Background / Context Children and young people undergoing cancer treatment often experience significant disruption to their education, social connections, and sense of identity. While hospital schools play an essential role in maintaining continuity of learning, there is increasing recognition that students require educational approaches that support not only academic progress but also wellbeing, agency, and future aspirations. In 2026, Sydney Children's Hospital School commenced its journey as an Exploring Big Picture Learning School, adapting the Big Picture Learning framework to the unique context of oncology and hospital-based education. Aim This presentation explores how personalised, interest-driven learning can support learner identity, agency, engagement, and wellbeing for students receiving treatment for serious illness. It examines how Big Picture Learning principles can be adapted within a hospital school setting to create meaningful and authentic educational experiences. Methods / Approach Sydney Children's Hospital School implemented key Big Picture Learning practices including personalised Learning Plans, student-led inquiry projects, advisory structures, exhibitions of learning, and authentic assessment opportunities. Learning experiences were designed around students’ interests and strengths while maintaining flexibility to accommodate treatment schedules and health needs. Evidence was drawn from student learning plans, inquiry projects, student reflections, exhibitions, and student voice data. The approach was supported through collaboration between educators, families, health professionals, home schools, and community partners. Results / Outcomes Preliminary findings indicate increased student engagement, ownership of learning, and participation in education during treatment. Students demonstrated strong connections to their interests and future aspirations through inquiries spanning robotics, engineering, culture, sport, fashion, science, and entrepreneurship. Student voice data and reflective feedback suggested improvements in motivation, confidence, wellbeing, and educational continuity. The approach also strengthened partnerships between health, education, and family stakeholders. Implications / Significance This work demonstrates how hospital schools can move beyond maintaining curriculum continuity to fostering identity, agency, hope and academic achievement. The presentation will provide practical strategies for implementing learner-centred pedagogies in health settings and contribute to broader discussions about how education can support positive outcomes for children and young people with complex medical needs. The findings highlight the value of collaborative approaches that bridge health, education, and wellbeing to empower learners during periods of serious illness.