Update from our Hobart Campus Principal
The end of a school term always brings great excitement for the break to come but trepidation for assessments and work that is due before the final day arrives. That is the atmosphere that permeates our beautiful campus presently. Students are busy completing tasks, preparing for tasks, booking tutorials with staff (both face-to-face and online), and planning their study time accordingly.
In the Primary space, it was wonderful to read the persuasive texts that students had composed and provide feedback on their writing. What impressed me most was the way many students are beginning to apply key elements of persuasive writing with growing confidence—crafting clear arguments, selecting convincing evidence, and experimenting with persuasive language features. These early steps in developing a writer’s voice are so important, and it was encouraging to see students taking risks, thinking critically about their audience, and being proactive in sharing their writing. The feedback conversation that followed was equally valuable, as students demonstrated a willingness to reflect on their choices and consider how to strengthen their reasoning or refine their structure. It was particularly impressive that our Primary students show a keen awareness and understanding of high modality in persuasive texts – well done Primary!
Mr Dunham shared in the last newsletter insights regarding being a team player that he then aligned with the L2L framework. I take this opportunity to reflect on the L2L approach of OSG, as I can see as I support students in the LC, that students and staff are proactive in their embracing of the framework. This approach of students reflects the staff in their consistent and tireless mentorship of students that advocates key components of effective planning for academic organisation, focus and achievement. At the end of our SLT assembly last Wednesday morning, I spoke to our secondary cohort about their learning space choices in the LC. Building these personal skills and strategies of choice is so important in the L2L approach and as students strengthen their choices, with guidance and advice from staff when needed, the outcome augurs well for strengthened learning habits and productive learning environments.
The Parent, Student, Teacher interviews last Thursday were a great opportunity for all involved to come together in the spirit of partnership that underpins the L2L framework. These conversations are far more than routine check ins; they are moments where the shared responsibility for learning becomes visible and active. When parents, students, and teachers sit together, they create a space where expectations can be clarified, progress can be celebrated, and strategies for growth can be refined. This collaborative approach mirrors the very skills we encourage students at OSG to develop—reflection, ownership, and purposeful planning.
What stood out across the sessions was the developing confidence with which students articulated their learning goals and the areas they wish to strengthen. This self-advocacy is a hallmark of the L2L approach and a testament to the guidance they receive daily from staff who model reflective practice and intentional learning behaviours. For parents, these interviews offer valuable insight into how their child is navigating the academic landscape, while also reinforcing the message that learning is a shared journey rather than a solitary endeavour.
As we move toward the end of term, the momentum generated through these conversations will continue to support students in making thoughtful choices about their study habits, learning environments, and personal organisation. When all three voices, parent, student, and teacher, align with the principles of L2L, the result is a stronger, more resilient learner who is equipped to thrive both now and into the future.
And finally at the end of this term, we farewell Mrs Monika Ridge. We thank her for all she has contributed to OSG Hobart, and wish her well in the future.
