Year 5-6 DREAM DIPLOMA Parent Handbook 2026

DARE

If you can dream it, you can do it at Pymble.

DR KATE HADWEN – PRINCIPAL

What do you dare to dream?

Allow yourself the freedom to dream.

Welcome to the DREAM DIPLOMA

Children are born curious and creative. Through the DREAM Diploma we seek to empower our students to work with courage and determination in pursuit of the dreams they set for themselves.

At Pymble Ladies’ College we nurture a love of learning, encouraging divergent thinking and thoughtful questioning. We want Pymble girls to be independently curious; learners who seek out and embrace challenge.

PURPOSE

The primary purpose of the DREAM Diploma is for students to engage in a series of learning activities that enable them to DARE, REACH, EXPERIENCE, ADVOCATE and MASTER. Over the two-year period students will be encouraged to engage in challenging activities which are purposefully designed to develop their independence, character and life skills.

We want the DREAM Diploma to champion the students’ sense of infinite possibilities, growing their challenge mindset, service mindset, sense of personal strengths and character.

At Pymble Ladies’ College we believe the pursuit of success should be about achieving your personal best and learning throughout the process rather than focusing on the ‘product’.

We have designed the DREAM Diploma to encourage perseverance, engagement and motivation. By working through a series of opportunities under each of the five components of the DREAM Diploma, students will learn to set effective goals and work with determination and tenacity. The activities are designed to develop skills that are transferable from one learning experience to another and from school to home and to life in general.

The DREAM Diploma comprises activities primarily completed at school although options are available for some to be completed at home. Partnership between school and home continues to be an important positive factor in ensuring our students thrive as learners. Whilst students need to be given the space, trust and expectation to complete each activity themselves, support and guidance from family members throughout the DREAM journey will be important to the growth and positive outcomes for students.

DARE

DARE themselves to seek out challenge and to hold themselves accountable for their learning journey

REACH as high as they can and push themselves out of their comfort zone

EXPERIENCE a range of activities which are new, exciting or sometimes scary!

ADVOCATE for things that matter to them and take steps to be a change maker

MASTER new skills by working tenaciously on goals they set for themselves

DARE

DARE

We want our students to seek out challenge and hold themselves accountable for their learning journey.

Grounded in our College value of courage, the DARE component inspires students to think boldly, pursue their goals with determination and stand up for what they believe in. Through their chosen activities, students learn to take initiative, act with purpose and advocate for positive change within their world.

A vital aspect of daring is learning how to navigate relationships, manage tension and engage with differing perspectives respectfully. Whether through conversation, collaboration or creative expression, students develop the confidence to communicate effectively.

Daring is a deeply personal journey, and this capability is not formally assessed. Instead, students are encouraged to self-select and reflect on the experiences they choose, charting their growth and insights over the course of the year.

Don’t be afraid to dream big and have big goals. Do not be afraid of the time it will take to achieve your goals.

EMMA MCKEON AUSTRALIAN SWIMMER 2024

REACH

We want to equip our students with the strength of character to reach as high as they can and push themselves out of their comfort zones in the pursuit of goals they have set for themselves.

The REACH component aims to develop a sense of ownership and responsibility for learning and growth. By challenging themselves to aspire to something and then working with determination towards that goal - perhaps with a mentor or friends - students foster a sense of independence, self-management and motivation that will place them in good stead for their futures.

Through partnership with Cambridge International - Cambridge Global PerspectivesTM, the students will undertake the Global Perspectives curriculum. The course provides additional opportunity for students to deepen their understanding of global citizenship and their social responsibility. Students can focus on personal, local and global viewpoints, empowering them to form evidence based opinions and take purposeful action. This internationally acclaimed program is designed to develop the essential skills we want our students to carry into their futures - analysis, collaboration, research, communication, evaluation and reflection.

Adventures – magical voyages people embark on through their journey in life. Fuelled by ambition and creativity. They take you to remarkable places, teach you crucial life lessons, and change the perspective you view life.

CHLOE MA, YEAR 5 2025

EXPERIENCE

Embracing experiences that are new, joyful and sometimes just a little daunting is not about doing something perfectly. Instead, it’s about our students giving things a try, taking a step forward and discovering what they are truly capable of.

In a world that is constantly changing, it is so important for Pymble girls to learn how to adapt, manage their personal wellbeing and face challenges with courage. When they have the chance to try something new, whether it’s rock climbing, performing on stage or constructing billy carts, they begin to build resilience, independence and a quiet confidence in their own abilities. These experiences become safe opportunities to grow and to strengthen their sense of identity and worth.

The activities within the EXPERIENCE component are wide and varied. Each of these challenges, whether big or small, encourages students to connect and to discover the joy of achieving something new. It is through these experiences that our girls learn some of life’s most valuable lessons.

If

you haven’t failed yet, you haven’t tried anything.

RESHMA SAUJANI FOUNDER OF GIRLS WHO CODE

ADVOCATE

We want our students to advocate for things that matter to them and take steps to be a change maker.

The benefits of prosocial behaviours are numerous and include developing an increased sense of social responsibility and a global mindset. Being of service to others provides the chance to build social connectedness with peers and adults and therefore grows interpersonal and critical thinking skills and a deep sense of empathy.

Research shows that students who undertake acts of service as young people are more equipped to manage their own wellbeing as they navigate their own journey.

As part of the ADVOCATE component, we encourage each student to undertake acts of service outside school; 5 hours in Year 5 and 6 hours in Year 6. Students should not be paid for this service as the emphasis is on aiding the community and giving time to benefit others. Your daughter will be asked to discuss her choice of service with you to ensure she is making a safe, wise and practical decision. Service will be deeply rewarding if students find something that they are passionate about or a cause that is close to their heart.

Eudaimonia – caring for others beyond self-interest, helps promote understanding of diversity and social responsibility and provides unintentional rewards of autonomy, self-control and self-acceptance.

DR BOSCO ROWLAND PSYCHOLOGIST AND ACADEMIC AT MONASH UNIVERSITY

MASTER

We want our students to approach learning with persistence and determination, setting meaningful goals for themselves and working steadily towards them. Master is about developing the habits of resilience, organisation and self-discipline that are essential for growth.

Rather than rushing from one activity to the next, the MASTER component allows students to slow down, plan carefully and practise consistently. In doing so, they learn how to set priorities, balance their responsibilities and stay motivated when the work feels challenging.

Throughout the year, our Year 5 students work closely with their Compass teachers to design and set a series of personalised Master tasks to progressively work on over time. These projects encourage reflection, goal setting and sustained effort, helping each student to build independence and a sense of achievement as they see their progress unfold.

Each Friday afternoon, our Year 6 students take part in Friday Frontiers, a program that invites them to pursue a personal area of interest with independence and purpose. Guided by their teachers, students choose an activity that sparks their curiosity and passion, giving them ownership of their learning journey. Friday Frontiers is more than simply trying something new; it is committing to a skill, practising with focus and experiencing the pride that comes from perseverance.

They had entered through their door of new opportunities. They believed they could and they did. But they had to first find their key to unlock their potential.

CELINE WANG, YEAR 5 2025

How the DREAM Diploma works

Throughout the DREAM Diploma students will work through activities for each component. Students may also set their own DREAM Diploma goals that they will discuss with their Compass Teacher.

Students will be able to submit tasks, track their progress through a visual graph, and receive additional support and teacher feedback through MyPymble application.

For students who consistently achieve beyond expectations in each component, there is the opportunity to achieve DREAM Diploma with Honours.

END YEAR 5

MID YEAR 5

LAUNCH IN YEAR 5

A range of activities to engage students in the DREAM Diploma

Student-led conference with parents

Honouring day at Vision Valley

END OF YEAR 6

RE-LAUNCH IN YEAR 6

MID YEAR 6

Showcase of Learning

Student-led conference with parents

A day of DREAM Diploma activities and challenges

Through the DREAM Diploma, students have the power to make a positive difference in the world.

The journey matters more than the outcome

STUDENTS WILL DEMONSTRATE:

Responsibility for their learning

Willingness to take risks in their learning

Independence and initiative

ROLE GUIDELINES

∞ The DREAM Diploma involves many members of our Pymble Ladies’ College community. The guidelines for students, parents, teachers and the broader Pymble community help to ensure all parties understand the DREAM Diploma expectations.

∞ For each student to achieve their personal best and success, it is important that we provide them with the opportunity to drive their learning whether working independently or collaboratively.

Tenacity and problem solving

Commitment and perseverance

Motivation and enthusiasm

Reflection on their learning

PARENTS WILL:

Ask questions to support their daughter’s learning journey

Encourage risk taking to build courage and resilience

TEACHERS WILL:

Prepare students for activities incorporated in the DREAM Diploma

Ensure the DREAM Diploma provides academic rigour, setting opportunities which are both accessible and offer challenge to all students

Empower their daughter to take initiative and show responsibility for her learning

Allow their daughter to experience failure and the learning that stems from mistakes

Encourage their daughter to work towards short and longer term projects and goals

Support their daughter in setting high expectations for herself

Promote the DREAM Diploma’s character building benefits

Guide students to show initiative and responsibility

Support students by providing feedback on their learning journey

Communicate with parents about their daughter’s progress, including next steps

Help students build character and life skills that foster resilience, empathy and courage

Celebrate growth

A few examples (to get you dreaming...)

ORIENTEERING

Through orienteering challenges, Year 5 and Year 6 students will build critical thinking, independence, and teamwork skills. Using maps and compasses, they learn to navigate unfamiliar terrain around the school grounds, fostering both problem solving and decision making abilities. These activities promote confidence and a strong sense of accomplishment as students work together to reach their goals.

WATER SURVIVAL

Through our Water Survival Skills program, Year 5 and Year 6 students will gain essential safety knowledge and confidence in and around water. They will learn practical techniques such as floating, treading water and safe rescue strategies, all under the guidance of teachers. These skills promote calm decision making and self reliance in emergency situations. Students become safer, more capable swimmers in a supportive and well supervised environment.

Take steps to be a change maker.

A few examples (to get you dreaming...)

SLICE TIME

Year 5 students will take part in the Slice Time Budgeting Challenge during their regular Mathematics lessons to develop an understanding of financial literacy. Working in pairs, they will plan a nut-free slice, and research ingredient costs using real supermarket prices, scale their recipe to make 48 slices and calculate costs and profit. This practical, real-world task builds foundational skills in budgeting, financial literacy and cost analysis, setting students up for success when they begin developing and pricing their own products in the Spark Lab program.

SPARK LAB PROGRAM

In this exciting entrepreneurial project, Year 5 and Year 6 students work in teams to design a product or service and develop a business model across the semester. Students engage in real-world learning experiences as they research market needs, investigate materials, design logos, create budgets and plan marketing strategies. Inspired by Shark Tank, the program integrates key skills from both Mathematics and English, allowing students to apply their knowledge in meaningful and practical ways. It culminates in a final Spark Lab pitch, where students present their ideas to a panel of experts, including alumni. The program promotes collaboration, creativity and critical thinking, while also encouraging meta cognitive skills as students plan, monitor and reflect on their progress towards a common goal.

DARE

A few examples (to get you dreaming...)

WRITE A BOOK TO CHANGE THE WORLD

Students will be guided to write, illustrate and publish their own children’s book, which encourages action towards the United Nations Sustainable Development Goals of quality education, reduced inequalities, peace, justice and strong institutions and partnerships to achieve these goals.

This UPSCHOOL activity aims to develop essential storytelling skills, explore digital design and discover how literature can be a powerful tool for social and environmental change. This opportunity is embedded and connects to learning outcomes in our Year 5 English program.

Each professionally published book will be featured in a Pymble Library, available to read online for free or purchased in print, and a portion of the profits will go toward our two College charities, helping students to see they can make a real difference in the world.

REWILD THE WORLD WITH THE JANE GOODALL INSTITUTE

Through our second UPSCHOOL activity, students will explore the incredible diversity and importance of trees across all seven continents, discovering how they support ecosystems, nurture life and even communicate with each other.

As they investigate the science behind trees, from the water cycle to photosynthesis, students will build their knowledge of how natural systems connect and sustain life. They will also explore environmental stewardship, learning how to protect and manage natural resources responsibly while developing collaboration, creativity and problem solving skills.

This program empowers students to act as change makers, connecting to the United Nations Sustainable Development Goals of Climate Action, Life Below Water and Life on Land.

Whether it’s a child creating a picture for her grandma with the hope of bringing a smile to her face, or an entire school planning a forest to attract their first bird, the essence of educational success lies in asking the question: How did our work contribute to making the world a little bit better?

GAVIN MCCORMACK, CO-FOUNDER OF UPSCHOOL

DARE

Dreaming, over the years

Please note, DARE is about student choice and will look different for everyone. Our students are encouraged to step outside their comfort zone, take on challenges that matter to them and boldly pursue their goals. They will regularly meet with their teachers to discuss their ideas and what steps they will need to take to achieve them. The following table shows examples of activities in the REACH, EXPERIENCE, ADVOCATE and MASTER components.

Student Choice

Completion of the 100 Adventures of Junior School

Cooking a meal for a local community charity

da Vinci Decathlon Team

Debating

Engineering Challenge - Make Someone’s Life Better led by Head of Innovative Learning STEM

Formula Goblin Team

Visiting an aged care centre

Local Environmental Project

MANSW - Investigating with Mathematics

Maths Olympiad

Participating in a community fun run

Milingimbi Sharing Stories Initiative

Saturday Sport – 3 Terms

Creative Writing Shakespeare

Mechanics

Write a Book In A Day

or Newton Mathematics (AMT)

Computational Mathematics

St Lucy’s Robotics

Junior

Dreams, aligned with teaching and lear ni ng

The DREAM Diploma has been developed in alignment with our Teaching and Learning Framework with a focus on building Knowledge, Skills, Character and Meta Learning through our four pillars: Academic, Emotional, Social and Digital Intelligence. These four Intelligence pillars are further outlined in our Watch Us Change the World strategic plan for 2021-2030. The vision at the heart of this plan is to nurture compassionate and influential girls and young women with the capacity and confidence to make the world a better place for us all.

Do the research. Ask the questions. Find someone doing what you are interested in! Be curious!

KATHERINE JOHNSON MATHEMATICIAN AT NASA

KNOWLEDGE

What is important for me to know in the age of artificial intelligence (AI).

SKILLS

Developing skills in my specific subjects, as well as thinking critically and creatively.

CHARACTER

Using curiosity, courage and resilience to guide how I engage with the world.

META LEARNING

The process of reflecting on and evaluating my work and my learning.

*Model courtesy of the Center for Curriculum Redesign

Dreams, aligned with service to com m unity...

Our Character and Service Framework aligns with our College values and focuses on building respectful and collaborative partnerships that contribute positively to the community. Additionally, service positively impacts those who serve, shaping character, values and perspective.

Each year, Junior School students participate in initiatives that connect them with local communities, raise awareness of important causes and foster partnerships built on respect and care. These include:

∞ Community Visits to Bowden Brae, Northaven, Kari Court and Killara Gardens Residences – offering companionship, performing music and engaging in craft and technology support to elderly residents.

∞ Cook2Care Project – this initiative, established by a Junior School student in 2024, involves collecting non-perishable goods to support The Dish of St John’s and members of our local community who need it the most.

∞ Sustainability Club: Clean Up Australia Day – taking action to care for our environment and protect local spaces.

∞ Community Fun Runs: Lindfield Fun Run and Balmoral Burn – supporting health and community causes while building resilience and teamwork.

∞ Milingimbi Sharing Stories Initiative – building relationships and sharing a commitment with Milingimbi School to enrich educational experiences and foster cultural understanding.

∞ St Vincent de Paul Clothing Drive - collecting and donating clothing to support families in need.

∞ East Meru Community School - sponsoring eight primary school students in Tanzania through our House system.

...and personal growth

We use the CASEL framework alongside our College Character and Service Framework to strengthen the efficacy of both academic and personal growth. Implementing social and emotional learning allows us to sequence and prioritise the skills we want our students to develop.

The Social and Emotional Learning Competencies include:

∞ Self-Awareness - Understanding our own emotions, thoughts and values and how they influence our actions.

∞ Self-Management - Managing our emotions, thoughts and behaviours in different situations to achieve goals and aspirations.

∞ Social Awareness - Understanding the perspectives of and empathasing with others, including those from diverse backgrounds.

∞ Relationship Skills - Establishing and maintaining healthy, supportive relationships and effectively navigating settings with diverse groups.

∞ Responsible Decision-Making - Making caring and constructive choices about personal behaviour and social interactions across diverse situations.

Dreams, aligned with values

Our five College values are as important to a Pymble education as our commitment to delivering exceptional academic, co-curricular and wellbeing programs for our students. Everything we do to position our girls for a successful future comes from a place of deep Care, Courage, Integrity, Respect and Responsibility for the young people we have the privilege of educating. These values are defined as follows:

COU R AGE

I am kind to myself and others

I am open to new experiences to learn and grow

I do the right thing even when no one is watching

I value diversity, my worth and the worth of others

I take ownership for my actions

DARE

Your DREAM Diploma contact

Your daughter’s Compass Teacher plays a vital role in supporting and guiding her learning journey and character development. By fostering strong connections, encouraging reflection and nurturing personal growth, Compass Teachers help students build the skills, confidence and resilience needed to thrive.

If you have any questions, please contact your daughter’s Compass Teacher or email. dream@pymblelc.nsw.edu.au

Acknowledgement to St Peter’s Woo dlands

We are grateful for our ongoing partnership with St Peter’s Woodlands Grammar School, Adelaide, whose generosity in sharing their insights and experience of their DARE Program have inspired rich professional dialogue and collaboration. In turn, through sharing our initiatives such as the Children’s Kindness Convention, we empower students to make a positive difference in the world. This collaboration reflects our shared commitment to cultivating communities of compassion and purpose in education.

Our Pymble girls shine with their curiosity and hunger to build a better tomorrow. Through the DREAM Diploma, our girls will have more opportunities to dream big, follow their passions, and harness all the learning experiences to become compassionate and influential change makers.

MRS KATE BROWN, HEAD OF JUNIOR SCHOOL