When I ask students to explain new learning, I sometimes invite them to imagine explaining it to an alien. What would they need to say so their meaning is clear? What assumptions could they not rely on?

It raises an important question for us. In a world of emojis, quick messages and visual shortcuts, how do we ensure our words still carry precise meaning? While these forms of communication help us express emotion and connection, they also remind us just how powerful and complex written language really is.

Spelling is one of the key ways we make meaning clear for others. The radio station I listen to in the morning often runs a segment similar to a spelling bee, and it is always interesting to hear where people are successful and where they find it challenging. It’s a reminder that spelling is not always straightforward, even for adults.

Many of us remember learning spelling through weekly lists and tests. We may have written words repeatedly using a “look, cover, write, check” approach, only to be tested at the end of the week. While some students experienced success in this model, others found it frustrating. More importantly, we might ask: how much of that learning was truly understood, and how much transferred into everyday writing?

Today, we understand that spelling is far more than memorising words. It is about understanding how language works.

In the NSW English Syllabus, spelling is taught through the development of three interrelated areas:

These elements work together over time, helping students move from simply hearing and recording sounds to recognising patterns and understanding how words carry meaning.

You might hear a child say, “That doesn’t look right” when attempting a word. This is actually an important milestone. It shows they are beginning to reflect on their spelling and draw on their developing knowledge.

From here, rich learning can occur. Teachers work alongside students to:

This process helps students not just correct a word, but understand why it is spelled in a particular way.

The International Literacy Association reminds us that correcting spelling is not the same as teaching spelling. It is simply copy editing. Spelling is deeply connected to both reading and writing, and effective instruction helps students understand the structure and meaning within words, not just reproduce them accurately.

In fact, spelling is a system that reflects sounds, patterns and meaning developed over time. When students are encouraged to attempt words and then refine their thinking, they are engaging in the real work of learning language.

For this reason, we place strong value on encouraging students to “have a go”. When students feel confident to attempt spelling, their ability to communicate grows. If we focus only on correctness, we risk limiting their willingness to take risks in their writing and, in turn, their ability to express ideas fully.

As we continue to support our students to become resilient, resourceful, reflective and relational learners in spelling, we celebrate their efforts as much as their accuracy. Learning to spell is a journey of noticing, questioning and understanding.

How you can support at home:

On Wednesday, June 10th, Years 3-6 students enthusiastically engaged in rich mathematical experiences through both the Junior Olympiad and the Maths Explorer programs. The Junior Division Olympiad is a highly regarded inter-school competition that challenges high-achieving students with complex, thought-provoking problems designed to extend their reasoning, creativity, and problem-solving skills. Our Stage 3 students have risen to this challenge, demonstrating deep thinking, persistence, and a willingness to grapple with demanding questions that require flexibility and sophisticated mathematical reasoning. Throughout the session, it was impressive to see just how hard students were thinking as they worked through multi-step problems, applying and adapting strategies to reach solutions.

Our Year 3 and 4 students have also been developing these important skills through the Maths Explorer program, where collaboration is at the heart of learning. Working together in teams, students actively discuss strategies, test ideas, and support one another as they explore a variety of engaging and challenging problems. The level of thinking and teamwork on display has been outstanding, with students confidently sharing their reasoning and learning from one another. This collaborative approach not only builds confidence and resilience but also fosters a love of mathematics, preparing students for the increasing level of challenge they will encounter in future learning opportunities.

As a College, we are deeply committed to supporting our young people in all areas of their lives. While academic success is important, the way our students relate to one another and the depth of their friendships form the true foundation of their wellbeing.

Navigating peer group dynamics is a major part of the journey through secondary school and adolescence. Peer groups provide a wonderful sense of community, shared humour, and collective confidence. Sometimes, the line between harmless fun and negative peer pressure can become blurred, and keeping those group cultures positive requires ongoing reflection and effort from our young people and guidance from the adults in their lives.

When Banter Goes Too Far

Recently, we asked a group of students, "What is it like to be part of your peer group?"

Their responses were perceptive. Students readily identify the highlights of shared laughs and the comfort of belonging. However, they were also mature enough to acknowledge the shadow side of group dynamics. They recognised that "banter" quickly crossed the line into genuine hurt, and that sometime poor collective decision-making inadvertently led to actions that would not have been chosen by an individual. When these negative dynamics take over, students can be left wondering if they are truly psychologically safe in their group of friends or if indeed these peoples are actually my friends at all?

Our Young People Are Watching

Both at school and at home, it can be challenging to get our teenagers to open up about their friendship dynamics in a way that enables us to guide their thinking and responses to complex interpersonal relationships. Asking reflective questions can help them process what it means to be a good mate/friend.

There is a good chance that you won't get a response to any of your questions from your teenager. Sometimes, the best way to start is by sharing your own stories. Look for opportunities to talk about your own friendships, the ups and downs you experienced at their age, and with your current friendships. Explain how you actively support your mates.

Over the long weekend, I went climbing up the Mountains with a friend of over 30 years. It was a beautiful day, and we had a great time. Over the course of the day, we had a number of conversations about middle-aged life, but there was one conversation where I expressed some feelings/opinions about something my friend was doing that, on reflection, stepped over a line in our relationship. I replayed the conversation over in my head and then ended up ringing to apologise later in the week. As a dad of teenagers, I want my kids to see the ups and downs of my friendships in action. I want them to be able to see how adults deal with conflict and errors in relationships in healthy ways. Visibility and vulnerability in dealing with life speaks much louder than peppering questions at them and then expecting a response (let me manage your expectations... a grunt or a one-word answer is about as good as it gets). All our young people are watching and listening to the adults in their lives more than they let on, and a little more than many of us are comfortable with. Stories about both the highlights and regrets of life are a powerful way of guiding and shaping our young people's thinking and responses, particularly around navigating friendships.

Links to Recommended Resources:

A highlight from the Maggie Dent article, specific to our young men, is her tips for developing positive teenage friendships: