Dear Parents,

We are off to a productive and positive start to Term 4 at OSG Sydney. It has been wonderful to see students quickly settle back into strong learning routines, with classrooms across the campus filled with focus, curiosity, and collaboration.

Our learners are engaging in some truly rich and practical learning experiences. In Year 3, students have been exploring the principles of aerodynamics, testing how design and form affect movement through air — with plenty of creative experimentation along the way! Meanwhile, our Year 9 students are working through the complex world of statistical analysis, applying mathematical reasoning to real-world contexts and developing a deeper understanding of how data shapes our decisions. It is inspiring to see our students engaging so meaningfully with their learning.

Looking ahead, Term 4 is filled with important milestones and exciting transitions. We will soon begin introducing our current Year 6 cohort to the Year 7 teachers and practices that await them in 2026. This early exposure aims to build familiarity, confidence, and excitement for the move into Secondary. Similarly, we look forward to connecting with the 2026 Year 3 students and their families as they prepare to begin their OSG learning journey with us next year.

While the school is a buzz with activity, our Year 11 and 12 students continue their HSC examinations. Their dedication and determination have been outstanding, and the early feedback from students has been heartening — many expressing confidence that their sustained effort will yield strong results. We wish them all the very best as they enter the final fortnight of their exams.

A key focus across the school remains our relocation planning to the new OSG Sydney campus, scheduled for completion in 2026. The new build is progressing beautifully, and much work is happening behind the scenes to ensure a smooth transition.

A special acknowledgment goes to Mr. Mark Fawkes and the OSG Sydney Campus Board for their vision, leadership, and commitment in bringing this project to life.

Finally, we are eagerly anticipating Grandparents Day on 11 November — always a highlight on the school calendar. Our Primary students are excited to showcase their learning and creativity, and we look forward to welcoming grandparents to share in a morning of connection, celebration, and joy.

Thank you for your ongoing support and partnership. Together, we continue to build a vibrant learning community where every student is known, valued, and inspired to achieve their best.

Warm regards,
Chris van Niekerk
Campus Principal

As we move into the remainder of Term 4, I am pleased to share some updates regarding the teaching and learning arrangements for 5/6 Green.

Ms Emma Cunningham and Mrs Rachel Barakat will be sharing the teaching responsibilities for 5/6 Green for the rest of the year. Ms Cunningham will teach on Mondays and Thursdays, while Mrs Barakat will lead the class on Tuesdays, Wednesdays, and Fridays. To ensure continuity and consistency in learning, they will share a crossover day to collaborate, plan, and align on teaching strategies that best support every student’s growth and achievement.

This partnership combines experience, energy, and creativity, ensuring a seamless learning journey for students. Parents can be assured that the remainder of 2025 is well in hand, and that our focus remains on maintaining a stable, engaging, and supportive learning environment where every child feels valued and continues to thrive.

Year 3 students have been enthusiastically engaging in hands-on Maths activities, exploring the concepts of capacity, length, and mass through practical, real-world challenges.

In Science, they’ve been investigating forces, experimenting with push and pull to understand how objects move and interact. This week also marked a special milestone, with several students proudly receiving their pen licences – a recognition of their effort and perseverance in handwriting.

Year 3 students were also celebrated for their achievements at the recent Athletics Carnival, with ribbons presented for 1st, 2nd and 3rd Place.

Well done, Year 3!

Secondary students are participating in Striking and Fielding Games as part of their PE for Term 4 and tennis for their sport.

In PE students are learning the rules and skills involved in playing tea ball.

Lessons are focused around developing game sense and coordination to improve decision making, application of tactics, communication and teamwork skills.

On alternate weeks, students have the opportunity to play tennis with their peers.

October 2025

Dear Parents and Carers,

Subject: Change of Date – Recognition of Excellence Ceremony & End-of-Term Arrangements.

I am writing to inform you of an important update to our end-of-year calendar.

The Recognition of Excellence Ceremony, a significant event where we celebrate the achievements of our students, will now take place on:
Tuesday 9 December 2025

The Regional Recognition of Excellence Ceremony will be held at the following times across the region:

Further details about the event will be distributed closer to the date. You will also receive information about your Campus Recognition of Excellence Ceremony, which will take place on the same day.

This date will also mark the final day of the school year for students. On this day, students will receive a printed copy of their Semester Two academic report.

We also encourage parents to log in to their OnePortal account to view the electronic version, which will be available on the same day. Students will conclude their school year directly after the ROE ceremonies.

As we look ahead to a productive and engaging final term, I’d like to highlight several key dates and activities:

Semester Two

Examinations for Years 7–10 will take place from Monday 24 to Thursday 27 November. Families should have already received the examination timetable outlining the schedule and expectations for this period.

Friday 28 November will be a pupil-free day, providing staff with dedicated time to mark assessments and prepare feedback.

Monday 1 December, students will return for a feedback and reflection session, where they will receive insights into their assessment performance and areas for growth.

From Tuesday 2 December, we will commence our Headstart Program, allowing students to trial our new 2026 timetable structure and begin preparing for the year ahead in their new year. Year 6 students will also transition on this day, joining their new cohort as part of the Headstart experience for the remainder of the term.

Tuesday 2 December, we will welcome our incoming Year 3 students for their Welcome Day, an exciting opportunity for them to explore their new learning environment and begin building connections with peers and staff.

We are confident that these initiatives will support a strong finish to the year and a smooth transition into 2026. Thank you for your continued support and partnership.

Should you have any questions, please don’t hesitate to contact your campus directly.

Warm regards,

Paul Maher

Regional Director of Education
OneSchool Global Australia

At school, we often say: “All behaviour is communication.” It’s a phrase that reminds us to look beyond the action we see on the surface and consider what children are really trying to tell us.

When a child shouts, refuses to work, avoids school, or even withdraws quietly, it isn’t just “bad behaviour.” It’s often their way of showing us that something is difficult, uncomfortable, or overwhelming. Just like adults, children communicate their needs in different ways — but unlike adults, they may not yet have the words or skills to express what’s happening inside.

Why does this matter?

When we treat behaviour solely as something to stop or punish, we risk missing the underlying message. However, when we recognise behaviour as communication, we shift from reacting to understanding. This approach is grounded in several key theories:

Maslow’s Hierarchy of Needs (1943) reminds us that learning cannot occur if a young person’s basic needs for safety, belonging, and emotional security are not met.

Bowlby’s Attachment Theory (1969) highlights the importance of secure relationships — when a young person feels connected and safe, they are more able to regulate emotions and engage in learning.

Vygotsky’s Social Development Theory (1978) emphasises that growth occurs through supportive social interaction — adults act as co-regulators, helping young people to build self-regulation skills over time.

Ross Greene’s Collaborative and Proactive Solutions model (1998) proposes that “kids do well if they can,” reminding us that challenging behaviour often reflects lagging skills, not wilful defiance.

Dan Siegel’s interpersonal neurobiology (2012) explains that a young person’s brain is still developing the capacity for impulse control and emotional regulation — particularly under stress.

Understanding these frameworks allows educators and families to respond to behaviour with empathy and curiosity, rather than frustration alone.

Common messages behind behaviour

Some examples of what behaviour might be communicating include:

Frustration: “This task feels too hard for me.”

Anxiety: “I’m worried about what’s coming next.”

Sensory overload: “There’s too much noise/light/activity and I don’t know how to cope.”

Need for connection: “I feel left out or alone.”

Testing limits: “I want to know where the boundaries are.”

By considering the “why” behind the behaviour, parents and teachers can work together to respond more effectively.

Strategies for families

Here are a few practical ways you can support your child at home:

Pause before reacting: Take a breath before responding, so you can think about what might be behind the behaviour.

Notice patterns: Does the behaviour happen at a certain time of day, or in response to particular tasks or situations?

Name the feeling: Help your child put words to emotions (“It seems like you’re really frustrated right now”).

Collaborate on solutions: Ask your child, “What might help you next time?” This empowers them to problem-solve.

Balance empathy with boundaries: Let your child know their feelings are valid, while also being clear about expectations for behaviour.

Resources for further reading

If you’d like to learn more about the idea of behaviour as communication, these online resources are a great place to start:

Behaviour as Communication - A Growing Understanding

A final word

By seeing behaviour as communication, we can respond with understanding, teach our children new skills, and strengthen the connection between home and school. Together, we can help children feel supported, safe, and ready to learn — not just in the classroom, but in life.

A few students were interviewed throughout the week to talk about and discuss what they are looking forward to this term.

Thank you to Thomasin Fooks and Laurel Hales who coordinated and ran this small project.

Miss. Kirstin Macqueen

I’m a passionate and motivated teacher with over 17 years of experience in secondary classrooms.

I have worked within the domain of Technology and Applied Studies teaching subjects including Food Technology, Textiles, and Technology Mandatory.

My area of interest is Gifted Education, and I am currently completing the Masters Program.

My future goals include facilitating research which can improve learning outcomes for twice exceptional gifted students, those from low SES backgrounds and students within the TAS Key Learning Area.

Ms. Emma Cunningham

We are delighted to welcome Ms Emma Cunningham to the OSG Sydney team. Originally from Ireland, Emma is a qualified Primary Teacher with a Bachelor of Education from St Patrick’s College, Dublin City University.

Emma brings a wealth of experience from both mainstream and special education settings, having taught in NSW public schools as well as early childhood centres. She is passionate about creating inclusive, student-centred learning environments where every child feels supported to grow and succeed.

Her warm, engaging approach and commitment to differentiated learning make her a wonderful addition to our Primary team. We’re thrilled to have her on board at OSG Sydney.

Congratulations – Mrs Christie Daschke, Primary Lead Teacher

We are delighted to share that Mrs Christie Daschke has been appointed Primary Lead Teacher at OSG Sydney from the start of Term 4.

Christie is a highly experienced and dedicated Primary educator who has played a key role in shaping quality teaching and learning at OSG Sydney. She has led the implementation of the Learning to Learn Framework across the Primary years, supported staff through mentoring and professional development, and promoted a culture of collaboration, consistency, and academic excellence.

While many of our Primary parents already know Christie well, this new role recognises her outstanding leadership, deep curriculum expertise, and commitment to ensuring every student is known, challenged, and supported to achieve their best.

We congratulate Christie on this well-deserved promotion and look forward to the continued growth and success of our Primary program under her guidance.

Ms. Daniela Bej

What is your role at OSG, and how long have you worked here?

I am a Campus Student Support Assistant, known as a CSSA. I have proudly worked at OSG four years.

What do you enjoy most about working at OSG?

I enjoy working with all the students that are part of this supportive and amazing community. I particularly enjoy seeing the students grow and develop lifelong skills to help them navigate positively through life. I love helping the students develop self-confidence and resilience.

What’s a little-known or unexpected fact about you?

I attended Ukrainian Saturday School for the whole of my Primary years.

When you’re not at school, what are some of your favourite ways to unwind or things you enjoy?

I enjoy running my two Cavoodle’s, exercising and gardening.

If you could hop on a plane tomorrow, where would you go and why?

Sardinia, Italy! One of my best friends lives there!

What’s one piece of advice or a life motto you try to live by?

Always be true to your word, do what you say you will. Always remember to be humble, you never know what someone else has experienced in life

Students are reminded to enquire at the school office regarding any lost property.

At present, there are two distinctive items awaiting collection:

A clear mouth retainer

A set of (house) keys

If you believe either item may belong to you, please contact the office at your earliest convenience.

Thursday 16 October – Friday 7 November – HSC Exams

Tuesday 11th November- Grandparents Day

Wednesday 12th November- SLT Training Day

Monday 17th November-Senior Year 2 (Current Year 11) return to school and commence their 2026 timetable

Monday 24 November – Thursday 27 November – Years 7-10 Exams

Friday 28 November – Pupil Free Day

Tuesday 2nd December- Welcome Day for Year 3 2026

Tuesday 9th December – Recognition of Excellence Ceremony & final day of Term 4