NAPLAN

This term the school is required to administer NAPLAN for students in years 3,5,7,9. This will occur in the timeframe between 12-24 March. We will be forwarding more information and a schedule to these parents and students in the coming weeks.

Key Dates

I would like to bring to your attention a few key events this term. I encourage you to take note of these events and keep up to date by reading our newsletter which is emailed fortnightly and by accessing our school calendar.

Junior School

• 25 February AFL Afternoon Clinics commence - 4 weeks (more info to come)
• 28 February South Met Zone Swimming Carnival
• 5 March Junior School Parent Engagement Evening
• 12-24 March Years 3,5 NAPLAN
• 31 March - 5 April Seussical Jr Production
• 11 April End of Term 1

Secondary School

• 11 March South Met Zone Swimming Carnival
• 12 March Secondary School Parent Engagement Evening and Year 12 PTN
• 12-24 March Years 7,9 NAPLAN
• 4 April Secondary Cross Country Carnival 
• 11 April End of Term 1

Mr Paul Carter
Deputy Principal

Our role as teachers is no less significant. Teachers are the architect, mason, and artisan of our students’ learning journeys, designing and constructing something just as profound: the foundation of their futures.

In the book, the cathedral isn’t built overnight. It requires vision, meticulous planning, and tireless effort over decades. Similarly, teaching isn’t about quick fixes or instant results. It’s about the long-term process of designing learning experiences that allow students to grow, layer by layer, year by year.

Each student, like a stone in the cathedral, is unique. Some are smooth and fit easily into place, while others require careful shaping to reveal their potential. As the builder of learning, you adjust your tools and techniques, ensuring every stone contributes to the strength and beauty of the whole structure. And how true is this when we consider Christ’s church. Each student, each teacher has a role to play, contributing to the body of Christ. 

Just as Tom Builder and his team faced challenges—weathering storms, grappling with setbacks, and enduring doubt—teachers, students and parents also navigate obstacles. A student might struggle with self-belief, or an unexpected turn might challenge our carefully laid plans. Yet, like the characters in the novel, we persevere because we know that the work we’re doing matters deeply. We rest in the assurance that we are contributing to a grander narrative, a long lasting legacy that in our context, as Christians, resonates into eternity. 

Moreover, the cathedral isn’t just about bricks and mortar. It’s infused with purpose, spirit, and artistry. Our teaching is the same. It’s not just about delivering content; it’s about inspiring creativity, fostering curiosity, and helping students see the beauty in learning. It is about students and teachers ascribing to those underlying beliefs and principles about our learning framework; that learning is learnable, that the mind is supple and that there are certain behaviours we can emulate and dispositions we can adopt in order to become more powerful as learners. 

And when the cathedral stands complete, it serves as a testament to the collective effort and vision of those who built it. Similarly, when our students achieve their potential, it’s a reflection of the care, dedication, and expertise poured into their growth. It is the small day to day decisions teachers make in the classroom, the stance that they adopt when they talk about learning with their students, the way they design an assessment, the feedback and conversations they have with students about their learning, about who they are as people, about their capacities and purposes. All these things help to contribute to the detailed, intricate, perfectly formed stones that make up a strong cathedral, a strong learning environment. 

I love learning about the critical importance of the different shaped stones in cathedral building. They all look different and each hold different tensions. Each are gently shaped differently, in order to serve their purpose. Some are made of certain materials that are stronger, or softer, but each are chosen to complement the greater design and achieve a purpose. We must think of our students in the same way. Some can tolerate greater pressure, some are stronger because of the support of others around them, some are needing to be sharpened and shaped drastically in order to fulfil their purpose. No matter the stone, no matter the student, all have a place, all need our attention and all contribute to the beauty and strength of who we are as a learning community that exists for the Glory of God. 

A cathedral is like a building made of playing cards, each section leaning on others in some sort of equilibrium. This is a helpful illustration, because it is a reminder, that this cathedral holds up because of pressure being applied. Without the tension and pressure, it would collapse. Similarly, our students (and us as teachers) need to feel pressure and understand how we are all working together in equilibrium too. As time passed, you can see the architecture of these cathedrals change as they learnt new ways to design and build for longevity. The shape of the arches, the type of buttresses, all these changed over time to better strengthen the cathedral, all based on the knowledge and wisdom of the craftsmen who went before them. That is why shifts and changes in education don’t frighten me. If we see that we are building on the good knowledge and excellent work of those that have gone before us, is it not out responsibility to keep refining and improving what we do as we gain more information, tools, knowledges and resources? We don’t let go of the fundamentals or of the good foundations.

To carry the analogy even further, and to my hark back to my Geography uni days, it is important to even understand the types of rocks used in cathedral building. Just like it was critical for the masons to understand the properties and capacities of the stones they were working with, we need to know the capacities and intricacies of the students we are working with. Limestone was very commonly used to build many parts of a cathedral. It is a common sedimentary rock and because it is laid down as sediment, limestone has a generally horizontal grain. When the quarried and shaped stone is laid in a building with its grain parallel to the ground, it is very strong in compression. When the grain is posed (arranged) to be vertical, it is much weaker and liable to shatter.

The hardest limestone was used for the structure of the building: towers, buttressing, outer walls and pillars that will hold up the roof. Dense but fine-grained limestone that can be carved in great detail was used for the many statues. Softer and more porous limestone, and therefore light but strong, was used for the wide expanses of vaulting. The stone mason’s skill came from knowing the material they were working with, knowing its potential and the pressures it could withstand, and using it appropriately to create something strong, resilient and beautiful. So too do we need to know our students potential, know how they can best use their skills and how we can work with them to strengthen them.

Like the grand structures in The Pillars of the Earth, the learning we design is not just for today; it’s for the future. It’s a legacy of strength, resilience, and purpose that will endure, shaping lives and communities for years to come.

How thankful we are that we have God as our Master craftsman and Architect of our lives. 

In the grand narrative of Scripture, God is repeatedly revealed as the ultimate Creator, Craftsman, and Architect. From the formation of the universe to the intricate design of human beings, His work is purposeful, detailed, and beautiful. As we reflect on this truth, we are reminded that our lives are not a series of random events. Instead, we are being lovingly shaped by the hands of the Master Builder. As we are reminded in Ephesians 2:10

“For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.”

Just as an architect designs a building with intention and vision, God has a plan for each of our lives. Jeremiah 29:11 tells us that His plans are to prosper us, not to harm us, to give us hope and a future. Every twist and turn in our journey is part of His divine blueprint, drawn with infinite wisdom and love. Even when we cannot see the full picture, we can trust that His design is good and for His glory.

Mrs Natalie Bluhdorn
former Academic Head (2022-2025)

Peter Richardson has left an amazing legacy and I will look to build on his work in the years to come. It will take me a while to learn all of the names of the students and their families. If you get the opportunity, please come and introduce yourself to me. I want to work in partnership with the families of the school, as we look to develop your children as they move toward adulthood.

As we all start a new year, can I encourage you to be deliberate in the habits that your child is developing in regards to their home learning. Consider the space that they will be working in and what distractions may hinder their progress. If there is no need to have a mobile phone, encourage them to have it in a different location from their learning space. Try to have regular conversations with your child about the tasks that they have due soon. While there will be minimal assessments in the first couple of weeks of school, it won’t be long before they start. One of the major challenges for students, especially in the first couple of years of high school, is to balance the learning needs they have across multiple subjects. Quick check-ins from parents can help the students develop skills in managing their time.

Our Parent Engagement Evening for Secondary is on Wednesday 12 March. I would like to encourage you to make that night a priority on your schedule. It will be a great night as we look to outline the opportunities that students will have throughout this year.

Mr David Collins
Head of Secondary School

Jesus replied: “‘Love the Lord your God with all your heart and with all your soul and with all your mind. ’This is the first and greatest commandment. And the second is like it: ‘Love your neighbour as yourself. Matt 22:37-40

As we continue to cultivate a thriving learning culture, our teachers have been reflecting on the power of connection and the intricate web of relationships within our community. Meanwhile, our students have engaged in thoughtful discussions around our core values—Safe, Learn, and Respect—exploring how these principles shape meaningful learning opportunities. Matthew 22 provided a key focus as we considered Jesus’ response to the greatest commandment, reminding us of our commitment not only to personal growth but also to encouraging one another in our journey. Additionally, we recognised Safer Internet Day on Tuesday, using the opportunity to discuss the significance of online safety and its impact on our lives.

Communication

Please continue to communicate with your child’s classroom teacher as your first point of call. For simple matters, the diary can be an efficient method, as these are checked daily by our teachers. Email is also suitable for more sensitive or complex issues, or to arrange a time to speak on the phone or meet in person.  There are also Stage Coordinators who are available to offer additional support for both students and parents. Mrs Jovanov (Early Stage 1), Mrs Lothian (Stage 1, Years 1 & 2), Mrs Smith (Stage 2, Years 3 & 4) and Miss Hackfath (Stage 3, Years 5 & 6). You can email teachers directly using the initial of their first name, followed by their surname. Please note that staff will endeavour to respond to your email within 48 hours where possible.

Uniforms

School uniforms give students a sense of belonging to the school and create an identity for the school in the community. Please continue to refer to pages 15 and 16 of the student diary to ensure your child is wearing the correct school uniform. In particular, girls are permitted one single sleeper or plain stud in each earlobe, however, no necklaces, rings or bracelets are to be worn. Girl's hair longer than shoulder length is to be fully tied back and boy's hair should be groomed, neat and tidy, well above the collar and out of the eyes. Students need to be wearing the correct black leather school shoes with a distinct heel as outlined in previous communications. I would ask for your support in ensuring your child is adhering to these uniform expectations.

SocS Puppet Show

Kindergarten to Year 2 students were blessed to participate in our SocS puppet show this week that reinforced our Rainbow Reminders and how these reminders are rooted in God’s Word and plan for us. These social skills plays run every term and have been specifically written for our infants students at Shire Christian School with a clear biblical message. 

Congratulations

Our primary students should be congratulated on their enthusiastic participation and sportsmanship that was on display yesterday at our swimming carnival. Thank you to Miss Ashleigh Hackfath, Mrs Kerrie Baker and the Junior School staff for such a wonderful day. Members of the public also praised the respectful conduct of our students and staff which is encouraging as we bear the name of Christ in our local community. In a new initiative, it was also wonderful to see our infants students getting into lots of splashing and laughter as they enjoyed our first ever Water Fun day at school. Thank you Mrs Lothian and Mrs Jovanov for coordinating this.

As we step into a new year, my heart is filled with anticipation and excitement for the opportunities the Lord will provide. I am reminded of Psalm 117, which proclaims the steadfast love and faithfulness of the great God we serve. May all praise and glory be His!

If you would like to communicate with me at any time, please email headofjunior@shirechristian.nsw.edu.au and I will be in touch with you.

Mrs Ruth Cooper
Head of Junior School

He came to Shire Christian School and, deciding it needed a king rather than just a principal and teachers, he declared himself to be the king of our school!

All good kingdoms need rules and guidelines for people to be happy. But King Augusta Blusta didn’t have any! The K-2 children worked on a good set of rules to keep this kingdom and its citizens successful. As it turns out, they are the same as our school's "Rainbow Reminders" which are based on the way our real King, Jesus, wants us to live!

A special thanks go to Mrs Nugteren for her superb acting and to Lincoln Nugteren and Jonathan Dewhurst (Year 6) for being amazing in their supporting actor roles.

Mrs Diana Moes
Learning Support

The students had a great morning and it was a wonderful opportunity to build relationships and community within their classes. 

An extra big thank you to the Year 9 students who came to run the activities and help students enjoy the morning!

Mrs Michelle Jovanov
Early Stage 1 Coordinator

2025 Age Champions

I am confident that we will take a competitive team to the CSSA South Met Zone carnival in March. More information to come on this in the coming weeks.

Mr Troy Dixon
Secondary Sports Coordinator

It wasn’t long before the first race kicked off, and students enthusiastically shouted their house chants, cheering on their teammates.

Despite a few heavy rain showers throughout the day, the swimmers remained undeterred and continued to compete with determination.

The event wrapped up with some novelties, the 200m IM, and the house relays.

Our 47th swimming carnival had many outstanding results, including record-breaking swims by Eva Posthumus in the 50m Butterfly and 200m IM, and Daniel He in the 200m IM. Congratulations to all the students who participated and showcased their skills throughout the day.

A huge thank you to all the parents who volunteered, the Year 9 PASS class, the spectators, the teachers and everyone who cheered on our students. Your support made the day even more memorable, and we truly appreciate your involvement in making it a fantastic event.

Miss Ashleigh Hackfath
Junior School Sports Coordinator

If you are interested in joining this group please fill out this form. It’s an excellent way to start the day, so it would be great to see you there.

Firstly, we have much to learn just from the way the Apostle Paul approached his own task of pastoral care of the churches - and he seems to have been particularly fond of the Church at Philippi, as we see from the first 11 verses of Chapter 1. We have a similar pastoral concern for our School.

Secondly, he faces honestly the potential problem that exists in any Christian undertaking because of the remnant of our innate sinful nature that we all struggle with. He recognises the basic sincerity of the hearts of Euodia and Syntyche, and how they need to cared for pastorally and sensitively, and not just ‘written off’ as trouble-makers. Our present culture is constantly pushing each one of us to see ourselves, and our point of view and personality, as the most important thing to uphold and defend - and when we let this dominate our thinking in a Christian context it leads to all kinds of tensions and strife. In the light of Paul’s words, let us redouble our efforts to acknowledge the importance of why God has made us all different from one another, and let us determine, thankfully, to see ourselves as co-workers, supporting one another and valuing the blessing that comes from the fact that we AREN’T all the same, and that we DON’t always see eye-to-eye. Someone has commented that the two women causing the strife at Philippi can be thought of as ‘Oh Dear’ and ‘Soon Touchy’! Let us not be like that.

Thirdly, it is important that we divorce ourselves from our surrounding culture in four ways: (1) let us be people who ALWAYS REJOICE, and not be negative and grumpy like the media seem to be encouraging us to be, continually reporting on how bad and hopeless things are in our world, and encouraging discontent and envy through social media; (2) let us develop an attitude of gentleness and reasonableness in the way we relate to one another, that will stand out clearly, in contrast to our present culture; (3) let us continually engage in trusting prayer rather than being anxious; and (4) let us recognise, and talk about, the amazing peace God bestows upon us amid all our struggles.

Fourthly, let us resolve to counteract our culture by positively developing a mutual culture in our school context that is characterised by everything that is true, noble, right, pure, lovely, admirable, excellent and praiseworthy, so that our children will continually embrace and ‘breathe’ such a culture as a result of our collective example as a School community. 

Rev Bruce Christian

CONTACT

Phone: 02 9773 8291
Online: ranier.com.au/contact
Email: custservice@ranier.com.au

With Edstart, you can fund tuition fees, additional charges such as uniforms, extra-curricular activities as well as amounts in arrears.

To find out more, visit edstart.com.au/shirechristian.

Please note that in providing information about Edstart, the school is not providing any recommendation, brokering or advice services. The school does not receive referral fees, commissions or any other remuneration from Edstart.

Adolescents are offered a free pertussis vaccine through the Year 7 school vaccination program as immunity decreases following their early childhood vaccines. GPs can administer free catch-up vaccination for pertussis to children and adolescents for those who have missed doses. Pharmacists can also administer these free for children aged 5-19 years. The best protection against pertussis infection is vaccination. 

People should be aware of the signs and symptoms of whooping cough including: 

• Whooping cough starts like a cold with a blocked or runny nose, sneezing, a mild fever and an occasional cough. 
• Coughing bouts can worsen and be followed by vomiting, choking or taking a big gasping breath which causes a “whooping” sound. The cough can last for many weeks and can be worse at night. 
• Children and adults may just have a mild cough that doesn't go away. In adults the cough commonly lasts 5-7 weeks, sometimes longer. 
• Newborns may not cough at all but stop breathing completely and turn blue. Other babies have difficulties feeding or they can choke and gag. 

If given early, antibiotics can reduce the duration of symptoms. After 5 days of treatment with appropriate antibiotics people with whooping cough are no longer infectious but without treatment, they will remain infectious for 21 days. Antibiotics are rarely needed if it has been 3 weeks since cough onset. 

Newborn babies and infants are at greatest risk of severe illness from pertussis. The on-time vaccination of babies and pregnant women is critical to their protection. Children should be vaccinated at 6 weeks, 4 months, 6 months, 18 months and 4 years of age. Pregnant women are advised to be vaccinated during each pregnancy between 20 to 32 weeks. 

Parents, carers, grandparents and other people in close contact with babies and young children are encouraged to be vaccinated if they have not received one in the previous 10 years. 

Call healthdirect on 1800 022 222 if you or your child are unwell and you’re not sure where to go. healthdirect is free and available 24 hours a day, 7 days. A nurse will answer your call, ask some questions and connect you with the right care. 

If you or your child’s situation is life-threatening, please call Triple Zero (000) or present to your nearest emergency department immediately. 

For more information on whooping cough, visit the NSW Health website: https://www.health.nsw.gov.au/whoopingcough 

The initiative is designed to build community, encourage support for our families who are business owners and provide access to goods and services from within our community.

If you’re going to spend anyway, why not spend with a local Shire Christian School connected business and invest in your community.

View the directory on our website or register your business.