Strengthening our College through clarity,
connection and care

Schools, like many organisations, are highly dynamic and complex environments. that share the key challenge of planning for the future while remaining fully engaged in the present. As we plan for the 2026 school year, we are excited to share a significant development in our College’s leadership structure, one that reflects our commitment to clarity, efficiency, and most importantly, student support.

In a move towards a flatter and more agile organisational model, the traditional role of Deputy Principal will be replaced by three newly established campus leadership roles. These roles are designed to bring leadership closer to the day-to-day life of each campus, ensuring that decisions are made with a deep understanding of the unique needs of our students, staff, and families.

In light of this shift we are pleased to announce the following appointments:

• Peter Williams as Head of Elphin Campus (EL – Year 5)
• Kiran Oates-Pryor as Head of Penquite Campus – Middle (Year 6 – 8)
• Sarah Lillywhite as Head of Penquite Campus – Senior (Year 9 – 12)

Each Head of Campus will oversee all aspects of their respective campus operations, including community engagement, student wellbeing, and daily logistics. This structure ensures that leadership is not only visible but also responsive and deeply connected to the people and programs that make each campus thrive.

Supporting this new model are our dedicated Directors of Wellbeing, Directors of Teaching & Learning, Deputy Heads of School, Heads of Inclusive Education and many other key leaders and staff, who will continue to provide expert guidance and leadership across key areas. Together, this team will work to ensure consistency across our three campuses: Elphin, Penquite, and the Valley, while honouring the distinct character and needs of each.

Importantly, while we move towards greater alignment and shared purpose under the banner of “three campuses, one College,” we remain steadfast in our belief that each campus must retain the flexibility to support its students and families in the most meaningful and effective ways possible.

In addition to these structural changes, 2026 will also see the introduction of new roles such as the Head of Year 9 and Head of Faith & Community. These positions have been created to provide targeted support in areas that are pivotal to student development and community life.

This evolution in leadership reflects our ongoing journey to build a College that is cohesive, compassionate, and future-focused. Please rest assured that towards the end of the year and into early 2026, further information about key contacts and roles will be communicated through a variety of channels to ensure a smooth transition to our new approach.

Ross Patterson
Principal

Year 10 students participated in the STEAM Challenge this week — a dynamic, one-week learning experience where creativity meets real-world problem-solving. The program challenges students to connect in new ways with their peers, their community, and their learning, while working towards meaningful shared goals. Our focus is guided by the UN Sustainability goals and finding ways to improve our local community sustainably.

The STEAM challenge engages students in Science, Technology, Engineering, Art, and Mathematics to design and develop solutions to significant global issues. Guided by a design thinking framework, participants collaborate to plan, create, test, and refine their ideas. The process reflects the pace and problem-solving demands of modern workplaces, with defined tasks, deadlines, and real accountability.

Throughout the week, guest speakers and staff have shared their expertise, supporting students in building essential skills in innovation, communication, inclusivity, time management, and teamwork. From creative design to managing a project budget, the hands-on nature of the challenge ensures students are fully immersed in the learning experience.

The outcomes are significant. Students gain confidence, develop agility in their thinking, recognise and value the strengths of others, and step into leadership roles. They also refine their ability to present ideas clearly and persuasively to an audience.

As well as a problem-solving challenge, it also equips students with the skills, mindset, and resilience they will carry far beyond the classroom.

Our program has been delivered by Illuminate Education.

Fiona Taylor
Coordinator STEAM 

This year the Japanese Calligraphy competition required students to write the following characters:

Primary school: へび (hebi meaning snake, for the year of the snake)
Grades  7-9:  金 (kin, meaning gold)
Grades  10-12:  愛  (ai, meaning love)

All Japanese classes had the opportunity to use calligraphy ink and brushes to write these.  From all the students’ work Annabelle Gee and Aadhya Dahal (Year 6), Millie Corp (Year 8), Rafe Addison Hall (Year 9), Makaela Fulton (Year 11) and Abigail Saunders (Year 11), were picked to be entered into the statewide competition.

Special congratulations to Millie Corp, who placed 2nd in the Year 7 – 9 category, and Makaela Fulton (Year 11) for placing 3rd in the Year 10 – TCE category.

Congratulations to all participants.

Hayley McLeod
Head of Languages

Scotch Oakburn College has been buzzing with excitement and creativity thanks to two unforgettable Harry Potter workshops led by Ben Walter, who portrayed Albus Potter in the Melbourne production of Harry Potter and the Cursed Child for over three years.

Ben first visited the College earlier this term, spending the morning with lead cast members exploring the play’s darker themes and emotional depth. Students were encouraged to connect the story to their own lives, making the narrative more relevant and resonant for today’s youth. The afternoon session brought the full cast together to workshop scenes, offering students a rare glimpse into the craft of professional theatre.

Following the success of the initial workshop, Ben returned last Sunday for a second session, continuing to guide and inspire our student performers. This time, the focus shifted to refining performances and deepening character work. Ben’s insights and feedback helped students elevate their understanding of the play and their roles within it.

These workshops have been more than just rehearsals—they’ve been transformative experiences. Students gained firsthand knowledge of the discipline, passion, and creativity required in professional theatre, and left each session feeling more confident, connected, and inspired.

As we prepare for our upcoming production at the Princess Theatre, we are incredibly grateful for Ben’s generosity and mentorship. His involvement has brought a touch of magic to our performing arts program and will undoubtedly leave a lasting impact on our students.

Andy Prideaux
Head of Performing Arts

Year 4s Join Year 9s for a Financial Adventure

Financial literacy came to life in the most exciting way last Thursday, as Year 4 Jones came to visit from the Junior School for a hands-on lesson with the Year 9 Enterprise students. The session wasn’t just about numbers—it was about curiosity, collaboration, and connecting across campuses.

The Year 4 students were challenged to calculate the real cost of explorers in 1788, using modern currency conversions and inflation data. It was a creative and meaningful way to explore economic concepts, and the Year 9 students rose to the occasion with enthusiasm and leadership.

Each older student was paired with two younger learners, guiding them step-by-step through the calculations. The Year 9s had to break down complex ideas and explain them clearly—an exercise in both communication and critical thinking. One Year 9 student said, “It was fun helping the Year 4s understand how money worked back then compared to now.” Another added, “Explaining inflation made me realise how much prices have changed—it was actually really interesting.”

While the focus was financial literacy, the learning extended far beyond economics. The visit fostered confidence, empathy, and a sense of community. It was a joyful and purposeful experience that built bridges between the Junior and Senior campuses.

And for me, it was a little extra special—Year 4 teacher, Mr Riley Jones was a student of mine in Accounting back in 2014. It brought back some great memories of us in class. We had a whole lot of fun that year.

Joy Russell
Teacher

Year 9s get hands on

Our Year 9 Enterprise students had the privilege of hearing from Rebecca McCullagh , Tax Clinic Supervisor at the UTAS Tax Clinic, who shared valuable insights into budgeting and tax.

Students tackled a fun budgeting challenge and explored the ATO Tax Simulator, gaining hands-on experience with tools they’ll use when lodging their own tax returns in the future.

This was a fantastic opportunity to build financial literacy and connect classroom learning with real-life skills. Huge thanks to UTAS for supporting our students’ journey toward financial confidence.

Joy Russell
Teacher

Why we all need Vitamin D

Throughout the winter months we have been spending more time indoors. It’s important therefore to think about something that many of us may be missing – Vitamin D. Known as the “sunshine vitamin”, Vitamin D is essential not only for physical health but also for mental wellbeing, especially during adolescence.

Vitamin D helps the body absorb calcium and phosphorus- key minerals for building strong bones. This is especially vital during puberty, when bone mass increases rapidly. But Vitamin D’s benefits go far beyond bones.

Recent studies show that Vitamin D plays a critical role in brain health, particularly in regulating mood and emotional stability. It helps produce serotonin; a neurotransmitter often called the “feel good hormone” which contributes to feelings of happiness and calm.

A meta-analysis study published in 2023 found that those with low Vitamin D levels were significantly more likely to experience depressive symptoms. In fact, teens with Vitamin D deficiency had nearly double the rate of depression compared to those with adequate levels.

So where can we get Vitamin D?

Sunlight: Just 10-30 minutes of sun exposure on the face, arms and hands a few times a week can help.

Food: Include Vit -D rich foods like, fatty fish, egg yolks, fortified dairy and cereals.

Supplements: These are often recommended during winter or for teens at risk of deficiency. Always consult a GP before starting

Vitamin D is a small nutrient with a big impact. It supports strong bones, a healthy immune system and a stable mood. As parents, carers and educators, we can help our students thrive by encouraging outdoor activities during daylight hours, promoting diets rich in Vit D and most importantly educating them as to the link between nutrition and mental health. So, as the sun starts to peek out, take a moment to step outside with your family – it’s good for the bones, the brain and the soul.

Kylie Wolstencroft
Director of Wellbeing- Penquite

We are pleased to provide a community news section in our news highlighting events in the wider Launceston community that may be of interest to families. Included this week:

• Woodwind Workshop – free event