Professional learning and student outcomes

On Monday, the College staff gathered for a day of professional learning. Conscious that this may appear as an additional day of holidays while the teachers gear up for the term ahead, I thought it would be valuable to peel back the curtain and share a little about what happens on these days.

Research into student learning outcomes is unequivocal; the professional learning and growth of teachers is one of the single most impactful factors.  If we want to support student learning, we must invest in the ongoing learning of teachers. For professional learning to be most successful, teachers need regular opportunities to collaborate with colleagues, to reflect on individual and collective practice and to respond to changes in the educational environment. The focus of the experience is not ‘new learning’ but more effective practice that ultimately results in improved student learning outcomes.

Thomas Hassall is committed to the ongoing growth and development of our teachers. We are blessed with high quality teachers but we are also aware that growing them further will continue to benefit the students.

The main focus of this term’s professional learning workshop was differentiation. For non-educators the concept of differentiation is essentially ‘teacher-speak’ for meeting the learning needs of all students through high quality teaching.

During the workshop we were reminded that there are no ‘normal’ classes, with ‘normal’ students who learn in the same ‘normal’ way. Our classrooms are full of diversity. This reality is a wonderful thing as it also reflects the nature of wider society and the workforce that our students will step into post school. Learning alongside people that think, process and express themselves differently is important to experience and learn to navigate. This is where teachers come to the fore as they seek to create learning environments that allow for all learners to be respected, to be successful and to experience growth.

Monday also provided an opportunity for teachers to meet in smaller teams to plan for the upcoming term. In the Senior School this time was dedicated to further developing our approach and systems to support student welfare. The College is committed to promoting a restorative approach to working with students based on high expectations and high support. It has been encouraging to see the student culture and behaviour develop across the year. Overall, students have been receptive to clarity around expectations, constructive feedback and a renewed focus on learning through experience.

The Junior School team spent time collaboratively developing new units of work based on the new NESA syllabuses. The focus of this work is creating learning experiences that are engaging, significant, challenging, and relevant.

Reflecting on the nature of a differentiated classroom, one critical aspect is psychological safety. Students need to feel comfortable to try things, make mistakes, and have a willingness to hear, accept and use feedback for growth. This is also true for our teachers. Beginning the term with professional learning helps to establish this learning environment and to set the tone for the learning that will take place in the weeks ahead for staff and students.

At the start of the school term, I joined 25 colleagues from Thomas Hassall at an AI conference attended by over 850 teachers from across the Anglican Schools network. The day featured a range of insights from industry leaders at Google, Apple, and Canva, as well as various academics and classroom practitioners.

Many of us felt understandably overwhelmed by the rapid advances in generative AI. However, the day highlighted two primary ways this technology is currently - and will continue - shaping education:

1. Supporting the Work of Teachers

AI can significantly reduce administrative and preparatory burdens. This may include:

• - Generating marking rubrics and lesson plans.
• - Designing custom diagrams and imagery.
• - Providing instant feedback on drafts.
• - Differentiating activities for neurodiverse learners to ensure inclusivity.

2. Enhancing the Student Experience

For students, AI serves as a powerful cognitive scaffold. It can assist with:

• - Breaking down complex assignments into manageable steps.
• - Researching, editing, and summarising dense information.
• - Creating personalized memory techniques and flashcards.
• - Receiving real-time feedback on their writing.

Crucially, AI is not a replacement for the human elements of teaching and learning. It is a tool, much like the calculator, ruler, overhead projector, or laptop before it. Like any tool, its effectiveness depends entirely on the mastery and skill of the user.

Our greatest challenge moving forward is determining which aspects of human agency are critical to retain. There is a vital distinction between efficiency and learning. If we use AI to bypass the 'struggle' of drafting, researching, or problem-solving, we lose the opportunity to build those neural pathways. We are in danger of becoming a generation that knows how to prompt, but has forgotten how to think.

Charlie and the Chocolate Factory is set to delight audiences at Thomas Hassall Anglican College in 2026 as our talented student cast, crew and live band bring this much-loved story to life on stage! 

Based on Roald Dahl’s famous novel, this spectacular musical features music by Marc Shaiman, lyrics by Marc Shaiman and Scott Wittman, and a book by David Greig. Audiences will follow Charlie Bucket and the Golden Ticket winners on an unforgettable journey through Willy Wonka’s mysterious factory - a world filled with imagination, surprises and larger-than-life characters.

With colourful costumes, energetic performances, live music and the dedication of our student performers and behind-the-scenes crew, Charlie and the Chocolate Factory promises to be a memorable theatrical experience for the whole community.

For 2 weeks only - 6 shows: 

Friday 1 May 2026 | 7pm

Saturday 2 May 2026 | 1.30pm & 7pm

Friday 8 May 2026 | 7pm

Saturday 9 May 2026 | 1.30pm & 7pm

Purchase Tickets

 

Thank you to our Sponsors!

 

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There’s nothing like a little sugar to motivate.  Even the sweet idea of it is enough to inspire students on to greatness in the classroom. Now normally, we are striving towards ideals of uniqueness and even creative divergence in the Art room, but it all went out the window when we assumed the role of workers in what might just be the most fantastic of factories, Willy Wonka’s Chocolate Factory!  In preparation for the school musical, students in Years 2, 3 and 5 Art classes have been working all year towards our installations in the MRK, producing Wonka bars, lollipops and lollies.

Year 5 students have focused on learning a basket-making technique called ‘wrapping and coiling’.  The spiralling form of this fibre art suggested itself for creating lollipops.  Taking a fantasy twist, we have displayed these as a collaborative piece, the Year 5 Lollipop Tree.  This activity requires a lot of coordination and hand strength, and it has been delightful to see how focused students have been in their application to the task.

Year 2 classes looked at ways to create pattern with coloured line, using paint pens to design wrappers for shiny, oversized lollies which, of course, also grow on trees.  What’s really underneath those wrappers?  That is our Year 2 secret…

Year 3 have recreated the scene from Charlie and the Chocolate Factory where Veruca Salt’s father sets his factory workers to unwrapping boxes and boxes of Wonka bars, in the hope of discovering an elusive Golden Ticket.  Students applied their skills in making clay slabs to create some very realistic ceramic chocolate bars.  Students embossed the clay to form the chocolate squares and used a chocolate underglaze to colour the bars.  After very carefully wrapping their Wonka Bars, students tore open the wrappers to display their ceramic work.

We hope you enjoy the installation of our artworks in the MRK as much as we enjoyed making them.

Mrs Ann McDermott
Junior School Specialist Teacher (Visual Arts)

Year 8 have begun the term with a thoughtful focus on the power of our words and the impact they can have on those around us. In our Year Meeting, Miss Sharma encouraged students to reflect on Ephesians 4:29, which reminds us to use words that build others up, rather than tear them down.

Mr Vasington also extended this idea by asking students to consider their words as “bricks” used to build houses. Every comment, joke, encouragement, insult, apology or conversation adds something to the kind of environment we create. Students were challenged to reflect on this question: What kind of house are your words building? Is it one where people feel safe, encouraged and valued, or one where others feel unsure, excluded or hurt?

This focus connects strongly with our current Wellio wellbeing lessons, where Year 8 are exploring what makes a healthy relationship. Students are considering the importance of respect, trust, communication, boundaries and kindness in the way they interact with friends, classmates and others in the College community.

Important Dates to Note:

There are also some important dates coming up for Year 8 families. The Year 9 Subject Selection Evening will be held on Wednesday 13 May, followed by Subject Presentations during the day for students on Monday 18 May. These events will help students and families begin thinking carefully about the next stage of their learning journey.

Another date to remember is Thursday 4 June, when we will hold our annual Learning Performance Meetings, previously known as Parent/Teacher Meetings.

We are excited and expectant for a great term ahead. Year 8 have already been challenged to think carefully about the kind of people they are becoming and the kind of community they are helping to build. We look forward to seeing them continue to grow in maturity, character and care for one another throughout the term.

Mr Jiarn Vasington & Miss Priya Sharma
Year 8 Advisors 

I have been so excited to be back at Thomas Hassall as the Senior School Sports Coordinator and enjoyed hearing about all the wonderful things our students have achieved while I was on Maternity leave. I would like to take this opportunity to thank Mr David Tomich who worked tirelessly in my absence and wish him all the best in his future endeavours. 

Following on from last term’s article, I am pleased to announce the following students who have been named  MISA Player of the term. 

MISA Player of the Term - Term One Sports
Basketball	Stella S
Basketball Boys Div1	Eli H
Basketball Boys Div2	Luka D
Volleyball Girls Div1	Molyta N
Volleyball Boys Div1	Isaac C
Volleyball Boys Div2	Marcus R
Softball Boys	Blake W
OzTag Girls	Divine C
OzTag Boys	Max K
Dance	Victoria M

Liana M - Represented AICES at the CIS Basketball 

Liana recently represented AICES at the CIS Basketball Championships, a fantastic achievement and a reflection of her hard work and dedication to her sport. 

She showcased great skill throughout the competition and has represented our college with pride and made the most of this opportunity at a high level. 

Congratulations to Liana on this achievement.

Ella W - Secures her spot in the AICES Netball Team! 

Ella W has secured her place in the AICES Netball Team for the fourth year in a row- an outstanding achievement that highlights her consistency, dedication and commitment to the sport. 

Ella will once again represent AICES at the CIS level on the Thursday 7 May. Congratulations on this fantastic accomplishment, and we wish her all the best at CIS!

Upcoming Sporting Dates
WEEK 3	Monday 4 - Tuesday 5 May	CIS Swimming Carnival
	Thursday 7 May	CIS Netball  AICES 18s Football CASA Cross Country Carnival
WEEK 4	Monday 11 May	Senior School Athletics Carnival

Mrs Irene Focas
Senior School Sports Co-ordinator