Term 4 | The Way Newsletter | Friday 17 October 2025

Latest UpdatesBack to Top

From the Principal
Principal

It has been lovely to welcome the students back to College this week.

I hope you have had a restful break and that you are feeling ready for the last term of the year. Term 4 often moves quickly as programs celebrate the end of year achievements and students start to focus on final assessments and exams. It can be a challenging time as new habits are formed particularly in the area of revision and study skills. Please reach out if you or your children need any help with finding the best ways to consolidate their knowledge and understanding. We also have an after-hours study centre for Senior School with tutors available Monday - Thursday afternoons. It is highly recommended.

This week, we proudly commissioned our new Senior School prefects and captains. Their leadership will play a vital role in setting College culture, and we look forward to seeing them thrive in their new responsibilities. The service was a timely reminder that leadership is not about being in charge. Rather it is about reflecting the compassion and kindness that Jesus modelled.

The term ahead will be filled with events and opportunities for students to shine. We will start to plan for the celebration or awards events that are held each year shortly. The Duke of Edinburgh silver and gold hikes are also scheduled. We are proud of the students who challenge themselves through this program and look forward to recognising their efforts.

I would like to remind you of the importance of regular attendance. I know that the warmer weather is on us, and with it a desire to go on holidays. However, every day at College counts. It is important that students don’t miss out on the continuity of learning and the chance to consolidate what the year has covered. Please make sure that your child is here unless they are unwell.

I am looking forward to a term of growth and opportunity.

Whatever you do, work at it with all your heart, as working for the Lord, not for human masters.
Colossians 3:23: 

Mrs Karen Easton
Principal
From the Deputy Principal & Head of Senior School
David Butler

It was wonderful to see our graduated Year 12 students return to the College to begin their HSC examinations yesterday. There were the usual nerves, but many students indicated that they were well prepared and optimistic. It has been pleasing to hear how many of our students have been offered tertiary course invitations through the early entry programs from the major universities which allows them to approach these exams with an additional level of confidence.

The announcement of our new student leadership team at our Assembly this week was received very warmly by the student body that they will be leading for this coming year. What a high character group they are! I look forward to the ideas and enthusiasm they will bring. I am looking forward to the upcoming Year 12 dedication service where we share with families in bringing the entire cohort and their futures before the Lord. It is always a very special event in letting our new Year 12s know of the support team they have around them as they enter their final year of schooling!

For our Year 7 – 10 students, revision for final exams has begun in earnest. Many students are taking advantage of the Study Centre for getting some additional assistance from the excellent tutors, which in addition to the teacher led revision in classes and their home revision schedules, should really provide a thorough platform for demonstrating their knowledge and expertise in their finals.

As always, there is a full suite of extracurricular opportunities available for students to partake in this term. I am excited about the new Stem opportunities available in both lunchtime clubs and in Sport time. Our Sports Academy continues to have a plethora of options available for students wishing to pursue their passions with expert coaching. Please encourage your children to seek out these opportunities to enrich their College journey!

Mr David Butler
Deputy Principal & Head of Senior School
From the Assistant Chaplain
Peter Butchatsky

Peace in the Pressure: A Word for Parents

As the HSC examinations commence this week, many of our students and their families - are navigating a season of stress, uncertainty, and high expectations. Whether your child is sitting final exams, preparing for high school, or simply feeling the weight of change, this time can stir up anxiety and self-doubt.

For the first time as parents, my wife and I are experiencing all the highs and lows of Year 12, as our eldest daughter sits the HSC. For us, it feels somewhat like being on the back seat of a tandem bike. We are pedalling hard to help, yet have no control over the steering or the brakes!

In times like these, it’s easy to feel powerless as a parent. We want to fix things, ease the pressure, and make the path smooth. But we have no ability to do so.

Thankfully, God’s Word offers plenty of wisdom for how to cope in times of stress. One verse that gives us strength is:

You will keep in perfect peace those whose minds are steadfast, because they trust in you.
- Isaiah 26:3

This isn’t a promise that everything will go perfectly. It’s a reminder that real, sustaining peace doesn’t come from perfect circumstances. It comes from trust. When our minds are fixed on God, when we lean into His presence rather than our own performance, we find a calm that defies the chaos.

So how do we help our children experience that peace?

  • - Speak life over them. Remind them that their worth isn’t measured by marks or rankings.
  • - Model calm. Even when you’re worried, your steady presence can be a refuge.
  • - Pray together. A simple prayer before school or study can anchor the day.
  • - Celebrate effort, not just outcomes. Honour the courage it takes to show up and try.

And for you, dear parent, don’t forget to care for your own heart. God’s peace is for you too. You’re not alone in this journey. As a school community, we stand with you, and we’re praying for every student and family walking through this season.

May you feel God’s nearness in the pressure, and may His peace guard your heart and home.

Mr Peter Butchatsky
Assistant Chaplain
From the Senior School Director of Teaching and Learning
Jason CB

As I write this, I’m sitting with a group of Year 12 students who have chosen to complete their HSC study at College. They’re focused, motivated and some have proudly shared that they’re studying for up to 8–10 hours a day. It’s inspiring to see their commitment and drive.

study

At the same time, I’m working on pages for our upcoming Senior School Passport—a practical guide we’ll share with Year 6 students during their Senior School orientation. It includes tips on timetabling, creating an ideal study environment, developing a growth mindset and setting meaningful goals.

Why start so early? Because good beginnings lead to strong endings. Students don’t become great learners overnight or in their final year. Success in Year 12 is built on years of developing strong habits, discipline and learning skills.

So, where is your child on this journey? Are they building the foundations for success in Senior School? What small changes could help them grow and how can you support them along the way?

Here are a few practical ideas to consider:

  • - Create a distraction-free study space that’s quiet, comfortable and well-organised.
  • - Go shopping together for inspiring stationery or study tools to boost motivation.
  • - Help them build a realistic study timetable and gently hold them accountable.
  • - Encourage a ‘no device’ zone for a couple of hours each day to support focus.
  • - Talk about upcoming assignments or assessments and make sure they’re on a calendar.
  • - Offer small rewards or incentives to keep them motivated and on track.
  • - Help them turn feedback and results into goals they can work towards.

We’re here to support you in this journey. It truly takes a village to raise a confident, capable learner. Please don’t hesitate to reach out if you’d like advice or support, we’re in this together.

Mr Jason Corbett-Jones
Director of Teaching & Learning - Senior School

Upcoming dates

Date Event

Monday 20 - Friday 24 October 

Year 7 & 9 Exams
Thursday 23 October Great Barrier Reef Info Night | Year 11, 2026 Biology and Geography
Friday 24 October

Grandparents Day | 1PM - 2:30PM
REGISTER HERE

Book Fair
Monday 27 - Friday 31 October  Year 8 & 10 Exams 
Monday 27 - Tuesday 28 October Book Fair

Please see Sports Update articles for all important sporting dates.  
Senior School Renovation & Traffic Flow

Construction is now underway on our new Senior School Library (IRC). This project will deliver a modern and welcoming space for students to study, research, and collaborate.

During the renovation period, there will be a slight change to traffic flow around Gate 3 due to construction fencing, particularly affecting those dropping students off for the Sports Academy.

We kindly ask families to use Gate 1 turning right and the drop-off zone at the front of the Sports Complex instead. Thank you for your patience and cooperation as we work towards this fantastic new facility for our students.
2026 Orientations

As we prepare to welcome new and returning students to the College in 2026, a series of orientation events have been scheduled to help families and students transition smoothly into the next stage of their schooling journey. These sessions provide valuable opportunities for students to become familiar with their new learning environments and for parents to connect with staff and learn more about College life.

Please see the upcoming orientation dates
Friday 7 November Year 7 Orientation, including a parent information session 
Monday 10 November  Prep Orientation (for both 2 & 3 day programs)
Tuesday 18 November Kindergarten Orientation Session 1, including a parent information session
Thursday 20 November Kindergarten Orientation Session 2
Friday 28 November Year 1–6 Orientation (New students to the College in 2026)

Further details regarding times and specific arrangements will be shared with families closer to the date.

We look forward to welcoming our 2026 students and families as they begin this exciting next step in their educational journey.

EventsBack to Top

Launch of our Alumni Network

We are excited to invite Graduates from Class of 2005 through to Class of 2024 to a landmark event that marks the official launch of our Alumni Network in the College’s 25th anniversary! 

Join us for the Inaugural Alumni Evening, a night dedicated to reconnecting with fellow alumni, past staff and celebrating all that we have accomplished together over the years. This is an exciting opportunity to reconnect and be a part of the launch of our new Alumni Network - we are excited to share with you our reunion program which will launch at this event as well as many other initiatives.

Event Details

Date: Saturday 8 November

Time: 6:30 PM – 8:30 PM
(Additional College tour available at 5:15 PM)

Location: Thomas Hassall Anglican College
Outdoors under the stars (wet weather arrangements indoors)

The evening will include:

  • - Welcome drink on arrival
  • - Canapés and light refreshments
  • - The opportunity to catch up with friends, classmates, current and former staff
  • - A cash bar available for additional drinks

This event is for adults only and is a wonderful chance to reflect on the past, celebrate the present and look forward to the future of our vibrant alumni community.

Please share this information with any of your friends and acquaintances who attended Thomas Hassall, we would love for them to attend.

We look forward to seeing you there and celebrating this occasion with you!

WellbeingBack to Top

Healthy Relationships with Food and Body Image

In today’s culture, it has become almost second nature to talk about weight - whether it’s losing a few kilos for a special event, dieting to “feel better,” or comparing body shapes and sizes. While these conversations may seem harmless, we often forget that our children are listening closely. They are learning from us what is considered “normal,” and they are also observing how we speak about our own bodies.

This influence is magnified by the curated images children encounter online and in the media. Social platforms are filled with carefully edited photos of people with seemingly perfect bodies and lives. For young people, the pressure to measure up to these unrealistic standards can be overwhelming.

It is increasingly common for adolescents to turn to online sources for advice on dieting, fitness, or quick-fix solutions to change their bodies. While some of this guidance may appear harmless, the real concern arises when weight loss is met with overwhelming praise. Compliments like “You look amazing” or “You’ve lost so much weight” can unintentionally reinforce the idea that being thinner equals being more valued. This can draw young people into a cycle that may start with disordered eating and, in some cases, progress into a serious eating disorder.

What Can Parents Do?

As parents, one of the most powerful tools we have is role modelling. Ask yourself: Would I be comfortable if my child copied the way I talk about my body, my eating habits, or my relationship with food? If the answer is no, this may be a helpful cue to rethink the example being set.

Here are some practical ways to support children in developing a healthy body image and balanced relationship with food:

  • - Model positive self-talk: Speak kindly about your own body and avoid negative comments about weight - your own or others’.
  • - Focus on health, not appearance: Emphasise feeling strong, energetic, and healthy over striving for a certain body shape.
  • - Encourage balance with food: Promote eating a variety of foods without labelling them as “good” or “bad.” All foods can fit into a healthy lifestyle.
  • - Celebrate effort and character, not looks: Compliment children on their kindness, persistence, creativity, and other qualities that aren’t tied to appearance.
  • - Teach media literacy: Help young people understand that many online images are filtered, edited, or staged, and don’t reflect real life.
  • - Keep communication open: Create a safe space for children to share their feelings about body image and food without judgment.

By being intentional about the language we use and the behaviours we model, parents can nurture a culture of self-acceptance and resilience in their children. In doing so, we give them the tools to build a lifelong, healthy relationship with both food and their bodies.

If you wish to read more on this topic, visit SchoolTV

Mrs Jacoline Petersen
Director of Student Counselling
Webinar - Dr Justin Coulson

We are please to provide you with a link to an online parenting sessions presented by Dr Justin Coulson. A number of you will recall Dr Coulson who presented in person earlier this year. His messages are insightful and provide guidance as we raise our young people.

Entitled: Raising Responsible, Respectful Kids:

Wednesday 5 November 8pm

On-demand gratification has become the modern-day norm, and our children have never known anything different. As a result, parents are noticing a clear pattern of declining levels of resilience and frustration tolerance. We naturally want them to be happy and successful, but we also recognise that a sense of entitlement can hinder their journey. While our hearts yearn to give them the world, we know it’s equally important to nurture gratitude, responsibility, and respect within their hearts.

Our children are growing up in a world defined by instant gratification. They’ve never known a time when things weren’t immediately accessible, which has contributed to declining resilience and frustration tolerance. As parents, we yearn to give them the world and shield them from disappointment, but we also know that fostering gratitude, responsibility, and respect is essential for their true happiness and success.

Entitled with Dr Justin Coulson will dive deep into the issue of entitlement. We’ll explore its root causes, its impact on our children’s development, and most importantly, we’ll equip you with practical strategies to turn things around. You’ll learn how to shift your child’s mindset from “gimme” to “thank you”, and how to foster a sense of appreciation even in an age of abundance.

In this presentation, we will navigate the challenges of parenting in today’s world and discover how to raise children who are not just entitled but empowered, resilient, and ready to make a positive contribution to the world.

 

This webinar is provided free of charge to the Thomas Hassall Anglican College community and we hope you enjoy the content.

LearningBack to Top

Kindy Visit the Farm

Kindergarten had a fantastic excursion to Camden Park Education Centre. Our focus was on the process of products from the farm to the plate. Students were able to herd the sheep into pens and check the fleece. Farmer Nic explained the products we get from sheep. We had the opportunity to pick lemons and squeeze them to make lemonade. We collected eggs and pat a chicken.

photo

Then we cracked eggs and made scrambled eggs. Some cracked an egg for the very first time. We rode on a tractor and saw some newborn calves. To finish the day, we made milk shakes as we talked about the products we get from cows.

It was a fantastic learning experience.

Mrs Trudi Woods
Junior School Teacher - Kindergarten Team Leader
Year 12 Class of 2025

The final week of Term 3 was a wonderful celebration for our Year 12 students as they marked the end of their school journey. The week was filled with memorable moments, including the themed dress-up Trivia Night, the much anticipated Year 12 vs Staff Volleyball and Dodgeball game and their final Hassall Gift. 

 A special highlight was their final day of school, which began with a Prayer Breakfast. Students and staff gathered to reflect and give thanks for their journey together. It was a meaningful start to their final day, filled with fellowship, encouragement, and shared blessings as our Year 12s prepared to step into the next chapter of their lives. Following this, the students visited our kindergarten classes to read a story about growing up. It was wonderful to see our seniors engaging with our youngest learners and a heartwarming reminder for year 12 of how far they have come. 

The celebrations continued with their Graduation Ceremony, a moving occasion that allowed students, families, and staff to reflect on achievements, growth, and cherished memories. The week concluded with the Year 12 Formal, a joyful and festive evening where students celebrated together one last time, creating memories that will be treasured for years to come.

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12

It was a week of reflection, joy, and gratitude as students and staff came together to celebrate the Class of 2025 and all that they have contributed to our school community.

We wish our Year 12 students every success as they begin their HSC examinations which commenced this week. We are incredibly proud of their hard work, perseverance and achievements and we look forward to seeing all that they accomplish in the years ahead.

Mrs Hannah-Rose Stewart & Mr Michael Roper
Year 12 Advisors
2026 STUDENT LEADERS COMMISSIONING SERVICE

On Wednesday morning, our College community gathered for a special assembly to induct the new Year 12 student leaders for 2026. Staff, students and families were in attendance to witness this significant occasion as each student was presented with their leadership badge and formally welcomed into their new role.

These students have accepted the important responsibility of serving and leading within our College community. Their commitment to uphold our values and support their peers reflects the strength of our student leadership tradition.

2026 Student Leadership Team

College Captains

 Annabel C Henry L

Vice Captains

 Isabella C Alex L

House Captains 

Carmichael

 Etana B Rishab S

Lewis

 Melina L Samantha G

Liddell

 Nora M Emmeline M

Wilberforce

 Kendra S Justin F

Leadership Portfolios

Voice
Antonia A Adrian Z Eliana L
Sidhanth K Ramisha R  

Co-Curricular
Lucas G Malaika L Mila M
Alice C Hannah T Ava D

It was a proud moment for the College, and we look forward to seeing the positive impact they will make as they guide and inspire us throughout 2025 and into 2026.
Year 9 and 10 Child Studies Students

As part of the NESA Child Studies elective, our Year 9 and 10 students have been learning about the needs, development and wellbeing of children. Late last term, they had the chance to bring their learning to life by leading the Primary School Tabloid Carnival for students in Prep to Year 2.

The day was filled with joy, laughter and movement for our youngest learners. It was also a meaningful opportunity for our Child Studies students to serve, lead and apply the child-focused skills they have been developing throughout the course. From setting up engaging activities to supporting individual children with care and encouragement, they showed maturity, creativity and compassion.

tABLOID

We are proud of the way these students stepped up and made a difference. Their leadership not only enriched the experience for our Prep to Year 2 students but also highlighted the strength and character of those studying Child Studies in Years 9 and 10. They are a wonderful example of learning in action and of the kind of students who make our school community thrive.

Mr Kent Weir
PDHPE Coordinator & Coaching Leader
Peer Support PC Challenges

Over the course of the last three terms, Year 7 have participated in the Peer Support Program with Year 11 Leaders. Part of this Program is to build strong connections between peers as well as across cohorts. Year 11 have run a number of PC Challenges across the terms to create valuable experiences for Year 7 to engage with and foster friendships within their PC class.

One event was a Minute to Win it challenge, where PC groups competed against each other in competitions that the Year 11 students designed.  The Peer Support Leaders also ran a PC trivia event and a scavenger hunt which students enthusiastically participated in.  These are great opportunities for Year 7 to build House Spirit and some friendly competition between the cohort.

Below are some comments from the Year 11 Peer Support Leaders:

  • It was so exciting to see each PC contribute with enthusiasm and participation. My activity involved building the tallest tower possible using 10 mini marshmallows and 10 toothpicks. It was really interesting to observe the different strategies students used to keep their creations standing, some aiming for height while others thought of secure bases. I loved seeing the teamwork and encouragement students gave one another, this was a great way to build confidence and resilience.
     
  • Each PC was able to work with one another effectively and communicate well with one another in order to get the maximum amount of points. The support and the way the kids were able to work together created a good environment/atmosphere and fostered a sense of community among them.
     
  • The PC challenge was very interactive, and all the kids were so happy and excited in my PC class.  The interactions between all the PC classes and other peer support leaders were really good as the kids got an open experience of all to most of the peer support leaders.

Year 7

year 7

Mrs Catherine Sutcliffe
Coordinator of Student Growth & Welfare
Year 10 Extreme History

As part of studying True Historical Crime this past term, the students of Year 10 Extreme History have participated in investigating a historical criminal mystery of their choice for their research assessment task. Their assessment tasks required students to create a museum display diorama that related to an unsolved true historical crime of their choice. These museum displays range from different unsolved historical homicides, disappearances and robberies. The students have completed these dioramas to an excellent standard, with many creative and engaging displays being exhibited all around the IRC. Congratulations and well done to the Year 10 Extreme History students for all their incredible work and efforts in this task!

his

Student Reflections:

I really enjoyed the task of creating my own crime board as it was creative and fun. I found it really enjoyable to collect my photos and evidence and pin them to the board, and then after connecting the pins with string to give it that 'true crime board' feel and look. My chosen mystery crime was the death of Princess Diana. It was very interesting to delve into the deep areas of each suspect and other important factors that played into the case. The case was also just very interesting because it had to do with the Royal Family and was a big shock to the world when it occurred in 1997.
- Eleni A

For our assessment, I developed a museum exhibit and accompanying essay on the 1912 Villisca Axe Murders. The part I found most rewarding was constructing a scale model of the crime scene. With prior experience in model-making and painting, I was able to bring a level of detail and craftsmanship that made the creative process especially enjoyable.
- Aleksej D

The Extreme History Assessment was to study an unsolved case and to create a physical display that would be visually appealing for audiences. The unsolved case that I had chosen was the JonBenét Ramsey case, which was the murder of a six-year-old pageant girl, JonBenét, that occurred in Boulder, Colorado, 1996. One thing I enjoyed about my assessment was in the making of my crime board. It might sound a little strange, but I was enthusiastic about the case and wanted it reflected in my work, which is why I wanted to make it as detailed as
I could. A challenge I faced was in harbouring the patience to deal with paint and make a diorama depicting the wine cellar where she was found.
- Hannah H

My case I studied was the Zodiac Killer. What I most enjoyed about the Assessment Task was the diorama. It was a thought process that was enjoyable, you had to combine creativity with information, the balance between the two was a challenging, but fun section of the Assessment Task. What I least enjoyed about the Assessment Task was the Investigation Report, it took a lot of time, and you didn’t know what was structured right or what was structured wrong. One thing I think the HSIE department should change about this assessment task, to make it more enjoyable, is to add a brief structure, to help guide future students to perfect or even a better perfection.
- Isaiah J

h

Miss Nathalia Monteiro
Secondary Teacher - HSIE
Senior School Writers Corner

The below is a piece of discursive writing from one of our Year 11 students, Leona M on the topic of “We are one, we are many”.

At my school, assemblies always started with the whole auditorium singing Advance Australia Fair. The teachers belted it out proudly, but most of us mumbled our way through, tripping over the verses like it was nothing. I’d glance down the rows and see friends who spoke Serbian or Tagalog at home, shifting awkwardly through the anthem's stiff words. For me, the moment was less about patriotism and more about how strange it felt to call this song our voice when it didn’t match the way people around me spoke.

During his long prime ministership, John Howard made a career out of trying to define that single, mainstream voice rooted in the bush myth, the ANZAC spirit, the battlers' resilience. He often rejected multiculturalism as a defining principle, arguing instead for integration. To some, that charity was comforting: a strong, stable chord running beneath the noise of difference. But for others, it was suffocating. When Howard refused to apologise to the Stolen Generations, it wasn’t just a political stance; it was a refusal to listen, a decision that some voices didn’t belong in the national harmony. The 2000 Sydney Harbour Bridge walk, where over 250,000 people marched for reconciliation, showed how excluded voices rise together. Yet beyond the corridors of power, I notice this same voice in ordinary moments, where people’s actions and words create subtle, overlapping patterns.

Everyday life, beyond politics and formal speeches, reveals a different kind of voice, one shaped not by official narratives, but by everyday interactions. The humour we share, the habit of shortening words, the casual tone of conversations, these quirks appear in everything from Kath & Kim to Paul Hogan films. They create moments of familiarity, an informal harmony. Part of me wants to believe there is some unifying thread, a melody strong enough to cut through the differences and bind us together.  

But that thread is never as simple as it seems. On August 31st of this year, anti-immigration protesters filled the city streets, chanting slogans about defending “our culture.” Watching the footage, I wondered whose culture they were really defending. It certainly wasn’t the voices of the communities I grew up with: Greek-speaking neighbours or those who went to Armenian school every Saturday. These were precisely the voices that were being told they did not belong. Those protests weren’t really about protecting culture; they were about silencing it. 

What complicates this further is that even language betrays the myth of one voice. Australian English exists in broad, general, and cultivated varieties, and you can hear the contrast in Cathy Freeman’s refined vowels and Steve Irwin’s unmistakable drawl. Both are recognisably Australian, yet carry very different social and cultural weights. So, when Howard sought to promote a singular, mainstream voice, these variations show just how fluid and diverse the national voice has always been, shifting with region, context, and community.

Perhaps this was the point though. The Australian voice is not a fixed sound but a continual negotiation oscillating between myths and the realities we live. It moves between rural stories and urban life, between Howard's battlers and the diverse communities of our cities, between humour and seriousness, inclusion and exclusion. It is sometimes messy, sometimes jarring, but always alive. 

I think back to those assemblies, the awkward mumbling and glances around the auditorium. At the time, it felt clumsy or almost embarrassing and sometimes I wonder if that awkwardness means something greater. Maybe it was a reminder that the Australian voice has never been singular or seamless, or maybe it revealed the unsettled nature of a country still forming its collective voice, one that is inevitably fractured, layered and unfinished.

Leona M
Year 11 Student

Senior School Sports Update

NSW CIS Secondary Athletics Championships 

The NSW CIS Secondary Athletics Championships were held late in Term 3, on Tuesday 23 September. The College was proud to have a number of students represent AICES at this prestigious event.

Competing against the best athletes from NSW independent schools, our students participated in the following events:

Divine C U14G 100m
Oliver C U13B Discus & U13B Shot Put
Matias L U13B 400m
Ana N U17G High Jump
Evangelina P U16G Discus
Asha R U12G 100m & U12G 200m
James S U13B Triple Jump
Ryder W U15B Long Jump


There were some outstanding performances by our athletes, with a total of four Gold Medals won, as well as some personal best performances. 

Student
Result
Event
Oliver C Gold Medal U13B Discus & U13B Shot Put
James S Gold Medal U13B Triple Jump
Devine C Gold Medal U14G 100m
Matias L 4th Place U13B 400m
Evangelina P 6th Place U16G Discus
Asha R 7th Place U12G 100m
8th Place U12G 200m


NSW All Schools Athletics Championships

Some of our athletes also went on to represent at the NSW All Schools Athletics Championships. They were:

Asha R - Running a personal best time in the U12G 100m & 200m. A phenomenal achievement!

Devine C - Placed 2nd walking away with a Silver medal in the U14G 100m. An amazing result!

divine

Oliver C - Competing in a number of events with some standout results: 

  • Silver medal in the Hammer Throw with a personal best of 40.11m, which was only 40cm short of the Gold medal. This result qualifies him for the Australian All Schools Championship in Melbourne this December. 
  • 5th in Shot Put with another personal best of 13.79m, competing fiercely against much larger athletes and only 30cm off a podium finishing result. 
  • 10th in Javelin with another personal best result. 
  • 16th in Discus.

It’s wonderful to see our athletes continue to push  themselves against such high level competition. 

UPCOMING SPORTS DATES TERM 4
WK 2 Tuesday 21 October Term 4 MISA Competitions begin 

Mr David Tomich
Senior School Sports Co-ordinator

Co-curricularBack to Top

Co-curricular Update

Duke of Edinburgh Award

The Duke of Edinburgh Award continues to be a cornerstone of student life at Thomas Hassall, empowering students to grow in resilience, leadership, and service. This year, our Bronze, Silver, and Gold participants have embraced the challenge with enthusiasm and heart.

Bronze Award

Bronze students kicked off their journey with a practice hike in Mt Ku-ring-gai National Park, where they enjoyed campfire camaraderie and learned essential expedition skills like navigation and campcraft. Their qualifying hike in Royal National Park was a true highlight, featuring ocean views, sightings of whales and dolphins, and swimming at Bonnie Vale. Students showed great persistence, especially when hiking through mud on the second day, and reflected on the value of teamwork, pacing, and perseverance.

Silver Award

Silver students completed their practice hike in Glenbrook, Blue Mountains National Park, demonstrating endurance on a challenging trail. They enjoyed games at camp, music around the fire, and stunning lookouts over the Nepean River. A thrilling whitewater adventure at Penrith Whitewater Stadium capped off the experience. Their qualifying hike in Bouddi National Park is just around the corner, and excitement is building.

Gold Award

Our 35 Gold students are eagerly preparing for their expedition to New Zealand from 4–15 December, which will include two spectacular four-day hikes through breathtaking landscapes. These hikes will take students through a mix of alpine ridgelines, forested valleys, and remote wilderness, offering a varied environment to what most students have been exposed to in Australia. Students preparation is ramping up, covering expedition skills, fitness training, and route planning, all of which build confidence and camaraderie ahead of the journey.

In July, 22 Thomas Hassall alumni were honoured at Government House with their Gold Awards, a proud moment for our community. Another ceremony is scheduled for November, where more students will be recognised for their outstanding achievements. These ceremonies are a testament to the long-term commitment and personal growth that the Gold level represents.

Service and Skill in Action

A dedicated group of students has faithfully attended Sparkle Club, contributing to the school community by tidying up campus grounds, managing recycling and assisting with lunch orders. This year, our service opportunities expanded to include recycling for charity, raising an impressive amount for a worthy cause, over $2000 so far. 

Beyond Sparkle Club, students have been diligently logging a wide variety of activities for their Duke of Ed requirements. From chess and volleyball to learning Arabic, kickboxing, serving in church kids ministry, and preparing food packages for the homeless, the breadth of commitment is inspiring. Many students report a deep sense of satisfaction upon completing a level, proof of the program’s impact on personal growth.

Our Thanks

None of this would be possible without the tireless work of our Duke of Ed staff team. We extend our heartfelt thanks to Mr Catto, Mr Graham, and Mrs Gilchrist for their outstanding leadership and commitment to facilitating the program. We also want to acknowledge all the staff who regularly attend hikes, often at personal cost, to support our students. Your dedication makes this program possible, and we are deeply grateful.

The Duke of Edinburgh Award continues to shape confident, compassionate and capable young people at Thomas Hassall. We’re proud of every student and staff member involved, and we look forward to the adventures ahead.

Mr Luke Robinson
Director of Co-curricular

CommunityBack to Top

Year 7 and 8 Toys n Tucker

This term, our Year 7 and 8 students have the opportunity to make a difference in the local community through Anglicare's Toys 'n' Tucker project. The focus for the term is Compassion, and we're encouraging students to bring non-perishable food and gift items to school, which will be collected in their Pastoral Care groups.

This is a chance for students to share the joy of Christmas by helping those who are less fortunate. Donations will be used to create hampers, spreading joy to families in need during the festive season.

Here’s a list of suggested items:

Food: Christmas pudding, tinned ham or chunky soup, tinned salmon or tuna, tea, coffee, biscuits (no chocolate), dried pasta, pasta sauce, long-life milk, long-life custard, tinned fruit and vegetables, jam, rice, instant noodles, and baked beans.

Gifts for children: Age-appropriate games, educational toys, picture books, good-quality toys, outdoor games, and sporting equipment.

Gifts for teenagers: Gift cards/vouchers, toiletry packs, sporting equipment, board games, and books.

Please note, we cannot include chocolate due to the likelihood of it melting.

Donations can be dropped off in PC rooms or at H26, and they are due by Thursday 13 November. Let’s come together and make a difference this season!

Mr Samuel Mills
ICT Leader, Year 8 Advisor and History Teacher
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