not without its problems and challenges. The reality is that the management of digital technologies and social media will continue to be the greatest parenting challenge for years to come and will continue to evolve with the technology. It is whole-community enterprise, involving parents, schools, and governments. It is complex. We need to ensure our students develop the capabilities and skills to use digital technologies ethically and effectively, but mindful of the emerging evidence about the impact of those technologies on their social, emotional, and cognitive development. It remains to be seen what impact government legislation will have on those social media companies whose business model is predicated on algorithms that will keep all of us, and our children, on their platforms as frequently and as long as possible.

At Oxley, we are clear about our whole child approach to education. Our wellbeing framework consists of evidence-based principles for human flourishing, derived from positive psychology but contextualised for our school. Being connected to peers, teachers, and the school’s values (“Build Connections”) – generates a sense of belonging – a key protective factor from online isolationism, the superficiality of online ‘friends’ and the appeal of [anti-] social media influencers. The principle to “Be Authentic” counters the hyper-filtered (often literally) portrayal of self and the reliance on external validation that social media encourages.

Guest speakers at school have a place – and we will continue to with providers such as ySafe who provide outstanding workshops for students, parents and staff – as does curriculum- based teaching in PDHPE and Cornerstone about these matters, but more important is the culture of a school. A key part of that at Oxley is the promotion of our values of Show Courage, Be Kind, Seek Wisdom. In my view, a values-based education has never been more important.

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Cornerstone Conversations – Thursday 3 April

It is not too late to sign up! Dr Jeremy Hall, our Head of Philosophy & Ethics and the Oxley College Centre for Ethics, and I are excited to present our first “Cornerstone Conversations” evening tomorrow, Thursday 3 April, at 5.30pm in Room 31.

 The session will offer an insight into our Cornerstone program, with tomorrow night focusing on a unit called “What is a Good Life?”. You will get a hands-on experience of the discussions and activities our students enjoy. Light refreshments will be provided.

Living Our Values

From the Head of Senior School, Mr Tristan Bevan

Senior School Sessions: The Transition to Senior School

Last week we gave students from Year 6 the opportunity to experience a few short lessons in the Senior School. Students were split into groups based on their House and each group spent time with Ms McGuinness for an English lesson investigating ‘blackout’ poetry and Mr Verco for a History lesson where they became historical detectives.  This was followed by morning tea with Heads of House, House & Peer Support leaders.

The students thoroughly enjoyed the session, which is the first step in transition to the Senior School. Later in Term 2 they will spend the morning in the Senior School during Experience Day where they will have three more lessons in other curriculum areas. This is all in addition to Orientation Day in Term 4 and opportunities to ask questions of Senior School staff about expectations.

Student feedback on Senior School Sessions:

‘It was great! I can’t wait for Senior School.’

‘I think it was amazing; it was really fun and really educational.’

‘It was great, I am really excited to get into the Senior School and do heaps of work.’

‘I really, really liked it and when I go into the Senior School I will be ready.’

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Embracing Gratitude, Meaning and Authenticity

In the hustle and bustle of daily life, it is easy to lose sight of what truly matters. We often find ourselves entwined in a web of responsibilities, ambitions, and challenges, neglecting the essence of our existence. However, there are times when we are forced to reflect and think about who we are as individuals and where we fit in our family, school & the broader community. It is times like these when we realise that, through showing gratitude, seeking deeper meaning, and embracing our authentic selves, we can cultivate a life of fulfillment and joy.

There is a reason that these three actions are a key part of our Wellbeing Framework at Oxley. It is evidence-based, built around the work on positive psychology by Martin Seligman. Combined with keeping fit & building connections, these are more than just character traits we hope to develop in Oxley students as they progress through to becoming flourishing adults, contributing to society. They are factors that positively enable our mental health and wellbeing.

Over the past fortnight, I have been extremely grateful to numerous members of the Oxley Community (particularly in the healthcare domain) who I have spent more time with than anticipated due to an unexpected injury. Unfortunately, it meant that I missed the Oxley community showing up in record numbers to both volunteer and participate at the Southern Highlands Botanic Gardens Parkrun on March 22. The photos of the event were wonderful to see. So many people running (and walking) with smiling faces and the opportunity to build and strengthen connections. I thank the students, staff and parents who took the time to be involved.

My time spent in recovery also gives me time to reflect, show gratitude, find meaning and to ensure that I am being an authentic representation of myself. This is something that we all need at times and families need to ring fence areas of time to slow down, disconnect and have time to reflect. We actively participate in goal setting with both staff and students to help to strive to become better versions of ourselves.

The upcoming school holidays can provide time for this reflection. Students at key points in their Senior School journey, including Year 10 as they start to consider Stage 6 subject selections after Student Parent Teacher night this week and Year 12 as they are now approximately halfway through their HSC year, need to reflect on their where to next.

All Senior School staff are happy to assist in answering questions to assist both the academic journey of our students but also in the development of their character.

Parent – Teacher Interviews

From the Head of the Junior School, Heidi Shvetsoff

As we continue to work together in supporting our students, I’d like to take a moment to reflect on the importance of Parent-Teacher Interviews and how they play a key role in our students’ learning and development.

Parent-Teacher Interviews are a valuable opportunity for us to connect and discuss your child’s progress, both academically and socially. These meetings provide insights into what is going well in the classroom, as well as areas where additional support may be needed. They also allow us to address any concerns or questions you may have about a child’s behaviour and how we can work together to ensure their success.

Research shows that when parents are actively involved in their children’s education, students perform better academically, have better social skills, and are more confident in their abilities. Regular communication between parents and teachers allows us to create a stronger partnership, which ultimately benefits your child’s overall growth and development.

A heartfelt thank you to all of the parents and caregivers who attended the recent parent-teacher interviews, either in person or via video call. Your involvement makes a significant difference in your child’s educational experience. For those who were unable to attend, we completely understand that life can get busy! Please do not hesitate to reach out to your child’s teacher to arrange an alternative meeting time or follow-up. We want to ensure that every parent has the opportunity to be involved and informed about their child’s learning journey.

Staffing changes

We would like to welcome Miss Ally Ferreira as our Year 1 teacher as she replaces Mrs Gina Umoren who has moved to be with family in South Australia. We also welcome Miss Skye Simmonds on Year 4 as Mrs Juliette Burnham goes on maternity leave. We look forward to meeting baby Burnham.

We congratulate Miss Tammy Nelson on the news of her pending baby arrival at the end of September. We are most grateful to Ms Melanie Galloway who will take charge of KN from August 28until the end of the year. Ms Galloway is an experienced teacher and will spend time with Miss Nelson for a thorough handover.

Grandparents Day

Just a reminder that Grandparents Day is just around the corner and we very much look forward to welcoming our Grandparents and Grandfriends to our school on Friday 11 April at 9.15am for a 9.30 assembly. Parking directions will be advised closer to the date. This will be a delightful way to close the term as we thank our students for the hardwork and focus they have applied to their learning. Please ensure you have registed by following this link: https://www.trybooking.com/CZYMO

Wishing all students and families a lovely restful holiday break.

Seek Excellence, Not Perfection

Embrace expectation, not hesitation

One of Oxley College’s strategies is to reimagine learning and encourage our students to engage with rigour, passion and determination in their studies. Successful learners exhibit grit (Duckworth, 2016) and it comprises both social and emotional components that help to make learners persistent. Students with higher levels of grit have been found to be more engaged in academic and peer interactions in an educational setting. Hodge et al. (2017) suggests that with greater levels of grit, students show deeper interests in learning and thus engage better in academic and non-academic interactions.

At a school assembly recently, I delivered to the Senior School Assembly a presentation that had the primary goal of inspiring students to seek excellence not perfection and embrace expectation not hesitation. Below is an extract:

Think of a time when you wanted something so desperately.  In your mind you have yearned for it for an age, it haunts you, it drives you. At moments it seems almost in your reach. But not quite.

Do you endure pain, frustration and tears over it?

Do you fight for it?

Do you steal for it?

Do you risk your life and your family’s for it?

Many of you are thinking who would go to such extremes to fulfil their one single passion.  I am also sure none of you would consider that someone would do all this and more just to learn how read. 

Are there some doubting voices amongst you? Working with such desperation to learn to read and write? What about completing an assessment task early?  Do several practice essays or Mathematics problems? –

Sounds like hard work and if you are ‘truly’ academic, shouldn’t everything appear effortless?

I put forward to you a different approach.

Why not pursue excellence instead of perfection?

Why not strive to be the best you can be in the time you have?

Why don’t you just have a go?

Like Liesel…

Liesel Meminger is the central protagonist of The Book Thief.  She is a girl who desperately wants to read as she understands words are power. In the opening pages of the book, she is on her way to her new foster family. Her own family have been accused of communism and as this is Germany during WWII under Nazi rule, this a crime punishable by being exiled to a labour camp. Which in reality was a death camp.  Relocation is the only way to save the life of Liesel and her brother. 

On the harrowing journey her little brother dies and is buried in the middle of nowhere. One of the men who is at the graveside drops a book.  This is her first theft. She is distraught and grieving but the desire to learn to read burns deep. She snatches it up, pokes it in her coat pocket, having no clue what it is about.

Later the book thief hands over her contraband to her unfailingly kind and new adoptive father Hans. He realises the book she has stolen is essentially an instruction manual about how to dig a grave.

He does not belittle her, rather he takes the book and slowly they sound out letters, she stumbles, she fails, she makes many, many mistakes.

This is no overnight success story. There are many hurdles to overcome.

She is made to sit with the kindergarten students at school because she is so far behind.

She would thrust her hand into burning flames to save a book right under the nose of the Nazis.

She discovers a library of precious books in the Mayor’s House – who is also a Nazi. She and her best friend Rudi break in to steal yet another book. While Rudi was confused at times with her obsession with books and words, he never made her feel small.

She started as the book thief without words. When the words arrived, and I quote, “she would hold them in her hands like the clouds and wring them out like the rain…” Liesel would learn everything she could and keep learning until the end.

I want you to be curious, to learn, to try, to fail. To also be a faithful friend and let those around you reach for their dreams. I want you to be like the book thief and be unrelenting, be courageous academically and just try. Make it your goal to seek excellence not perfection and embrace expectation not hesitation.

Lee McGuinness
Director of Curriculum 7-12

The Art of Expression

Term 2 Junior School House Public Speaking Competition

When I was in primary school, I was so shy that I would make my younger brother do all the talking for me in public. Ordering food at a café, asking for directions—anything that involved speaking to someone I didn’t know—I’d nudge him forward and let him do the talking. The thought of speaking in front of a crowd was terrifying.

Fast forward to today, and one of the highlights of my week is presenting at assembly. I never would have imagined that I’d grow to enjoy public speaking, but over time, with practice and encouragement, my confidence slowly grew. It wasn’t about becoming a perfect speaker—it was about finding my voice and learning to use it.

Communication will be broadcast in the next few days about the Oxley College Junior School House Public Speaking Competition, an annual tradition at our school, held early in Term 2. As part of their homework tasks, students in Year 1 to 6 will write a speech and present this to their class early next term. Participation is optional for Kindergarten students. Our House Public Speaking Competition is an exciting opportunity for students to refine their communication skills, think critically and present their perspectives with clarity and conviction.

Public speaking is a vital skill that empowers students to articulate their ideas, engage an audience and develop confidence in expressing themselves. Confidence in public speaking extends beyond competitions—it is a lifelong skill that enhances academic success, leadership potential and, ultimately, career opportunities. Students who engage in structured public speaking programs demonstrate greater self-efficacy, improved critical thinking skills and increased resilience when faced with challenges. Recent research by Kaur, Nalliah & Aslam (2023) supports the importance of providing early opportunities for students to build public speaking confidence, resulting in a lasting impact on a child’s academic and personal development.

Parents and Carers play a crucial role in helping their children develop public speaking confidence. Here are some practical ways to support your child:

1. Guide, but Don’t Write – Help your child brainstorm ideas and structure their speech but resist the urge to write it for them. Instead, ask questions that prompt critical thinking, encourage them to put ideas into their own words and support them in refining their message while maintaining their unique voice.
2. “Be what you can see” – Seek out strong examples of great speakers. Watching TED Talks, speeches or even news presenters together can help children observe how confident speakers use tone, pace, gestures and eye contact to engage their audience.
3. Encourage Practice at Home – Create a supportive environment where your child can rehearse their speech in front of family members to build real-world experience. Provide constructive feedback and celebrate their efforts, making sure to outweigh the ‘stretches’ with ‘strengths’.
4. Use Technology Wisely – Recording speeches on a device allows students to review their performance and make improvements.
5. Encourage Confidence – Public speaking can be daunting, and building confidence comes with practice and positive reinforcement. Celebrate effort and progress rather than focusing on perfection. Remind your child that every great speaker started somewhere, and that each opportunity to speak in front of others helps them grow stronger and more self-assured.

With advancements in technology, Artificial Intelligence (AI) tools are increasingly being used to support speechwriting and presentation skills. As indicated in a recent submission by the Australian Human Rights Commission to the Standing Committee on Employment, Education and Training, one benefit of using AI in education is the way it can serve as a starting point for generating ideas. By providing students with initial suggestions or prompts, AI can help spark creativity, making it easier for students to begin their work or explore new concepts. This can be especially useful for overcoming writer’s block or starting projects, encouraging a flow of ideas they can then build on and refine. However, it is important that students maintain authenticity, develop their own voice and strengthen independent reasoning skills. AI-generated ideas may not always be accurate or complete and do require careful evaluation and refinement.

Oxley College graduates are confident, socially aware communicators and independent critical thinkers. Opportunities such as this competition lay the foundation for nurturing individuals who can navigate diverse social and professional settings. Confidence in speaking enables students to advocate for themselves and others, engage meaningfully in discussions and express their ideas persuasively. Social awareness allows students to consider diverse perspectives and adapt their communication style to different audiences. Independent critical thinking ensures that students analyse information thoughtfully and construct well-reasoned arguments.

While some children may jump at the chance to take the stage, others may feel the same nerves I once did. With the right support, every student can develop the confidence to find their voice. I know how daunting public speaking can feel, and I also know that confidence builds over time. A little encouragement, a few small successes and a willingness to step outside their comfort zone can make a huge difference. Who knows? The student who hesitates to raise their hand today may one day find themselves speaking in front of a crowd—not because they have to, but because they want to.

We encourage all students to embrace this challenge and look forward to celebrating their growth and achievements.

Alison Rasheed
Director of Curriculum P-6

References

Australian Human Rights Commission. Utilising Ethical AI in the Australian Education System Submission to the Standing Committee on Employment, Education and Training. 2023.

Kaur, Sharenjit, et al. Enhancing Public Speaking Confidence in Primary Students: Exploring the Impact of Game-Based Interventions on Anxiety Reduction. 15 Sept. 2023, www.researchgate.net/publication/375909887_Enhancing_Public_Speaking_Confidence_in_Primary_Students_Exploring_the_Impact_of_Game-Based_Interventions_on_Anxiety_Reduction/citation/download. Accessed 1 Apr. 2025.

Centre for Ethics – Upcoming Events

The Oxley College Centre for Ethics is the home of ethical inquiry and critical thinking at Oxley.

This year will be delivering an ambitious program of events for both our students and the local community in the Southern Highlands. These events will feature distinguished speakers and leaders from diverse fields, including philanthropy, higher education, non-governmental organisations and industry. You can find out more here: Oxley College Centre for Ethics – Oxley College

Professor A. C. Grayling

Making Peace in the Culture Wars

“It seems like we can’t talk about anything nowadays… Whether it’s war or something utterly inconsequential, the internet is primed for furore. And the results can be horrifying – from online pile-ons and doxing to job loss and, in some cases, death. But how did we end up here? Nuanced and historically grounded, A. C. Grayling searches for middle ground in an otherwise incendiary debate.”

Professor A.C. Grayling is a British philosopher and author of about 30 books on philosophy, biography, history of ideas, human rights, and ethics. He is the founder and Master of New College of the Humanities, now Northeastern University London. Known for his accessible and engaging style, Professor Grayling is an excellent communicator who brings complex ideas to life for a wide audience. He has been a prominent voice in public discourse, frequently appearing in British media to discuss philosophy and public affairs.

In a world increasingly divided by cultural and ideological conflicts, Professor Grayling’s wisdom and perspective are more relevant than ever.

When: Monday 12 May 2025, 6.30pm

Where: Oxley College, Burradoo

Cost: $15

Bookings: https://www.trybooking.com/CZUGC

More information: ethics@oxley.nsw.edu.au

Professor Peter Greste

The Grey Zone:

How 9/11 created a conflict over ideas that is undermining democracy

Professor Peter Greste explores the zone of tolerance — the space between the blacks-and-whites of polarised extremes that is essential to democracy, but that now appears to be unravelling. The rise of far-right parties in Europe and Latin America, and the recent elections in the United States have all seen the Grey Zone shrink. The startling rise in the murders of journalists is another symptom of the problem. Professor Greste draws on his 25 years of experience as a correspondent, and his time in Egypt, to discuss the Grey Zone, and why we need to protect it.

Peter Greste is an Australian journalist, author, and media freedom activist, currently an adjunct professor at the University of Queensland (UQ). He gained international attention in 2013 when he was arrested in Cairo on terrorism charges while working for Al Jazeera, leading to a seven-year sentence that was widely condemned as an attack on press freedom. His ordeal and subsequent advocacy for media freedom are depicted in the 2024 film The Correspondent, directed by Kriv Stenders.

When: Thursday 29 May 2025, 6.30pm – 8.00pm

Where: PCC, Oxley College

Bookings: https://www.trybooking.com/CXUPD

More information: ethics@oxley.nsw.edu.au

Cornerstone Conversations

I invite Oxley parents and carers to join our Philosophy and Ethics insight sessions, known as ‘Cornerstone Conversations’. These sessions offer a unique opportunity to gain insight into your student’s learning – and have some fun along the way. We will also showcase some of the activities and learning strategies we use in Cornerstone.

These evening events, held once a term and free of charge, will provide a hands-on experience of the engaging discussions and thought-provoking activities our students enjoy. It’s a wonderful chance to better understand the curriculum, connect with other parents and carers, and enrich your own understanding of these important topics. If you are interested, please complete the Expression of Interest form to find out more.

Term 1 Cornerstone Conversation: What is a Good Life?

One of the oldest questions in philosophy and a fundamental question in education. It’s about understanding what makes life meaningful and fulfilling. Philosophers have debated this for millennia, with ideas ranging from the pursuit of happiness and virtue to the importance of relationships and personal achievements. In popular culture, the concept of a good life often reflects contemporary values and societal norms.

Join us as we unpack this profound question, exploring perspectives from both philosophy and popular culture. This event offers a unique opportunity to gain insight into Cornerstone’s approach and connect with other parents and carers. Light refreshments will be provided.

When: Thursday 3 April 2025, 5.30pm – 6.45pm

Where: Oxley College

Register: https://forms.office.com/r/LTG0CfJHNa

Kind regards

Dr Jeremy Hall
Head of Philosophy & Ethics

Oxley College Presents Treasure Island

Oxley College is excited to bring Robert Louis Stevenson’s classic adventure, Treasure Island, to the stage.

The Junior Production of Treasure Island is now on and tickets are selling fast! Come along and see our amazing Year 5 to Year 9 students take to the stage

📅 Wednesday 2nd April – 7:00 PM
📅 Thursday 3rd April – 7:00 PM
📅 Friday 4th April – 7:00 PM
📅 Saturday 5th April – 7:00 PM

Tickets are on sale now. Click the link below to purchase.

Parents’ and Friends’ Association

Term 1 has been a fantastic start to the year, with plenty of opportunities for parents and families to connect. 

Year level coffee mornings have provided a welcoming space for new and returning families, while our drinks nights have been a great way to unwind and strengthen our school community. 

A huge shout-out to our incredible Duke of Edinburgh volunteers who have been an enormous help with the Treasure Island snack stall. Your enthusiasm, and willingness to pitch in have made a world of difference, and we are so grateful for your support.

Term 2 dates for your diary :

Mothers Day Breakfast: Thursday 8 May, 7.30am

P&F Meeting: Wednesday 14 May, 5.30pm

Wishing you all a happy and safe Easter.  

Sincerely

Mrs Sooz Heinrich
P&F President 

Uniform Exchange

Oxley’s Sustainable Futures Group

Oxley’s Sustainable Futures Group aims to inspire and educate our school and wider community about practical steps that individuals can take to create a more sustainable future for all.  Students identified that significant quantities of school uniform and items such as lunchboxes and drinks bottles end up in lost property and are unclaimed. Without a name, we cannot locate the owner and because many of these items are not accepted at charity shops, they end up in landfill.  It’s estimated that each year Australian schools send around 2, 000 tonnes of uniforms to landfill[1] and residents in the Wingecarribee generate over 30,000 tonnes of waste materials each year.[2]

The group hosted a Uniform Exchange on Tuesday 25^th March and thanks to their efforts and support from P&F, the event was a huge success.  We had 509 items donated for the exchange including blazers, ties, shirts, dresses, sports jackets, sports shorts, hats, caps and jumpers. Of these items, 319 found a new home.  Of the remaining 190 items, 178 will be stored for a future uniform exchange and we will explore the possibility of recycling the 12 items of old uniform through Worn Up[3].

If you have ideas about other initiatives that could help our school and wider community be more sustainable, please contact sustainability@oxley.nsw.edu.au and in the meantime, please name all drinks bottles, lunch boxes and items of school uniform.

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[1] Annie repurposes old school uniforms and has so far kept 100 tonnes out of landfill. Here’s how | SBS News

[2] Wingecarribee Resource & Waste Management Strategy

[3] WORN UP

Exciting Trips to Canberra and Bathurst

Stage 3 students have recently undertaken educational tours as part of their camp experience.

In Canberra, Year 6 students participated in a variety of educational programs with a focus on Australia’s history, culture, heritage and democracy. From visiting the impressive Australian War Memorial to learning about the country’s history at the Australian Capital Authority, the students were captivated by the stories and significance behind each landmark. They explored the Houses of Parliament and enjoyed the hands-on exhibits at Questacon, which made science come alive in the most fun and interactive way. The excursion not only broadened their understanding of Australia’s history and culture but also sparked curiosity and excitement, leaving them with lasting memories of their trip to the nation’s capital.

In Bathurst, Year 5 students experienced opportunities through educational programs with a focus on Australia’s gold rush history, and the impact it had on Australia’s growth, culture, and politics. From visiting the impressive Bathurst Court House and Historical Society to learning about the country’s geology at the Australian Fossil and Mineral Museum, the students enjoyed a rich learning experience. They also participated in a ‘Life in Colonial Australia’ program and got their hands wet panning for gold in the local creek. The excursion developed their understanding of Australia’s Gold Rush and Colonial history and culture and helped them to bond with each other and their teachers at the start of what promises to be an exciting and rewarding year.

Their Care Vacation Care

Their Care will be open during the holidays (excluding Public Holidays – Friday 18 April, Monday 21 April and Friday 25 April).

Operation hours during the school holiday period will be 7.00am – 6.00pm. After School Care and Before School Care will resume as normal from Tuesday 29 April.

Please book via TheirCare | Where Kids Love To Be

Oxley Art Prize (Formerly Portrait Prize)

The entire Oxley community is warmly invited to submit entries to the 2025 Oxley Art Prize (formerly the Portrait Prize).

The Prize has had a change of name to allow for a broader range of subjects and this year the theme is Landscape. Entries will be displayed at an exhibition in the Pavilion on Foundation Night in Term 2.

Entries should be submitted to the Art Department or Reception by Thursday 15 May 2025.

Open Morning – 16 May 2025

Share the date!

We look forward to welcoming prospective families who are considering an Oxley College education on Friday 16 May.

Visitors can look forward to tours and Q&A sessions led by our students, along with meeing key members of staff.

Open Morning is a wonderful opportunity to explore our vibrant learning spaces, gain insight into the depth of our subject offerings and see how we nurture both academic rigour and character development. At Oxley, we believe education extends beyond the classroom, fostering integrity, resilience, and a love of learning in every student. 

If you know anyone who might be interested, they can register below or via the Oxley College Website.

Pre-K – Year 12 Mother’s Day Breakfast

The Oxley Mother’s Day Breakfast will be held on Thursday 8 May (Term 2, Week 2). We warmly welcome all mothers, mother figures and carers to join us.

Please book via the link below by Monday 5 May:

Upcoming Dates & 2026 Term Dates

This is a modified version of events. Please see the Calendar icon on the Oxley App for the full College Calendar.

Week 10B	Thurs 3 Apr	Cornerstone Conversations		https://forms.office.com/r/LTG0CfJHNa
		Treasure Island Continues		https://www.trybooking.com/CZSKI
Week 7A	Tues 8 Apr	Y5 2026 BYOD Parent Info Session		https://www.trybooking.com/DALUX
	Fri 11 Apr	Grandparents’ Day		https://www.trybooking.com/CZYMO
		Last Day of Term 1
Holidays	Fri 25 Apr	Anzac Day March
Term 2
Week 1B	Tue 29 Apr	First Day of Term 2
Week 2A	Thu 8 May	P-12 Mother’s Day Breakfast		https://www.trybooking.com/DAQQU

Looking ahead: Foundation Night – Thursday 22 May, 6.30pm

The Oxley College 40th Birthday Book

to think, to dare, to dream

The Oxley College Book: to think, to dare, to dream is now available for sale. This beautiful, hard cover, coffee table book has been lovingly created to mark Oxley’s 40th Birthday milestone and is full of stories, photos and memories.

Purchase your copy today by following the link below: