In this issue

How we are a child-safe school
Preschool’s sea animal encounter
Social Intelligence
“Fall seven times and stand up eight.”
Online Years 8-11 Parent Teacher Interviews
Technology and Applied Science Report
HRIS Open Tennis Gala Day
Girls CIS Cup Soccer
Opportunities for Gifted and High Potential Music Students
Setting individual reading goals

Principal featured imagePrincipal featured image


Bishop Tyrrell strives to be a child-safe school in all that we undertake each day. Children flourish in an environment where they feel physically and psychologically safe and once this optimum learning environment is reached children feel safe to learn. You may not be aware that each January all College …



Bishop Tyrrell strives to be a child-safe school in all that we undertake each day. Children flourish in an environment where they feel physically and psychologically safe and once this optimum learning environment is reached children feel safe to learn.

You may not be aware that each January all College employees undertake annual Child Protection and Mandatory Reporting training modules, in addition to modules on the implementation of the most recent Disability Legislation as it applies to the school setting. Everyone takes their responsibility to implement each of these legislative obligations very seriously to create and maintain a child-safe learning environment.

Our COVID Risk Management Plan remains in place until vaccinations become a reality. We urge all families to commit to maintaining each of the Health and Safety recommendations of the NSW Health Department, which now appear to be the new normal way of life. Bishop Tyrrell is a large community with people of all ages to consider, and the spread of any highly contagious illness could have serious consequences for many. We continue to be vigilant and ask you to join us in this endeavour.

The Care and Well Being of children and young people within the school and the wider community is also a responsibility for our community. As a school, we continue to be proactive in equipping our students with the very best knowledge of their rights and legal responsibilities toward one another and the necessary social skills. Recent media attention on moral and social responsibility has highlighted the need to continually provide young people with opportunities to learn how to safely navigate the world of social media and to look out for themselves and one another.

In March children in Years 5 to 8 will be participating in online safety training provided by the College Police Liaison Officer. Years 9 to 12 students will participate in online safety training, and, in addition, rights, responsibilities and legal consent training, also with our Police Liaison Officer who is well known to them.

As a College community, we provide the highest level of education in these social development matters and will continue to do so through our Well Being Programs and Deep Learning Curriculum Framework. Interestingly, character development features as a key competency within this framework for teaching and the goals are these: the essential social and emotional character traits of grit, tenacity, perseverance and resilience, together with compassion toward others.

Suzanne Bain

Preschool featured image


The Preschool has been very fortunate to have Dave and Donna come and teach us about things you can find from or near the beach. …



The Preschool has been very fortunate to have Dave and Donna come and teach us about things you can find from or near the beach.

Dave emphasised that we only touch-friendly animals and it is always best to check with an adult first.

Dave held up 2 objects and asked if anyone knew what they were?

“Sea sponge” identified Phoebe K.

“Coral” identified Ariane.

It was interesting to learn that they are in fact animals because they eat!

Next Dave introduced us to the ‘Mollusc’ family.

He showed us a blue-ringed octopus and explained that they are a dangerous sea creature and we are never to touch any type of octopus. “It will sting us,” said Eddie.

Also in this family we looked at a sea snail who likes to hide in its shell, Piper and Heidi thought they might be “scared” and Meha stated, “they won’t hurt us”. The interesting fact we learnt about sea snails is they have over 10,000 teeth and they are located on their tongue. Logan bravely went up and held a sea snail.

The next family we explored was the ‘crustacean’ family – they have their bones on the outside. Ryan and Harrison S had a feel of crab bones. “It’s hard,” said Harrison S. “

Lachlan C volunteered to hold a soldier crab. Lachlan identified they “are soft and blue”.

Jayda volunteered to hold a decorator crab. They are called decorator crab because they decorate themselves with sea sponge to camouflage. Jayda expressed the crab felt  “hard”.

The children thought the hermit crabs were hilarious as they watched them begin to come out of their shells and then dart back inside. Austin had a turn of holding the hermit crabs. Austin waited patiently for his to start coming out and then touched the crab so he hid back in his shell, “That’s so funny, so the crab pops out and then goes back in” said Piper. “Peek a boo,” said Derek.

‘Echinoderms’ was the next family we investigated.

“Do you know where the sea star’s mouth is?” Dave asked.

“On the bottom” replied Phoebe K. It was interesting to learn that sea stars can have up to 40 arms!

The sea urchin was explored by Reef, Matilda and Shane as they all carefully had a hold saying it felt “tickly”.

The sea cucumber was next to be investigated and we learnt they love to eat sand! Elsie, Eden and Faisal all volunteered for a hold. “It feels like Jelly” expressed Elsie.

The next family to explore was the ‘Fish’ family.

We looked at a baby eel and Kira informed everyone that they “bite”. This was a sea creature we do not touch.

Scarlett, Adriel and Hunter were eager to get up close and explore the sharks’ jaw and teeth that Dave showed us. Amelia confidently identified the “shark egg”.

We discussed the important topic of pollution on our beaches. Phoebe P said we put our rubbish “in the bin”. If there is no bin we take our rubbish with us!

The Gems, Treasures and Sparkles were then able to freely explore the creatures and shells with their gentle hands in the learning tubs before they happily painted their sea creature and displayed excitement to take them home.

This experience supports the Early Years Learning Framework Practice ‘Responsiveness to Children’ which states “Educators are responsive to all children’s strengths, abilities and interests. They value and build on children’s strengths, skills and knowledge to ensure their motivation and engagement in learning”.

Michelle Neylan
Preschool Director

Primary featured image


In this week’s edition, we continue to share some of the programs that we will use throughout the year.  The College is 3 years into …



In this week’s edition, we continue to share some of the programs that we will use throughout the year.  The College is 3 years into its Deep Learning Journey and its benefits are starting to emerge in many different areas. For those new to Deep Learning, it can be described as an innovative strategy to implement our academic and wellbeing programs. Research shows Deep Learning is transforming learning across the globe. Through the“6 Cs”, we are changing the way we present our content with the end goal to develop the critical thinking skills of students so when they leave school they have the opportunity to secure further study or employment in an ever-changing world.

Up until now, we have had Deep Learning Projects where classes combined to problem solve and develop solutions to local and international issues. At the same time, class teachers have gradually implemented specific teaching strategies designed to strengthen student skills across the “6Cs”. This will continue to broaden in the coming years with more and more lessons being delivered under the Deep Learning banner. For more information on Deep Learning and the “6 Cs” please visit the College Website.

For the first time, the College has combined with the Sydney Chess Academy to implement a Chess program for Years 1 and 2. Each week the students participate in a chess lesson learning about the game and how to develop winning strategies. Chess has been persuasively linked with improving children’s concentration, problem-solving, critical, original and creative thinking – and even mathematical abilities. It aligns perfectly with our Deep Learning process. It is also said to help with memory storage and how young brains manage information. In addition to the lesson, students can also attend the beginners’ Chess Lunch Club on a Tuesday to practice their skills. Our older students are also encouraged to attend the more advanced Thursday Chess Club.  We look forward to developing more and more future chess champions!

This year the College will implement the Cars and Stars literacy program for Years 3 to 6. This well-researched program offers both a diagnostic and instructional framework that allows teachers to identify student’s strength and areas of development and then implement the program that meets their individual ability. We look forward to sharing student progress throughout the year.

Now, If there are four sheep, two dogs, and one herds-men, how many feet are there?
Welcome to the Weekly House Challenge, where each week, the Houses in Primary are presented with a new challenging problem to solve. The challenges include but are not limited to the likes of trivia, riddles, true or false, code breakers, and much more.

On Monday mornings, the house Prefects meet with Miss Tombs, who gives them the new week’s challenge. The Prefects place these challenge posters around the Primary school for all to see. When the students of any House believe they have solved the problem, they head to the submission boxes (located out the front of the learning enrichment room) and write what they believe to be the answer on the answer slip and pop it into the box, according to their House.

On Friday, at recess, the boxes are collected by the house captains. The house captains then count the entries, only giving points to the correct entries. The house that receives the greatest number of correct answers will be given first place, and so on. 1st place = 40 points, 2nd place = 30 points, 3rd place = 20 points and 4th place = 10 points.

The weekly house challenges so far have been a great success and we are looking forward to seeing what next week’s challenge might be!

Still haven’t solved the riddle, yet?
The answer is two. Sheep have hooves; dogs have paws; only people have feet!

Mark Durie
Head of Junior School

Secondary – Pastoral featured image

Secondary – Pastoral

Social Intelligence – The ability to connect with other people “Human beings are social creatures. Simply to exist as a normal human being requires interaction …


Secondary – Pastoral

Social Intelligence – The ability to connect with other people

“Human beings are social creatures. Simply to exist as a normal human being requires interaction with other people.”—Atul Gawande

As our Year 12 students headed off on their retreat to take time to focus on what is important for them as they finish Year 12, we were all reminded that being empathetic not only allows us to grow and flourish but supports our friends and families to do the same.

Why does social intelligence matter?
Social intelligence is as important as IQ when it comes to happiness, health, and success. Empathetic people are less likely to experience anxiety, depression, and addictions later in life. They are also more likely to be hired, promoted, earn more money, and have happier marriages and better-adjusted children.

Pulse Check
Think about yourself. How many of these things are true?

  • I have a lot of relationships that are mutually beneficial, enjoyable, and supportive.
  • Most of the time, I can tell how other people feel and have a good idea about how to respond appropriately.
  • My relationships make me feel good about myself.
  • The people in my life help me be my best.

So how can we help our students to increase their social intelligence?
Model it.
Wait your turn before speaking, and when you speak, acknowledge others’ points of view: “I see why you look at things this way, and it makes sense why you do. But I have a different perspective.” Treat others’ feelings with curiosity and validation, not frustration or judgement.

Celebrate it.
Notice when someone made others feel included and valued: “It was nice of you to make sure the younger kids had playing time in the game, so they all felt like they had a role.”  Encourage teamwork and loyalty over hierarchy and competition. Reframe conflict as an opportunity to better understand how deeply reasonable people may feel about opposing views: “Our neighbours voted for another candidate, but we all care about the good of the country; we just have different ideas of how to achieve it.”

Enable it.
Create opportunities to help everyone feel equal, for example by giving even young family members responsibilities or a say in decision-making, or allowing students to vote on a classroom activity. Environments in which everyone feels needed and consistently acknowledged help reduce victimization and increase achievement and productivity.

From the Heads of 7-9 – Mr Brian Bull and 10-12 – Mr Mitchell Cummings

“Fall seven times and stand up eight.”
This Japanese Proverb was one of the thoughts that Secondary students were asked to consider during their Week 5 Assembly. It was also linked with one of the ‘Deep Learning’ competencies or the 6 C’s – Character. An element of Character is ‘Perseverance’. Perseverance alongside grit, tenacity and resilience are all very strong character traits and of which we hope that the students of Bishop Tyrrell Anglican College will embrace to enhance both their academic and personal achievements in life.

Perseverance is the quality of continuing to try to achieve a particular aim despite difficulties, no matter what they are. Around this time of Term 1, students will be receiving task notifications or may well be starting to hand in work, sitting a class test and experiencing an increase in their workload. It will be a test of their perseverance to ensure that all these things are completed to the best of their ability. One of the other things about perseverance that students were asked to consider was that most of the time perseverance has a good buddy called “hard work”. The footballing great ‘Pele’ said “Success is no accident. It is hard work, perseverance, learning, studying, sacrifice and most of all, love of what you are doing or learning to do.”

Some tips that were also suggested in helping to persevere, particularly at school were.

  • Setting realistic and achievable goals.
  • Knowing what the difficulties or stumbling blocks are or could be.
  • Make a start – Doing 1 thing at a time.
  • Recognising that it will not always be easy. It may involve ‘Hard Work’.
  • And know that you are not alone – there will always be someone that will help you, just ask.

There is no magic formula to help us persevere or some supercomputer program that guarantees us perseverance. Perseverance comes from within. It is a measure of our character.

“Fall seven times and stand up eight.”

Ms Bain also reminded the students of the Secondary School that ‘people of good character are people who put their hands up to help others not hands out expecting something for themselves.’

This week sees Year 12 enjoying their Leadership Retreat. There will be a more detailed report of the Year 12 Retreat in our next fortnights’ Bulletin issue. From what we have heard, Year 12 and the accompanying staff are having a great time on Lake Macquarie. Here are some pictures from their “Mud Run”.

Bishop Tyrrell Day is fast approaching, and some preliminary information has already been sent out about the activities for the day. We look forward to celebrating this important day in our College story.

Mr Cummings and I are always around, wanting to chat and happy to see anyone who would like to visit our office.

Ms Tania Lloyd
Deputy Principal / Head of Secondary School

Secondary – Academics featured image

Secondary – Academics

Online Years 8-11 Parent Teacher Interviews Wednesday 10th March and Thursday 11th March 4.00 pm – 8.00 pm Years 8-11 Parents / Caregivers have been …


Secondary – Academics

Online Years 8-11 Parent Teacher Interviews
Wednesday 10th March and Thursday 11th March 4.00 pm – 8.00 pm

Years 8-11 Parents / Caregivers have been sent information about how to book and attend these online interview sessions. Please check your emails for these instructions.

Learning After School Centre
It is great to see students making use of this facility – please encourage your children to attend these sessions.
Where: BTAC Library
When: Monday – Thursday 3.15 p.m. – 4.00 p.m.

To assist students in completing homework, assessment tasks, get organised with general study routines, the Secondary School is starting a Learning After School Centre in the Library. Secondary staff are rostered on with Faculty based themes as follows (but secondary students are welcome to attend and complete any set work they have):

Day Monday Tuesday Wednesday Thursday
Staff Member Week A – Science teacher

Week B – Mr Brett Owers

Mrs Michele Clemenson Ms Tara O’Sullivan Mr Cliff Nixon
Focus Science Humanities Maths English

Secondary Spotlight – Technology and Applied Science (TAS)
Ms Jenny Gurr – Head of TAS

This week we are checking out 2 classes learning in the Secondary school TAS faculty:

Year 9 Food Technology – Food in Australia – Convict Practical and Indigenous Taste test
Year 9 Food Technology have started their Food in Australia unit and have been exploring the culinary tastes of our History. To start, we have explored some indigenous products that include Davidson plum jam, lemon myrtle, and Kangaroo. We have also tried some new commercial products that utilise native ingredients; including warrigal green Fettucine, quandong jam and bush tomato chutney.

We have then continued our culinary journey with our convict versus free settlers design challenge. Where in groups we have to design and create a two-course menu from a convict and free settler ration packs. Our students developed some clever concepts including potato gnocchi, fried rice and rice with beef stew and crispy potato.

We have continued to celebrate our past including Chinese New Year and the gold rush influences of the Chinese. This unit culminates in our assessment where we have a food fair to celebrate the flavours and influences on our cultural cuisine and we look forward to sharing these tastes and flavours with you.

Year 8 STEM – Boat Challenge project

Over the past five weeks, Year 8 have been undertaking a Boat Challenge project. Students were presented with designing a boat out of Aluminium foil and sticky tape. As a class, they examined concepts such as buoyancy, mass and volume.

After producing a boat that floated they were able to conduct experiments into the size and shape of their boat with the aim of increasing the amount of cargo it could hold. Each group finalised their design and were given the chance to measure the mass of sample cargo.

On the day of the challenge, students had to estimate the mass of cargo items and select a combined cargo that they believed their vessel could safely carry. After selecting the items, they calculated the combined cargo mass in grams and loaded it into their boat. If it remained afloat for the mandated time they were successful and remained in contention for boat builders of the year.

Despite the loss of only one vessel due to a very ambitious Captain and First mate, most students managed to select a cargo suitable for their boat. In order to determine a winner, each group had to calculate the volume of their boat’s cargo area and the total mass selected.

Congratulations to all students as they successfully applied Science, Technology, Engineering and Mathematics to a real-world problem. To achieve this, they all demonstrated the Deep Learning competencies of Creativity, Collaboration and Critical Thinking.


Here are four reasons why you should start working on your assignment immediately.


Even if your assignment is not due for weeks, start thinking about it immediately. At the very least, ensure you review and understand the requirements the day you get your assignment. Even if you are not thinking about it directly, your subconscious will be hard at work.


Although the school or local library may not be your main source of reference, you should drop in soon after receiving the assignment. Your teacher will probably have alerted the school librarian to the assignment, and reference books etc may well be displayed. These will disappear quickly if the whole class has the same assignment. Reference books can sometimes be a useful general overview for an assignment and they help clarify a direction as you begin to immerse yourself into the assignment topic. Your librarian can also guide you to online journals or databases that may be useful.


If you do some initial research on the assignment, you could find yourself needing more direction in your next research. For example: Perhaps there isn’t enough information, or perhaps you find you don’t understand important concepts, or perhaps you need to speak to your teacher to get further clarity. If you find this out early, you will still have plenty of time to plan, research, write and present your assignment. Imagine if you didn’t start your assignment for a week or so, and then discovered you needed more guidance. You could easily run out of time. Starting early also gives you longer to think through and develop your ideas.


Starting your assignment immediately will give you a safety net in case you get sick or something unexpected happens. Assignments are usually given over a period of time because they require more time; students must plan a strategy or schedule to ensure they are completed. You should always have a schedule that allows for the unexpected.

So, get started today!

Ms Tania Lloyd
Deputy Principal / Head of Secondary

Sports Corner featured image

Sports Corner

What an eventful fortnight we have had in College Sport, beginning with three terrific Swimming Carnivals. Secondary kicked off our carnivals, with high levels of …


Sports Corner

What an eventful fortnight we have had in College Sport, beginning with three terrific Swimming Carnivals.

Secondary kicked off our carnivals, with high levels of participation, fierce racing and records being broken. Well done to Hallie Boucher and Megan Williams who broke numerous records throughout the day. The day was filled with many highlights, one being the beginning of what we hope to make a tradition, the final swim for our Year 12 students. It was great to see the Secondary students line the pool to clap their peers along as they made their way through the pool. It was a wonderful way to finish the day.

The Primary carnival followed and was met with high levels of participation and enthusiastic students battling it out in their various heats. This year’s carnival was the closest result in years, with Thomas house narrowly beating Fletcher by 5 points to claim the House Champions title. A number of close races and peers pushing each other to do their best led to more records being broken. Congratulations to Isabelle Welch and Evangelia Tsiaousis who broke numerous records throughout the day.

Congratulations to all students on their efforts and those that were successful in gaining a place in the College Swimming Team to attend the Primary and Secondary HRIS Swimming Carnivals. For more information on the results of both carnivals, go to the following link and select Primary or Secondary, Swimming.

Friday saw the week of swimming wrap-up with an enjoyable and memorable K-1 Swimming ‘Fun’ Carnival. The sheer joy on the faces of students as they swam in the “big pool” and participated in numerous water games, was heart-warming to all those that witnessed it. A big thank you to Mr Youman, who may have needed a deep tissue massage after assisting students on the slip-and-slide all afternoon. The highlight, however, was seeing the College community come together. Watching our Secondary students assist our little ones to complete their swim in the pool reminded us of the amazing students we have at our school. Well done to those Secondary students who volunteered on the day. You should be proud of yourself and the way you made the students comfortable and at ease in the water, with smiling faces and laughter heard throughout.

For more pictures of our three Swimming Carnivals can be found on College Facebook page.

Following the swimming carnivals, we had teams competing in the HRIS Open Tennis Gala Day and the Girls CIS Cup Soccer (Secondary). Well done to our Open Boys Tennis Team who competed well throughout the day against some stiff competition. A big round of applause needs to be saved for our Open Girls Tennis Team who finished runners up on the day. Well done girls!!

On Monday, the College competed in the Girls CIS Cup Soccer competition against Carinya Christian School. It was a close battle with our students coming back from a 2-0 deficit, courtesy of “awesome” goals by Mia Wilson and Jorja Carleton. However, it wasn’t to be, with Carinya Christian School finishing the stronger in a 3-2 victory. Mrs Welch was extremely proud of the team and their efforts on the day.

We have a number of students trialling for HRIS and CIS teams in the next fortnight. Good luck to those trialling for the HRIS Primary Boys Football (Soccer) Team, the HRIS Primary Girls Netball Team, the HRIS Secondary Girls Hockey Team, the HRIS Secondary Girls Netball Team, the HRIS Secondary Girls and Boys Football (Soccer) teams, HRIS Secondary Touch Football, and CIS Primary AFL. The College and your peers wish you all the success.

Rob Eddy
Sports Coordinator

Creative Arts featured image

Creative Arts

College Music Program News Opportunities for Gifted and High Potential Music Students As previously communicated, the College is establishing two new programs targeting our high …


Creative Arts

College Music Program News

Opportunities for Gifted and High Potential Music Students
As previously communicated, the College is establishing two new programs targeting our high number of Gifted and High Potential Music students commencing Term 2, 2021, each Wednesday afternoon from 3:10 pm – 4:10 pm.

These classes will take the form of a Theory/Musicianship class catering for all levels, and a Performance Workshop Masterclass series available to students who have attained a minimum of Grade 3 A.M.E.B/Trinity, or equivalent, providing them with the opportunity to perform for an exciting roster of musicians to receive individual and detailed feedback on their performance practice.

To express your interest please complete the form via the QR code below:

Instrumental Lessons
Here at Bishop Tyrrell Anglican College, we embrace proven research that shows a clear correlation between the engagement in learning and playing a musical instrument, and brain development in young people – even from as early as infanthood.

The skills students develop when involved in music education, and the learning of an instrument, include communication, insight into others, cooperation and collaboration, critical thinking and problem solving, and the ability to make connections across complex ideas. As you know, such skills are imperatives to enhance lifelong learning and are integral in preparing your child for the real world – regardless of their future career endeavours.

I would like to take this opportunity to again share this clip with parents and caregivers.

Instrumental lessons are now available on campus before, during and after College hours. The College proudly boasts some of Newcastle and the Hunter Valley’s most talented and experienced instrumental staff. To enquire about lesson availability fees etc, please go to CALEB – Co-Curricular – Instrumental Music Lesson. Here you can follow the links to contact Instrumental staff directly. If you have any questions please don’t hesitate to contact Mr Ross

Instrumental Teacher Profile – New Staff

Introducing Mrs Caroline Hill

“My musical experience has spanned 50 years, coming from a family where making music was a part of everyday life and teaching is a calling.”

Singing since she could talk, along with her father and his guitar, Caroline developed a natural sense of pitch and harmony. Joining her first choir at age 6, she continued to perform in choirs and smaller ensembles throughout her school years and into adulthood, being noted as a harmony specialist. A chance discussion with a very experienced choir member led her to embark on a journey, which continues today.

Undertaking singing lessons as an adult, she found learning solo repertoire a challenge and a joy. It also reconnected her with the piano skills she learned as a teenager. Over the course of the next 7 years, Caroline undertook singing exams with Trinity College London. After achieving a Distinction in Grade 8, she subsequently completed her Performer’s Certificate followed by her Associate Diploma (ATCL) in December 1999. She has been teaching since that time, with students achieving excellent exam results, from Preliminary Grade right up to Diploma level and also guiding many students to outstanding HSC results. Caroline has recently graduated from the University of Newcastle, achieving a Bachelor of Music in Vocal Performance, with Distinction, and has plans to undertake further study to expand on her research into the transitioning adolescent male voice.

Caroline has been exposed to many styles of vocal music and during her studies developed a passion for musical theatre. She has performed in many productions in Newcastle and Maitland over the past 20 years as both an ensemble member and Principal. Shows include: Hello Dolly; many Gilbert & Sullivan (Pirates of Penzance, The Mikado, HMS Pinafore, Iolanthe, The Gondoliers, Patience, Ruddigore, Trial by Jury); His Majesty’s Pleasure; Children of Eden; A Little Night Music; Witches of Eastwick; Wonderful Town; and, most recently, Chess at the Civic Theatre in Newcastle. She is enjoying the Musical Theatre syllabus offered by the A.M.E.B and looks forward to sharing her passion with students from all over the Lower Hunter. She is also a member of the highly regarded Newcastle University Choir, enjoying the varied repertoire and high standard asked of the choir by their Director, Dr Christopher Allan. This year Caroline will also take up the role of Musical Director of an adult choir based at Soldiers Point, Port Harmony, and looks forward to a new challenge.

While 2020 posed many problems for us all, Caroline continued to teach singing right through lockdown by using her technical ability to switch to online learning immediately the threat became apparent.

She has also taken on a role in the Music Teacher’s Association NSW – Newcastle Branch committee, and will now tackle the role of Treasurer for 2021.

To enquire about vocal lessons for your child with Caroline here at the College please email:

Gareth Ross
Head of Creative Arts and Performance

Library News featured image

Library News

Reading Goals During Library, we have been working on setting individual reading goals. Setting reading goals helps students to think about the kind of reader …


Library News

Reading Goals

During Library, we have been working on setting individual reading goals. Setting reading goals helps students to think about the kind of reader they are now (their habits and interests) and to think about what ways they would like to improve their reading. It also helps students choose books that will interest them, provides motivation to read, and reminds us all of the importance of regular reading.

Our students have demonstrated great maturity in completing this task, and teachers have even stepped up to the challenge and set their own reading goals, reminding us that reading is always important, no matter how old you are!

Here are just a couple of great examples.

Adrianna Demmocks