Laying Foundations for the Future

As educators, we constantly strive to prepare our students for the ‘real world’ that exists around them. We teach them how to read, write, and calculate. Then, of course, there are the less tangible skills we teach; such as how to work in a team, think critically, and be curious about the things they encounter each day, whilst gaining a sense of responsibility to participate in the world, to influence people, events and circumstances for the better.

We want to prepare them to lead productive and successful lives once they move beyond the gates of the School. But what lies ahead for our students in the future? Today, educators are charged with the complicated task – preparing students for the unknown.

At King’s we understand what it takes to be ready for 21st century learning. We must not only recognise learners’ individuality, but also acknowledge the wider set of relationships that they develop with their teachers, peers, families and communities, that influence their learning.

Academic excellence with character development, in the context of a Christian Community.

The School motto, ‘Fortiter et Fideliter” (“Bravely and Faithfully”) requires our students to be brave learners, to take risks, to fail and then to develop resilience. It takes real bravery to be a person of integrity. Students who are best prepared for the future are change agents. They need to be able to make a positive impact on their surroundings, influence the future, understand others’ intentions, actions and feelings and anticipate the short term and long term consequences of what they do, in order that they might graduate as leaders of Christian wisdom and integrity for a world in need.

Within academic excellence there will be an increasing emphasis on developing thought leadership in our students, on Science through a STEAM precinct and a look to the future on food research and security.

A recent report from The Foundation for Young Australians has predicted that a current 15-year-old will likely have a working life spanning five different careers and around 17 employers. The world is changing. There is no doubt, many jobs of the future are yet to exist. To be employable and positively contribute to society in the future, our students will need to be problem solvers, creative and critical thinkers and good team players. If we are to prepare our students for the next 50 years of their lives and beyond we must embrace cutting edge teaching and learning practices.

Forging collaborative partnerships with universities, international schools and industry to develop Science, Technology, Engineering, Arts and Maths (STEAM) programs that will extend and enrich the learning of our students is vital, so that they can confidently meet the challenges of the future. This commitment is demonstrated in such existing initiatives as The Future Project, together with the establishment of the King’s Institute. Here, research and development into leadership and best practice in education, teacher training and development, school leadership development, talent management and research and publishing are all in practice.

The School will also expand its world leading Science Education through the development of a STEAM quadrangle in the education precinct of the School. In 2020, the School will introduce a new Robotics program to help address the growing demand for teaching STEAM in schools. Robotics takes education technology to a new level, creating the next evolution in teaching. Skills and knowledge become hands-on and fun and prepare students for the future in a way that feels more like creativity and less like homework. Robotics requires multiple subjects, so it is a well-rounded approach to educational technology and learning.

Food Security

The King’s School has aligned with Australia’s unique positioning as a world class leader in food security.

Agriculture in Australia faces significant environmental and economic impacts brought about by climate change. Mitigating and adapting to the negative effects on agricultural ecosystems of weather variations is strategically important to national resilience. At King’s there is a growing interest in Agriculture as a subject, with an increased number of students taking on this pathway of study. To complement this program, we have introduced the VET course, Primary Industries, in 2020.

Dual Accreditation

In 2020, The King’s School is excited to be able to expand its Vocational course offerings and will introduce two nationally accredited VET courses to the curriculum onsite. Year 11 students now have the opportunity to develop their skills and expand their knowledge in Primary Industries and Business Services. These courses provide students an opportunity to gain a dual accreditation, Certificate II or III, whilst undertaking the HSC, to increase their opportunities beyond Year 12.

Data Driven Educators

Our teachers use the latest evidenceinformed research and student data to know students’ stories and inform targeted teaching practice to enhance each student’s learning. The Year Coordinators support students to become more agile, independent and resilient learners who develop a growth mindset that enables them to apply feedback and enjoy being challenged. At the core of academic excellence is the ability to empower students to think critically, to synthesize and integrate new information in novel ways and to ‘learn to learn’. These skills remain with students long after they have left school and will become increasingly essential to student success in the future, as the amount of available information increases exponentially and is ubiquitously available online. Similarly, motivation plays a critical role in achieving academic excellence. Students who are motivated to be excellent will naturally create a culture of academic excellence. The Year Coordinators are instrumental in mentoring students to achieve their goals and improve performance.

The Future of Curriculum in Academic Excellence

Whilst trends toward a high degree of specialisation will continue, we must ensure that we encourage our students to learn both breadth and depth of knowledge in all aspects. There is also a push toward interdisciplinary and transdisciplinary learning. Interdisciplinary thinking is inevitable. Transdisciplinary learning requires that all our students are involved and collaborate. Innovation springs not from individuals thinking and working alone, but through cooperation and collaboration with others to draw on existing knowledge, whilst creating new knowledge.

Jackie Camilleri Deputy Head (Academics)

The School motto, ‘Fortiter et Fideliter’ (“Bravely and Faithfully”) requires our students to be brave learners, to take risks, to fail and then to develop resilience.