The King's School Institute | Leader | Issue 01 Volume 01

Editor in Chief

Dean Dudley, PhD

Proofing

Di Laycock, EdD

Editorial Assistant

Kylie Sandilands

Graphic Designer

Heath Manion

Contributors

Tony George

Adam Larby

David Idstein

Jackie Camilleri

Lachlan Blue

Charlotte Chester

Penny Coleman

Tamara Dabic

Harry Hanna

Matthew Harpley

Patrick Hilgendorf

Sandy Mathies

Allison McDonald

Tracy Owen

Brett Pickup

Paul Taylor

Dave Trill

Ash Vali

Rodney Wood

Access this journal online at:

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The King’s School Institute

(02) 9683 8555 | thekingsinstitute@kings.edu.au

ISSN 2982-0197 (Online)

ISSN 2982-0189 (Print)

Introduction

Welcome to “Leader,” an academic journal of The King’s School Institute that showcases the intellectual prowess and thought leadership of the esteemed faculty and staff at The King’s School, Australia. Within these pages lies a treasure trove of insights, reflections, and innovative ideas stemming from the diverse experiences and expertise of our educators.

As an institution deeply committed to academic excellence, character development, and community engagement, The King’s School has fostered an environment conducive to intellectual exploration and scholarly discourse. Our faculty members, representing various disciplines and roles within the organisation, embody a rich tapestry of knowledge and perspectives, each contributing to the vibrant intellectual ecosystem that defines our institution.

“Leader” serves as a testament to the intellectual vitality pulsating within the corridors and across the landscape of The King’s School. Through a collection of essays, our faculty members delve into a myriad of topics, ranging from pedagogical innovations and educational philosophies to leadership principles and societal challenges. These essays are more than mere scholarly contributions; they are artefacts of thought leadership,

encapsulating the wisdom, creativity, and passion of our dedicated educators.

Moreover, “Leader” exemplifies our unwavering commitment to continuous improvement and lifelong learning. By sharing their experiences, insights, and research findings, our faculty members aim to inspire dialogue, spark curiosity, and drive positive change within the Australian educational landscape and beyond.

We invite you to embark on a journey of discovery and enlightenment as you peruse the pages of “Leader.” May these essays ignite your intellect, provoke contemplation, and invigorate your commitment to excellence in education and leadership.

Sincerely,

Associate Professor Dean Dudley, CF Editor-in-Chief

Associate Professor Dean Dudley

Featured Articles

Navigating

Jackie

Active

Lachlan

The need for

change for students in the middle Penny

Gamification

Allison

Empowering

Tracy

A call to empathy: Educational Leadership at The King’s School

Tony George - Headmaster

The King’s School was founded in 1831 by King William IV to produce leaders for the emerging colony of New South Wales. This is reflected in the school’s mission as “a Christian community that seeks to make an outstanding impact for the good of society through its students and by the quality of its teaching and leadership in education.” Almost two hundred years later, The King’s School continues to produce leaders, but of a very different kind and for a very different purpose. The world has changed significantly over the past two centuries and so too has school-based education. When the School was originally established, leadership formation was generally associated with the military and the intended purpose was to lead the colony of NSW. However, in the 21st Century, the scope of leadership is far broader than that of the military and that of NSW. Graduates of The King’s School aspire to commit themselves to the betterment of others through all aspects of society and across the world. And they are to do so bravely and faithfully, fortiter et fideliter (the King’s School motto).

However, instead of acknowledging and celebrating the significant achievement and contribution of independent schools to society, sections of government and the press seem intent on deriding independent boys’ schools with any story they can concoct,

invariably referencing the kinds of clickbait memes that tantalise memetic cliches, such as toxic masculinity linked to stories on single-sex schooling, or elitism linked to stories on school fees and funding. With such distractions, how are we as a modern democratic society to make sense of the contribution of schools like The King’s School for the good of society through its commitment to the formation of Global Thought Leaders through Academic Excellence with Character Development in Christian Community?

Toxic masculinity has become a memetic cliché of progressive extremism. To be clear, any kind of toxic behaviour is bad, whether by males or females in single-sex or co-ed schools. However, the practice of linking toxic behaviour to masculinity is to malign all males, just as linking oppression to the West maligns all western countries as oppressive. In sporting terms, this is to play the man and not the ball. Case in point, the criticism of single-sex schooling in this manner is not against all single-sex schooling, but exclusively single-sex elite boys’ schools. Government single-sex schools have seemed to avoid criticism, as have single-sex girls’ schools. However, the underlying agenda against the strawman of white privileged males has fuelled the creation of the term toxic masculinity and the religious fervour it subsequently generates. Rather than

Educational Leadership at The King’s School

George, T (2024). A call to empathy: Educational Leadership at The King’s School. Leader, 1. Leader, 1

lambast men, boys, and males with the same tarred brush of paranoia, we need to aspire to the formation of men who are empathic leaders, ready, willing, and able to bring optimism and hope as they seek the betterment of others.

The Cultural Malaise of Wokeness and Victimhood

Unfortunately, genuine critical reflection and action has given way to movements of cancel culture. For example, “wokeness,” initially a call for heightened awareness and sensitivity to social and racial injustices, has evolved into a broader social movement of complaint and victimhood. Its core principles originally involved recognising and combating systemic inequalities and promoting inclusivity. However, central to more recent critiques of wokeness are its apparent tendencies to embrace “victimhood,” focusing primarily on grievances and the identification of societal ills, often at the expense of positive action or constructive solutions. Consequently, wokeness often appears driven by a spirit of complaint rather than hope, as compared with the more hopeful and proactive stances of previous social justice movements. Significantly, the emphasis on victimhood within wokeness may lead to a lack of agency and a dearth of effective leadership, as characterised by a narrative focused on external blame, and its demands can potentially stifle self-empowerment and internal leadership within communities. Other social and political movements that have similarly navigated the challenges of advocating for change, have done so while maintaining a sense of agency and constructive leadership. No doubt, there are counterarguments that defend the movement’s approach as a necessary response to systemic injustices, without resorting to cancel culture, and while its focus on highlighting injustices

is valuable, the perceived predilection for victimhood has almost certainly hindered its potential for fostering effective leadership and meaningful change. The challenge lies in balancing the recognition of systemic issues with the promotion of agency and constructive action.

In recent years, the discourse surrounding social grievances and identity politics has undergone significant transformation. This shift, often termed as “the age of victimhood,” is marked by a distinct focus on microaggressions and a departure from the approaches of traditional civil rights movements. Campbell and Manning (2018) provide an in-depth analysis of this transition, positing that modern sensibilities have evolved towards a heightened sensitivity to slights, both real and perceived. Victimhood culture, as defined by Campbell and Manning, is characterised by a sensitivity to slight and an emphasis on victim status as a source of moral authority.

Virtue signalling, the act of publicly expressing opinions or sentiments to demonstrate one’s good character or the moral correctness of one’s position, is also a significant feature of victimhood culture. Importantly, we need to distinguish between the legitimacy of victims experiencing genuine suffering and abuse and their need and rights for justice, as against the illegitimacy of victimhood culture that seeks to use the genuine suffering of others to validate its own ideological agendas. Victimhood culture often involves signalling solidarity with victims or oppressed groups and can be seen as a way of accruing social capital in a society increasingly sensitive to issues of social justice. This contrasts with earlier “honour cultures,” which valorised physical bravery, and “dignity cultures,”

George, T (2024). A call to empathy: Educational Leadership at The King’s School. Leader, 1(1).

which emphasised stoic endurance of suffering. Victimhood culture is seen as a product of this evolutionary societal process. While Campbell and Manning’s (2018) analysis provides a compelling framework, it has not been without criticism. Critics argue that the concept of victimhood culture overlooks systemic issues and delegitimises genuine grievances. However, there is a world of difference between those who suffer violence and abuse, and those who experience ideological incongruence.

The Social Malaise of the Public Sphere

The shift in modern journalism from reporting news in the public interest to content that merely interests the public, along with the pursuit of clickbait as the financial model, has contributed to the decline of critical thought in contemporary media. The concept of identity abuse, where individuals are misrepresented and objectified for sensationalism, is a disturbing trend with children attending non-government schools being increasingly targeted and ridiculed. The landscape of journalism has undergone significant changes, with modern tabloids increasingly prioritising content that captures public curiosity over matters of genuine public interest. Consider, for example, the tabloid infatuation with the school fees of the Top 1% of schools, instead of the brain-drain affecting more than 90% of NSW Government schools by their own selective schools. This shift, driven by the monetisation and consequential pursuit of clickbait, has resulted in a decline in news quality and critical thought. The need to drive traffic and engagement has led to salacious sensationalism, often at the expense of accurate and thoughtful reporting.

The distinction between what is in the public interest (news that informs

and educates) and what is interesting to the public (content that entertains or shocks) is important, as the blurring of this distinction is detrimental to the societal role of journalism in informing the Public Sphere. The notion of the Public Sphere is important for a healthy modern democratic society. Max Weber and Jurgen Habermas, among others, both advocated for the Public Sphere as essential for a functioning modern society. A functioning modern society relies on truth telling and transparency on matters in the public interest, together with a commitment to critical thinking and discourse. However, the advent of social media and clickbait has no doubt fuelled the shift from reporting and commenting on that which is in the public interest to that which is merely interesting to the public. Certainly, gossip, rumour, and inuendo have always been interesting to the public, but economic incentives and changing media consumption that favours echo chambers of personal newsfeeds has also seen a shift from critical thought to mere criticism. Sadly, the Public Sphere may be becoming increasingly devoid of constructive critical thinking in favour of the destructive and superficial nature of criticism prevalent in the modern tabloids. Yet, while journalists have joined the ranks of politicians for losing trust and credibility with the public, tabloids and their gossip columnists are unlikely to self-reform due to their dependence on the clickbait model and the growing plethora of alternative newsfeeds. In this context, we need more critical thinking, wisdom, and leadership characterised by kindness and empathy in our education systems, not less.

The Need for Empathetic Leadership at The King’s School Leadership, while a multifaceted and dynamic concept, is essentially

George, T (2024). A call to empathy: Educational Leadership at The King’s School. Leader, 1. Leader, 1 (1).

concerned with effecting collective decision-making for the betterment of others. Leaders need to navigate through both prosperous and adverse times, offering both stability and perspective. Consequently, leadership is significantly influenced by the ability to maintain optimism and hope, especially during challenging times, qualities that distinguish effective leaders from mere critics and sceptics. This kind of leadership stands in contrast to that of wokeness discussed earlier, which is often criticised for its emphasis on problems and perceived negativity, as opposed to the ability to see solutions and opportunities in the face of difficulties, a trait that stands in stark contrast to the cynicism and scepticism associated with wokeness. While it is relatively straightforward to lead in good and prosperous times, it is more difficult in adverse or challenging times, when leaders inevitably face heightened criticism and scepticism. It is at these times, that we need to be genuinely awake and aware of community needs, not merely woke to our own agenda, whereby awareness involves not just recognising problems but also identifying potential solutions and opportunities. Optimism and hope are crucial for leaders to inspire and guide others, particularly in contrast to the despair and complaint associated with the contemporary woke critique.

However, as discussed earlier, the original focus of wokeness to bring attention to the oppression of racial discrimination and other genuine issues of social injustice reminds us of the need for not only optimism and hope, but also forgiveness and gratitude. The cyclical nature of oppression, where victims can turn into oppressors, is a critical concept in understanding social dynamics. Both the Brazilian educator Paulo Freire and Croatian theologian Miroslav Volf offer

insightful perspectives on breaking this cycle, particularly in the context of current societal trends that veer away from empathy and towards discord. In Pedagogy of the Oppressed (Freire, 1970), Friere observed that oppressed individuals can internalise their oppression and, given the opportunity, may become oppressors themselves. This observation led to his work in bringing about forgiveness and reconciliation through social praxis, a combination of reflection and action rooted in humility, conversation, and social action. Miroslav Volf (1996) extends this idea emphasising forgiveness and living by the golden rule, do unto others as you would have them do unto you, as essential for breaking the cycle of victimhood and oppression. The contemporary shift from these ideals towards a culture of vengeance and discord, is the social context into which our graduates will need to be willing, ready, and able to bring clarity and influence.

Sadly, contemporary social movements have shifted from a focus on insight, wisdom, and empathy to a more militant form of victimhood, often exacerbating cycles of oppression. Yet, while history is replete with examples of oppressive leaders, the kind of leadership to which we aspire at The King’s School should be rooted in principles of empathy, understanding, and the upliftment of others, as opposed to domination and oppression. Adopting Freire’s and Volf’s principles could lead to more effective and compassionate leadership and social activism for the good of society and its communities.

The Formation of Character by Nurturing of Empathy

Character is often perceived as a mosaic of qualities that define a person’s moral and ethical fibre. The deeper

George, T (2024). A call to empathy: Educational Leadership at The King’s School. Leader, 1(1). 1-6

dimension of character formation, that of the empathic leader, is less about what one is taught and more about what one endures and overcomes. Character is predominantly forged and shaped through challenge and adversity. It posits that character is more than a set of traits taught or learned; it is a quality honed by facing and overcoming life’s trials, enabling leaders to empathise with others and inspire hope. The character of empathic leaders, built upon experiences of suffering and perseverance, should naturally engender a spirit of optimism, humility, and gratitude. Consequently, the character with which we associate empathic leaders is not characterised by a mindset of victimhood and complaint, but by a perspective that sees adversity as an opportunity for personal growth and contribution to the betterment of others.

The relationship between character and hope is one we find in the Apostle Paul’s letter to the Romans (Zondervan NIV Study Bible, 2002, Rom 5:3-4) in which he states, “suffering produces perseverance; perseverance, character; and character, hope.” Character formation is often associated with sufferings, trials, and failures, but it is seeing failure as hitting one’s limits and striving beyond them with perseverance, being closely linked to enduring hardships and persisting despite them, that naturally cultivates a sense of hope. This hope is not naïve optimism but a grounded belief in the potential for positive change and growth, where character is shaped by life’s challenges and adversities. The transformative power of hitting one’s limits and stretching beyond them is often associated with bravery and courage, illustrating how these experiences forge resilience, determination, and integrity.

Character is antithetical to attitudes of whinging, complaining, or

adopting a victimhood mentality. While victimhood focuses on grievances and disempowerment, character is built on the willingness to strive against odds and embrace growth through adversity. Individuals of strong character often exhibit qualities such as optimism, hope, humility, and gratitude. These attributes are not superficial but are deeply rooted in the trials and triumphs of personal experience that nurture empathy and form character.

An essential aspect of character is its outward orientation – the desire not just to succeed for oneself but also to contribute positively to the lives of others, with a lived commitment to the greater good. From this perspective of character as forged in the crucible of life’s challenges, it calls for a recognition of adversity not as merely a setback or failure but as an integral part of character development, leading to a more hopeful, resilient, and compassionate society. Everyone has been a victim of something or someone at some time. This is not exceptional. It is how one responds that can be exceptional.

Conclusion

The past half-century has witnessed an unprecedented acceleration in cultural change and transformation, driven by rapid advancements in technology, travel, communication, and artificial intelligence. The implications of this accelerated change highlight the challenges posed by an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world. We are increasingly experiencing ‘wicked problems’ – problems like terrorism, poverty, and climate change, characterised by their complexity and resistance to straightforward solutions. These kinds of problems are “real world” problems, not just problems of developed countries. Furthermore, these

George, T (2024). A call to empathy: Educational Leadership at The King’s School. Leader, 1. Leader, 1 (1). 1-6

Educational

problems are mostly human problems. The limitations of science and technology in addressing these challenges, has not only contributed to a growing distrust in traditional institutions and methodologies, but has highlighted the need for empathic leaders of character who embody wisdom, discernment, optimism, and hope.

As discussed, leadership is fundamentally concerned with effecting collective decision-making for the betterment of others, especially our global society. The rise of VUCA kinds of environments and wicked problems can be met with despair, or hope – the choice lies in the kinds of leaders we are committed to producing. At The King’s School, we aspire to produce Global Thought Leaders through Academic Excellence with Character Development in a Christian Community. Yet, as necessary as the knowledge and skills of academic excellence will continue to be, it is the character of our graduates as shaped by the School’s Christian Community, its beliefs, and values and attitudes, that will see empathic young men of wisdom and discernment ready, willing, and able to bring hope to a VUCA world. We are not only committed to shaping the mind, but the heart and the soul also. The challenge for The King’s School is that of creating innovative, interdisciplinary approaches of challenge and adventure in which our students can hit their limits and strive beyond them, all the while reconsidering how we understand and tackle the complex issues facing humanity.

References

Barker, D.L. & Burdick, D.W. (Eds). (2002). Zondervan NIV study Bible. Zondervan.

Campbell, B., & Manning, J. (2018). The rise of victimhood culture: Microaggressions, safe spaces, and the new culture wars. Palgrave Macmillan.

Freire, P. (1970). Pedagogy of the oppressed (M.B. Ramos, Trans.). Herder and Herder.

Volf, M. (1996). Exclusion and embrace: A theological exploration of identity, otherness, and reconciliation. Abingdon Press.

George, T (2024). A call to empathy: Educational Leadership at The King’s School. Leader, 1(1). 1-6

Educational leadership at The King’s School

Reflections on leading at King’s –a commentary

Adam Larby – Head of Tudor House

“It is winter in Narnia,” said Mr. Tumnus, “and has been for ever so long …. always winter, but never Christmas.” (Lewis, 1950, p16)

Lewis’s immortal words from The Lion, The Witch and the Wardrobe have captured my imagination for a long time. Reading them as a child, re-reading them as an adult, and reading them again to my children has brought new levels of depth to the words and has given me an added appreciation of the brilliance of Lewis’ mind to distil something so complex into something so simple.

The Chronicles of Narnia series of seven books penned by C.S. Lewis in the mid-20th century might feel a long way removed from 21st century at The King’s School and a professional learning journal themed around leadership, but these are wise words that have much for us to consider.

Mr Tumnus’ words to Lucy articulate a weariness in the brokenness of his wintery world and a deep longing of a return to the way things are supposed to be (cue the return of Aslan and a restoration of hope and order). But isn’t this also our experience, not of a fictional fantasy land, of reality in our own world? A weariness of the broken, coupled with a deep longing for something, anything. Failed relationships, financial pressures, the death of loved ones that seem far “too soon,” the lasting ripples of COVID-19, and news of war and conflict from near

and far. The list goes on.

Yet, like Tumnus in Narnia, the need to maintain our sense of hope, optimism, grace, and belief in our complex reality remains. For without hope we could easily end up in existentialism, stoicism, or cynicism. The existentialist sees the hopelessness of the situation and ends up in a state of despair with crippling anxiety; the stoic accepts it for what it is, builds a wall and never lets anyone in; the cynic starts to believe that there’s no point and even if there was, one person can’t make a difference and then proceeds to numb the pain or pursue hedonism. As leaders within The King’s School, we must ensure that our thinking steers well clear of these approaches.

It is worth noting that being hopeful does not have to play out as a naïve and childish mindset defined by wishful thinking. Rather, is it possible to reject these three options for our broken world and live a robust life that is rich and meaningful and a gift to others? If it is possible, what would it look like if The King’s School were full of these types of people doing life together in community?

In his book Visions of Vocation, Steven Garber (2014) stated that “These are the truest truths in the universe: We

do not flourish as human beings when we know no one and no one knows us; we do not flourish as human beings when we belong to no place and no place cares about us. When we have no sense of relationship to people or place, we have no responsibility to people or place. Perhaps the saddest face of the modern world is its anonymity” (p133).

He also notes “... that is what matters most in life, for all of us. The long obedience in the same direction. Keeping at it. Finding honest happiness in living within the contours of our choices. To wake up another morning, beautifully bright as a summer day spreads its warmth across the grass, or awfully cold as winter blows its way over the high prairie, and stepping into the world again, taking up the work that is ours, with gladness and singleness of heart” (Garber, 2014 p196).

Organisations as large, complex, and old as The King’s School require many things to remain successful, and one of them is the strength of the community. A disparate set of individuals galvanised under the sky blue and white banner to become a living and breathing multi-generational community; a community that gives individuals an opportunity to flourish, develop and maintain hope. A community where nobody is anonymous, and everyone is fully known. A community that shares its best and worst stories to learn from the past and not repeat its mistakes.

Is simply having an affinity to King’s enough to create this type of community or is something deeper required? Garber (2014) seems to think so, but it will not be easy. His challenge for individuals and communities like King’s is summarised in one key question, “Can you know the world and still love it?” To extrapolate further, knowing what you know about yourself

and the world, having read what you have read, having seen what you have seen, what are you going to do?

Since its establishment in 1831, The King’s School has (unknowingly) sought to answer this question and it has done so in an embodied way through a “taste and see” pedagogy. Through seeing, doing, knowing, sharing, discussing, hypothesising, laughing, crying, war-crying, eating, and walking side by side, we have brought abstract assertions to life and provided glimpses of hope that it is possible to care and love and make an outstanding impact in our hurting world. The residential experiences are the foundation for an education that builds knowledge and skills whilst simultaneously developing the moral compass of the individual. The community then uses its collective knowledge and skills to act on what it knows through acts of service and love.

For us as leaders within The King’s School, this embodied pedagogy is a cornerstone of our community, but we must also remain hopeful. Sometimes, this will be despite the circumstances, and at other times, hope will be the only logical response. This is our responsibility, to lead in a way that garners hope for our community. It is a hope that The King’s School can make a significant positive difference to our neighbourhood, city, nation, and world. It is a hope that will ripple out to our colleagues, the students, the families, and the alumni. It is a hope that will challenge a public discourse that often lacks hope. It is a hope that prevents us from giving up.

The long obedience in the same direction that Garber (2014) describes is not necessarily an overly glamourous or notable existence. There will be “Groundhog Day” moments in the everyday and the mundane that feel more

Larby,

like duty than delight, but this is the essential work we need to consistently do. This is the exhortation from Garber’s second quote: to live a life of daily faithfulness and perseverance.

Throughout its history, The King’s School has endured “wintery seasons,” and many individuals have acted bravely and faithfully to ensure that hope was not lost. And so, the school continues its natural growth and evolution as it marches proudly towards its bicentenary, and as it does it needs brave and faithful leaders to not lose hope. Fear not … Christmas is coming.

References

Garber, S. (2014). Visions of vocation: Common grace for the common good. InterVarsity Press, Lewis, C. S. (1950). The lion, the witch, and the wardrobe. Geoffrey Bles.

A proposal to apply the VUCA framework to experiential learning

From Aristotle’s early contemplations on character in Nicomachean Ethics to contemporary investigations conducted by Dana Born (2019) within the US and Australian Military, a prevailing and universally acknowledged consensus has emerged. This consensus posits that an individual possessing a “good” character embodies virtuous agency—someone driven by a genuine desire to discern the right course of action, actively opts for it, and ultimately follows through with decisive and principled actions.

Simply said, it is critically important that we learn from and apply the wisdom of the ancients to the current thoughts and practices as to how character and leadership are acquired and developed. The timeless wisdom of the ancients is even more relevant today given the ever-increasing pace, complexity and uncertainty faced by individuals, organisations and societies. (Born, 2019, p. 68)

Born and Megone (2019), using ancient classic Greek philosophy, go on to link good character to good leadership, and good leadership to promoting good character in oneself and society. In The Republic, Plato (2007) suggests that good character, “justice,” will lay a platform for true happiness and flourishing. Good virtues, and thus character, enables an individual

the necessary resources: courage, selfcontrol, and integrity manifesting as wisdom, to make judgements and act on them (Born & Megone, 2019). Wisdom is, therefore, promoted and understood to be a crucial component and process of character and leadership. That is, the wisdom to make decisions is both a process and an outcome of character and leadership.

Born and Megone (2019) further argue that virtue acquisition is analogous, based on a similar narrative by Aristotle, to the process of acquiring skills, such as carpentry, that is a habituation process. This process includes: guidance, practice, action and repetition, and speaks to the experiential learning model of development. The values reflect the hard skills required to perform the trade and manifest as virtues when the tradesman can execute skills under pressure in an autonomous manner.

It can be argued that, with the advent of artificial intelligence and the proliferation of the internet, information is no longer hard to come by. Almost all information that is available to humans can be accessed within seconds with an iPhone or laptop. The role of the human in this development is the uniquely human ability to make judgements through wisdom. We need the ability to discern fact from fiction when engaging

David Idstein – Director of Character Development and Leadership

with information. The vaccination debate and COVID conspiracy theories being recent examples where such discernment has been necessary. There are also risks that data sets can become corrupted and that AI (Artificial Intelligence) may learn from both valid and invalid data sources. With the benefit of experience and perspective, humans need the wisdom to make judgements about the potential outputs and their validity. Wisdom, a uniquely human capability, is therefore a fundamental element and crucial to leadership.

Influence

Spain and Woodruff (2023) of the U.S. Military Academy, propose The Applied Strategic Leadership Process (ASLP) in order that leader developers and aspiring strategic leaders may be able to better navigate, and thus enable, success, in an increasingly VUCA world. The ASLP model has three themes: strategic judgement (what we have reference here as wisdom), strategic influence, and strategic resilience. Judgement is useless without the ability to influence those around them (Spain & Woodruff, 2023) and thus, this model articulates the second element of The King’s School’s dual pillar leadership model of wisdom and influence. The U.S. Army defines leadership as “the activity of influencing people by providing purpose, direction and motivation to accomplish the mission or improve the organisation.” (as cited in Spain & Woodruff, 2023, p. 48). Leaders need the ability to influence the people around them, both internally and externally, to be effective and successful in leading change. Influence of change requires emotional intelligence, people skills, negotiation skills, interpersonal skills, and an understanding of the need to influence up (Spain & Woodruff, 2023).

Collective Decision Making

Boyd (1995, as cited in Spain and Everett, 2023) explains that decisionmaking can provide competitive advantage if executed faster than one’s competitor and is achieved by engaging those around you. In other words, by making collective decisions. Leadership is about major decisions and direction-setting, compared to day-to-day management, which is more aligned to the fulfilment of operational processes. This notion of leadership is supported by Zaidi and Bellak (2019), who suggest that leaders need to develop a network mindset. Lessons from military leadership demonstrate strong relationships facilitate influence, jointness, and collaboration; thus, empowering and creating common perspectives and more robust solutions (Zaidi & Bellak, 2019). Maxwell (2007) in his landmark book 21 Irrefutable Laws of Leadership doubles down and highlights the importance of influence when he declares, “the true measure of leadership is influence. Nothing more, nothing less.”

The ASLP framework and John Boyd’s articulation of the central role of decision-making in leadership, compliments the US Military’s (Spain and Everett, 2023), John Maxwell’s (1940) and Zaidi and Bellak’s (2019) weighty and direct emphasis on the importance of a leader’s ability to influence those they lead. With the above support and resonance for the dual pillar leadership model of wisdom and influence, it is timely to ask how are these attributes developed?

How do Individuals go in Character?

From the early Boy Scouts and Outward-Bound movements to modern leadership programs there is an assumption that experiential learning, particularly outdoor education, has a direct and verifiable link to

VUCA framework to experiential learning

the development of the virtues and behaviours mentioned above. This, it is assumed, manifests as wisdom and influence, and thus, increased leadership capacity. But how well has this link been established and what are the environments and problems faced, within the experiential learning context, that foster this growth? Further to these questions, is it possible to describe and categorise outdoor experiential learning environments with the aim of linking these characteristics to changes in behaviour? A possible framework to examine these environments is VUCA.

At King’s we deeply value and prompt the role of experiential learning in the development of character and leadership. However, to what degree is there a demonstrable link between experience, particularly in the cocurricular space, and the growth of desirable characteristics? At this point it is also worth asking are the environments that we encourage our young men to engage with in order that they be challenged, succeed, and fail, similar or unique? If, as I expect, most would agree that these events and experiences are in fact widely different and varied, it follows to ask how do they vary? With what characteristics do different experiential situations vary? And how do these varying characteristics relate and correlate to the growth of different elements of one’s character?

How Do Leaders Grow? Through Experiential Learning? A VUCA Environment?

VUCA: Volatile, Uncertain, Complex and Ambiguous. We have all been in many situations, both in our private and professional lives, that seemed particularly chaotic and VUCAed! VUCA is a term which first came out of the U.S. Army War College at the end of the Cold War in the 1960s

(Born, 2019) and has since become somewhat ubiquitous, particularly in the military context, post 9/11 and the follow-on conflicts in the Middle East, specifically the Joint Special Operations Task Force, and in business. The US Military War College continues to use this term and concept as a framework to analyse problems and develop leaders (Spain & Woodruff, 2023). VUCA gained further profile and mainstream usage when General Stanley McCrystal, commander of The Joint Special Operations Task Force, published Team of Teams (2015), and used VUCA to help the reader establish a small taste of the environment that the Task Force encountered with Al Qaeda in Iraq. General McCrystal focussed heavily on the complex environments and the important differences between a complicated and complex situation. – Jet fighters and rainforests, respectively.

Whilst VUCA environments can seem overwhelming and all-consuming, if we are able to pull ourselves out of the chaos of the dance floor and onto the balcony for at least some reflection and strategic time, it is possible to learn and take advantage of these volatile, uncertain, complex and ambiguous situations. VUCA environments can create opportunities and a chance for growth. How? The challenge is threefold: How do we recognise a VUCA environment? How can VUCA help us identify and categorise characteristics of challenging situations? And what behaviours and, therefore, potential growth in these characteristics, are aligned to each V.U.C.A. quadrant?

VUCA Disaggregated

While some authors have tried to capture each quadrant of VUCA, often all four are simplified to one common term to describe a VUCA environment or problem. Very few authors have

endeavoured to disaggregate these four quadrants beyond a vague highorder concept. Thus, this proposal is to disaggregate the four quadrants and propose a model of each. Part of this disaggregation and proposed framework will be to investigate if each quadrant of VUCA occurs to varying degrees, possibly on some sort of continuum. And how can a suite of questions be developed and applied to allow a diagnosis of situations or environments to be formed. It is possible that only through a deep analysis of each quadrant, in isolation, that it will be possible to build this complete model. A later investigation may be required to align each quadrant to possible characteristics of character; for example, the PRIME model (Bennett, 2014) which links volatility with agility.

Experiential Learning

The experiential learning theory is a holistic model, which argues that individuals grow and learn through doing and reflecting. “The Military has long recognised this strong interdependence of the Why-What-How, the importance of good leadership, and the notion of practice and habitation” (Born, 2019).

This long assertion that outdoor experiential learning has a demonstrable link to the growth of individuals has its foundation with John Dewey (1986) as the father of experiential learning theory. He suggested that a transactional relationship occurs between the individual and the environment; that is, assimilation of the individual is impacted upon by the environment, with the environment accommodating the individual: “An experience is always what it is because of a transaction taking place between the individual and, what at the time, constitutes the environment” (Dewey, 1938, p.43). Dewey proposed that an individual engages in “trying,” and the

environment “undergoing” potential change by the individual. The concept of an environment or event changing an individual is at the heart of what we understand and propose as the benefits and driving purpose of experiential learning. The environment experiencing some sort of accommodation may be a physical change, such as rubbish being picked up, or it could be a perspective change, from the individual, of the event/environment. An example of this “undergoing” might be when one perceives the challenge of camping in the rain to be a more manageable experience after having camped for a week in poor weather. Relative to the individual, this environment has changed to be less overwhelming and confronting.

David Kolb (1984) developed his “learning cycle,” which is often represented as an overly simplified version, comprising of four components: concrete experience, reflective observation, abstract conceptualisation, and active experimentation (see Figure 1).

Simplified Kolb’s Experiential Learning Cycle

Source: Ord & Leather, 2011.

Whilst Kolb uses these four elements in his model, a deeper exploration of his work shows that it may not necessarily be a cycle with steps, but rather frames of learning which are discrete and possibly occur in random order. Kolb also raises the question that

Figure 1

it may well be possible for a participant to be within more than one frame at a time. That is, could a hiker or camper be simultaneously experiencing, whilst also reflecting on, an outdoor adventure. Kolb (1984) goes further to suggest that retrospective reflection may not be the most powerful and meaningful sequence, but rather, reflection while experiencing the event. Likewise, he argues that it is difficult to have a concrete experience at the same time as an abstract conceptualisation; these are abilities that are possibly polar opposites. Thus, Kolb posits that learners must bring more than one learning ability to many specific situations; independently or discretely.

Dewey (1986) goes on to say that learning does not occur as one point in time but rather on a continuum across the past, present, and future. True experiential learning helps not only inform behaviour when a similar event is faced, but more powerfully, when an individual is faced with a somewhat different challenge in a varying context. That is, behaviours such as knowledge, resilience, and empathy for others are transferable from one context and experience to another. Kolb (1984) refines this thinking, by suggesting that experiential learning is not an outcome but rather a continuous process grounded in experience and making meaning from that experience. This is reflected in Dewey’s work as well:

It is not experience when a child sticks his finger into the flame; it is experience when the movement is connected with the pain which he [sic] undergoes in consequence. Henceforth, the sticking of the finger into the flames means a burn. (Dewey, 1916, p. 104)

It is, therefore, well established that experiential learning has a meaningful and powerful impact on individuals. However, neither Dewey or Kolb attempt

to investigate the characteristics of these environments and challenges. Nor do they attempt to investigate the depth or continuum of varying characteristics of problems faced by individuals.

Conclusion

As a school we deeply value and prompt the role of experiential learning in the development of character and leadership. However, how strong is the demonstrable link between experience, particularly in the cocurricular space, and the growth of desirable characteristics – character and leadership? The environments in which our young men face challenges are dynamic and unique and it follows to ask, how do they vary? With what characteristics do different experiential situations vary? To what degree? And how do these varying characteristics relate and correlate to the growth of different elements of one’s character?

The VUCA model is four quadrants, Volatility, Uncertainty, Complexity and Ambiguity, offer the potential to build a framework to assess and define the characteristics of outdoor experiential learning environments. This model has the ability to build a description or score through a suit of questions aligned to each quadrant. Through a robust and validated framework, further work may be engaged to investigate how environments of varying scores across the different quadrants, say, high in volatility, may impact an individual’s growth and development.

At King’s we understand that boys flourish and grow through the pursuit of challenge, and importantly the success and failure associated with the embrace of this challenge. A valid and reliable framework linking VUCA characteristics of environments to an individual’s growth in character and leadership

would provide a powerful tool to help us assess, refine, and grow our co-curricular offerings at The King’s School and Tudor House.

References

Bennett, N. (2014). What a difference a word makes: Understanding threats to performance in a VUCA world.

https:// doi.org/10.1016/j. bushor.2014.01.001

Born, D., & Megone, C. (2019). Character and leadership: Ancient wisdom for the 21st century. Journal of Character and Leadership Development, 6(1).

Dewey, J. (1988) The later works of John Dewey, Volume 13, 19251953: 1938-1939, Experience and education, freedom and culture, theory of valuation, and essays

Southern Illinois University Press

Dewey, J. (1986). Experience and education, The Educational Forum, 50(3), 241–252.

Kolb, D. A. (1984). Experiential learning. Eaglewood Cliffs.

Maxwell, J. C. (1940). 21 irrefutable laws of leadership (2nd ed.). Thomas Nelson.

McChrystal, S. (2015). Team of teams. Penguin Random House. Ord, J., & Leather, M. (2011). The substance beneath the labels of experiential learning: The importance of John Dewey for outdoor educators.Journal of Outdoor and Environmental Education, 15(2), 13–23.

Plato. (2007). The Republic. (D. Lee, Trans., 2nd ed.). Penguin. Spain, E., & Woodruff, T. (2023). The applied strategic leadership process: Setting direction in a VUCA world. Journal of Character and Leadership Development,

10(1), 47–57.

Zaidi, I., & Bellak, B. (2019). Leadership development for international crises management: The whole person approach. Journal of Peacebuilding & Development, 14(3), 256–271.

Navigating distributed leadership and team dynamics: A reflective narrative on academic excellence at The King’s School

Jackie Camilleri – Deputy Head - Academics, Senior School

Grounded in the research of Harris (2018), this reflective narrative delves into the leadership dynamics and their impact on The King’s School. The journey of the school in its leadership evolution is a compelling case study of this transformation. Historically, the school’s leadership framework was defined by traditional hierarchical structures. These structures, while effective in certain contexts, often limited the scope for collaborative decision-making and innovation, which are increasingly recognised as vital in contemporary educational environments.

Harris’s (2018) research into distributed leadership provides a theoretical foundation for understanding this evolution. According to Harris, distributed leadership is not just about delegating tasks, but about creating a culture where leadership is a shared, collaborative, and inclusive process. It involves recognising and utilising the diverse strengths and skills of all team members to achieve organisational goals. This approach contrasts with the traditional top-down leadership model, where decisions are made by a few individuals at the top of the hierarchy.

At The King’s School, the shift towards this more collaborative and inclusive approach aligns with contemporary educational leadership theories, which advocate for a more

distributed, participatory, and teamoriented leadership style. This change was driven by the understanding that effective leadership in education requires adaptability, shared vision, and a capacity to foster a supportive and empowering environment for both staff and students.

The evolution of leadership at The King’s School also reflects a broader trend in educational leadership, which sees the role of a leader not just as a manager, but as a facilitator of growth, learning, and collaboration (Harris et al., 2017). This paradigm shift recognises the complex, dynamic nature of educational environments where leaders need to be responsive to the needs of a diverse community of learners and educators.

In this context, the historical leadership model at The King’s School, began to transform. The school started to embrace a model that values consultation, collaboration, and shared responsibility. This shift was not just structural but also cultural, requiring a change in mindset from all members of the school community. Leaders at the school began to see themselves more as facilitators of learning and growth, rather than mere administrators or decision-makers.

This transition towards a more distributed form of leadership has allowed the school to become more agile

and responsive to the changing needs of its students and the broader educational landscape. It has fostered a culture of trust, respect, and mutual support, which is essential in creating an environment conducive to learning and innovation.

Adopting distributed leadership was not without its challenges. The initial phase was characterised by ambiguities in decision-making roles and responsibilities. Addressing this required the establishment of clear communication protocols and the introduction of regular team meetings. These meetings enhanced transparency and deepened staff commitment, serving as platforms for open discussions on school policies and strategies (Harris, 2018).

The Role of Reflective Practice, Team Dynamics, and Addressing Skill Gaps

Reflective practice emerged as a crucial element in navigating the complexities of distributed leadership (Harris, 2018). Regular reflection sessions, such as HSC Cluster meetings, have been instrumental in identifying areas for improvement, assessing the effectiveness of new strategies, and fostering a culture of continuous learning and adaptability. This reflective practice has contributed significantly to both personal and professional growth, enabling a leadership approach that is agile, inclusive, and responsive.

The creation of a collaborative team environment was central to our leadership approach. This required moving beyond rhetoric to genuinely cultivating a culture where diversity was celebrated (Spillane, 2012). Initiatives such as team-building exercises, collaborative strategic projects, and open forums for discussion played a crucial role in building robust team

dynamics. These initiatives fostered a sense of camaraderie and mutual respect, essential for a thriving educational environment.

A key aspect of our leadership strategy was recognising and maximising the potential of our staff. Through introspective evaluations, feedback mechanisms, and talent identification, we identified skill gaps and implemented targeted professional development programs (Brown & O’Reilly, 2020). These initiatives, including staff mentorship programs, workshops, and training sessions, were aimed at enhancing the competencies of our team members, thereby elevating the overall educational standard.

Deans of Studies: Implementing a Stage Structure

In 2022, The King’s School embarked on a strategic restructuring of its academic framework, adopting a “Stage Structure” across its three pillars of education. This approach represented a significant shift in the school’s operational dynamics, aligning three Deans of Studies with specific stages of learning—Stage 4, Stage 5, and Stage 6. This alignment brought about a more nuanced and effective oversight of academic matters, tailored to the distinct needs and developmental stages of the student body, now at 250 students per cohort.

The implementation of the Stage Structure marked a departure from the traditional, more generalised approach to academic management. Each Dean of Studies was assigned to oversee a specific stage, allowing for a more specialised focus on the educational and developmental requirements pertinent to that stage.

The roles of the Deans of Studies became pivotal in bridging the gap

Navigating

Camilleri, J (2024). Navigating distributed leadership and team dynamics: A reflective narrative on academic excellence at The King’s School. Leader, 1

between the strategic vision of the school’s leadership and the practical, day-to-day academic operations. Working closely with the Deputy Head (Academics), the Academic Office, and Heads of Department, the Deans of Studies played a crucial role in translating the school’s educational goals into actionable plans and initiatives at each stage. This collaborative approach facilitated a more cohesive and aligned effort across different departments and levels, ensuring that the school’s academic objectives were consistently pursued and achieved, thus enhancing the distributed leadership model at The King’s School.

Deans, with their specific stage responsibilities, were able to develop a deeper understanding of the needs and dynamics of their respective student groups. This focus facilitated a more tailored approach to professional development, mentoring, and support for Year Coordinators. It also encouraged the Deans to innovate and experiment with new methods and designs of curriculum that were particularly suited to their stage of learning. With Deans focusing on specific learning stages, they were better positioned to monitor and support the emotional and psychological well-being of students, alongside Year Coordinators and Housemasters. This holistic approach ensured that students received not only academic guidance but also the necessary support to thrive in all areas of their school life.

Transition to a Transdisciplinary Model

Historically, The King’s School operated under traditional departmental structures, characterised by distinct academic disciplines with minimal cross-departmental collaboration. While effective in certain respects, this model limited the scope for interdisciplinary

learning and innovative problem-solving. In 2022, the school initiated a transition to a more transdisciplinary approach. Departments were reorganised into clusters, fostering greater collaboration and shared expertise. This represented a significant step towards enhancing pedagogical practices and academic excellence.

Transdisciplinary learning, integral to The King’s School’s educational approach, merges knowledge from multiple disciplines, fostering holistic problem-solving and equipping students for real-world challenges. This method transcends traditional academic boundaries, enhancing creativity, innovation, and a comprehensive understanding of complex issues. Paramount in today’s educational landscape, transdisciplinary learning not only promotes holistic problem-solving and collaboration but also prepares students for contemporary challenges. It encourages communication, fosters creativity and innovation, and aligns with the evolving demands of the workforce. By integrating diverse fields of knowledge and expertise, this approach cultivates innovative solutions, preparing students for the complexities of the modern world.

Implementing Distributed Leadership through Deans of Clusters

The King’s School’s initiative to restructure its academic departments into transdisciplinary clusters represents an innovative step forward in enhancing collaboration, sharing expertise, and improving pedagogical practices. The move towards this transdisciplinary approach is marked by the creation of clusters such as the “Thought Leadership” and “Global Engagement” clusters. These clusters have already shown promising results in fostering

greater cooperation among departments and enhancing the overall educational experience.

In 2022, the physical integration of the Languages department with the Thought Leadership cluster staff room was a significant step, leading to increased collaboration and a fruitful exchange of teaching methodologies. This integration serves as a model for the potential benefits of a more interconnected academic structure.

The next phase of this transformation involves the introduction of Deans to oversee these clusters, a move intended to enhance the distributed leadership model and streamline the reporting process to the Deputy Head of Academics. This phased introduction of Deans, beginning with two and gradually expanding, is a strategic approach. It allows for the careful development of leadership capacity within each cluster while maintaining the focus on collaborative excellence.

The Thought Leadership Cluster, under the guidance of Sonya Harper, and the Global Engagement cluster, led by Jeanette Mikhael, are poised for continued success. Both clusters, which include high-performing departments that have demonstrated a strong ability to collaborate and elevate their pedagogical standards and are particularly noted for consistent outstanding HSC results, are indicative of the kind of leadership that can drive the school’s academic ambitions forward. The focus on leveraging the expertise of emergent leaders will be crucial in this process.

Adopting a staged approach to introduce Deans of clusters over two or more years, allows the school to build on its existing strengths, develop necessary

leadership capabilities, and ensure the retention of key talent. This gradual implementation also facilitates increased collaboration opportunities between the newly appointed Deans, further reinforcing the school’s commitment to a transdisciplinary approach and a distributed leadership model.

Challenges and Opportunities in the Transition

The transition to a transdisciplinary model and distributed leadership presented both challenges and opportunities. Aligning diverse academic cultures, fostering open communication, and developing shared goals were critical hurdles. However, these challenges also provided opportunities for professional growth, innovation, and enhanced student learning outcomes.

The transition to collaborative leadership at The King’s School has been instrumental in driving academic excellence. This shift, characterised by involving a diverse array of perspectives in decision-making and strategy formulation, has led to the implementation of more effective, innovative educational programs. The inclusive nature of this approach has brought about a transformative change in the way educational strategies with new interventions are conceived and executed. By drawing on the collective wisdom and experience of a broader segment of the school, including teachers, staff, and sometimes students, the school has been able to design and deliver curricula that are not only academically rigorous but also resonant with the needs and interests of its students.

The democratisation of the decision-making process has resulted in a stronger sense of ownership and commitment among the staff.

Camilleri, J (2024). Navigating distributed leadership and team dynamics: A reflective narrative on academic excellence at The King’s School. Leader, 1(1).

Teachers and administrators, feeling more invested in the outcomes of their efforts, have shown heightened levels of engagement and performance. This heightened engagement is evident in the classroom, where teachers employ more dynamic and student-centred teaching methods, leading to more interactive and engaging learning experiences for students.

The impact of this collaborative leadership is clearly reflected in the exceptional academic results achieved by The King’s School, especially in the Higher School Certificate (HSC) across various courses. These achievements have not only bolstered the school’s reputation for academic excellence but have also laid a solid foundation for the introduction of the International Baccalaureate Diploma Programme. The successful implementation of this program requires a strong academic foundation, which The King’s School has demonstrably built through its impressive HSC results.

Furthermore, these academic achievements are all the more remarkable considering they have been attained alongside a strong focus on cocurricular activities. The King’s School’s commitment to holistic education, which emphasises both academic excellence and character development, has resulted in producing confident, well-rounded individuals. Students are not only achieving high academic standards but are also developing essential life skills such as leadership, teamwork, and resilience. This balanced approach is preparing students for the challenges they will face beyond the school gates, in higher education and in their future careers.

The balance between academic rigor and character development underscores the effectiveness of the

distributed leadership and robust team dynamics at The King’s School. By fostering an environment where leadership is shared and collaborative, and where every member of the school community feels valued and empowered, the school has created a vibrant, dynamic learning environment. This environment not only drives academic success but also nurtures the personal growth of each student, ensuring they are not just academically proficient but also equipped with the character and skills needed to succeed in all aspects of life.

Conclusion

The King’s School’s evolution underlines the pivotal role of distributed leadership and dynamic team collaboration in achieving and sustaining academic excellence. The school’s transformative journey, marked by a series of strategic shifts and adaptations, highlights the challenges encountered and the innovative strategies employed to foster a culture rich in collaboration, innovation, and ongoing improvement. These experiences not only enrich the broader dialogue on effective leadership in educational settings but also offer valuable insights for other institutions navigating similar pathways.

The introduction of the Stage Structure in 2022 stands as a key milestone in the school’s progressive approach to academic leadership and management. By aligning Deans of Studies with specific learning stages, the school has reinforced its distributed leadership model, deepened collaborative ties among its academic staff, and focused its efforts more effectively on education delivery and student development.

Moreover, the School’s strategic pivot towards a transdisciplinary approach, characterised by the

Camilleri, J (2024). Navigating distributed leadership and team dynamics: A reflective narrative on academic excellence at The King’s School. Leader, 1(1). 16-21

inauguration of Deans overseeing clusters, affirms its commitment to academic distinction, pioneering leadership, and cooperative learning. This approach is poised to enrich the educational experience, cultivate leadership skills, and establish the institution as a frontrunner in modern educational methodologies.

Crucially, the impact of collaborative leadership at The King’s School has been profound and multifaceted. It has not only elevated the quality of education but has also led to remarkable academic achievements. More importantly, it has nurtured the growth of well-rounded individuals, equipped to navigate the complexities of the world with confidence and skill. This holistic approach to education, adeptly balancing academic rigor with character development, exemplifies the efficacy of the distributed leadership model and the positive dynamics of teamwork within the school.

In essence, The King’s School’s journey is a resonant example of how adaptive leadership, a focus on transdisciplinary learning, and a commitment to collaborative excellence can collectively forge an educational environment where innovation thrives, academic achievement is celebrated, and students are holistically prepared for the future.

References

Bourke, J. (2016). Which two heads are better than one? how diverse teams create breakthrough ideas and make smarter decisions. Australian Institute of Company Directors.

Brown, M., & O’Reilly, K. (2020). Developing leadership for the changing world of work: Insights, best practices, and thought leadership. Springer.

Harris, A. (2018). Distributed leadership: Implications for school improvement. School Leadership & Management, 38(2), 134–144.

Harris, A., Jones, M., & Huffman, J. B. (Eds.). (2017). Teachers leading educational reform: The power of professional learning communities. Routledge. Spillane, J. P. (2012). Distributed leadership. John Wiley & Sons.

Camilleri, J (2024). Navigating distributed leadership and team dynamics: A reflective narrative on academic excellence at The King’s School. Leader, 1(1). 16-21

Active bodies, active minds

Lachlan Blue: Colour Housemaster and Teacher, Tudor House

The “Active Bodies, Active Minds” initiative is a proposed project intended to transform the learning experience at The King’s School, Tudor House. Inspired by Nordic schools’ practices (Wilkins, & Corrigan, 2019), which send students outdoors every 45 minutes, this project explores the potential connection between physical activity and heightened classroom concentration.

The primary goal of this proposed initiative is to enhance students’ overall wellbeing and academic performance through thoughtfully designed, short physical activity sessions. Research indicates that physical activity can positively influence students’ attentiveness and behaviour (Ruhland, & Lange, 2021).

The potential implementation of this project at The King’s School, Tudor House, would involve structured sessions that focus on increasing heart rates, enhancing cognitive function, and promoting overall wellbeing. These brief, invigorating breaks aim to empower students, enriching their mental states while fostering independence and responsibility.

With existing evidence supporting this approach, “Active Bodies, Active Minds” represents a promising modern educational best practice. Adopting this strategy, The King’s School, Tudor House can create a more engaging and

holistic learning environment. Students may excel academically while developing a deeper connection to their physical wellbeing, making this proposal an innovative approach with the potential to positively impact the academic and personal lives of Tudor House students.

Students’ Health and Concentration

Physical activity is crucial for holistic child development as it impacts both physical health and cognitiveemotional wellbeing (Melbourne & Port, 2018). In today’s increasingly digitalised and sedentary classrooms, schools, educators, and parents are responsible for introducing, nurturing, and normalising physical activity. Recent research has illuminated effective strategies comprehensively addressing this challenge (Booth et al., 2020).

One noteworthy discovery emerged from a citizen science study led by Booth. Engaging in self-paced outdoor activities, exemplified by “The Daily Mile” for just 15 minutes, proved a significant benefit for pupils’ cognitive performance and overall wellbeing (Booth et al., 2020). This approach outperformed the alternatives of mere sitting or standing outdoors and exhaustive running exercises. The key factor here is the term “self-paced,” allowing students to determine the intensity and pace of their activity; thus, enhancing enjoyment and

maximising the mental and physical wellbeing advantages (Booth et al., 2020).

Interestingly, while not achieving the same benefits as self-paced activities, high-intensity physical activities were beneficial, too. They yielded results similar to the control measures in the study, indicating their suitability for inclusion in the physical activity curriculum without adverse effects on students (Booth et al., 2020).

The holistic benefits of these self-paced physical activity breaks extend well beyond immediate cognitive enhancements. Long-term health benefits align with acute cognitive improvements, bolstering the learning environment (Booth et al., 2020). Furthermore, Booth and colleagues note that these breaks are practical tools to support and enhance learning, solidifying their position as invaluable components of modern education.

However, it is crucial to emphasise that these breaks should not be considered replacements for other forms of physical activities. Booth et al. (2020) emphasise that these activity breaks represent one avenue to augment youth activity levels. Traditional physical education (PE) and active transportation methods retain their essential roles. My research underscores that selfpaced breaks offer supplementary advantages, justifying their integration into school routines. Decisions regarding their implementation should be made collaboratively by educators and school administrators.

Bershwinger and Brusseau’s (2013) study provides additional evidence of the benefits of classroom activity breaks. Their research found that Fourth Grade students who participated in classroom activity breaks averaged 845 more steps

and 4.6 more minutes of moderate-tovigorous physical activity (MVPA) per day than those who did not.

Additionally, Janssen et al.’s (2014) study highlights the positive impact of physical activity within the school setting. Their research demonstrated that brief physical activity breaks, especially those of moderate intensity, significantly affected the attention of primary school children. These findings suggest that incorporating moderate-intensity physical activity breaks into the school day can effectively enhance students’ attention levels (Janssen et al., 2014).

Additionally, Janssen et al.’s (2014) study serves as a reminder of the significance of integrating physical activity breaks into the daily school routine. These breaks offer cognitive benefits and contribute to developing well-rounded and healthy students (Janssen et al., 2014). Schools can cultivate an improved learning environment by encouraging students to participate in moderate-intensity physical activities during holidays, ultimately positively influencing overall school performance (Janssen et al.). This research underscores the multifaceted advantages of integrating physical activity into the educational setting, highlighting its role as a cognitive and physical development catalyst in young learners (Janssen et al.).

It becomes apparent that physical activity is pivotal in fostering holistic child development and recent research underscores its vital role within the school setting. Initiatives like “The Daily Mile” and self-paced activity breaks demonstrate the profound impact of incorporating physical activity into students’ daily routines, benefiting their immediate cognitive performance and long-term wellbeing (Booth et al., 2020; Janssen et al., 2014). Bershwinger and

Brusseau’s (2013) research further supports the implementation of classroom activity breaks, highlighting their potential to increase students’ daily physical activity levels. Schools can take proactive steps to promote physical activity by:

• offering a variety of selfpaced and moderate-intensity physical activity breaks throughout the school day,

• collaboration between educators and school administrators to implement a variety of self-paced and moderate-intensity physical activity breaks throughout the school day,

• giving students opportunities to participate in traditional PE classes and active transportation methods,

• encouraging students to be physically active during holidays and extracurricular activities. (Booth et al., 2020; Janssen et al., 2014)

Optimising Student Wellbeing and Concentration: Insights from Classroom Demographics and Activity Strategies

The Year 1B class at The King’s School Tudor House, a private educational institution in the Southern Highlands of New South Wales, is composed of seventeen students, including nine boys and eight girls, all aged between 6 and 7 years old. This setting provides a unique environment for their daily interactions and learning experiences.

In a classroom of seventeen students, the gender distribution provides insight into the demographic dynamics of modern classrooms. The

near-equal representation ensures that classroom discussions, activities, and group work have a balanced mix of male and female perspectives. This balanced dynamic is particularly beneficial in creating an environment where both genders can express themselves freely, ensuring a comprehensive view of student responses and interactions in various scenarios.

Within an educational framework, transitions between different spaces play a vital role in the flow of the day. Moving students from the structured environment of a classroom to the open expanse of an outdoor setting requires well-coordinated planning. Every minute counts, and the route taken, the order of movement, and even how students line up can influence the efficiency of this transition. Pre-defined paths, clear markers, or designated student roles (like door holders or line leaders) can assist in smoothing this movement, ensuring minimal disruption.

Once outside, activities can start immediately. Students might have to wait if preparations are not made in advance, which could lead to potentially sacrificing part of the allocated time. Designating specific zones or areas for exercises can be organised. For instance, a corner can have yoga mats set out for a session, or a section of the ground can be equipped with cones for an obstacle course. Preparations made before the students arrive can facilitate a quick start to activities. Thorough planning of activities and transitions is an approach that needs to be taken seriously.

The class demographic becomes particularly significant when evaluating the impacts of physical breaks on student wellbeing and concentration. The presence of both boys and girls in nearly equal numbers allows me to observe a broader range of reactions to physical

activity breaks. For instance, while some students might find short, active breaks invigorating and a way to refresh their focus, others might view them as a moment for relaxation and mental rejuvenation.

Introducing obstacle courses during short classroom intermissions can serve as a strategic endeavour to stimulate cardiovascular activity. The judicious arrangement of classroom furnishings and supplementary materials, like jump ropes and cones, allows for the creation of courses that compel students to accelerate their heart rates. As students manoeuvre through these dynamic challenges, the increased circulation is anticipated to bolster their physical wellbeing and cognitive alertness, offering a rejuvenated return to academic tasks.

Using familiar games like “Simon Says” or “Four Corners” is a practical approach to get students up and active. These games, while primarily known for their fun and interactive nature, also encourage students to move quickly and think on their feet. When students participate in such activities, they not only have fun but also experience a noticeable increase in their heart rate and circulation. Based on my observations, this boost in physical activity helps students release pent-up energy and supports their focus when they return to their classroom tasks.

Incorporating a self-paced activity like “The Daily Mile” into our classroom routine can be particularly beneficial given the demographic mix of our students. The self-paced nature of the activity allows each student to engage at their comfort level, catering to diverse preferences within the group. This inclusivity fosters a positive atmosphere where students can participate without feeling pressured to match

a predetermined pace. Additionally, it aligns to enhance wellbeing and concentration, as it allows students to choose the intensity of their activity. This adaptability can contribute to a more rejuvenated and focused return to their academic tasks, ultimately supporting their overall development.

Understanding this class’s demographic composition is instrumental for me in the planning and implementation phase. When considering strategies like physical breaks, knowledge about the class composition assists in designing activities that resonate with all students. By ensuring that the chosen activities cater to the interests and needs of both genders, teachers can optimise the potential benefits of these breaks. This understanding can contribute to improved wellbeing, increased concentration, and a more productive learning environment for all students.

The introduction of activity breaks for students, particularly capitalise on extended periods of uninterrupted instruction, specifically those twohour blocks without the intervention of specialist teachers. Recognising the importance of physical movement in aiding concentration and wellbeing, the games were curated to emphasise movement and excitement. Activities like bull rush, capture the flag, tag in confined areas, and stuck in the mud re-energised the fostered teamwork and camaraderie, ensuring that their minds were alert and receptive upon returning to the classroom tasks.

Findings

Integrating more outdoor activities and physical movement games into the daily routine allowed for monitoring and documenting the reactions and behaviours exhibited by the students.

Immediately apparent was the heightened enthusiasm when outdoor activities were mentioned. Students’ faces would light up, and there was a discernible increase in eagerness, suggesting a strong inclination towards these sessions. Over several weeks, this consistent anticipation from the students became evident, underscoring the potential benefits of including such activities in the daily schedule.

However, specific challenges were presented regarding transitions between the classroom and the outdoors. Organising and guiding young students outside often took longer than initially planned. There were instances where some students were distracted or uncooperative, causing slight delays. These occasional extended transition periods started to infringe on the dedicated teaching time, indicating the necessity for improved transition strategies or more structured routines.

Given the age group of these Year 1 students, their ongoing development in communication skills was evident. The outdoor sessions became unintended arenas for these skills to be practised and honed. Observing from a distance, students took turns expressing themselves and sometimes mediating peer disputes—all integral to their communication and interpersonal skill development.

Furthermore, the introduction of these active breaks had an indirect impact on classroom behaviour postbreak. When students returned to their desks, there was a tangible shift in energy—a mix of calmness and attentiveness. Tasks were approached with fresh vigour and an underlying sense of engagement. A pattern began to emerge where students, possibly anticipating another activity-filled break, seemed to buckle down and concentrate

more effectively in the interim periods.

Upon returning from physical breaks, a distinct shift was observed in the student’s demeanour as they re-entered the classroom. They seemed more attuned to the learning environment, displaying a readiness for the next lesson. As instructions were provided for the subsequent lesson, the room would often fall into a focused silence, with students showing eagerness to comprehend and execute the given tasks. The chatter and restlessness typically associated with the end of a break seemed minimised, replaced by a more settled and attentive atmosphere.

These physical breaks seemed especially advantageous given the extended periods, specifically the 2-hour slots spent with the students without specialist teachers’ intervention. Considering the students’ young age and naturally shorter attention spans, integrating these active breaks rejuvenated them, allowing for a more sustained focus during extended instructional periods. This refreshed mindset post-break bolstered their ability to engage deeply with the lesson.

Indeed, while the introduction of physical breaks positively influenced the classroom environment, it is essential to acknowledge that other external factors played a role. Some students were still adjusting to classroom expectations. As they gradually became more familiar with the routines and social dynamics, their participation in classroom discussions and activities improved. Students were also in various stages of maturing, which influenced their behaviour and interactions with peers and classroom activities.

Furthermore, it is noteworthy that three students were undergoing trials of medication aimed at enhancing

concentration and focus. The effects of these medication trials varied among these students, introducing some variability in their responsiveness during classroom activities. This emphasises the importance of recognising individual differences, including variations in maturity levels, and their potential impact on students’ concentration levels during classroom activities.

Conclusion

Observations of the Year 1B class suggest that incorporating physical breaks plays a notable role in student engagement, especially during extended teaching periods. It became evident that transitioning smoothly between activities and effectively utilising these breaks could impact the learning experience. Research suggests physical breaks can significantly boost wellbeing and cognitive engagement in students older than 6 and 7. Given this, and their initial observations, there is an argument for a more in-depth exploration of this topic. The potential benefits to classroom dynamics and student wellbeing underline the importance of further discussions and research on effectively integrating these physical breaks into the curriculum.

References

Bershwinger, T., & Brusseau, T. (2013).

The impact of classroom activity breaks on the school-day physical activity of rural children. International Journal of Exercise Science, 6(1), 134–143.

Booth, J., Chesham, R., Brooks, N., Gorely, T., & Moran, C. (2020). A citizen science study of short physical activity breaks at school: Improvements in cognition and wellbeing with self-paced activity. BMC Medicine, 18(1), 1–10.

Janssen, F., Biddle, S. J. H., Westerterp, K., Rowlands, A. V., LeBlanc, A. G., Thorogood, M., & Tremblay, M. S. (2014). Systematic review of the health benefits of physical activity and sedentary behaviour recommendations for adults. British Journal of Sports Medicine, 48(19), 1291–1299.

Melbourne, S., & Port, J. (2018). The importance of physical activity in children and adolescents. Journal of Paediatrics and Child Health, 64(1), 7–10.

Ruhland, S., & Lange, K. W. (2021). Effect of classroom-based physical activity interventions on attention and on-task behavior in schoolchildren: A systematic review. Sports Medicine and Health Science, 3(3), 125-133. https://doi.org/10.1016/j. smhs.2021.08.003

Wilkins, V., & Corrigan, E. (2019). What US schools can learn from Finland’s approach to education. Stanford Social Innovation Review. https://doi.org/10.48558/ EKYE-MA55

Improving HSC performance in Visual Arts starts in Year 7

Charlotte Chester – Head of Visual Arts, Senior School

The study of Visual Arts is arguably an indispensable addition to enhancing the education of boys in secondary schools. International studies have identified the contribution of the creative arts to social success, learner engagement, motivation, cognitive capabilities, academic achievement, and the development of underachieving students (Arnold, 2001; Ashbury & Rich, 2008 as cited in Scholes and Nagel, 2009; Colwell 1999; Harland et al., 2000). In the context of The King’s School, an all-boys high school of 1500 students, Visual Arts is a well-established area of study that could be determined as being extraordinarily successful based on recent Higher School Certificate (HSC) results in the subject. Considering the subject’s steady and re-occurring improving results, the question is: How will the Visual Arts Department continue to improve student performance in the Visual Arts HSC examinations?

At the conclusion of the Stage 6 Visual Arts course, students sit an examination as part of the HSC. The examination is in two sections: Section One is a series of three short answer questions based on unseen artworks, whilst Section Two is an essay based on artist case studies investigated throughout the year. Critical thinking and source analysis are required skills for Section One. Students have to “read” artworks; that is, apply their knowledge

of content and the visual arts framework to interpret the works’ materiality and conceptual meaning.

Visual literacy is inextricably linked to both understanding and critical evaluation (Flood, 2004). Unlike traditional written text, which has a prescribed introduction, middle or explanation, and resolution or end, a visual text can be understood and interpreted from a range of entry points. While the artist seeks to make artworks that communicate meaning, the success of such communication is interdependent on an audience’s ability to understand and interpret the conceptual strength of the work. For the viewer to discover meaning within the work, they apply their own knowledge, personal experiences, and make connections and associations to various signs and symbols. The visually literate viewer can derive meaning using these strategies as well as through the identification of themes and ideas. However, the latter is a higher order thinking skill and, therefore, must be explicitly taught if a student is to extract meaning (Flood, 2004). From Year 7, students must be provided with opportunities to investigate and learn critical thinking through the application of the skills associated with extracting meaning, in turn making a judgement based on an informed point of view (Flood, 2004). These opportunities must stem from practical activities through

the completion of artworks together with critical and historical tasks (Board of Studies, 2003).

Increasingly, teachers are tasked with developing students’ critical thinking skills, and the Australian Professional Standards for Teachers requires them to demonstrate the use of teaching strategies to develop students’ “knowledge, skills, problem solving and critical and creative thinking” (Sweller, 2022, p.7). Despite the expectation for teachers to facilitate creative and critical thinking, a lack of knowledge and clarity on how to do so exists. Because of this uncertainty, the most common teaching and learning strategy for the acquisition of these skills is to have students discover information for themselves (Sweller et al., 2022). However, according to Sweller, this strategy for enhancing critical thinking as a generic-cognitive skill is not supported by empirical evidence. Moreover, these inquiry-based or discovery approaches to learning can lead to reduced academic performance compared to having information explicitly taught (Sweller, 2021).

In Explicit Instruction: Effective and Efficient Teaching, Archer and Hughes (2011) define explicit instruction as:

Explicit instruction is a structured, systematic, and effective methodology for teaching academic skills. It is called explicit because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures. Explicit instruction is characterised by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear expectations and

demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved. (p.1)

Starting high school, learning new subjects, meta-language, and skills can lead students to feeling overwhelmed, thus leading to an increase in cognitive load. Therefore, extraneous load must be reduced in the classroom for intrinsic cognitive load and core-learning to occur. When teachers reduce extraneous load, working memory is engaged and space “freed,” leading to increased learning (Lovell, 2020). For this reason, the model of effective explicit instruction is an invaluable tool to support students’ academic success. When students are novice learners in a particular area, they need to be taught the essential skills required if they are to master the task. Explicit instruction expert Anita Archer coined the phrase “I do, We do, You do;” a concept also referred to by Oliver Lovell (2022) as the PIC model – Plan, Instruct, Check for Understanding. Put into practise, this tangible and practical three-step guide can assist Visual Arts teachers at The King’s School in effective, efficient modelling to improve student outcomes.

Students need to practise to be skilled at anything; therefore, the practice of explicit, effective instruction should begin in the mandatory Year 7 course so that The King’s School students develop all necessary skills for academic excellence and overall success. The implementation of Lovell’s PIC model provides teachers with a tangible structure for confidently teaching students visual literacy, critical thinking, and source analysis, culminating in sophisticated, higher-order written responses. Building solid foundations from the onset of Year 7, students’ content knowledge of the visual arts

will become increasingly complex, more reflective, and authoritative over time (Board of Studies, 2003).

To implement practical strategies and put cognitive load theory into action in the classroom and better support student learning, teachers must firstly understand cognitive load theory (CLT) and its framework to appreciate this “incredibly rich and powerful model” (Lovell, 2020, p.15). Accordingly, professional learning opportunities must be provided for all Visual Arts staff, with sessions led by the Head of Department and external educators; academic resources be made available; professional conversations held; and team planning opportunities provided. The development of teacher self-efficacy and capacity-building to execute frameworks necessary for improved performance in students will enable intellectual autonomy, engagement with the initiative, and intrinsic teacher motivation. To create “buy in” and bring staff on the journey of the initiative, they must be given time to process research, feel heard, and be part of the process. Hence, staff must see value in the initiative and be part of the conversation; nevertheless, talking is one stage, action is stage two.

According to Hattie (2012), “action requires having an intention to change, having knowledge of what successful change would look like, and having a safe opportunity to trial any new teaching methods” (p. 71). Teachers require allocated time for planning and understanding of the framework, its application, and skill attainment to feel confident in its execution. This involves specific coaching to nourish teacher confidence and growth. Hattie states, (2012), “coaching is specific to working towards student outcomes … coaching is deliberate actions to help

adults to get the results from their students – often by helping teachers to interpret evidence about the effect of their actions and providing them with choices to more effectively gain those effects. Coaching involves empowering people by facilitating self-directed learning, personal growth, and improved performance” (pp.71-72).

Teacher learning through professional development follows the five principles or pillars of theory formulated by Oliver Lovell (2020) in Sweller’s Cognitive Load Theory in Action.

1. Architecture: the cognitive architecture of human memory.

2. Biology: Biologically primary and secondary information.

3. Categorisation: Categorisation of intrinsic and extraneous load.

4. Domains: domain-general versus domain-specific knowledge.

5. Elements: element interactivity, the source of cognitive load.

“These five principles work together to produce the fundamental recommendations of Cognitive Load Theory: In order to increase learning, reduce extraneous load and optimise intrinsic load” (Lovell, 2020, p.17).

Once primary CLT understanding is formed, teachers can establish how the PIC framework can be implemented in Year 7 Visual Arts. To be effective in the classroom, teachers must be explicit in two key areas – learning goals and instructional methods. Our novice learners need explicit instruction on what they are expected to learn and how they are expected to learn it. In the first key

area, learning goals, teachers must be clear on the outcome and what students will be capable of at the end of the lesson. This is determined prior to the lesson and should be shared with students. In the second key area, teachers must be precise in their instructional methods, outlining what is expected of students at each stage of the lesson. Explicit instruction expert Lorraine Hammond (as cited in Lovell, 2022, p.27) suggests “this usually looks like the teacher proceeding in small steps, checking for student understanding frequently, and achieving active and successful participation.” Once the learning intention is established, and relevance of the task outlined there is opportunity for prior knowledge to be activated through questions, or shared experiences (Lovell, 2022).

Knowledge transforms students, yet students do not learn when they are simply given information. Overt teacher modelling of the work that students will soon complete is essential in explicit and effective instruction. Killen (2005) notes it is essential for teachers to structure learning environments and activities to assist students as learners to construct meaning rather than simply absorb knowledge. In addition, extraneous load is minimised by good instructional design (Lovell, 2020).

Visual Arts teachers are experienced and well-versed in this structured approach and “intensiveexplicit instruction” (Knight, 2013, p.13) when teaching practical artmaking skills and techniques. Therefore, it is a matter of transferring this technique to the critical and historical component of the course. During the presentation or “teaching” of information, methods or scaffolds to structure practice are required. These methods will assist students in making the transition

between novice to expert in each area of study (Lovell, 2020).

The worked example method is “arguably … the most important of the cognitive load theory effects” (Sweller et al., 2011, p.108). In the preliminary stages of learning new information and skills to complete a task, worked examples tend to be more efficient as an instructional approach (Lovell, 2020). Within cognitive load theory, the term “worked examples” can be misunderstood and for this reason, opportunities must be given for teachers to build knowledge on the worked example and participate in regular departmental meetings to analyse instructional resources and develop worked examples.

Worked examples, do not “refer to the examples that are used to teach students how to solve a particular problem type in the first place. Instead, worked examples refer to the guided practice that students do following a teacher’s initial exposition” (Lovell, 2020, p.106). Additionally, “worked examples are a substitute for the lists of problems that students conventionally are asked to solve after the lesson. They are not a substitute for that lesson presented by the teacher” (Sweller, 2020, as cited in Lovell, 2020, p.106). In summary, the worked example is the practice phase between teacher instruction and a student’s entirely independent practice, which is best scaffolded with worked examples of increasing difficulty.

To ensure the success of worked examples, Lovell (2020) suggests two core conditions must be met. For worked examples to be successful, teachers need to structure and persist. “Structure” means worked examples are to be constructed in a manner that reduces extraneous load and CLT effects

are taken into account if they are to be effective. “Persist” means to continue with worked examples until “complete familiarity with the material is attained” (Sweller, & Cooper, 1985, p.87).

The working memory, where all thinking takes place, is limited to four to seven elements of information. Students bring new information in from the environment into the working memory. Thinking about this new information and linking it to prior knowledge assists in moving the information from the working memory to long-term memory. Once information is stored in the longterm memory, it can be retrieved and students can “remember” as required (Lovell, 2020). Therefore, chunking of structured information that is repeated assists students in reaching complete understanding and moving from novice to master over time. Worked examples are employed because they “provide an expert’s problem-solving model for the learner to study and emulate” (Atkinson et al., 2000, p.181).

Creative and critical thinking is a 21st century skill and seen as a basic skill for employment (Sweller, 2022), with “critical thinking” defined by Sweller as novel thinking that is useful. Critical thinking requires assessing statements and situations in a manner that allows reconsideration of stated views. In the modern world, it is desirable for students to engage with critical and creative thinking; yet, for these abstract notions to be effectively implemented and taught, teachers must be equipped with the knowledge of how students learn, think, and solve problems – which is referred to as human cognitive architecture. By studying and implementing worked examples that demonstrate possible solution steps, a body of evidence indicates students learn to solve complex, novel problems more easily.

To have students attempt to problemsolve difficult, novel problems increases cognitive load – a load that studying worked examples can suitably reduce (Sweller, 2022).

The mandatory Visual Arts course provides significant core experiences for all students in Year 7. This course provides opportunities for students to establish and develop deeper understanding of the content – subject matter, forms, and frames – of the visual arts through experience in each of the practices of artmaking, critical study, and historical study (Board of Studies, 2000). Through the application of this initiative in Year 7, the Visual Arts Department will continue to improve upon student success and acquisition in the senior years. The implementation of effective, explicit instruction and worked examples in Visual Arts will strengthen academic excellence through the sequential building of domain specific knowledge and improved student self-efficacy achieved through familiarity of concepts and deep understanding. Furthermore, intrinsic load will be optimised by appropriate curriculum sequencing (Lovell, 2020).

Building foundations in Year 7 is imperative to the development of the skills required in the Stage 6 Visual Arts course. Information stored in long-term memory can be retrieved and transferred to working memory to generate action (Sweller, 2022). However, it can take many years to become competent in a substantial domain. If new information is not “chunked” into four to seven elements or regularly reviewed, it is forgotten as the working memory is overloaded. This is because new information takes up more working memory and thus the information is not stored in long-term memory (Lovell, 2020). Studying worked examples helps

reduce the unnecessary working memory load (Sweller, 2022). Once information has been understood and processed by working memory and subsequently stored in long-term memory, then students are able to recall information to the working memory and generate action appropriate for the task and, therefore, write sophisticated higher-order written responses in the Stage 6 course; in turn, continuing to improve students’ results.

References

Archer, A. L., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. The Guildford Press.

Atkinson, R.K., Derry, S.J., Renkl, A. & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181–214.

Board of Studies NSW. (2000). Visual Arts Years 7-10 Syllabus. Board of Studies NSW.

Board of Studies NSW. (2003). Visual Arts Stage 6 Syllabus. Board of Studies NSW.

Flood, A. (2004). Defining the visually literate individual. Australian Art Education, 27(1), 72–84.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Killen, R. (2005). Programming and assessment for quality teaching and learning. Cengage Learning Australia.

Knight, J. (2013). Hight-impact instruction: A framework for great teaching. Hawker Brownlow Education.

Lovell, O. (2020). Sweller’s cognitive load theory in action. John Catt.

Lovell, O. (2022). Tools for teachers: How to teach, lead, and learn like the world’s best educators. John Catt.

Scholes, L., & Nagel. M. (2009). The creative arts and enhancing education for boys in the middle years. Middle Years of Schooling Association, 9(2), 5–1.

Sweller, J. (2021). Why inquiry-based approaches harm students’ learning. CIS Analysis Paper 24, 11 August 2021. https://www.cis.org. au/wp-content/uploads/2021/08/ ap24.pdf

Sweller, J. (2022). Some critical thinking about critical and creative thinking. CIS Analysis Paper 32, February 2022. https://www.cis.org.au/wpcontent/uploads/2022/03/ap32. pdf

Sweller, J. & Cooper, G.A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59–89. Sweller, J., Ayres, P. & Kalyuga, S. (2011). Cognitive Load Theory. 1. Springer New York.

The need for educational change for students in the middle

Penny Coleman – Teacher ESS, Tudor House

It is a universal truth that everyone is different. We all look different, we all have individual fingerprints, we all have different interests, and we all have different values and perspectives. Yet, our education system expects everyone to learn the same way. The one-size-fits-all approach to education, where students are expected to sit in a classroom and participate in structured and often teacher directed activities, most certainly does not suit all students. Using a model of education that fails to incorporate more than one learning approach will be unequipped to lead every student to their fullest potential (Clayton, 2023). While standardised approaches to teaching and assessment have their place, we need to ask ourselves: Are there other ways we can reach the same end goal of students learning and progressing through the curriculum? Is there more to education than just covering curriculum? Is there a way we can do that while also developing the character and emotional intelligence of our students? Ohanian (as cited in Marlink, n.d., p. 39). provided a counterargument to education as being something to be standardised and described the approach as putting students on a conveyor belt to the future. While there is the argument for differentiation addressing these needs, does it go far enough? Does the meaning of success need to be broadened?

The Research

The issue of the one size fits all approach to education has been around for many generations. John Dewey (as cited in Hargraves, 2021), the wellknown and key theorist in progressive education, developed a pedagogical method in the 20th Century. His philosophy saw the purpose of education to be the cultivation of thoughtful, critically reflective, socially engaged individuals. He believed that traditional subject matter was important but should be integrated with the strengths and interests of the learner. Since then, there has been a wide variety of programs implemented around the world that focus on a progressive education model of some kind.

In 2010, New York City’s Department of Education started a community of over 300 schools to test innovative classroom methods and technologies with the goal of “designing schools around the needs, interests, and motivations of individual students, by personalizing rather than standardizing the model of schooling and learning.” (Gng, 2016, paragraph 2). Later studies on the schools using this model, found a 47 percent increase in student achievement in mathematics relative to the national average in the second year of the program. Importantly, the largest gains came from the lowest performing

students (Gng, 2016). While this program focused on delivering education through an online approach, the individual and personalised program based on interest played a key role in improving not only results but also engagement in learning.

Experiential learning, developed by Kolb in 1984, is a strong instrument for bringing about positive modifications in academic education, which allows learners to apply what they have learned in school to real-world problems (Guo et al., 2016). Experiential learning focuses on the process of learning, not the product of learning. In this way, education takes place on all dimensions which cover not only the cognitive but also the affective and behavioural dimensions to encompass the whole person (Kong, 2021). This method helps learners think further than memorisation to evaluate and use knowledge, reflecting on how learning can be best applied to real-world situations (Zelechoski et al., 2017).

In a study (Villaroel et al., 2020) looking at how experiential learning improved perceived learning completed by psychology students, results showed that, following the phases and modes of experiential learning, the students´ had a positive perception about the quality of their learning. Specifically, they valued the opportunity to apply their knowledge, learn in greater depth, remembering it better, as well as being able to make a concrete contribution to solve a real problem. Zelechoski (2017) stated that by learners’ dynamic participation in experiential activities, the teacher can trigger their ability to retain knowledge that leads to their intrinsic motivation and interest in the course material.

Through experiential learning, Kong (2021) argues that learners are encouraged to think logically, find solutions, and take appropriate action in

relevant situations. Voukelatou (2019) supports Kong’s view, saying learners enthusiastically participate in mental, emotional, and social interactions during the learning procedure within experiential learning. In a metaanalysis of the relationship between experiential learning and learning outcomes, Burch et al., (2019) found that experiential learning had positive effects on student learning and that there were greater learning outcomes for cognitive and social issue measures across all 89 included studies. They went on to state that in the examination of 89 studies published over a 43-year span, it showed that students experienced superior learning outcomes when experiential pedagogies were employed. Further, these outcomes were almost a half standard deviation higher than traditional delivery techniques, and these effects were robust across every moderator they were able to study. They view the results of this meta-analysis as a clear affirmation of the efficacy of experiential learning in delivering learning outcomes.

Identified Need

Having worked in learning support in a mainstream school for three years, it has become evident that there is a group of students who are falling through the cracks when it comes to education. This group of students who are in the middle, are ones who have learning difficulties, diagnosed or undiagnosed, that are not severe enough to attend Schools for Specific Purposes, but also means they often fail to experience joy and success in the mainstream, one-size-fits-all classroom. This lack of success often presents in many ways such as difficult behaviours, negative attitudes towards learning, and poor academic results.

Rationale

My Leading from the Middle program has been developed to address and meet the unique needs of the learning support students in a rural primary school. There is an increasing number of students who are academically challenged but display strong real life and practical skills. Having adapted the learning support of a single student to reflect these strengths over 6 months, a change in the student’s attitude and willingness towards learning was observed by teacher and parents. With several other similar students in mind, the approach is to be extended to encompass a small group of students.

Objectives

The aim and purpose of this program is to support students in ‘the middle’ to unlock their learning potential, build confidence and have the chance to shine, which may not occur for them in the traditional classroom learning environment. The program’s objective is to teach the required curriculum through a project or experiential approach primarily outside of the classroom. It aims to develop a whole child who has the knowledge and skills to not only succeed in the wider world but to also make a difference for the betterment of society.

Methodologies

Criteria for Inclusion

The program has been developed for students who require support. Students in Stage Two and Three will be identified for participation in the program, based on a range of factors including academic results (two years or more below their peers), diagnoses, student behaviour and attitude to learning, parent observations and goals for their child; and student interests. Students do not have to meet all factors

to be in the program.

Consideration of students for the program will come from interest from parents, or referral from classroom teachers, learning support teachers, the Curriculum Coordinator or the Head of School. Once a student is referred, the student’s learning profile will be discussed and considered by the student’s educational team. The last step in being accepted is for the student and their parents to understand the aims and structure of the program before than agreeing to being a part of it.

Curriculum and Programming

Project-based learning (PBL) transforms the traditional way of learning that occurs in the classroom (Clark, 2017). To teach the Board of Studies curriculum, a program format has been developed based around, and focusing on, explicit teaching practices, the PYP units of inquiry, the design process, the inquiry cycle, SOLO Taxonomy principles and the UN Sustainable Development goals. These have all been chosen to assist in developing a real-life based learning program that develops a well-rounded student with not only the cognitive skills and knowledge required, but the emotional and inter-personal skills and values to become a global thought leader that’s ready to face the challenges of their wider world while making an outstanding impact on society and contributing to the betterment of humanity. PBL also puts a major emphasis on the idea of acquiring 21st century skills (Warren, 2016), where students build transferrable soft skills that are sought after in higher education and the workforce (Clark, 2017).

Teaching and Learning

Each teaching unit, or program, will be based around a project linked to the Paddock to Plate and Agriculture goals of the school. PBL projects are completed over longer periods of time and cover multiple curricular standards (Clark, 2017). A unit’s length will be dependent on the size of the project but, at the minimum, will be a term in length. Each unit will be broken up into the phases of the inquiry cycle. The core fundamental literacy and numeracy skills will explicitly be taught in a flexible learning classroom while the rest of the curriculum will be taught utilising the 170 acres of the school. Each unit, or project, will have the students identify a linking UN goal. Students will be required to consider how the work they are doing could help a community elsewhere in the world start to achieve the chosen goal. To further students’ current knowledge and experience in agriculture and to assist in making the program as authentic as possible, staff within the school, such as the maintenance and kitchen teams, as well as a pool of local community members, will be sourced to act as program mentors and work beside the students to share their expert first-hand knowledge. According to Warren (2016), with PBL, students manage their own acquisition of learning and learn key concepts while creating their project.

Assessment

Assessment is a crucial part of education and is one of the biggest concerns for teachers when embarking on the PBL approach. However, this is one of the greatest potentials of PBL as it calls for authentic assessment. There are many ways assessment can be carried out, including student surveys, student conferences, photos, videos, summative project rubrics, and student journaling or reflecting. This project will utilise all

these, plus three other key methods: SOLO Taxonomy; Role, Audience, Format, Topic (R.A.F.T) strategy; and a project wall. The creation of rubrics, reflections, peer- and selfevaluations, and other assessment tools must be carefully crafted. They need to give students autonomy while ensuring that there are still measurable criteria that can be used for a grade (Clark, 2017).

SOLO Taxonomy, which stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality, not of how many bits of this and of that they have got right (Biggs & Collis, 1982). Not only can this be used by the teacher to assess student knowledge and progress, but students can also be taught how to use it to self-assess and set learning goals.

To support student ability in self-assessing, another strategy that can be used is R.A.F.T. Miller (2011) outlines this strategy where students are given a topic (T) and must make a few selections. They choose a role (R) that they will take on individually and as a group, such as marketer, author, blogger, campaign manager, etc. They choose an Audience (A), obviously related to the role, that could be students, parents, voters, a CEO, or even a doctor. Students also choose the format (F) that they will use, such as webpage, press release, letter, museum exhibit, or podcast. While this approach gives students exhaustive options to approach a project from a perspective that really interests them and gives them that sense of autonomy, it also gives them a strong direction and purpose to where their project is heading and what it needs to include. This approach also gives teachers a solid structure to create an assessment scaffold and rubric for both them and the student to use.

Coleman, P (2024). The need for educational change for students in the middle. Leader, 1(1). 34-39

A third approach and assessment tool this project will explore is a project wall. Matrina (2022), an educator who has been implementing Project Based Learning since 1997, discusses diverse ways they have assessed the students. One way is through a project wall. Matrina explains that project walls are dynamic teaching and learning tools that guide project management throughout the endeavour. The learners make a diagram of the different components of their project, the resources they have, and those they will need, as well as an estimated deadline, and place the diagram on the project wall. As the project unfolds, the learners document the display in the classroom for the class to see, comment on, and assess.

Conclusion

There are a group of students in the middle who are falling through the cracks of the education system. The one size fits all model does not work for them and they are falling further and further behind their peers. This program aims to provide these students with a format of learning that will not only engage them with their learning, but see them progressing with their knowledge and understanding. It is a program that aims to develop a wholistic child by focussing on cognitive as well as emotional and social intelligence through a real-world context. Research shows that to succeed in the next decade, individuals will need to able to navigate a rapidly shifting landscape and critically reflect on the knowledge and skills they need to adapt to multiple situations (Bartle, 2015).

References

Bartle, E. (2015). Experiential learning:An overview. University of Queensland. 1–9. https://itali. uq.edu.au/files/1264/Discussionpaper-Experiential_learning_an_ overview.pdf

Biggs, J. (n.d.). Solo taxonomy. https:// www.johnbiggs.com.au/academic/ solo-taxonomy/

Clark, B. (2017). Project based learning: Assessing and measuring student participation. Research and Evaluation in Literacy and Technology, 39. https: // digitalcommons. unl.edu/cgi/ viewcontent cgi ? article = 1041&context = cehsgpirw

Clayton, R. (2023, February 8). The case against a one-size-fits-all education. EF Academy Blog. https://www. ef.com/wwen/blog/efacademyblog/ one-size-fits-all-education/

Gng. (2016, November 18) Education: One size no longer has to fit all - technology and operations management. Technology and Operations Management. https://d3.harvard.edu/platformrctom/submission/education-onesize-no-longer-has-to-fit-all/

Guo, F., Yao, M., Wang, C., Yang, W., and Zong, X. (2006). The effects of service learning on student problem solving: the mediating role of classroom engagement. Teaching Psychology. 43, 16–21. Howley-Rouse, A. (2021, April 13). Dewey’s educational philosophy. The Education Hub. https://theeducationhub.org.nz/ deweys-educational-philosophy/ Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/ fpsyg.2021.771272

Marlink, J. (n.d). Review: One size fits few: The folly of education standards; Defending access: A critique of higher education. The Quarterly. https://archive.nwp. org/cs/public/download/

nwp_file/386/One_Size_Fits_ Few.pdf?x-r=pcfile_d

Martirena, C. C. (2022, April 14). Formative assessment in projectbased learning. https://www. edutopia.org/article/formativeassessment-project-basedlearning/

Miller, A. (2011, February 28). Criteria for effective assessment in projectbased learning. Edutopia. https:// www.edutopia.org/blog/effectiveassessment-project-basedlearning-andrew-miller

Villarroel, V., Benavente, M., Chuecas, M., & Bruna, D. (2020). Experiential learning in higher education. A student-centred teaching method that improves perceived learning. Journal of University Teaching & Learning Practice. 17(5 17.5), 13. https:// ro.uow.edu.au/cgi/viewcontent. ci?article = 2227&context = jutlp#:~:text = In % 20a % 20study % 20by % 20Zelechoski, and % 20motivation %20in % 20 the % 20 subject.

Voukelatou, G. (2019). The contribution of experiential learning to the development of cognitive and social skills in secondary education: A case study. Education Sciences, 9, 127–138. Warren, A. M. (2016). Project-based learning across the disciplines plan, manage, and assess through +1 pedagogy Corwin Publishing.

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Promoting whole-school cultural competency through the English curriculum

Tamara Dabic – English Teacher, Senior School

Abstract

This essay explores the critical importance of cultural competency within the context of secondary education in Australia, with a specific focus on English at The King’s School. In a syncretic and multicultural society like Australia, cultural competency is essential for fostering an inclusive and equitable educational experience that maximises the communicative skills and schematic development of students. This investigation delves into the theoretical underpinnings of cultural competency and its significance within the context of contemporary Australian education and proposes a pedagogical strategy for integrating cultural competency into the teaching of English. That said, it is integral that educators of all teaching subjects salvage the opportunity to collaborate with English teachers to promote cultural competency within our students, so that they may continue to contribute to the broader community as informed and astute global thought leaders. To plan effectively, this project proposes that educators at The King’s School need to be aware of the changing demographic of our students and the impact of this on the environment of our classrooms, so that we can identify and prioritise aspects of our subject areas that would benefit from cross-curricular collaboration with English. This is a project that requires the partnership of

staff to influence whole-school change and strengthen the cognitive and behavioural capacities of our students. By emphasising cultural competency within microcosmic schooling contexts, the quality of Australian secondary education can be developed to enhance social cohesion, improve academic outcomes, and prepare students to thrive in an increasingly diverse contemporary world.

What is Cultural Competency?

Cultural awareness and cultural competence are concepts that have become prominent across various professions concerned with helping and educating people. While there are variations in definitions of cultural competence adopted by different disciplines and their organizations, these definitions share a common foundation in recognising the importance of skills and awareness to effective cross-cultural interactions (Leavitt, 2017).

Valuing diversity is a central tenet of cultural competence. Diversity must be appreciated as a facet that can play a significant role in helping relationships and educational settings. As Leavitt (2017) suggests, it is important for educators to recognize that diversity is not something vested only within someone else, like a colleague or a student. Rather, difference exists within

the space between the teacher and their colleague or student (Leavitt, 2017).

Given that the teacher is an equal part of the diversity equation, self-awareness becomes a crucial element of cultural competence.

Whilst cultural competence involves being knowledgeable about someone else’s culture, it also requires a level of cultural humility, recognising that it is impossible to know everything about every culture, or how any individual experiences his or her culture (Leavitt, 2017). Knowledge, values, and self-awareness must be combined with skills relevant to the context as a proactive step towards attaining and consciously exercising cultural competence. It should also be noted that cultural competence is not an end state that can ever be completely achieved but is a state of striving for the best connection and best outcome when working with someone whose background differs from that of the educator.

As it pertains to the field of education, Diller & Moule (2005) suggest that cultural competence is the ability to successfully teach students who come from cultures other than our own. It entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching.

Considering this notion, it is integral to observe that educational institutions and workplace environments are becoming increasingly diverse. However, the irony is that not all students and/or teachers have been exposed to cultural backgrounds that are different from their own (Lind & Puckett, 2020). It is, therefore, vital to develop the general competency

of all stakeholders that exist within educational environments, so that we as individuals and a society are more equipped to engage with the global dynamics of the 21st Century.

The world faces many challenges today. Those challenges include serving and educating diverse populations of young people in meaningful, respectful, and culturally competent ways. While we will always strive to enhance our knowledge and skills to further cultural competence, one of the ways to do so is to learn from each other about different techniques and models being applied in different educational settings and across different subject areas. This essay explores the necessity of hybridising learning content between various secondary curricula to maximise wholeschool progression toward cultural competence.

Challenges Associated with the Development of Cultural Competency in Education & How to Overcome Them

Defining culture is not easy. Culture is a multifaceted concept and can mean many different things to different individuals and groups of people. Students within a classroom tend to define culture in terms of race, gender, ethnicity, and religion. But culture is much more complicated. Culture has been defined by many terms: race, gender, ethnicity, social class, upbringing, religion, sexuality, and food, among others (Yang & Gao, 2020). An individual’s cultural identity impacts the decisions they make, either consciously or unconsciously (Yang & Gao, 2020). Recent studies by Patel (2014) affirm that culture not only gives us our values and norms of behaviour, but also affects how we judge and interact with other people. Many aspects of culture are socially constructed, which means that,

Dabic, T (2024). Promoting whole-school cultural competency through the English curriculum. Leader, 1(1). 40-49

whilst two people may appear physically similar and have the same background and similar upbringings, they might not identify culturally with each other (Lind & Puckett, 2020).

Whilst diversity is a positive change that provokes the growth of individuals and contributes to the betterment of societies at large, such complications associated with the classification of culture can present obstacles for teachers and obfuscate the direction of contemporary education. With more diversity in society, educational institutions are empowered to help teachers and students understand their own cultural identities and foster their competence to communicate with, and appreciate, others of different backgrounds (Gao, 2019).

Investigating our local context of Australian schools today, students and staff continue to experience distinct cultures via various activities within their increasingly syncretic educational campuses. As Yang & Gao (2020) suggest, being able to have positive inter-cultural encounters contributes to a better understanding of both others and oneself. Further to this, Conklin (2004) asserts that people learn best when we are shaken by new facts, beliefs, experiences and viewpoints, which allows us to comprehend that there are multiple, equally legitimate ontologies that we need to respect (Chiu et al., 2013). Such experiences help us develop tolerance and empathy for others (Black & Duhon, 2006; Williams, 2005), increase our comfort and ability in communicating with others (Drews & Meyer, 1996; Hadis, 2005), and broaden our knowledge of and interest in global affairs (Crossman & Clarke, 2010; Herfst et al., 2008).

However, a deep understanding of oneself and others does not occur

automatically. It needs to be nurtured with significant effort and intellectual energy. Simply being in the presence of different people does not necessarily result in meaningful, intercultural understanding (Allport, 1954; Putnam, 2007). While integrating people of various cultural backgrounds through, and in, academic and social activities is vitally important in achieving mutual cultural understanding, studies have repeatedly shown that meaningful cultural interactions in higher education communities remain far from the reality (Healey, 2017; Teichler, 2017). Furthermore, not all intercultural experiences are positive. If managed improperly, encounters with other cultures can even lead to conflict between diverse cultural groups, humiliation, anger toward one other and discrimination against mainstream culture (Iyer et al., 2007). Such challenges and potential negative outcomes can increase stereotyping and intergroup hostility, and consolidate prejudicial attitudes towards others (Asmar, 2005).

Cultural competence is a critical factor for people to ensure positive outcomes in their intercultural encounters. With a rich diversity of people and various cultural traditions, secondary schools in Australia are best positioned to facilitate in people on campus, their capacity to understand their own culture and that of others and foster the necessary skills for crosscultural interaction. At an individual level, cultural capabilities help students perform successfully in modern society and achieve personal development to a fuller degree (Yang & Gao, 2020). At the collective level, people with high-level cultural capabilities can work together to reduce intercultural conflicts and build a commonwealth for all humankind. Huntington (1993) points out that

the fundamental source of conflict in this new world will not be primarily ideological or primarily economic. The great divisions among humankind and the dominating source of conflict will be cultural.

Thus, successful cultural competence begins with cultural awareness, and cultural awareness starts with self-awareness. It is important to be self-aware, to understand, respect, or participate in cultural competence (Heckroodt & Al Hashmi, 2023). Selfawareness is important because who we are shapes our values, beliefs, and perspectives. Self-awareness defines the way we see the world. It is essential that one defines how they see the world before trying to understand how another sees the world. Self-awareness allows one to see their own bias, prejudices, and judgements. As Heckroodt & Al Hashmi (2023) assert the more culturally selfaware we are, the more able we are to predict the effect our behaviour will have on others.

With the progressive increase of global consciousness, it becomes increasingly clear that secondary education institutions like The King’s School have an integral role and responsibility in shaping culturally competent educators and students, for the purpose of producing global citizens and global thought leaders.

Relevance to Australian Secondary Education Contexts and Measured Benefits of Positive Socialisation

Australia is known for its multicultural identity, with a rich tapestry of cultural backgrounds woven into the national fabric. In 2022, over one-third of the Australian population was born overseas, and almost half of the population had at least one

overseas-born parent (Tan & Cebulla, 2023). This demographic diversity is reflected in the composition of Australian high schools, making them microcosms of the nation’s cultural richness. The current education system in Australia, therefore, has a responsibility to foster and promote inclusivity, social cohesion, and academic success among its diverse student population.

Cultural competency in secondary education plays a pivotal role in ensuring that students not only acquire knowledge but also develop essential life skills. When students are exposed to diverse cultures and backgrounds, it not only enhances their understanding of the world but also promotes tolerance and empathy (Tormala et. al, 2018). By actively acknowledging and respecting these differences, students are better prepared to interact positively with individuals from all walks of life. In turn, this fosters an environment of social harmony and unity, aligning with the ideals of a multicultural society.

Cultural competency also helps in reducing cultural bias and stereotyping. Educators who are culturally competent can design curriculum and teaching materials that are free from bias and stereotypes. This ensures that students receive a balanced and unbiased education, promoting a fair and just society (Lind & Pucket, 2020). Moreover, when students are taught to be culturally competent, they are less likely to engage in harmful stereotyping, contributing to a more inclusive and equitable society. Cultural competency goes beyond just awareness of diverse cultures; it also involves developing interpersonal skills that are essential in the global context. High school students who are culturally competent are better equipped to build relationships, communicate effectively, and collaborate with individuals

Dabic, T (2024). Promoting whole-school cultural competency through the English curriculum. Leader, 1(1). 40-49

from diverse backgrounds (Deardoff & Berardo, 2023). These skills are invaluable in a world where international interactions are commonplace in various fields, from business to diplomacy.

Furthermore, as contemporary educators, our overarching duty is to prepare our students for their future beyond secondary education. In a highly globalized and digitised job market, cultural competency is a highly desirable trait for prospective employees. Employers are increasingly seeking candidates who can work effectively in diverse teams and understand the nuances of global markets (Heckroodt & Al Hashimi, 2023). High schools that prioritize cultural competency are not only equipping their students with valuable life skills but are also enhancing their prospects for the future.

The Cultural Competency Model: Initiative Overview, Limitations, and Vision

This model proposes a pedagogical strategy for promoting whole-school cultural competency through the teaching of English. As English is the only mandated subject nation-wide, it is integral that educators of all teaching subjects salvage the opportunity to collaborate with English teachers to foster cultural competency within our students, so that they may continue to contribute to the broader community as informed and astute global thought leaders.

As all departments begin to prepare and innovate their existing programs and learning materials in response to the 2021 NSW Education and Standards Authority Years 7-10 English Syllabus (NESA, 2019), it is vital that we usurp this opportunity to collaborate and in doing so, maximise our cross-functional agility as a staff body. This initiative

should be led by the Deputy Head of Academics and Academic Heads of Department, to identify ways to merge learning outcomes and develop crosscurricular academic projects for Stages 4 and 5.

The above stakeholders should also consult with their respective teams and departments to seek feedback regarding the changing demographic of our students and learning emergent needs. This approach will help us to collaborate within our professional contexts to identify and prioritise aspects of our subject areas which would benefit from cross-curricular collaboration with English. This initiative requires the partnership of all academic staff to influence whole-school change and strengthen the cognitive and behavioural capacities of our students.

As Mayfield (2020) indicates, there are four key stages to measure the success of cultural competency in schools, which can be applied to this initiative. These stages are:

1. Critical Consciousness. Developing educators who are:

• capable of recognising social inequities and critiquing their causes,

• not reluctant to identify political underpinnings of the students’ community and social world.

2. Culturally Relevant Teaching.

• teachers situating academic knowledge and skills within the lived experiences and contextual frames of reference for their students.

3. Culturally Responsive Teaching.

• supporting the SocialEmotional Learning (SEL) of students by honouring different communication styles and cultural backgrounds, positively adapting to change, and incorporating innovative and meaningful material.

4. Culturally Sustaining Teaching Through Collaboration.

• collaborating as a means of modelling respect for diversity and intercultural dialogue,

• valuing community languages and practices,

• promoting student agency and input,

• Instigating proactive development of GlobalThought Leadership.

While the importance of cultural competency in high schools is undeniable, there are indeed challenges associated with its implementation. These challenges include resistance to change, limited resources, and the need for comprehensive teacher training (Diller & Moule, 2005). However, these challenges can be overcome through a combination of strategies. To effectively implement cultural competency in high schools, it is imperative to provide teachers with the necessary training and professional development opportunities. Educators play a pivotal role in imparting cultural competency to students, and their own cultural awareness is crucial for success. High school teachers should undergo cultural competency training to ensure that they can provide a supportive

and inclusive learning environment. This training should encompass both awareness of cultural diversity and strategies for integrating cultural competency into the classroom. It is essential for teachers to recognize their own biases and privileges, as this selfawareness can positively influence their teaching methods (Chiu et al., 2013). High schools should also strive to have a diverse teaching staff. A diverse faculty can serve as role models for students and create a richer educational environment (Chiu et al., 2013). Students benefit from exposure to teachers with various cultural backgrounds and life experiences, which can broaden their horizons and foster cultural competency.

High schools must actively work to build a culture of cultural competency. This includes promoting an environment where diversity is celebrated and students and educators are encouraged to learn about, and from, each other. Cultural competency is an ongoing and recursive process that requires continuous improvement and adaptation.

Rationale

This initiative not only proposes to promote the general competency of contemporary educators, but also seeks to enrich the overall learning experience for our students. It allows both teachers and students to engage with a broader range of perspectives, which can stimulate critical thinking, creativity, and purposeful engagement. By incorporating diverse perspectives into the curriculum, high schools can create a more dynamic and humanist educational environment (Conklin, 2004). Additionally, this model for cultural competency encourages students to develop a global perspective. By understanding diverse cultures and their historical, social, and political contexts, students are better prepared to analyse global challenges and engage in

Dabic, T (2024). Promoting whole-school cultural competency through the English curriculum. Leader, 1(1). 40-49

informed discussions about important world issues (Deardoff & Berardo, 2023). This global perspective is essential for active citizenship and responsible participation in a syncretic world (Crossman & Clarke, 2010).

Cultural competency in high schools should also extend beyond the classroom and involve the active participation of the wider community through inclusive extra-curricular events to celebrate the diversity of the school. Engaging the community is essential for building a supportive network that reinforces the values of cultural competency.

Conclusion

Cultural competency in Australian high schools is of paramount importance, given the nation’s syncretism and secular pluralism. It fosters inclusivity, prepares students for a globalized world, enriches learning experiences, and enhances social harmony. To realize these benefits, it is essential for secondary schools to invest in teacher training, engage the community, and implement effective assessment strategies. By prioritizing cultural competency, Australian high schools can achieve cross-functional agility through the staff body, modelling positive sociocultural behaviours for their students and equipping them with necessary interpersonal skills to thrive in an interconnected world. Moreover, schools can consciously and proactively contribute to the development of a more inclusive and unified society, in line with the ideals of diverse and progressive global standards.

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Transforming TKS Mathematics

Harry Hanna – Assistant HOD Mathematics , Senior School

The great 20th Century American educator and philosopher John Dewey contended that learning should be an active process that focuses on developing the child’s interests and curiosity as they engage with the world around them. Fast forward almost a century and schools everywhere are being directly challenged to reshape and transform education. At the heart of this work is a deep understanding of learners and a deep understanding of today’s world. Educators are not only challenging what and how we teach, but where and with whom. Teachers must become more than just deliverers of curriculum; today’s students need them to be designers of rich, challenging, and rewarding learning experiences.

There are many “learning” roads that lead to Rome. There are plenty of examples of innovative schools that have accepted the challenge and embraced the opportunity to do something differently – moving beyond the traditional curriculum patterns to something that engages learners and improves learning outcomes. Problem-Based Learning (PrBL) is just one road, but its strength lies in teachers and learners working together simultaneously in a shared space. PrBL is wrapped around a challenging task that requires teachers to teach how they wish students to learn – using research, rigor, and finding practical application in today’s world. A

knowledge age requires workers who can think critically, communicate effectively, express ideas creatively and work collaboratively. These are the skills that every student needs to develop to “use knowledge in new situations and manage the demands of changing information, technologies, jobs, and social conditions” (Linda Darling Hammond, 2010, p.4).

Our current model of schooling is focused on delivering the curriculum efficiently; it is the process of schooling. In a knowledge age, schooling must focus on the process of learning. Schools are getting better at closing the gap between schooling and learning by looking at new pedagogies for deeper learning. Successful organisations are the ones who are continually looking to “raise the bar and close the gap.” Mathematics staff at The King’s School (TKS) have been journeying to do this; reflecting on how they can do better for their students by seeing themselves as learners. While each school must approach change individually, the learning along the way can be shared and it is this dynamism that is blurring traditional boundaries and breaking down barriers. This points to a wonderful future for schools and students.

How Does PRBL Help Develop Critical Thinking Skills?

Tools such as Google and Wikipedia have made finding answers

to homework easier in many respects; however, there are now so many sources of information available that students face a new dilemma – information overload. Which answers from which source do they choose? Which ones make sense? Which ones have relevant information? The reality is that being a student has never been more difficult. Today’s students require the skills to critically analyse, decipher, and judge information they find or are given, but it is a skill that has not traditionally been taught in schools (Tularam, 2018). Critical thinking is one of the general capability skills that has been included in the revised Australian Curriculum (ACARA, (2018). The challenge in this revised curriculum, and for our effectiveness in the 21st Century, is to teach and measure such general capabilities.

PrBL provides students with an ideal framework through which to learn and apply critical thinking. The nature of PrBL’s open-ended problems provides the opportunity for students to:

• critically analyse and question the given information and to seek missing information,

• work collaboratively in teams to share different questions, observations, and conclusions,

• discuss and choose from a variety of different argument positions

• investigate the problem to a depth of enquiry of the student’s or group’s capability, and

• present a range of solutions that are supported by their work.

While PrBL provides scope for a range of interpretations, research, and solutions, it is necessary to provide a clear measure of both the product and process. A rubric is provided that details what critical thinking means in a problem’s context and the criteria by which it is measured and assessed. An example is provided above for the skill of “Identifying, exploring, and clarifying questions and issues.”

How Does PRBL Develop Transferable Skills?

Transferable skills are defined as those that have been “learnt and practised in one situation, they are flexible and can be applied to another task in another situation, albeit with some modification” (Denicolo & Reeves, 2013, p.6). In an educational context, transferable skills are synonymous with 21st Century skills and are categorised into three different areas: thinking skills, social skills, and effective communication and presentation skills. PrBL adopts the educational principles and motives outlined by constructivist theorists and allows learners to “learn by doing.” Thinking skills emphasise a student’s ability to solve problems, critically analyse concepts and become a selfreflective learner. In PrBL, students are provided with opportunities to develop new knowledge through building on their existing knowledge. Studies have highlighted that PrBL offers an avenue for learners to “transfer concepts taught in settings that are like realworld contexts into future settings and situations” (Musa et al., 2011, p.188). PrBL enriches student learning and encourages authentic learning. This presents meaningful, real-world problems for students to explore and connect to cross curriculum areas, as well as global issues. Learners solve these problems by developing a range of

planning, inquiry, and research strategies to suit their individual learning styles.

Innovation in Education

Innovation in education can be seen as a difficult task. The education system is a colossus in every country, weighed down by bureaucratic legislation and red tape. Even at a local or district level the ability and sometimes, willingness, to effect change can meet with significant resistance. The experience at TKS provides a model for innovating from the inside and working outwards. In its simplest terms, innovation means the adoption of new ideas, processes, or techniques. It begins with reflection, questioning, and research. The driving question is, what could be changed to improve the performance of the school? The response to this question ranges from tinkering with a process to a major change in pedagogical practice. Education has developed into an incredibly fluid and dynamic environment in recent years. The best educators of today are entrepreneurial risk-takers, changeseekers, and are thoroughly undaunted by “failing” in the traditional sense. At the same time, the innovations we have seen in technology in the last decade have had a significant impact on the teaching and learning process. Within this new paradigm, pockets of innovation in education have emerged across the globe, making any prediction of new trends a challenging task. One thing that is certain, however, is that teachers of PrBL will be first among those forging these new educational trails.

Predictions on the Future of PRBL

To move the PrBL agenda forward, there is a need to develop stronger, whole-school networks that allow teachers to collaborate and share

best practice in PrBL. Traditionally, teachers have acted as independent silos, working within the broader school context. The past decade has seen a tremendous shift in the way our teachers collaborate, particularly in PrBL. Over time, the expectations placed on students to learn collaboratively with their peers has resulted in a shift towards a more synergetic approach to staff professional learning, most evident in the development of professional learning teams or communities that many of us have formed within our own schools. Social media, too, has allowed teachers to broaden their own learning online through X, Google Hangouts, and MOOCs, such as the Deeper Learning MOOC run through the High Tech High. Individual teachers within schools are certainly recognising the need to collaborate with other like-minded professionals to learn from one another to improve student outcomes.

The Pressures of Standardised Testing

Unfortunately, the by-product of an increased funding model is increased accountability. Today’s schools are expected to operate as businesses, delivering an easily measurable return on investment. What many fail to see is that student achievement is not a consumer product; it is not as easily measured as sales figures. School stakeholders are asking principals to “show me the data,” resulting in a focus on standardised testing. The HSC and NAPLAN are examples of standardised tests that provide measurements of knowledge at a point in time but are unable to provide insights into understanding over time and skill development. As a result, schools that pursue a path to provide students with a more holistic education must do so knowing that many of the increased outcomes may not be

easily marketed. The journey starts with changing the mindsets of educators and the community and it cannot be taken alone. Technology has crept into this environment, and we need to utilise that for our students.

How can Technology Better Support the Process?

In 2008, the Australian Government recognised the importance of technology as a tool for education with their implementation of the National Secondary Schools Computer Fund (NSSCF) through the Digital Education Revolution (DER). The aim was to have a one-to-one student to computer ratio across Years 9 to 12 by the year 2011. This ratio was achieved within individual schools, with different implementation methods. These schools, however, quickly found that increasing students’ access to computers did not automatically bring with it deep engagement with content or the deep learning that was expected. Students in some situations gather and map authentic data from across the world and use it to engage in real-world tasks. By comparison, in other situations, the laptops were only used as an alternative way of taking notes. Technological change without pedagogical change does not achieve improved student learning outcomes. Technological resourcing is important, but upgrading pedagogy is essential to create more relevant, meaningful classroom experiences, where students are engaged in deeper learning experiences, using authentic tools.

At TKS, pedagogical change has occurred through the introduction of PrBL providing an authentic context in which students use technology to engage in deeper learning. Technology supports elements of PrBL, such as diverse ways to research, learn, and create. Research

to find answers to student-generated questions is a key component of the PrBL process. The teacher is no longer the centre of all knowledge within the classroom, and students are learning how to generate effective questions, finding, and analysing sources in order to discover the answers. The teacher is the facilitator of this knowledge generation process, scaffolding the search and analysis process to teach students how to learn, rather than being the source of the answer.

Induction Into a PRBL Environment

A well-designed and well-executed induction program will ensure that a new employee is comfortable in their new surroundings and has a clear indication of what the business does and where they are heading. Most importantly, it will provide direction in ascertaining their role and place in the organisation so that goals and objectives can be achieved. Year 7 students are no different to new employees starting a job. The challenge for TKS staff was to successfully induct students from different primary schools with various backgrounds, cultures, and learning needs. Very few of the feeder primary schools have adopted the PrBL approach, meaning students had to be given a clear understanding of the direction of the school and how PrBL can benefit their education. A well-designed and executed induction significantly reduces the likelihood of any major transition issues.

Communicating the purpose and reason behind PrBL from day one is essential. Finding personal relevance in the development of life skills such as communication, collaboration, and presentation skills can be a challenge for many Year 7 students. It is important that students, parents, and caregivers understand that PrBL is not something

that can be opted into, but a way of life at the school that is deeply embedded in the school culture and ethos.

After observing the Year 7 cohort and their ability to adapt to the new pedagogical style, it was acknowledged by all stakeholders that a more detailed and practical induction process be implemented. Looking to the future and striving for continual improvement, it has been suggested that to further enhance the impact of their induction, a session on changing mindsets, with a particular focus on positive failure, should be included. Students need to understand as early as possible in their secondary education that failure is not a bad thing. Making mistakes is necessary for learning and growth. It is believed that students will benefit from being exposed to various scenarios of how certain failings have benefited previous students. The use of peer presentations on previous firsthand experiences is recommended. If students are to thrive in a PrBL environment, and to take ownership of its processes and benefits, they must be empowered with the understanding of its purpose, given strategies for success, and allowed time to practice. A thoughtful and thorough induction of Year 7 students into school life and the PrBL methodology is essential for embedding a meaningful culture in which deeper learning is truly fostered.

A Case Study of Student Voice and Choice

Knowing all this has allowed the move forward in the classroom to engage students through this style of learning. Though it is imperative to track their engagement and results concurrently. This can be done through a variety of questions for students before and after a concept is taught and assessed. It is hypothesised that students remember the problem rather than the concept. An example in the classroom could be

something as simple as using a hot dog eating contest to engage the students and build a lesson on fractions around it by discussing the number of hot dogs left compared to what was there initially. The student’s recall on content when being assessed will be much higher than when taught in the traditional sense of chalk and talk.

Students can be surveyed before and after the unit of work asking the following questions giving an answer using a scale of 1 to 10:

• How motivated were you to complete the mathematics in this unit?

• How motivated are you to complete any mathematics topic?

• How engaged were you in this topic?

• Did you like the way math was taught in this topic?

• How motivated were you to succeed in this topic?

• Did you look forward to coming to mathematics during this unit?

• Do you enjoy mathematics?

• Would you prefer to have an option like this for every topic throughout the year?

This can be followed by a formative assessment just like any other unit of work. Results are recorded and represented in a scatter plot to compare with results of other units using the traditional style of learning. The results of such a survey are shown in Figure 1 below from a previous study with another cohort of students.

We have identified that for students to develop skills essential for the 21st Century learner, we need to foster these as early as we can in students’ educational lives. In 2023, we were given a fantastic opportunity to work with an amazing group of students from TKS to form a partnership that builds on these identified skills. The students have viewed learning from a unique perspective, challenging our ideas of the roles we all play within the learning environment. Teachers are now guides, not masters, supporting the students to be immersed in their learning experiences to solve real life problems.

We are seeing changes in the students’ enthusiasm towards learning and their ability to think and learn independently with less teacher instruction. As a result of a PrBL approach every student now has an opportunity to showcase their strengths as well as mentor their group members, which has, in turn, increased their motivation to want to learn more.

Students’ questioning and researching is at a deeper level. Students are encouraged to think about the bigger picture and more outside the box than they have done before, they do not put restrictions on themselves allowing learning to drive their work. We have learnt the value of peer feedback that is proving to be more powerful and beneficial to the students than teacher feedback. With each project, the students continue to exceed our expectations through their creativity; communication, and information finding skills, problem solving skills, technological literacy, and collaboration.

Conclusion

At TKS, teachers imagine a future for students in which they are committed to being lifelong learners. Teachers see a bright future for their students as they instill in them a mindset that all students have the potential to learn and grow. Through interdisciplinary projects, students come to appreciate connections between diverse subject areas. The next

Figure

Engagement and Results Scatter Plot

step is to undertake meaningful and progressive research in various areas that go beyond the walls of TKS. The aim is for any research conducted to result in an academic paper suitable for publishing in an appropriate peerreviewed publication. In conclusion, the future will be busy but exciting, as TKS attempts to document what is being done and to help inform practice, leading to greater improvements to the quality of the education at the school.

References

Darling-Hammond, L., & Lieberman, A. (2010). High quality teaching and learning: International perspectives on teacher education. Routledge.

Denicolo, P. (2013, December 20). Developing transferable skills: Enhancing your research and employment potential Google Books. https://books. google.com/books/about/ Developing_Transferable_Skills. html?id=JYeblwEACAAJ

Musa, F., Mufti, N., Latiff, R. A., & Amin, M. M. (2011). Project-based learning: Promoting meaningful language learning for workplace skills. Procedia - Social and Behavioral Sciences, 18, 187–195. https://doi.org/10.1016/j. sbspro.2011.05.027

Shin, M-H. (2018). Effects of project -based learning on students’ motivation and self-efficacy. English Teaching, 73(1), 95–114. https://files.eric.ed.gov/fulltext/ EJ1312282.pdf

ACARA. (2018). The Australian Curriculum. The Australian Curriculum; ACARA. https://www. australiancurriculum.edu.au/

Tularam, G. A. (2018). Traditional vs Non-traditional Teaching and Learning Strategies – the case of

E-learning! International Journal for Mathematics Teaching and Learning, 19(1), 129–158. https:// www.cimt.org.uk/ijmtl/index.php/ IJMTL/article/view/21

Hanna, H (2024). Transforming TKS Mathematics. Leader, 1(1). 49-55

Rationale and protocol paper for developing psychological capital to support teacher wellbeing and reactions to negative student behaviour

Matthew Harpley – Teacher, Tudor House

Abstract

A growing number of literature and data suggest the teaching profession is in crisis. Teachers are under increasing pressure due to, but not limited to, the prevalence of negative student behaviours, deterioration of mental health and wellbeing, and increases in stress levels. This proposed study will investigate the impact of improving Psychological Capital (PsyCap) to improve teachers’ mental wellbeing to cope with stress and effectively manage negative student behaviours.

Methods/Design

Data for this proposed study will be gathered using a pre-test, post-test, and experimental design over a period of 12 months. Quantitative data will be collected through pre- and postquestionnaires, whilst qualitative data will be collected through interviews. Participants will engage in online intervention training to improve positive wellbeing practices by developing the PsyCap states of hope, efficacy, resilience, and optimism.

Background

The evolving landscape of psychology has led to changes in how mental health and wellbeing are viewed. Maslow (1954) argued that psychology has a limited view of human potential

and reveals little about an individual’s “psychological height.” Research and practitioners focused on the negative half of psychology, where illness and faults were given precedence. The notion of trying to “fix” an individual by curing mental illness is evident in journals and applied as best practice. In a presidential address to the American Psychological Association, Seligman (1998) argued for “positive psychology.” He called for the field of psychology to shift the focus from dysfunctional to functional, health over illness, strength over weakness.

A positive focus supports the growth and development of healthy individuals by supporting and developing positive functional behaviour (Seligman & Csikszentmihalyi, 2000). Whilst the benefits of positive psychology continued to gain momentum, leveraging this positive outlook on human capability for competitive advantage in the workplace occurred. Understanding Organisational Behaviour (OB) in employees has led to organisational improvements as businesses focus on employees as their significant resource (Robbins et al., 2020). Utilising positive psychology as a foundation to improve OB led to the concept of Positive Organisational Behaviour (POB). POB focuses on “positively oriented human resource strengths and psychological capabilities that can be measured, developed and effectively managed” (Luthans,

2002, p.59) to improve organisational outcomes. Luthan’s research continued focus on psychological capabilities led him to focus on PsyCap.

PsyCap evolved from the work in POB, where improvements in the psychological capabilities of employees had desirable organisational outcomes. PsyCap is defined as “an individual’s positive psychological state of development” (Luthans et al., 2007, p.3).

This “state-like” construct is fundamental as a state is malleable and open to evolution as opposed to “trait-like,” which remains established as behaviours (Chaplin et al., 1988). The psychological states that meet this criterion are hope, efficacy, resilience and optimism (Luthans et al., 2007). Academic research and studies have, and continue to, reflect the relationship between PsyCap and employee performance (Luthans et al., 2007; Luthans et al., 2008; Luthans & Youssef-Morga, 2017; Brunetto et al., 2020). Furthermore, Avery et al. (2011) conducted a meta-analysis of PsyCap, concluding that PsyCap resulted in an increase in desirable attitudes and behaviours of employees whilst undesirable attitudes and behaviours decreased. The development of PsyCap results in support for the actualisation of human potential, which Maslow and Seligman challenged the field of psychology to focus on. Individuals’ positive psychology and wellbeing are improved by developing hope, efficacy, resilience and optimism, the four states of PsyCap.

The “hope state” refers to desire and determination. It is the behaviour of persevering towards achieving goals and being flexible in redirecting pathways to achieve the goals (Snyder et al., as cited in Luthans et al., 2008). Hope development is centred on goal-oriented behaviour and the individual’s willpower

to achieve their goals. Flexibility in hope is essential as roadblocks to achieving goals must be considered and alternative pathways developed.

The “efficacy (self-efficacy) state” refers to conviction and determination. It is the confidence in one’s own abilities to take on challenges and be motivated to succeed with a given task (Stajkovic & Luthans, 1998). Bandura’s (1997) social cognitive theory supports the development of self-efficacy through active mastery, vicarious learning, and positive feedback. Growth within self-efficacy can be developed with the support of mentors and with the assistance of peers.

The “resilience state” refers to mental and emotional coping mechanisms. It is the ability to sustain effort or rebound from setbacks, failure or positive events that arise in one’s life (Luthans et al., 2007). The way an individual processes and responds to negative and positive incidences impacts their mental wellbeing, with negative emotions leading to downward spirals.

The “optimism state” refers to a positive outlook that results in positive gains. It is the psychological mindset that believes in the potential of outcomes that are positive even when faced with adversity or challenge (Seligman & Csikszentmihalyi, 2000). Optimists view setbacks as temporary and specific whilst attributing success to internal stable factors.

These four states of PsyCap profoundly impact workplace stress and mental wellbeing. Hope, as a precursor to goal-directed behaviour, helps individuals navigate challenges, which reduces stress as a sense of purpose and direction is fostered. Individuals with high self-efficacy perceive themselves as proficient when engaged with demanding

tasks, thereby experiencing reduced stress due to their confidence. Resilience serves as a critical buffer to workplace stress. Greater resilience leads to adaptability and coping strategies with stressors; thus, individuals experience overall wellbeing despite challenging circumstances that arise. Developing optimism leads to individuals perceiving stressors as temporary and manageable, which has a direct impact on stress and overall wellbeing. Together these states of PsyCap interact dynamically within the workplace, and fostering these aspects can empower individuals to manage stress and significantly improve mental wellbeing.

Stress and Mental Wellbeing

The prevalence of stress and concern around mental wellbeing continues to grow within society. Data obtained from Safe Work Australia (2022) identified 12,155 cases of workers’ compensation claims due to mental health conditions for the period of 20212022, resulting in absence from work for one or more working weeks. Considering the figure for 2000-2001 was 6,607, this represents an increase of 84%. Within an education and training context, there were 1,948 claims, representing 16% of mental health serious claims for 20212022. Additional data on workplace absenteeism from the Australian Bureau of Statistics (2023) identify 497,300 Australian employees experiencing workrelated injuries or illnesses, with 66% taking time off. Of this 66%, an average of 44 days was spent absent due to stress or other mental health conditions, the highest of any injury. Preliminary data from a national teacher survey by the Black Dog Institute (2023) highlight 59.7% of teachers reporting moderate to severe stress levels compared to 11.4% in the general population. Furthermore, teachers took an average

of 1.5 days of sick leave out of 28 days due to mental health or emotional concerns. The data indicate a significant problem in the education and training profession concerning stress and mental wellbeing. Educational organisations and government bodies must place an emphasis on this area to support teachers in developing positive wellbeing practices.

Teaching is a relationship-oriented profession, with daily interactions involving a variety of students with unique academic, emotional and behavioural needs. This results in teaching being classified as a “caring profession … marked by high levels of emotional burden” (Wink et al., 2020, p. 1577) and increased stress levels. However, teachers’ stress levels may be heightened due to personal factors, in which case they arrive to work stressed or due to professional factors occurring within the workplace. In a systematic review of factors influencing teacher wellbeing, Nwoko et al. (2023) highlight behaviour management as a significant contributor to heightened levels of stress in teachers. As stress levels increase, teachers’ reactions and ability to regulate their emotions are challenged. This emotional toll erodes patience, emotional resilience, empathy, and effective classroom management practices. The potential outcome is an adverse reaction that has a negative impact on teacher-student relationships, student academic outcomes, and the emotional wellbeing of both parties (Nwoko et al., 2023). Teachers may react with punitive disciplinary actions as opposed to working with empathy and compassion to understand the underlying causes or influences in student behaviour. A punitive approach can lead to a negative feedback loop, escalating and heightening the tension (Haydon et al., 2019). As a result, the teacher continues

Harpley, M (2024). Rationale and protocol paper for developing psychological capital to support teacher wellbeing and reactions to negative student behaviour. Leader,

to struggle with behaviour management, and their stress levels continue to increase, leading to negative emotional wellbeing, burnout, absence from work or extended leave.

As previously mentioned, stress and mental health conditions have had a significant impact on the workforce of Australia, specifically the education and training profession, resulting in absenteeism from work. The development of PsyCap offers a potential means to address and support education and training employees to minimise or mitigate absenteeism. Absenteeism can be discerned as involuntary or voluntary. Involuntary is unavoidable due to factors such as illness, whereas voluntary is avoidable, such as personal days (Sagie, 1998). Job dissatisfaction or motivation are factors that contribute to voluntary absences, signalling potential broader organisational complications with employee attitudes. Historically, involuntary absences have received little focus due to being deemed beyond organisational control. Avery et al. (2006) hypothesised PsyCap as having a negative relationship with voluntary and involuntary absence within organisations. Results from the study support PsyCap as having a negative impact on involuntary absenteeism, more so than employee attitudes toward job satisfaction and organisational commitment (Avery et al., 2006). In terms of voluntary absence, PsyCap had an impact but not as significant as employees’ attitudes. Furthermore, in a study involving Spanish school teachers, Bermejo-Toro et al. (2016) distinguished teachers’ self-efficacy levels as fundamental to their wellbeing, as teachers with low self-efficacy reported higher stress and challenges with managing stress. Considering stress and mental wellbeing are causes of involuntary absence and prevalent

within the current state of Australian employment, PsyCap can be leveraged by organisations to support their employees and potentially reduce absenteeism.

Proposed Study Design

Improving teacher wellbeing and behaviour management practices using PsyCap intervention training is a 12-month study to be conducted within a co-educational Pre-Kindergarten to Year Six independent school. The following hypotheses have been made:

Hypothesis 1: A teacher’s mental wellbeing and stress levels are positively influenced by the development of PsyCap.

Hypothesis 2: A teacher’s reaction to negative student behaviours is positively influenced by the development of PsyCap.

At the commencement of the study, quantitative data will be obtained through a pre-assessment questionnaire to evaluate initial PsyCap levels. For this study, Luthans et al. (2007) Psychological Capital Questionnaire to measure PsyCap levels will be used. The items used in this questionnaire have been psychometrically tested and derived from scales used in positive psychology (Luthans et al., 2008). The questionnaire consists of 24 questions, with six questions representing each of the four states of PsyCap (Hope, Efficacy, Resilience and Optimism). Additional qualitative data will be obtained through interviews with randomly selected participants. These interviews will seek to gather more information regarding stress levels and behaviour management practices of teachers.

Once initial PsyCap levels have been assessed, online intervention training will commence and be delivered by an external organisation. Luthans et

al. (2008) “Experimental Analysis of a Web-Based Training Intervention to Develop Positive Psychological Capital” increased participants’ PsyCap. This reflects online training as an effective means of delivering an intervention program for PSyCap. Participants will engage in four, three-hour sessions for teaching and support staff, and six, three-hour sessions for those in leadership positions. Within each session, participants will engage in whole group collaborative discussion and work in smaller groups of two or three to complete given tasks. Over the course of the study, follow-up meetings will occur once a term with all participants to reflect and discuss strategies and training practices from the initial sessions. These meetings will be conducted to keep participants cognisant and active in PsyCap following the sessions and promote ongoing development. Participants will be requested to indicate instances of student behaviour where their psychological resources have been challenged. This will be completed through an online portal where participants can log incidents. Randomised interviews will be conducted to analyse ongoing involvement and commitment to developing PsyCap.

At the end of the study, Luthans et al. (2007) “Psychological Capital Questionnaire” will be given to participants to measure changes in PsyCap levels. Follow-up interviews with the same participants from the initial interviews will occur to gather qualitative data on stress and behaviour management practices.

Figure 1

Proposed Study Design

Harpley, M (2024). Rationale and protocol paper for developing psychological capital to support teacher wellbeing and reactions to negative student behaviour. Leader, 1(1). 56-63

Rationale and protocol paper for developing psychological capital

Discussion

The aim of this study is to determine if PsyCap intervention training is an effective means to improve the stress and mental wellbeing of teachers and support them in instances where they experience challenging student behaviour. The study will use quantitative and qualitative data to assess the impact of training and changes within PsyCap levels.

An overwhelming amount of literature and data reflect an increasing problem within the education and training sector, both globally and locally. Teachers are becoming increasingly overworked and burnout with increasing job demands and levels of stress. This is having a detrimental impact on their mental wellbeing. The Black Dog Institute’s recent findings suggest that 46.8% of teachers in Australia are considering leaving the profession in the next 12 months. As Australia strives to compete on the world stage academically, the demand for teachers will continue to grow. Highly trained, quality teachers leaving the workforce will put a significant burden on the profession and have a detrimental impact on the future of Australian students.

Positive psychological practices have been proven to have a positive impact on the stress and mental wellbeing of individuals. By developing competency and strategies in improving PsyCap, teachers are better equipped to manage emotions, build resilience, and maintain positive relationships with students and colleagues. They possess tools that aid in managing and mitigating stress and stressful situations. When their PsyCap is further challenged by negative or undesirable student behaviours, emotional resilience and self-efficacy support teachers in managing these situations with empathy and compassion. Students benefit from this through

improved teacher-student relationships and a positive classroom atmosphere.

This study will add to the literature focusing on improving teachers’ mental wellbeing and stress levels and its impact on managing challenging student behaviour. Furthermore, it will add to the literature on PsyCap as a means of improving individual psychological resources and organisational commitment to employee wellbeing as a critical resource.

References

Australian Bureau of Statistics. (2023). Work-related injuries

2021–2023. ABS. https:// www.abs.gov.au/statistics/ labour/earnings-and-workingconditions/work-related-injuries/ latest-release.

Avey, J. B., Patera, J. L., & West, B. J. (2006). The implications of positive psychological capital on employee absenteeism. Journal of Leadership & Organizational Studies, 13(2), 42–60. https://doi. org/10.1177/10717919070130020 401

Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Metaanalysis of the impact of positive psychological capital on employee attitudes, behaviours, and performance. Human Resource Development Quarterly, 22(2), 127–152. https://doi.org/10.1002/ hrdq.20070

Bermejo-Toro, L., Prieto-Ursúa, M., & Hernández, V. (2016). Towards a model of teacher well-being: personal and job resources involved in teacher burnout and engagement. Educational Psychology (Dorchester-onThames), 36(3), 481–501. https:// doi.org/10.1080/01443410.2015.1 005006

Black Dog Institute. (2023). National teacher survey – summary (preliminary data). https:// www.blackdoginstitute.org.au/ wp-content/uploads/2021/08/ National-Teacher-Survey_ Summary_FEB_2023_final.pdf

Brunetto, Y., Dick, T., Xerri, M., & Cully, A. (2020). Building capacity in the healthcare sector: A strengthsbased approach for increasing employees’ well-being and organisational resilience. Journal of Management & Organization, 26(3), 309–323. https://doi. org/10.1017/jmo.2019.53

Chaplin, W. F., John, O. P., & Goldberg, L. R. (1988). Conceptions of states and traits: Dimensional attributes with ideals as prototypes. Journal of Personality and Social Psychology, 54(4), 541–557. https://doi. org/10.1037/0022-3514.54.4.541

Haydon, T., Alter, P., Hawkins, R., & Theado, C. K. (2019). “Check yourself”: Mindfulness-based stress reduction for teachers of students with challenging behaviours. Beyond Behaviour, 28(1), 55–60. https://doi. org/10.1177/1074295619831620

Luthans, F. (2002). Positive organizational behaviour: Developing and managing psychological strengths [and executive commentary]. Academy of Management Perspectives, 16(1), 57–75. https://doi. org/10.5465/AME.2002.6640181

Luthans, F, Avey, JB & Patera, JL (2008) Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning & Education, 7(2), 209–221.

Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital:

Developing the human competitive edge. Oxford University Press.

Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behaviour, 4(1), 339–366. https://doi.org/10.1146/ annurev-orgpsych-032516-113324

Maslow, A. H. (Abraham H. (1987). Motivation and personality (3rd edn). Harper & Row.

Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E. O., & Malau-Aduli, B. S. (2023). A systematic review of the factors that influence teachers’ occupational wellbeing. International Journal of Environmental Research and Public Health, 20(12), 6070. https://doi.org/10.3390/ ijerph20126070

Robbins, S. P., Judge, T., Edwards, M., Sandiford, P., FitzGerald, M., & Hunt, J. (2020). Organisational behaviour (9th ed.). Pearson Australia.

Safe Work Australia. (2022). Australian workers’ compensation statistics 2020–-2021. https://www. safeworkaustralia.gov.au/doc/ australian-workers-compensationstatistics-2020-2021

Sagie, A. (1998). Employee absenteeism, organizational commitment, and job satisfaction: Another look. Journal of Vocational Behaviour, 52(2), 156–171. https://doi. org/10.1006/jvbe.1997.1581

Seligman, M. E. P. (1999). The President’s address. The American Psychologist, 54(8), 559 – 562

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. The American Psychologist, 55(1), 5–14. https:// doi.org/10.1037/0003-066X.55.1.5

Wink, M. N., LaRusso, M. D., & Smith, R.

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L. (2021). Teacher empathy and students with problem behaviours: Examining teachers’ perceptions, responses, relationships, and burnout. Psychology in the Schools, 58(8), 1575–1596. https:// doi.org/10.1002/pits.22516

Harpley, M (2024). Rationale and protocol paper for developing psychological capital to support teacher wellbeing and reactions to negative student behaviour. Leader, 1(1). 56-63

Rationale and protocol paper for developing psychological capital

Clipboard – administrative efficiency and accessibility in co-curricular programs

Patrick Hilgendorf – PDHPE Teacher and Master in Charge (Rugby)

When looking into my Leading from the Middle Project, I wanted to further research and propose something that I genuinely thought would not only be beneficial to the stakeholders of the school but also be a genuinely realistic idea that could be implemented. I am in a fortunate position where the basis of my idea has already been established; that is, the school had already signed off on the purchase and implementation of Clipboard, a new administrative management system to organise the co-curricular realm of the school. Before this, the school’s current database management system only covered the academic timetabling during academic hours. However, with 1500 students, 17 sports, 55 clubs, and co-curricular activities happening before and after school in a calendar year, an administrative source of truth was greatly needed to cater for the administrative organisational needs outside of the classroom.

I was interested in looking into historical perspectives of education and the drivers of change to gain further understanding. Furthermore, I was particularly interested in research on the change process, benefits of integrating technology for efficiency and effectiveness, and lastly, using this paper as a basis to further promote the ideas I have about the growth of the Clipboard platform. This last section is very niche

to the school context, with minimal readings to support my vision, reflections of initial uses of the technology and proposals for future issues papers to be submitted to the School Executive for consideration.

Historical Perspectives of Education and Drivers of Change

History tells us that the implementation of change in education has long been a popular topic of research. Furthermore, the driver of change in education has been dynamic overtime. Specific to my area of interest as an internal driver of change, history tells us that education is dynamic in nature and heavily influenced in a variety of factors. Goodson (2001) highlighted three key factors in the change process: internal drivers of change, often within an education setting; external policy and influences that forces change; and opinion of the role of the individual and their motivation to the change process. Goodson (2001) categorises the drivers of change into decades, finding that there has been a historical shift from internal drivers in the 1960s and 1970s towards external drivers in the 1980s and 1990s.

Education in the 1960s and 1970s was vibrant and seen as a vehicle of common good and social benefit in society, with an egalitarian approach (Reynolds et al., 1987). During this period, there was very little, if any,

top-down legislative direction from educational authorities (Fullan, 1994); rather, educational leaders were afforded significant professional autonomy to the change education and administration process as they were seen as the main sources of promotion and drivers of change (Sarason, 1996). This was a successful period in educational change as the internal drivers promoted and embraced the change process as they had personal belief in the direction of change (Sheehy, 1981).

The promotion and drivers of change in the 1980s and 1990s shifted from internal professional autonomy to external agencies establishing mandatory guidelines on education and administration. Despite their best intentions, the implementation of mandatory change did not necessarily lead to a sustained improvement in administrative efficiency, educational practice, or results (Goodson, 2001). The naivety of external agencies to the emotion and reaction of internal change agents meant that mandated reform implementation was subject to their personal beliefs and opinion. Internal change agents who were previously the drivers of change were now being asked to continue to be the drivers of change without any consultation on the type or process of change (Goodson, 2001).

From an operations and timetabling point of view, very little has changed to the day-to-day routine and time frames in my experiences. Students still attend school to gain an education and teachers work passionately to provide this. Drawing comparisons to Goodson’s (2001) reflection on the 1960s and 1970s, to some degree, the internal drivers of change still have autonomy in my educational context. This is largely in the realms of customs, culture, traditions through such things

as uniform, co-curricular involvement, and unique school activities. They are the drivers of change in these instances and their motivation and beliefs for such change directly influence the outcome as mentioned in Sheehy (1981).

External change influences on education directly impact the passion that educators apply to the educational setting and the success of the proposed change. I can completely resonate with Clement’s (2014) findings that teacher motivation and adaptation to reform is a key factor in any change process. Although published 20 years ago, many of Goodson’s (2001) findings on change are still very prevalent today. Furthermore, his later research with Andy Hargraves and Shawn Moore on secondary school change identify that the way in which the change process is lead, irrespective if it is internally or externally driven, and the role of the school’s structure, culture, and identity to adapt to the change process, impact the outcome (Goodson et al., 2006). Change in any part of life draws varied emotions depending on the context, as does change is education. Evidence of this is documented in Goodson et al., (2006) when looking at leadership succession and the emotions attached to nostalgia of the past and prosperity of the future. What remains evident throughout years of research is the importance of internal stakeholders in the change process.

Benefits of integrating Technology for Efficiency and Effectiveness in Education

Educational institutions are increasingly turning to communication applications and technology to enhance and streamline their communication processes. The benefits of introducing dedicated applications for school communication are manifold, ranging from real-time communication,

improved efficiency, and accessibility to a significant reduction in reliance on traditional communication channels like emails, and phone calls. Furthermore, the decrease in historical manual newsletters, printed information, and permission forms aligns with the United Nations’ Sustainable Development 2030 agenda of decreasing pollution, paper usage and wastage (Haleem et al., 2022).

One of the primary benefits of introducing communication technologies in schools is the streamlining of communication channels. Traditional methods such as sending letters, making phone calls, or relying on emails can be time-consuming and may result in delays. Email overload is a common issue in educational settings, with teachers, parents, and administrators inundated with numerous emails daily. While phone calls have also been a traditional method of communication, they come with their own set of challenges, including the inconvenience of reaching individuals during busy hours or differing time zones. The level of accessibility that traditional methods struggle to match (Bergman & Chan, 2017). With the prevalence of smartphones and the increasing commonality of internet access, users can receive information anytime, anywhere. Parents, who may have varying work schedules or commitments, can stay connected with their child’s school without being constrained by traditional office hours. With specific reference to The King’s School, the additional logistics of being a boarding school means that historically, families from rural locations working in primary industries would only access information of a night-time or when accessible on local networks. Modern technology, along with advances in digital infrastructure accessibility, now means that important announcements and educational information have

a seamless real-time flow to the stakeholders of a school (DiJohn, 2015).

The rise in popularity, usage, and dependence on the smart phone has introduced the growth of dedicated communication applications which allows schools, clubs, and organisations to curtail the flood of emails, calls, and letters by consolidating information within a single platform. Important announcements, event details, and other relevant updates can be communicated through the application, reducing the need for lengthy less efficient communication methods. Communication applications provide a centralized platform where teachers, staff members, students, and parents can access information in real time. This immediacy fosters a more dynamic and responsive communication environment, enabling swift dissemination of important updates, announcements, and other relevant information. Reflecting on the specific context at The King’s School, the historical days of wet weather phone lines, emails, and phone calls within the school community and with opposition schools is now a vastly efficient process and traditional methods struggle to match modern day communication technology (Olmstead, 2013).

The benefits of introducing communication applications in schools are multifaceted, ranging from streamlining communication and enhancing accessibility to reducing the reliance on emails and phone calls. As educational institutions continue to embrace digital solutions, the integration of dedicated communication applications stands out as a transformative step towards creating more efficient, transparent, and collaborative communication processes within the school community Instant messaging features within these

applications facilitate quick exchanges of information. This not only saves time but also allows for a documented record of communication, enhancing accountability and transparency.

Furthermore, communication applications serve as centralized hubs for school-related information. Important documents, calendars, announcements, and resources can be housed within the application, creating a cohesive and easily navigable platform. This centralization ensures that all stakeholders have access to the same information, reducing the likelihood of misunderstandings or missed updates. It also simplifies the process of retrieving information, as users can quickly locate what they need without sifting through a barrage of emails or making numerous phone inquiries. The ability for modern day applications to publish and update digital subscription calendars adds to the benefits of accessible real time information and communication.

Communication applications play a pivotal role in fostering parental involvement in a child’s education. Parents can receive regular updates on their child’s academic progress, upcoming events, and other school-related activities. The ease of communication promotes a more collaborative relationship between parents and teachers, creating a supportive educational environment (Haleem et al., 2022). Increased parental involvement has been linked to improved student performance (DiJohn, 2015), making communication applications a valuable tool for strengthening the home-school partnership. Furthermore, referring to my previous point on The King’s School being a boarding school, applications are greatly beneficial for real time accessible information being distributed to the parents from our regional and remote communities.

Future Growth of Clipboard at The King’s School

The co-founder of Clipboard, Sam Clarke, was once an external casual coach frustrated by the same issues I see in the co-curricular space at The King’s School. It was Sam Clarke who then created a program which catered to the needs of schools who have extracurricular programs. This is how Clipboard was created. After one season of using Clipboard, I immediately saw benefits to the stakeholders of my sporting program, with specific reference to external coaches and parents. Whilst I will not dive into the contextual issues which saw Clipboard implemented, a brief summation of the instant benefits was equal accessibility to rolls, selection processes, absentees, and injury information for external non-teaching casual coaches. Along with greater accuracy of students’ timetabled involvement in co-curricular activities and potential clashes in scheduled sessions. These two points have saved me an abundance of time, emails, and phone calls, allowing me to electronically organise, input, and export real time information to key stakeholders.

I have several proposals of Clipboard features which I would like to integrate with a staggered approach. The first proposal is to utilise the timesheet feature, meaning that the submission of casual coaching timesheets can be submitted electronically based on the allocated sessions and hours coaching the casual employee completes. Currently, a casual coach completes a templated document and emails it through to the leader of a co-curricular program. The leader then must collate all the documents from each coach into a summative total to send to Finance for payment. This process heavily relies on the punctuality and organisation of casual coaches to meet deadlines with

accurate documents for the program leader to then submit by a fortnightly deadline. Using this feature of Clipboard would see coaches’ summative hours electronically collated based on the number of hours and session they completed. A collated list is then produced for the program leader to confirm at the click of a mouse and then the information is sent to Finance for payment. This would be a much more efficient and effective way to complete this task for both the casual coach and program leader.

The second proposal is to use the summative timetable feature of Clipboard and export it to a student’s Kingsnet (Elecom system) landing page. Currently the landing page has a summation of the students’ academic timetables which can be exported to the digital calendars of both students and parents. Integrating the co-curricular calendar with this would then allow students and parents to have a real-time overview of the weekly schedule ahead and allow for greater organisation. This could also be used when students liaise with their mentors about busy periods of the term and assist with proactively preparing for major events, such as a musical production. Embedding this further would increase the efficiency and effectiveness of communication and organisation for both students and parents.

The third proposal is to utilise the injury reporting data feature that allows parents to upload and submit medical certificates and rehabilitation advice to the school in a much more efficient way. Currently, the school asks families to email through this information to the Health Centre who then manually categorise the information and adjust records. This proposal would see the Health Centre receive real-time

information from parents, auto collate injury data for school records, and upload information on the impact of the injury to the school database to reflect the nature of the injury and any time absent from sport. This would be a much more efficient and effective way to complete this process for all parties involved and significantly reduce potential situations where coaches are placed in demanding situations to play or sit out a player as they have no knowledge of existing injuries or rehabilitation status and time limits for return to sport.

Whilst I am ambitious about the future growth of the Clipboard application, I have left the door ajar for future growth with these three proposals and encourage future collaboration with peers to work on how to best implement this proposal. I am excited to see where this application can go and look forward to being part of future implementations.

References

Bergman, P., & Chan, E. (2017). Leveraging technology to engage parents at scale: Evidence from a randomized controlled trial. CESifo Working Papers

Clement, J. (2014). Managing mandated educational change. School Leadership & Management. doi:10.1080/136324

34.2013.813460

DiJohn, G. M. (2015). Effective and efficient parent-teacher communication. https://sophia. stkate.edu/maed/111

Fullan, M. (1994). Coordinating topdown and bottom-up strategies for educational reform. In R. J. Anson (Ed.), Systemic reform: Perspectives on personalizing education: U.S. Government Printing Office. http://www2. ed.gov/pubs/EdReformStudies/

SysReforms/fullan1.htm

Goodson, I. (2001). Social histories of educational change. Journal of Educational Change, 2(1), 45–63.

Goodson, I., Moore, S., & Hargreaves, A. (2006). Teacher nostalgia and the sustainability of reform: The generation and degeneration of teachers’ missions, memory, and meaning. Educational Administration Quarterly, 42(1), 42–61.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j. susoc.2022.05.004

Olmstead, C. (2013). Using technology to increase parent involvement in schools. TECHTRENDS 57, 28–37 https://doi.org/10.1007/ s11528-013-0699-0

Reynolds, D., Sullivan, M. & Murgatroyd, S.J. (1987). The comprehensive experiment. Falmer Press.

Sarason, S. (1996a). Barometers of change: Individual, institutional, social transformation. Jossey-Bass. Sheehy, G. (1981). Path finders: How to achieve happiness by conquering life’s crises. Sidgwick & Jackson.

Project managing the Clipboard integration: A co-curricular manager perspective

Sandy Mathies – Executive Assistant to the Deputy Head (Co-Curricular) and Master in Charge (Water Polo)

Modern educational institutions are increasingly aware of the need for co-curricular participation in the holistic education of future thought leaders. Co-curricular departments play a vital role in enhancing the overall student experience and leading the areas of student engagement, satisfaction, and character development. The successful integration of a suitable student management platform within the cocurricular department is essential for improving operational efficiency. This essay presents a co-curricular project manager perspective on the integration of the Extracurricular Management System (EMS), Clipboard, at The King’s School’s senior campus; focusing on the key components and best practices that are central to the overarching mission to support and enrich students’ holistic development, including character development.

Project Initiation

Clipboard believe in the fundamental importance of student participation beyond the classroom and how this helps teach life lessons, provides access to opportunities, and helps the student to grow as a person (Clipboard, n.d.). The King’s School provides a unique foundation built on three distinctive pillars – Academic Excellence, Character Development, and Christian Community (The King’s School – Our

Distinctive Difference, n.d.).

At the outset, the objectives and scope of the integration project for Clipboard were clearly defined as being to streamline and improve the management of the co-curricular activities across the Senior School, Prep Campus, and Tudor House Campus. This is complimentary to the strategic goal of contributing to the character development of the students at The King’s School by way of enhancing the co-curricular departments’ program facilitator’s ability to engage with students. The King’s School provides further insights into the practice of developing “Men of Integrity” through the combination of study, sport, the arts, outdoor education, leadership programs, clubs, and societies to allow boys to develop the tools and skills they need to build good character.

The symbiotic nature of the complimentary goals to grow students through co-curricular program delivery, underpinned the decision to engage Clipboard as the student management platform for The King’s School. Using this information to prepare a business case, procurement of the funds was secured by way of core executive approval.

Project Planning

With the project managers having a clear understanding of the project

success objectives, development of the detailed project schedule with milestones for incorporating each department based on their co-curricular management needs could begin. As co-curricular coordinators and sport Masters in Charge (MiCs)/Directors may also undertake a teaching load determined by their position, a flexible project management approach to constantly adjust to challenges and opportunities was necessary (Fernandez & Fernandez, 2008).

A hybrid project management approach was used combining the advantages of the “Waterfall” and “Agile” project management methodologies. The Waterfall method is linear and sequential; it involves distinct phases providing structured framework but limiting adaptability to changes once the project is underway. Thesing et al. (2021, p. 571) emphasise that flexibility in the case of change requests is more important than rigid adherence to the initial plan. Therefore, combined with the Agile method, which is an iterative and flexible approach emphasising collaboration, adaptability, and feedback, aids in the division of the project into small, incremental cycles called sprints, allowing for continuous development and delivery. The Waterfall methodology is suitable for projects that are stable or have a reduced chance of requirements changing for a longer period (Vallabhaneni, 2018). In the case of The King’s School and Clipboard it was determined that the varied stakeholders, their diverse requirements, and industrious schedules called for a need for flexibility in the short run, whilst having clearly defined phases and a prescribed sequence.

As stakeholder interviews expedite the decision-making process (Darnall & Jolley, 2004), key staff were consulted

to assist in appreciating the varied needs of each department and to seek an understanding of any challenges that might arise during the project schedule. The stakeholder interviews also allow for assessment of potential risks and the ability to create strategies for managing them. Stakeholder interviews also open a dialogue to help the stakeholders to understand the benefits of the integration in relation to their area of co-curricular. Hubbart (2022) suggests that truth and the buy-in are critical and unavoidable steps in the organizational change process. Creating the buy-in also proves helpful in the project management process; when stakeholders are excited for the change and its positive impact on the greater character development program, they are eager to involve their teams and begin to prepare for the how the changes will impact their department.

Of the stakeholders, engaging the ICT team in the project during the planning stage was considered pivotal as how resources are allocated and used determines the strategic outcomes (Bower & Gilbert, 2005). The ICT team provided consultation on the integration, data mitigation, and platform customisation. Integration with the current Learning Management System (LMS) was necessary, as was ensuring planned system upgrades would also compliment the extracurricular management system for long term sustainability.

Once the ICT team had performed the necessary information technologybased testing, the platform was made active within the school intranet and the basic co-curricular digital environment was created. During the process of setting up the environment, communication with key stakeholders continued, ensuring the setup was concurrent

Project managing the Clipboard integration: A co-curricular manager perspective

with the activity needs and creating excitement and intrigue into what the new platform could provide each of the co-curricular areas.

Implementation and Execution

The implementation of Clipboard was divided into four clear phases developed to ensure adequate training for staff in the use of the platform and to provide a scaffold of the major steps

involved in the integration. Each phase saw a prime area of focus as well as multiple smaller-scale bespoke areas (see Fig. 1). As per the previous mention of the Waterfall methodology, this provided rigid sequential steps, while the additional smaller-scale areas were managed by the Agile methodology, providing flexibility in the short run and the ability to problem-solve as adjustments are required.

In the case of The Kings’ School, the co-curricular pillar is comprised of four principal areas: Clubs and Activities, Sport, Music, and the Cadet Corps. The area of the initial deployment was selected based on activity needs and their current system of capturing attendance and participation data. As clubs and activities typically have small to moderate participation groups administered by a team of co-ordinators, communication would seem simple as each co-ordinator could be empowered to manage their activity’s fundamental operations, such as allocating students to teams, scheduling the activity sessions and monitoring attendance. The staff under the co-ordinator would be tasked with simply marking the attendance rolls. Before the launch of Clipboard, rolls were created via a series of Google sheets providing participation data through

complex formulas. The sheets were easily corrupted by mistyping and basic human error, creating frustration for the multitude of users around the campus.

The King’s School offers pre-term professional development days often comprising of workshops, presentations, and compliance-based training. A workshop for Clipboard was developed and offered as an option on the roster of workshops, where interested parties could attend a presentation and entry level instructional on the basics of Clipboard. With key stakeholders being brought along on the journey from initiation to planning, the enthusiasm was picking up pace. As each workshop had a limit of attendees, participants were required to enrol in the session and it would seem, in this case, the Clipboard Workshop was the first to see enrolments

Figure 1

Phases of Clipboard Platform Integration

reach capacity.

The workshop was presented by the Project Manager, offering ample time for questions, and following the session with a digital copy of the Power Point presentation. Post-workshop most stakeholders had the confidence to launch their specialised programs utilising the new platform. The Project Manager, being trained and supported by the Clipboard Integration Officers, offered the co-ordinators fast and accessible on campus support at any time.

With the success of the first wave of users echoing throughout the cocurricular department, other areas of the Character pillar expressed their interest, indicating an exceptional level of user acceptance. This saw the incorporation of additional areas such as Academic Extension and the Duke of Edinburgh program. The first pitfall was the inclusion of Music, due to the need for a more specialised approach to adding intricately scheduled tutor sessions for external facilitators. Therefore, the incorporation of Music was postponed until Phase Four. It was also anticipated to contact benchmarked schools for consultation on best practice for approaching the unfamiliar structure of the Music Department.

Performance and functionality were consistently checked via consultation with the platform users and by running reports on attendance and other user functions to ensure the platform was indeed suitable for the need of the co-curricular department and the ongoing goals related to the delivery of the Character Development initiatives. Data security continued to be monitored and user accesses were further refined to ensure student data was protected.

In preparation for Phase Two,

which included the addition of the extensive sporting programs, a test group was established by way of the Water Polo program. As the Water Polo program held fundamental major consistencies with the larger sporting programs it allowed for thorough testing on a smaller, more manageable scale. Testing the platform via the Water Polo program allowed for thoroughly exploration of results management, fixture allocations, and publishing, as well as team position allocations. This enabled identification of pressure points and safeguards to be installed to ensure smooth game day administration.

As Phase Two coincided with the winter sport season, winter sports were incorporated including the most substantial sporting program, Rugby Union. With Master in Charge (MIC) of Rugby being familiar with the Clipboard EMS from use in a previous school, they were a champion for the change from the outset and eager to immerse their program in the new system. Concurrently Football, Volleyball, Athletics, Cross Country, and Rifle Shooting MICs adopted the platform and reported successful installation into their idiosyncratic programs.

Phase Three saw the introduction of the Cadet Corps program, a previously manual process requiring printed rolls to be distributed, collated, and manually checked for absentees against the school’s LMS; a laborious task which would take a lot of time and manual processing, thus making Cadets a particularly suitable candidate for addition to the efficient and userfriendly platform. In terms of Character Development, Cadet Corps provides significant opportunities to create robust, adaptable, collaborative, teamfocused future leaders. As per The King’s School website: students are

given the opportunity to leader fellow students under the careful guidance of staff (The King’s School – Leadership Opportunities in Detail, n.d.).

In Clipboard lies an opportunity to perpetrate the overarching mission to support and enrich students’ holistic development. The Cadet Corps program is student driven under the guidance of trained staff. The crux of the issue in relying on hard copy rolls for tracking Cadet Corps attendance is based on the student’s inability to access the school LMS. It is the responsibility of the platoon Sergeant to mark the roll; Sergeant being a promotions-based student leadership position in the Cadet Corps. The flexibility within the user roles in Clipboard allows for extremely limited access to the platform, allowing access to be granted, under a specialist user role, to the students to be able to mark their roll as their position dictates. As the Clipboard EMS system has been integrated with the school LMS, no crosschecking is required on hard copy rolls, significantly streamlining the process. As described by Byrom and Bingham (2001), leadership is a key component in guiding the teaching–learning process necessary for preparing today’s students with the relevant knowledge and skills today to become a productive citizen of the twenty-first century.

Conclusion

With Phase Four in preparation to launch in the new year, the proven successes at stakeholder, user and student leader levels serve to bolster the appearance of future favourable outcomes. Thus far the project management of the integration of Clipboard has been a transformative endeavour, particularly in the context of co-curricular. Student engagement statistics will require further long-term analysis to measure the effectiveness

of the installation of the platform, but preliminary investigations suggest an upward sloping trend between student attendance from initiation of the project compared to the attendance rates recorded in the last annual cycle.

Empowering the co-curricular activity coordinators and MiCs by giving them more control over the administration of their program and reducing administrative burden through best practice, allows them more time to plan and perform quality face-to-face program delivery to the students. The goal of this project manager has been to optimise operations and establish highly effective and efficient processes leading to better student engagement, enriching the holistic education and Character Development, aligning perfectly with The King’s School mission.

References

Augner, T., & Schermuly, C. C. (2023). Agile project management and emotional exhaustion: A moderated mediation process. Project Management Journal, 54(5). https://doi. org/10.1177/87569728231151930

Byrom, E., & Bingham, M. (2001). Factors influencing the effective use of technology for teaching and learning: lessons Learned from the SEIR-TEC Intensive Site Schools (2nd ed.). https://eric. ed.gov/?id = ED471140

Bower, J. L., & Gilbert, C. G. (2005). From resource allocation to strategy. Oxford University Press. https://books.google. com.au/books?hl = en&lr=&id = 9cgSDAAAQBAJ&oi = fnd&pg = PR11&dq = resource+allocation&ots = 45wyedtdRK&sig = gMia3EqsQHmOi

YRPc39x6n5tlTc#v = onepage&q =

Mathies, S (2024). Project managing the Clipboard integration: A co-curricular manager perspective. Leader, 1(1).

Project managing the Clipboard integration: A co-curricular manager perspective

resource % 20allocation&f = false Clipboard. (n.d.). About us. https://www. clipboard.app / about-us

Darnall, N., & Jolley, G. J. (2004). Involving the public: When are surveys and stakeholder interviews effective? Review of Policy Research. https:// doi.org/10.1111/j.15411338.2004.00095.x

Hubbart, J. A. (2022). Organizational change: Considering truth and buy-in. Administrative Sciences, 13(1), 3. https://doi. org / 10.3390 / admsci13010003

The King’s School. (n.d.). Our distinctive difference. https: //www. kings.edu.au / discovering / ourdistinctive-difference /

The King’s School. (n.d.). Leadership opportunities in detail. https: // www.kings.edu. au / discovering / a-kingseducation / leadershipopportunities-in-detail /

Thesing, T., Feldmann, C., & Burchardt, M. (2021). Agile versus waterfall project management: Model for selecting the appropriate approach to a project. Procedia Computer Science, 181(1), 746–756. https://doi.org /10.1016/j. procs.2021.01.227

Vallabhaneni, S.R., (2018). Wiley CI Aexcel exam review 2018 Part 3 Internal audit knowledge elements. Wiley.

Gamification to improve student outcomes

Allison McDonald – Digital Learning Specialist-Knowledge Services

There has been a noticeable shift in integrating digital technologies within the STEM pedagogy framework in Australian Primary Classrooms. This educational change seeks to engage students and enhance their learning outcomes. This research reports examines the effectiveness of gamification and, specifically, employing Minecraft and STEM pedagogies to engage Stage 2 and 3 coeducational primary school students.

STEM, an interdisciplinary educational pedagogical framework, connects Science, Technology, Engineering and Mathematics Key Learning Areas (KLAs) to impart content knowledge and achieve a range of educational outcomes. This process aligns directly with the students’ attainment of General Capabilities among other syllabus outcomes defined by the NSW Education Standards Authority (NESA, 2017).

Contrary to misconceptions held by some educators, gamification can be a highly educational method capable of engaging students in ways that differ from traditional, possibly outdated, teaching methods (Green, 2023). Gamification was first developed in 2002 by Nick Pelling, using video game elements to improve User Experience (UX) in non-game processes (Deterding, et al., 2011). In recent years, gamification

for learning has gained popularity, with many researchers exploring its potential advantages and drawbacks.

Microsoft’s gaming platform, Minecraft, allows students to construct imaginative worlds within a user-friendly interface, resulting in a positive UX. This approach helps students achieve literacy and numeracy outcomes delivered by the STEM pedagogy within a gamified digital environment.

The primary objective of this research project was to answer the question: Can gamification, using Minecraft and STEM pedagogies, engage Stage 2 and 3 Primary School students in learning?

By exploring this question, the research contributes to the discourse surrounding innovative teaching methods and their impact on student engagement and educational outcomes.

Context and Rationale

The study was conducted in an NSW regional coeducational Independent primary school over one ten-week school term (a total of eight thirty-minute sessions). The school caters to Pre-K to Year 6 students and has a main campus in Western Sydney. The school’s diverse student population has mainstream, High Potential and Gifted (HPG) students, and those with

McDonald, A (2024). Gamification to improve student outcomes. Leader, 1(1).

Gamification

additional educational needs. The gender makeup of Stage 2 and 3 students is shown in Table 1

Table 1

Student Gender Makeup

Over recent years, the role of digital technologies in education has grown significantly, aligning with the national vision outlined by the Australian Curriculum Assessment and Reporting Authority (ACARA) for technology integration in education (Martin, et al., 2020). There has been a strong focus on improving students’ digital literacy and digital fluency at the school. Digital technologies are used in various lessons across the school; however, the outcomes in STEM lessons are integrated using the International Baccalaureate Primary Years Programme (IBPYP) InquiryBased Learning (IBL) approach. A small, mixed-gender sample of Stages 2 and 3 students exhibiting varying academic abilities participated in this study (two female and four male students).

Research Focus and Questions

This research explored the potential of gamification in education, specifically leveraging Minecraft for enhanced student engagement and learning outcomes. Key research questions included:

1. What are the effective strategies and principles of gamification

in STEM education that can enhance student engagement and learning outcomes?

2. How does incorporating student voice in learning influence students’ engagement, motivation, and overall learning outcomes?

3. To what extent, if any, does the gender of students influence their proficiency and confidence in utilising digital technology?

Given the diverse objectives and potential impacts of gamification, which can range from benefits like enhanced motivation and engagement to potential drawbacks, the research was fashioned to be both investigative and evaluative. A mixed-methods approach was used to gather qualitative and quantitative data. Surveys were distributed to Stage 2 and Stage 3 students to quantitatively measure levels and prior experiences regarding engagement, motivation, and academic performance. During the intervention phase of the research, in-depth, informal recorded interviews and field observations were utilised each session, which captured the student experiences and attitudes towards

gamification. The multi-layered approach ensured a holistic understanding of the research designed to answer the ‘how much’ and the ‘why’ of the impacts of gamification in primary school education. This approach was suitable and essential for addressing the complexities identified throughout the literature review.

Skills Development using Minecraft

This research allowed students to participate socially with their peers while developing the following essential skills, embedded using STEM pedagogies:

• Problem-Solving: Challenges within Minecraft encourage students to think critically and develop innovative solutions.

• Critical Thinking: Constructing virtual worlds requires students to consider cause-and-effect relationships, fostering their decision-making skills.

• Numeracy: Numerical concepts in Mathematics can be applied to create intricate mechanisms using logic gates for gifted students.

• Teamwork and Collaboration: Minecraft’s multiplayer mode fosters teamwork, as students collaborated to achieve shared objectives.

• Computer Literacy: Students could explore basic coding concepts through Minecraft’s Redstone system and advanced coding for those with higher abilities.

• Patience and Persistence: The project emphasises the development of these traits as students work through challenges and setbacks,

cultivating flexible thinking and resilience.

Theoretical Influences: Literature Review

Technology integration in education has become a divisive topic of interest and debate in recent years. With the recent COVID-19 global pandemic and changes in curriculum documents, technology usage increased and was relied upon in classrooms. This literature review explores existing research in education, focusing on student engagement, academic performance, and the development of skills for a 21st Century society. By exploring a range of studies and theories, it was hoped to illuminate the complex relationship between technology (gamification using Minecraft) and learning. This review discusses the benefits and challenges of digital technology use, teacher pedagogical impact on learning using digital technologies and STEM pedagogies, and the implications of digital technologies (using gamification) for future educational practices.

Student Voice in Learning

In the ever-evolving landscape of contemporary education, “student voice” has emerged as a cornerstone for ensuring equitable and engaging learning environments. Student voice is the collective expression of learners regarding their experiences, perspectives, and aspirations in the educational setting. Recognising these opinions and values, educators are increasingly shifting from a traditional top-down teaching method (Fan, 2023) where the teacher delivers information and students are to accept what is said without question. It moves beyond mere participation or token consultation, positioning students as vital contributors to the educational discourse. This

McDonald, A (2024). Gamification to improve student outcomes. Leader, 1(1). 76-86

collaborative approach values students’ opinions, feedback, and insights and shapes their learning experiences.

Benefits of Utilising Student Voice in Learning

Employing student voice in a learning environment has benefits regardless of the context or subject area. When utilising contemporary pedagogies for learning, student voice plays a pivotal role in the inquiry cycle. Not only does student voice empower the learners, but it also makes them active participants in their own education. This helps foster a sense of ownership and responsibility, leading to increased motivation and a deeper understanding of the material. Students are seen as co-creators of teaching approaches, course design, and curricula (Bovill et al., 2011). Student voice is pivotal when delivering an inquiry model of teaching, something that the STEM-Based teaching pedagogy embraces. As the classroom changes to a place of mutual respect and shared decision-making, the true potential of student voice unfolds, offering a more dynamic, contextually appropriate, and inclusive education for all.

Student engagement is strengthened when students can build relationships with their teachers. When educators actively seek and value student input, it fosters stronger studentteacher relationships. Additionally, this promotes positive student-student relationships where trust is built and students feel more understood and supported; significantly impacting their educational journey. It also encourages peer collaboration for future preparation for decision-making and collaborating with others, empowering them with skills necessary for entering future employment and higher education.

Gamification also encourages

social ties with students’ peers, providing more diverse opinions showing a range of perspectives which fosters inclusivity. Being placed into diverse groups to achieve a shared goal encourages communication between peers, encourages social ties, learning processes, specialisation in areas, ambition to achieve success, healthy competition, and enthusiasm for change. Working in small groups with their classmates motivates students to solve problems and participate in educational activities, as opposed to individual activities (Bicen et al., 2018).

Challenges of Utilising Student Voice in Learning

While promoting student voice in learning offers many advantages, it also presents complex challenges for both students and teachers. Ensuring that every student’s voice is heard equally in a diverse classroom environment can be challenging, especially when louder voices might dominate classroom conversation. Dominating students often leave most students feeling as if they have limited opportunities to have a say in their learning and decisionmaking processes (Holquist, et al., 2023). The concept of student voice itself is subjective (Cook-Sather, 2006) and can vary in interpretation, adding further complexities to its implementation. To truly harness the benefits of student voice, educators must consider student perspectives and needs; otherwise, they risk facing significant challenges from all stakeholders.

Access to hardware and software in the classroom presents significant challenges for both learners and educators. When technology malfunctions, is broken, or when classes do not have equal opportunities to use it, intended learning experiences are hindered. Beyond the immediate

Gamification

instructional blockage, such issues stifle student voice, often creating frustration and exclusion, leading to student disengagement from their learning and attitudes towards a particular subject area (Logan & Skamp, 2012).

Results

Gamification Strategies Using STEM Pedagogies to Boost Student Engagement and Learning Outcomes

Themes and Behavioural Observations

In the observational summary notes outlined in Table 1, various themes and behavioural patterns emerged. The students’ willingness to collaborate and seek consensus was evident in their negotiation and cooperation. When faced with challenges, students actively engaged in problem-solving. Communication was also a central component, with students frequently discussing tasks and responsibilities. Notably, gendered patterns were observed: females displayed enhanced problem-solving and communication skills, while males often exhibited

more confrontational behaviour during collaboration. Another observation was related to conflict and resolution; when disagreements arose, students employed various tactics to resolve them, with some emphasising skill explanations over heated disputes. The study also revealed varied levels of focus and engagement, with some students independently engrossed while others preferred group interactions.

Table 1

Student Proficiency and Confidence Using Digital Technologies Based on Gender

Student Views on Gender Observation

Table 2 provides students’ views on gender bias with technology before intervention. When it came to enjoyment and interest in STEM, 2 students believed that STEM activities were more enjoyable for boys, while 4 students disagreed. In terms of skills and abilities in STEM, there was a unanimous result; 6 students felt that boys and girls have equal skills in building, creating, and problem-solving within STEM activities. This response of equality extended to opportunities within the STEM field, with all 6 students believing that

STEM offers equal opportunities to all. Furthermore, these students felt that one’s gender has no bearing on their future STEM-related careers. However, when discussing leadership qualities in STEM based on gender, opinions varied. 2 students) believed boys exhibited greater leadership skills, whereas 4 students held the view that girls were better leaders. Finally, in terms of gender influencing the enjoyment of STEM learning, a strong consensus emerged: 5 students strongly agreed, while 1 student simply agreed.

Table 2

Table 3 examines students’ gender views post-intervention. 4 students believed STEM activities were more enjoyable for boys, whereas 2 students disagreed. Interestingly, when presented with the statement that STEM subjects might not be suitable for girls, only 2 students concurred, while a majority of 4 students did not agree. Examining skills and technological proficiency, all students said that, in terms of building, creating, and problem-solving within STEM, both genders were equal. However, opinions split when discussing

daily technology usage in schools, with 2 students seeing it as a regular learning tool and 4 students thinking otherwise. Leadership dynamics in STEM, based on gender, produced mixed results. Half of the participants 3 students saw boys as more effective leaders, while 2 students felt girls were more proficient. 1 student remained neutral.

Table 3

Themes and Behavioural Observations Post Intervention

Table 4

The Measurable Impact of Student Voice on Engagement, Motivation, and Improved Learning Outcomes

Post Test Data on Self-Directed Learning

Table 4 shows overall student feedback on self-directed learning. 1 student, revealed a sense of uncertainty with a statement like “UMMMMM I REALLY DONT KNOW.” In contrast, 2 students voiced their positive attitudes towards self-directed learning, expressing their personal preference and perceived suitability of the approach. Another two students articulated feelings of responsibility and gratitude for their project. Closely examining the context of the activities, 1 student described the learning process as enjoyable, challenging, and immersive. However, there was a restraint from another student, who expressed concerns about limits on their learning, especially if decisions about the build area were made by the teacher.

Discussion

The primary objective of the study was to understand how gamification using Minecraft and STEM pedagogies can engage Stage 2 and 3 Primary School students in their learning. The findings suggest that gamification using Minecraft has a significant positive on student learning and social outcomes, aligning with the research of scholars such as Hamari et al. (2014) and Hope et al. (2023).

Student Voice Incorporation in Learning Influence Students’ Engagement and Motivation

The influence of student voice on student’s engagement and motivation was significant theme, with positive outcomes measured across various intervention activities. Central to this was students designing their own school, which fostered a sense of ownership and actively involving all participants in curriculum development. This parallels the research of Bovill et al. (2011), who found that student voice is most effective when students are actively engaged as collaborative partners in project and curriculum design. It is important, however, to note that all participants are heard in this discussion, not just the loudest students (Holquist, et al., 2023).

Strategies and Principles of Gamification to Enhance Student Engagement and Learning Outcomes

One of the standout findings was how students felt a sense of ownership as part of this learning process. Throughout the study, students’ perception did not change. This is supported by Yan et al. (2020) who reveal a correlation between a well-designed competition and enjoyment to motivate students. Further engagement of students may be evident

with increased access to the program and varied subject matter to build. A potential factor in diminished student participation could be their dislike of Minecraft, a consideration for future research.

Gender Equality and Proficiency Using Digital Technology

Initially, some students exhibited gender stereotypes upon the project’s onset. Given that opinions are shaped by experiences, these biases manifested towards the subject matter. Master (2021) explains the influence of stereotypes on beliefs and attitudes surrounding technology. The intervention was designed to foster equity across genders, aiming to enhance proficiency in digital technology. Postintervention a marked improvement was seen in students’ perspectives on gender equality. While this issue appeared less pronounced among students, it remains crucial to acknowledge and address it.

Future Directions and Questions

As with any study, this research illuminates new avenues of exploration while answering existing questions. While the findings revolved around Stage 2 and 3 Students, it is important to note the positive transferrable effect that gamification has in any learning environment. Student interactions with STEM pedagogies via gamification tools like Minecraft, have highlighted several areas that warrant deeper investigation:

Scheduling and Attendance

The irregularity in student attendance suggests that we need to either extend the duration of the program or reconsider its scheduling. The researcher was also restricted by the days the program could run, as does other routine programs (such as whole

school initiatives), which appeared to be a frequent cause for missed sessions.

Hardware and Space Constraint

A consistent challenge was the availability and reliability of technological hardware. Issues like internet disruptions, pending software updates, uncharged devices, and missing student passwords impacted access to Minecraft and students’ time on the platform each week. Moreover, not having a dedicated classroom each week presented logistical hurdles.

Student Absenteeism

Student absenteeism affected the project’s completion rate and overall efficacy. An extended study with longer session durations might provide more clarity on this aspect.

Researcher Position

The leading investigator was a specialist teacher, not a full-time classroom teacher. This meant limited prior knowledge about students’ technology skills and preferences, possibly affecting the study’s design and outcomes.

As the gamification and STEM pedagogies continue to evolve, it becomes necessary to review the findings, especially with emerging technologies and the shifting dynamics of society. Several avenues present themselves for further research. Firstly, understanding the long-term implications of extensive gamification on both student learning and the overarching curriculum is essential. Secondly, exploring strategies to encourage teachers to embrace technology, particularly when the benefits surpass the challenges, is essential. Additionally, the feasibility of creating centralised programs that can be adapted across diverse contexts

to promote a tech-friendly teaching methodology deserves attention. Addressing systemic obstacles, such as ensuring equitable training when resources might be sparse is another crucial area for exploration. Lastly, devising methods to refine scheduling of internal and external programs can be pivotal in augmenting student engagement.

This study highlights the potential of gamification, especially through platforms like Minecraft, in reinforcing STEM pedagogies. Training more staff members in these digital technologies is strongly recommended. Despite some initial hesitancy in implementing the program with staff, the results have clearly shown the positive effects of gamification on student learning and social outcomes.

Gamification proved to positively enhance learning by promoting flow, optimal engagement, and immersion in the learning process. This study has set the stage for more in-depth future studies, ensuring that our comprehension of gamification remains current, relevant, and comprehensive. Further research is also needed to establish a defendable theoretical foundation and guidelines for gamification’s effective and responsible use in educational settings.

References

Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning (iJET), 13(02), 72–93. https://doi.org/10.3991/ijet. v13i02.7467.

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as cocreators of teaching approaches, course design, and curricula:

implications for academic developers. International Journal for Academic Development. https://doi.org/10.1080/136014 4x.2011.568690.

Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry. https://doi.org/10.1111/j.1467873x.2006.00363.x.

Deterding, S., O’Hara, K., Sicart, M., Dixon, D., & Nacke, L. (2011). Gamification: Using game design elements in non-gaming contexts. CHI11 (2425–2428). ACM.

Fan, H. (2023). Winter is coming? University teachers’ and students’ views on the value of learning English in China. Review of Education. https://doi. org/10.1002/rev3.3410.

Green, A. (2023). Traditional teaching and learning strategies. Institute of Teacher Aide Courses: https://www.itac.edu. au/blog/teaching-strategies/ traditional-teaching

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? -- A literature review of empirical studies on gamification. 2014 47th Hawaii International Conference on System Sciences. https://doi. org/10.1109/hicss.2014.377.

Holquist, S. E., Mitra, D. L., Conner, J., & Wright, N. J. (2023). What Is student voice anyway? The intersection of student voice practices and shared leadership. Educational Administration Quarterly. https://doi. org/10.1177/0013161x231178023.

Hope, D. L., Grant, G. D., Rogers, G. D., & King, M. A. (2023). Gamification in pharmacy education: A systematic quantitative literature review. International Journal of

McDonald, A (2024). Gamification to improve student outcomes. Leader, 1(1). 76-86

Gamification

Pharmacy Practice, 31, 15–31. https://doi.org/10.1093/ijpp/ riac099.

Logan, M., & Skamp, K. (2012). The impact of teachers and their science teaching on students’ ‘science interest’: A four-year study. International Journal of Science Education, 35(17), 1–26. https:// doi.org/10.1080/09500693.2012.6 67167.

Martin, D. A., McMaster, N., & Carey, M. D. (2020). Course design features influencing preservice teachers’ self-efficacy beliefs in their ability to support students’ use of ICT. Journal of Digital Learning in Teacher Education, 36(4). https://doi.org/10.1080/215 32974.2020.1781000.

Master, A. (2021). Gender stereotypes influence children’s STEM motivation. Child Development Perspectives. http://doi. org/10.1111/cdep.12424.

NSW Education Standards Authority (NESA). (2017). Science and Technology K–6 Syllabus. https:// educationstandards.nsw.edu.au/ wps/wcm/connect/5ab69646-f1d4404b-9c16-b39dfb0986d3/scienceand-technology-k-6-syllabus-2017. pdf?MOD=AJPERES&CVID=

Nurtanto, M., Kholifah, N., Ahdhianto, E., Samsudin, A., & Isnantyo, F. D. (2021). A review of gamification impact on student behavioural and learning outcomes. International Journal of Interactive Mobile Technologies (Ijim). https://doi. org/10.3991/ijim.v15i21.24381.

OpenAI. (2023). ChatGPT. https:// chat.openai.com/chat: (Sep 25 Version) [Large Language Model] scite_. (2023, October). Custom dashboards. Retrieved from scite_ My Dashboard: https://scite.ai/ users/allison-mcdonald-JldnE/ dashboards

Empowering support and operational staff: A comprehensive framework for continuous growth

Tracy Owen – Operations Manager, The King’s School Institute

Abstract

This research provides a thorough examination of the critical role played by support and operational staff in educational institutions, emphasising the significance of their professional development and empowerment. The study introduces a “Framework of Continuous Growth” tailored explicitly for support and operational staff, designed to address existing gaps in their professional advancement. Utilising a mixed-methods approach, including surveys, interviews, focus groups, and observational data, the research assesses the current satisfaction levels, skill sets, and growth opportunities among support and operational staff. The project employs a multifaceted strategy, involving ongoing training, mentorship programs, workshops, and recognition initiatives to cultivate a culture of continuous learning and personal development within this essential segment of the workforce. It scrutinises the impact of these initiatives on staff morale, motivation, and job satisfaction, and explores the ripple effects on the institution. The findings underscore the importance of recognising and supporting the professional growth of support and operational staff, contributing valuable insights to the conversation on optimising the educational environment for all stakeholders.

Background

Educational institutions are intricate ecosystems where every constituent part plays a pivotal role in the collective success of the institution. While the focus on teaching staff is prominent, the role of support and operational staff is equally crucial. Support and operational staff members, ranging from administrative personnel to maintenance workers and IT support, are the unsung heroes behind the scenes, ensuring the smooth functioning of dayto-day operations. This research aims to shine a spotlight on their contributions and address the historical oversight in their professional development and empowerment.

Critical Role of Non-Teaching Staff

The foundational aspect of this research lies in recognising the critical role support and operational staff play in maintaining school facilities, ensuring administrative efficiency, and providing essential support services that directly impact the quality of education. As highlighted in the research by Coleman & Earley (2005) and Roza (2011), the work of support and operational staff is fundamental in creating a conducive learning environment and supporting the educational mission of institutions.

To illustrate this point,

administrative staff, maintenance workers, and information technology (IT) staff support contribute significantly to student welfare and the overall educational experience. They manage day-to-day operations, ensuring the seamless running of various logistical aspects (Bubb & Earley, 2009).

Significance of Professional Development and Empowerment

Despite the indispensable nature of their contributions, support and operational staff often find themselves overlooked when it comes to professional development and empowerment. Research by Chan (2021) underlines the transformative impact of professional development opportunities on support and operational staff members. Equipping them with updated skills and knowledge significantly enhances their job performance and overall institutional efficiency.

Empowering support and operational staff through continuous learning initiatives and recognition programs not only addresses this oversight but also fosters a culture of growth within educational institutions. As emphasised by Francisco et al. (2022), such initiatives positively impact staff morale, contributing to a more engaged and motivated workforce.

The evidence presented in these studies consistently underlines the indispensable role of support and operational staff in educational institutions. Recognising their contributions and investing in their professional development and empowerment is not just a matter of equity but is critical for fostering a positive work environment, enhancing institutional efficiency, and enriching the overall educational experience for all stakeholders.

Role of Administrative Staff

Administrative staff form the backbone of institutional efficiency, contributing significantly to the overall functionality of schools by ensuring that bureaucratic processes run smoothly. Lashway’s (2003) research delves into the specific contributions of administrative staff, highlighting their role in maintaining records, facilitating communication, and managing crucial logistics. Simultaneously, maintenance workers play a critical role in shaping a conducive learning environment, directly influencing student wellbeing and academic performance (Makubuya et al., 2020). The importance of recognising and investing in the professional growth of maintenance staff is emphasised for the optimal functioning of educational facilities. In the digital age, the role of IT support has gained further importance, as explored in the research conducted by Robey et al. (2000), which considers the challenges faced by IT support in educational settings and underscores the need for continuous learning to keep pace with evolving technologies. Together, these diverse roles within nonteaching staff showcase the multifaceted contributions that are crucial to the seamless operation and success of educational institutions.

The King’s School boasts a meticulously designed professional development initiative tailored for its teaching staff, ensuring that educators stay informed about the latest pedagogical insights and best practices. Regrettably, a notable disparity exists as support and operational staff have not received comparable attention within these programs. While ostensibly inclusive, whole school professional development days primarily engage support and operational staff for initial general updates and compliance

sessions. Subsequently, these staff members are released to resume their regular responsibilities, while teachers delve into additional training and accreditation endeavours. Consequently, support and operational staff members have been overlooked for the necessary support and leadership to enhance their methodologies, update technical skills, and propel their professional trajectories. This research endeavours to comprehensively assess the scope of these deficiencies and chart a course toward innovative solutions.

Methodology

The choice of a mixed-methods approach was driven by the need to capture the multifaceted nature of support and operational staff roles and experiences. Surveys were instrumental in quantifying satisfaction levels and identifying broad trends. Interviews and focus groups added a qualitative dimension, providing nuanced insights into the personal experiences and perceptions of support and operational staff.

Surveys, interviews, focus groups, and observational data formed a robust toolbox for data collection. Surveys were distributed widely among support and operational staff to ensure a broad representation of voices. Linemanagers, as key stakeholders, were included through a separate survey to gain insights into the managerial perspective on training programs and resources. Workshops and focus groups, involving departments such as Finance, Executive Assistants, Teachers’ Aides, and Maintenance ensured a detailed understanding of core skills, software needs, communication skills, and personalised professional development plans.

The ethical considerations

involved in conducting research on human subjects were paramount. Informed consent was obtained from all participants, ensuring they were aware of the research’s purpose, procedures, and potential implications. Confidentiality measures were rigorously implemented to safeguard the privacy of participants.

Results and Discussion

This section summarises much of the quantitative and qualitative results of this study under key question headings.

How Important is Professional Development for Support and Operational Staff?

Support and operational staff comprehensively voiced that professional learning was of significant value, with 95% of support and operational staff responding with “important” or “very important.” Other options were “somewhat important” or “not important.” One staff member believed it vital for the school to deliver a “united message that professional learning is for everyone and encouraged/expected.” While another stated that, “skills to increase job performance leading to career advancement” are essential.

Preference for professional development on a quarterly (term) basis was strongest. Such learning was also considered beneficial on an “as-needed” basis. A range of delivery modes, including online courses, workshops, conferences, and on-the-job training, were desired. Staff commented specifically on “upskilling with technology” and “new software.”

What Types of Professional Development Opportunities Would You Like to See Offered?

In the survey, support and operational staff shared their preferences for professional development

A comprehensive framework for continuous growth

opportunities, reflecting a broad spectrum of interests and needs. They expressed a collective interest in pursuing accreditation as a group, emphasising upskilling, efficiency training, and refreshers on current programs and databases. Additionally, there was a specific demand for skillsbased training in evidence-based counselling practices.

Staff also conveyed a desire for more relevant courses in technology, particularly in areas such as cybersecurity and new software updates. They sought upskilling in Excel formulas, MS Query, and AI Chat, along with training to maximise the use of various systems/platforms like KingsNet, Excel, Google Forms/Sheets. One participant in the study commented that:

When new software, updates and programs are added to the school network, or new administration procedures are instituted, it would be helpful to have training that alerts us to what is possible and how to get the most from software, or how to make sure we are conforming to expectations.

Career advancement and rolespecific training were highlighted as essential, with an emphasis on courses related to management, facilities/ asset management, budget planning, marketing, social skills, and people/ parent management. Compliance professional development, covering areas like child protection, reportable conduct, and legislative reporting processes, also garnered interest. Ongoing professional development for mental health professionals to maintain registration and stay updated on trends was deemed important.

Specific skill development needs encompassed interests in finance, business acumen, updated office

skills, and technical updates/process improvement. There was also a call for training in behaviour management and modifications for students with additional needs.

Staff members expressed a preference for courses and seminars relevant to finance, accounting, and maximising the use of current systems, like Outlook and Excel, tailored to their individual roles. Additionally, there was a desire for offsite/online technical courses, like Microsoft, to be offered annually to keep pace with rapid technological changes. Overall, the staff collectively communicated a need for diverse training opportunities to enhance their effectiveness in various aspects of their roles within the school environment.

What Specific Skills or Knowledge Areas Would You Like to Focus on in Your Professional Development?

This inquiry aimed to unveil the specific skills and knowledge deemed essential by the staff. The responses encapsulated a multifaceted array of requirements.

Technical skills and technology were at the forefront, with a focus on enhancing proficiency in various software like Microsoft Suite, SharePoint, and Excel. Staff sought skills in systems knowledge, networking, and adeptness with new software versions, along with training in OneDrive, Qualtrics, and digital presentation enhancement. A participant highlighted the importance of “learning how to maximise the use of the current systems we are using e.g. Outlook, Excel, Word.”

Project management and administrative skills emerged as key priorities, encompassing a need for expertise in project management,

event planning, budgeting, and finance. Knowledge enhancement in governance, mandatory requirements, and diary/email management was also highlighted. Additionally, there was a robust emphasis on management and leadership development, covering aspects such as people management, building management, asset management, and workplace health and safety. Training in team building, conflict resolution, and professional development was considered vital.

On the front of student support and wellbeing, staff expressed a need for skills in identifying unusual behaviour and effectively working with students facing learning difficulties or autism spectrum disorders. Professional development and compliance were also crucial, with a desire for certifications, quality training, and professional development tailored for counsellors and psychologists working in schools.

The overarching theme reflected in staff responses was a comprehensive approach to learning, spanning technical, administrative, leadership, and specialised skill areas. This underscored a collective commitment to adaptability in the face of technological changes, compliance adherence, student support, and ongoing professional development.

What Obstacles Have You Faced in Accessing Professional Development in the Past?

Staff identified various obstacles hindering their access to professional development. These challenges encompassed time constraints, with difficulties arising from heavy workloads, scheduling conflicts, and conflicting responsibilities like boarding house duties or family commitments, limiting availability for professional development sessions, particularly on busy days like

the first and last days of the term.

Financial restraints emerged as another significant barrier, with staff facing limitations due to personal or budgetary constraints impacting their ability to access appropriate and highquality professional development, especially for larger teams. Approval and support hurdles were noted, including a lack of recognition or support from higher management for attending industry conferences or professional development events, as well as issues persuading management of the value of specific professional development opportunities. A participant commented that, “They don’t realise that I serve the whole school and what I learn is valuable for upskilling, staying relevant and networking within the sector.”

Course availability and quality concerns were raised, citing limited offerings, insufficient quality in certain areas, like facilities and building management, and reservations about the quality of instructors or courses based on past experiences. Online content and IT challenges also impeded access, with perceived limitations in the value of online content for learning, technical challenges, and a lack of IT support hindering participation in digital courses or platforms.

Other challenges included issues related to confidence, understanding the professional development process, and the relevance of offered courses, along with the need to balance workload and attend professional development sessions to prevent work backlog. Time management problems in completing courses outside work hours further compounded the array of obstacles faced by staff, collectively impacting their ability to access valuable professional learning opportunities.

A comprehensive framework for continuous growth

Are There Any Barriers That You Anticipate in Implementing Professional Development Opportunities for Your Support and Operational Staff, and do You Have Any Suggestions on How We Could Plan to Overcome Them?

Line managers agreed that professional development challenges included time constraints, recognising the difficulty arising from heavy workloads and scheduling conflicts. A participant commented that, “I think that time would be the most significant constraint as both of our non-teaching staff have busy days.” They also highlighted financial restraints, whether personal or budgetary, as a significant barrier to their ability to access quality professional development opportunities. Approval and support hurdles resonated for both support and operational staff and their line managers, with staff noting a lack of recognition or support from higher management in attending industry conferences or professional development events. This finding mirrored line managers’ concerns about the need for approval from the school authority and challenges in persuading management of the value of specific professional development opportunities.

However, notable differences emerged as line managers grappled with the need for casual staff replacement during training days due to a lack of funds. While staff emphasised concerns about course availability and quality, line managers focused on optimising training costs and exploring additional funding sources. Online content and IT challenges, including perceived limitations in the value of online content and technical issues, presented barriers for staff, while line managers were concerned about coordinating schedules efficiently and rescheduling learning activities to avoid conflicts. Both groups

share concerns about workload, time management, and the relevance of offered courses, but staff expressed a need to prevent work backlog, while line managers emphasised the importance of ensuring professional development contributes to enhancing efficiency without overwhelming staff. Such concerns underscored the complex landscape of obstacles faced by both staff and line managers in navigating professional development challenges within the school environment.

How Can the School Encourage and Motivate Your Support and Operational Staff to Take Advantage of Professional Development Opportunities?

The probing of line managers on strategies to encourage and motivate support and operational staff to actively participate in professional development opportunities, yielded a diverse set of responses. Some line managers highlighted the presence of intrinsic motivation among certain support and operational staff, emphasising their willingness to undertake professional development without requiring significant encouragement, especially when “accessible and purposeful.” A key theme emerged around balancing work and learning, with the recognition that motivation increases when learning opportunities do not excessively encroach upon unpaid hours. Empowering departmental heads to grant approval for professional development and compliance with registration requirements were identified as effective motivators, emphasising the importance of meeting regulatory standards and enhancing practitioner skills.

Additionally, line managers proposed connecting learning to tangible incentives, such as pay rises or bonuses

tied to the successful completion of micro-credentials or attendance at professional development sessions. Some suggested making professional development a contractual condition, while others emphasised the significance of direct communication, encouraging staff involvement by soliciting input and participation. Equal treatment and recognition were underscored to ensure support and operational staff feel valued as integral team members, avoiding any sense of being “a second-class citizen” compared to teachers.

Further strategies included tailored support and feedback mechanisms, performance-linked rewards through a graduated pay scale, allocation of time and resources for upskilling, increased accessibility to professional development opportunities (especially online options), knowledge sharing, and certification to celebrate achievements. Efficient scheduling and personal consultation were recommended to avoid calendar clashes, facilitate more specific professional development sessions, and better understand staff needs. Personalised support and funding through line managers were also suggested to address individual needs and encourage staff involvement in professional development. Collectively, these strategies presented a comprehensive approach to fostering motivation and engagement among support and operational staff in professional development initiatives.

How do You Think Providing Professional Development Opportunities for Your Support and Operational Staff Could Benefit Your Area?

Line managers elucidated the myriad ways in which providing professional development opportunities for support and operational staff could

profoundly benefit their teams. These benefits encompassed enhancements in workflow efficiency and confidence, leveraging staff expertise to everyday processes, and fostering improved delivery of programs for students, particularly those in need. A participant commented that, “Having more understanding of processing systems will increase productivity and provide clearer communication to stakeholders.”

The impact extended to cocurricular activities, positively influencing student participation and enrolment. Training also played a crucial role in addressing student mental health issues, reducing wait times for external services, and refining support strategies.

Additionally, professional development contributed to more efficient team dynamics, ensuring better practices in boarding, and promoting safe school outcomes. Understanding task structures, interpreting documentation, and meeting curriculum outcomes emerged as factors that improved educational practices and communication within the school context. Furthermore, training was recognised for boosting employee morale, “they would feel more confident in their abilities,” improving communication with students, and fostering an appreciation for the relevance of staff skills in a school setting.

The provision of professional development opportunities was noted as a powerful tool for acknowledging staff professionalism, fostering teamwork, capacity, and a sense of value. Guidance from management and senior coaches, coupled with support for administrative duties, played a crucial role in staff development, improving productivity, stakeholder communication, and preventing

A

misunderstandings. Ultimately, investing in professional development was seen as a demonstration of employer interest in staff growth, motivating employees and building loyalty while preparing them for future internal and external opportunities.

Conclusion

Overall, it was suggested that professional development opportunities for support and operational staff have wide-ranging benefits, spanning from workflow improvements and student support to system enhancements and employee morale.

The research brought to light an untapped reservoir of skills and qualifications within the school, often overlooked or underutilised. Administrative staff exhibited expertise in streamlining processes, managing communication, and maintaining meticulous records, while maintenance workers demonstrated skills in facility management and environmental enhancements. IT support personnel showcased proficiency in navigating the digital landscape and troubleshooting technological challenges. Recognising that knowledge-sharing is a catalyst for empowerment, the research initiated programs where staff could share their skills and qualifications. This collaborative approach not only elevated individual staff capabilities but also fostered a culture of mutual support and appreciation.

A pivotal outcome of the research was the identification of key skills required for success in different roles. Administrative staff expressed the need for advanced training in communication and organisational management; maintenance workers emphasised the importance of specialised training in sustainable facility management; and

IT support personnel sought continuous learning opportunities to stay abreast of evolving technologies. A positive trend emerged in the enhanced participation of staff in various training programs, including TAFE courses, university programs, and self-paced online courses. This indicated a growing appetite for continuous learning and a recognition of the value of professional development.

Another positive outcome was the strengthened collaboration across school campuses. support and operational staff, typically operating in silos, began to collaborate on projects and share best practices, enriching individual roles and strengthening institutional bonds. The research also led to the development of a pilot group for bespoke individual development plans for support and operational staff. Crafted based on identified skills and aspirations, these plans served as roadmaps for personal and professional growth, reinforcing the commitment to holistic and personalised development. In summary, this detailed analysis provides a nuanced understanding of the transformative impact of the research initiatives on support and operational staff and the broader institution.

References

Bubb, S. & Earley, P. (2009). Leading staff development for school improvement, School Leadership & Management, 29(1), 23–37.

Coleman, M., & Earley, P. (2005). Leadership and management in education: Cultures, change and context. Oxford University Press. Chan, R. R. T. (2021). Career development program for nonteaching personnel. Turkish Online Journal of Qualitative Inquiry (TOJQI), 12(6), 1689–1699.

Francisco, E.M., Hermosa, J. & Ofrin,

D.D. (2022). Is self-motivation linked to job-related factors? A case study of teaching and nonteaching personnel. International Journal of Academe and Industry Research, 3(4), 213–230.

Lashway, L. (2003). Role of the school leader. Trends and issues. RIC Clearinghouse on Educational Management.

Makubuya, T., Kell, Y., Maro, C., & Wang, Z. (2020). Campus wellness facility, student contentment and health. Recreational Sports Journal, 44(1), 60–66.

Robey, D., Boudreau, M.C., & Rose, G. M. (2000). Information technology and organizational learning: A review and assessment of research. Accounting, Management, and Information Technologies, 10(2), 125–155.

Roza, M. (2011). The machinery that drives education-spending decisions inhibits better uses of resources. Center for American Progress.

Swimming development program

Brett Pickup – Head of Sport, Preparatory School

Australia as a Swimming Nation

Australia has a rich and successful relationship with swimming and aquatic pursuits. Swimming is amongst the most popular sports for pre-teen Australians to participate in, with over two-fifths of young Australians swimming regularly (Morgan, 2023) and the rate of drowning amongst the 5-14 year age group lower in 2021/22 than the 10-year average (Royal Life Saving Society - Australia [RLSSA], 2023). However, the overall number of drowning deaths has increased compared to the 10-Year average, and 77% of all drowning deaths being males (RLSSA, 2023). It is important to note that the activity that led to death by drowning in many cases was swimming and playing (RLSSA, 2023).

Research indicates that whilst swimming and water safety skills are being introduced at an early age and accessed on a regular basis, 40% of children cannot swim 50 metres of freestyle by the age of 12, a benchmark which is recommended by the Royal Life Saving Society - Australia (Pidgeon et al., 2018). Learning to swim is not the ultimate way to eradicate death by drowning, however water competence reduces the risk of water-based fatalities (Denny et al., as cited in Johnson et al., 2021).

There are several factors that

influence parents’ decision to withdraw their children from swimming lessons. The change of season and cooler weather (Peden, 2023), the belief that children are competent (Stubbs, 2019) or financial and time constraints (Power, 2018) all contribute to children stopping swimming lessons. A reasonable link can be drawn between the withdrawal from swimming lessons before competence is achieved (Pidgeon et al., 2018), and the alarming rate of 33% of drowning deaths occurring whilst swimming/recreating (RLSSA, 2023).

The COVID-19 pandemic was a contributing factor to less children participating in swimming lessons throughout 2020 and 2021. Whilst the RLSSA committed to continuing swimming and aquatic activities throughout the pandemic in line with government guidelines (Scarr, 2020), it is estimated that 10 million classes were cancelled, and children missed two years of swimming and water safety and education (RLSSA, 2023). In the United States, 40% of people reported swimming less often and 14% of families indicated that they were delaying swimming lessons because of the COVID-19 pandemic (Johnson et al., 2021).

The number of drowning deaths whilst swimming and recreating along the coastline decreased over the

COVID-19 period; however, Lawes et al. (2021) suggest that this may be due to the change in the number of people visiting the beach and increased surveillance at the beach by surf life savers.

After the COVID-19 lockdown and mandates were lifted, children began re-engaging in swimming lessons. However, it is expected that the flowon effects from missed lessons will be experienced in future years (RLSSA, 2023). In a report conducted by Price Waterhouse Coopers (PwC) for Royal Life Saving, Australia (2022), one of the major concerns post-pandemic is that children may not wish to re-start their swimming lessons and that waitlists and staff shortages are making it difficult for families who do want their children to learn to swim.

Swimming at The King’s School

At The King’s School Preparatory School, swimming, and aquatic activities are a part of school life. Every year, students in Kindergarten through to Year Six participate in a water safety program like the Royal Life Saving’s ‘Swim and Survive Program’. There is also an annual swimming carnival for all students in Year Three to Six. Students are trialled

and placed in comparable ability races, while students who are unable to swim participate in a kickboard race.

Aquatic activities are a large part of the Outdoor Education Program in the Preparatory School (Prep). Boys in Year Three to Six participate in canoeing as part of their weekly Outdoor Education sessions and overnight camps. Many of these camps include water-based activities, such as canoeing, stand-up paddle boarding, fishing, sailing, surfing lessons, beach fun, and raft-building. Swimming is a necessary skill in the life of a Kingsman in the Preparatory School.

Unfortunately, the swimming ability amongst boys in the Preparatory School is lower than the benchmark suggested by Pidgeon et al (2018) and far below the standards they recorded in their analysis of swimming ability. Table 1 provides insight into the participation rates at the 2022 Preparatory School Swimming Carnival. Over one third of students in the Prep entered the kickboard race because they were unable to swim 25 metres. 35% of boys in the Under 12 age group were able to swim 50 metres compared with the 60% reported in the analysis of swim school data (Pidgeon et al., 2018).

The King’s School, Senior School has a strong presence in representative swimming teams. In 2022, the Athletic Association of the Great Public Schools of New South Wales (AAGPS) Representative Swimming Team was made up of 18 King’s students and captained by a Kingsman. Ten of these students went on to make the New South Wales Combined Independent Schools (NSWCIS) Representative Swimming Team to participate in the NSW All Schools Championship. In 2022, the Preparatory School had one student make the Independent Primary School Heads of Australia (IPSHA) team to participate at the NSWCIS Swimming Carnival.

A gap in the swimming ability of students was identified and an opportunity for growth realised through the introduction of a ‘Swimming Development Program.’ In Term Four, 2022, all students in Years Two to Five were assessed on their swimming ability. The criteria were to swim 25 metres unassisted and without stopping. Failure to do so would mean that boys would be placed in the Swimming Development Program.

The assessments were carried out at the end of the Swim and Survive week of lessons. Students who were identified as non-swimmers were notified that they would participate in swimming lessons

Table 1

2022 Participation Rates in the Preparatory School Swimming Carnival

during Term One instead of playing their selected Summer Sport. In Term Four, 2022, 65 students were identified as nonswimmers and told that re-assessment would take place in Term One, 2023. Students were encouraged to engage in swimming lessons over the break to improve their swimming ability. Many students took the opportunity to practise their swimming and develop water confidence during the summer holidays. After the break, there were still 30 boys who could not swim 25 metres.

Feedback from parents and staff was positive about introducing a standard required to participate in Summer Sport. There was some disappointment, however, amongst parents about their son missing playing team sport, however several other parents were quick to remind these people that swimming is an important life skill.

The Swimming Development Program was introduced in line with all other Summer Sports in the Prep. There was a swimming lesson on Tuesday afternoon after school, a swimming lesson in the timetabled sport time on Thursday, and a swimming lesson on Saturday morning when all other students were participating in their team sports. The program ran for eight weeks.

At the end of the Swimming Development Program in Term One, 2023, 25 of the 30 boys were now able to swim 25 metres unassisted and without stopping. Many of these boys were swimming multiple laps in their swimming lessons at the end of the term. There were still five boys who were not able to swim.

Participation rates in the 2023 School Swimming Carnival also improved. The number of students in kickboard races across all grades was

lowered by 70 students. Table 2 shows the participation rates of students in the 2023 Swimming Carnival.

Several students at the start of the program were frightened of both entering the water and putting their head under the water. At the end of the program, these same students were excited for their swimming lessons and demonstrated enjoyment when in the water. Parents were supportive of the program and provided positive feedback about the way the program was implemented. Many families involved in the Swimming Development Program have continued to participate in swimming lessons externally to the school.

Discussion

The Swimming Development Program as it has been introduced in 2023 is not the answer to the worrying swimming ability of students and the underrepresentation of King’s School students in Independent Primary School Heads of Australia (IPSHA), Combined Independent Schools (CIS), and New South Wales Primary School Sports Association (PSSA) Representative Swimming Teams. The program has room for growth and the capacity to continue the development of nonswimmers and weak swimmers in the Preparatory School.

The Swimming Development Program has one criterion at present, which is to swim 25 metres unassisted and without stopping. The standard is clear and unambiguous; however, extending the criteria and introducing other elements will create higher expectations of students’ swimming ability. Pidgeon et al (2018) referred to the RLSSA Swim and Survive Program in their study as the benchmark and used 50 metres freestyle as a proxy for achieving the benchmark skills. They found that the average age for achieving 50 metres of freestyle was 9.2 years. Introducing 50 metres freestyle as a barrier for success for students in Year Three to Six is a realistic and achievable standard in the Preparatory School.

A second skill could also be introduced with a more water safety focus – treading water for at least two minutes. Pigeon et al. (2018) found that the average age for students to tread water for at least two minutes is 8.9 years.

Extending the distance that students are expected to swim and introducing a water safety element will improve the strength of swimmers in the Preparatory School, remove the requirement for a kickboard race at the Swimming Carnival, and increase the confidence and enjoyment levels at aquatic-based activities on camps.

A further area for development is to focus on open bodies of water.

Table 2

2023 Participation Rates in the Preparatory School Swimming Carnival

Beaches, rivers, and other open areas account for half of all drowning deaths (RLSSA, 2023). The unpredictability of waves and currents at the beach creates a potentially fatal scenario. The practicality of introducing open water assessments as a part of the Swimming Development Program would be challenging; however, the benefit of teaching students water safety in a different environment would be a life-long skill. Students in Year Six currently participate in a surfing module on camp and it may be worth exploring the potential to expand this unit to teach students how to stay safe at the beach and what to do when caught in a rip or unfamiliar circumstance.

Conclusion

The Swimming Development Program has been a successful initiative in the King’s School, Preparatory School in 2023. The data highlight that: students are motivated to learn to swim if it means they can play their Summer Sport; the number of students able to swim has increased; and the number of kickboard races required at the Swimming Carnival has decreased. There is further room for growth, which can be explored in future iterations of the program. The Swimming Development Program will resume in Term One, 2024, when more students will be given the opportunity to improve an imperative life skill.

References

Australian Associated Press (2023, September 24). Australia’s champion paddler Jess Fox wins record 14th world title. The Guardian. https://www. theguardian.com/sport/2023/ sep/24/australias-championpaddler-jess-fox-wins-record-14thworld-title

Johnson, M., Boriack, E., McConnell, C., & Lawson, K. (2021). Impact

of COVID-19 pandemic on toddler swimming routines. Journal of Physical Activity Research, 6(2), 107–111.

Lawes, J. C., Strasiotto, L., Daw, S., & Peden, A. E. (2021). When natural hazards intersect with public health: a preliminary exploration of the impact of bushfires and the COVID-19 pandemic on Australian coastal drowning fatalities. International Journal of Environmental Research and Public Health, 18(10), 5314. https://doi. org/10.3390/ijerph18105314

Morgan, R. (2023). Walking, swimming and gym training are the most popular sports and activities Australians do regularly.

https://www.roymorgan.com/ findings/9278-australian-sportsparticipation-rates-amongchildren-and-adults-march-2023

Pidgeon, S., Larsen, P., Barnsley, P., Scarr, J., & Peden, A. (2018). Benchmarking Australian childrens’ swimming and water safety skills: Swim school data. Part 1: Primary school children aged 5-12 years. Royal Life Saving Society – Australia. Sydney. Peden, A. (2023, 30 May). Thinking of quitting your child’s swimming lessons over winter? Read this first. (n.d.). UNSW. https://www. unsw.edu.au/news/2023/05/ thinking-of-quitting-your-childsswimming-lessons-over-winter--r Power, J. (2018, March 24). Majority of children quit swim classes before they’re safe in water. The Sydney Morning Herald. https://www. smh.com.au/national/majority-ofchildren-quit-swim-classes-beforethey-re-safe-in-water-20180323p4z5vz.html

Roy Morgan. (2023, 18 July). Walking, swimming and gym training

Pickup, B (2024). Swimming development program. Leader, 1(1). 96-102

are the most popular sports and activities Australians do regularly. https://www.roymorgan.com/ findings/9278-australian-sportsparticipation-rates-amongchildren-and-adults-march-2023

Royal Life Saving Society Australia. (2019). COVID-19 pandemic and its impact on the aquatic industry https://www.royallifesaving.com. au/research-and-policy/policy/ position-statements/covid-19pandemic-and-its-impact-on-theaquatic-industry

Royal Life Saving Society Australia. (2022). Towards a nation free from drowning: The role of learn to swim. https:// www.royallifesaving.com. au/Aquatic-Risk-andGuidelines/aquatic-research/ strengthening-learn-to-swim

Royal Life Saving Society Australia. (2023). National Drowning Report 2023. https://www. royallifesaving.com.au/researchand-policy/drowning-research/ national-drowning-reports

Stubbs, V. (2019, August 20). Parents pull kids out of swimming lessons too soon. Kidspot. https://www. kidspot.com.au/parenting/ child/child-development/ parents-are-taking-their-kidsout-of-swimming-lessonsway-too-young/news-story/ e549f786e781180b3b2f58deaaa7aff5

Swimming Australia. (n.d.). Olympic history. https://www.swimming. org.au/performance/dolphins/ history/olympic-history World Surf League. (2024). The complete list and history of surfing world champions. https://www. worldsurfleague.com/pages/history

Pickup, B (2024). Swimming development program. Leader, 1(1). 96-102

String Seminar Series at King’s

Paul Taylor Taylor – Music Teacher and Head of Strings, Senior School

The focus of this project was to broaden the educational opportunities available to the music students at The King’s School. The aim was to bring a more open learning environment into the educational environment by using the masterclass and lecture format popular in the tertiary education environment.

The motivation for this project was twofold. The first reason is the direct benefit to the students. Typically, a secondary school music department runs with a small number of fulltime staff who bring specialisations and skills, but there is a limit to the breadth of experiences this allows for in a highly specialised area, such as elite string-playing. In the tertiary education environment, the masterclass teaching format is often used to allow a master teacher to address individual students in an open environment, allowing for a greater dissemination of their knowledge and insights (Hanken 2010). This allows for visiting performers and pedagogues to interact with the entire student body. The King’s masterclasses allowed twelve student musicians to experience a lesson from a respected and knowledgeable pedagogue, while being observed by many students, teachers, and parents. In addition, there was a brief lecture addressing the most pertinent aspects of teaching and learning a string instrument, adding value for every member of the audience. Rarely does a

masterclass involve direct interaction between the master and the audience, hence the name seminars for this series.

The second motivation was to establish The King’s School Music Department as a centre for excellence in the wider musical community in Sydney. This presents manifold benefits, including increasing the attractiveness of The King’s School to a wider student base and growing the reputation, and therefore the potential benefits to our students, through ongoing associations and more outside opportunities.

The role of Head of Strings at The King’s School is multifaceted. It is split between the preparatory and senior campuses in the role of string program leader and includes a smaller role as an academic class teacher in the senior school. This is done to facilitate a greater integration between the academic and co-curricular areas of the music program. As music is both a practical and intellectual activity, it makes good sense to blend these areas to best integrate the learning of music into its goal of performance. This dual role allows this role to function within the academic curriculum, bringing high level musical insight and interpretive learning into the classroom, as well as bringing academic learning into the rehearsal space. These seminars are another piece in the bringing together of these traditionally

Taylor, P (2024). String Seminar Series at King’s. Leader, 1(1).

separate areas of music education in secondary schools.

Masterclasses are a common educational format in tertiary education, and the decision to use this is backed by thorough research into the efficacy of masterclass learning by Ingrid Maria Hanken (2010), Professor Emeritus at the Norwegian Academy of Music. The format allows for master pedagogues and performers to: reach a larger audience than one-on-one lessons would allow; for audience members who may not yet be at the standard of the performer to receive high level ideas and teaching; and for institutions to bring greater variety and opportunity for learning into their program (Hanken 2010). Traditionally, the masterclass format has been reserved for the tertiary education level due to the attainments of tertiary students, but with the extremely prominent levels of performers now presenting in the secondary, and even primary years at schools, it seemed possible for this format to have value and effectiveness in these levels.

To flesh out the concept of running masterclasses in the secondary education environment, advice was sought from Dr Goetz Richter. Dr Richter is Associate Professor at the Sydney Conservatorium of Music, The University of Sydney, and acts as the Head of Strings at this tertiary level.

Dr Richter raised many interesting questions around using this format in a secondary environment. The most important revolving around accessibility to a younger and less specialised audience. In the context of the highest level of performance, the benefits are great for the performer and other high-level performers and teachers but may be lost on any audience that is not able to function at that prominent level as yet and are therefore unable

to garner significant information from the experience (Hanken, 2008). As we continue down the attainment levels of student performance, we gain accessibility of information, but then lose the value and meaning of bringing in high level pedagogues as they start to lean towards more basic teaching ideas and concepts commensurate with the lower levels of tuition.

In addition to this issue, Dr Richter also noted the lack of communication and education that revolves around pedagogy in the string world. Although there are many books about “The great pedagogues,” there is little outside of the conservatoire system to support the ongoing education of the many instrumental teachers that are working and producing the next generations of musicians that will be the musical culture of Australia in the future.

Another pressing issue is the role into which music has subsided in the cultural landscape of Australia, especially around the most challenging art music instruments of strings and piano. In the past 20 years, anecdotally, many believe that a toxic culture of gratuitous competition has pervaded the music world driven by two large influences: the beliefs and culture of the teaching establishment, and the growing competition for entry to elite private schools and selective schools that look for objective measurements of achievement to assess the drive, accomplishments, and potential, of young students–often with little regard for the art they are producing.

Discussion and investigation

with Dr Richter led to a recognition of a mutual desire to see the education of music and music performance to move back to the ideas of intellectual exploration, artistic exploration, and the growth of culture and achievement

Taylor, P (2024). String Seminar Series at King’s. Leader, 1(1). 103-111

for the development of the art and the person, rather than purely for ranking and competition. This shift of thinking brings us around to a motivation for learning that is built from the desire to foster the cultural development of everyone, but also to foster the development of a healthy and robust culture of music-making and education for everyone, not just the select few that are “worthy.” These desires are based on a belief that contributions to the music culture in Australia can come from many different people who may not initially present as the most accomplished at the youngest ages. Whilst admiring and supporting high achieving individuals, this must not be at the cost of the inclusion and development of every interested student, and the development of an art-based culture of music making, performing, and creating.

Out of these discussions the concept of the “String seminars” was born. The proposed format was to begin with a 30-minute talk addressing aspects of teaching and learning string instruments, followed with a masterclass section, giving opportunity for students’ performances and open learning, and then to conclude with a Q&A section for open discussion and debate. Dr Richter volunteered to present these himself and proposed the following four seminars:

1. The Foundations of string playing

2. Developing technique effectively

3. Preparing for performance

Motivation and practice

In keeping with the values of The King’s School, the seminars were free for The King’s School community, and open to people external to the community for a nominal charge of $10. This fulfilled

the commitment to providing extension to our students and their supporting family, but also our commitment to inviting in, and giving back to, the wider local community. Importantly, this opened the seminars to students, teachers, and members of the public that would not normally have access to such high-level teaching (see Figure 1). All money collected in ticket sales for this series was to be donated to AUSTA- The Australian String Teachers Association, of which Dr Richter is the President. The seminars were held in the recital room in The King’s School Music Centre. Each seminar was also live-streamed to allow viewing from all over Australia.

The format seemed to work very well. The audience was enthralled by the complex and often philosophical thoughts of Dr Richter, and this led on smoothly to the masterclass segment of the presentation. Each seminar featured three soloists, two from The King’s School and a guest from Meriden Girls’ School. This was to promote collaboration between the two schools. The masterclasses provided a lot of information to the audience, demonstrating Dr Richter’s teaching methods and thoughts. The seminars all ended with an open discussion time, where people could ask questions. This section was the least successful part of the seminars, with the audience leaving the areas of focus and there being less questions and debate than anticipated.

Attendance at the Seminars was better than anticipated for a pilot program. In total there were 440 tickets sold across the four seminars (see Figure 2). Eighty-nine of these, just over 20%, were sold for online observation. Although Dr Richter donated his time, with any monies collected to be donated to AUSTA, total ticket sales amounted to $1630, working as a proof of concept for

Taylor, P (2024). String Seminar Series at King’s. Leader, 1(1). 103-111

String Seminar Series at King’s

engaging other outside presenters and being able to pay them a professional fee for their time.

To collect feedback from audience members, a survey was sent to all attendees asking for their reflections on the events (see Figure 3). The questions were designed to ascertain the perception of the seminars, both concept and content, and to investigate if there were any other areas that audiences would like to see (see Figures 4 and 6).

There was a moderate response to the survey, with 30 responses coming from 114 individual orders for tickets. Most attendees purchased tickets to all seminars, which is the discrepancy between the total number of attendees and orders.

Figure 1

Background of Attendees

Figure 2

Record of Participant Attendance

When asked to elaborate on the responses in Figure 3, there were four principal areas that respondents fixed upon-

1. Dr Richter’s Concept of intent in action and interpretation built into practice

2. Specific practice tips

3. Direct technical observations of players and corrections

4. Dr Richter’s philosophical approach to music and teaching.

This highlights the multifaceted benefits of this style of seminar (Figure 3). There is insight into the thinking and ideas behind the teaching that is then demonstrated.

Figure 3

Perception of Seminar Content

Figure 4

Information about future interests of attendees

Figure 4 indicates that attendees were evenly spread on interest in the elements of the seminars as they were presented but added a few suggestions to be considered in the future.

Importantly, the responses in Figure 5 tell us that the tone of the seminars was not too high, and although some felt the concepts were above their students/children, there was a diverse spread of attendees, from 4-year-old children to professional performers at the zenith of their careers.

of interest in future possible formats presented

Note: Descriptors for Figure 6

• Evening masterclasses focusing on performance.

• Evening masterclasses focusing on pedagogy.

• An event where I can participate through questions and discussions more easily. seminars where audience input is encouraged and facilitated.

Figure 5

Perception of Accessibility of Information Presented in Seminars

Figure 6

Expressions

• A more elaborate event with multiple options including discussions, masterclasses and sessions on pedagogy.

• Rather than 4 small events, a day-long event with more available options to attend where I could see all of the above ideas.

• I appreciate that it was offered via online viewing, especially for regional teachers like myself

Figure 7 indicates that the attendees believed that the $10 charge was fair value for the experience, with one responder stating they would be interested in paying more for a more elaborate event.

There was a further section in the survey asking for a general reflection about the seminar series and asking for opinions about what would be interesting and motivating for the attendee to come again.

There were four major themes that are covered in the comments below:

1. If these events are for the benefit of the broader string playing community, rather than just Kings’ students, some transparency around student pathways to participation would be helpful.

2. There are not many pedagogy workshops around Sydney! I would love to hear from other

renowned teachers e.g. Janet Davies. Especially as a beginner teacher myself with not a huge wealth of experience it is so beneficial to hear other’s pedagogical mindsets.

3. Group violin/viola/cello lesson tips - for tutors to attend. Tips on how to teach a small group of 8 year olds/primary aged students. For music educators, we are trained and familiar with this, but for some instrumental tutors they are more comfortable teaching in a one-on-one environment and find this challenging at times (especially the frustration that the learner feels when learning a new instrument - equipping them to support the learner through the ups and downs).

4. The presenter Goetz Richter drew me into attending the livestream, as I have worked

Taylor, P (2024). String Seminar Series at King’s. Leader, 1(1).

Figure 7

Perception of value presented by these seminars

with him before. It was great to be able to tune in from Brisbane. I liked the lecture + masterclass format, it worked well. I was very engaged.

On reflection, the seminars were a positive activity and functioned as a proof-of-concept trial. Looking more closely at the feedback, it is evident that the format of these seminars was well pitched to include the widest audience possible in this context.

There was concern from the Music Department executive that Dr Richter’s teaching would be pitched at too high a level for the audience, but the feedback (See Figure 5) was positive about this aspect, and the ongoing interest was in more of this type of teaching (See Figure 6). The feedback shows that the lectures were pitched right on the edge of comprehension for the respondents, which is the exact aim of these events- to extend and stretch the already existing teaching limits in the department.

There was a surprisingly low attendance by members of the King’s community. There could be many factors affecting this, but experience shows us that when events are free initial interest can be great but turn-out can be poor at the event. There were only a handful of King’s School senior students that attended, despite regular reminders. Interest was increased with the added inclusion of regular email reminders to all people that registered/bought tickets. This must be factored into future events as a promotion strategy.

It is evident in the responses above that most attendees were either teachers, performers, or parents of students (Fig.1). In the audience, were Heads of Strings from other schools, Heads of Music Departments, and wellknown and respected string pedagogues.

This informs the aim of the future events and directs the tone and level of material presented. It also highlights the importance of building a series that focuses on pedagogy and culture to nurture a holistic and fertile musical culture in Sydney, given this is the audience.

The feedback and response from this project have given The King’s School Music Department confidence to pursue this kind of event in the future. The success of these seminars in 2023 inspired planning for 2024, with dates and enquiries being made to secure professional performers and pedagogues to hold these types of events covering a greater range of instruments and genres throughout the year.

Not only have these events sown the seeds of future seminars, but this format also looks to build relationships with outside organisations, including the Sydney Conservatorium of Music, Musica Viva, and the big orchestras such as The Sydney Symphony, The Australian Opera and Ballet Orchestra, the Brandenburg Orchestra and the Australian Chamber Orchestra. There is also potential to build a link to the more contemporary institutions, such as the Australian Institute of Music and The JMC Academy, to bring in some of Australia’s foremost contemporary artists also as this area of the music department grows internally.

References

Creech, A, Gaunt, H. Conservatoire students’ perceptions of masterclasses: The value and purposes of masterclasses. Open University CORE project. https://core.ac.uk/download/ pdf/111052936.pdf

Haddon, E. (2014). Observational learning in the music masterclass.

Taylor, P (2024). String Seminar Series at King’s. Leader, 1(1).

British Journal of Music Education, 31(1), 55–68.

Hanken, I. M. (2008). Teaching and learning music performance: The master class. Finnish Journal of Music Education, 11, 26–36

Hanken, I. M. (2010). The benefits of the master class: The masters’ perspective. Nordic Research in Music Education. Yearbook, 12, 149–160. Hanken, I. M. (2017). The role and significance of masterclasses in creative learning. In J. Rink, H. Gaunt & A. Williamon (Eds). Musicians in the making: Pathways to creative performance. Studies in Musical Performance as Creative Practice. https:// doi. org /10.1093/ acprof:oso/ 9780199346677.003.0005

Taylor, P (2024). String Seminar Series at King’s. Leader, 1(1). 103-111

Incorporation of Year 8 into The King’s School Cadet Corps program

Dave Trill – Staff Regimental Sergeant Major

Cadets have been synonymous with The King’s School (TKS) since the Corp’s inception in 1866 and is noted as being the oldest Cadet unit formed in Australia. The continued functioning of Cadets at the school is vital to the realisation of The King’s Schools Strategic Plan. Indeed, the competitive advantage that The King’s School has over its competitors locally, nationally, and internationally is the leverage of its co-curricular pursuits, and the ability to conduct those pursuits within the school’s vast home location is key. In the Strategy Grid (George, 2020), Cadets falls under the domain of “Character Development,” and when we use the grid, the best descriptor of The King’s School Cadet Corps (TKSCC) can be expressed as:

A Broad Australian Demographic sharing A Healthy Risk Appetite embracing Challenge and Adventure; enabling Values Becoming Virtues whilst nurturing Humility and Excellence and creating Global Thought Leaders who strive to Live Lives of Service.

When the question is asked: Why is The King’s School Cadet Corps so important to the school? The quote above makes the answer clear and obvious.

The King’s School Cadet Corps (TKSCC) develops followership skills in Term 4 of Year 8, almost two full years into a boy’s Senior School experience.

For The King’s School to realise the maxim, “A King’s Education: Where Leaders are Made” (The King’s School, 2022, pp 12-14), the school has included as an objective in its Strategic Plan, the inclusion of Year 7 and Year 8 into the TKSCC program. This will enable better development of the Kingsman/Cadet as a follower and enhance his ability to progress as a leader by enabling a larger Cadet Corps with more leadership opportunities.

The purpose of this paper is to provide a Course of Action (COA) to the Commanding Officer (CO) TKSCC for the participation of Kingsmen in TKSCC oneyear earlier than they are at present, and thereby meeting a requirement of The King’s School Strategic Plan.

There are several options available, all of which are only restricted by the number of personnel devoted to considering the many courses of action available to The King’s School for the future Cadet program. It is not the purpose of this paper to discuss the methods of a planning team to look at options but suffice to say that we are currently at the end of the triennium bound by the strategic plan, and without a selected option for the forthcoming TKSCC Training Year, 2023/24.

The end state of the paper is to provide one of potentially several courses of action for consideration.

What The King’s School Seeks to Achieve Through the Cadets Corps

The School Strategic Plan, 20192021 details that:

While other schools need to travel off-site to enjoy … outdoor educational facilities, The King’s School is uniquely positioned to be able to provide all these facilities at its Parramatta and Southern Highlands locations. The development … at Parramatta is key to offering a unique world-class facility that supports the school’s distinctive in character development through Cadets and Duke of Edinburgh programs, and providing an emphasis on coaching and mentoring of students to be the best they can be. (The King’s School, 2019)

As we are now positioned in the middle of the 2022-2024 Triennium, we should note that very little has altered for the Strategic Plan with respect to plan and vision; The School Strategic Plan, 2022-2024 states that, “New initiatives that built on the foundations of the 2019-2021 Triennium [are] included in the 2022-2024 Triennium” (The King’s School, 2022). The Plan goes further, by stating, “strategic initiatives [which] have been identified as significant for … success over the coming decade and worthy of prioritisation in the 2022-2024 Triennium: … Year 7 and Year 8 Cadet Program” (The King’s School, 2022, p. 24).

The King’s School Cadet Corps commences its Annual Training Cycle in Term 4, when current Year 8 students commence their Home Training Parades. Therefore, our assumption should be that the earliest opportunity for Senior School Boys to commence Cadets is Term 4 of Year 7. How this is possible is outlined later in this paper.

What we should intuitively draw from the above is, that The Strategic Plan implies vision for the commencement for all Senior School boys in the Cadet Program is to be at the start of Term 4, Year 7.

How are Kingsmen to be Included Into TKSCC a Year Earlier?

There are many courses of action available to us, limited only by the imagination and influence of a planning team. This could be convened in any number of ways, either deliberately or ad hoc. In this paper, I provide one course of action, which may well be accepted, disregarded, or used in a hybrid solution to one or more other courses of action.

The current program

The TKSCC program is of a four-year duration, where Cadets is compulsory for the first two years and optional for the last two (see Table 1).

Current TKS Cadet Corps Program

Year 1 (Term 4 Year 8 to Term 3 Year 9) Mandatory

• The Cadet is “enlisted” into either A Company or B Company.

• He completes First Year Training, over 10 scheduled Home Training Parades.

• He completes the Annual Field Exercise, and uses the taught Skills, Knowledges, Attitudes and Behaviours (Bloom, 1956) that are taught, caught, or captured.

• He develops teamwork, values, resilience, and followership during the training.

• He elects to pursue a leadership path by completing the Junior Leaders Course and competing for a promotion to a JNCO rank.

Year 2 (Term 4 Year 9 to Term 3 Year 10) Mandatory

• The Cadet is either progressed to either A Company or B Company as a 2nd Year Cadet or is progressed in rank to a JNCO in any of the Cadet Company’s (A, B, C, or D Company).

• He completes Second Year Training, over 10 scheduled Home Training Parades, or leads a Section of about 8 Cadets during their 1st or 2nd year of training.

• He completes the Annual Field Exercise, and uses the taught Skills, Knowledges, Attitudes and Behaviours as either a 2nd Year Cadet or as a Junior Leader.

• He continues to develop teamwork, values, resilience, and followership during the training.

• If he is a JNCO, he develops skills in leading a small team.

• He elects to further pursue a leadership path by completing the Senior Leaders Course and competing for a promotion to a SNCO rank; or

• He elects to commence his leadership program by completing the Senior Leaders Course and competing for a promotion to SNCO rank.

Year 3 (Term 4 Year 10 to Term 3 Year 11) Optional

• The Cadet continues to pursue a leadership role as a SNCO, and is posted to a SNCO position anywhere across the organisation; or

• The Cadet is posted into either Base Company or Trek Company and pursues a specialist role.

• He completes specialist training, over 10 scheduled Home Training Parades.

• He completes the Annual Field Exercise, and uses the taught specialist or leadership Skills, Knowledges, Attitudes and Behaviours.

• He continues to develop teamwork, values, resilience, and followership during the training.

• If he is a JNCO, he continues to develop skills in leading a small team.

• If he is a SNCO, he develops his skills in mentoring and leading leaders.

• He elects to further pursue a leadership path by completing the Cadet Warrant Officers / Cadet Under Officers Course and competing for a promotion to Warrant or Cadet Under Officer rank.

• He elects to commence his leadership program by completing the Cadet Under Officer’s / Cadet Warrant Officers Course and competing for a promotion to CUO (Cadet Under Officer) or WO rank.

Year 4 (Term 4 Year 11 to Term 2 Year 12) Optional

• The Cadet continues to pursue a leadership role as a WO or a CUO, and is posted to a SNCO position anywhere across the organisation; or

• The Cadet is posted into either Base Company or Trek Company and pursues a specialist role.

• He completes specialist training, over 10 scheduled Home Training Parades.

• He completes the Annual Field Exercise, and uses the taught specialist or leadership Skills, Knowledges, Attitudes and Behaviours.

• He continues to develop teamwork, values, resilience, and followership during the training.

• If he is a JNCO, he continues to develop skills in leading a small team.

• If he is a SNCO, he develops his skills in mentoring and leading leaders.

• If he is a CUO or WO, he continues to develop his skills in mentoring and leading leaders.

• His Cadet experience culminated at the end of Term 2.

Note. In reference to the bolded sections. The King’s School espouse the theory that “A King’s Education: Where Leaders are Made” exists (The King’s School, 2022, pp 12-14); however, the choice of following a leadership path within TKSCC is optional. Given the “Where Leaders are Made” vision in our Strategic Plan, the commencement of a leadership path within TKSCC should not be optional; rather, it should be mandatory, at least for the Junior Leadership portion of TKSCC. The Inclusion of Year 7 and Year 8 Into TKSCC: The Expanded Five-Year Future Program.

A future program, where the TKSCC Syllabus is expanded to be a five-year program would mean that the majority of what is explained in Table 1 remains; however, the additional year is shown in Table 2

Future Expanded TKS Cadet Corps Program

Year

• The Cadet is “enlisted” into either A Company or B Company.

• He completes First Year Training, over 10 scheduled Home Training Parades.

• He completes the Annual Field Exercise, and uses the taught Skills, Knowledges, Attitudes and Behaviours (Bloom, 1956) that are taught, caught, or captured.

• He develops teamwork, values, resilience, and followership during the training.

Year 2 (Term 4 Year 8 to Term 3 Year 9) Mandatory

• The Cadet is either progressed to either C Company or D Company as a 2nd Year Cadet.

• He completes Second Year Training, over 10 scheduled Home Training Parades, and builds on the skills commenced in Year 1 Training.

• He completes the Annual Field Exercise, and uses the taught Skills, Knowledges, Attitudes and Behaviours built through 2 years of Home Training.

• He continues to develop teamwork, values, resilience, and followership during the training.

• He has consolidated 2 years of Cadet Training and is well prepared for progression to a leadership position as a JNCO.

• He completes the Junior Leaders Course (mandatory).

Year 3 (Term 4 Year 9 to Term 3 Year 10) Mandatory

• The Cadet is either progressed in rank to a JNCO in any of the Cadet Company’s (A, B, C, or D Company).

• He leads 1st or 2nd Year Cadets through their Home Training, over 10 scheduled Home Training Parades.

• He completes the Annual Field Exercise, and uses the taught Skills, Knowledges, Attitudes and Behaviours as a Junior Leader.

• He continues to develop teamwork, values, resilience, followership, and leadership during the training.

• As a JNCO, he develops skills in leading a small team.

• He elects to further pursue a leadership path by completing the Senior Leaders Course and competing for a promotion to a SNCO rank.

Year 4 (Term 4 Year 10 to Term 3 Year 11) Optional

• The Cadet continues to pursue a leadership role as a SNCO, and is posted to a SNCO position anywhere across the organisation; or

Trill, D (2024). Incorporation of Year 8 into The King’s School Cadet Corps program. Leader, 1(1). 112-122

• The Cadet is posted into either Base Company or Trek Company and pursues a specialist role.

• He completes specialist training, over 10 scheduled Home Training Parades.

• He completes the Annual Field Exercise, and uses the taught specialist or leadership Skills, Knowledges, Attitudes and Behaviours.

• He continues to develop teamwork, values, resilience, and followership during the training.

• If he is a JNCO, he continues to develop skills in leading a small team.

• If he is a SNCO, he develops his skills in mentoring and leading leaders.

• He elects to further pursue a leadership path by completing the Cadet Warrant Officers / Cadet Under Officers Course and competing for a promotion to Warrant or Cadet Under Officer rank.

Year 5 (Term 4 Year 11 to Term 2 Year 12) Optional

• The Cadet continues to pursue a leadership role as a WO or a CUO, and is posted to a SNCO position anywhere across the organisation; or

• The Cadet is posted into either Base Company or Trek Company and pursues a specialist role.

• He completes specialist training, over 10 scheduled Home Training Parades.

• He completes the Annual Field Exercise, and uses the taught specialist or leadership Skills, Knowledges, Attitudes and Behaviours.

• He continues to develop teamwork, values, resilience, and followership during the training.

• If he is a JNCO, he continues to develop skills in leading a small team.

• If he is a SNCO, he develops his skills in mentoring and leading leaders.

• If he is a CUO or WO, he continues to develop his skills in mentoring and leading leaders.

• His Cadet experience culminated at the end of Term 2.

The five-year option means that the development of a Cadet, as a follower, during the first two years of the TKSCC experience is robust. He is now developed as a follower and has the Skills, Knowledge, Attitude and Behaviours (SKAB’s) required for SelfLeadership and Followership. He is ready to progress leading a small team of others. Furthermore, the third-year Cadet can be selected on ability to lead either a first or second-year Cadet, which can be assessed during both the JLC and from previous Platoon Commander Assessments during his previous 2 years of TKSCC Training.

The Junior Leader Course for Cadets entering Year 3 of TKSCC Training must be mandatory, not optional, to meet the vision of the Strategic Plan. This counters the issue I raised above.

The expansion also provides more opportunities for leadership for Cadet Leaders, as an additional four Platoons have been added (two each to C and D Company), and additional sections have been added to Base and Trek Platoons.

The Importance of Followership

To be a good leader, you first need to be a great follower (Schroeder, 2019). Followership is the willingness and ability of an individual in a team to commit to its leader’s objectives, take direction willingly and constructively, get in line behind a program, be part of a team, and deliver on what is expected (Jans, 2017). Importantly for TKSCC, followership must be developed through the halcyon days of a Cadet’s life, usually first year or two, to prepare them for future leadership roles in both TKSCC and society.

All Cadets are themselves followers, and all have the ability to lead in a given

situation. As an example: The leader in an activity that involves a Cadet Platoon rappelling from a cliff face is not led by the CUO; rather, it is led by the Cadet from Roping Platoon who has the skills and knowledge to impart to that team and get the activity completed for all Cadet participants. We need to develop this followership through the first 2 years of TKSCC Training, so that we can further develop Kingsmen as the Cadet leader in Year 3 of TKSCC program and beyond, which in turn allows us to evolve into a place “Where Leaders are Made” (The King’s School, 2022, pp. 12-14).

Leaders must have someone to lead, and more importantly, leaders must have the ability to develop willing followers. Leadership styles have more recently taken a flavour of assessing good leadership from the perspective of followers, with some evidence suggesting that the leaders who perform better are those who have established strong levels of followership in advance (Jans, 2017, p. 49).

To develop the SKAB’s of a leader, we must have a program that is mandatory for a TKSCC Cadet to develop command of lower ranks. TKSCC already has a well-developed training continuum for Year 1 and Year 2 that focuses on individual and collective training to develop proficiency, and followership, prior to the commencement of leadership training (Liddy, 2004, p 141).

Can all Cadets be given a Junior Non-Commissioned Officer Position in the expanded program?

The short answer is no. Let us now unpack the question: “Where will the Year 7/8 Cadets fit into the TKSCC organisational structure?”

Current Cadet participant numbers during Term 2 of 2023 by EA to Deputy Head of Co-Curricular are shown in

I have assumed these numbers will continue to be similar in future years for the purpose of this paper.

Note.

OPS. Have had 6 positions added, which provide an Administration SNCO to assist the Admin CUO for Personnel Tracking, liaison with the Q Store, and other administrative processes at each Company level.

Band. Both Platoons are expanded slightly to accommodate more musicians.

Band can only be commenced after the first year of Cadets has been completed, to enable all Kingsmen the full Cadet experience in a Cadet Trek Platoon.

Medical. Medical Platoon has been expanded to allow for one qualified First Aider to be allocated to each of the Trekking Company (A, B, C, and D Companies) to have an allocated and

Table 3

2023 Cadet Number

Table 4

Proposed Staffing for Expanded Cadet Corps Program

qualified Frist Aider with them at all times.

Base and Trek Company.

All Platoons have increased in size, to accommodate the number of Year 10 (3rd Year) Cadets who are not selected for a leadership position as a JNCO after completion of the mandatory Junior Leaders Course in Term 3 of their 2nd Year (Year 9). Platoon structure will need to be reconsidered, given their size; however, this only creates more agility in the organisation. For example, there can be a detachment of Food Security PL positioned at Trek Control to enable a hot meal for Cadets “on the mountain” during the Annual Field Exercise (AFX).

Competition for JNCO positions. Whilst there are more JNCO positions available, there will be more competition for the actual positions. In 2023, there were 139 Cadets promoted to either CPL or LCPL at the end of Term 3, and 183 of a potential 257 completed the JLC. In future years, with the above structure, I estimate that there will be 168 JNCO positions, from the 257 JLC attendees.

Future Platoons. There is further potential for the inclusion of other Platoons onto the TKSCC Organisational structure, such as: Surf Life Saving (RSLS) Platoon, and Small Boats Platoon. These Platoons will reduce the size of the current Base and Trek Platoons and make them more manageable.

Specialist Qualifications and Certification. I have previously made recommendations and suggestions that TKSCC consider pursuing certificate course for training required for Year 11 and Year 12 Cadets who are not selected for a leadership position, or who in Year 10 and Year 11 do not elect to attend the SLC (Senior Leaders Course) or CUO/

CWO (CWC) Course (Trill, 2021). These Cadets would receive tangible training and a skill that has utility past their time at TKS. For instance:

• Food Safety Platoon conduct “Training for Food Handlers” through NSW Government Food Authority.

• SES PL Home Training, and potentially training on AFX is linked to a formal NSW SES Certificate Course.

• Surf Lifesaving Platoon complete a Royal Lifesaving or Surf Lifesaving Certificate Course.

• Fire Safety Platoon complete a NSW Fire + Rescue 6-day course offered, or complete Foundation RFS Training with NSW Rural Fire Service.

These options meet The King’s School Mission of seeking to “make an … impact for the good of society through its students” (The King’s School, 2022, p 6). They also meet the feasible, acceptable, sustainable, and distinguishable test when considering courses of action during an appreciation process (Jackson, 2023) and do not fall into the “good ideas fairy visit” category (Jackson, 2023).

Lastly, the structure above works with the inclusion of Years 7 and 8 into the organisation, without overextending it. It enables more leadership positions and allows for two years of adventurous activities as Cadets, whilst consolidating their followership and “Lead Self” traits prior to pursuing their mandatory Junior Leader Course.

Staffing an Expanded Cadet Program

“Where will the extra staff come from?” I hear this question regularly

Trill, D (2024). Incorporation of Year 8 into The King’s School Cadet Corps program. Leader, 1(1). 112-122

from many of the staff of The King’s School and my simple answer is that the staff be diverted from the Year 8 to TKSCC program. It is that simple.

When TKSCC activities are being conducted, there are no other cocurricular programs scheduled. So, all school staff should be prepared to act as a TKSCC Staff Member, less those few staff that have a role with: Community Service; Year 12 study; VET (Vocational Education and Training); or (in Term 1 to 3 only), the Year 7 staff. Hence, most of the teaching and support staff in the Year 8 to 12 curriculum should expect to be involved with the only co-curricular program being conducted at the time, being The King’s School Cadet Corps. Consideration to make this a condition of the employment contract should occur, lest TKSCC are stretched to the capacity of the current volunteer staff.

Conclusion

The end state of this paper was to provide one of potentially several courses of action for the Head of Co-Curricular, in concert with the CO TKSCC, for the participation of Kingsmen in TKSCC one-year earlier than they are at present, thereby meeting a requirement of The King’s School Strategic Plan.

The course of action outlined is potentially one of many that will achieve the intent of the Strategic Plan. It has the advantages of enabling longer, more deliberate development of the Kingsman/ Cadet as a follower, enhances his ability to progress as a leader, enables more leadership opportunities with TKSCC, and mandates leadership development through the Cadets program. There will be disadvantages with the course of action above, as there are with all courses of action.

It is vital that once any course of action is selected, it is developed and

amended appropriately for the best outcome at the time of implementation. It is also vital that the TKSCC Command Team are flexible enough to make changes that are appropriate from time-to-time; having said that, there is one change that is immutable: the requirement to incorporate Kingsmen into the Cadet Program earlier, as prescribed by The King’s School 2022-24 Strategic Plan.

References

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook

1: Cognitive domain (201–207). McKay.

Brown, A. (2003). The new followership: A challenge for leaders. The Futurist, 37(2), 68.

George. A., (2020, October 12). A strategy grid.

Jackson, P. (2023). Three simple ways to make the military appreciation process more creative. Accessed at: https://cove.army.gov.au/article/ three-simple-ways-make-militaryappreciation-process-more-creative Jans, N. (2016). What to do and how to think if you want to lead. Australian Army Journal, 13(2), 47–65.

Liddy, L. (2004). The strategic corporal: some requirements in training and education. Education, training, and doctrine. Australian Army Journal, 2(2), 139–148.

Rost, J. (2008). Followership: An outmoded concept.

Schroeder, B. (2019). To be a great leader, learn how to be a great follower: The four rules of following. Forbes. https:// www. forbes. com/sites/ bernhardschroeder/2019/12/05/

to-be-a-great-leader-learn-howto-be-a-great-follower-the-fourrules-of-following

The Centre for Army Leadership. (2023). A British Army Followership Doctrine Note. Accessible at: https://www.army.mod.uk/ media/23250/20230810followership_doctrine_notefinal_-v11.pdf

The King’s School, 2019-2021 Strategic Plan. (2019).

The King’s School, 2022-2024 Strategic Plan. (2022). https://kingsnet. kings.edu.au/our-school/ strategic-plan/strategic-plan

Trill, D. (2021). The King’s School Cadet Corps Review. Restricted distribution to Key Staff only. Unpublished.

Incorporation

Trill, D (2024). Incorporation of Year 8 into The King’s School Cadet Corps program. Leader, 1(1). 112-122

Cyber education – equipping the next generation in the age of technology

Ash Vali – ICT Service Delivery Manager

Abstract

In recent years, the rapid integration of technology into education has brought forth both opportunities and challenges, particularly in cyber safety for children. This essay explores the existing research on cyber safety for children, examining the risks associated with online activities and proposing strategies for remediation through collaborative efforts between students, schools, and parents.

Another critical factor driving the demand for cyber education is the aging population. With parents and caregivers from older generations often struggling to keep up with the rapidly evolving digital landscape, younger generations have assumed the role of tech-savvy family members and caregivers.

This intergenerational shift places additional responsibilities on students to not only manage their own online presence but also educate and support their aging parents in digital matters.

Introduction

Since being labelled by Prensky (2001) as “digital natives” (individuals born after 1980 who have been surrounded by digital devices throughout their lives), the concept of digital natives has been firmly debunked, partly because we know that a child’s

ability to discern opportunity and risk in the digital ecosystem is hindered by external factors. Many students are often hindered by their age, rendering them susceptible to potential longterm implications on privacy and safety (Hourcade, 2015). Realising these dangers often occurs belatedly, placing students at risk of falling victim to various online abuses.

The expansive digital footprint that children create, coupled with their limited ability to assess risks, underscores the urgency of addressing cybersecurity concerns. Technical countermeasures alone are insufficient; cultivating awareness and instilling effective practices are integral to fortifying users against potential losses from cybersecurity risks (Gjertsen et al., 2017).

Cybersecurity awareness is conceptually framed as a methodology geared toward enlightening internet users about the diverse cyber threats and the susceptibility of computers and data to these threats (Abd Rahim et al., 2015). A more nuanced definition characterises cybersecurity awareness as the extent to which users comprehend the significance of information security and acknowledge their responsibilities in exercising meticulous information control to safeguard organisational data and networks (Shaw et al., 2009). This

begs the question: Who is instructing our students about cyber education?

Understanding the Risks

Online Predators and Cyberbullying

Research indicates that children are vulnerable to online predators and cyberbullying, which can have severe psychological consequences. A study by eSaftey Commissioner (2022), Mind the Gap, highlights the prevalence of cyberbullying and its impact on children’s mental health.

Key findings reported in Mind the Gap include:

• Significant numbers of children have participated in risky online behaviours or had negative experiences Mind the Gap, (2022):

• Six in ten children have communicated with someone they first met online.

• One in eight children has sent a photo or video of themselves to someone they first met. online.

• One in eight children has met someone face-to-face after first getting to know them online.

• Close to half of the surveyed children were treated in a hurtful or nasty way online in the past year, while a quarter of the children had themselves treated someone in a hurtful or nasty way online.

• One in ten children have been the target of hate speech online.

Negative Experiences

The Digital Lives of Aussie Teens (eSafety, 2021) reports that four out of ten teens (44%) have had a negative online experience (see Figure 1).

Figure 1

The Digital Lives of Aussie Teens (eSafety, 2021)

The top three negative experiences for teens online were: being contacted by a stranger or someone they did not know (30%), being sent unwanted inappropriate content such as pornography or violent content (20%) and being deliberately excluded from events/social groups (16%). While detailed comparisons with 2017 data are not possible due to different survey methodologies, the type of negative online experiences reported by young people in 2020 and 2017 remained consistent.

The likelihood of having a negative online experience increased with age and gender (see Table 1). Just over half of 14–17-year-olds had a negative online experience in the six months to September 2020 compared with 32% of 12–13-year-olds. In comparison, 47% of females had a negative online experience compared with 41% of males. Females were more likely to be contacted by a stranger (35% compared with 26% of males), while males were slightly more likely to receive online threats or abuse (18% compared with 11% of females).

Exposure to Inappropriate Content

The accessibility of inappropriate content on the internet poses another significant risk. The eSafety Commissioner (2022) suggests that exposure to explicit content can adversely affect children’s cognitive and emotional development. Seven in ten young people aged 14 to 17 have seen sexual images online in the past year and three in ten young people aged 14 to 17 have received sexual messages from someone online in the past year.

The Role of Schools in Cyber Safety

Integration of Cyber Safety Education

Schools play a pivotal role in mitigating these risks. Thiyagu et al. (2019) emphasise the importance of integrating cyber safety education into the curriculum to empower students with the knowledge and skills needed to navigate the online world safely. The research is broken down into multiple elements that form Digital Literacy and

Figure 1

The Digital Lives of Aussie Teens (eSafety, 2021)

Competency (Cyber Safety and Security Education, 2019).

• Cyber Wellness: Cyber wellness refers to the positive well-being of Internet users. It Involves an understanding of online behaviour and awareness of how to protect oneself in cyberspace. The focus of cyber wellness is about helping students to become responsible digital learners.

• Cyber Mindfulness: Cyber mindfulness is the ability to live fully in the present moment of cyberspaces; it is the ability to maintain awareness of thoughts, feelings, and emotions when we are in cyberspace. Cyber Mindfulness skills can help us be more aware of how often we touch or take out our digital devices.

• Cyber Competency: Cyber competency is the skills, knowledge and attitudes that enable the confident, creative, and critical use of technologies and systems. Cyber competence involves the confident and critical use of electronic media for work, leisure, and communication.

• Cyber Socialisation: The evolution of digital technology has changed how we socially interact with people and our society. Engagement is quicker and easier. Interaction with people in a tangible way has fallen away but has moved to how we interact with people and society with our phones and digital technology. Cyber socialisation is how we engage with each other on all platforms

of cyberspace.

• Cyber Awareness: Cyber awareness includes understanding online identity, protecting your online privacy, increasing your computer security, using social networking wisely and protecting your digital assets. Cyber awareness includes being internet savvy and understanding the unstoppable growth in internet usage for social and business purposes. Understanding digital awareness will benefit in understanding online identity, protecting online privacy, increasing computer security, using social networking, and protecting digital assets.

• Cyber Etiquette: Cyber etiquette is integrity, or sense of selfmanagement, and general responsibility for your actions as well as yourself on the internet and treating people like you would in real life. Some basic digital etiquette might include respecting others, following the rules of the website you are using, or just being kind to others. Just like etiquette is a code of polite behaviour in society; netiquette is a code of good behaviour on the internet.

Monitoring and Filtering Technologies

Implementing monitoring and filtering technologies in school settings has been proposed as an effective strategy. These tools can help create a secure online environment within educational institutions.

Strategies to Impart Cyber Safety Education

Sustained efforts are required from all stakeholders to be involved in imparting cyber safety and security education effectively. The dynamic engagement from concerned policymakers, parents, educators, experts, and law enforcement officials are preferred for developing and ensuring cyber safety and security awareness and

education. Moreover, strengthening the ability to identify and interpret the impact and repercussions of the various online risks and developing both the technical and emotional competencies to deal with them requires a comprehensive framework of knowledge and awareness of the entire gamut of online risks without focusing exclusively on particular or immediate risks. Figure 2 shows a multidimensional strategy useful in imparting cyber safety and security in educational institutions.

Parental Involvement and Responsibility

Educating Parents on Cyber Risks & Establishing Open Communication

Parents also need to be actively involved in fostering cyber safety. Establishing open communication

between parents and children is crucial. A supportive and communicative parental approach is associated with lower risks of online victimisation. Some of the recommended strategies include;

• Parental mediation can reduce experiences, but it also reduces exposure to the benefits of the internet:

Figure 2

Cyber Safety Education Strategy (eSafety, 2021)

• Parents use a range of mediation practices to support their children online, with use of these strategies starting to taper off as their children reach their teenage years. Along with guidance and support, parents also set rules and use technical mediations such as parental controls.

• Restrictive parental mediation of online activities offers some preventive effect, with children of parents who require them to have permission or supervision for certain online activities being less likely to be exposed to harmful content. However, children with restrictive parents are also much less likely to be engaging in supportive and protective online activities.

• Many parents underestimate the prevalence of children’s negative online experiences.

• Although children tell their parents about bullying experiences, parents do not always recall these to the same extent, suggesting that they do not understand how seriously these experiences are impact their child.

• Parents have a lower awareness of their child’s exposure to harmful online content on topics such as drug taking, suicide, self-harm, and unhealthy eating. Parent’s awareness of their children’s exposure to sexual material is much lower than their actual rate of exposure. This suggests that children may not be telling their parents about experiences that are embarrassing, sensitive

or stigmatising.

• Parents have a greater awareness of more serious manifestations of these harms, such as their child being asked to share sexual images of themselves or where they have been a victim of fraud.

Collaborative Strategies

Joint Workshops and Training Programs

A collaborative approach between schools and parents is essential. Joint workshops and training programs can bridge the gap between the educational system and families.

Implementing a Unified Cyber Safety Policy

Developing a unified cyber safety policy that involves both schools and parents can provide a comprehensive framework for addressing online risks. This would come as a collective effort from various pillars of the school.

Overcoming Challenges

Balancing Privacy and Security

One challenge in implementing effective cyber safety measures is balancing privacy concerns with the need for security. Navigating the delicate balance between pastoral care, safe education, and community-building within a policy framework that aligns with all these aspects is challenging and requires considerable time for refinement. However, achieving this balance is possible through the collection of open and constructive feedback, utilizing data from surveys and focus groups.

Keeping Pace with Technological Advancements

The rapidly evolving nature of technology poses a perpetual challenge. Continuous education and adaptation are necessary to keep up with emerging online threats.

Proposed Initiatives

Content Delivery

• Navigating the digital realm can be overwhelming, given the prevalence of misinformation and the sheer volume of content. Distinguishing the credible from the unreliable can pose a significant challenge. Numerous obstacles arise when attempting to address an already saturated digital space, including constraints on time, limited capacity, conflicting schedules, and a lack of expertise.

• Partnering with initiatives like The King’s School’s ‘Boys to Men’ program and mentor groups, we can provide our community members with focused sessions tailored to social platforms that carry the highest risks and are often challenging to manage due to their vagueness.

• Sessions focused on parents and students, fostering communication and engagement, aim to educate both parties about applications and potential risks. These sessions will provide guidance on implementing safe usage practices and identity protection measures.

• Our students bear a heavy workload, compounded by

the bustling nature of our community. To address time constraints, another proposed solution, is to conduct Saturday activities when both parents are available. These sessions can take place at The King’s School, allowing one parent to attend while the other attends their child’s sporting activity.

KingsNet

By leveraging a platform actively utilised and recognised within our community, we reduce the need for extensive community training, ensuring a trusted source disseminates information and is easily comprehensible.

How and Where to StartData Collection

ICT will conduct scans on the community devices to identify the most frequently installed applications, crossreferencing them with currently trending applications. This process will be augmented by conducting focus groups that actively involve our community members, encouraging them to provide feedback on applications for which they seek assistance.

Deliverable Times

Once per month, we will release the “Application of the Month” along with trending information, resource links, and general advice. This practice enables our community to initiate open dialogues with their sons or daughters, fostering proactive e-safety behaviours.

Figures 3 and 4 provide a concise and detailed overview by the eSafety Commissioner (2021) of current apps used by teenagers, providing insight into functionalities, uses and settings to be aware of.

Figure 3

Application Information (eSafety Commissioner, 2021)

Figure 4

Application Information (eSafety Commissioner, 2021)

Conclusion

In conclusion, the call for improved cyber education for children resonates more than ever, fuelled by a widening age gap between digital natives and their predecessors. As technology continues its rapid evolution, the urgency to equip the younger generation with essential cyber literacy skills becomes paramount. Responsibility for this education extends beyond parents and educators to policymakers, industry leaders, and the broader community, necessitating a collaborative effort.

The age gap underscores the need for targeted cyber education programs that address the distinct challenges faced by children at different developmental stages. It is not merely about keeping pace with evolving technology but also about tailoring educational approaches to the diverse needs of children as they navigate the digital landscape.

In this dynamic context, determining who holds the responsibility for cyber education becomes a shared endeavour. Parents play a crucial role in setting the groundwork, educators contribute to formal learning, and policymakers and tech leaders establish the frameworks and tools. It is a collective responsibility to create an environment where children can develop a robust understanding of cyber threats, responsible online behaviour, and digital ethics.

Moreover, the question of where children source information in the vast digital realm underscores the importance of instilling critical thinking skills. Education should empower them to discern reliable sources, question information, and navigate the online space with a discerning eye.

The imperative for enhanced cyber education for children is a multifaceted

challenge that requires collaboration, adaptability, and a commitment from various stakeholders. By collectively addressing the age gap, staying ahead of technological shifts, and taking shared responsibility, we can ensure that children are well-equipped to harness the vast opportunities of the digital world while safeguarding themselves against its potential risks.

References

eSafety Commissioner. (2015). Mind the gap; Parental awareness of children’s exposure to risks online. Office of the eSafety Commissioner; Australian Government. https:// www.esafety.gov.au/sites/ default/files/202202/Mind%20 the%20Gap%20%20%20

Parental%20awareness%20of%20 children%27s%20exposure%20 to%20risks%20online%20-%20

FINAL.pdf

eSafety Commissioner. (2015). Parental awareness of children’s exposure to risks online. Office of the ESafety Commissioner. Australian Government. https://www.esafety. gov.au/sites/default/files/202202/ Mind%20the%20Gap%20%20%20 Parental%20awareness%20of%20 children%27s%20exposure%20 to%20risks%20online%20-%20

FINAL.pdf

Hourcade, J. (n.d.). Child-computer interaction. https://homepage. divms.uiowa.edu/~hourcade/ book/child-computer-interactionfirst-edition.pdf

Gjertsen, E. G. B., Gjære, E. A., Bartnes, M., & Flores, W. R. (2017). Gamification of information security awareness and training. Proceedings of the 3rd International Conference on Information Systems Security and Privacy. https://doi.

org/10.5220/0006128500590070

Prensky, M. (2001). Digital natives, digital immigrants’ part 2: Do they really think differently? On the Horizon, 9(6), 1–6.

Rahim, N. H. A., Hamid, S., Mat Kiah, M. L., Shamshirband, S., & Furnell, S. (2015). A systematic review of approaches to assessing cybersecurity awareness. Kybernetes, 44(4), 606–622. https://doi. org/10.1108/k-12-2014-0283

Shaw, R. S., Chen, C. C., Harris, A. L., & Huang, H.-J. (2009). The impact of information richness on information security awareness training effectiveness. Computers & Education, 52(1), 92–100. https://doi.org/10.1016/j. compedu.2008.06.011

Smith, E. E., Kahlke, R., & Judd, T. (2020). Not just digital natives: Integrating technologies in professional education contexts. Australasian Journal of Educational Technology, 36(3), 1–14. https://doi.org/10.14742/ ajet.5689

Thiyagu, D. K., & T, S. (n.d.). Cyber safety and security education Google Books. https://books. google.com.au/books?hl=en&lr =&id=YYvHDwAAQBAJ&oi=fn d&pg=PA11&dq=Integration+of +Cyber+Safety+Education&ots= CGrg0Kflxa&sig=GZT6iLjuFme LX-YSg3KcBTqheTI#v=onepage&q&f=false

Character assessment with the Student Activity and Initiative Log (SAIL)

Rod Wood - Industrial Arts Teacher and Boys To Men Co-ordinator

In the 21st century, the educational landscape is undergoing a profound transformation, driven by technological advancements and the unprecedented availability of data. At the forefront of this revolution, is the integration of data analytics in education, a powerful tool that has the potential to reshape and optimise various aspects of the learning environment.

In the fast-evolving landscape of modern education, the discussion surrounding data has become increasingly prominent. As a teacher specialising in the areas of computing and technology, I am acutely aware of the integral role that data plays in the functionality of businesses and organisations. Educational institutions, including schools TAFE and universities, have been harnessing the power of data and data analytics for decades. David Phillips, Academic Data Analyst from Newington College, succinctly encapsulates this sentiment, emphasising that “data is not just a collection of facts; it’s the key to understanding the past, navigating the present, and shaping the future.” (D W Phillips, 2022)

The recognition of the importance of quality data is reflected by the fact that over 90% of the total data ever collected has been amassed in the last two years. (Marr, 2018, p. 13) However, it is imperative to discern that data, in its raw

form, is nothing more than a collection of unprocessed facts devoid of intrinsic meaning. The analogy of the solitary number “26” illustrates this concept; it is only when context is added, such as “It is 26 degrees outside. I will not need a jacket,” that data transforms into valuable information.

Data analytics in education enables educators and administrators to make informed decisions based on evidence rather than intuition. By analysing student performance, attendance records, and engagement levels, educators can tailor their pedagogy to address individual learning needs. School administrators can use data to allocate resources efficiently, identifying areas that require additional support or investment.

Predictive analytics in education goes beyond identifying current challenges; it anticipates future outcomes. By analysing historical data, educators can predict potential roadblocks to student success and implement preventative measures. This forward-looking approach empowers educators to create a more supportive and proactive educational environment.

Traditionally, educational institutions have relied on data derived from test and assessment results to evaluate student performance. However, the challenge lies in the ability to make

use of data to assist in the assessment of character development, as conventional tests generate numerical scores that are easily quantifiable but fall short in capturing the nuances of character. The pertinent question arises: What data is associated with character?

The King’s School distinguishes itself by providing a holistic educational experience that transcends the confines of the classroom. Students actively participate in pastoral and wellbeing programs, cocurricular activities, voluntary school service, community service, and leadership development, thereby generating a wealth of data. However, the challenge lies in efficiently collecting and analysing data that is typically generated by a Kingsman.

In his book, Responsible Analytics and Data Mining in Education, Moore (2018) discusses the importance of data used in schools and the difficulties associated with accessing systems that can capture, store, and analyse the unique data sets associated with that school. He writes, “It is vital that they [schools] consider their goals for the use of the data and tailor their systems to meet these goals. (Moore, 2018, p. 67) Each school is unique regarding the curriculums they offer, cocurricular opportunities and activities that they offer students.

Another challenge is to develop a system that places no extra demand upon the existing workload of a teacher. This system needs to be a “student-based system,” where the responsibility of data entry falls back upon the student. As an educator of thirty years, I also recognise the challenges associated with motivating students to undertake roles such as data entry. There must be an incentive for students to engage with the system.

In response to these challenges,

the concept of the “Student Activity and Initiative Log” (SAIL) system was developed. The SAIL system is a studentbased system where students assume responsibility for entering most data related to their extracurricular activities and initiatives. This system will record student participation and recognise their contributions with a range of recognitions including awards and qualifications.

A student-centred approach emphasises the learner as the focal point of the system. This approach contrasts with traditional teacher-centred systems, giving the student greater levels of autonomy and control, while avoiding extra work required by teachers and staff. There are numerous benefits including:

1. Increased Engagement: By making the system studentcentred, students are actively involved in the process, they tend to be more engaged and motivated. It is also assumed that the student is the “expert” when it comes to knowing what activities they have been involved.

2. Autonomy and Responsibility: Student-centred systems empower students to take responsibility for the recording of their initiatives and activities. This fosters a sense of independence and self-direction, preparing them for future challenges where independent thinking and decision-making are crucial.

3. Holistic Development: Beyond academic achievement, studentcentred systems support the holistic development of learners. Through using the SAIL system emphasis is placed

Character assessment with the Student Activity and Initiative Log (SAIL)

on social, emotional, and interpersonal skills, prompting internal assessment of levels of involvement and participation.

Operating seamlessly, the SAIL system allows students to log their contributions or activities upon completion. Relevant staff members receive notifications via email, requiring action only if they wish to contest an entry. Students accrue points based on their participation in activities or services. For example, a student might assist in directing parking for a drama event. This would be worth three points. A student who volunteers to help with a school tour might receive two points. Points are determined by looking at the time, length, and effort requirement associated with the activity.

Once a student accrues a predetermined number of points they qualify for an award or accreditation. Awards fall into three categories:

• Service-Learning Awards (School and Community)– Gold/Silver/ Bronze

• Student Welfare Awards – Gold/Silver/Bronze

• Combined Service-Learning, Welfare, Leadership, Initiative – The King’s Certificate/The King’s Citation/The King’s Medal

These awards would also serve as prerequisite for applying for certain student leadership roles. For Example, A student wishing to apply for House Captain must have as a minimum:

1. Silver Service-Learning Award and a Gold Student Welfare Award. These prerequisites would vary depending upon the role that the student is applying

for.

2. Bronze level awards would be presented to students during Mentor Group. Silver level awards would be presented during Year-Group meetings and Gold level awards would be presented at school assembly. Students would be presented with the King’s Certificate/ Citation/Medal as part of the Year Twelve Graduation Ceremony. The award only requires mention during the presentations if the student has qualified for the King’s Medal.

Upon leaving The King’s School at the end of Year Twelve, the awards and their descriptions would be included in student references. Point totals would also be listed on students’ Academic Reports to inform parents of their son’s progression towards the acquisition of awards. Students would be able to log-in to the system to check point totals and note progress.

Calculation of points and determination of awards is an automated process, taking place within the system. This alleviates the need for manual maintenance, reducing the chance of data entry errors and work intensification for staff.

Staff can use the SAIL system to generate information for monitoring student progress, report writing, compliance recording, and to assist with decision-making related to student leadership roles.

The information within the SAIL system would be presented through an intuitive and dynamic “dashboard,” employing a range of graphs and charts. This practice, commonly referred to as data visualisation, serves to make complex data easily interpretable and

understandable, fostering a more comprehensive insight into student activities and initiatives. (Simpkins, 2021, p. 271)

Data visualisation is a powerful tool that empowers educators to gain meaningful insights quickly. The SAIL system leverages this capability by offering a user-friendly interface that translates raw data into visually appealing and comprehensible representations. This not only enhances the overall user experience but also ensures that educators can swiftly grasp essential information about student engagement and achievements.

The SAIL system introduces the concept of “pivoting,” allowing teachers to customise the way data is displayed to meet their specific needs. For instance, a teacher might initially choose to examine all the activities undertaken by a particular student over the past year. Using the data pivot feature, the teacher can seamlessly modify or add charts that reflect participation by a broader cohort, such as a mentor group or an entire year group, over the same period.

This pivot functionality provides teachers with a versatile tool to tailor the presentation of data according to the context and scale they find most relevant. It allows for a nuanced exploration of student engagement patterns within diverse groups and periods, offering a comprehensive perspective on a student’s journey.

The adaptability of the SAIL system becomes even more apparent when considering its ability to pivot data over an extended period. For instance, educators can choose to view the participation of a student, not just over the past year, but extend the analysis to cover four years. This temporal flexibility enables teachers to track the evolution

of a student’s involvement, identifying trends and patterns that may not be immediately evident within a shorter period.

The key advantage of this flexibility is that it aligns directly with the diverse needs of educators. The SAIL system empowers teachers to extract quality information tailored to their specific inquiries, whether they are focused on individual student progress, group dynamics, or long-term trends. This adaptability ensures that educators can derive actionable insights from the system, making informed decisions to support and guide students effectively.

The SAIL system, with its streamlined approach to data gathering and analysis, opens new avenues for character assessment. Coaches and cocurricular leaders can actively contribute by providing ratings for students in areas such as attitude, conduct, and attendance. Visual displays through dashboards offer insights into student involvement over time, engagement of specific student groups, and individual student performance. Furthermore, the system introduces opportunities for recognition through awards and incentives, fostering a culture of achievement.

In saying this, while data remains an invaluable resource, the SAIL system emerges as a potent tool for efficiently collecting, analysing, and utilising data related to student activities and character development. It is crucial to underscore that, at its core, we are dealing with students—individuals whose development transcends the limitations of automated systems. No automated tool should substitute the profound insights into character development that teachers gain through cultivating healthy relationships with their students. The SAIL system stands not as a replacement

but as a facilitator, enhancing the understanding and assessment of student character within the broader context of education. As we embark on this journey, the SAIL system unveils a promising future where technology harmonizes with education to nurture well-rounded individuals.

In conclusion, the integration of data analytics in education marks a pivotal shift in how we approach teaching and learning. By harnessing the power of data, educational institutions can make informed decisions, personalise learning experiences, intervene early to support struggling students, improve curricula, optimise resources, and predict future challenges. As we continue to navigate the dynamic landscape of education, data analytics stands as an indispensable tool, empowering educators to create a more responsive, effective, and studentcentred learning environment.

References

Marr, B. (2018, May 18). How much data do we create every day?

The mind-blowing stats everyone should read. Forbes https://www.forbes.com/sites/ bernardmarr/2018/05/21/ how-much-data-do-wecreate-every-day-the-mindblowing-stats-everyone-shouldread/?sh=7df0cb0b60ba

Moore, R. (2018). Responsible analytics and data mining in education. Routledge.

Robert, M. (2018). The role of data analytics in education. Routledge. Simkins, F. D. (2021). Painting a picture with data - data visualisation. Bloomsbury.