Last week, Pastor Pete and I attended an Uniting Church Conference in Brisbane, where Uniting Church school leaders and chaplains joined together to share rich connection and conversations.

The CEO and Director of Research from Christian Schools Australia shared research they conduct with the Harvard Institute for Quantitative Social Science, titled ’The Human Flourishing Project’. This research was conducted with 22 000 Australian students, aged 12 – 18 to identify the key contributors to ensuring student flourishing.

Six themes emerged as contributors to student flourishing.

1 Families – Practices of Bonding

Family is the primary context of identity, schools can strengthen it.

The research outlines the strongest contributing factors as:

• Young people feeling loved at home
• Shared family routines, including visits from extended family& friends
• Parental involvement in school life
• Modelling of forgiveness, gratitude and service

2 Formation – Practices of Becoming

Formation is shaping who students become.

The research outlines the strongest contributing factors as:

• Sleep hygiene as the highest contributing factor
• Physical activity is essential
• Screen time – between 1 – 2 hours a day
• Character education embedded in curriculum

3 Relationships – Practices of Belonging

Belonging is being seen, valued and connected and the antidote to isolation, anxiety and disengagement.

The research outlines the strongest contributing factors as:

• Laughing with others, daily
• A sense of playfulness and joy
• Strongly connected teacher-student relationships
• Inclusive classroom cultures

4 Learning – Practices of Engaging

An engaged learner is not just academic; it is a core part of human purpose and growth.

The research outlines the strongest contributing factors as:

• Active learning and inquiry
• Learning environments that value curiosity and creativity
• Engagement in learning
• Feedback that builds competence and confidence

5 Spirituality- Practices of Expressing

Spirituality anchors students in a story larger than themselves.

The research outlines the strongest contributing factors as:

• Prayer (whether students have faith or not)
• Practices and events
• Formation/learning – development of character
• Service learning/volunteering

6 Serving – Practices of Embodying

Service is the expression of love, compassion and justice and transforms both the giver and the community.

The research outlines the strongest contributing factors as:

• Gratitude – structured activities to reflect on gratitude
• Local and global service programs
•  Classroom projects with real-world impact
• Opportunities for leadership and contribution

(Christian Schools Australia (2023). Flourishing Schools Research Project: National Report. Conducted in partnership with Harvard Human Flourishing Program and Research Schools International.)

This research affirmed our practices in growing flourishing humans at Annesley in partnership with our families. A most recent example is the Great Annesley Bake Off and Pyjama Day, organised by two groups of Year 4 students as their Enterprise projects. This project reflected Annesley’s strong focus on:

• Creative and engaged learners
• Student leadership and contribution
• Family involvement in school life
• Peer to peer, and teacher to peer connection & collaboration
• Community building
• Relevant and authentic learning projects
• Service learning creating impact
• Values-led action
• Joy!

Through the efforts of two Year 4 Enterprise groups, and their teachers, over $1000 was raised and donated to Backpack for Kids SA!

Jo Rossiter
Principal

It was a privilege to be able to share with other school and church leaders highlights of the Annesley story and the focus we place on each child gaining a strong sense of identity, belonging and purpose, equipping them with an understanding of their whole self which prepares them for a lifetime of learning and growth.

I spoke of the way our school culture is deeply shaped by six core values (Bravery, Connection, Gratitude, Joy, Kindness and Wisdom), and together with the IB Learner Profile Attributes, they underpin both our educational philosophy and our expression of faith.

Specifically, to my role, I commented on the way Chaplaincy plays an important function in nurturing student wellbeing, belonging and spiritual curiosity. I noted that Chaplaincy extends well beyond formal programs to having a presence alongside students during moments of celebration and challenge, to build trust, approachability and connection.

It was evident through formal and informal conversations, there are a range of different approaches to Religious Education (RE) and Wellbeing among the schools attending. I described the Annesley approach of Primary students gathering fortnightly for Chapel, with values-based lessons following in classrooms later in the week. I highlighted the way these sessions allow students to reflect on Chapel themes through discussion, creative activities, collaboration, and personal responses, helping students of all ages and abilities engage with spiritual concepts in meaningful ways. I shared with the Conference the unique community meal experience of Budding Lunch our students participate in, together with service initiatives and seasonal celebrations to provide opportunities for students to practise gratitude, generosity and compassion both at school and in the community.

Creating memorable experiences is central to our approach. Humour, storytelling, drama and creative themes are regularly used to explore ideas such as courage, responsibility, integrity, and resilience. Familiar characters, visual demonstrations and moments of playfulness help make learning enjoyable while strengthening relationships between students, staff and the wider community. During the Conference, groundbreaking research by Christian Schools Australia, in collaboration with Harvard’s Human Flourishing Program, revealed that social relationships and humour are critical to adolescent wellbeing. The landmark study found that simply laughing with peers, and teachers, and experiencing a sense of playfulness are among the strongest predictors of student flourishing. This research was incredibly affirming of the approach and engagement we experience at Annesley, across all areas of learning. Ultimately, our goal is to cultivate curiosity about faith, inspire meaningful relationships, and support the flourishing of every child as they grow academically, socially, emotionally and spiritually.

Pastor Pete
Chaplain & Counsellor

Conferences in Term 3
Our Term 3 Three Way Conferences and Learning Walks are a key part of our reporting cycle, following on from the Semester 1 written report that will be shared with you in Week 10 of this term. 

3-Way Conferences – Reception to Year 6
Our 3-Way Three Way Conferences take place in Weeks 2 and 3 of Term 3 and involve the student, parent, and class teacher. During these conferences, students will share and reflect on their learning, receive and engage with feedback from parents and class teachers, and work together to identify and co-construct next steps.

Parents will receive an invitation via School Stream on Monday (Day 1 of Term 3) to book a time slot, either before or after school, in Weeks 2 and 3.

Our new Mid-Year Reception class of 2026 will hold Settling-In Parent/Teacher meetings in Week 2.

Specialist Student-Led Learning Walks – Reception to Year 6
During the Specialist Student-Led Learning Walks, students guide parents through their favourite specialist learning areas. They take responsibility for sharing their learning, reflecting on their progress, and identifying next steps.

Learning Walks will take place on the following dates and times:

Week 4

• Year 2 – Wednesday 12 August, Before School (8:15am–8:45am)
• Year 3 – Wednesday 12 August, After School (3:45pm–4:15pm)

Week 6

• Year 4 – Wednesday 26 August, Before School (8:15am–8:45am)
• Years 5–6 – Wednesday 26 August, After School (3:45pm–4:15pm)

Week 8

• Reception – Wednesday 9 September, After School (3:45pm–4:15pm)
• Year 1 – Thursday 10 September, Before School (8:15am–8:45am)

Assessment-Capable Learners

Both our 3-Way Conferences and Specialist Student-Led Learning Walks place students at the centre of the assessment and reporting process, helping them to become reflective, self-regulated learners.

Our school’s Assessment Policy outlines the role of teachers, students, and parents within an assessment-capable community.

Assessment Capable Community

At Annesley we work to nurture an environment that is based on respect and trust and enables students to be reflective and assessment capable. In an assessment capable community all members students, teachers, and parents have a shared understanding of assessment and use that information to promote ongoing learning and improvement.

At Annesley, assessment capable teachers:

• Support learners to acquire disciplinary knowledge, subject specific skills and related concepts, transdisciplinary conceptual understandings and transdisciplinary skills (Approaches to Learning)
• Work to actively create an environment to grow assessment capable and reflective learners each day through metacognitive skills and reflective practice
• Use data and evidence to inform planning and teaching strategies
• Understand the purpose of assessment and skilfully select authentic tools and strategies for each task and learner
• Collaborate to design and moderate assessments, analyse results and plan next steps
• Give timely and effective feedback to students to impact learning growth
• Communicate learning progress by sharing evidence and data with students, parents and collaborative teaching team
• Reflect on evidence and data to measure impact of their teaching and improve own practice accordingly
• Remove barriers to learning In a responsive and personalised manner to ensure all students have the opportunity to experience success
• Support student reflection through modelling and regular opportunities to reflect
• Work to maintain a balance of self, peer and teacher assessment

At Annesley, assessment capable learners:

• Know their current level of understanding, knowledge and skill
• Draw on feedback and multiple strategies of self, peer and teacher assessment to adjust their learning, identify where and when to make improvements
• Develop the metacognitive skills to plan goals, monitor goals and reflect on and adjust their learning goals collaboratively with teachers/mentors and parents
• Partner with teachers/mentors to design their learning intensions and success criteria
• Recognise that errors are opportunities to learn
• Display confidence to take on new challenges
• Identify and utilize learning tools to guide their learning
• Select evidence such as samples of their learning, that best demonstrate the intended learning goals
• Utilise their strengths in learning to provide peer feedback and teach others

Parents/caregivers at Annesley:

• Receive and engage with frequent and timely information about their child’s goals and learning growth
• Understand that their child’s learning goals are personalised and are not designed to be compared with other learners
• Are encouraged to engage with and extend their child’s understanding and development of skills, relative to their learning goals when they support learning at home
• Support the schools learning philosophy that focuses on strengths, learning from mistakes and self-directed learning
• Understand that approaches to learning and learner mindset are of critical importance for student success and so growth in these areas are considered as essential as academic standards and outcomes

David Taylor
PYP Coordinator & Highly Able Teacher

There’s something special about seeing what we can achieve when our community comes together.

The Annesley Parents Association is excited to share that we’ve already raised over $30 through the Drakes Community Dollars Program—and we’re only just getting started!

Here’s how you can help: 

1. Download the myDrakes app.
2. Select Annesley Parents Association as your Community Dollars partner.
3. 
Scan the app every time you shop at Drakes.

That’s it! A small contribution from every shop is donated to the APA at no extra cost to you, helping fund initiatives that directly benefit our school community.

If every Annesley family selected the APA, the impact would be significant.

It’s one of the easiest ways to support our school—simply by doing your regular grocery shopping.

Thank you for helping us build an even stronger Annesley community. Every shop makes a difference!

Annesley Parents Association 

There was a fantastic green and gold buzz across the school as students came together to watch the Socceroos take on Paraguay in the FIFA World Cup today.

Interested students in Years 3–6 enjoyed viewing the match live in the Dining Room, creating a wonderful sense of community as they cheered on Australia together. It was great to see such enthusiasm and school spirit throughout the day.

Adding to the excitement, many students proudly wore gold and green accessories with their school uniform or sported national team tops representing countries they feel connected to. The display of colours and support made the day feel special.

Australia fought hard and secured a draw, which was enough to see them progress through to the knock-out stage of the competition.

As a new member of the Annesley community, I have been truly delighted by the warm welcome I have received in my role as Visual Arts Specialist. It has been a pleasure getting to know each student over the first half of the year and discovering the wonderful artistic potential within our school.

We began the year with a focus on the school value of connection. Each year level created self-portraits, helping to build a sense of community and belonging within their classes. These artworks now brighten our classroom walls, and students have taken great pride in sharing their creations.

Across the school, students have explored a diverse range of artistic mediums and approaches. Our projects have included colourful and expressive paintings, clay sculptures, and collaborative hanging artworks connected to units of inquiry, reflecting cycles and aspects of culture. Students have also engaged with First Nations perspectives through stories and reflections of Country, explored elements of art history, and designed creative sets. A significant highlight has been the extensive creation of stage sets and props in support of the Year 5 performance.

Additionally, the art room has been open every Thursday at first break for Art Club. This has grown into a vibrant, welcoming community where students from different year levels come together to share their creativity and passion for art.

To celebrate the end of the semester, several of our Year 6 students, Gus, Ava, and Char completed a wonderful cubby transformation that will be enjoyed by students for years to come. This project was beautifully enhanced by Lilly’s colourful rainbow lorikeet addition.

I look forward to seeing the continued creativity and inspiration that unfolds throughout the rest of the year.

Enterprise, Visual Art and…..Marble Runs!

Year 4 families were invited to explore a vibrant showcase of Semester 1 learning, featuring students’ Enterprise projects. The display highlighted not only the final products but, importantly, the process each group undertook throughout the semester. Visitors also enjoyed listening to student-created podcasts, which marked the culmination of their How We Express Ourselves Unit of Inquiry, exploring how people can create or manipulate messages to target specific audiences.

In Visual Arts, students drew inspiration from their shared literary text Storm Boy, producing artworks that captured the beauty of the Coorong landscape and its iconic pelican.

Extending their learning from the How the World Works Unit of Inquiry, students also presented their creative marble runs in a cardboard workshop gallery. These designs reflected their understanding of materials and forces, providing an engaging and hands-on demonstration of their learning.

This showcase was a wonderful opportunity for students to share their achievements and for families to connect with the diverse learning experiences in Year 4.

This November marks a truly special milestone for our Annesley community, as our much-loved Gillingham Hall celebrates its 100th anniversary.

For a century, the Hall has been at the heart of countless memories, bringing together generations of scholars, families, and community members for learning, celebration, and connection. As we reflect on its rich history, we are excited to also look ahead and celebrate everything it continues to represent.

We warmly invite all past scholars and members of the community to be part of this significant occasion. Please save the 7th November 2026 and join us in honouring 100 years of Gillingham Hall.

Further details about the celebration will be shared soon.

At Annesley, there are designated toilets for student use and other toilets available for adults to use while onsite.

The designated and clearly labelled adult toilet facilities are located:

• In the Gym
• Courtyard
• Opposite the Front Office.

Annesley staff are always happy to assist if you need directions.

This expectation supports our commitment to maintaining a safe, child‑focused environment for all students and visitors.

A reminder to families

If you have younger children for whom you have not yet submitted an application form, applications can be submitted via the following link: Enrolment

An application must be submitted for a child to be considered for a place. Places are subject to availability and are not automatically guaranteed for siblings, so early application is strongly recommended.

If you are unsure whether you have already submitted an application and would like to check, or if you have any other questions, please contact Laura in the Student Enrolments Office on 8422 2211 or email enrolments@annesley.sa.edu.au.

Through recent engagement with the Unley Council, they have confirmed guidelines for our community to follow when using the Kiss & Drop zone. Drivers must remain within 3 metres of their car in this zone and can only remain stopped for 2 minutes. If a driver moves further than 3 metres away, the 2-minute period no longer applies. We have had regular inspections from Unley Council of this zone recently. We ask our community members to adhere to these guidelines to avoid getting fined, and to keep our Kiss & Drop zone functioning effectively.

A reminder to Primary families that supervision for our students is provided from 8.30am on school grounds. Prior to this time, students are not to be left onsite without an adult family member. Our Before School OSHC Service is available to families requiring early supervision from 7.30am to 8.30am. Similarly, staff supervision is provided after school until 3.45pm. OSHC is available to families needing care after school until 6pm.

From 4.30pm each day, OSHC requires exclusive access to the eastern playspace (including the soccer field and Adventure playground). After this time, families are asked to move to the western end, utilising the Court and Daphne Gum playground.

Calling all families to donate gently used Annesley uniforms to Unify, our student-led pop-up shop for second-hand uniforms. Your contribution not only promotes sustainability but also helps support many of the school’s initiatives. Your ongoing participation is greatly appreciated and contributes to the continued success of our school community. Donations can be left in the Unify tub located in the Front Office.

Our Bouncing Bean Café and Unify Second-Hand store are open at the following times each week:

Before School: 8.15am – 9am, Everyday
Morning Break: 11.05am – 11.45am, Everyday
Tuesday & Wednesday Afternoons: 3pm – 4pm

We have a busy and exciting Term ahead at Annesley, with a range of learning experiences, excursions, and community celebrations planned for our students. Please see the key dates below and add them to your calendar.

July

• Monday 20th July – Start Term 3
• Monday 20th July – Chapel 10:30
• Wednesday 22nd July – Rec Intergeneration Program
• Thursday 23rd July – SAPSASA Soccer Carnival
• Monday 27th July – Primary 3 Way Conferences commence
• Wednesday 29th July – Assembly 9am
• Wednesday 29th July – Rec Intergeneration Program
• Wednesday 29th July – Maths Explorer and Maths Olympiad
• Thursday 30th July – Year 3 – Monarto Zoo
• Friday 31st July – Year 5 Quest – Criagburn Farm

If you require further information about upcoming events at Annesley, please contact enquiries@annesley.sa.edu.au

Our website now has a volunteering page under the Community Tab that outlines clearly the process we require our family members to follow to volunteer at Annesley. This process meets legislative requirements in order to keep our children and volunteers safe at Annesley. See more here.