Term 4 | The Way Newsletter | Friday 14 November 2025

Does handwriting still matter?

I don’t write by hand nearly as much as I used to. Looking back over the past few weeks, I’ve signed my name, written in a couple of birthday cards, and jotted down quick notes before a talk—that’s about it.

Our students also write by hand far less than they once did. Does this matter? For years, we’ve told students handwriting is important because exams are handwritten. But that’s changing. As reported in the Sydney Morning Herald (11 November 2025), Year 12 students sitting the International Baccalaureate will soon have the option to complete exams online, with plans for the HSC to go digital between 2026 and 2029

It got me thinking about other life skills that are being gradually lost to technology and social change. For example:

• - Map reading and navigation
• - Sewing and knitting
• - Cooking from scratch
• - Research and source evaluation
• - Memorising (how many phone numbers can you recall or poems?)
• - Driving a manual car

Where could this lead? In the movie Wall-E, there’s a scene showing a future where humans float on chairs, glued to screens, obese and disconnected. Leisure has replaced work, and so many skills have been lost to automation that there’s little left for people to do. I hope we never reach that point.

Last week, I asked staff to nominate senior students (Years 10 and 11) with particularly illegible handwriting. I plan to work with them to improve this skill. For now, most internal and external exams still require handwriting—but the writing is on the wall (pun intended): handwriting may soon join street directories and manual cars in the museum of forgotten skills.

So, what do we lose—and what do we gain? Children today learn to type or swipe long before they learn to write. Yet research is clear: both handwriting and keyboarding should remain essential tools for learning from an early age.

As Askvik et al. (2020) note:

“The pen causes different underlying neurological processes that provide the brain with optimal conditions for learning and remembering.”

Handwriting skills underpin success in reading and writing. A lack of fluency can weaken the foundation for literacy tasks (Ray, Dally & Lane, 2022).

Recent evidence reinforces this. A study of 544 Year 2 students across 17 Perth primary schools compared story writing by hand versus keyboard. Students produced longer and higher-quality handwritten texts, assessed on 10 criteria including ideas, vocabulary, spelling, and punctuation. These findings align with a 2023 meta-analysis of 22 international studies (6,168 participants), which showed that primary students consistently write better-quality texts by hand than by keyboard.

Nomanis - Focus on Handwriting

As digital technology makes it easier to communicate without writing—or even typing—it’s critical that we continue to value handwriting. It’s not just about exams; it’s about developing and expressing our thoughts, ideas, and identities, and supporting success in reading, writing, and spelling.

As the Oxford Handwriting NSW report (2025) states:

“The skill of handwriting is not lost—in fact, it’s fundamental to learning.”

Have you heard the news? Starting December 10, 2025, the Australian government will require major social media platforms to prevent users under the age of 16 from creating or maintaining accounts. This includes Facebook, Instagram, Snapchat, TikTok, Reddit, YouTube, Threads, X, and Kick. The law is designed to protect young people from the risks associated with social media, such as excessive screen time, exposure to harmful content, and online interactions that may affect their wellbeing.

Australia is one of the first nations in the world to bring in such a ban (or, to be more precise, a ‘delay’). The Prime Minister has compared the law to laws requiring people to wear seat belts while in the car, it’s there for the common good.

This short video introduces the new law and the intention behind it: 

I think this is a significant step in the right direction; frankly, people under 16 don’t yet have the maturity or discernment to be posting and viewing the often-unregulated content that comes up on social media.

If your child already uses any of these social media platforms, please have a conversation with them. Explain to them that they will no longer have access to these platforms, and why this is a good thing. Make it clear that this is in their best interest and something you support.

However, the new law will not completely make the internet a safe space for your child. YouTube is on the banned list, but under 16s can still view YouTube videos without an account. Messaging apps like WhatsApp and Discord will still be permitted, as will gaming platforms like Twitch and Roblox (although this might change over time). In my experience, some of the most upsetting things that happen online are in private message groups between young people. Please continue to monitor your child with these. Requiring laptops to be in a public place, rather than bedrooms, and leaving phones outside the bedroom at night are helpful steps, as is ensuring you have open conversations about who your children are talking to online.

Finally, encouraging your child to spend time off-screens is valuable as well. Arranging for your child to socialise in-person, encouraging participation in extra-curricular activities like sport, music and church groups, and spending time as a family away from screens can be helpful strategies. Technology can bring us closer together; but we need to help our young people use it wisely.

Let’s work together to support our young people as they navigate this changing digital landscape. By staying informed, setting clear boundaries, and fostering open communication, we can help them grow into confident, resilient and responsible digital citizens. For more guidance and practical resources, I encourage you to visit the https://www.esafety.gov.au, which offers excellent support for parents and carers.

Mr Samuel Mills
ICT Leader

On Saturday 8 November, we welcomed past students back to the College for the launch of our Alumni Network. It was a relaxed evening filled with conversation and shared memories, and a fitting way to mark one of the final moments of our 25th anniversary year.

Some guests joined a guided tour before the event. For many, the campus looked very different with new buildings and updated spaces. For others, it felt familiar with areas that brought back strong memories. It was lovely to see those reactions and hear stories from across different graduating years.

The timing aligned beautifully with a significant milestone. Our first ever graduating class from 2005 reached their 20 year mark this year, and a few from that year group joined us on the night. Having them with us added a sense of history as they revisited spaces that have changed greatly since the early days of the College.

The night also brought past staff and current staff together. Many reconnected with students they once taught and saw the adults they have become. It was a proud moment for those who have shaped the College story since the beginning.

As our community grows, it felt time to create a space where former students can stay connected. The word alumni simply refers to people who once attended a school. For us, it includes the many graduates who still hold a connection to this place. The Alumni Network brings them together in one home where they can reconnect, return for reunions, and stay in touch with College news.

The network includes an online hub and a reunion program. It will also feature a newsletter released twice a year so graduates can keep a link with the College in a way that suits them.

It was fitting to have the night captured by Vibe Society with alumnus and current parent Isaac Viglione (Class of 2012) behind the camera. Another alumnus, Peter Kiernan (Class of 2012), managed the lighting and audio for the evening which added a strong sense of continuity.

After the tour, guests gathered in MRK where conversations flowed easily and many reconnected with old friends. Several expressed pride in seeing how the College has grown while still holding the same heart they remember.

This launch strengthens the long-term story of the College and keeps the voices of our graduates connected to the ongoing life of our community.

The Dirt Below

The thick weight of international air embraced my face.
My youthful ignorance blurred through my jagged teeth as questions poured upon me.
“You can’t be Australian,” he spat, his eyes glaring down at the dirt colour of my skin; his
brown tinge glowing just slightly lighter than mine under the South Asian sun.
“But I am?” Am I?
It's not often that I question such a thing; why would I let anyone define who I am? But then
again, why did hearing those words press out of his naive mouth hurt so bad?

The wave of migrants entering Australia has exponentially increased over the last few
decades, causing an influx in the population demographics of Sydney, in particular, a
Frankensteinian mishmash of cultural identities of sorts. It's almost as if a glass jar of black
food dye is being held under the sink; the colour dissipating as more and more water
replaces it. Is it still considered dye though, or has it become the water; has its identity
changed, has the water just usurped its place?

I think back to the times of watching the news of Pauli-alien yammers and Howardian waffles
when I was younger; always wondering the motivations behind what compelled someone to
be so closed off. Learning about the Cronulla riots and waves of other racial attacks
throughout history captured my attention; even so, the attempts and policies of assimilation
of Indigenous Australians, breeding their culture out into pure white blood. Such an attempt
was cautioned by George Orwell’s 1984, where individuality is restricted to the point that
“there will be no thought”. The assimilation of diversity is portrayed to lead to demise, so we
must find another, more peaceful way to live with each other, without the threat of conflict
blaring across our backs.

At that moment, the boy’s words stung me. They washed upon me as I grasped the
realisation that I may be a Dracula in society; outcasted by the perennial assumption of evil
in difference -- or in other words, the fear of the unknown. The ‘unknown’ feeling was only
emphasised by the racial division in my home city.

It always felt there were two sides in Sydney, that of the multicultural in the more inland
suburbs of Cabramatta and Liverpool, and the Eastern suburbs, the posh upperclassmen of
whites. It wasn’t until I learnt of the divide of the Red Rooster line that proposed the split of
the ethnic regions of the southwest and the “affluent North” within Sydney that there is in fact
a socio-economic border that severs the city. A single imaginary line acting as an arbitrary
boundary, but in the same sense, it's imaginary. Are these conceptions of division in our
society merely just conceptual; and rather telling of our human character to always find flaws
in others so that we materialise a physical separation of race?

I remember sitting under Darling Harbour on the shore of New Years Eve, filled with the
youthful innocence of childhood. My eyes bore tired and waned down as the clock grew
closer. Glaring around with slivers of my open eyelids, I noticed the multitude of people,
people that looked like me, and people that looked different. Though, we all sat together,

sheltered in our blankets, gripping our Mcdonald’s cups, gleefully waiting for the dancing of
colour above. Together.

I realised at that moment that I don't care what other people think. I realised the true
meaning of Australianism is being Australian; I’m not alone, there’s many others like me. We
all feel the same dirt under our feet -- that’s what unites us

Aaron D
Year 12 Student

Last Monday evening, our College community gathered for the annual Dance Concert, a dazzling showcase of talent spanning Kindergarten through Year 12. Across jazz, lyrical, hip hop, acro, musical theatre, troupe, and ballet, students brought the stage to life with flips, tricks, and choreography that was as creative as it was inspiring.

What shone most brightly was the theme of Togetherness. In every group routine, the strength of the performance came from teamwork, the way dancers relied on one another to create something larger than themselves. Each movement was carefully woven into the fabric of the ensemble: when one dancer took the spotlight, others provided the rhythm, balance, and energy that made the moment possible. Trust, timing, and mutual support were the invisible threads holding each piece together, ensuring that no dancer ever stood alone.

This spirit of collaboration was amplified by the presence of our senior students, who modelled confidence and encouragement for the youngest performers. Their steady guidance helped the younger dancers find courage and joy on stage, turning nerves into excitement. Whether through a reassuring smile, a whispered word backstage, or simply dancing alongside them with grace and strength, our older students showed that leadership in the arts is not about standing apart, but about lifting others up. Together, they embodied the heart of the concert: unity, growth, and shared joy.

The concert unfolded in three parts, each carrying its own message. Power Combined opened the evening with energy and flair, setting the tone for collaboration. Fractured explored the idea that “when power divides, darkness follows,” highlighted by Mia Cooper’s moving solo performance. Finally, United reminded us that “out of the shadows, we shine together,” culminating in a finale that brought every dancer back to the stage in a joyful celebration of community.

Among the many memorable performances, two stood out as personal highlights. The Years 3–6 musical theatre piece A Cover is Not the Book from Mary Poppins was full of character and charm, delighting the audience with its playful storytelling. Equally striking was Transform, a ballet piece combining Grades 3–12, which blended grace and strength in a breathtaking ensemble that embodied the very essence of unity.

Finally, we say a heartfelt THANK YOU to our amazing coaches for their tireless efforts throughout the year and on the night, guiding and inspiring every dancer to reach their best. We also extend our gratitude to the senior students who not only supported the juniors during the concert but gave generously of their time in junior dance classes across the year, building confidence and skills in the next generation. And to Mrs Whitelaw, thank you for your wonderful leadership, bringing together staff, students, and helpers in a shared vision of excellence. The concert was more than a performance, it was a living expression of community, creativity, and togetherness, and a fitting celebration of the year’s achievements.

Mr Luke Robinson
Director of Co-curricular