Volume Seventeen, Friday 21st November 2025

Br Steve Hogan fsc

This time of the year is a very busy time for schools and for all of us, as industry is focused on completing projects before the summer break and families prepare for Christmas and that trip away or visiting friends and relatives. At school while completing exam marking and student reports for 2025, teachers and department heads are reviewing their annual plans, completing their reporting to line managers, and from these conversations, planning for 2026. However necessary good strategic planning and reflection is the true test of a successful school and is the subsequent life of the students; the kind of people they become; the extent to which they are fulfilling their potential, using their gifts and talents to the best of their ability, for the betterment of all. I commend to you our graduating Class of 2025 for the people they have become as they conducted themselves with appropriate decorum meeting and surpassing expectations through the HSC, graduating ceremonies and their Formal last week.

At Oakhill College, we have a rich tradition to guide us in how to live and conduct our lives. When we are using our talents to the best of our ability, we are fulfilling God’s plan, we are bringing to fullness the potential of creation. Advent and the season of Christmas is an important reminder each year of our own part in this incarnate story as we develop our skills and talents and fulfil the potential of creation. When we are anything less, the world is less, and opportunities are lost. Archbishop Oscar Romero says “Good education must result in young people being not only gifted and accomplished but also wise and holy. This is what we are about: We plant seeds that grow. We water seeds already planted, knowing that they hold the future promise”.

Teaching is not only a noble profession but also a great privilege. As I stand at the end of the drive each afternoon, I recall how the faces before me have grown and matured over the year; how they have risen to the challenge we have placed before them. I am both very proud of their efforts and humbled by their achievements for many no doubt share the same sentiment as Winston Churchill, “personally I am willing to learn but do not always like being taught”.

Reflecting on the past year, one of the initiatives for the College was the Literacy Strategy focused on reading and writing across the curriculum. The College professional development plan focused on developing common strategies to improve the teaching and learning of reading and writing in all subjects. Research shows that consistency and collective efficacy, teacher clarity, feedback, and high expectations with strong school leadership are what matter most in raising underachievement. Teachers have been able to use NAPLAN, Allwell and Oakhill College assessment data through our learning management software, TrackOne, to profile students in their classes, identifying learning needs especially in terms of reading and writing and are able to use the common language and methodology in the teaching of reading and writing in their subjects.

The impact of this strategy over the past three years has seen a continued and significant improvement in Allwell, NAPLAN and HSC results with real (scaled) growth averages much higher than State and AIS scores compared with similar students in previous years. This represents added value and can be attributed to the student’s own motivation, effort and desire to do their best, and the teacher’s schoolwide consistent approach to pedagogy and lesson design in the teaching of foundation skills and content in their subject. I commend both students and teachers for this achievement and encourage them to continue this journey.

I will conclude with these words again from Winston Churchill which aptly applies to a quality I see daily in our students:
"Courage is rightly esteemed the first of human qualities … because it is the quality that guarantees all others”.

Courage was certainly on show at the Year 9 Camp this week as many boys participated in activities that stretched them way beyond their comfort zone.

Br Steve Hogan fsc
Principal

Term Dates for 2026

Please find the Term Dates for 2026 below:

Term	Date	Event
Term 1	Monday 19th January	College Office Re-opens
	Tuesday 27th January	New Staff, Year 11 Girls and Year 8-11 New Boys Orientation
	Wednesday 28th January	Teaching Staff Commence
	Friday 30th January	Term 1 Commences for Years 7 and 11
	Monday 2nd February	Term 1 Commences for Years 8, 9, 10 and 12
	Thursday 2nd April	Term 1 Concludes
Term 2	Wednesday 22nd April	Term 2 Commences
	Monday 8th June	Monarch's Birthday
	Friday 26th June	Term 2 Concludes
Term 3	Monday 20th July	Term 3 Commences
	Friday 25th September	Term 3 Concludes
Term 4	Tuesday 13th October	Term 4 Commences
	Friday 4th December	Term 4 Concludes for Year 10
	Tuesday 8th December	Term 4 Concludes

How Parents and Teachers Can Help Prepare our Students for the Future

Challenging our Students with Critical Skill Development

The rise of AI has raised many concerns for those seeking to prepare young people for success in the future workforce. There has been a dramatic shift in what is demanded in today’s careers. Workers are increasingly challenged to display competencies that go beyond simple skills of application or knowledge.

In the business world, employers no longer just want accountants who only crunch numbers.

In healthcare, it’s no longer enough for a health professional to simply follow procedures. Today’s careers demand more sophisticated skills; higher order skills that analyse, evaluate and most importantly, create the new knowledge of the future. It is imperative that we have a curriculum that will prepare students for their futures.

The Partnership for 21st Century Learning and The Institute for the Future identifies a number of Essential Competencies of the new century and advocates for the development of these skills in the classroom. Correspondingly, NESA’s inclusion of higher-order thinking syllabus verbs like ‘critically analyse/evaluate’ aims to challenge the students to work towards this level of thinking.

Teachers and parents can work together to help students build these essential skills. We will now look at this partnership and add practical suggestions on what this partnership may look like:

Sense-Making for Deeper Understanding

Teachers - Go beyond basic mastery of skills and curriculum to explore and expand on understanding. Analyse how parts of a whole interact with others to work in complex systems.
Parents - Encourage your child to understand the reasons behind the complexities of life.

Creativity and Flexible and Adaptive Thinking

Teachers - Create tasks which may ask students to adapt to varied roles, job responsibilities, schedules and contexts. Encourage new and radical ideas and solutions; but also ask students to understand the real world limits to adopting these ideas.
Parents - Teach children how to respond positively to criticism and setbacks. Praise creative and original thinking.

Initiative Self-Direction and Self-Regulation

Teachers - Incorporate goal-setting and checkpoints. Don’t give students absolute freedom straight away. To begin, provide them with choices; then allow them to find sources for themselves.
Parents - Encourage self-direction. Instead of solving everything for your child, ask: “What do you think we should do about this?”

Social and Cross-Cultural Communication Skills

Teachers - Set up authentic, structured interactions where students practise listening, interpreting, negotiating, and adapting across differences. Leverage different perspectives to create new, exciting solutions and works.
Parents - Teach children to navigate the online environment with a consideration of the complexity and range of cultural and social backgrounds; thinking about the potential audience, and realise that slang, idioms, humour and other aspects of communication doesn’t always translate cross-culturally.

Multidisciplinary Understanding

Teachers - Choose interesting ‘real-world’ problems or scenarios that encourage students to consider from multidisciplinary perspectives.
Parents - Model the art of making multidisciplinary connections. i.e. when cooking, link recipes to chemical reactions, discuss the history of the dish, and do the maths for the recipes (ratios, measurements, serving size measurements).

Media Literacy

Teachers - Critically reflect on all sources of information used during research and inquiry. Model and teach the ethical and responsible use of AI.
Parents - Critically reflect on all sources of information that you consume as a family, eg. news, social media - consider perspective, purpose.

Reasoning Using Data and Abstract Concepts

Teachers - Teach students to collate raw data, ask students to make hypotheses or make a conceptual claim and then ask them to find supporting data or evidence.
Parents - Engage your children with real-world data, tools and experts that they may encounter at university, in their job or in life.

Productivity and Accountability

Teachers - Group tasks should ask students to report to peers, not just teachers. Group roles such as leader, lead researcher and editor need to be rotated so that students work on developing their abilities in different kinds of roles.
Parents - Provide your children with real responsibilities and real-world consequences if they fail to complete these. If they fail; don’t just punish them and ask them ‘why?’; ask ‘how will you make sure that doesn’t happen next time?’

Leadership and Responsibility

Teachers - Go beyond group work and consider other types of tasks that require coordinated efforts, for eg. mock trials - activities where the failure of one individual would compromise the whole product or activity.
Parents - Model good leadership behaviours at home.

Virtual Collaboration

Teachers - Set up discussion boards and working documents. This also helps teach students accountability. Encourage the ethical use of group calendars, task boards, folders or apps like Microsoft Teams or ZOOM.
Parents - Familiarise yourself with collaborative online platforms and virtual modes of collaboration. Ensure your child is safe and ethical in their use of these spaces.

For teachers, this information arrives at a critical juncture, as we actively engage with NESA’s curriculum reform to design and implement future-focused learning programs that reflect updated standards and evolving pedagogical priorities. It requires us to implement activities and strategies that will ensure skill development that is suited to the environment of the future. For parents, it provides the foundational knowledge required to help guide and support our sons and daughters; challenging current pathways and approaches to career development.

For students engaged in a contemporary curriculum, there is a reassurance that they are fully supported here at Oakhill College. We are working together to help the Oakhill Graduate in their academic and personal development. There is a real-world relevance to their learning experiences that cannot be denied; not even by the most critical of our learners. What better way to engage and motivate?

Ms Stella Papavasiliou
Co-ordinator of Gifted and Talented

References:
Cash, R.M. (2017) Advancing differentiation: Thinking and learning for the 21st century (free spirit professional®). Free Spirit Publishing.Minnneapolis.

N.E.S.A Authority (2025). Glossary of key words. NSW Government. Retrieved November 02, 2025, from https://www.nsw.gov.au/education-and-training/nesa/hsc/student-guide/glossary

Ohio Department of Education. (2016). Partnership for 21st Century Skills- Core Content Integration. [PDF]. Ohio Department of Education.
https://www.marietta.edu/sites/default/files/documents/21st_century_skills_standards_book_2.pdf

Study Skills - Micro-Learning for Busy Students

Mastering Study in Small, Manageable Chunks

For students juggling school, extracurricular activities, and social commitments, finding time for long study sessions can feel impossible. That’s where micro-learning comes in. This strategy focuses on short, focused bursts of study—perfect for fitting learning into your busy schedule. With micro-learning, you can achieve more in less time by focusing on quality over quantity.

1. Focus on One Concept at a Time

Instead of cramming multiple topics in one sitting, dedicate each short session to mastering a single concept or skill. For example:

Learn one grammar rule for a language class.
Review one math formula and practice a few problems.
Study a single historical event and its key impacts.

This targeted approach prevents overwhelm and helps you retain information more effectively.

Tip: Write down the specific topic for each session ahead of time so you can jump straight into focused learning.

2. Use Technology to Your Advantage

Micro-learning works best when paired with tools that help you engage with material efficiently. Apps like Duolingo, Quizlet, or Memrise are great for quick learning sessions. They offer bite-sized lessons and interactive quizzes designed for short bursts of study. Additional Tools:

Khan Academy: Watch short videos on a variety of subjects.
Anki: Use flashcards to memorize terms, concepts, or formulas.

Tip: Set daily reminders to spend 10-15 minutes on these apps—consistency is key.

3. Break Down Big Tasks

Large assignments or exams can feel daunting, but breaking them into smaller tasks makes them manageable. For example:

Instead of ‘Study for biology test’, plan sessions like ‘Learn parts of the cell’ or ‘Revise photosynthesis process’.
For an essay, start with ‘Brainstorm ideas’ in one session and ‘Write introduction’ in the next.

Tip: Each session should be no longer than 15-20 minutes, allowing you to focus fully without getting distracted or fatigued.

4. Take Advantage of Transition Times

Micro-learning fits perfectly into small gaps in your day. Use these moments productively:

Review flashcards during your commute.
Watch a short tutorial during lunch.
Write a quick outline for an essay while waiting for practice to start.

Tip: Keep your materials accessible, whether on your phone, tablet, or a small notebook, so you’re always ready to learn on the go.

5. Combine Micro-Learning with Other Strategies

Micro-learning doesn’t have to replace your regular study sessions—it complements them. Use it to reinforce what you’ve already learned or prepare for longer, more in-depth sessions. Example Combination:

Spend 10 minutes reviewing vocabulary with flashcards in the morning.
Dedicate 20-30 minutes after school for detailed problem-solving or essay writing.

Tip: Use micro-learning sessions to identify weak areas, then dedicate longer study blocks to addressing them in depth. This way, your short bursts of learning lay the groundwork for more focused, comprehensive study later.

Small Steps, Big Results

Micro-learning is a game-changer for busy students. By focusing on one concept at a time, leveraging technology, and using transition times effectively, you can make steady progress even on your busiest days. Remember, it’s not about how much time you spend—it’s about how well you use it. Start incorporating micro-learning into your routine today and see how small efforts add up to big achievements.

For further information Oakhill's login details are:

Username: foroakhillonly
Password: 41results

Mr Gavin Russell
Assistant Principal Curriculum

Rosencrantz and Guildenstern Are Dead - Oakhill 2025 Senior Production

Year 12 Drama students presented the 2025 Senior Drama Production, Rosencrantz and Guildenstern Are Dead, in the Adrian Theatre from 5th to 8th November. The show capped off months of hard work, with students committing to rehearsals since Term 2, including after school and throughout the holidays. The result was a sharp, clever, and high-energy performance that had audiences in hysterics across the entire season.

This year’s production has been a celebration of teamwork, curiosity, and creative courage.

The show sits between Shakespeare and Stoppard, comedy and tragedy, order and chaos. Our students stepped into that space with real determination. What began as a daunting text became a rich creative challenge as they explored Stoppard’s shifting structure, Shakespeare’s language, and the rapid turns of absurdist humour.

By the time tech week arrived, they were throwing themselves into barrels, sword work, physical comedy, and detailed wordplay with confidence.

Our aim was simple, we wouldn’t take the world of the play too seriously. We treated the void as a canvas and let the characters, ideas, and jokes breathe. The cast met that challenge with sharp timing, emotional nuance, and a strong sense of play.

In the students’ own words:

The process of working on “Rosencrantz and Guildenstern are dead" has been a complex but exciting experience. The character of Guildenstern has challenged, and continues to challenge me as an actor, while also teaching me how to build connections, both on and off stage, with my extremely talented and inspiring peers. An experience that I will miss greatly is being able to release my inner frustrations in the sword-fighting scenes. Working with Mr Thoroughgood and Mr Turbott with their extensive knowledge on absurdist and Shakespearean theatre, their enthusiastic support for fresh ideas, and helpful guidance has made the exploration of a complicated play much smoother. I am beyond excited to bring 12Drama01's take on this play and on these blissfully ignorant but simultaneously complex characters to life on the stage. We hope you enjoy and (hopefully) get a good laugh from this play!
Sarah Stewart, Vice Captain and ‘Guildenstern’

Working on ‘Rosencrantz and Guildenstern Are Dead’ has been an incredible experience. I’m so grateful to Mr Thoroughgood and Mr Turbott for their brilliant direction and set design, and to the entire cast for bringing this complex play to life. One of my favourite moments is my entrance; I find it really creative and cool; it always feels electric stepping onto that stage. I’ll really miss playing Rosencrantz and the actor-dynamic I shared with Layne’s Guildenstern. I’m especially excited for the audience to see the ending; it’s powerful, and we’ve worked hard to make it shine. Overall, it’s a challenging show to pull off, but I think we’ve done something special with it and hope the audience agrees! -
William Abouhamad, Drama Captain and ‘Rosencrantz’

We thank our audiences for packing out the Adrian Theatre and embracing the chaos, the comedy, and the heart of the show. Your laughter lifted the cast and carried the production every night.

We’re grateful for the support of the Performing Arts staff, our colleagues, Br Steve Hogan, and the Senior Leadership Team, who continue to champion the arts at Oakhill and make productions like this possible. We also thank the many students who helped along the way.

Mr Brad Turbott and Mr Tyler Throroughgood
Directors

Around the Grounds

ISA Round 3 and 4

The ISA Summer Sport season continues to roll on with a multitude of successes for Oakhill in a variety of sports. As a College, we acknowledge that this isn’t just measured by the final result and so far this season, many Oakhill students have positively contributed to the tradition of Oakhill Sport.

The First V Girls Basketball have been performing well on the court but were not rewarded in their most recent loss to Barker College. It has given them a renewed focus as to the standard required to overcome their opponents in the future. It was impressive to see the team at Oakhill supporting others during their Bye last week and it is over to the Oakhill community to return the favour in coming weeks.

The First V Boys Basketball team suffered their first loss of the season last week to St Augustine’s College in a tight contest. Setting the court alight with some fast ball movement, accurate shooting and relentless defensive pressure, the boys didn’t produce their best performance. They will be better for that match though and there is no doubt that they are on track to peak at the right stage of the season. You only have to see them training at 6.00am to witness their dedication to improving. The other A’s teams have been setting a strong standard too, with the 15’s and 17’s proving their class. Despite a few tight moments in matches, their structure and tenacity on either side of the ball is producing some strong results. In the lower divisions, Oakhill College students continue to excel and regardless of whether they’re playing a higher ranked opponent from another school, Oakhill students are playing with the right spirit.

The Girls Touch Football teams travelled across the mountains to Kinross and up to the Central Coast in recent weeks, while the 3rd VI Girls Touch Football ventured to the southern highlands. Credit to the players involved, they were committed and produced some tough performances considering the circumstances. Watching them at their upcoming Gala Day at Macquarie University will be exciting.

There have been no such issues for the Boys Touch Football, with Oakhill College students eclipsing their opponents. Putting their best foot forward, the junior teams are developing a strong structure which is crucial to performing well in this sport. At the forefront of this is the 1st VI Boys, who are still undefeated with strong victories over Waverley College and Newington College in recent weeks.

Junior Cricket at Oakhill College continues to excel in the HKHDCA competition. Oakhill teams have been performing strongly with a mixture of results in recent weeks ensuring that the future is looking bright for Oakhill College Cricket. The U15 Gold team have dug themselves out of a hole too, capturing a thrilling victory with overs running out. While things haven’t gone to plan just yet for our First XI Cricketers, they are heading in the right direction given their most recent performance.

On the golf course, the boys have experienced their fair share of nervous moments. With the game on the line in consecutive weeks, this team experienced both possible outcomes and will be determined to avoid similar situations in the future. Performing well under pressure is a learned habit and this current experience will serve them well at the back end of the season. Even experiencing a weather delay, the boys captured a key victory over Kings School last weekend.

Keep up the high standards, Oakhill. We are proud of what you are achieving.

First XI Cricket

Resilience, determination and courage - that is everything we want from our Oakhill players. The First XI cricketers demonstrated that last weekend and set a great example for others to follow. After three consecutive losses which were decided in the closing stages of each match, the First XI won the toss and elected to bat against St Stanislaus’ College. Things were going well at 3/91 but they collapsed to be all out for 130 runs in the 31st over. A steely look descended over the team as they took to the field; this team had a choice to make: submit for a loss or fight for a win. In the true ‘blood and mustard’ spirit, the team took the harder option…to fight for a win. With some terrific bowling performances backed up by amazing efforts in the field, the First XI prevailed for their first victory of the season by 30 runs.

ISA Student Awards

Several Oakhill College students were recognised recently for their sporting achievements at the end of year ISA meeting. The following students received ISA Colours, which will be distributed to students in the coming days:

ISA Sporting Excellence Awards:


Hamza Bangash	Boys Football
Cyrus Bloomfield	Rugby
Logan Bubb	Boys Touch Football
Alexander Eason	Triathlon
David Mitchell	Tennis
Callum Spooner	Boys Touch Football
Ritviyah Uppal	Tennis
Liam Worne	Baseball

ISA Service Awards - presented to students who have given 6 years of service to the ISA in a particular sport:


Ned Cane	Swimming
William Hopkins	Swimming
Ruben Langley	Swimming
Nicholas Pretorius	Swimming

Staff Appointments

Oakhill College is pleased to announce the following staff appointments for 2026:

Rugby Convener - Mr Ben Carr

Mr Carr brings a wealth of experience to his new role as Rugby Convenor, having played the game for over 30 years through school and club systems in the UK before competing in the Central Coast 1st Grade competition and winning a Country Championship with their representative side. With 25 years of coaching experience, he has worked extensively at schoolboy and representative levels, including eight years leading the AICES 1st XV at NSW Schoolboys. Passionate about developing young athletes, his coaching philosophy focuses on creating opportunities for players of all abilities and fostering a culture of growth and improvement across every team. He is excited to share his love for the game and help strengthen rugby at the College.

Football Conveners - Mr Michael De Paoli and Mr Andrew Gulczynski

Mr De Paoli recently completed his 22nd year playing football for his local club, a journey marked by dedication and success at Division 1 and 2 levels. He has earned multiple accolades and represented in prestigious competitions such as the State Cup and Champion of Champions. Since beginning his coaching career at 18, he has proudly led many Oakhill College teams while mentoring students in resilience, teamwork, and a love for the game.

Mr Gulczynski (Class of 2000) played Oakhill College First XI from 1997-2000 and enjoyed success in winning the Catholic Combined Cup and the CIS Cup. Andrew has continued his passion for Oakhill in his coaching endeavours, guiding several teams to ISA Football Premierships in recent years. Andrew prides himself on building a strong work ethic in his players and building an infectious passion for playing Football in the right manner.

CIS Information

Families are reminded that if their child is an elite athlete in a particular sport and wishes to trial for a CIS team, they must reach out to the sports department to notify them of their interest. It is the responsibility of families to check the CIS website for information on the dates of trials and competition, ensuring their availability for all events.

H2H Physiotherapy

Reminder - Oakhill families can receive a discount.

Please see the flyer below. This is open to all Oakhill families (not just those who play Sport) and will leave many benefitting as expensive medical scans are covered.

Mr Murray Fisher
Head of Sports

Uniform Shop Trade - End of 2025 and Beginning of 2026

The Uniform Shop’s last day of trade for 2025 is Thursday 4th December.

On Monday 8th December the Uniform Shop will not be open for trade but will be available for online order collection only.

Uniform Shop Trade for the beginning of 2026:

Date	Time
Thursday 15th January	9.00am – 3.00pm	Year 7 Bag Collection
Wednesday 21st January	9.00am – 3.00pm	Uniform Shop Open for trade
Thursday 22nd January	9.00am – 3.00pm	Year 7 Bag Collection
		Uniform Shop Open for trade
Tuesday 27th January	9.00am – 3.00pm	Uniform Shop Open for trade
Friday 30th January	8.00am – 4.00pm	Uniform Shop Open for trade
Monday 2nd February	8.00am – 4.00pm	Uniform Shop Open for trade
Wednesday 4th February	8.00am – 4.00pm	Uniform Shop Open for trade
Thursday 5th February	9.00am – 5.00pm	Uniform Shop Open for trade

Mrs Suzanne Haskins
Uniform Shop Manager

Volume Seventeen, Friday 21st November 2025

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Volume Seventeen, Friday 21st November 2025