This week we held the first out of several Transition Day events planned for Year 6 going into Year 7 in 2022. For a Year 7 student being the eldest amongst your peers in primary school with familiar surroundings, and people you have known for years is comfortable. However. like starting a new job, going into secondary school, Year 7 can feel like starting all over again which even the most curious and brave find daunting.

At Bishop Tyrrell, we know successful transition into a new learning community is vital to the development of students’ self-esteem and academic self-competence.

For year 6, to help minimise nerves created by the great unknown that secondary presents our Year 7 Transition Days involve a series of 1-day events over the year designed for Year 6 to experience high school or a ‘day in the life of a high schooler’.  This enables our students to gradually transition into secondary through short 1-day visits providing the opportunity to reflect on their time and expectations. They get to meet new friends from high school and coming from other schools, different teachers, and experience an adolescent environment buzzing with new adventures.

This week’s first day started out with a hearty BBQ breakfast followed by regular periods in a variety of subjects including a contemporary art class involving the creation of pop art, a collaborative team boat building project in the new STEM lab, they got to share their interests in music and enjoyed playing the school’s new drum kit on stage alongside Mr. Ross on the electric guitar, did a chemistry experiment, and played sport alongside their new older peers.

Our school’s Transition Program also recognises parents’ will go through a transition with experiencing different learning communities between primary and secondary school, and the consequences of a loss of familiarity with teachers, so we also have a Zoom information evening planned in the full Transition Day program link.

We hope your child enjoyed their first test run of high school. Each student is impacted differently, some more, or less and in different ways, but our community must remember they are all feeling vulnerable at this time.

As we approach the school holidays we wish all of our families a restful time after a busy term and look forward to seeing bright young faces on Tuesday 13 July ready to Seize the Day once more!

Suzanne Bain


Preschool featured image


The Dinosaur Visit this week with Donna and Dave was very well received. The Sparkles enjoyed the hands-on experience from fossicking for treasure and dinosaur …



The Dinosaur Visit this week with Donna and Dave was very well received. The Sparkles enjoyed the hands-on experience from fossicking for treasure and dinosaur teeth to investigating fossils and learning about different dinosaurs to patting baby dinosaurs that moved, and yes some of our friends thought they were real! This extended onto our construction interest into creating a dinosaur house panorama. Where the group painted and added items to construct a house for our dinosaur figurines to live in. The Sparkles have engaged in this experience repeatedly at the end of the week adding further items to extend their play such as ferns, rocks, and food.

The building has continued to be explored during the week with opportunities and provisions to create with, such as fairy houses, magnetic blockhouse, and clay houses. Books have extended this learning with titles “A House of Mud’ by Sophie Mason, ‘Home’ by Carson Ellis’ and ‘Iggy Peck Architect’ by Andrea Beaty were among our favourites.

We have moved our room around after reflecting, to include a larger area to join in dramatic play experiences. This was extended due to a large number of children in the area and scaffolding onto a puppet theatre after exploring the Story ‘The Three Little Pigs’ and their types of houses. Puppets and opportunities to create puppets were added to the area and a theatre and popcorn stand has furthered their role-play scenarios.

The Treasure’s interest in buildings and architecture has continued and is developing into an investigation into different types of windows. The windows that are particularly appealing to the Treasures are stain glass windows. We watched a short clip using our interactive smartboard that showed images of stained glass windows from around the world and then took some time to reflect on what we had seen.

‘It has lots of colours’ said Niamh

‘I see yellow’ said Hayden

‘Oh purple too’ said Manreet

‘And blue’ said Maddy

Red Red Red!’ said Lachlan

‘I see the same windows as the Sistine Chapel’ said Jayda

‘Yeah they are in all the chapels’ said Amelia

‘Like our school chapel’ said Stella

‘There are lots of patterns’ said Ryan

And I see triangles’ said Austin

‘I can see lots of circles’ said Zoey

‘Oh I see one, two, three shapes.’ Said Teddy.

Many of the children then took the opportunity to create their own stained glass window using special coloured markers and clear plastic sheets. As the children were making their own creations they began experimenting with patterns, shapes, and symbols (EYLF Learning Outcome 5).

The Gems have continued with their learning on the human body, with the interest taking a different turn to our senses. The senses have become a focus after Esther and Matilda were discussing body parts when making puppets of body parts such as noses, ears, mouths, and eyes. Esther said “this mouth has teeth“ and the educator asked “what do we do with our mouth?” and Esther replied, “eat and chew“. Matilda then said, “the nose is for smelling, I like to smell flowers”. After this discussion, a variety of sensory experiences were planned to

extend our sense of smell such as scented tea bag painting, playdough that smelt of peppermint, and a science area with a variety of smelly jars including lemon, orange oil, spearmint oil, and lavender. The children had an opportunity to smell each jar and try to match it to the corresponding picture.

That’s mint, I like mint chocolate – said, Matilda

That’s lemon – said, Ashton

It smells like an orange – said, Flynn

It smells like lollies – said, Eddie

We then explored our senses with special feely bags and smelly bags at group times. Each child had a turn at selecting an item from the feely bag, wearing a blindfold, and predicting what item it was without looking. The smelly bag was the same concept, each child chose an item from the bag and then had a smell and tried to guess what it was blindfolded.

Through these experiences, the children are becoming confident and involved learners as they predict and connect with the world around them.


Primary featured image


Well, who can believe we only have a week to go until we finish Term 2 and or semester 1? It has been an actioned …



Well, who can believe we only have a week to go until we finish Term 2 and or semester 1? It has been an actioned packed term with all the students earning the upcoming break to recharge and refresh the learning batteries.

This week we have seen our year 6 students experience their first transition to high school day which started on Wednesday morning with tasty bacon and egg burger to fight off the cold. Over the coming months, the students will participate in a range of activities that will help them identify with the high school surroundings and the life of a high school student. It’s a great opportunity for our year 6 students and will give them a distinct advantage as they get to explore the surroundings and introduce themselves to the teachers and older students. We are also exploring the option of opening some of the high school space at recess and lunch next term for our year 6 students to help with their transition.

Over the last couple of weeks, I have been visiting the various instrument ensembles associated with our Wednesday music program. I must say that the level of improvement from the beginning of the year to now is fantastic. All the students are enthusiastic, and I am sure they are very proud of their efforts. In particular, the drumline group has made huge progress and they are not hard to miss as they are so loud! They have recently been introduced to marching while they play which will definitely test their working memory and cross-lateral skills. Overall Mr. Ross, the Head of Performing Arts, is very pleased with the students’ progress and we thank him for his work with this valuable program. We encourage all the students to practice at least half an hour each day especially over the upcoming holidays so we can consolidate and keep improving into term 3. If you would like your child to extend their ability, please contact Mr. Ross to discuss the benefits of private lessons with one of our very talented music tutors.

It was fantastic to see the students extend themselves with their sporting ability throughout the term. It was great to run the athletics carnival at Glendale and even better we could have parents in attendance to cheer on the students. There were a few long-standing records broken and the team to represent us at the next HRIS level should do us proud. A big thank you goes to Mr. Eddy for his time and effort with the sports organisation at the College, not only with the carnivals but with all our sporting activities.

Teachers are currently formatting the end-of-semester reports and they should be available for download from Caleb in the first week of the holidays. Students have worked incredibly hard this semester, so we encourage you to sit down with your child and review their success. A work sample folder will also be sent home which will contain some examples of work completed by your child over the last two terms.

You will notice some minor changes in the report format. Previously we had a section titled “Commitment to Learning” where the student would receive a rating in areas like completing work or listening to the teacher in each subject. We identified similarities with these areas and the Dimensions described in the Deep Learning Framework and have made the decision to rebrand the Commitment to Learning to align with the Deep Learning framework. Previously, we provided the CTL score under each subject, but in the new format, we will provide a rating system to be generalised across all subjects. This is to reflect the changing nature of how the curriculum is delivered through our Deep Learning process where students are exposed to multiple subjects in one project. Early next term parents will have the opportunity to have a parent-teacher meeting either via Zoom or in-person in the classroom. Bookings for these will be made available in week 1 next term.

Finally, on behalf of our wonderful teaching staff which included our amazing learning support team, I would like to wish you all a safe and happy midyear break. We value the partnership we have with our parents to get the best outcomes for our students and we can’t wait to hit the ground running in term 3.

Mark Durie
Head of Junior School

Secondary Academic featured image

Secondary Academic

Deep Learning Projects 2021 – updates Bishop Tyrrell is a Deep Learning School. We are part of a global initiative that seeks to activate. Years …


Secondary Academic

Deep Learning Projects 2021 – updates

Bishop Tyrrell is a Deep Learning School. We are part of a global initiative that seeks to activate.

Years 5-8 – City of the Future

Session 3 – The Future of Work – this week students considered the way work is changing and why.

They researched different employment opportunities and completed this quiz – maybe have a go yourselves!

Session 4 – Public Spaces – This week students will explore how spaces are changing to cater to different people’s needs and wants.

Years 9-11 – Business Builders

Session 3 – User-Centred Design – Students investigated target audiences and how this applied to their business. They created a survey to test interest within the community and their target audience, the results from the survey will help them design their product or service.

Session 4 – Product Design and Prototyping – Students will explore various design types, consider which one is relevant, and create a plan for achieving their desired outcome. They will create a model / prototype of their design which could continue into the term break time).

Study Skills Tip – Multi-tasking – myth or reality?

Ask any student and they will tell you they can multi-task with ease. Do homework, watch TV, listen to music and check their phone all at the same time, no problem. Ask the academic researchers though and a different story emerges.

Dr Larry Rosen, Professor of Psychology at California State University, explains that what is actually occurring in this ‘multi-tasking’ is ‘task switching’. Instead of doing two things at once, students are actually switching their focus from one task to another and back again, in a parallel fashion, at high speed, resulting in them staying on task for an average of only 65% of the time period and for a maximum of only 3-5 minutes at a time. Constant task-switching results in it taking much longer to complete the individual tasks not just due to the interruptions, but also because there are delays as the brain switches between tasks and refocuses.  This brief bottleneck in the prefrontal cortex delays the start of the next task and the more intense the distraction, the longer it will take the brain to react.

A study conducted by Dr Rosen’s team sent varying numbers of text messages to students in a lecture then tested the students on the content of the lecture. The results were surprising, it was not the number of interruptions that negatively impacted results, it was the time taken by the students to react to the interruptions. Students who responded immediately performed worst on the tests. Those who considered when to check the message and respond (ie in a part of a lecture they deemed less relevant) performed significantly better.

What we can learn from this is that students need to become more aware of their ‘task-switching’ and make conscious decisions as to when they choose to shift their focus – instead of being enslaved by their technology and at its constant beck and call. We need to teach students that this constant mental task shifting (even thinking about the technology has the same effect as actually checking the technology) takes oxygen and brain activity away from what they are learning. We need to convince our students that it is ok and even necessary to wait, that they don’t have to respond immediately and do have the ability to delay their check-in with the cyber world. It is all about learning that we can control our selective attention and choose to ignore distractions.

We need to train the brain to stop thinking constantly about technology. However, resistance for too long can create anxiety and a fear of missing out, creating ‘continuous partial attention’ in students as oxygen is diverted to activate and maintain thoughts about social media at the expense of classroom material.

Dr Rosen’s team has determined the best approach for students who find it difficult to pull back from their technology devices is to set an alarm on their phone for short regular ‘tech breaks’. They may start with 15 minutes and gradually increase this amount over time to around 30 minutes. The phone will be face down on their desk on silent mode or off, and when the alarm rings they let themselves check messages and status updates for a minute or two, then set the alarm again. Dr Rosen’s studies found that knowing they can check in 15 minutes creates less anxiety, whereas depriving them of the phone completely did not stop them thinking or obsessing about possible e-communications which took away from their ability to focus fully on their homework. It all comes back to teaching the concept of focus.

Finally, Dr Rosen argues that we cannot simply remove technology and other distractions; they are too intricately woven into students’ daily lives. Instead, students should learn metacognitive skills to help them understand when and how to switch their attention between multiple tasks or technologies.


Ms Tania Lloyd

Deputy Principal / Head of Secondary

Secondary Pastoral featured image

Secondary Pastoral

For many children, the step from primary school to high school can feel like a leap into the unknown. At Bishop Tyrrell Anglican College, however, …


Secondary Pastoral

For many children, the step from primary school to high school can feel like a leap into the unknown. At Bishop Tyrrell Anglican College, however, we make every effort to ensure that our students can take this step with confidence. Whether your child is already a part of the BTAC family in our Primary School or is joining us from one of our many feeder primary schools in Newcastle and the Hunter, our extensive and well-designed Year 7 Orientation program will soon help them to feel at home.

Even once established in the high school setting, many students in Years 8-12 experience emotional and social turbulence, and as a result, miss out on opportunities for learning and growth. At Bishop Tyrrell Anglican College, however, our commitment to our students’ character growth and our well-designed pastoral care program means our students are able to focus on their learning and achieve extraordinary academic outcomes.

The warm relationships fostered between staff and students are centered upon both a common love for learning and mutual respect. Our care begins from the moment families join our community and extends far beyond their formal school years, with many staff remaining in contact with students throughout their adult lives. The key relationship for a Senior School student is with their Tutor; the person who implements for them our well-designed Pastoral Care program. This program focuses students on considering positive habits and skills in the areas of physical fitness, mental health, academic study, and interpersonal relationships, It also encourages students to consider the benefits of personal faith.

I encourage you all to touch base with your child’s tutor if you ever have any concerns or celebrations to discuss. They are your direct conduit to the College community and are best placed to discuss all facets of your child’s College life.

From the Heads of 7-9 and 10-12

On Saturday night the 5th of June, Year 12 hosted the annual College Trivia night, raising funds for their chosen charity ‘Sea Shepherd’. By the time the dust had settled students had raised over $5800 for their nominated charity – no small feat! What is most impressive about this though is not the money raised, the fun and games on the night or even the value these types of events bring to our College community, it is about doing something for someone other than yourself.

In his letter to the church at Philippi (from Philippians Chapter 2) the apostle Paul wrote these words:

“3 Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, 4 not looking to your own interests but each of you to the interests of the others.”

He encourages the young church there to value humility, rather than selfish ambition and vain conceit and he goes further to say that we should consider the interests of others before we consider our own interest.  Year 12, on Saturday night, took time out of their busy schedules this term to fundraise for a charity, not for internal revenue-raising or out of obligation, but because they chose to put the needs of others in front of their own.

As our busy term comes to a close, and we have both a long weekend and a three-week break on the horizon, I want to encourage the students of secondary to consider what they can do for others during this time. Of course, they should put their feet up, spend time with family and friends and enjoy the downtime before Semester Two begins – but in the midst of that, we encourage everyone to try considering others and see what a difference it makes to those around you.

Mr. Cummings and Mr. Bull

Ms. Tania Lloyd

Deputy Principal / Head of Secondary

Sports Corner featured image

Sports Corner

As we close in on the end of term, sporting opportunities certainly show no signs of slowing down. On the 2nd of June, students from …


Sports Corner

As we close in on the end of term, sporting opportunities certainly show no signs of slowing down.

On the 2nd of June, students from our Secondary school attended the AICES Cross Country Carnival as members of the HRIS Team. Congratulations to Lauren, Ryan and Montana who successfully gained a place on the AICES team to attend the CIS Cross Country Carnival this week. A special congratulations to Montana who came first in the Under 17 girls, and Lauren, who came 3rd in the Under 13 Girls. Bishop Tyrrell has seven students attending the CIS Cross Country Carnival this week which is an amazing result. We wish all of our students the best of luck.

Last week, Leiola, Sophie, and Nikkita attended the CSSA State Gymnastics Competition in Sydney. They performed exceptionally well and should be proud of their efforts. It was Nikkita’s first time competing at this level and she learnt a lot from the experience. Well done girls.

Our Primary students competed in the 100m races at Glendale as a make-up from the Athletics Carnival. It was a terrific afternoon that saw students fly down the track against their peers. Thank you to the students and parents for your efforts to make it, and for the staff who attended to assist. The completion of the Primary Athletics Carnival provided us with the opportunity to announce the House winner. Congratulations to Darcy house who took out the title in 2021. An even bigger congratulations to our students who have been selected to represent the College at next terms HRIS Athletics Carnival.

In Primary Sport, students were put through their paces by coaches from Hunter Basketball. The levels of engagement and participation were high, with many verbalising their enjoyment. Our Kindy students had Ali come in from Primarily Active to complete a number of activities that focused on gross motor development, collaboration, and teamwork skills. It was wonderful to see and hear the excitement of the students.

HISSA Athletics and the Under 15 Boys Football Gala Day will finish up our term. We wish students participating all the success.

Rob Eddy

College Sport Coordinator

News & Notices featured image

News & Notices

Colour Run Bishop Tyrrell Anglican College will be hosting a Cultural day on Friday 18th June at the College. It will be a day to …


News & Notices

Colour Run

Bishop Tyrrell Anglican College will be hosting a Cultural day on Friday 18th June at the College. It will be a day to celebrate the culture of fun, friendship, service, and inclusion. On this day, K-6 students will be participating in a Colour Run.
DATE: Friday 18th June 2021
TIME: The Colour Run commences at 1:45 pm and finishes at approximately 2:45 pm.
UNIFORM: Students are to wear a white or light-coloured t-shirt and old trousers/shorts. Students are encouraged to bring sunglasses and wear old clothes due to the colour powder. Please ensure all clothing is labelled. Students MUST have a hat, enclosed shoes and have sunscreen on.
SUPPORT: Parents are welcome to come along and watch the Colour Run, there are ample standing areas for spectators. However, all spectators must abide by the COVID19 Safety Plan and sign in using the QR Code. Due to the WH&S policy, parents are not allowed in the event area. Parents are welcome to take their child home after the event but must let their teacher know before leaving.
DONATION: Students are kindly asked to bring a gold coin donation to support new playground resources.


Early Entry University Applications University applications are now open. Students can apply for universities in NSW and ACT through the Universities Admissions Centre (UAC) or, …



Early Entry University Applications

University applications are now open. Students can apply for universities in NSW and ACT through the Universities Admissions Centre (UAC) or, in some cases, directly to the university of their choice.

There are various Early Entry schemes available which students can apply to in order to receive an early offer into university. Below are some popular schemes that are still open.


The Schools Recommendation Scheme (SRS), administered by UAC, takes into consideration Year 11 results and a recommendation from your school.

Closes: 19 September

Offers released: from November


University of New England early entry direct applications are based on a recommendation from your school.

Closes: 17 September

Offers released: November


Southern Cross University STAR early offer applications are based on a recommendation from your school.

Closes: 10 September

Offers released: 5 November


University of Wollongong Early Admission direct applications are based on Year 11 results and demonstration of academic readiness, motivation and passion, communication and collaboration, and planning and persistence.

Open: 19 July

Closes: 13 August

Offers released: October


Adrianna Demmocks 

Librarian and Careers Advisor • Library