Community: 2023 Community Report

Community is a publication of Hunter Valley Grammar School and provides parents, staff and the broader HVGS community an update on the actions and achievements of the School’s annual development goals against the School’s Strategic Plan, Future Directions

This document should be read in conjunction with the HVGS Strategic Plan, Future Directions which can be viewed by scanning the QR code below

Mission

Hunter Valley Grammar School promotes the values for life education for each student which embraces their intellectual and emotional development, encourages the pursuit of excellence in all areas, and develops in students the desire to become lifelong learners with a desire to grasp life’s opportunities

We do this within a learning community that lives its values and provides each student with a range of quality educational and developmental experiences

Our Values for Life are:

Envisioned Future - Our Aspiration

In 2028 Hunter Valley Grammar School will be known as the school of choice where students achieve excellence because they feel safe, secure and a strong sense of belonging within the community. Students will have the competencies that enable them to be agents of change, and diverse pathways to excellence from which to choose

At HVGS students will thrive because staff are flourishing in a school that is human-centred and sustainable by design HVGS students will be known as outwardly focused global citizens who are actively engaged in their local community and prepared for the challenges and opportunities the future holds

From the Principal Embracing our vision

In 2023, the School unveiled our ambitious new Strategic Plan Future Directions 2023 – 2028 Future Directions charts our course for the future, guiding us towards a trajectory of continual growth and development. As I reflect on the past 12months it has been marked by strategic initiatives, innovative programs, and a collective commitment to nurturing excellence in education

Embracing this vision, HVGS made the resolute decision to pursue candidacy for the International Baccalaureate Diploma Programme (IBDP) The goal is not just to implement the IBDP by 2025 but to become one of two schools in Australia offering all four IB programmes, positioning us at the forefront of global education standards

In tandem with our academic pursuits, we revamped our suite of Scholarships and enhanced our Elite Athlete Program (EAP), underlining our commitment to fostering excellence beyond the classroom The vision for Experiential Learning took shape, transforming our trips and camps to offer students enriching experiences that transcend traditional boundaries Simultaneously, a draft of our Master Plan emerged through collaboration with the HVGS community, providing a conceptual blueprint for our physical and educational environment

Quality learning remains the heartbeat of HVGS, and this year saw the articulation of our Principles for Learning and Teaching These principles serve as a testament to our dedication to providing a high-caliber education that equips students with the skills and knowledge necessary for an ever-evolving world You can read more about this on page 8 and 9 of this publication The finalisation of the Gifted and Talent Policy and Practices ensures consistent support for our most able learners, reinforcing our commitment to inclusivity and diversity

Wellbeing is a cornerstone of our educational philosophy, and the collaboration with the Association of Independent Schools NSW (AISNSW) on their Wellbeing Project is a testament to our holistic approach

A comprehensive vision statement for wellbeing, coupled with streamlined structures and referral processes, underscores our commitment to nurturing the mental and emotional health of our students

The commitment to reconciliation was evident in the initiation of a whole school Reconciliation Action Plan, acknowledging the importance of fostering an inclusive and respectful community. Simultaneously, technological advancements were made with the redesign of our school website and the development of a parent app, facilitating seamless communication between the School and our community

Recognising the pivotal role of technology in education, HVGS invested significantly in ICT infrastructure, ensuring it is not only robust for current needs but also future-proofed for the challenges of tomorrow This commitment aligns with our vision of providing a technologically advanced and forwardthinking learning environment

As we move deeper into 2024, our focus remains on building upon the foundation laid in 2023 Consolidating the progress made, we are eager to strengthen our partnerships with the parent community, recognising that collaboration is key to the holistic development of our students

The achievements of the past year are a testament to the dedication of our staff, and as we move forward, attracting and retaining high-quality professionals will remain a priority to uphold the standard of education we aspire to deliver

As we embark on the journey ahead, the spirit of innovation, collaboration, and commitment to the holistic development of our students will guide us towards even greater accomplishments over the next 12-months and beyond

Rebecca Butterworth Principal

Excellence in Holistic Education

ACHIEVEMENTS IN 2023

In 2023, HVGS developed a set of guiding principles for highquality teaching and learning Following extensive collaboration with key teaching and learning staff, the Principles were drafted and mapped against our School Values and the International Baccalaureate (IB) Framework Teaching staff were introduced to the Principles in multiple contexts, via strategic briefings and published in key documents Read more about high quality teaching at HVGS, and the new Principles of Learning and Teaching, on pages 8 and 9 of this document

An investigation into the viability of the IB Diploma Programme (IBDP) as an additional pathway to excellence was explored Following an analysis of current and future states, the decision was made to pursue authorisation for the IBDP with the goal of implementation from 2025 Work with HVGS staff and our IB Consultant commenced during the latter part of 2023

The decision to seek authorisation was communicated to HVGS families and warmly received in the HVGS community It has been pleasing to see high numbers of staff show interest in teaching the IBDP at HVGS

A thorough review was conducted of HVGS' co-curricular activities and, as a result, a new organisational structure for co-curricular sports was created with plans to pilot it in 2025. The new structure is designed to be sustainable and coherent, aligning with the HVGS context and IB Standards and Practices A review of fees for HVGS Club Sports and community partnerships for cocurricular offerings was also undertaken

A new HVGS Scholarship Policy was implemented The new policy supports consistency in decision-making, is data informed, transparent and collaborative Scholarships for 2024 were offered under the new policy

A new HVGS Experiential Learning Vision Statement was developed. This defines experiential learning opportunities within the HVGS environment, excursions and incursions, the Education Outside the Classroom (EOTC) Program, and overseas tours and excursions The EOTC Program from Stage 1 to Stage 6 will be organised around four pillars from 2025: Challenge, Service, Leadership and Connection

A review of the HVGS Elite Athlete Program (EAP) was recently conducted in collaboration with the School Executive and sports leaders Based on their input, a new process was developed to ensure better support for excellence The updated EAP was then introduced to the community The selection process for the next cohort of students, particpating in the program in 2024, was carried out according to the revised guidelines

An analysis and review of current assessment practices, and the assumptions underpinning these practices was explored in the Early Learning Centre (ELC) and the Senior School

Following the ELC review, changes to reporting timelines and documentation was introduced to better align with the School's semester-based reporting schedules In addition, a new digital report that captures each child's overall learning and development for the semester was developed This approach was shared with the Teaching and Learning Team to incorporate into the School's overall practices for student assessment and future planning

A new Gifted and Talented Policy was developed for students in Kindergarten to Year 12, along with a draft Action Plan

HVGS staff have attended training and development to support the NSW Education Standards Authority (NESA) curriculum changes. Mathematics and English Faculties have rewritten their curriculum in light of these changes

In the ELC, educators have been encouraged to use the updated Early Years Learning Framework (EYLF) in their documentation

Planning commenced by the IB Middle Years Programme (MYP) and IB Primary Years Programme (PYP) Coordinators to prepare for the International Baccalaureate PYP and MYP self-study and evaluation process scheduled for 2025/2026.

STRATEGIC AREAS OF FOCUS FOR 2024

The following areas of focus for 2024 align with the HVGS strategy

Embed HVGS Principles of Learning and Teaching into pedagogical and assessment practices, and the performance review and professional growth process

Complete the authorisation process for the IBDP and prepare for implementation in January 2025

Review and consolidate data management to leverage it for decision making.

Prepare for the IB PYP, MYP and IB Careers-related Programme (CP) self-study and evaluation process

Continue to work through NESA curriculum changes

Create a sustainable roadmap for future improvements in Toddle - the School’s Learning Management System (LMS)

Engage with EYLF curriculum changes

Develop a digital strategy in collaboration with stakeholders and that takes into account generative Artificial Intelligence (AI)

Real world problem solving

Picture this: young minds, armed with classroom theories and textbooks, actively engaging with businesses as project consultants and company ‘executives’ This hands-on experience is not just an educational experiment; it's a dynamic learning environment where students apply their knowledge, honing critical problem-solving skills The result is a mutually beneficial relationship where classroom learning converges with industry, yielding positive outcomes for both parties involved

In 2023, interested Year 10 students engaged in the Mindshop Excellence program with the Pacific Smiles Group to help solve a genuine issue faced by the company The promblem: the imperative need to heighten cybersecurity awareness Over the course of a week, students delved deep into the challenge They crafted innovative solutions including a compelling presentation to the organisation's Board and School Executive

The collaborative effort between students and the company exemplifies the potential of this approach It not only supports students in learning practical problem-solving but also nurtures relationships with industry professionals As our students transition from theory to application, guided by mentorship and real-world challenges, they emerge not just academically enriched but equipped with invaluable skills essential for their future endeavors

HIGH-QUALITY TEACHING AND LEARNING

By Kelly-Ann Sackey, Director of Teaching and Learning

It is likely you have heard the term 'high-quality teaching and learning' used in educational rhetoric But what does high-quality teaching and learning truly entail, and why does it hold such significance?

At Hunter Valley Grammar School we articulate high-quality teaching and learning as the 'how' to our 'why' a deliberate approach to attain our educational objectives and fulfill our overarching mission. This dedication is rooted in the understanding that education goes beyond readying students for the current moment, it is about equipping them with the skills to navigate the evolving challenges of the future. This commitment guarantees a consistent educational experience, offering a clear continuum as learners traverse the various stages of their academic journeys Its importance at HVGS is evident in our commitment to preparing students not just for the present but for the dynamic world they are about to enter, so they can make a difference in that world

To truly grasp what defines high-quality teaching and learning at HVGS we need to first ground ourselves in the purpose that drives our educational aspiration and mission As author and educator Grant Wiggins (2012) aptly puts it, "The point of school is not to get good at school but to effectively parlay what we learned in school in other learning and in life." (https://www teachthought com/learning/the-point-of-school/)

Hunter Valley Grammar School takes a leading role in advocating for high-quality teaching and learning, through a multifaceted approach This includes:

Our purpose as a school, encapsulated by the International Baccalaureate (IB) Mission, extends beyond academic achievement. We aim to develop inquiring, knowledgeable, and caring young people capable of contributing to a better and more peaceful world through intercultural understanding and respect At HVGS, we see high-quality teaching and learning as a transformative process, shaping our students into active, compassionate, and lifelong learners who value the diversity of perspectives

A holistic approach: We recognise that learning extends beyond the curriculum, and we value the holistic development of students embracing social and emotional learning Our co-curricular program, camps, and tours all serve as integral components of this comprehensive educational experience

A student-centred focus: We look to place the learner at the heart of the educational process, and in our decisionmaking, consider what a particular initiative or action means ts This student-centric approach fosters ent, curiosity, and a passion for learning, which is mportant in school and in life The Year 6 PYP and Year 10 MYP Personal Project are good of opportunities for students to be curious about interest or passion to drive the direction of their ng

and responsiveness: In a rapidly evolving world, practices to meet the dynamic learning needs of This flexibility ensures that education remains nd meaningful, catering to the diverse strengths nges of each learner At HVGS, this adaptability is ough our extensive range of elective courses, our d programs for Gifted and Talented students, and ntial investment we commit to supporting students dual, specific, or additional learning needs our diverse pathways for students in Years 11-12 alleled and offer the flexibility to pursue a HSC, a more vocational-oriented program, the IB Career-related Programme (IBCP) and, hopefully, the IB Diploma Programme (IBDP) from 2025

Commitment to lifelong learning: HVGS not only instils knowledge but also cultivates the skills necessary for lifelong learning Students and staff engage in a continuous process of development, recognising that learning extends far beyond the confines of the school years

This year, we have reinforced our commitment to high-quality teaching and learning through the formulation of new Principles of Learning and Teaching These Principles act as a guiding roadmap, pinpointing behaviours that foster lifelong learning and delineating teaching practices that aid learners in cultivating these behaviours

We are at the start of embedding this process, and we know that we have work to do to realise all of the benefits of having these Principles in place However, our vision is that they will function as a common vision and language and will anchor our initiatives in evidence-based practices We also hope they will harmonise seamlessly with the values and frameworks of the IB curriculum In time, they will serve as the cornerstone of decision-making processes, navigate professional development while underpinning our approach to appraisal They will also ensure that every facet of our educational journey aligns with the pursuit of excellence

The concept of high-quality teaching and learning at Hunter Valley Grammar School embodies our deliberate approach the 'how' to our 'why ' Rooted in a profound understanding that education extends beyond the present moment in time, we consider this an investment in preparing students for the dynamic challenges of the future

HVGS PRINCIPLES OF LEARNING AND TEACHING

At Hunter Valley Grammar School learning is aspirational, personalised and connected. The Principles of Learning and Teaching form a cohesive vision for high-quality teaching and learning at the School and are grounded in our School Values, philosophy of the International Baccalaureate Programmes, NESA guidelines and evidence informed best practice. They are designed for all learners in our community, whether students, staff or parents, who aspire to grow their knowledge and develop strategies to better do so.

Each statement articulates a Principle of effective learning and outlines the practice, and conditions that we are committed to developing to support learning.

Connected and Flourishing Community

ACHIEVEMENTS IN 2023

A review of School events was undertaken to enhance opportunities for parent connection and engagement. A number of community building events have been included on the calendar including the HVGS Community Picnic and the Unite and Ignite Series of Conversations Events have been attracting increased attendance, facilitating connection and feedback has been positive

In 2023 there was a focus on developing partnerships with Maitland City Council through projects such as Communities that Care and collaborative efforts on finding traffic solutions around the School Council Rangers and occasionally Police, have worked with HVGS on traffic management solutions to further enhance HVGS’ partnership with the local community

A communications strategy has been developed to support a deeper parental understanding of the learning program at HVGS This will be more visible in 2024 with the IBDP central to this strategy

A School Community Charter has been developed in consultation with the parent community Read more about the Community Charter on page 12 of this document

The Head of Aboriginal and Torres Strait Islander Education has formed connections with Maitland Council and this focus will continue in 2024

An active Junior Aboriginal Education Consultative Group (AECG) is now in place

The first cohort of HVGS staff were certified as Cognitive Coaches through Thinking Collaborative. This process involved an intense eight days of training over 18 months as the school partnered with Gavin Grift from Grift Education to build a culture of coaching at HVGS The second cohort of staff commenced the training.

The mission of Cognitive Coaching is to: “produce self-directed persons with the cognitive capacity for excellence both independently and as members of a community ” Thinking Collaborative: https://www thinkingcollaborative com/aboutcc)

Alumni,BlaiseMoskalevandTriciaMartinreturnasguestspeakersatHVGSInternationalWomenʼsDay2023

STRATEGIC AREAS OF FOCUS FOR 2024

The following areas of focus for 2024 align with the HVGS strategy

Develop a parent engagement strategy that includes Parent Representative Groups and related charters

Review the school day and timetable to ensure student learning and community connection and collaboration are optimised

Implement a communications strategy to support current and future parent understanding of the learning program at HVGS, most especially the IBDP

Embed cultures of coaching through the appraisal process and the extension and consolidation of cognitive coaching practices

Continue to work collaboratively with Maitland City Council and HVGS neighbours on traffic solutions around HVGS

Deepen ties with the Maitland Aboriginal Education Consultative Group (AECG) and the schools within Embed understanding of the HVGS Community Charter within the parent community

Review the co-curricular module on TASS in light of alternative modules and identify a way forward that will address current signup issues

Review co-curricular offerings for Junior School to determine if they are fit for purpose and sufficient in number.

New events connect our community

In 2023, the School introduced several community events, among them the highly successful 2nd Generation Breakfast

This event honours and celebrates families with a longstanding connection to HVGS - where parents had once been students and now choose to entrust the education of their own children to the School

The 2nd Generation Breakfast is a unique experience for families to come together, connect with other 2nd Gen families, and build on the enduring bond they share with the School

The success of the 2nd Generation Breakfast was not only measured by the impressive turnout but also by the sense of community and identity it instilled Events such as this go a long way in strengthening the understanding that we have a shared history that is an integral part of the School's identity - worthy of preserving and celebrating

The 2nd Generation Breakfast serves as a reminder of the School's enduring impact, creating a bridge between past and present, and fostering a sense of pride among families who choose HVGS to educate and nurture their children

ELC strengthens community relationships

Our ELC Philosophy states “Our local community is rich with opportunities for learning and making connections We engage with our local community in many ways We seek and utilize the expertise of local community members; build relationships with local schools and support agencies; and enrich our program through incursions and excursions ”

During 2023, the ELC collaborated with Maitland City Council to contribute to key community events which provide students with opportunities to experience being a part of the wider community

Throughout 2023, students worked with educators to bring their sense of place and belonging to a unique Scarecrow design for the Maitland Show Trains and transport present as a strong passion in our youngest learners, so when the annual Steamfest came around, students were thrilled to participate in the collaborative art show Students also enjoyed participating in the Maitland Riverlights Festival - a wonderful event which reflects the rich cultural diversity in our community

PROMOTING A POSITIVE LEARNING ENVIRONMENT FOR ALL

The significance of fostering a collaborative environment between school, home and the broader community cannot be overstated, because within this symbiotic relationship the seeds of academic success, personal growth, and communal wellbeing are sown

It is with this in mind, that a new HVGS Community Charter was developed in 2023 as a collective commitment to nurturing the holistic development of all HVGS students

The new HVGS Community Charter draws on our foundational Values for Life: Respect, Responsibility, Compassion, Citizenship, Courage, Optimism, Gratitude, and Integrity to guide parents, carers, staff, students and the the broader school community in understanding their roles and expectations within the HVGS ecosystem.

We consider it important that each member of our community embraces these values as the cornerstone of their interactions with the School. Respect for diverse perspectives, a sense of responsibility towards collective progress, and compassion in our dealings are not just lofty ideals but fundamental principles that underpin our shared vision for a safe, thriving educational environment.

It must be said however, that the mere existence of the Community Charter is not enough Its efficacy hinges on the active participation and commitment of all stakeholders. When parents and carers, staff, and students alike embrace its principles as a lived reality we build a safe and positive school culture for all

We encourage all families to view the Community Charter on the following page

Inclusion and Belonging

ACHIEVEMENTS IN 2023

This year, HVGS commenced a whole school wellbeing project with the AISNSW A HVGS Wellbeing Statement has been developed that supports a whole school approach to inclusion and belonging and which aligns with the Australian Framework for Wellbeing In addition, referral systems for students have been aligned across the School

Additionally, ongoing engagement with Dr Eeqbal Hassim has further enhanced staff intercultural competencies and demonstrated the movement of staff and students along the Intercultural Development Continuum (IDC)

A Gifted and Talented Policy was developed and published which includes statements of practices HVGS has in place to support highly able learners

To reinforce the School's approach to positive behavior, our staff invested in professional learning opportunities

Key staff members underwent training with Dr Ross Green, author of Lost at School

A review of the School’s Uniform Policy was undertaken in consultation with students, staff and parents This involved surveying parents and staff and consultation with students via Student Councils and Leadership groups

The development of a Reconciliation Action Plan (RAP) for HVGS commenced with a working group of 20 staff from across the School

The Head of Aboriginal and Torres Strait Islander Education has been working with Aboriginal and Torres Strait Islander students, especially through the RAP process

Additionally, the Head of Aboriginal and Torres Strait Islander Education has provided a range of cultural learning opportunities on and off site, has engaged with the broader local community, and been actively working on building trust and culturally sensitive partnerships

A mentoring program for Aboriginal and Torres Strait Islander students has seen a significant growth of mentoring opportunities for Aboriginal and Torres Strait Islander students at HVGS

STRATEGIC AREAS OF FOCUS FOR 2024

The following areas of focus for 2024 align with the HVGS strategy

Develop a roadmap for Inclusion and Belonging at HVGS that takes into account current and future needs and the resourcing required to realise HVGS’ vision of inclusion

Embed and review the whole school student referral process created in 2023

Review behaviour management practices and behaviour levels in line with positive behaviour and restorative principles, guided by the Real Schools Project implementation

Develop a K-12 Gifted and Talented Action Plan that embeds multiple models of differentiation for students across the curriculum and includes strategies for measuring the success of interventions

Review the HVGS Uniform Policy with a working group of staff, students and parents, with a focus on researching and proposing future changes in line with HVGS priorities

Embed the NSW Child Safe Standards across the community

Review ways of celebrating and recognising student excellence across the School community

Continue to embed greater opportunities for student voice and agency across the School

Create a Reconciliation Action Plan in conjunction with students and staff

Develop a partnership with Aboriginal and Torres Strait Islander families and give a voice to Aboriginal students through authentic and collaborative consultation

Develop culturally safe teaching practices across all Key Learning Ares (KLAs) and Stages

New Head of Aboriginal and Torres Strait Islander Education joins HVGS

In 2023, HVGS welcomed Mr Mark Miles to the School as our new Head of Aboriginal and Torres Strait Islander Education.

A proud Wiradjuri man who cherishes his heritage, Mark is dedicated to helping students discover and celebrate their own cultures, whether Aboriginal or non-Aboriginal. He firmly believes that knowing where you come from is essential to finding your way forward in life and he makes it his mission to guide students on this journey of self-discovery

Mark has an unwavering commitment to promoting inclusion for all students and is revolutionising the way Aboriginal and Torres Strait Islander students are mentored at HVGS He is also working closely with classroom teachers across the School to embed Indigenous perspectives and learning into lesson plans

A dialogue about Inclusion and Belonging

Since April 2022, HVGS has been working with Dr Eeqbal Hassim on inclusion and belonging at the School using the Intercultural Development Continuum (IDC) to review current practice and set targets for the future

In June 2023, Principal Rebecca Butterworth and Dr Hassim hosted HVGS parents for a dialogue about this work. Dr Hassim lead this session and shared updates about the IDC and how HVGS are using it to help address complex issues of diversity and difference (including racism, neurodiversity, gender diversity and equity, and language diversity).

In our Strategic Plan, Future Directions, Inclusion and Belonging is a dedicated Strategic Priority Area, reflecting our overarching goal and commitment to building the systems and structures that ensure everyone is cared for, valued, and recognised for their unique identities and experiences This involves building and sustaining a strong culture of trust and shared ownership for the flourishing of students, families and staff.

The session was thought provoking and opened up many avenues of dialogue with families which we are looking forward to exploring further.

INCLUSION IS EVERYONEʼS WORK

By Rebecca Butterworth, Principal

It is not uncommon in schools to experience contrasting desires and concerns from parents Sometimes we may find that parents seek a preference for traditional schooling focused on the High School Certificate (HSC) requirements, while another parent advocates for a greater emphasis on instilling values and competencies fostering inclusivity

On the surface they appear to be two competing priorities; however, they are not What we teach and how we teach supports the development of the knowledge, values, skills and attitudes students need to navigate the complexity that is life and in so doing be the kind of people the world needs We need our young people to:

Understand and appreciate the perspectives and world views of others

Engage in open, appropriate and effective interactions across cultures

Take action for collective wellbeing and sustainable development

Examine local, global and intercultural issues (See OCED competencies at here)

To achieve this, students need the core knowledge and skills that are taught in our key learning areas so they can develop informed and evidence-based opinions They also need to be taught how they can actively work against behaviours and language that cause harm This is why our Strategic Plan focuses on Excellence in Holistic Education as well as Inclusion and Belonging For HVGS excellence in Holistic Education is about:

“” maintaining high standards of excellence in learning across academics, social-emotional learning, vocational studies, arts, sports and service HVGS values the whole student and is committed to providing innovative learning pathways that prepare students for the future while engaging their passions and challenging them to be global citizens who seek to make a difference in their world ”

For HVGS excellence in academics is key, as is developing the passions of our students and their sense of agency to create change in the world

Our focus on inclusion and belonging is about creating a culture In our strategic plan, we state:

“HVGS is committed to building the systems and structures that ensure everyone is cared for, valued, and recognised for their unique identities and experiences This involves building and sustaining a strong culture of trust and shared ownership for the flourishing of students and staff.”

We also say that the “impact on learning” of this is that “When staff and students feel like they belong, have a sense of agency at school and feel that their perspectives are valued, learning happens for everyone ”

A focus on traditional content knowledge is not at odds with building a culture of belonging and agency These are not polarizing ideas, or opposite ends of the spectrum in terms of the purpose of education but perspectives that need to be embraced and included in how we evolve as a school

Recognising the unique identities and experiences of all students, and ensuring all feel cared for and valued, underpins learning It is inclusive of students who are gifted and talented – we have launched a more rigorous scholarship program with that in mind, we have reviewed our Elite Athlete Program and we finalised our Gifted and Talented Policy

However, we have more to do in the inclusion and belonging space We have heard about students who have been belittled based on their ethnicity or skin color Some of these students have expressed, "But don't worry about it; it was a joke I'm okay with it," only to later share their feelings of anger about the comments directed at them It is crucial for the School to maintain a focus on holistic education and the creation of a culture of belonging The former provides an avenue through which the School can teach the competencies and skills necessary for students to recognise racism and other forms of discrimination, speak out against them, and adjust their own behaviors to ensure they are not contributing to the problem

Inclusion and Belonging, as outlined in the School's Strategic Plan, involves the development of systems and structures that support a values-based education for all students

To achieve this, we need to make sure we teach the content of our courses within a framework that equips students with the knowledge, skills and competencies to be inclusive. The IB Programmes provide us with a framework that ensures learners go beyond the subject matter As an IB Continuum School, our curriculum content needs to be locally and globally relevant Students are required to explore complex problems by engaging in deep inquiry, growing their understanding of where and how to take action, and reflecting on the impact of their words and actions Developing intercultural understanding and ensuring a broad, balanced and connected curriculum is central to being an IB World School

To support our development in this space, we started working with Dr Eeqbal Hassim in 2022 on building the intercultural competencies of our staff and reviewing our policies and practices in light of the intercultural development continuum

This continuum is research-based and used globally to support individuals and teams in building stronger inclusive cultures The work can at times be confronting and HVGS has a steering group of staff working with Dr Hassim on auditing our practices and policies, identifying an action plan based on this audit and developing an inclusion framework with clear goals Part of this process has involved the steering group completing the Intercultural Development Inventory and having coaching conversations with Dr Hassim This has helped us set goals as individuals and as a team that moves us towards the upper end of the continuum, which is called “adaption” Adaption describes an organisation or person who: embraces and values cultural differences Has complex experiences of cultural diversity Can perform a ‘cultural dance’ and move in and out of cultural perspectives Identifies cultural nuances and responds accordingly Questions and responds to perspectives on systemic and structural prejudices and discrimination

All of us move up and down the Intercultural Development Continuum depending on what is happening in our lives and how this intersects with our own values and beliefs Our goal is to be able to move between and embrace different perspectives – find our shared common ground For example, as a secular school, we have a wonderful opportunity to embrace all faiths and ensure whether you are Christian, Muslim, Jewish, Hindu or of another faith (or not belonging to a faith at all) that you have a seat at our table What unites us all as a community, regardless of faith, is a commitment to living our values

Recently I chaired an accreditation visit at a school in Victoria. This was an accreditation visit for the Council of International Schools (CIS) CIS has a deep commitment to inclusion and as part of the accreditation framework, they ask schools to engage with future aspiration questions such as these:

How could the school’s guiding statements promote more inclusion, diversity, equity and anti-racism?

How should the school more effectively monitor, evaluate, and review its definition of high-quality learning and teaching to improve the learning outcomes for the diversity of students involved?

How can the school more effectively ensure that the values associated with global citizenship and intercultural learning are shared and an expectation of all constituent groups within the school? (See the Council of International Schools at www cois org)

These questions are pertinent for HVGS as we aspire to ensure all students understand how to recognize and combat inequity and be champions of inclusive practices

Human-centered and Sustainable Systems

ACHIEVEMENTS IN 2023

A conceptual Master Plan was developed in consultation with the broader School community, including parents, students and staff

Investigation into the development of guidelines for parent Stage Reps commenced This work will continue in 2024

A new Learning Management System (LMS) called Toddle was implemented to support teaching, learning and planning in the ELC, Year 6 and Years 7 - 10. Toddle aligns the whole school onto one system as Kindergarten-Year 5 have been using this system for a number of years

Focus was placed on embedding a sustainable and robust cybersecurity approach in the School Consultants were engaged to support HVGS develop a Cybersecurity Strategy Ongoing staff training was undertaken to increase staff awareness around cybersecurity, including phishing exercises and a desktop simulation was undertaken by the Critical Incident Team and Board of Directors to test the School’s approach to a cybersecrity event

A set of ICT Guiding Principles were captured in a draft ICT Policy which will help ensure technology investments are sustainable, secure and human-centric

The development of a new Parent App commenced and will be launched to the parent community in 2024. The App will streamline school communications and parent access to key School systems

Work on a new HVGS public facing website commenced The new website will align HVGS key strategy and messaging and will generate increased enrolment enquiry into key stages while outwardly expressing HVGS’ points of difference

Enhancements to the P5 amenities and the Lecture Theatre were completed

STRATEGIC AREAS OF FOCUS FOR 2024

The following areas of focus for 2024 align with the HVGS strategy

OUR FACILITIES

Redesign and enhance the outdoor learning and play area for Stage 1

Rebuild the farmhouse on the HVGS Farm after flooding in early 2023, in line with flood mitigation strategies

Using the HVGS Master Plan Concept, map major capital work priorities over the next 15 years (to HVGSʼ 50th birthday)

Complete restoration and enhancement works on the Cameron Centre roof

COMMUNICATIONS AND ADVANCEMENT

Implement a Parent App to streamline communication and enable improved access to School systems

Develop and implement a recruitment and retention strategy for students

Design and develop a new School website to better facilitate communication within and beyond HVGS

Develop and implement a Cyber Security Strategy and Roadmap.

Ensure effective controls in place to mitigate vulnerabilities identified through penetration testing.

Ensure robust Cyber Security Critical Incident response process that is well-understood by School leaders.

Implementation ICT related recommendations regarding data and records management.

Establish clear targets and reporting mechanisms aligned with the Essential 8 and the Cyber Security Roadmap.

OUR PEOPLE. OUR STAFF

Develop a workforce strategy that takes into account staff wellbeing, recruitment and retention and key life transitions for staff.

Pilot and finalise a new HVGS appraisal system to ensure it is fit for purpose and supports ongoing professional growth and facilitates a culture of coaching and collaboration.

Work collaboratively with AISNSW and the Independent Education Union (IEU) on a new Multi-enterprise Agreement (MEA) that is sustainable into the future and supports the retention and recruitment of high-quality staff.

New facilities wow staff and students

After extensive consultation (including with our students) HVGS recognised that the Junior School bathrooms located near the tennis courts were not supporting student wellbeing The facility had ventilation issues and they were dark We wanted the bathroom to be open, light and welcoming for students that places positive connections and student safety at the heart of the design

Students waited patiently for the new amenities to open and were very excited when they finally were able to explore the space The new design highlights just how important it was for the School to listen to student voice and address this area for students

Additionally, we are so lucky to have a dedicated Lecture Theatre attached to our Weeks Library However, the Lecture Theatre was tired and dated In 2023, we completed the renovation of this area; bringing it to life again as a warm, inviting and usable space for presentations and performances The Lecture Theatre has become a ‘central hub’ to build connections across the community It includes a retractable door to the outside to enable ‘pop up’ performances in breaktimes and lunch and offers a flexible learning space that embraces nature in the design