The Oxley Update - Term 1, Week 10B

Looking Ahead:

Thursday 7 May: Mother's Day Breakfast

Thursday 14 May: Foundation Night

Thank you to the Chair and the Board of Governors for the trust they have placed in me - it is a privilege to take on this role. After 8 years at Oxley on the Executive team, and having spent the past six months as Acting Head of College, I have already felt the warmth, support and pride that runs through this community; and I am genuinely grateful. I am looking forward to what we will achieve together as Oxley steps into its next chapter.

In the months ahead, you can expect a strong emphasis on excellent teaching, student wellbeing and a culture where effort and kindness are noticed and celebrated. We will continue to prepare young people not only for examinations and pathways beyond school, but for life -developing curious minds, principled decision-making, and the confidence to contribute meaningfully to the world around them.

In her communication on Monday, Mrs Crowley referred to my vision for Oxley, which I presented to the Board of Governors earlier this term. I will be sharing that vision with the staff at the start of Term 2 and then with the broader College community.

Why 'Headmaster'?

I recognise that schools use different titles for their principal, and I have chosen to use Headmaster intentionally. For Oxley College, the title reflects both Oxley’s heritage and purpose, whilst remaining clear and readily understood within the school community and beyond it. The title is widely recognised and immediately communicates the responsibilities of leading a school. It also conveys the sense of custodianship of values and culture – holding the College in trust and strengthening it for those who come after us.

I look forward to meeting as many of you as possible over the coming weeks - at assemblies, performances, sport and community events. Thank you for the trust you place in Oxley College. I am excited for what we will achieve together.

Mark Case
Headmaster

In an otherwise relentlessly bleak news cycle, it is heartening to be able to point to one piece of genuinely good news. Over the past week, two court cases in the United States have sent a clear message many parents and educators will recognise: juries are beginning to hold major social media companies legally responsible for designing products that are addictive to children and young people, and for failing to adequately warn families about the mental‑health risks. In one widely reported case in California, a jury found platforms owned by Meta and Google negligent in their design and operation, awarding both compensatory and punitive damages. A separate case in New Mexico also resulted in a significant verdict against Meta regarding child safety and misleading conduct.

These decisions matter not only because of the financial penalties, but because of what the courts accepted as fact: the harm is tied less to individual posts and more to product design. Features such as infinite scrolling, autoplay, algorithm‑driven recommendations, notifications and reward loops are engineered to keep young users engaged for long periods.

It is also sobering how precisely platforms can infer vulnerability and respond to it. Reporting in 2025 described allegations that Meta’s advertising systems could detect when teenage girls deleted selfies - a possible signal of self‑doubt - and then serve beauty‑related advertising shortly afterwards. Meta has disputed aspects of these claims, but the broader point remains: these systems operate at scale and can be designed to act on behavioural cues, using human psychology for their own gain.

Why does this matter for schools? Because these rulings shift the conversation beyond “just put the phone down” or placing the burden solely on parents. They recognise that companies that design platforms to capture attention carry responsibility - and that children should not be expected to out‑muscle technologies engineered to keep them engaged.

In that light, our smartphone‑free policy below Year 10 is a deliberate, pro‑wellbeing choice. It is not anti‑technology, nor does it deny the benefits of digital tools when used wisely. It is a rallying cry to parents to collectively  “hold the line” – to work together, so that when their child says “but Mum/Dad, everyone else in my year has a smartphone” – to know it is not true. I fully appreciate how hard this is: the drive to prevent anxiety that their child is not socially isolated because they do not have a smartphone can outweigh the concern over the damage that providing a smartphone can lead to. Holding the line protects the developmental space children need to learn, form relationships, experience boredom and creativity and practise self‑regulation before being immersed in highly persuasive digital environments.

What we see at school mirrors what many families see at home. When smartphones are removed from young people’s lives, they are more present: conversations improve, play is more spontaneous, relationships more meaningful and learning more effective.

Taken together, these decisions reinforce that setting boundaries is not “overly cautious”; it is a reasonable, evidence‑based response to a widely recognised risk. They also underline shared responsibility. Whilst companies are increasingly being asked to answer for their design choices, families and schools remain essential partners in helping young people build healthy, wise habits - encouraging balance, teaching critical thinking and modelling our own relationship with technology. No single policy can do this work alone, but clear, principled policies create better conditions for children to grow.

As these legal processes continue to unfold internationally, we will keep reflecting carefully on our own practices and responsibilities. Our commitment remains the same: to make decisions in the best interests of students’ learning, wellbeing and long‑term development. These court cases do not tell us what to think - but they do affirm that prioritising children’s welfare over commercial pressure is not only wise, but necessary.

Mark Case
Headmaster

What inspired you to pursue teaching, and what do you find most rewarding about working in education?

Is it too corny to say Robin Williams in ‘Dead Poets Society?’ I watched that movie when I was in high school and it really did inspire me on my career path. I could also throw Indiana Jones into the mix as this kick-started my fascination with History. Sadly, my career hasn’t been as immersed in supernatural artifacts or being chased by giant boulders as I’d hoped!

What I find most rewarding about working in education is witnessing the genuine growth of students every day, not just academically, but as confident, capable individuals. There is something uniquely fulfilling about seeing a student develop skills over time: a hesitant writer finding their voice, a reluctant participant beginning to contribute, or a struggling learner gradually mastering challenging concepts through persistence and support to reach that ‘eureka’ moment.

Equally important is the impact on student wellbeing. Supporting students as they navigate challenges, build relationships, and gain confidence in themselves is deeply meaningful. When students feel safe, valued, and understood, their capacity to learn and grow expands significantly and being part of that process is incredibly rewarding.

More than anything though – teaching is lots of fun!

Tell us a bit about your journey - what led you to teach at Oxley?

I, like a few of my Oxley contemporaries had been working at Newington College in Sydney for many years. During the turbulent COVID times, my wife and I decided to ‘escape’ to the Southern Highlands, and we fell in love with the area and the lifestyle. A job teaching History opened up at Oxley and I jumped at the chance to really begin our new life down here and I have never regretted that decision.

What do you hope students remember most about their time in your classroom?

I’d like them to look back and remember a classroom that had energy: moments of curiosity, laughter, lively discussion, and the occasional spark when something suddenly clicked. Learning should feel engaging and human, not just a process of ticking boxes. If students can say, “That was actually fun,” then we’re on the right track. They also will have had to have submitted themselves to a litany of dad-jokes and terrible puns along the way.

At the same time, I hope they remember that nothing of real value came easily and that’s exactly the point. The sense of achievement that comes from grappling with a difficult idea, persisting through setbacks, and finally mastering something is far more meaningful than instant success. We live in a world where the ‘quick-fix’ is so popular so I want them to carry with them the understanding that effort and resilience are what lead to genuine progress.

Ultimately, if students leave with both a sense of enjoyment and an appreciation that hard work brings its own rewards, then I’ll be happy.

When you're not at school, what are some things you love doing or exploring?

I’m a bit of a sports nut, so when I can, I’ll be consuming football, cricket or AFL (I grew up in Melbourne sorry) at various stages of the year. I love keeping active as well, so running, cycling and playing/coaching sport are all high on my agenda.

I also still have a passion for learning. I’ve recently completed my Masters of History and you will often find me delving deep into historical texts, biographies or giant tomes of world history. I’m also constantly watching historical films and documentaries, much to my wife’s frustration.

I also have two beautiful children that I really love spending time with. I’m a bit of a big kid myself, so it’s nice to spend time with an audience very much on my level!

What's your favourite thing about the Southern Highlands?

For me it is the scenery. I love how on my drive to work there are rolling green hills, rivers and forests. I always try to take time to be mindful of the amazing surroundings here and I often encourage students to just take a moment to pause on the library steps and just look out at the view – it’s great for the soul. It also makes for great runs and bike rides!

I also love the community here in the Highlands, even though we are relative newcomers, my family already feel very much at home within this amazing place.

If you’d like to get involved, grab a ticket and help us keep the sound of Oxley marching strong!

Prizes include:

A Tour of Redleaf Farm’s Highland Cows

Lunch at Centennial Vineyards

4 tickets to the 2026 NRL Premiership Bulldogs v Storm

High Tea at Centennial Vineyards

A Gourmet Food Hamper

A $100 Visa Gift Card

A $100 Restaurant Gift Card

And one of 2 Bespoke Letterpress Bundles

The Raffle will be drawn at the Mother's Day Breakfast!

Our commitment to holistic education means we value every aspect of a child’s development—intellectual, emotional, social and physical. By fostering an environment where students are encouraged to grow and thrive, we create a community where achievement and wellbeing flourish together. This balanced approach is at the heart of everything we do at Oxley, helping each child become confident, resilient, and compassionate.

We also continue to encourage parents to take a similar approach. Sometimes I see students feeling uncertain or facing challenges, and it’s clear how much a supportive home environment can make a difference. By working together—school and family—we help reinforce both high standards and genuine care, ensuring children feel equipped to strive for their best while knowing they’re valued and understood. When parents embrace these principles at home, it strengthens our shared commitment to nurturing confident, compassionate and resilient young people.

Head of Senior School on Leave

I will be on a short session of leave until mid-May. Whilst I am away Ms Whiteley, our Director of Students, will stand in as Acting Head of Senior School. For any matters at the Deputy Head level, please contact Ms Heidi Shvetsoff, Head of Junior School.

Tristan Bevan
Head of Senior School

It was highly encouraging to see the Year 12 Biology and Legal Studies students spending time before their examination quizzing one another on key terminology and concepts, while remaining positive and supportive throughout. This same spirit was evident as Year 12 Health and Movement Science students took ownership of their learning by running weekly Study Club sessions. Our College leaders have been central to this, helping to establish structured sessions where students revise key concepts through peer collaboration. They have tested each other’s understanding, shared resources and worked collectively to strengthen their learning.

What has stood out most is the culture they have created, one where students are not just focused on their own success but are invested in the progress of others.  Our College leaders have truly embraced the philosophy that “when we all do well, we all do well,” fostering an environment of encouragement and motivation and importantly, seeing that translate into meaningful academic improvement. These examples offer just a snapshot of what has been happening, with many other students and classes similarly coming together to support one another.

It has also been brilliant to see these students making strong use of evidence-based strategies such as retrieval practice. As a key part of our Study Skills program, retrieval practice supports long-term learning by encouraging students to actively recall information, little and often. Students are beginning to understand that new learning is fragile, and that deliberate strategies, such as flashcards, practice questions and low-stakes quizzing, are far more effective than simply re-reading notes when it comes to strengthening memory and countering the forgetting curve.

Study Club continues to be something we strongly encourage all Year 11 and 12 students to access. We would also love to see more student-led groups emerge, as these not only deepen learning but further strengthen the sense of community and shared purpose that sits at the very heart of Oxley. Wishing all our Year 11 and 12 students a restful break, where time is used well to consolidate learning and prepare for Term 2, while also making plenty of space to enjoy time with family and friends.

Pip Peters
Head of Monash House
Co-ordinator of Study Skills 7-12

Parents and carers naturally want their adolescent to feel confident and comfortable in their body, but it’s not always easy to know how best to support this in our appearance focused world.

That’s why Butterfly is inviting parents of teens to a virtual seminar designed to provide the tools, knowledge, and confidence to nurture positive body image and healthy relationships with eating and physical activity in the home.

In this practical, engaging session, parents will learn:

Key influences on adolescent body image, including the impact of puberty

Common risk factors for body dissatisfaction and how to reduce them at home

Everyday BodyKind strategies to support healthy eating and physical activity

The importance of the language used around bodies and appearance

How to respond if you notice body image concerns

Where to find help and support if needed.

Event Details

When: Thursday 9 April 2026

Time: 7.00pm - 8.15pm (+15 minutes for questions)

Venue: Via Zoom.  Time limited recording available

Cost: $15

Junior School Co-Curricular Clubs - Term 2

Junior School Co-curricular clubs will commence in Week 2 of Term 2.

The Term 2 booking link will sent to parents on Monday 20 April with bookings open from 9.00am Tuesday 21 April through to Friday 24 April at 4.00pm.

Once a booking has been made a payment link will be sent for those clubs requiring payment.   Please note that the Year 5 and 6 Elevate Study Club Sessions do not incur a fee, however students are required to enrol to secure a place. If a student is not enrolled, they are not permitted to attend as numbers are limited.

Tuesday Clubs (3.30pm - 4.30pm)

K-2 Mini Makers with Ms Sheils ($110 per term)
Mini makers is an exciting new club designed to spark creativity and problem-solving. Students will explore architectural design by imagining and creating their own buildings, such as shops, houses and parks, bringing their ideas to life through drawing, LEGO construction and hands-on cardboard creations. They’ll take part in fun challenges, like tallest-tower competitions, and experiment with playful engineering through simple Rube Goldberg machines. Mini Makers will be a space where every student can invent, design and build

Year 3 and 4 Orienteering -Ms Ruth Shedden ($110 per term)
Learn to Orienteer is an introductory program, with a focus on developing key orienteering skills. Sessions will involve fun learning activities, combined with short orienteering courses to support development of map reading and navigational skills, as well as a fun physical activity. Orienteering is an exciting and challenging outdoor sport that exercises mind and body - have fun, while being active!

Year 3 and 4 - Drama and Theatre Sports with Mrs Talese ($110 per term)
Our Drama & Theatre Sports Club is a fun, high-energy space where students play acting games, create characters and work together to put on mini performances. It’s all about confidence, creativity and having a go!

Year 5 & 6 Elevate Study Club Session (No charge)
Stage 3 students are invited to spend 60 minutes of focused time in the library with a teacher to engage with homework tasks or assignments. Students must come prepared with work. Please note that the Year 5 and 6 Elevate Study Club Sessions do not incur a fee, however students are required to formally enrol to secure a place. If a student is not enrolled, they are not permitted to attend.

Thursday Clubs (3.30pm - 4.30pm)

Year 3 and 4 Digital Media with Ms Noonan ($110 per Term)
Exploring Stop Motion - an animation technique that brings static, physical objects to life by photographing them frame-by-frame while moving them in tiny increments.

Year 5 & 6 Robotics & Coding with Mr Sheppard ($110 per term)
Robotics & Coding Club gives students the chance to explore technology in a hands-on, creative and fun way. Students work together to build robots, solve challenges and learn real coding skills while developing teamwork and problem-solving.

Year 5 & 6 Elevate Study Club Session (No charge)
Stage 3 students are invited to spend 60 minutes of focused time in a classroom with a teacher to engage with homework tasks or assignments. Students must come prepared with work. Please note that the Year 5 and 6 Elevate Study Club Sessions do not incur a fee, however students are required to formally enrol to secure a place. If a student is not enrolled, they are not permitted to attend as numbers are limited.

Oxley Art Prize

Entries are still open for the Oxley Art Prize. This year’s theme is portraiture. All students and families are encouraged to take part. Works will be exhibited on Foundation night and prizes awarded. Artworks can be any size and format and must be labelled with your name and year group. Entries can be given to class teachers or dropped in to the Junior School office.

Junior School Art and STEM Paint Shirts

We ask that each child please send in an old button-up shirt, adult size if possible, to use as a paint shirt. These help protect uniforms during art and other creative activities. 
Please ensure the shirt is clearly labelled with each child’s name, as it will be stored in the classroom for ongoing use. Thank you for your support.

Combined Schools String Spectacular

This one-day event will be held at Oxley on Sunday 24 May. All string students currently having private lessons are invited to attend. Information can be found on the Oxley Events tab on the Oxley App.

Musical Dates for Diaries - Term 2

Tuesday 9 June: Open Classes for Years 2 - 3 - 4 S Instrumental Program Classes

Friday 12th June: Open Classes for Years 5 - 6 JS Instrumental Program Classes

Tuesday 16 June: A Symphony of Sport - combined string curriculum and co-curricular concert. 5.30pm start

Thursday 18 June: Band Soiree - combined band curriculum and co-curricular concert. 5.30pm start

A special thank you to the P&F for their support in running the BBQ and canteen, which was greatly appreciated by both students and staff.

Students who have qualified for the ISA Cross Country Carnival will be notified shortly.

While the day was a success, we recognise that the change in venue meant routines were different to a normal school day, with the event being held offsite and running as a full-day program for the first time. As this was a new venue and format, we would value parent feedback to help inform future planning. This short survey will take less than one minute to complete and is linked below.

2026 Cross Country Carnival Feedback Form

Winter Sport

Thank you to all students for their attendance and effort during the Winter Sport trials over the past few weeks. It has been great to see such strong participation across all sports, and we appreciate the positive way students have approached the selection process.

Teams are currently being finalised and will be communicated to students via email by Thursday 2 April (afternoon). This communication will also include training schedules and coach allocations for each team.

Please note that there will be no training on Tuesday 21 April, with training sessions commencing from Wednesday 22 April onwards. The first round of the ISA Winter season will take place on Saturday 2 May.

Students are reminded that they must have all required uniform and equipment ready prior to Round 1.

Students involved in Oxley Run Club and Jiu Jitsu will receive more detailed information about these programs shortly.

We look forward to a positive and enjoyable Winter Sport season ahead.

Players Wanted!

We are currently seeking additional players in the following sports to ensure teams have adequate numbers for the season:

Senior Girls (Years 9–12) Football – 2nds team

Girls Hockey (Years 7–9) – 3rds team

Junior Boys Rugby (Years 7–8) – U14s team

There are also places available in our new Jiu Jitsu program, which will run in Term 2 on Friday afternoons. Students of all year groups are welcome to be involved.

Congratulations – U12 Boys Basketball (Division 2 Champions)

Congratulations to our U12 Boys Basketball team, coached by Mr Dan Collins, on winning the Division 2 Grand Final against Tudor House (25–18) in the Moss Vale Basketball competition last Wednesday evening.

A special mention to Max Cheung, who was awarded the Best and Fairest. The team’s commitment and teamwork were outstanding throughout the season and were on full display in their Grand Final performance.

Term 2 Winter Sport Update

Parents and carers will receive confirmation of Term 2 winter sport teams and programs by Thursday this week. This includes Junior School Football, the K–1 Sports Development Program (Football), and the Rugby Development Program.

Winter Sport Commencement Dates (Training & Games)

Training will commence in Week 1 of Term 2, with Football teams, Hockey (U8 and U10), and Netball (U9) beginning on Wednesday 22 April. Netball (U12) will return to training on Thursday 23 April.

Fixtures for Football, Netball, and Hockey will commence on Saturday 2 May (Week 2, Term 2). Weekly fixtures, including times and locations, will continue to be published in the Oxley Update (Sports Draw).

Upcoming: Athletics Club (Years 3–6 only)

Following the conclusion of Run Club, we are pleased to offer an Athletics Club for students in Years 3–6 during Term 2. Sessions will run before school on Wednesday mornings and are designed to support students in preparation for the Junior School Athletics Carnival at the beginning of Term 3. Students will have the opportunity to develop skills across both track and field events.

Registrations will open at the start of Term 2, with a link provided in the first Oxley Update. Please note that places are limited and will be allocated on a first come, first served basis.

The program will commence on Wednesday 29 April (Week 2, Term 2) and run through to Week 10. Sessions will be held at Oxley from 7:45am–8:30am and will be led by Mr Winkler and Mrs Leddet.

The Annual Mums' Disco is BACK!

Save the Date: Saturday 2nd May 2026

Whether you're a brand-new parent, a seasoned 'lifer', a pre-k mum, or have a student in Year 12—this night is for you.

Come solo, grab a friend, or rally your whole year group! We guarantee you'll meet new people, make new friends, and have an absolute ball on the dance floor.

Please note: This is a strictly Over 18s Event.

To find out more about Dr Adams work, follow the link to her website:

Dr Tempe Adams: Conservation Biologist and Educator

The Oxley community is invited to visit Jennings Kerr Art Gallery in Robertson from April 10 - May 3 for an exhibition by long-standing former Oxley Visual Arts teacher, Vanessa Forbes.

For full details, please see the link below:

Vanessa Forbes - Veils