Understanding the Point of Challenge

Last week our Hampshire House to Year 12 teaching staff once again had the opportunity to connect and learn with Kambala’s academic in-residence Professor Ron Ritchhart.

Ron Ritchhart, a Senior Research Associate at Harvard Project Zero, has dedicated much of his work to understanding how thinking routines can enhance learning. One of the key insights from his research is the importance of the "point of challenge"—the moment when a student encounters difficulty and must grapple with the material. It’s in these moments of struggle that the most profound and lasting learning can occur.

When children face a challenge, they are prompted to engage deeply with the content. They must think critically, make connections, and apply their knowledge in new ways. This is not just about finding the right answer but about developing the skills and mindset necessary to approach problems creatively and persistently.

Why the Point of Challenge Matters

Learning at the point of challenge is essential for several reasons:

Promotes a Growth Mindset: Carol Dweck’s research on growth mindset complements Ritchhart’s ideas. When children learn to embrace challenges rather than shy away from them, they start to see their abilities as something that can be developed through effort and persistence. This mindset is crucial for lifelong learning and success.
Builds Resilience: Facing challenges helps children build resilience. They learn that it’s okay to struggle, make mistakes, and even fail. What’s important is how they respond to those setbacks. Over time, they develop the confidence to tackle increasingly difficult tasks.
Encourages Deep Learning: Surface-level learning might help students pass tests, but deep learning—the kind that sticks with them—happens when they are pushed to think critically and engage with the material on a deeper level. The point of challenge is where this deeper learning is most likely to occur.
Develops Problem-Solving Skills: Challenges often require creative problem-solving. When children are faced with a difficult task, they learn to approach it from different angles, try new strategies, and persevere until they find a solution. These are skills that will serve them well in all areas of life.

Supporting Your Child Through Challenges

As parents, it’s natural to want to shield our children from frustration and failure. However, it’s important to recognize that these experiences are valuable learning opportunities. Here are a few ways you can support your child in learning at the point of challenge:

Encourage a Positive Attitude Toward Challenges: Help your child see challenges as opportunities for growth rather than obstacles. Praise their effort and persistence, not just the outcome.
Model Resilience: Show your child how you approach challenges in your own life. Talk about the strategies you use to overcome difficulties and the lessons you learn from them.
Provide a Safe Environment for Risk-Taking: Create a home environment where it’s okay to make mistakes. Encourage your child to take academic risks, knowing that they have your support regardless of the outcome.
Celebrate the Process, Not Just the Result: When your child overcomes a challenge, celebrate not just the success but the hard work and determination that led to it. This reinforces the value of learning at the point of challenge.
Engage in Reflection: After your child has faced a challenge, take time to reflect on the experience with them. Ask questions like, "What did you learn from this?" or "How will you approach a similar challenge next time?" This reflection helps solidify the learning and prepares them for future challenges.

Conclusion

Learning at the point of challenge is not always easy, but it is incredibly rewarding. By embracing these moments and helping our children navigate them, we are not only supporting their academic growth but also fostering the development of critical life skills. As Ron Ritchhart’s work shows, it’s at these points of challenge that our children truly become thinkers, problem-solvers, and lifelong learners.

Let’s encourage our children to face challenges head-on, knowing that these are the moments when the most meaningful learning occurs. Together, we can help them build the resilience, mindset, and skills they need to thrive in school and beyond.

Mr Stuart Coppin

Deputy Principal - Head of Junior School

Year 6 into 7 ‘Shadow a Sister’ Transition Day

A strategic approach to transition from Year 6 to Year 7 is vital for building relationships, enhancing confidence and supporting students through key developmental changes as they enter a new stage of their schooling. As part of Kambala’s commitment to fostering sisterhood, confidence and independence in our learners, Year 6 students recently participated in a bespoke transition day to support their move into Year 7.

Grounded in Kambala’s ethos of sisterhood, the day was carefully informed by data from current Year 6 and Year 7 students, ensuring it responded authentically to the needs of our learners. Central to the design of the experience was our guiding question for Year 6: Who am I now and who am I becoming?

With independence identified as a core disposition, the day was guided by Ms Greta Beaumont (Head of English), Ms Ky-Lee Murphy (Junior School Director of Curriculum) and Ms Hattie Wilson (Head of Mathematics) and explored academic, social, and emotional dimensions of learning at an age-appropriate level.

Students began the morning being welcomed by their Year 7 buddies and equipped with a timetable before reflecting on their existing toolkit of skills and the growth mindset they would need to continue building. Adopting the role of ‘detectives’, the girls observed, asked questions, and collected clues about high school life while shadowing their buddies across a rich array of subjects, including learning about Medieval fortification in History, Jane Austen in English, and problem-solving with shape in Maths, with practical lessons in Art, Tech and Science being highlights.

Along the way, practical experiences, such as navigating lockers, exploring the library and locating Student Services, gave students a sense of belonging whilst spending break time with Year 7 in their stomping ground, the Alex courtyard, introduced them to their new environment. A campus Scavenger Hunt also included locating key staff and spaces, ensuring that names and places felt familiar.

A highlight of the day was the Q and A Panel, where Year 7 students and teachers shared insights into daily life: how to manage books and lockers, read a timetable, approach homework, and seek help when needed. This lively exchange reinforced the spirit of sisterhood, echoing the continuity of relationships that will extend into initiatives like Sister Circles in the Senior School.

The afternoon session focused on “self” skills—self-regulation, self-motivation, self-awareness, self-respect, and self-authorship—before students collaborated in role-play scenarios, practicing problem-solving strategies for common challenges of transition. Finally, reflection activities invited each student to consider how their confidence had grown across the day, culminating in artistic self-portraits of the Kambala Learner, decorated with the values, dispositions and skills they consciously wish to strengthen before Year 7.

The day concluded with a sense of excitement and determination. Our Year 6 girls left not only with practical knowledge, but also with strengthened bonds across year groups and are ready to step confidently into the next stage of their Kambala journey.

Year 6 Reflections:

“I used to think…and now I think”:

I used to think that it would be hard, challenging and stressful. Now I think that it won’t be as challenging and confusing because I have had more exposure to the senior school campus.

I used to think that Year 7 would be overwhelming and confusing. Now I think that Year 7 is not much different to Year 6, except for the extra legroom.

I used to think that I would never understand or get through the transition to Senior School. Now I think I can ask for help if I need it.

I used to think that Senior School would be so different from Junior School. Now I think that it is just learning with a different title.

I used to think that Senior School will be hard to navigate with all of the different classrooms. Now I think that many older girls are keen to help you find your way.

I used to think that everyone in the Senior School would be super serious. Now I think that it is very inclusive and welcoming.

I used to think that Senior School would be scary and full of homework. Now I think senior school is about doing your best and trying new things.

I used to think that the teachers would be mean, scary, strict and grumpy! Now I think the teachers are supportive and care a lot about the students.

Ms Great Beaumont- Kennedy, Ms Ky-Lee Murphy and Ms Hattie Wilson

Year 4 Drama Showcase - Twisted Tales

In Week 6 of Term 3, our Year 4 cohort took to the stage and showcased their many talents in their Year 4 Drama Showcase, Twisted Tales!

Thanks to the help of parent volunteers, the performers looked outstanding in their costumes, really helping to bring the Junior School MPR to life.

The audience was taken on a hilariously twisted journey where Cinderella met the Little Mermaid, the Big Bad Wolf was disguised as a pig, and the King was granted a child who turned out to be a teenage dragon.

With a total of nine fractured fairy tales, each was very well received, with the audience often breaking out into fits of laughter.

Each student gave it 110% and played their role with enthusiasm and conviction, making the Year 4 team and me incredibly proud.

The Year 4 Drama Showcase is such an integral part of our Kambala girls’ experience and a memory that will last a lifetime. It also serves as an excellent stepping stone for their larger production in Year 6, which is held in the Alexander Hall.

A special mention goes to our Year 4 teachers who assisted with all things backstage, Inspired Productions for lighting, and the Kambala Krew who coordinated all set changes.

Ms Anna Derrig

Director

Year 4 Excursion to the Field of Mars

Year 4 recently set off on an adventurous excursion to the Field of Mars, where they had the chance to step into the shoes of environmentalists and geologists for the day. The trip was directly linked to their learning outcomes from our geography lessons and provided a wonderful opportunity to take their studies into the great outdoors.

The girls explored the geographical features of the bushland and discovered how the area creates unique habitats for native animals. Equipped with field diaries, they carefully recorded their observations and practised sketching the environment through detailed drawings — just as an environmentalist would in the field.

Excitement reached new heights when the students came face-to-face with some incredible creatures. The girls were delighted to observe various lizards, including a well-loved Blue Tongue Lizard (named Garry), and a giant Goliath Stick Insects camouflaged in the foliage. These close encounters brought our learning to life, sparking curiosity and amazement.

The day was not without its challenges — the weather put Year 4’s perseverance to the test. But, like any successful environmentalist, Year 4 braved the rain with courage and determination. They pressed on with their investigations, showing resilience and teamwork in the face of soggy conditions.

By the end of the day, the girls not only deepened their understanding of habitats and ecosystems but also gained a real sense of what it means to be in the field studying the environment. It was a memorable and inspiring experience that highlighted the joy of learning outdoors.

Ms Helen Maynard

Year 4

Year 2 Excursion, Vaucluse House

As part of their History of the Local Area unit, Year 2 students recently enjoyed a fascinating excursion to Vaucluse House. The visit offered a unique glimpse into life in the 1860s for the Wentworth family and the many servants who lived and worked in the grand estate.

Students explored the elegant rooms of the mansion and the working spaces behind the scenes, becoming history detectives as they investigated the bedrooms, drawing room, scullery, kitchen, and garden for clues about the past.

The hands-on activities were a highlight. Students took turns washing and folding laundry, sorting beans, sweeping floors, polishing silver, grinding spices, and planting seeds in the garden shed. Many delighted in dressing up in traditional 19th-century children’s clothing, which brought the experience to life.

The fun continued outdoors, where students played games from the past including skittles, skipping, marbles, quoits, hoop rolling, and cup-and-ball. Some of these old-fashioned games have even made a comeback in the Massie playground!

The excursion was a rich and memorable learning experience, sparking curiosity about how life has changed over time and giving our students a wonderful opportunity to connect with their local history.

Ms Nadine Walsh and Ms Niamh Fitzgerald

Year 2

Tournament of Minds 2025

On Sunday August 31, two teams participated in the esteemed Tournament of Minds competition, showcasing their creativity and critical thinking.

The Year 5 team undertook the STEM long-term challenge, a multifaceted task that required them to develop a scientific theory whilst also designing a 3D emblem to symbolize the interconnected spheres of the Earth. Students produced a video to demonstrate their innovative solution to the challenge.

The Year 6 team tackled a Social Science presentation, for which they conceptualized and created a 3D model to illustrate their design for a community facility. To bring their vision to life, they crafted a persuasive script to present and pitch their proposal to a simulated community forum.

Throughout the competition, students exhibited collaboration and critical thinking. The problem-solving process involved the thoughtful creation of costumes, props and scripts, and a shared commitment to teamwork.

Mrs Anna Koutsoukis

Learning Enrichment- Gifted and Talented teacher

Tournament of Minds coordinator

The Tournament of Minds experience was truly inspiring. It gave us the opportunity to work in a group and helped us learn how to use our time wisely with only 6 weeks to complete a challenging task. We had to create a 3D emblem and a video to describe how we would change the earth for the better.

Krystal Shen and Claudia Cheung, Year 5

I really enjoyed performing for the spontaneous challenge. Our topic was ' The number 1 was removed from a lot of things. Why was it removed and who did it? '. I liked thinking of ideas with my team, the STEM-ISPHERES. In our long-term challenge, our humour made everyone laugh. Overall, I really enjoyed this experience.

Molly Wang, Year 5

Throughout the six weeks for TOM, we had to create a script, design costumes, props, backdrops and practise presenting in order to bring our visions to life. The highlight of the competition was getting to be creative and working with my team. We all had so much fun taking part in this challenge.

Willow Randall-White, Year 6

Tournament of Minds was an enjoyable experience. Everyone in the team worked extremely well and we enjoyed creating and brainstorming ideas for our project. As the day slowly, yet quickly approached, we were confident and prepared. We tried our best while also having fun on the day.

Landie Cheng, Year 6

Music Accolades- Madeline Yu!

We’re delighted to share that Year 6 student Madeline Yu achieved outstanding success at the Oz Schools Instrumental Championships, taking 1st place at the State Final with her beautiful performance of the first movement of Schubert’s Sonata Op. 137, D. 384.

Madeline's talent and dedication have earned her an official invitation to the National Final in Melbourne, taking place in late November. Congratulations, Madeline, we're incredibly proud of your hard work and achievement and wish you the very best for the Nationals!

Kindergarten Swimming Lessons in PE begin Monday 8 September (Term 3)

Dear Kindergarten Parents,

It is with great excitement that I write to let you know that your daughter will commence swimming lessons during one of her PE classes each week from Monday 8 September.

KS - Mondays Period 3

KU - Wednesdays Period 4

These swimming lessons are part of the PE Curriculum and are aimed at assisting your daughter to build confidence and remain safe in an aquatic environment. Your daughter will be taught in small groups of approximately 6 – 8 students and each group will have their own teacher. Working in smaller groups allows the teacher to tailor lesson activities to the needs of the group.

* Important details to ensure your daughter is prepared for her first swimming lessons:

On the days when your daughter has her swimming lesson, she should wear her PE uniform with her Kambala swimming costume underneath or bring it in her sports bag. All girls will also be required to bring a towel, swimming cap, goggles and thongs to wear to and from the pool and underwear for the end of the lesson.

Kambala swimmers are now available at Outfitters however, if your daughter has another full piece swimsuit, she will be able to wear this but please be aware that she will require a Kambala swimming costume for the start of 2026.

The classroom teacher and/or PE teacher will walk the students to and from the swimming pool. After the lesson, the students will have a quick shower on the pool deck before being walked back to their classroom where they will change into their sports uniform under the supervision of the classroom teacher.

If your daughter has had little experience in swimming, we would suggest additional swimming lessons at this early stage. The Tivoli Swimming School (at the Kambala Pool) offers a variety of programs to assist students develop their confidence and safety in the water. For further details contact:

Tivoliswimming@kambala.nsw.edu.au

We look forward to supporting your daughter’s development. Please email robyn_mcmillan@kambala.nsw.edu.au if you have further questions.

Year 3 Sport Registration for Term 4, 2025- Soccer

Please click here to access all the information in regards to the Term 4 Sports Choice for Students in Year 3.

Read the letter carefully as it contains information regarding the key dates for next term.

In Term 4, the Year 3 girls will play in a Soccer competition alongside Ascham and SCEGGS Darlinghurst. All games will be held on the Moore Park Synthetic Field, located on Lang Road Moore Park.

Please note that registrations are due by Monday 15 September.

Events & Save the Date

Term 3