SPECIAL REPORT
INNOVATIVE SCHOOLS
2021
By thinking creatively, these schools are improving learning outcomes and preparing students for life beyond the classroom
CONTENTS
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Feature article ................................................................... 2 Methodology ....................................................................
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5-Star Innovative Schools 2021 ...................................... 5 Profiles ................................................................................ 6
SPECIAL REPORT
5-STAR INNOVATIVE SCHOOLS
NEW DIRECTIONS IN LEARNING AUSTRALIA’S SCHOOLS are on an exciting journey of transformation. Whether they’re taking an imaginative approach to pandemic-enforced restrictions or continuing along a long-term path of change, The Educator’s 5-Star Innovative Schools prove that innovation isn’t solely about improving immediate academic outcomes. It’s also aimed at equipping their students with the ability to thrive in the modern world; setting them on a path of lifelong learning; nurturing tomorrow’s leaders; and developing caring, responsible citizens with the critical thinking skills needed to solve real-world problems. Schools are reimagining everything from the physical environment and the subjects taught, to the way education is delivered and how students interact with one another, their teachers and the wider world.
“The MCX program is not graded or judged ... Students don’t chase an ‘A’ grade or anything similar. They are there because they want to be” Rohan Deanshaw, Macquarie College A well-rounded education Hymba Yumba Independent School in Queensland applies a holistic approach to learning, focusing not only on formal education but also on the cultural, physical, emotional and psychological wellbeing of students. “Over the past 12 months, HYIS has continued to transform into an innovative, exciting and admirable First Nations School
TECH IN THE CLASSROOM
79% of Australian lower secondary teachers let students use ICT for projects or classwork – well above the OECD average of 52%
Source: Education at a Glance 2020, OECD
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of Excellence where the opportunities for our jarjums are endless,” says the school in its submission. “With education, technology, opportunity, and culture all in mind, our dedicated teachers, who are encouraged to think outside the box, have integrated HYIS into a 1:1 Microsoft school, created and embedded multiple programs such as Dog Therapy and Dadirri (Indigenous meditation), daily yarning circles as well as incredible co-curricular programs. Our Bunji and Tidda groups allow our jarjums to meet and learn in traditional ways, with special guests to share knowledge and important cultural experiences that allow jarjums to connect to their cultural identity.” A theme common to the Innovative Schools was empowering students to drive their own learning. At Prospect North Primary School in SA, the ‘Kids Teach STEM’ program requires students to organise conferences for neighbouring schools, and emphasises how to increase student agency in learning through innovative practices. One of the tasks involved students from disadvantaged schools collaborating and interviewing local STEM profes-
sionals to build an online library of videos. This has meant opportunities for targeted groups such as girls, EAL/D learners and Indigenous students to become confident speakers, role models and high-level STEM learners and teachers. Macquarie College in NSW introduced an MCX program – a hands-on approach that emphasises design thinking – which gives students the autonomy to choose their learning projects. A junior school design lab was built in 2019, allowing the MCX program to be rolled out to Years 3–6 students. “While students have considerable agency in their learning at the College, the MCX program also includes explicit teaching – particularly around safety, tool usage, design thinking and other topics as they arise,” says
philanthropic entrepreneurship. Through the school’s house system, each student is aligned with a community service initiative – from fundraising for sleeping bags for the homeless to organising a clothing recycling drive. A key initiative has been the ‘BGS Keep Cup’, the brainchild of Year 9 students passionate about reducing the school’s carbon footprint. “The ‘BGS Keep Cup’ is now a popular item among students, parents and staff alike. This project allows students to follow the process from beginning to end, including design, production and marketing strategies,” says Anna Ladas, director of service. “Schools are the right setting to introduce young people to these programs. It helps them to develop a different set of skills they can take with them through life, encourages problem-
“The ‘BGS Keep Cup’ allows students to follow a process that includes design, production and marketing strategies” Anna Ladas, Brighton Grammar School principal Rohan Deanshaw. “This allows for engagement and efficient learning, no matter the age group – and there is considerable mixing. Giving students a choice means they are personally invested in a great outcome. The MCX program is not graded or judged. Students demonstrate learning and achievement to wide audiences through public showings, but there is no chasing of an ‘A’ grade or anything similar. They are there because they want to be.”
Preparation for a challenging world Equipping students with the ability to solve real-world problems is also a priority for the Innovative Schools. Brighton Grammar School in Victoria offers students the chance to nurture their social and
solving and design thinking, and how these can be applied to real-life situations and improve the lives of people who need it most. It exposes them to different social, cultural and environmental settings, and provides them with a better understanding of their personal life goals. “There has been a direct correlation between improved wellbeing outcomes at the school, as students identify more as young change-makers, and enhanced student engagement and stronger academic results.” All the Innovative Schools arm students with skills and knowledge to set them up for success in modern society, often forming partnerships to give students real-life experience. Genazzano FCJ College in Victoria engages in transformative learning that “inspires, fosters
METHODOLOGY Over June and July 2021, The Educator invited schools across Australia to participate in the publication’s 5-Star Innovative School awards. Now in its seventh year, this report recognises the schools at the forefront of change and innovation. Entries were open to all educational professionals who believe their school is pioneering a new direction in education. From teaching approaches to learning spaces and curriculum design, the report looks at schools reshaping the future of education. By the end of the judging process, the entries were narrowed down to the country’s most forward-thinking schools, which make up The Educator’s 5-Star Innovative Schools 2021 list.
7th
annual Innovative Schools report
200
entries received
35
winning schools
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SPECIAL REPORT
5-STAR INNOVATIVE SCHOOLS
WINNERS BY STATE
Qld: 10 WA: 3 SA: 3 NSW: 12 Vic: 7
“We need to equip learners with authentic experiences that foster the capacity to analyse, innovate, solve problems and collaborate” Catherine Brandon, Genazzano FCJ College core values, ignites passions and shapes the hearts and minds of the learner as a liberating and lifelong pursuit”, says Catherine Brandon, director of the college. Genazzano has four new Centres of Excellence: Global Enterprises, Innovation and Technology, Sports Development, and Creative Industries. Working with experts and industry partners, teachers have developed programs that take learners beyond the conventional classroom and curriculum. The ‘Studio Beyond’ programs have a practical experience, folio or mini-internship component to promote employability. These enable students to build skills, confidence and experience in music composition, computing, technical stage production, sport psychology, event planning and podcasting. Brandon notes the importance of nurturing in students the traits needed to navigate a rapidly evolving world.
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“Resilience, adaptability, agency and inclusive mindsets must be key components of a forward-looking curriculum that includes a focus on complex competencies and character strengths to pave the way for learners to embrace the opportunities and negotiate the challenges of fast-evolving futures,” she says. “We need to equip our learners with authentic experiences that foster the capacity to analyse, innovate, solve problems and collaborate so they can head into the future with confidence and optimism.”
Technology and teaching strategies Many schools are harnessing technology to better understand the student experience. At Chaffey Secondary College, Victoria – where 25% of students are ESL and 25% indigenous – a Verso Learning online check-in tool enables teachers to collect instant student feedback.
This includes how they experience the lesson, their understanding of the learning goals, what they need help with, and how they feel about their learning. Students also report on the teaching strategies that work for them. “This unique source of data provides teachers the ‘aha’ moments’ to make the necessary adjustments and improvements to future lessons to improve student outcomes by the inclusion of student voice,” says the school’s submission. Faith Lutheran College in Queensland is adopting a revolutionary approach to learning spaces – and showing this can be achieved on a budget. “By monitoring light, carbon dioxide, temperature and humidity, we have designed an innovative environment that optimises student wellbeing and ultimately learning outcomes,” says Jodi Blackwell, head of junior school. “When the carbon dioxide levels are below 1,000 ppm, we avoid midday slumps in learning. This was achieved by introducing living plants into the classroom – thanks to ‘bring your own plant’ days – to increase oxygen levels, along with regularly allowing fresh air into the learning space.” Junior school classrooms have been crafted to allow for movement during learning, which increases blood flow and student engagement. The ultimate effect on learning outcomes, however, has derived from classrooms being an extension of the home environment. “This has resulted in our students feeling as though they belong in their space and wanting to come to school each day,” says Blackwell. Transformation on a tight budget comes down to designing with purpose, and coming up with creative themes and ideas, she says. “We have even used textured wallpaper, such as brick, to create a different feel within a room, and have worked with local artists to transform old external walls into murals that inspire students and bring an old space to life.” By overcoming challenges, thinking ingeniously, and breaking new ground in learning approaches, the Innovative Schools are ensuring the best possible outcomes for their students – now and into the future.
2021 Faith Lutheran College (Qld)
Mosman High School (NSW)
Phone: 07 3820 5500 Email: admin@flcr.qld.edu.au Website: faithlutheran.qld.edu.au
Phone: 02 9968 1006 Email: mosman-h.school@det.nsw.edu.au Website: mosmanhighschool.com.au
Genazzano FCJ College (Vic)
Ormiston College (Qld)
Phone: 03 8862 1000 Email: enquiries@genazzano.vic.edu.au Website: genazzano.vic.edu.au
Phone: 07 3821 8999 Email: enquiries@ormistoncollege.com.au Website: ormistoncollege.com.au
Hymba Yumba Independent School (Qld)
St Clare’s College (NSW)
Phone: 07 3381 8134 Email: admin@hyis.qld.edu.au Website: hyis.qld.edu.au
Phone: 02 8305 7100 Email: info@stclares.catholic.edu.au Website: stclares.syd.catholic.edu.au
Ingleburn Public School (NSW)
St Philip’s Christian College (NSW)
Phone: 02 9605 1423 Email: ingleburn-p.school@det.nsw.edu.au Website: ingleburn-p.school.nsw.gov.au
Phone: 02 4960 6600 Email: newcastle@spcc.nsw.edu.au Website: spcc.nsw.edu.au/Newcastle
Waverley
St Philip’s Christian College Cessnock (NSW)
Knox Grammar School K-12 (NSW) Email: ingleburn-p.school@det.nsw.edu.au Website: ingleburn-p.school.nsw.gov.au
Phone: 02 4007 5000 Email: cessnock@spcc.nsw.edu.au Website: spcc.nsw.edu.au/cessnock
Macquarie College (NSW)
Strathcona Girls Grammar (Vic)
Phone: 02 4954 6222 Email: office@mc.nsw.edu.au Website: macquariecollege.nsw.edu.au
Phone: 03 8779 7500 Email: admin@strathcona.vic.edu.au Website: strathcona.vic.edu.au
Brighton Grammar School (Vic)
Lobethal Lutheran School (SA)
Canterbury College (Qld)
Macquarie Fields High School (NSW)
Chaffey Secondary College (Vic)
Marsden State High School (Qld)
Haileybury (Vic)
Mater Dei College (WA)
Immanuel College (SA)
Methodist Ladies’ College (WA)
Southport State High Independent Public School (Qld)
Lindisfarne Anglican Grammar School (NSW)
Newman College (WA)
St Andrew’s Anglican College (Qld)
Prospect North Primary School (SA)
St Andrew’s Catholic Primary School (NSW)
Saint Stephen’s College (Qld)
St Anthony’s Clovelly (NSW)
Siena College (Vic)
St John’s Anglican College (Qld) Tamborine Mountain State School (Qld) Templestowe College (Vic) The Scots College (NSW)
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MACQUARIE COLLEGE Phone: 02 4954 6222 Email: office@mc.nsw.edu.au Website: macquariecollege.nsw.edu.au
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acquarie College’s roots may go way back, but its gaze is firmly on the future. The college, which began as a junior school in 1901, now offers a preschool to Year 12 program providing highquality, future-focused learning to more than 950 young people. In recent years, the college’s focus has been on a clear strategy for students, parents and carers, staff and all members of the community. Over many days and hours of team collaboration, working with external experts and partners, as well as inviting feedback from staff and students, Macquarie has developed a detailed plan that has been shared with staff and the community. Its key values are “people, growth, fun” and its strategic intent is “a journey of adventure and possibilities”. A core pillar of this strategy is a hands-on approach to learning. Through its MCX program, Macquarie students learn design thinking using hand and power tools alongside current technology, and different ways to approach problem-solving and creative challenges. The student-driven program was inspired by visits to the d.school at Stanford University as well as the Brightworks School
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in San Francisco and High Tech High in San Diego. As for the students, they’re voting with their feet – literally running to get a space in the Design Lab in their free time. As well as being part of their learning program, the lab is open before and after school, at lunch and recess. “It is evident through the rush to participate that students value the opportunity to design, create, test, refine and recreate their ideas into prototypes,” says principal Rohan Deanshaw. “Several student businesses have started up, with our 3D printers getting a workout creating different objects that are sold to happy customers. Students who would otherwise struggle to stay engaged with long sessions of ‘bookwork’ come alive in the Design Lab, where they can work with others, or on their own, to imagine and create.” Parents also report a significant impact on students; not only are they applying the design thinking approach to social situations, but many are also ditching screen time at home in favour of creating with found materials. Projects have included self-designed chairs, looking at usage, various shapes and materials. “It has been amazing to see a Year 4 student
explain her idea, her design, and the five attempts it took before a finished product was acceptable,” says Deanshaw. New thinking isn’t, however, confined to the lab. Students are given an equal voice alongside staff at future strategy meetings as part of the college’s mission to develop a culture of ‘yes’. “This means reducing permission-keepers or required gateways to get ideas progressed,” says Deanshaw. A key innovation was making the fortnightly Leading Learning Meeting, where new ideas are proposed and permissioned, open to all. “This year, a group of Year 2 students wanted to add a group of chickens to the Macquarie College family. They presented their idea to the group, and it was permissioned on the spot.” Other ideas that have won approval include on-site beehives, an Outdoor Club, a History Extension class for a group of Year 8 students and their teacher, and a student-run newspaper. “Students and staff have clarity around where and how to get their ideas into action. If they share them with the group, the result can be an exciting initiative or change.”
ST PHILIP’S CHRISTIAN COLLEGE CESSNOCK
GENAZZANO FCJ COLLEGE
Phone: 02 4007 5000 Email: cessnock@spcc.nsw.edu.au Website: spcc.nsw.edu.au/cessnock
Phone: 03 8862 1000 Email: enquiries@genazzano.vic.edu.au Website: genazzano.vic.edu.au
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t Philip’s Christian College (Cessnock, NSW) provides students with a vibrant, innovative learning environment where they can pursue excellence. In the past 12 months, the College has implemented strategies that focus on the development of students as global citizens. To engage entrepreneurial knowledge and practical skills, SPCC Cessnock launched the ‘Young Entrepreneurs Scheme (YES Pathway)’, which combines online and face-to-face learning as well as industry placement. Students who finish the course achieve an ungraded ATAR up to 75 and a wide range of VET qualifications. Initiatives such as ‘Business in a Box’ and ‘Think Tank’ also encourage entrepreneurship among Junior and Middle School students, respectively. SPCC Cessnock often invites local businesses to offer constructive feedback at these events. The College is a change agent in shared, collaborative community facilities. Its state-of-the-art Activate Centre, rugby fields and Senior School building have been used by local organisations and sporting teams, such as the Wallabies, Western Force and Weston Bears. Having access to the same facilities used by world-class athletes inspires students to dream big. SPCC Cessnock has introduced independent learning days, extended after-hours study options, and a primary industries/ agriculture program for senior students. Friday lunchtime concerts are also held to increase interest in the College’s music program.
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enazzano FCJ College (Kew, Vic) is a Catholic all-girls’ school that offers a diverse, innovative education tailored to the needs and passions of its students and their generation. The College helps students design their futures through its four newly evolved Centres of Excellence: Global Enterprises, Innovation and Technology, Sports Development and Creative Industries. Genazzano’s new programs embrace student voice and culture. These include its ‘Future Skills’ programs that enrich the capacity for adaptability, interaction, personal growth and tenacity; nextGEN, which targets practical learning through digital work-readiness; and ‘Studio Beyond’, which offers professional learning opportunities beyond the school curriculum. A microcredentials program also promotes and recognises students’ ever-evolving learning experiences. This school year, Genazzano welcomed a new principal. It also launched its Strategic Plan 2021–2024 to engage the college community with the Catholic tradition and the charism of the Society of the Faithful Companions of Jesus, and improve holistic student learning, create a nurturing and supportive learning ecosystem, and develop collaborative partnerships. Recipient of the TE 5-Star Innovative Schools award for the third year in a row, Genazzano continues to grow its passion and love of learning as it develops courses in professional sports coaching, introduction to medical engineering, and developing philanthropic initiatives.
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HYMBA YUMBA INDEPENDENT SCHOOL Phone: 07 3381 8134 Email: admin@hyis.qld.edu.au Website: hyis.qld.edu.au
ymba Yumba Independent School (HYIS) in Springfield, Qld continues to be an innovative, exciting and admirable First Nations School of Excellence that offers endless opportunities for jarjums. With education, technology, opportunity, and the emotional and psychological wellbeing of its jarjums in mind, HYIS has implemented programs that allow them to show leadership skills and become positive role models to their peers. HYIS has been integrated into a 1:1 Microsoft school, while jarjum-led or -inspired programs have been run, including Dog Therapy, Dadirri (Indigenous meditation), and the TICASA Art Gallery and Coffee Shop. HYIS has also partnered with local, national and global organisations to provide students with real-life experience, lifelong skills, accreditations and opportunities. To provide innovative education, HYIS has finished the construction of a new STEAM building, while its original building is undergoing full refurbishment to allow for flexible spaces. A new Performing Arts & Sports Centre and a state-of-the-art playground for the youngest jarjums will open soon. A fully upgraded HYIS website has gone live. Going forward, HYIS will continue to offer cutting-edge, 21st century education. Using its new facilities and technological features, HYIS will concentrate on literacy and numeracy development with strong stakeholder engagement incorporating parents, carers and Elders.
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INGLEBURN PUBLIC SCHOOL Phone: 02 9605 1423 Email: ingleburn-p.school@det.nsw.edu.au Website: ingleburn-p.school.nsw.gov.au
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t Ingleburn Public School (Ingleburn, NSW), collaboration, empowerment, global citizenship and innovation set the foundation for everything they do. The future-focused school has undertaken a dramatic education transformation over the past 12 months, to ensure that its teachers and students are happy, healthy, engaged and successful. Ingleburn implemented the schoolwide adoption of Universal Design for Learning (UDL) principles to differentiate the curriculum for all students and provide them with endless opportunities to realise their potential. The school’s professional learning continues to develop its teachers’ understanding of UDL. This is reflected in the embedding of student voice, choice and collaboration in open-ended learning experiences in various indoor and outdoor multifunctional learning spaces. Another key accomplishment is the development of its worldfirst on-site Parent, Child Interaction Therapy (PCIT) clinic to address and manage disruptive behaviour problems. Ingleburn has achieved a myriad of recognitions over the past year, including the Secretary’s Award from the NSW Department of Education for the school’s innovative PCIT clinic. It was named one of The Educator’s Top 50 Most Innovative Schools in 2020, as well as one of the eight Primary Schools of the Year – Government in 2021 at the Australian Education Awards.
MOSMAN HIGH SCHOOL
ST PHILIP’S CHRISTIAN COLLEGE
Phone: 02 9968 1006 Email: mosman-h.school@det.nsw.edu.au Website: mosmanhighschool.com.au
Phone: 02 4960 6600 Email: newcastle@spcc.nsw.edu.au Website: spcc.nsw.edu.au/newcastle
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osman High School (Mosman, NSW) has pursued its innovative approach to leadership and pedagogy over the past year. The school has successfully applied the Year 9 higher-order thinking cross-curricular elective and won a sustainability grant that students will use to design and build vertical gardens at the school. Mosman will now expand the number of cross-curricula units being offered in Years 7–10. These units include an exciting Year 7 unit focusing on indigenous culture and awareness in collaboration with Australia’s Museum of Contemporary Art. At Mosman High School, progression in many curriculum areas is based on student ability and engagement rather than age. The school also empowers its students to take responsibility for their learning through the use of technology. Learning platforms, such as Google Classroom and Education Perfect, allow students to work at their own pace within and beyond the classroom. The school also plans to undertake a major building program to provide flexible learning spaces as well as a huge library and performance theatre. According to Susan Wyatt, principal at Mosman, the TE 5-Star Innovative School award affirms that the school’s emphasis on literacy, numeracy, ICT, critical and creative thinking, personal and social capability, and ethical and intercultural understanding represent an innovative approach with a 21st century focus.
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t Philip’s Christian College (SPCC) in Waratah, NSW, has been innovating in a range of areas to meet the needs of every student and allow them to thrive in individual learning pathways that unlock their God-given potential. SPCC’s HSC SmartTrack Program has equipped the graduating Year 12 HSC SmartTrack students not only with their HSC, but with a number of nationally recognised VET qualifications, an extensive résumé of industry experience, and the confidence and expertise to thrive in life beyond school. Our students are actively involved in STEM programs and competitions, which provide opportunities for creative enterprise and entrepreneurial endeavour. As a result, our students have won several STEM competitions, notably Subs in Schools, where they were named National Champions in 2020. Another program, run in partnership with CSIRO, the GFG Foundation and the Prince’s Trust Australia provided Years 9 and 10 students with an opportunity to work with industry mentors to develop STEM-based projects to support their local community. The program aims to develop students’ STEM and enterprise skills while enabling them to consider future STEM career pathways. SPCC aims to launch the SmartTrack Academy Program in 2022. The school is also developing a micro-credential program that will give students a chance to gain targeted qualifications to expand their knowledge and skills in various fields.
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rmiston College (Ormiston, Qld) is a recognised leader in tech-enabled learning with a reputation as one of Australia’s highest-performing academic and innovative schools. The college embraces authentic learning experiences to encourage students to become lifelong learners. Underpinning this innovative approach is a unique teaching and learning framework that incorporates a focus on 21st century skills and a long-term commitment to meaningful use of technology. The positive impacts of technology on teaching and learning were shown in 2020 when the college transitioned to a successful remote learning model. In partnership with Griffith University’s School of Education, Ormiston College created an exciting breakthrough in online teaching and learning. The project supported the learning of school leaders and teachers, optimising the development of a rigorous validated model for remote schooling. Ormiston College’s innovative programs are widely recognised. The college was named top school for Best Use of Technology at the Australian Education Awards in 2018; won the Most Innovative Curriculum Design award in 2019; and received Excellence Awards in eight categories in 2020. The College’s Centre for Learning and Innovation also won the 2021 Australian Library and Information Association’s Library Design Award – School Libraries.
ORMISTON COLLEGE Phone: 07 3821 8999 Email: enquiries@ormistoncollege.com.au Website: ormistoncollege.com.au
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ST CLARE’S COLLEGE Phone: 02 8305 7100 Email: info@stclares.catholic.edu.au Website: stclares.syd.catholic.edu.au
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Waverley
t Clare’s College (Waverley, NSW) constantly strives to be at the forefront of education when it comes to innovation in teaching and learning. One innovation is enabling Stage 4 students to participate in four major integrated projects across their studies. These term-long projects are incorporated into the curriculum. Each project integrates two or more subjects and involves students working in teams to respond to relevant questions. St Clare’s has integrated the Maths Pathway platform across Stages 4 and 5 for students who pursue personalised learning, allowing each student to move through the curriculum at their own pace. Implementing an AI-powered online learning platform, meanwhile, allowed the college to differentiate the work students complete outside the English and Science classes, across Stages 4 and 5. All Year 7 and 8 students are equipped with a Grok Learning account, exposing them to the world of coding. The NCSS Challenge has also been integrated into the college’s Stage 4 and 5 Mathematics curriculum and all of its cross-curricular projects in Stage 4. By launching an iSTEM Stage 5 elective course this year, St Clare’s provides students with the ability to build and code their own robot to simulate an autonomous vehicle, as well as design and build solar-powered cars.
STRATHCONA GIRLS GRAMMAR
KNOX GRAMMAR SCHOOL
Phone: 03 8779 7500 Email: admin@strathcona.vic.edu.au Website: strathcona.vic.edu.au
Email: hayesd@knox.nsw.edu.au Website: knox.nsw.edu.au
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trathcona Girls Grammar (Canterbury, Vic) is an independent day school for girls that nurtures the pursuit of academic excellence, co-curricular involvement, and leadership. Strathcona has developed its ‘TC Envision’ program to strategically grow the learning, independence and courage of students at a crucial time of development in their lives. Woven together with the Australian National Year 9 Curriculum, the program was tailored for Year 9 students at their Tay Creggan campus in Hawthorn. TC Envision is underpinned by the themes of entrepreneurship as well as community building, sisterhood and networking. This program teaches important entrepreneurial and life-ready skills such as critical thinking, problem-solving, design capability, intellect, collaboration, communication and resilience. This program is administered by experts in the emotional, social, physical and cognitive stages of girls’ development. Students also gain access to the world’s most successful female enterprise minds through TC Envision’s partnership with the League of Extraordinary Women. After finishing the program, the Year 9 students will have developed in maturity, formed lifelong friendships, and become prepared for VCE. The students will also be awarded with credentials in areas such as teamwork, sustainability, the Duke of Edinburgh’s Award scheme, barista skills, financial management and Adobe Illustrator.
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nox Grammar School (Wahroonga, NSW) empowers its students to lead in learning, take informed risks, and maximise the potential of new technologies. This vibrant learning community enables students to experiment with AR and VR to deepen their inquiry learning experiences. K-12 students use these immersive technologies to curate and showcase their skills and competencies in virtual environments, particularly during remote learning. For instance, students from across the grades have delivered digital and design technology workshops, where they connected with participants worldwide and engaged educators in professional learning. Students have also collaborated with teachers and parents in the design and delivery of the Knox Certificate of Global Competency. This certificate, which can be achieved by accumulating micro-credentials, recognises gives students a choice of qualifications they want to pursue. It also fosters agency and innovation as shown by two student-led conferences – one on STEM involving industries and universities, and the other on wellbeing for schools – held in 2020 and 2021, respectively. Knox aims to connect with schools, educators, and communities globally through XR platforms for K-6 and the Global OPEN Schools Network 7-10. Know also supports more schools in Australia and abroad to embrace micro-credentialing
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2021
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