John Bednall Centre for Excellence
The John Bednall Centre for Excellence is a unique entity at The Hutchins School and aims to promote increased access to and participation in all aspects of schooling for students with additional needs, both in terms of support and extension.
The Centre’s programs support students in developing their academic, social and communication skills as well as targeting individual needs. Students have the opportunity to participate in small group programs or they may be supported one on one as in the case of some students with Individual Education Programs. Students are supported in small group situations where they experience difficulties or would benefit from extension activities.
It is the vision of the John Bednall Centre for Excellence that all students identified as requiring learning support are provided with an engaging, challenging and rewarding education that enables them to develop their full potential through a thinking curriculum, targeted pedagogy and educational pathways in order to become responsible and active global citizens.
Gifted and Learning Support programs
Learning Support programs in literacy and numeracy and gifted education activities are structured to meet the developmental needs of students from Prep to Year 12.
Individual Education Programs
Individual Education Plan is a term that refers to both an ongoing process and documentation that informs and tracks the education of a student with disability. Individual Education Programs (IEPs) are developed for students who are on the Register of Students with Severe Disabilities or students who are unable to access the year level curriculum due to severe learning difficulties.
Learning Support and Gifted classes – Prep to Year 6
At the end of each year each Prep to Year 6 student is tested in the areas of spelling, literacy and numeracy on standardised assessments. Any student performing below the 30th percentile is offered remedial class inclusion (subject to resources). Any student performing above the 95th percentile is offered a place in the gifted program extension classes, provided that an AGAT or RAVENS assessment confirms this performance level. Year 5 and 6 boys also participate annually in the da Vinci Decathlon program. The Academic Gala day provides the boy with a rigorous day centered around teams from around the state competing in ten different disciplines.
Learning Support and Gifted classes – Middle and Senior School
At the end of each year, Years 6 and 7 students are tested in the areas of spelling, literacy and numeracy, on standardised assessments. Any student performing below the 30th percentile is offered a literacy support option or an alternative pathway for mathematics (subject to resources). Years 9 students are tested in the areas of spelling and reading comprehension on standardised assessments (PAR Reading and PAT Spelling.) Students performing below the 30th percentile are highlighted and skill sessions are included in their class programs.
Any student performing above the 95th percentile is offered a place in the Years 7 or 8 gifted program and/or extension classes (subject to further individual testing and resourcing). High performing Year 9 to 12 students are directed to advanced level subjects, the High Achievers Program and/or may be accelerated through grades.
Gifted education
Fogarty of RFA Robin Fogarty Company believes that to make a difference in student achievement we must address the rigour of the thinking skills that thread the curriculum’s robust standards. Teaching students explicitly how, to think, to analyze critically, to hypothesize with confidence, to clarify with purpose and to make inferences that matter, is the mark of university and career-readiness. Students require access to a powerful and mindful, literacy-filled curriculum across all disciplines. Students develop proficiency in explicit thinking skills, with rigor front and center in teaching critical, creative, complex, comprehensive, collaborative and communicative thinking.
Identification
All students at Hutchins are assessed via the standardised ACER Progressive Achievement Tests each year. Through this screening process, students who perform above the 90th percentile, or who consistently excel in a variety of areas within the classroom can be identified for diagnostic assessments. All information is then assembled from a variety of sources and instruments including Raven’s Matrices, AGAT, Slosson, WISC V, Off Level Testing and parent and teacher checklists. Having been identified, students are directed into the most appropriate extension programs, subject choices or perhaps accelerated classes.
Early Learning Centre and Junior School programs
Gifted education at Hutchins aims to develop creative and critical thinkers who, from a young age, are able to produce original responses to complex problems and challenges. At the core of the gifted and talented program in these foundation years is a belief as described by Csikszentmihalyi & Wolfe, (2000, 91) that the “future will require individuals who are able to formulate new problems, come up with new solutions, and adapt readily to the new ideas of others”. Our program is driven by high level concepts and problem based learning opportunities that both cover and go well beyond classroom and curriculum expectations.
Middle School program
In Years 7 and 8 at Hutchins, the Gifted program continues to focus on the key thinking skills that occur most frequently in the Australian Curriculum. Program activities are designed around a range of disciplines sourced from da Vinci’s own study and career, namely; art and poetry, ideation, philosophy, engineering, creative producing, English, Mathematics, Science, general knowledge, games of strategy and code breaking.
Middle School students participate annually in da Vinci Challenge competitions which place particular emphasis on higher order thinking skills, problem solving and creativity. Working in collaborative teams, students are highly stimulated by challenging tasks encompassing engineering, Mathematics, code breaking, games of strategy, art and poetry, Science, English and forensic sleuthing.
Gifted and Talented in Middle School
Boys in Year 7 are identified and invited to attend flexible sessions in lunch or pastoral times. Areas of focus might include the Space Design Challenge, da Vinci Decathlon, mathematics challenges and various critical and creative thinking skill exercises.
Year 8 Academic Enrichment runs through first semester as an elective and is by invitation only. Choices include problem based learning units of work, First Code Academy Curriculum (creating mobile phone apps), Australian Maths Trust competition, Philosothon, da Vinci and independent research projects focusing on the process of inquiry and critical thinking skills.
Senior School programs
The Senior School offers Gifted students a broad selection of high level Tasmanian Qualification Authority subjects throughout Years 10, 11 and 12. Students may also choose to participate in high level competitions and events such as debating, English writing, philosophy, science, titration, Chinese speaking, French speaking, Drama, Music and Mathematics.
High performing students may also qualify for inclusion in the High Achievers Program (HAP), offered in conjunction with the University of Tasmania (UTAS). The HAP offers additional benefits including: subsidised course costs, credit towards a UTAS Degree, counting units towards the ATAR and access to facilities and support services. Units offered may include; Chinese, Philosophy, History, Latin, Journalism, Media, Politics and Music.
Philosothon
Identified Senior School students are invited to participate in philosothons. Students investigate ethical and philosophical questions in the context of “communities of inquiry” to develop higher order thinking and communication skills through a series of discussions with students from other schools. A philosothon promotes a sense of community among thinkers. The philosothon promotes a deeper understanding of values and purpose, in a spirit of co-operation, while further developing skills in inquiry-based learning, ethical reasoning, higher order reflective thinking, and a search for meaning through dialogue around open questions and contestable concepts.
Acceleration guidelines
Acceleration involves speeding a student’s progress through school via curriculum acceleration within a year level, curriculum compacting, subject area acceleration or grade skipping. Students considered for accelerated progression should have comprehensive assessments of academic skill levels as well as intellectual and social-emotional functioning. Academically, the child should demonstrate skill levels above the average of the class he desires to enter. The student’s ability to adjust their physical health and size, their eagerness to advance, social and emotional maturity and the timing of advancement must be considered. The receiving teacher must have a positive attitude towards the acceleration and must be willing to help the child adjust.
Staff profiles
Mrs Deb Lie
Head of Inclusive Education
Deb was appointed as Head of Inclusive Education at The Hutchins School in 2025, bringing an extensive amount of experience to the role. With over 20 years of experience working in schools both locally in Tasmania and internationally in the international school system in Norway, Deb is deeply committed to fostering an inclusive and supportive environment for all students.
Deb holds a Bachelor of Education from the University of Tasmania and a Master of Inclusive Education from Flinders University, completed in 2015. Throughout her career, she has held various teaching and leadership roles, including classroom teacher and leader in Inclusive Education, Wellbeing and Safeguarding.
Passionate about leading inclusive educational practices and pedagogy, Deb is a strong advocate for using evidence-based practices and collaborating with students, families and staff. Deb takes a holistic approach, always focusing on the ‘whole child’ in an ever-changing and diverse world. By prioritising the needs of the whole child, she is dedicated to ensuring every student has the opportunity to thrive and reach their full potential.
Deb believes that embracing diversity in the classroom and beyond enriches our community and society as a whole. She recognises that as individuals our unique perspective, background and capabilities add immense value to our collective growth and understanding. Deb’s commitment to inclusive education is not only about empowering students, but also about cultivating a vibrant and compassionate community where diversity is viewed as a strength, enriching us all.
Miss Kristy Baker
Learning Support Coordinator
Kristy Baker is a passionate and dedicated educator with 20 years of experience in the field of education. She began her journey by graduating with a Bachelor of Education (Primary) in 2005 from New South Wales. Driven by a deep commitment to supporting all students in their learning, Kristy pursued her Master of Education (Special Education), completing the degree in 2016.
Kristy’s career began in Melbourne, where she taught in the Early Years at a large co-educational school. Her love for teaching and helping students thrive led her to return to Tasmania in 2008. There, she taught at a small co-educational school across Kindergarten to Year 6, where she also took on leadership and administrative responsibilities before becoming the Prep to Year 10 Learning Support Coordinator.
In 2021, Kristy commenced at The Hutchins School as a Learning Support Teacher. Her dedication to fostering inclusive learning environments was recognised, and in 2022, she stepped into the role of Learning Support Coordinator, where she continues to play a key role in supporting students and staff.
Kristy is committed to creating an inclusive, supportive learning environment where every student can reach their full potential.
Miss Samantha Judd
Coordinator of Gifted and Talented
Sam Judd’s journey into education is rooted in a passion for the environment and a love for working with children. After completing a Bachelor of Science in Biodiversity and Conservation in Sydney, Sam worked with the New South Wales National Parks and Wildlife Service, discovery guiding and sharing her knowledge of the natural world. It was during this time that she discovered her love for walking and talking with children, which led her to pursue a career in education.
Determined to combine her passion for the environment with teaching, Sam went back to university to complete a Bachelor of Primary Education, majoring in Environmental Education. This blend of expertise in both ecology and education allowed her to develop a unique approach to teaching, one that emphasised sustainability and outdoor learning.
Sam began her teaching career in a small rural school in Sydney, where she quickly realised the importance of becoming an integral part of the school community. She embraced the values of collaboration and connection, making a lasting impact on both her students and colleagues.
In 2007, Sam moved to Tasmania, where she took on various casual and part-time teaching roles across the southern region of Hobart. After gaining valuable experience, she landed a position at St Michael’s Collegiate, where she taught upper primary grades. As her career progressed, Sam moved to The Hutchins School, where she initially focused on curriculum modification and Middle School literacy support classes.
It was here that Sam found her true calling when she was offered the role of Gifted and Talented Teacher for the Junior School. This position proved to be both fulfilling and challenging, allowing Sam to nurture and inspire the unique abilities of her students. She is now the coordinator of the Gifted and Talented program at Hutchins, where she continues to provide exceptional support to students, fostering their growth and helping them reach their full potential.
Ms Joanne French
Instructional Coach (Junior School) / Gifted and Talented Teacher
Jo French began her teaching career in rural Tasmania as an upper primary teacher, where working in small school settings meant taking on a range of roles. It was here that she developed a strong belief in the importance of being an active contributor to the school community beyond the classroom.
Seeking to broaden her experience, Jo moved to Germany to teach at an international school, where she worked alongside colleagues and students from diverse cultural backgrounds. This experience provided her with a global perspective on education and reinforced her passion for fostering inclusive and dynamic learning environments. Living in Germany also fuelled her love for travel and exploration.
Upon returning to Australia, Jo continued her teaching journey in Canberra, where she was drawn to the school’s strong sense of community. She then returned to Tasmania to join The Hutchins School, where she has taught upper primary and Gifted and Talented classes and has held leadership positions within the Junior School.
With 25 years of experience in education, Jo is passionate about fostering a love for learning and developing students into deep thinkers and problem solvers. She believes in creating a supportive and engaging classroom environment that sparks curiosity and encourages students to reach their full potential. She is motivated by the ever-evolving nature of education and thrives on the challenges and opportunities it presents.
Mrs Kate Berry
Intervention Teacher/Support Case Manager
Kate completed a Bachelor of Arts and a Bachelor of Teaching at the University of Tasmania in Hobart. She commenced her teaching career at The Hutchins School in 2009, where she has developed a passion for guiding students through both their academic and social growth. Over the years, she has been a classroom teacher across various levels, including middle and lower primary, with a focus on fostering an environment that encourages students to thrive in all aspects of their development.
As a classroom teacher, Kate incorporated numerous community-based projects into her teaching, encouraging students to become active citizens who are aware of their responsibilities and capable of making meaningful contributions to society.
One of Kate’s career highlights was the opportunity to teach a group of teachers in Cambodia, where she shared valuable teaching strategies and best practices to improve educational outcomes in the region. This experience reinforced Kate’s commitment to empowering others through education and highlighted her ability to inspire both students and fellow educators.
Since 2020, Kate has been a Learning Support teacher for the Centre for Excellence. She has remained dedicated to her belief that every student deserves the opportunity to grow, not only as a learner but as an active, engaged member of the community. She is passionate about supporting students with diverse learning needs, with a strong belief in the power of early intervention. Kate is a passionate advocate for providing tailored, explicit and structured teaching methods in Literacy and Numeracy.
Kate’s commitment to early intervention has allowed her to see firsthand the profound impact that tailored support can have on a student’s confidence and academic growth. Her approach reinforces the importance of a supportive, structured learning environment in the early stages of education.
Mrs Philippa Calvert
Intervention Teacher/Support Case Manager
With over 20 years of experience teaching and learning in primary education, more recently in specialised learning support, Philippa brings a strong commitment to nurturing the whole child.
She enjoys working closely with classroom teachers to deliver engaging, inclusive lessons while providing targeted support to meet individual needs. Her approach is rooted in a strong sense of pastoral care, ensuring every child feels valued, supported, and safe within the school community.
She takes pride in building meaningful relationships with students and fostering a positive, respectful environment where they can grow both academically and emotionally.
Mrs Jayne Brown
Intervention Teacher/Support Case Manager
Jayne is an experienced educator and learning support specialist who joined The Hutchins School in 2023. She brings over 20 years of teaching experience and a background in speech pathology to her role, where she is passionate about helping students thrive through targeted and individualised support.
Jayne holds a Bachelor of Teaching from the University of Tasmania and a Bachelor of Speech Pathology from Flinders University. She began her career as a speech pathologist, working in adult neurological rehabilitation and inpatient care in both Hobart and London, before following her calling to work with primary-aged children.
Prior to joining Hutchins, Jayne spent 18 wonderful years at St Mary’s College, teaching students in Years 3 to 6. While she loved classroom teaching, she always felt drawn to supporting students with diverse learning needs. Her move to Hutchins allowed her to focus on this passion, working closely with students across the primary years to build their confidence and help them achieve their learning goals.
Jayne is committed to creating a supportive and inclusive learning environment and finds great joy in helping each student discover their strengths.
Mrs Em Dorney
Intervention Teacher/Support Case Manager
Em Dorney is an experienced educator with a passion for teaching and supporting students’ learning journeys. It was during her time teaching English in a small town in South Korea that Em discovered her true passion for education. After a year of teaching abroad, she decided to pursue a career in teaching, leading her to complete her Bachelor of Teaching.
Em’s teaching career began at St Michael’s Collegiate, where she worked as a Primary School teacher for five years. After starting her family, she transitioned to Taroona Primary School, where she taught a wide range of classes from Prep to Year 6 over the span of 10 years. It was at Taroona Primary School that Em found her passion for Literacy Support, working with students who had specific learning needs. She found it incredibly rewarding to help these students build confidence, enjoy learning and achieve their academic goals.
Driven by her desire to have a greater impact on students’ learning, Em applied for a position at The Hutchins School, where she currently works in Learning Support at the Centre for Excellence. In this role, she enjoys providing a supportive learning environment tailored to meet each student’s unique needs. Em is dedicated to fostering a fun and inclusive atmosphere that encourages learning and growth.
Mrs Natalie Wren
Intervention Teacher/Support Case Manager
Natalie has been a dedicated Middle School teacher for over 10 years, bringing expertise and enthusiasm to subjects including Mathematics, HASS, English and support classes. With a strong commitment to inclusive education, Natalie has extensive experience in managing student learning plans to ensure every learner is supported and challenged.
She is passionate about building strong, respectful relationships with students, fostering a safe and encouraging classroom environment where learners feel confident to take risks and try their best. By focusing on each student’s strengths, Natalie helps them develop both academically and personally, nurturing a belief in their own potential.
Mr Adam Palfreyman
Intervention Teacher/Support Case Manager
Adam brings a wealth of diverse teaching experience to his role, having taught in South Korea, the UK and across the Huon Valley before joining The Hutchins School over 15 years ago. His career has spanned a broad range of educational settings, from junior intervention programs to senior school classrooms.
He has taught extensively in the areas of Mathematics, History and Religion across Years 7 to 11, with a strong focus on providing tailored support in senior school Mathematics. He has also worked in the field of Gifted Education, completing a Certificate of Gifted Education (COGE) through UNSW and presenting at the World Gifted Conference in Dubai.
Currently serving as an intervention teacher and case manager, Adam is committed to supporting senior students and their families in navigating learning challenges. He places high value on building genuine, trusting relationships with students, believing that strong connections are key to improving engagement, confidence and learning outcomes.
Outside the classroom, Adam is actively involved in AFL and golf and enjoys seeing students thrive in co-curricular settings. He believes that understanding students beyond the classroom leads to more meaningful communication and stronger support. Passionate about student wellbeing and future pathways, Adam works closely with each student to help them discover direction and motivation in their learning journey.
Mrs Alice Harris
Intervention Teacher/Support Case Manager
Alice grew up in Tasmania and was educated at Princes Street Primary School and St Michael’s Collegiate. She completed her university studies at the University of Tasmania. Like many teachers, Alice’s career has taken many wonderful turns over the years. With over 25 years of teaching experience, she has taught art in both primary and secondary settings, spent much of her career teaching in early primary, and in more recent years has thoroughly enjoyed working in the Centre for Excellence at The Hutchins School.
Teaching has provided Alice with opportunities both interstate and overseas. Gaining experience across a wide variety of school settings, both private and state, has given her a broad understanding of student diversity and individual needs, as well as the importance of engaging with the wider school community.
Alice is deeply committed to building positive relationships with students and families. She believes these connections are vital, as students need to feel safe, secure and connected within the school environment – from this, everything else stems.