In this issue

A warm welcome to new School Chaplain Rev Jacqueline Weston

Secondary parents access to Athena Learning Analytics

Transitioning back to face-to-face teaching

Wellness Wednesday Guest Speaker Paul Walker

BTAC Sports Corner Broadcast Interview with Ella Smith

Principal featured imagePrincipal featured image


Welcome back to school, students, and teachers! How we have been looking forward to this exciting day! Congratulations on your resilience and perseverance during the COVID lockdown. We know some of us found being apart from each other tough; students, teachers, and parents alike. We are glad to see a …



Welcome back to school, students, and teachers! How we have been looking forward to this exciting day!

Congratulations on your resilience and perseverance during the COVID lockdown. We know some of us found being apart from each other tough; students, teachers, and parents alike. We are glad to see a return to community life on-site, where we can support one another face to face.

As always, there are many support options available to help transition back to working alongside each other once again. There are also some health-related rules for us to follow which your teachers will provide on your return.

The best news of all is that we can now properly welcome our new Chaplain, The Reverend Jacqueline Weston in her new role as a School Chaplain. If you see Jacqui, please give her a warm Bishop Tyrrell welcome as she is quickly learning how we do things and getting to know everyone.

You can catch up with her story in our latest news item New Chaplain finds faith in students’ unique gifts.

From Term 4, Secondary parents will have access to the Learning Analytics Platform, which we have named Athena. The platform has been used by students for some time now and they are used to tracking their academic goals and achievements in each of their subject areas. We know that firsthand access to the outcome of their tests and assessments, as early as possible, encourages motivation and the will to strive to be their best selves in learning.

Teachers have access and now parents will have online access to the files to assist students to strive for continuous improvement. In the primary years, teachers have access to the Learning Analytics platform and use this information to follow student outcomes and enable their lesson planning.

There is a new login portal for improved parent access.

Once you have signed in to CALEB, click on the Athena Learning Analytics tile to be taken to the new login portal for access to the Learning Analytics Platform. Please refer to this brief overview for more information about how this new login portal works.

Please contact Mr Tim Gardiner if you have any problems logging on using the passport or are having difficulties accessing the information in Athena.

Finally, as we plan for Term 1 2022, I’m pleased to let you know that Ms Rachel Halpin has decided to remain at Bishop Tyrrell in the Maths Department. We are very pleased.


Ms Suzanne Bain


Secondary Academic featured image

Secondary Academic

Study Skills Tip – Asking For Help Powerful learners have a number of things in common and one of the most important ones is that …


Secondary Academic

Study Skills Tip – Asking For Help

Powerful learners have a number of things in common and one of the most important ones is that they seek help when they need it. If you are struggling in any aspect of your life, the best thing you can do is to reach out and ask for assistance. The worst thing you can do is to do nothing or pretend the issue doesn’t exist. For example, if there have been aspects of your learning this year that you have found difficult, or have fallen behind in, this last term of school before the end of the year is the perfect time to reach out for help.

Where can you find help when you are struggling at school?


If things in your life are upsetting you or stressing you this will affect your ability to learn effectively. Talk to your family, talk to your friends or other people you are close to or teachers you feel comfortable sharing with. However, if you need additional support, you can approach the College Psychologist at school, and they can give you some professional help or find someone who can help you with your specific problems. There are also lots of support agencies, for example, Kids Helpline, a free confidential service: 1800 55 1800 or use the online service at It is much better to talk to someone rather than lock it all inside you.


If you are finding a particular subject difficult, or have fallen behind, the first place you should seek help should be your classroom teacher.  Firstly, ask questions in class as problems arise. If you find you have too many questions that it is not practical to ask them all in class, then ask your teacher if you can make time to discuss the issues you are having outside of classtime. Teachers are happy to help students who do their best and are keen to improve. Other places you might be able to find subject-specific help are books or extra textbooks in the school or local library, other students in the class, students in older years, other teachers at the school, family members, family friends. If you try all of these options and are still having problems, then you might consider looking for a tutor. Often ex-students from your school who are at university might be interested in doing some tutoring or even teachers at other schools. Your parents could ask your teacher if they can recommend anyone.


If you aren’t having trouble with a specific subject, but are finding learning for school in general difficult, the first people to talk to are your parents. You might like to write down your feelings or what you are experiencing so you can explain things to them clearly. Your parents can then help you decide what steps to take next. It is probably a good idea for them to talk to your teachers first to get their perspectives. They might make an appointment with one of the pastoral care staff like a Year Coordinator to discuss with you and your parents to talk through the issues you are experiencing.  The school might also have learning support staff who can help you work out what your issues are and who the best people are to help you.  If the learning support staff can’t help you, they will be able to refer you to outside services who can diagnose and address any learning issues you might have.

Year 9 and 10 Assessment Block

Students in Year 9 and 10 will complete their final assessment tasks in a number of subjects in their assessment block in week 5. Students will receive timetables of these assessments (and ACER diagnostic tests) in the coming weeks.

Here’s a quick checklist for ensuring your notes are ready for revision.

  1. Make sure you’ve ticked off the syllabus dot points

This has to be the most important tip on our list… make sure you have every dot point listed in the syllabus covered in your notes. Remember, the syllabus contains all of the content from the course, and the questions you’ll be asked in your final assessment are coming straight from this document.

  1. Work on condensing your notes

When it comes to studying for exams, we don’t want to be reading paragraph after paragraph of content. The most useful notes are summaries of the content, so we need to work on condensing them! Once you’ve written the notes for a topic, pick out the most crucial bits of information and arrange all the content into a really punchy, memorable, and useful summary that will actually get you through an exam.

  1. Make sure they make sense to you

Writing notes doesn’t mean rewriting the textbook. To make your notes useful, it’s important that you can actually understand them! So, read over your notes from start to finish and highlight any concepts that don’t make sense to you. Rework these sections, so when it comes to revising you actually know what’s going on.

  1. Revisit past exams or assessments

Sometimes, a concept or topic might require a bit more information. Revisit any past exams or assessments and look for any topics that you didn’t do so well in. This can help us to highlight any areas in our notes that are lacking or need further explanation. From here, you can add additional notes or comments that will really help you in the exam room Remember, it’s not just about remembering the content, you want to be able to apply it too, so make sure your notes are going to help you with that process!


Ms Tania Lloyd

Deputy Principal / Head of Secondary

Secondary Pastrol featured image

Secondary Pastrol

Secondary Pastoral – Term 4 Week 2 Humility – Exploring humility through the life of Albert Einstein Reading through Mr Cummings report below, I thought …


Secondary Pastrol

Secondary Pastoral – Term 4 Week 2

Humility – Exploring humility through the life of Albert Einstein

Reading through Mr Cummings report below, I thought about what other contributions Albert Einstein has given us.

Albert Einstein was born into a Jewish family in Ulm, Germany. As a child, he did not speak much, did not learn to read until seven years old, and often only received average grades. He was initially rejected when applying for college and again when trying to become a physics teacher. In 1896, he renounced his German citizenship in protest of being drafted for military service, becoming a Swiss citizen in 1901. He took a job becoming a patent examiner but continued to work on his love of physics. He set up the Olympia Academy, with other like-minded individuals.

Albert Einstein said, ‘A true genius admits that he/she knows nothing’. Despite all his achievements, his humble nature saw him striving to do and become more. His research, theories, and papers brought him attention and accolades, yet Einstein humbly continued his work, not letting his celebrity status go to his head. Einstein became very popular but, believed that having a humble approach to success was the best way to be successful. He never let his successes get in the way of him thinking of others and being helpful when needed.

Research shows that people who are humble tend to be healthier.  Humble people have better relationships as a result of being more accepting. How do we show humility? How does developing humility support wellbeing?

So I ask you to reflect this week on these questions:

  1. What is more important? Recognition and praise, or acknowledgment of achievement and remaining humble, like Einstein?
  2. Do you need to be bold to be successful?
  3. When might it be necessary to showcase your achievements or abilities?

Now that you have a good understanding of humility:

  1. This week, get your hands dirty by doing some of the things you might not like to do. For example, emptying the rubbish or clearing the table after a meal.
  2. Accept that there might be others who could be better than you are at something. When someone else does well in class or at home, congratulate them, rather than find fault with them.
  3. Try to humbly admit when you’re wrong, apologising if necessary.

From the Heads of 7-9 and 10-12

Albert Einstein famously said that the measure of intelligence is the ability to change. Well, if that’s the case then the students of the Bishop Tyrrell secondary community are ready for their MENSA test! As we conclude our first two weeks back for Term 4 our students, and their families, have rolled with adjusted government deadlines for returning to school; they have dived headlong back into an online learning environment via Microsoft teams and Zoom, and have watched as events on our College calendars have come back to life after having previously been put on hold due to our lockdown. Staying on top of this state of flux is no mean feat and I want to acknowledge again how proud we are of our students and their attitudes to facing what each new week might hold.

Week Two is officially ‘Mental Health’ week and our students are involved in taking time out in tutor to discuss their mental health and put into practice positive self-care strategies both physical and mental. In conjunction with Mr Eddy’s weekly Sport challenges (this week being the weatherproof “Train like a Pro Surfer” challenge) our students are taking measures to care for themselves and others – with our second ‘Screen Free’ Friday also scheduled for the end of Week 2. We also look forward to another guest speaker during Week Three with our second “Wellbeing Wednesday” for the year. Paul Walker, Army Veteran and Mental Health Ambassador loved speaking to youth about resilience and mental health and I am sure all of our students will benefit from his time and wisdom.

Lastly, I wanted to wish Mr Bull a well-deserved break in Term 4 on Long Service Leave, and please rest assured Mr Bull that with Mrs Carlson steering the Years 7 – 9 ship our lower secondary students are in good hands.

Mr Cummings and Mrs Carlson



Ms Tania Lloyd

Deputy Principal / Head of Secondary School

Preschool featured image


Term four has started with an investigation into the universe, planets, astronauts, and space rockets during space week. The children were very keen to share …



Term four has started with an investigation into the universe, planets, astronauts, and space rockets during space week. The children were very keen to share their knowledge with one another;

Theodore ‘There are lots of planets up there in space and we live on earth.’

Meha ‘And there is Saturn.’

Piper ‘And Mars and Jupiter.’

Cormack ‘And lots of stars.’

Miss Sarah ‘How do you get to these planets?’

Lachlan ‘You can catch a rocket and go three . . .two . . .one . . .and blast off into space and go to the moon!’

Jonty ‘And you put on a spacesuit. I got one at home. I will be an astronaut and go in my rocket.’

Addison ‘And you go lift-off!!!’


Through a connection with technology and literature, the children continued to explore space, rockets, and the role of an astronaut. It was becoming apparent that the children’s primary interest was rocketed. The children were given large cardboard boxes, recycled materials, and foil to begin to construct their very own rocket. The children drew upon the knowledge they had gained previously through their discussions and their interactions to make the most spectacular rocket! A great deal of collaboration and negotiation was needed as they worked together on this project.

We were also pleased to see many of our preschool friends enjoying space week through their online learning. Many of the children created their own rockets out of blocks and made planets and solar systems using paint and recycled materials found around their homes. We could see a lot of imagination and creativity went into these creations. Thank you for sharing them with us.

The children have been exploring health and nutrition through the cooking experiences on offer this week as part of our healthy cooking week. The children made pancakes, fruit kebabs, and zucchini fritters. Throughout the experience the children were given the opportunity to discuss some of the healthy foods that they enjoy eating;

Eli ‘I like yogurt.’


Jayda ‘Me too. Did you know that yogurt gives you string bones?’

Parisha ‘And cheese too is good for your bones.’

Niamh ‘And your teeth too.

Jonty ‘Blueberries are yummy and give you a blue tongue. They make you grow big and strong.’

Austin ‘Yeah I have blueberries at home and strawberries and watermelon too. Fruit is good for you.’

Amelia ‘I eat apples cause they are good for you.’

Zaylee ‘So are vegetables.’

Apart from exploring nutritional food and the impact it has on our bodies, the children also gained several other skills, including;

· Social-Emotional Development: Hands-on cooking activities help children develop confidence and skill. Following recipes encourages children to be self-directed and independent, it also teaches them to follow directions and develop problem-solving skills.

· Physical Development: Fine motor and eye-hand coordination skills are developing by chopping, mixing, squeezing, and spreading.

· Cognitive Development: Cooking encourages children’s thinking, problem-solving, and creativity. It also allows children the opportunity to use the knowledge they have and apply it by counting, measuring, following a sequence, following directions, and cause and effect.

· Language Development: Cooking offers the opportunity to develop language development by linking it to all other areas, including Mathematics, Science, Social Studies, Arts, and Literacy. This is done by encouraging children to talk about what they are doing, counting, and watching materials change colour, texture, and medium.

We would love to see photos and recipes of the nutritious foods you like to cook in the family home. Please send them directly to the preschool via our email and we will share these on Seesaw.

Miss Michelle found a small baby bird on the ground just outside our preschool gates. With the help of Miss Fyae, they gathered the bird and took it inside to check if it was okay. The children became very concerned for the bird and it was decided that we would ask the local vet for advice on what we should do. The local vet looked over the bird and said that it was okay. They advised us that the bird was learning to fly and it was important to re-release the bird near where we found it and assured us that the other birds would be looking for him/her. The children collected the box with the bird inside and walked to the spot where we originally found it. The bird was placed gently on the ground and watched as the other birds flew around it. This generated a lot of discussions;

Jonty ‘I think all the mummy and daddy birds missed the little fella.’

Eli ‘Yeah look they are giving it kisses with their beaks.’

Lachlan ‘the baby bird is watching the other birds.’

Austin ‘Yeah cause that’s how the baby learn to fly . . .he watched the big birds then he flaps his wings too and he flies away.’

Jayda ‘I think he is just a bit tired and will fly away soon.’

Whilst releasing the baby bird, we noticed another small bird on the ground. It looked to be healthy too.

Parisha ‘I think that bird is learning to fly too.’

Niamh ‘Yeah it jumped from its nest and flapped but it couldn’t fly yet.’

Jayda ‘Maybe we need to make some little steps and things so that the birds can get back up to their nest. That’s why no one will get them.’

Jonty ‘Yeah and they be safe . . . we should make them another next but lower down the tree too.’

Lachlan ‘Yeah lower down. Like on that tree.’ (Lachlan pointed to a lower branch).

The experience provided the children with a wonderful opportunity to develop a sense of belonging to groups and communities and to expand their understanding of the reciprocal rights and responsibilities necessary for active community participation. In the coming weeks, we will be liaising with the local vet to create a safe space for our birds who are currently nesting. We will also be looking at planning and creating some of the ideas generated from the discussions (such as ladders and additional nests)

Primary featured image


Welcome back everyone to Term 4 and I hope you have all had a restful break but at the same time, you were able to …



Welcome back everyone to Term 4 and I hope you have all had a restful break but at the same time, you were able to get out and about. I hope you all enjoyed our end-of-term 3 online Resilience celebrations. It was a fantastic way to close Term 3 and to reflect on the importance of resilience. We are very impressed with the way our students have handled the disruptions over the last few months and while we will have everyone back at the beginning of week 4, there will be several restrictions in place that will disrupt our regular program. But BTAC students will know how to respond with their usual positive mindset.

Orientation programs for bother kindy and year 7 2022 students will be announced over the coming weeks. Some of the restrictions that will be in place when students return will disrupt our regular orientation activities so we will need to wait and see if some of these restrictions are lifted before we can confirm dates and program schedules. More information will be distributed to relevant families when we can confirm the program.

Unfortunately, the year 3,4,5 band program will not be able to run from week 4 but Mr. Ross will contact families to help them access some videos designed by our wonderful peripatetic team so the students can continue to practice at home. One of many shining lights during lockdown was the continuation of the band program while students learnt at home which will hopefully give the students some momentum into the new year as we continue the program from year 3 to 6 in 2022.

In the classroom teachers are very excited to resume face-to-face teaching but recognise the return is going to be difficult for some students. Rest assured measures will be put in place to ease the students back into the routine of face-to-face learning so they can pick up from where they left their learning and social interactions. Most importantly there will be a big focus on learning in a fun environment. We can wait to see you all back in the classroom.


This week in Geography lessons, Kindergarten learnt about the language of maps. They enjoyed the story ‘Rosie’s Walk’ and mapped how to get from their bedroom to the backyard. They also spent some time investigating aerial maps of Sydney before creating a bird’s eye view map of their own bedroom!

During Science lessons, the children were thinking about the way things move. They identified objects that were ‘moving’ vs ‘still’ and then made some scientific observations around their house of things that move by ‘push’ or ‘pull’.

The teachers can’t wait to see Kindergarten students back at school on Monday for some learning fun in our classrooms!!


Year 1

The Year ONE-derfuls have had an awesome start to Term 4! Learning about ‘Chance’ was a big hit, with many of the kids creating some funny possibilities using mathematical language. For example, it would be ‘impossible’ to ride a unicorn to school (unless you were Harry Potter), it would also be ‘impossible’ for a triceratops to appear at Mrs. Holli’s door, whereas the possibility of Mr Durie appearing at Mrs Holli’s door is ‘highly likely’, especially if she is in the middle of recording her morning video! Students have loved learning about patterns this week – understanding that there can be repeating patterns and also growing patterns – and enjoyed making their own patterns out of household items. Science and Technology lessons involved looking for computers around the home and we discovered that…….they are everywhere! We are looking forward to learning more about digital technologies in the coming weeks.

Year 2

Students have started the term well, getting back into the home learning routine after a nice break from their screens and school work. This term in writing we are focusing on procedures. We have completed some lessons on their purpose and structure. We are also nearing the end of our grammar, spelling, and comprehension InitiaLit lessons, which is exciting!

This fortnight in Mathematics, we have focused on volume and capacity, using informal units of measurement. This has been a very messy topic, with lots of hands-on experiments and Tupperware cupboards being raided. We predicted the capacity of different containers and found that containers with different shapes can have the same capacity. In Geography we began to look at special places to us and Aboriginal and Torres Strait Islanders as well as their connection to place and country. We then began to look at World Heritage Sites, learning why and how they are selected and why they must be looked after. This fortnight in Science, saw us exploring mixtures around the house and conducting some crazy cooking experiments at home to understand how different substances react to each other and how they can be combined to make mixtures. Lastly, in Health we have begun our topic by looking at healthy eating and the importance of eating a balanced diet. Students created their own healthy plate by looking at the food groups.

Year 3

Welcome to the new term and it is fantastic to have Year 3 back to their routines of learning and to see them back on screen and eager to get cracking with Term 4 work.

This fortnight has seen us start revision of all the mathematics’ concepts covered during the year. The Math Box cards have given the students some form of extension and included broader thinking skills while they answer these multiple-choice questions. The weekly Math has certainly been varied and we welcome questions from the students to clarify their understanding.

The students have been introduced to Edward, an egotistical and self-centred rabbit who is made from china and real fur, who embarks on a miraculous journey meeting many new people and this adventure begins to transform his thinking and soften his heart to eventually love. This text is beautifully written by Kate di Camillo and is one of many books she has authored that have animals as the main character. Students are exploring creative and descriptive writing and it is rewarding to read well-structured and entertaining texts from them about the Turtle’s Journey, The Greedy Rat and Animal Town.

We are studying road and personal safety in Health and the students have watched videos to reinforce the importance of wearing seat belts, getting out of the vehicle kerbside and not distracting the driver.

In Geography, we are learning about Australia’s neighbours- and in particular, New Zealand, Indonesia, and Papua New Guinea and realising the importance of having cultural understanding and the acceptance of the differences between them and Australia.

Thank you Parents for continuing to share in your child’s learning and we are excited for their return in the near future.

Year 4

As Year Four excitedly counts down the days until we are all back to face-to-face, we are embracing our last weeks of online learning. Term Four has seen us begin our novel study through an audiobook, investigate global farming through YouTube, recording our daily reading through Microsoft Teams, and seeing our teachers through screens.

Within Year Four over the past couple of months, we have watched over 150 teacher-made videos and submitted thousands of work samples to See Saw. We have found ways to adapt our learning and change how we do things.

And the students have continued to strive for their best. Students have grown in their adaptability, resilience, persistence, and a lot of them in height. And as we come to the end of our online experience we look back at all the incredible things our students have been able to achieve through their independence and tenacity.

Year Four, your teachers could not be prouder of what you have been able to achieve and that you have turned up to each screen lesson with a smile on your face and willingness to engage with whatever the next adventure holds.

 Year 5

Have started the Term off with a positive and enthusiastic attitude towards their learning, after a well-earned break. Last week they participated in the Newcastle Permanent Mathematics Competition and tackled the test with determination and resilience. In Science, we started our new Term topic ‘Living Sustainably’ and had many thought-provoking discussions about what living sustainably means. The students are really looking forward to learning more about what it means to live a sustainable life and the positive impact that has on our environment. This Term in Writing the students are learning about Procedures. In Writing lessons, the last two weeks, they have been learning the need to include detail and lots of description in their procedures and have understood the importance of having their procedures clearly structured, so that their procedures can be easily read and followed. Year 5 have been continuing to work hard from home this term, but are very excited to return to school and see their friends and teachers very soon.

Year 6

Have started the term wonderfully, quickly getting back into the swing of online learning. Within English, we have commenced our Visual Literacy Unit using Anthony Brown’s ‘Gorilla’ picture book. Students have started to explore illustration techniques that impact the overall success of the written story. Some of the techniques we have already started studying include colour associations, viewing angles, demand and offer, perspective and social distance(not the social distance we hear about on a regular basis due to COVID), and the technical language associated with visual literacy. Throughout the term, students will draw upon their learning whilst planning and then creating their own picture book. Within Mathematics, students are still taking part in daily energiser activities which encompass a range of mathematical concepts to get their maths brain switched on. Students then move on to work on their individualised online module work and partake in minilessons with their teachers. This term in Geography we are looking at Australia’s global connections and how Australia connects with the rest of the world. We will be investigating trade, tourism, migration, and aid. To begin with, we have learnt about who Australia trades with, learning about imports and exports. In Health this term, students will be learning about how physical activities help us to connect with our community. This week we investigated different types of water sports.

This term in Science we are looking at Networking which encompasses understanding the role of digital systems in processing and representing data. We learnt about binary codes and we practiced writing our own as well as deciphering them. So far,  it’s been a great initiative that has allowed students to begin to comprehend how everyday devices such as computers and mobile phones process data and turn it into information.

We are counting down the days until we get to see all of our students on-site!


Mark Durie
Head of Junior School

Sports Corner featured image

Sports Corner

Welcome back to all of our students and the college community. I hope you had an enjoyable break and had the opportunity to spend some …


Sports Corner

Welcome back to all of our students and the college community. I hope you had an enjoyable break and had the opportunity to spend some time in the great outdoors doing some exercise. The weather certainly encouraged it.

This term we continue with online Sport for our students and look forward to having everyone back in a face-to-face capacity shortly. Students will complete weekly challenges during online Sport time and are encouraged to participate in some physical exercise or mindfulness on a daily basis. As recommended by the Australian Government Department of Health, students aged 5-17 should be participating in 60 minutes of moderate to vigorous exercise on a daily basis’. Whilst that may seem like a lot, the myriad of social, emotional, intellectual, and health benefits encourage us all to schedule this time for our children and provides us with an opportunity to spend some time together when doing activities such as walking or bike riding.

During week 1, students completed the ‘Walk, Run, Ride Challenge’, working as a class team to amass as many minutes as possible. This was followed by the ‘Train Like a Pro Surfer Challenge’ in Week 2. It has been great to see the students engage with the challenges and more importantly, use the allocated sport time to get away from their device and complete physical activity. This week’s challenge is the ‘Great Outdoors Challenge’.

Unfortunately, due to the circumstances, we find ourselves in, all HRIS events have been cancelled for the remainder of the year. It is a disappointing way to finish off the representative year of sport, but the safety and welfare of all students is paramount.

At the end of Term 3, we recorded the first interview for the ‘BTAC Sports Corner Broadcast’, in which our talented student, Ella Smith, told of her journey thus far in the sport. Ella discusses the people that have inspired her along the way, her achievements and goals, and the way in which she has managed her training whilst under restrictions. Ella was able to address the importance that keeping fit and healthy has on her mental health and encouraged others to be active as well. She spoke with wisdom beyond her years at times, and whilst we are working on changing her allegiance to the Diamonds (Netball) rather than The Silver Ferns, we wish her all the success and will be supporting her all the way. To watch the full interview, click on the following link.

 Ella Smith.mp4

Last week, I was informed of some amazing news that one of our young sportsmen received. Billy Eick has been retained in the Under 18 Newcastle Jets Squad for the 2022 season. A huge achievement and we send our congratulations to you Billy! This comes off the back of an impressive 2021 season in which Billy managed to score 4 goals from his position of Centre Midfield. A keen soccer player since he was 6 years old, he has been a regular part of the rep programs through his teens and will be our next athlete featured on ‘BTAC Sports Corner Broadcast’. Keep an eye out on the College’s social media channels over the coming week.

Some late news came through this week regarding one of our talented sporting families. Both Dylan and Ryan Bonham have been selected in the U/17 and U/16 Sydney Swans Academies respectively, for the 2021/2022 program. This is a huge achievement for the boys and they should be proud of their efforts. These age groups are at the pointy end of a junior rep player’s development and gaining a position is extremely tough. We wish you both all the success and look forward to hearing how you are progressing over the coming 12 months.

If you have any sports news you would like to share, please feel free to email . We love celebrating the achievements of our students with you all.

Keep active and I look forward to seeing everyone soon.


Rob Eddy

College Sport Coordinator & Year 5 Teacher


Careers featured image


The CALEB Careers page has a range of self-paced modules students can explore at any time to learn more about the world of work. Modules …



The CALEB Careers page has a range of self-paced modules students can explore at any time to learn more about the world of work. Modules include:

Personal development – thinking about you: your preferences, learning style, and personality traits and how they can contribute to your career development journey

Work skills – explores useful skills in any workplace or career

Communication – tips on work-related communication, including interviews, resumes, cold calling and body language

Online presence – how social media can assist (or impede) your job seeking

Jobs of the future – explore growth areas and industries

Understanding work – assists with career planning and job seeking

Workplace – explores rights and responsibilities

Entrepreneurship – find out what it means, and if you’ve got what it takes to become an entrepreneur

Money – find out about superannuation, tax file numbers, and debt.


Adrianna Demmocks 

Librarian and Careers Advisor • Library

Notices featured image


Below is some useful information to assist with student travel enquiries. We have also attached a newsletter-friendly version you can share with parents/carers and students. …



Below is some useful information to assist with student travel enquiries. We have also attached a newsletter-friendly version you can share with parents/carers and students.

Applications for student travel in 2022 opened on Tuesday 12 October 2021.

Students who need a School Opal card or travel pass for 2022 can apply now. A new application will need to be submitted if they are applying for a school travel pass for the first time, or if they are requesting an additional travel entitlement as a result of a new shared parental responsibility situation (e.g. joint custody).

Students who change address, school, campus location, or who have repeated a year or received an expiry notification from Transport for NSW for their school travel entitlement should renew or update their details before the end of term 4. This will ensure that schools can endorse applications and current entitlements are updated and remain valid. School Opal card holders will have the changes applied to their existing card.

If a student’s distance eligibility has changed based on their grade the system will automatically update their entitlement if they meet the new criteria. If they do not meet the new eligibility criteria, they will receive an expiry notification via email.

Students who have an entitlement approved under a medical condition that is due to expire will receive a notification advising them to re-apply.

Term Bus Pass holders will receive a notification to re-apply.

Students in the Opal network applying for an Opal card (including a Term Bus Pass) for the first time will receive their Student Opal card at their nominated postal address. Cards will be mailed out from January 2022.

Students living in rural and regional (R&R) areas should receive their travel pass at the start of the new school year from their nominated transport operator. It may come via the school or be sent directly to them at home. Note: some R&R operators do not issue travel passes. Students/parents should confirm with their nominated operator if they do not receive a pass.

School Student Transport Scheme site change
On 1 October 2021 the School Student Transport Scheme (SSTS) information and application portal was moved to

Access to the School Portal will also be via To navigate to the School Portal from the home page click Tickets and Opal, then School students, then scroll down to Information for school staff and select School portal.

School travel application endorsements
Often applicants completing the online form make mistakes, so we ask that school administrators be mindful of this and avoid endorsing applications with incorrect information.

If you identify an error you can amend the first name, date of birth or grade of a student’s travel application by clicking in the relevant row on the portal. Please ensure you have confirmed the information before making any changes. Refer to page 16 of the School Portal User Guide for further instructions. The user guide is accessible within the School Portal by clicking the arrow next to your username.

If a student’s details cannot be confirmed or they are not yet enrolled please do not endorse the application. By selecting ‘no’ the application will be rejected and the applicant will be informed. They will then need to submit a new application.

In the event that school administrators endorse an application in error, please advise our Concessions team as soon as possible via

If school administrators require access to the School Portal, please request an account at

If you have staff members who have left the school recently who had access to the school portal, please let us know at and select ‘school/operator portal’ and then ‘remove existing user access’ so their access can be removed.

Travel from Term 1 2022
We ask that parents plan ahead and make sure their child knows which service/s to use and has a valid ticket to travel; either a School Opal card or Child/Youth Opal card (within Greater Sydney) or a School Travel Pass (outside Greater Sydney), from the start of the school year.

Applications for the School Student Transport Scheme (SSTS) open at the start of Term 4 2021 for travel in 2022, so parents/students can apply or update details early and be ready for the start of the new school year.

Most students using the Opal network will not need a new Opal card and can continue travelling on their existing card each year.

The start of the year is a difficult period for local bus operators, and students travelling without a valid ticket make service planning and operations increasingly difficult.

We recognise that for some families last minute changes to school enrolments mean they may not have a School Opal card or Travel Pass for the start of term. In the Opal network, we strongly encourage these families to have their children travel on a Child/Youth Opal card until they receive their valid School Opal card. If outside Greater Sydney, parents should contact their local bus operator to discuss their travel needs.

Bus operators are flexible and understanding, particularly at the start of the school year, and will ensure students can travel safely to and from school. But to best support our operators we encourage all students to have a valid ticket, as early as possible, from the start of the school year.

Please also remember that students using Opal cards must tap on and tap off in line with the Student code of conduct and Opal terms of use.