Mark 10:42-45 provides something of a framework in which these roles played out:

“…Jesus called them together and said, "You know that those who are regarded as rulers of the Gentiles lord it over them, and their high officials exercise authority over them. Not so with you. Instead, whoever wants to become great among you must be your servant, and whoever wants to be first must be slave of all. For even the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many."
(Mark 10:42 – 45) 

A godly father, as he gives life, provides and leads, and does so in a way that is consistent with Jesus' words in Mark 10:42-45. A godly father is a servant – a servant of his wife and his children. He is willing to put their needs and concerns before his own.

Just as the relationship between a husband and wife is meant to reflect the relationship between Christ and the church, Christ having laid down his life for the church, so too are fathers servants of their families who should be willing to lay down their lives for them. 

How does a servant father lead and provide for his family? Here are a few ways:

1. He expresses his God-given authority in love
2. He takes initiative
3. He teaches and disciples his children
4. He shows interest in his children’s education and learning
5. He never leaves 
6. He talks and listens a lot
7. He does not show favouritism 
8. He isn’t overcritical or inconsistent
9. He spends time with his family 

We can probably all think of examples of great fathers, whether they are our own or someone else we know or knew. We can probably think of examples of fathers that are not that great, whether they are the Homer Simpsons of the world or someone else we know. No one is perfect; even the best fathers will make mistakes. As fathers, we have the example of God, our heavenly Father, to imitate as we seek to understand our roles as life-giver, provider and leader. 

What makes a good father? One who seeks to be a faithful, godly man. Fathers, as we understand our role, we need to strive to be faithful servants of God in all aspects of our lives. As fathers, we are to imitate God, our heavenly Father, and in doing so, we are to reflect him and point our children to him.

Mr Simon Lainson

Principal  

Since 2019 (the time period in the report), ICS has experienced just over 37% net growth, with 8.5% in just the last year. That growth has been concentrated in our Secondary year groups, but there's been a significant shift in the Primary years as well.

These numbers are just for K-12, and don't take into account any growth in our Prep. That's pretty phenomenal, especially when you take into account the upheaval of the Covid years and subsequent inflation that we've all felt in the hip pocket.

If we just look at famililes who've joined our school in 2025 as an example, we find that 31% of them have moved from public schools, 10% have moved from other independent schools, and 7% from Catholic schools. A small number have come from overseas, and the rest are families who have been with us right from the beginning.

We also know that when asked what they were most interested in accessing at ICS, a staggering 81% were interested in our thoroughly Christian education – the way that we approach everything from our understanding of the Bible and what it tells us about God, his world, and our place in it.

Of course, there are plenty of other great things on offer here too: 59% chose ICS for the strength of our pastoral care; 55% wanted to be involved in our close-knit school community, and 49% appreciated our focus on academics and extension support.

What about you?

If your family enrolled at ICS in the last few years, what helped you make the decision to choose us? Head to our recent Facebook post and let us know!

Watch the full 7.30 report below:

Author visit – Nathan Luff

On Tuesday, K-6 students attended an engaging presentation from author Nathan Luff!

Nathan regaled students with some entertaining tales from his childhood, explaining how these events helped to shape him as an author. We thank Nathan for his visit!

Book Week Dress-Up Day and Parade

Book Week concluded with a whole-school dress-up day on Friday, with students from Prep to Year 6 also participating in a parade to display their amazing costumes!

Take a look below for some photos of the parade, and stay tuned to our social media channels as we share more photos next week.

HSC Major Works Evening 

What an AMAZING evening we had a couple of weeks ago on Tuesday, August 12. This was an opportunity to showcase the HSC Major Works that our Year 12 students have produced over the last 12 months. These works are a culmination of countless hours and are fantastic expressions of determination and persistence towards a goal. God has certainly gifted our students with many creative and curious minds! 

 

 

 

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Book Week 

What a week we’ve just had! Book Week wrapped up with a BANG today, with students from P-12 dressed up in all sorts of fun and adventurous costumes as we celebrated books and the wonder of reading. Thanks for your support in making this happen with your children. Did you know that deep, reflective reading of rich stories can cultivate compassion and empathy by helping readers practice understanding other minds? How good is that! 

Captains Fundraiser 

We have an opportunity coming up on Monday, September 15 to show compassion to those across the world who do not yet know Jesus by taking part in our School Captains' Fundraiser. Secondary students will be coming together at lunch to enjoy a BBQ, hear some live music performed and raise money for the Church Missionary Society (CMS). Just like CMS, we too have a desire to have a ‘world that knows Jesus’. We encourage you to send your children with a few dollars to buy a drink, Zooper Dooper or a sausage sandwich on the day.  

Dirks Cup 

As a lovely, newly-established yearly tradition, we will be having our Year 12 Students vs. Staff Futsal match at lunch in the Hall on Wednesday, September 17. Football was a sport Levi Dirks loved to play, and this is a special opportunity to remember and celebrate Levi, who passed away last year when in Year 12 at ICS. We look forward to coming together as a school community on this day to compete and fondly remember Levi.  

Secondary Assemblies 

Across this term in Secondary school, we are journeying through the book of Philippians as we consider what it means to have joy in all circumstances and live a life centred on Jesus. Last Friday, we were blessed to hear from Bethany Dobson in Year 11 as she spoke from Philippians 1 and focused on verse 21: “For to me, to live is Christ and to die is gain.” Although our ultimate hope is to be with God forevermore, we were challenged to display Christ’s greatness now.  

As we continue through the term, may we encourage our young people to keep showing curiosity in their learning, courage in their faith, and compassion for those around them, living lives that make Christ’s greatness visible. 

Mr Peter Richardson

Director of Secondary School

Our annual August ski trip for Year 11 and 12 students was a memorable adventure at Perisher and Smiggins. Despite a cold and wet first day, all 26 students showed incredible determination and camaraderie, embracing the challenge with enthusiasm. Sunday rewarded us with a stunning bluebird day—perfect conditions to enjoy the slopes and each other’s company. I’m proud of how our students supported one another and made the most of every moment. We thank God for His amazing creation and the opportunity to experience it together.

Mr Rob Spreitzer

Ski Trip Coordinator

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To date, eight students have successfully completed the program — a testament to their perseverance, dedication and growth. It was a memorable evening honouring the hard work and commitment of all involved.

Here at Illawarra Christian School, we believe that NAPLAN provides valuable insights into students’ literacy and numeracy skills, helping us identify areas of strength and opportunities for growth. This information enables us to tailor our teaching to better nurture each student’s potential, while also ensuring we maintain high educational standards in a way that aligns with our Christian values of care, excellence, and stewardship. 

Our outstanding results across all NAPLAN areas in Years 3, 5, 7, and 9 reflect the rigorous, Christ-centred education we provide—one that balances academic excellence with deep care for each student. At ICS, we take the time to truly know our students as individuals, understanding their unique strengths, challenges, and learning needs. This allows us to offer the right support and stretch at the right time, ensuring every child is both nurtured and challenged. Our success in NAPLAN is not just about strong results, but about the fruit of a learning environment where students are known, valued, and equipped to thrive. 

In 2025, our school achieved outstanding NAPLAN results, with cohorts in each of Years 3, 5, 7, and 9 averaging Strong ability in all assessed domains. Many of our students exceeded the expected achievement levels for their age and stage. These results are a testament to the strength of our rigorous academic program, our deep commitment to knowing each student personally, and our ability to provide both the support and challenge they need to thrive. At the heart of our success is a learning environment shaped by care, high expectations, and a belief in each child’s God-given potential. 

Mrs Simone Brown

Director of Teaching & Learning / Student Learning Opportunities

Defining Restorative Practices

Restorative practices in schools are a relationship-focused approach to discipline and community-building that prioritises repairing harm, fostering accountability and strengthening relationships.

Unlike punitive approaches, Restorative practice:

• Acknowledges relationships as central to a healthy school community.
• Addresses misbehaviour in ways that aim to repair harm and restore trust.
• Focuses on the impact of actions rather than just rule-breaking.
• Gives voice to those who have been harmed, allowing them to express their feelings and needs.
• Encourages collaborative problem-solving between all parties involved.
• Empowers personal growth and nurtures empathy.
• Promotes student responsibility for their actions and their effects on others.

Working restoratively requires emotional courage and commitment from teachers and students. It involves confronting difficult emotions and engaging in honest dialogue to resolve conflict and build a more supportive school environment.

Our School Vision

Living restoratively begins with understanding God’s own restorative work through Jesus. At the heart of the gospel is the truth that Christ has reconciled us to God through His life, death, and resurrection. This foundational act of restoration invites us, as His people, into a ministry of reconciliation.

We are committed to fostering a culture that reflects God's grace as we seek to restore ruptures in relationships. Our school vision to be a dynamic Christ-centred learning community where students are nurtured to be curious, courageous and compassionate lifelong learners, transforming the communities in which they live, calls us to actively seek healing, connection, and growth, especially in moments of conflict or challenge. Restorative practices offer a biblically grounded, grace-filled approach to supporting and guiding children to making better choices.

Classroom Culture

At the heart of developing classroom culture is the belief that every student is a valued image-bearer of God. Teachers and students co-create a learning environment where all are respected and responsible members of the community.

At ICS, classroom culture is established collaboratively. At the beginning of the year (and revisited throughout) it involves the teacher and students working together to develop shared norms and essential agreements. These agreements become a living document that reflects the kind of community we are striving to build: one that is curious, courageous, compassionate, and Christ-centred.

Students are supported to live out these shared commitments, and when challenges arise, they are reminded of the class agreements not in a shameful way, but as a call to return to what they’ve already agreed is good and right. This approach helps to build empathy and preserve the teacher-student relationship, reducing shame while fostering responsibility.

We are committed to holding high expectations with high support. This means we expect students to act with integrity, kindness, and responsibility, but we also walk alongside them with encouragement, scaffolding, and grace when they fall short. Mistakes are viewed as opportunities for growth, not grounds for exclusion.

When things go wrong, students are:

• Reminded of the class agreements
• Invited into reflection with the teacher
• Supported to make better choices next time

This restorative approach creates safe, consistent and emotionally supportive environments where students can flourish.

When students experience genuine love and acceptance, their response is often gratitude and a desire to live well in community. It is this kind of atmosphere that allows students to grow not only academically, but spiritually and emotionally.

Restorative Conversations

A key component of restorative practice at ICS is engaging students in honest, reflective Restorative Conversations. Restorative Conversations are grounded in our core values of curiosity, courage, and compassion:

• We are curious – about what a student’s behaviour may be telling us, and we help students become curious about their own choices and feelings.
• We invite students to be courageous – to talk, express their feelings, admit mistakes and seek forgiveness.
• And we lead with compassion – knowing that we all need grace, restoration, and support.

Lunchtime Reset is a purposeful moment when a student sits with a teacher to reflect, reset emotionally and consider how they might respond differently in the future. The goal is to create a calm space where students have the opportunity to talk with a teacher through the restorative process. They are guided through a reflective set of questions:

1. “I’m curious about what happened—can you tell me?”
2. “Can you be courageous and admit your part in this?”
3. “How can you show compassion to help restore this relationship?”
4. “What are some ways others can support you with this?”

Through this process, students learn to calm their internal "guard dog" (fight-or-flight responses), reflect on how their actions affect others, and develop strategies for making better choices in the future. It’s an opportunity to stop, consider their place in the community, and reset their focus.

Sometimes, restorative conversations can be used as a preventative measure, giving students space before behaviour escalates. In other cases, such as when a student has physically hurt another or significantly disrupted learning, a restorative conversation is a natural next step.

In all instances, restorative conversations are a practical expression of our commitment to Christ-centred restoration in relationships.

Parent Partnership

One of the great strengths of our school community is the partnership we share with parents. Living restoratively extends beyond the classroom into homes, families and everyday life. When schools and families work together in open, respectful communication, we are better equipped to support each child’s growth.

Restorative practice encourages collaborative problem-solving. When challenges arise, we invite parents into the process to engage meaningfully in supporting their child. Together, we can help students understand how to live well in community, repair relationships and make wise choices. This partnership is not only practical, it reflects the unity and shared discipleship we are called to as the body of Christ.

Thank You

Thank you to all who participated in the workshops. We are deeply encouraged by your partnership as we continue to grow together in creating a Christ-centred school culture where restorative practices are a reflection of the gospel at work in our community.

Mr Caleb Jones

Director of Primary

Students have reflected on how central hospitality is to the gospel, that God, through Jesus, has welcomed us into His family, even “while we were still sinners” (Romans 5:8). Using themes such as walls, doors, and tables, we have looked at the Last Supper, the parable of the great banquet in Luke 14, and the call to open our lives and communities to others with the same radical welcome Christ has shown us.

To finish the program, our Year 9–12 students gathered in the courtyard for a special pancake breakfast. With chill tunes and a warm atmosphere, everyone enjoyed a delicious pancake and time together. Mr Engel and Mr Vermeer led us in a final reflection, tracing the hospitality of the gospel through Scripture and encouraging us to be a school that embodies radical, Christ-like love for our neighbours. It was a joyful and fitting way to celebrate what we’ve learnt,  that true hospitality is more than sharing delicious food and good fellowship; it’s about opening our lives to others, just as God has welcomed us into life in Him.

Mr Liam Vermeer

Head Teacher – Biblical Studies