Term 2 | The Way Newsletter | Friday 15 May 2026

Learner Agency

Recent and current events at the College have caused me to reflect on the concept of learner agency. Conscious that this concept is likely considered “teacher-speak”, I have included the following definition from the OECD’s ‘Learning Compass 2030 framework’ (2019).

"Learner agency is about acting rather than being acted upon; shaping rather than being shaped; and making responsible decisions and choices rather than accepting those determined by others."

Last weekend, we experienced the unexpected shutdown of Canvas, which briefly removed our collective and individual agency. It is in moments like this that we become aware of the risk of relying too heavily on external systems or applications to support our learning. This can also be true in the classroom if students rely solely on the teacher to manage their engagement and application.

Research about the concept of learner agency is compelling. The OECD frames learner agency as a ‘virtuous cycle’; when students act as "agents" (rather than passive recipients), they develop a sense of purpose. As purpose increases so too does intrinsic motivation. The OECD links this to better mental health and a higher likelihood of students ‘learning how to learn’ – a factor increasingly used by young people to differentiate themselves when seeking meaningful employment beyond school. 

Studies into Self-Determination Theory (SDT) have identified that students with agency also meet the basic psychological needs of students.

• Autonomy: ‘I have a say in my learning.’
• Competence: ‘I feel capable of meeting the challenge.’
• Relatedness: ‘I feel connected to my teacher and peers.’

SDT suggests that when these three needs are met through agentic practices they move quickly from "doing it because I have to" to "doing it because it matters to me."

As I write this, we are preparing the Year 8 and 10 Subject Selection presentation. The process of students selecting their subject is a key opportunity for students to demonstrate learner agency. Selecting a subject allows them to make an informed decision based on interest, curiosity, enjoyment and skill. It is a choice that can be transformational in determining their engagement and approach to learning.

Equally, exercising learner agency doesn’t need to wait for a subject selection process. Every student in the College can make daily decisions to be active participants in their learning. Examples of these daily agentic decisions include:

• - Making an informed decision about who to sit next to in class, before the teacher intervenes.
• - Taking the initiative to contribute to a class or group discussion.
• - Taking notes in class to support later revision.
• - Journalling to reflect on challenges faced and how they were overcome.
• - Goal setting to identify areas for future growth and development, and a plan to achieve it.
• - Developing a study plan to support home learning.
• - Sharing ‘what went well’ with mum and dad each evening.

Finally, it is important to note that the development of learner agency is gradual. It requires support from teachers and parents. This support should try to avoid removing agency and making decisions for young people, regardless of their age. Instead, we should consider the idea of ‘co-agency’ where adults provide the map and the compass, but the student holds the wheel.

Learning is an exciting journey – particularly when students exhibit control, take responsibility and can celebrate their growth.

Sport has long been viewed as a microcosm of life, but there are also striking parallels to be drawn between the field and the classroom. While attending the Senior School Athletics Carnival last Monday, I was struck by three particular lessons that apply just as much to academics as they do to athletics.

1.        The Power of Support

It was inspiring to see how competitors with friends cheering loudly from the sidelines found an extra gear and performed better. Support in schoolwork from friends, teachers and family makes a similar difference. Encouraging words, sharing resources, explaining difficult concepts and having someone to help you "pick yourself up" after a setback makes the academic journey much easier. Does your child have a strong support network for their studies?

2.        Focus on PBs, Not the Results of Others

In any race, there will always be someone faster, stronger, or able to jump or throw further. Even the "GOATs" (Greatest of All Time) eventually see their records broken. In the classroom, it can be discouraging to receive assessment results if you are constantly comparing yourself to those around you. It is far more productive and rewarding to aim for a Personal Best (PB). Growth is a marathon, not a sprint against your neighbour.

3.        Persistence Pays Off

In the 400-metre event, I watched one competitor take a massive lead in the first 200 metres. The other runners were a significant distance back, but they didn’t give up. By maintaining a steady, disciplined pace, they gradually closed the gap, and the runner who was in third place for most of the race ended up winning. Academic success follows the same logic: staying organized and distributing revision consistently over the whole year will always beat the "short burst" of cramming.

Finally, a congratulations to all those who attended and participated in what was a terrific day. 

How can we measure all that has been learned in a semester?

The Junior School teachers have the task of considering how to report on all the learning that has taken place this Semester. Assessments are being conducted through a range of strategies, including reviewing previous learning, analysing work samples, making ongoing observations and engaging students in meaningful conversations and discussions. All of this to help determine the growth of each student.

And this is their foundation –

"It's not the test itself that matters; it's how you use the information it gives you." (Dylan Wiliam)

A test score is only a small piece of the bigger picture. What really matters is how teachers use that information to understand your child’s progress and strengths in the planning of the next steps. Tests can highlight where your child is growing confidently and where they may need a little more support, helping teachers tailor learning and helping families celebrate effort and application as much as achievement. When need to see tests as tool and not as judgments. This allows our children develop the confidence to keep improving at their own pace.

We measure so much more than academics though. We consider the learning behaviours that have been practised and encouraged, through the continued implementation of the Positive Learning Framework. We reflect on the friendships that have been formed and developed, especially for those students who find the social aspects of schooling challenging.

Building a child’s learning confidence starts with helping them feel capable, valued and safe to give things a go, even when things are tricky. The strongest confidence grows from small wins and consistent encouragement. Here are some ways that you can nurture the building of confidence at home.

• Celebrate effort - Praise persistence, curiosity and problem‑solving rather than just correct answers. This teaches children that progress comes from application, not from being perfect.
• Model the ‘Learning Pit’ - Let them see you learning new things, making mistakes and thinking up strategies to improve over time.
• Create a calm routine – Help your children feel secure and ready to learn.
• Encourage independence - Let them make choices, solve problems and take responsibility for small tasks so they feel capable.
• Talk positively about challenges - When something is hard, frame it as an opportunity to grow rather than a sign of failure.

‘If you're not making mistakes, you're not learning.’ (‘James’ by Percival Everett)

Please see Sports Update articles for all important sporting dates.  

2027 Term Dates.pdf

This term in in English, Year 3 students have been participating in a book rotation focused on informative texts and a range of engaging topics. Through these activities, students have been developing their reading, note taking and informative writing skills. Students have practised identifying key words within texts and using these words to help form effective informative sentences in their own words, a vital skill to have in this day and age. Great job Year 3 and keep up the excellent work!

Mrs Lisa Sampson
Junior School Teacher - Year 3 Year Leader 

We are delighted to announce the winners of our Years 3–6 Writing Competition, with our P–2 winners to be revealed soon.

This year’s theme, “Discover”, inspired a wonderful collection of imaginative and thoughtful entries. Choosing the winners was no easy task, as many students demonstrated creativity and enthusiasm in their writing. The selected pieces stood out for their originality, rich descriptive language, sophisticated sentence structure and engaging storytelling.

To celebrate our students’ achievements, the winning entries will be published in a digital collection later in Term 4, allowing our wider College community to enjoy and celebrate their work.

Prize winners will receive a certificate and a book-themed prize. In addition, our winners from Years 1–6 will have the exciting opportunity to participate in a writing workshop with published author Louise Park later this term, where they will further develop and refine their writing skills.

Congratulations to all students who entered the competition, and a special congratulations to our winners listed below. We also encourage students to keep an eye out for our upcoming P–6 Illustrators’ Competition.

Writing Competition Winners for Years 3 – 6

Mrs Alex Saville
Gifted and Talented Liaison for the Junior School

Thomas Hassall Anglican College just hosted another successful Careers Expo, providing an outstanding opportunity for students in Years 10, 11 and 12 to explore future pathways and engage directly with a wide range of post‑school options.

The Expo welcomed over 30 exhibitors, representing universities, colleges, training organisations and a diverse range of industries. This breadth of representation ensured that students were exposed to multiple pathways, including university study, vocational education, apprenticeships, traineeships and direct entry into industry. The event highlighted the many ways students can pursue their interests, strengths and aspirations beyond school.

A particularly valuable feature of the Expo was the inclusion of bookable breakout sessions. These smaller, focused sessions allowed students to engage in meaningful conversations with specific exhibitors, gain deeper insight into particular courses or careers and ask targeted questions in a supportive environment. Feedback from students indicated that these sessions were especially beneficial, helping them clarify their thinking and gain confidence in their decision‑making.

The Careers Expo plays a vital role in supporting students at a key stage of their development. By connecting students with real‑world experiences and professionals, the event encourages informed decision‑making, broadens perspectives and reinforces the importance of purposeful planning for the future. For many students, it also served as a powerful reminder that there are multiple pathways to success and that their journey does not need to follow a single route.

Events such as the Careers Expo reflect the College’s ongoing commitment to preparing students for life beyond school and equipping them with the knowledge, skills and confidence to navigate their future pathways. We look forward to building on this success and continuing to provide meaningful career development opportunities for our students.

Mrs Maha Ghabrial
Careers Advisor & Year Advisor
EVET and TVET Co-ordinator