Partnership between home and school

Over the last couple of weeks, I have had the privilege of being part of a number of parent meetings. (Before you assume anything, the reason for my involvement in these meetings has varied, not purely because a matter has been escalated.) The common theme of these meetings has overwhelmingly been the importance and impact of positive partnership between home and school.

Partnership is also a regular point of discussion at enrolment interviews. Increasingly, one of the key determinants for parents choosing Thomas Hassall for their child’s education is partnership. Big ticket items are important, including shared values and standards, a strong focus on developing the whole child, strong academic results and a breadth of co-curricular opportunities. However, the College’s stance towards and commitment to partnership is a common talking point.

An article published in June 2024 by AITSL (Australian Institute for Teaching and School Leadership) titled ‘Strengthening parent engagement to improve student outcomes’ highlights that students achieve higher academic outcomes and experience greater wellbeing when parents and schools share responsibility for learning and stay connected in meaningful ways. I find this to be compelling.

My experience would affirm this finding and it also just makes sense. Parents are the most important people in the lives of young people but given the amount of time students spend with teachers at school, particularly Class Teachers in Primary and PC Teachers in Senior School, it is no surprise that alignment between home and school would play a key role in supporting learning and wellbeing. When both are on the same page, it makes it easier for students to navigate their two worlds seamlessly, with expectations remaining consistent.

As a College we are committed to supporting this partnership. Events such as the recent Year 12 Learning Partnership meetings are a great example of this in action as students, parents and teachers came together to reflect on progress and to develop plans for future success and growth. Whilst we appreciate this requires additional time commitments from parents, we believe these types of meetings are critical in developing the partnership between home and school.

In a different way, this week’s Easter Hat Parade and Eggshibition in the Junior School offer an opportunity for shared experience as we foster community and celebrate the significance of Jesus’ death and resurrection.

The AITSL article provides the following helpful guidance about parents can support this partnership at home:

• Talk regularly with your child about learning, not just results, by asking what they’re enjoying, finding challenging, or feeling proud of at school.
• Encourage effort and persistence, helping children see learning as something that develops over time rather than something they are “good at” or “not good at”.
• Stay connected with the school, using newsletters, emails, or conversations with teachers to keep informed and raise questions early if concerns arise.
• Support learning at home in simple, everyday ways, such as reading together, discussing ideas, or helping children organise their work - without needing to be an expert in the content.
• Share relevant insights about your child (strengths, interests, needs) so teachers can better support their learning and wellbeing at school.
• Model positive attitudes towards school and learning, as children are strongly influenced by how adults talk about and value education.

We look forward to working with parents to strengthen our collective partnership across a student’s time at Thomas Hassall and celebrating the positive impact this has on each student’s growth.

“Start children off on the way they should go, and even when they are old they will not turn from it.”
Proverbs 22:6

The Power of Reading

One of the many rewarding duties I undertake is interviewing potential students. Our College questionnaire asks: “Do you enjoy reading? What are you reading at the moment? How much reading do you do each day?”

Alarmingly, many students report reading only comic books or manga, and usually for only 20 minutes a day. Unsurprisingly, their NESA results often reflect this, showing lower proficiency in reading, grammar and spelling.

I recently shared an article by futurist Michael McQueen with our Faculty Coordinators. He outlines a global trend of moving away from the digital world and back toward "analogue" learning in the classroom. He writes:

“In fact, large international studies from the OECD found that countries investing heavily in classroom technology often saw declines in literacy, numeracy, and science outcomes rather than improvements.... A January 2026 survey of 1,000 primary school staff in England found that 28 per cent of five-year-olds could not use books correctly, with some even attempting to ‘swipe’ physical pages like a phone screen.”

My sense is that both children and adults are reading fewer books while spending more time on social media. The impact is significant, and it isn't confined to literacy alone.

One of the greatest benefits of reading is the increase in empathy. In 2013, researchers Kidd and Castano published a study suggesting that getting lost in complex, character-driven stories acts as a “gym” for social skills. It helps readers become more empathetic and better equipped to navigate complicated real-life relationships.

Other research-backed benefits include:

• - Increased Longevity: An average increase in lifespan of 2 years.
• - Stress Reduction: Lowering stress levels by up to 68%.
• - Academic Gains: Significant improvements in vocabulary, Maths, and English.
• - Focus: Training the brain to maintain deep concentration during long exams.

Students who see their parents reading are also more likely to read! Happy reading over the Easter break. 

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!

PLATINUM
GOLD
SILVER
Century 21 Liverpool	Midford

The Mothers' Day Stall gives children the opportunity to shop for a special gift for their mothers, grandmothers and special women in their life.

They really enjoy choosing something themselves and trying to keep it secret until Mother’s Day. Children will be able to choose a gift priced at $5, $10, $15 and $20 and can buy more than one gift.

Please ensure children who would like to purchase a gift bring in their money on the day of the stall.

Wednesday 6 May: Prep 3 Day and Kindergarten 
Thursday 7 May: Prep 2 Day, Years 1-6 and Senior Students. 

Senior School students can purchase at lunchtime Thursday only.

Thank you to our Parent Community Network who will be running the stalls.

This term in HSIE, our Year 3 students have been engaged in an exciting unit of work exploring the rich history of Mesoamerican civilisations. Students have been researching one civilisation of their choice, the Inca, Aztec, or Maya, and discovering fascinating information about their culture, achievements, and way of life.

In English, students have also been learning about informative, persuasive and imaginative texts. This week, our focus has been on informative writing, where students are learning how to present facts clearly and accurately.

Bringing this learning together, students are using their Chromebooks to research and create an informative poster about their chosen civilisation. They are developing important skills such as locating relevant information, organising their ideas and presenting their findings in an engaging and structured way.

We are incredibly proud of the students’ enthusiasm, curiosity, and effort throughout this learning experience.

Mrs Lisa Sampson
Year 3 Year Leader

Student leadership is not just about taking charge - it’s about building the skills, confidence and character needed to become the leaders of tomorrow.

In Term 1, our Year 10 PASS students have been presented with valuable opportunities to develop and demonstrate desirable leadership skills in authentic, real-world settings, that is the Junior School Swimming and Cross Country Carnivals.

During these events, students took on a variety of important roles that contributed to the success, including leading novelty events, timing and recording results, acting as station officials and supporting as course runners

By stepping into these responsibilities, Mr Bursey challenged the students to think on their feet, work collaboratively and engage with younger students in a supportive and encouraging manner.

As a result, we have seen significant growth in several key leadership capabilities. Students have demonstrated explicit communication skills when interacting with a range of age groups, ensuring instructions were clear and appropriate. They have been developing strong organisational skills, effectively managing time and responsibilities in a dynamic environment. In addition, many students showed increased confidence when leading groups and making decisions under pressure, as well as improved teamwork through their ability to cooperate and support one another.

These experiences highlight the importance of providing students with practical leadership opportunities that extend beyond the classroom.

As we move forward, we challenge our Year 10 PASS students to continue building on these skills, seeking out new opportunities, embracing responsibility and striving to make a positive impact within our school community. The leaders of tomorrow are already taking shape today.

Mrs Melanie Clarke
PDHPE Coordinator

Recently our Year 10 Duke of Ed students completed their Silver practice Adventurous Journey in the lower Blue Mountains. We began at the historic Knapsack Viaduct, built in 1867 for the original rail line and later the main route over the Mountains until the 1990s. A steep climb brought us to Elizabeth’s Lookout, where students were rewarded with sweeping views back toward the city.

From there, we navigated through Knapsack Reserve into Glenbrook and Blue Mountains National Park. On the way to Euroka, a few students took the chance for a refreshing swim downstream of the causeway. Once at camp, the group showed clear growth from Bronze to Silver as they set up tents efficiently and cooked their own meals with confidence.

The following day was shortened due to forecast severe storms, but we still managed to enjoy the views from Tunnel View and Mt Portal Lookouts. On the final day, most groups headed to Penrith Whitewater Stadium for rafting. Alongside the excitement and plenty of action, it was encouraging to see students pushing themselves, supporting one another and stepping outside their comfort zones.

Overall, it was an excellent lead‑up to their qualifying Adventurous Journey in November and a strong demonstration of their developing resilience, teamwork and outdoor skills.

Mr Dave Catto
Duke of Edinburgh Leader

The Parent Community Network invites children and their families in Kindergarten to join us at Tik Tocs for a get together.

MONDAY 27 APRIL

TIK TOCS PARTY & PLAY CENTRE

2/9 ENTERPRISE CIRCUIT, PRESTONS

FROM 9.30AM

RSVP requested via the button below so we can reserve enough tables.

RSVP Here

Entry fees Children $15, Adults $4.50 with complimentary drink.

Siblings welcome.