From the Deputy
Understanding the Right to Disconnect for Teachers
Understanding the Right to Disconnect for Teachers
The insistence on regular, reliable, and deliberate rest is first and foremost a Christian ideal. Perhaps the most famous of all the Psalms, known even to secularists and atheists, is Psalm 23, which opens with the memorable phrase;
'The Lord is my shepherd; I shall not want.
He makes me lie down in green pastures.
He leads me beside still waters.
He restores my soul.'
In other words, rest and restoration are part of God’s plan for his creation.
You may have heard or read some of the media releases in the last month around the ‘right to disconnect’. I find it ironic that it seems like only yesterday that we marvelled at the sounds emanating from our wall-mounted phone indicating that our modem was about to ‘dial up’ and ‘connect'us'—that we’re now trying to find a way to escape it in order to promote a healthier work-life balance.
Recent guidelines introduced by the New South Wales Department of Education regarding teachers' Right to Disconnect seem reasonable and helpful. This initiative aims to promote a healthy work-life balance for educators by encouraging boundaries between work and personal time.
Under these guidelines, teachers are not expected to engage in work-related communications, such as responding to emails or messages, outside of their regular working hours. This ensures that our staff can fully recharge and dedicate their personal time to family, rest, and other commitments, ultimately supporting their well-being and capacity to provide high-quality education. This is something I’m sure we’re all behind.
But what does this mean for the parents and carers of OAGS? You may notice a delay in responses to emails or messages sent after school hours, as staff will prioritise communication during working hours and work hard to disconnect out of hours. We encourage all parents to understand and respect these guidelines by limiting non-urgent communications to school hours where possible. We appreciate your cooperation in supporting the well-being of our teaching staff. These measures are a helpful step in ensuring they remain refreshed, motivated, and able to deliver the best possible education for our students, your children.
Every Blessing,
Scott Hazelton
Deputy Headmaster
Pastoral Care
Prep
Prep Starfish dive into Famous Artwork
Prep Starfish dive into Famous Artwork
This term, the Prep Starfish have been exploring famous artists' techniques and bringing their creativity to life! Our students have not only learnt about renowned figures in the art world, but they’ve also recreated their versions of iconic masterpieces. We began our journey with Piet Mondrian’s distinctive geometric lines and use of primary colours. The Prep Starfish practiced precision and control as they carefully constructed their versions of Mondrian's grid-like compositions, focussing on clean lines and colour placement.
The excitement continued with Wassily Kandinsky’s Squares with Concentric Circles. The students experimented with colours and shapes, focussing on the relationship between the two. The abstract, bright pieces they created were full of energy, just like Kandinsky’s original works. A favourite among the students was the exploration of Andy Warhol’s famous style of self-portraits in different colours. They eagerly embraced the pop art legend’s technique, creating their versions with vibrant colours and bold lines. Each student’s self-portrait was as unique as they are, and the results were incredible!
The masterpieces of Vincent van Gogh also made an appearance in our classroom. The students recreated two of his most beloved works, Starry Night and Sunflowers, learning to capture the swirling, expressive brushstrokes and vivid colours that make Van Gogh’s art so timeless and evocative. Finally, we introduced the students to Paul Klee’s magical world with his work, Fish Magic. Using black painted sketch paper, they explored how Klee used line and colour to create whimsical and dreamlike imagery, sparking their imaginations to create their fantastical scenes.
The Prep Starfish have thoroughly enjoyed exploring these artistic techniques, and their artwork reflects both their learning and creativity. We look forward to seeing where their artistic journey will take them next!
Ms Burridge
Prep Teacher
Primary School
Developing Oral Language Skills in the Early Years
Developing Oral Language Skills in the Early Years
In the early years of a child's life, the foundations for future learning and communication are laid. One of the most critical skills that young children develop during this time is oral language. But what exactly is oral language, why is it so important, and how can both teachers and parents work together to support its development?
What is Oral Language?
Oral language is the ability to express thoughts, ideas, and feelings using spoken words. It includes a range of skills such as vocabulary, pronunciation, grammar, sentence structure, and the ability to understand and respond to what others say. Essentially, oral language is the foundation upon which literacy and academic success are built.
Why is Oral Language Important?
The Australian Early Development Census has consistently shown that strong oral language skills are a key predictor of later reading and writing success. Children who have a rich vocabulary and the ability to communicate effectively are better equipped to understand stories, follow instructions, and express themselves. These skills are not just important for literacy; they also play a crucial role in social interactions, helping children to form relationships, solve problems, and navigate their world.
Moreover, oral language is closely linked to cognitive development. As children learn to talk, they are also learning to think. They begin to organise their thoughts, make connections between ideas, and develop the ability to reason and reflect. In this way, oral language development supports overall intellectual growth.
How Do We Teach Oral Language at School?
In the early years of schooling, teachers place a strong emphasis on developing oral language through a variety of engaging and interactive activities. These may include:
• Storytelling and shared reading: Teachers read aloud to children, pausing to ask questions, explain new vocabulary, and encourage children to predict what might happen next. This not only builds listening skills but also enhances vocabulary and comprehension.
• News presentations: Regular opportunities for children to share their thoughts and experiences in front of their peers helps to build confidence and fluency in speaking.
• Imaginative play: Children take on different roles and experiment with language in a fun and creative way. This type of play helps them to learn new words and phrases, practise conversational skills, and understand different perspectives.
How Can Parents Support the Development of Their Child's Oral Language Skills?
Parents play a crucial role in nurturing oral language skills at home. Here are some practical ways to support your child:
• Talk together: Engage in regular conversations with your child about their day, their interests, and their feelings. Use rich and varied vocabulary and encourage them to express themselves in full sentences.
• Read aloud daily: Reading to your child exposes them to new words, ideas, and sentence structures. Discuss the story, ask questions, and encourage your child to predict what might happen next.
• Play word games: Games like "I Spy" or "20 Questions" are great for building vocabulary and thinking skills.
• Encourage storytelling: Whether it's recounting their day or making up a story, encourage your child to tell you stories. This helps them to organise their thoughts and express ideas clearly.
Alice Glyde
Director of Primary School
Faith at OAGS
Who is this man?
Who is this man?
This term in primary chapel and Christian studies we have been investigating who Jesus is as told to us in John’s gospel. John finishes his gospel by telling his readers:
30 Jesus performed many other signs in the presence of his disciples that are not written in this book. 31 But these are written so that you may believe that Jesus is the Messiah, the Son of God, and that by believing you may have life in his name. John 20:30-31
As we have investigated the book of John together, we have pieced together who Jesus is and why he is someone worth following. Not only has he performed amazing signs that prove he is the powerful son of God, like walking on water and feeding 5000+ people with 5 loaves and 2 fish, but through his teaching he consistently proved that he was the Messiah that the Jewish people had been waiting for and that he offers eternal life to all who believe in him. We have had a lot of fun considering what it means for Jesus to be the light of the world, the good shepherd, and the bread of life.
John wrote his gospel with the hope that his readers would understand Jesus’ claims and signs and that it would lead them to believe in him and have the eternal life he offers. If you haven’t read the gospel of John, we encourage you to get your hands on a copy, whether that is a physical Bible or a digital one, read through it, ask your kids what they have been learning, and ask the question, “Who is this man?”.
Melinda Holding
CAPA
HSC Showcase
HSC Showcase
Last week students from the Year 12 Music and Drama classes presented a showcase of their major performance works in the CAPA HSC Showcase.
Drama students performed their ‘Individual Performance’ pieces as well as their ‘Group Performance’ to an appreciative audience. Interspersed amongst the drama were some of the musical performances that will make up the Music 1 student’s programmes. The audience were treated to a mix of vocal and instrumental pieces from a variety of genres.
I think we can be confident that the HSC examiners will be impressed by our students and the level of polish their performances display.
City of Orange Eisteddfod
City of Orange Eisteddfod
The annual City of Orange Eisteddfod has been running for a number of weeks now, OAGS has made a substantial contribution to Dance, Choirs and Drama - this week it was time for our instrumentalists to shine. And shine they did. Every ensemble we entered came away with a prize and some incredibly generous comments. All of our musicians represented the school proudly and performed at their highest level, they should all be proud of these results from their many hours of hard work.
Primary Band - 1st place in the 12 Years & Under Junior Instrumental Ensemble
“The articulations really drove this performance, having great clarity”
Senior Band - 1st place in the 18 Years & Under Senior Band Group
“Overall, this was a tight performance today displaying disciplined craftsmanship and excellent tonal blends”
Senior Band - 3rd place in the Open Band Group
“... the overall impression is of smoothness and warmth”
Saxophone Ensemble - 2nd place in the 18 Years & Under Senior Instrumental Ensemble
“A nice rendition here with crisp articulations and firm bass lines”
Brass Ensemble - 1st place in the 18 Years & Under Senior Instrumental Ensemble
“Nice gentle opening lines with appropriate melancholy”
Senior Rock Band - 1st place in the Open Contemporary Ensemble
“Driving force is great here with strong vocals, good diction and balance within the group”
Primary Strings - 3rd place in the Primary School Age Strings
“What a great piece, played with enthusiasm and a strong sense of ensemble”
Year 11 Music Class - 1st place in the 18 Years & Under Senior Jazz / Stage Band Group
“I liked the overall tightness of this ensemble, with secure tuning and good blends of sound”
Secondary Strings - 2nd place in the Open Secondary School Age Strings (3-5 players)
“What a goat ensemble to be a part of, good leading from the first violins”
Sport
Western All School Primary Touch Football
Western All School Primary Touch Football
A small team of Primary students represented our school at the NSW primary Touch Football Gala Day in Orange. This mixed team featured players with varying levels of experience, from seasoned players to newcomers. The team's excitement and enjoyment were clear, with laughter and camaraderie both on and off the field, making it a fantastic day for everyone involved.
We were also trilled to see our Secondary students Izzy and Lucy, taking on coaching roles, they have worked hard with the team. A big thank you to the parents who came along to support our athletes.
WAS Secondary Athletics-Dubbo
WAS Secondary Athletics-Dubbo
On the 28th of August, OAGS had a team of over 70 students attending the WAS Athletics Carnival,trying to secure a spot into the AICES team.
Over 10 records were broken by our athletes and we had 33 qualifying for the AICES team,heading off to Olympic park next week.
Each and every athlete was a pleasure to watch as they gave their all. We thank all staff involved and parents that supported OAGS
Students Representing OAGS
Students Representing OAGS
We are proud to announce that Holly Reed represented NSW in the U15 cricket team at the National Championship for School Sport Australia. This is an outstanding achievement, and we are eagerly looking forward to hearing about her experience. Congratulations, Holly on this incredible opportunity, competing at a national level.
Congratulations to William Karrasch who placed 24th in his event at the National Snowsports Championships in Perisher this week, such an awesome achievement!
ACE
Australian National Merino Show and Year 11 Agriculture news
Student News
Student News
Student News
Dudley Cup Debating
On Tuesday, the 27th of August, 4 Year 10 students represented the school in the annual Dudley Debating Cup. This competition, sponsored by Dudley Private Hospital, has been running for over 30 years among local and district high schools in Orange.
On the day, our OAGS team debated against Kinross Wolaroi, Canobolas High School, and Orange Christian School.
The topics they faced were:
• That all schools should be co-educational
• Today’s media has too much power and influence.
• Online learning is as effective as traditional classroom learning.
None of the students had any prior, formal experience with debating yet still managed to walk away with one win under their belt. The feedback was very encouraging, with specific recognition given to our boys about their incredible improvement over the course of the three rounds.
The outcome of the day was a valuable learning experience. We all came to the conclusion that debating is a steep learning curve.
We also would like to thank
Ms. O’Reilly for the experience.
Miguel Munoz Riano, Blake Gleeson, Noah Chapman, and Thomas Christian .
Community News
2025 TERM DATES
2025 TERM DATES
