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John Bednall Centre for Excellence

The John Bednall Centre for Excellence aims to promote increased access and participation in all areas of schooling for students requiring both support and extension.

The Centre’s staff and programs support identified students in developing their Literacy and Numeracy skills as well as social emotional needs. The John Bednall Centre for Excellence supports students working towards individualised goal accomplishment at varying levels of support needs and can include opportunities for 1:1 or small group programs.

It is the vision of the John Bednall Centre for Excellence that all students identified as requiring additional support are provided with an appropriately engaging, challenging and rewarding education that enables them to develop their full potential.

Meet the John Bednall Centre for Excellence Team

Mrs Deb Lie

Mrs Deb Lie, BEd, MEd, Head of Inclusive Education

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

Kristy Baker, Learning Support Coordinator

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

Miss Samantha Judd, Coordinator of Gifted and Talented

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

Ms Joanne French, Instructional Coach (Junior School) / Gifted and Talented Teacher

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

Mrs Kate Berry, Intervention Teacher/Support Case Manager

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

Mrs Philippa Calvert, Intervention Teacher/Support Case Manager

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

Mrs Jayne Brown, Teacher

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

Mrs Em Dorney, Intervention Teacher/Support Case Manager

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

Mrs Alice Harris, Intervention Teacher/Support Case Manager

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.

Individual Learning Plans

Individual Learning Plans (ILPs) are created collaboratively with families, staff and (where possible) students for those who have identified needs or disabilities. Through this process, adjustments are identified to ensure students can access, participate and engage in the learning program. Our ILPs are aligned with the National Consistent Collection of Data (NCCD) adjustment levels and as such include adjustments, supports and goals associated with those levels of support, based on student needs. ILPs are used to share key information with key stakeholders and to help identify, monitor and evaluate progress around individual learning goals.

Identification Process and Eligibility for Learning Support or Extension Opportunities

Learning Support programs in literacy and numeracy, together with gifted education (extension) programs and opportunities, are in place to meet the developmental needs of students from Prep to Year 12. Student needs are identified through a combination of teacher observations, regular progress monitoring and annual standardised assessments to identify students for additional support or extension.

Prep – Year 5

At the end of each year, each Prep to Year 5 student is assessed in the areas of spelling, literacy and numeracy on standardised assessments. Combined with other screening and progress monitoring tools used by class teachers throughout the year, those students who may require additional support and or extension are identified. Interventions for identified students are based on a multi-tiered system of support model and at times may include student participation in an evidence based, small group program.

Students performing above the 95th percentile are offered a place in the gifted extension classes, provided that additional assessments such as the AGAT or RAVENS assessment confirms their capacity and performance level. Year 5 students who are identified as gifted or talented are also invited each year to participate in the da Vinci Decathlon program. This academic gala day provides students with an opportunity to compete and co-operate with a school team, versing other teams from around the state across ten different disciplines.

Middle and Senior School

At the end of each year, Years 6–8 students are assessed on standardised assessments in the areas of spelling, literacy and numeracy. Middle School teachers also use regular screening and progress monitoring tools throughout the year to help identify at risk students and provide adjustments, supports and set individualised goals.

Students who preform above the 95th percentile in standardised assessments are offered a place in the Years 6, 7 or 8 gifted program and extension classes (subject to further individual testing and resourcing).

Year 9 students are assessed in the areas of mathematics and reading comprehension on standardised assessments at the end of the year. These assessments are designed to flag students who may require additional support or students who may require extension. Interventions for identified students are based on a multi-tiered system of support model and at times may include student participation in an evidence based, small group or program.

For students requiring additional support in the Senior School (Years 9-12) and with identified needs, there is an academic support class provided which supports students to develop time management skills together with goal setting, improved task organisation and planning and to assist the meeting of task deadlines.

High performing Years 9–12 students are directed to advanced level subjects, the High Achievers Program and/or may be considered for acceleration through grades (cognitive assessment pending).

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 analyse 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 centre 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 further 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/carer and teacher checklists. Having been identified, students are directed into the most appropriate extension programs, subject choices or perhaps accelerated classes.

Junior School Program

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 program in these foundation years is a belief that “Gifted education must prioritise the development of transferable skills—problem solving, adaptability, and critical thinking—so students are equipped for the complex challenges of a rapidly changing world.” (Subotnik, Olszewski-Kubilius & Worrell, 2019). Our program is driven by high level concepts and problem based learning opportunities that go deeper in breadth than classroom and curriculum expectations.

Middle School Program

In Years 7–8 at Hutchins, the gifted program continues to focus on the key thinking skills that occur most frequently in the Australian Curriculum. Extra curricular 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.

Students 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, mathematic challenges and various critical and creative thinking skill exercises.

Middle School students participate annually in the da Vinci Decathlon which places 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.

Year 8 Academic Extension runs as an elective and is by invitation only. It includes problem based learning, da Vinci Decathlon and independent research projects focusing on the process of inquiry and critical thinking skills.

Senior School Program

The Senior School offers gifted and talented students a broad selection of high level Tasmanian Qualification Authority subjects throughout Years 10–12. 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.

Acceleration Guidelines

The Hutchins School supports gifted and talented students through classroom differentiation, enrichment and acceleration. Whole-grade acceleration, single-subject acceleration and early entry to Kindergarten or Prep are options for consideration.

The Centre for Excellence amplifies the School’s Vision ‘to provide an inspirational education where each student strives to achieve their personal best and is willing to serve their community as an informed and active citizen’ by providing specialised support and alternative pathways in learning.

Acceleration is progressing through an educational program at a faster rate or at ages younger than conventional, allowing a student to move through traditional educational organisations more rapidly based on readiness and motivation.

Our Academic Acceleration Guidelines are designed to support the learning of gifted and talented students whose needs lie beyond the scope of a quality differentiated teaching program. These guidelines are intended to provide extended or accelerated learning opportunities to students in (or approximating) the top 2% of their age peers in at least one curriculum area.