When is NAPLAN?

In 2026, NAPLAN will be held in Term 1 between Wednesday March 11 and Monday March 16. Parents of relevant year groups have been sent information about timetables and equipment already.

What will students be doing in class to prepare?

In Secondary English and Mathematics classes, students will have opportunities to review content relevant to the NAPLAN tests, including NAPLAN practice tests. They are encouraged to revise conventions of writing and review the mathematics tasks on Canvas.

In Primary classes, students will have an opportunity to become familiar with the test format, functions, and tools of the online tests in a test environment. The practice tests are not an assessment of student ability and will not be marked.

Excessive preparation for NAPLAN is not recommended. Students do not need to be able to touch type to complete NAPLAN as the tests are not about keyboard skills (just as the paper test is not about handwriting skills). Students can use the public demonstration site to familiarise themselves with the types of questions and tools available in NAPLAN.

What will students need to complete the tests?

Students will complete their NAPLAN tests online. As with every school day, students in years 5, 7 and 9 are required to bring their device. All students in years 3, 5, 7 and 9 must bring their own standard earphones / headphones with 3.5mm headphone jack to each test. Bluetooth headphones cannot be used. This is important for access to the tests and further reminders will be provided. Students in Year 7 and 9 who do not bring their headphones for the assessment will be issued with an afterschool detention.

What if my child is away on their scheduled test day?

Catch-up test sessions for students who are unwell will be held pending staff availability.
Catch-up sessions cannot be held once the testing window has ended.

Our thanks to Mrs Elizabeth Maude for acting as our HSC Presiding Officer from 2022-2025. This is an important role that ensures the smooth running of students’ HSC Examinations here at the College.

For 2026 we are in need of a new Presiding Officer. This is a paid position.

If you are interested and able to help out, please contact Dr Sam Jackson here at the College: [email protected] for further details. Past HSC Supervisors are particularly encouraged to apply.

Eligibility criteria

The presiding officer must have high ethical standards to uphold the integrity of the HSC exams. The nominee must be well-organised, have good attention to detail and be able to effectively manage students and a team of supervisors.

A person CANNOT be nominated for the position of presiding officer if:

Presiding officers must:

At our College, learning in the Primary years is intentionally designed to nurture and develop empowered learners. Every classroom experience is shaped by our belief that each child is created with unique gifts, strengths and potential, and that learning should help them flourish academically, spiritually and personally.

We want every child to feel confident, successful and excited about their learning. Because students learn in different ways, our teachers use a range of evidence‑based approaches to ensure learning is meaningful, engaging and suited to each child. No single method meets every learning need, so classrooms are intentionally filled with rich, varied learning experiences that help students grow in both skill and character.

Learning can look like explicit teaching that clearly introduces new concepts and skills, builds strong foundations, and makes learning intentions and success criteria transparent, empowering students to understand what they are learning and why. It can look like modelled, shared and guided teaching, where teachers walk alongside students, gradually releasing responsibility so students can take ownership as they grow in confidence and independence.

Learning may involve small‑group instruction, where teachers offer targeted support, rich discussion and immediate feedback tailored to students’ needs. Students also learn through hands‑on, practical experiences that invite them to explore, experiment and wonder, or through visual supports such as anchor charts that nurture independence and build strong learning habits. Intentional vocabulary development helps students express their thinking with clarity, strengthening their communication and confidence.

Collaboration is a key part of our learning culture. Students regularly work together, sharing ideas, listening respectfully, challenging thinking and solving problems, practising the qualities of teamwork, empathy and service. Digital tools and platforms extend and personalise learning, while ongoing check‑ins and short assessment tasks help teachers understand progress and plan purposeful next steps.

Play‑based and inquiry learning also feature across all ages, encouraging curiosity, creativity and deep thinking as students pose questions, investigate ideas and explore God’s world in meaningful ways.

At times, some students may benefit from additional support. When this is the case, students are identified through rigorous, collaborative processes involving College staff and parents. As much as possible, support takes place within the child's familiar classroom environment to maintain connection, routine and wellbeing while providing the targeted help they need. Alongside this, some students may be offered enrichment opportunities that extend their learning in specific areas. These are flexible and responsive, occurring through classroom projects, small‑group challenges, digital tasks or short‑term extension opportunities depending on student strengths, interests and curriculum priorities.

Across every learning experience, we place a strong emphasis on celebrating growth, not just the final outcome, but the effort, perseverance and improvement shown along the way. Students are encouraged to recognise their progress, take pride in their achievements, and understand that learning is a journey shaped by dedication, resilience and a willingness to try again. These attitudes nurture strength of character and reflect the commitment to lifelong learning modelled in Christ’s teaching.

Families play an essential role in this mission. By showing interest in what children are learning, encouraging curiosity at home, celebrating effort and maintaining positive routines, families reinforce the message that learning matters. Staying connected with teachers and partnering in times of support or enrichment ensures every child experiences a consistent, encouraging environment where they can thrive.

Together, these approaches create learning that is dynamic, inclusive and tailored to each child. Our goal is for every student to grow with confidence, develop the skills they need for the future, strengthen their character, and be inspired to know Christ deeply and serve others faithfully, now and throughout their lives.

At our college, we believe the development of a student’s character is just as vital as their academic progress. This year in secondary our community is focusing on one of our college values - courage.

While we often associate courage with heroic, life-saving acts, it more frequently manifests in the small, everyday choices we make. True courage is found in the integrity of our actions: choosing not to laugh at an unkind joke, speaking up for our beliefs even when it feels uncomfortable, or simply being honest with ourselves.

We also see courage reflected in the classroom. It takes bravery to accept feedback from a teacher or peer without taking it personally. By viewing a critique not as a "sting" but as an opportunity for reflection, our students demonstrate the resilience needed to grow and improve.

This week marked our first round of Parent-Student-Teacher interviews (PTSI). For many students, discussing their personal learning journey directly with a teacher is a significant act of courage. Many of the conversations at PTSI highlight areas of progress and success, which are wonderful milestones to celebrate. Other conversations may be more challenging, requiring students to reflect on their engagement and effort.

Parents play a vital role in this process. By walking alongside your child and engaging in these honest discussions, you provide the support they need to redirect their efforts effectively. These interviews are a tangible way to show your children that you are invested in both their academic success and their personal character.

We view the relationship between students, teachers, and parents as a partnership for learning. We hope the following interview dates for 2026 provide you with the insights needed to feel connected to your child's learning and progress.

4 March 2026 - Years 7,11 and 12 interviews

Year 7&11 Focus: Supporting students as they navigate the transition into a new stage of schooling.
Purpose: Establish early connection, identify emerging needs, and strengthen the home/school partnership.

Year 12 Focus: Students are close to halfway through their HSC course.
Purpose: Provide targeted feedback ahead of upcoming reports and guide students toward effective study practices.

22 April 2026 - Years 8-10 PTSI interviews

Year 8-10 Focus: Monitoring progress early in the semester. Provide timely feedback and set goals for the term ahead.

Optional: Year 12 families may book an interview to discuss anything arising from Term 1 reports.

24 June 2026 - Years 11 and 12 – End-of-Term Interviews

Year 11 Focus: Post-report discussion and progress check.

Year 12 Focus: Pre-Trial HSC preparation and wellbeing/study check-in.

5 and 10 August 2026 - 2X Years 7–10 – Post-Report Discussion

Year 7-10 Focus: Reviewing Semester One reports. Support ongoing learning, and for Year 10, assist in navigating subject selection for Stage 6.