LEARNING TO THRIVE
The Strategic Direction for Woodleigh School 2022–2030
Phase 1 Update 2022–2024
Our 2030 strategic direction, Learning to Thrive, was developed through consultation with the school community, informed by research and cutting-edge practice, and builds on our long history of innovation in holistic education.
It sets out our intentional approach to the development of a dynamic learning community where young people can learn to thrive in their lives at and beyond school.
Learning to Thrive describes our commitment to a holistic education that equips young people with the knowledge, skills, and capabilities they require to find personal success, build compassionate relationships with others, and make a positive contribution to the communities in which they live. We understand that to achieve these goals, we need to work together as a community to help our young people to learn to thrive at three interdependent levels:
Inner World
The first focus for our students as they learn to thrive is their inner world. To achieve personal success, young people need to develop their self-awareness, confidence, and insight into their values and personal goals. For this reason, we design learning that helps students focus on their personal growth, develop an awareness of their feelings and how they influence their actions, and connect with their sense of identity and purpose to pursue their aspirations.
Social World
The second focus for our students as they learn to thrive is their social world. As they grow, young people are shaped by the relationships they have with family and friends. In turn, they play a significant role in influencing the lives of others. For this reason, we design learning that helps young people to focus on their interpersonal development, understand diverse perspectives, communicate effectively, and develop positive relationships.
Outer World
The third focus for our students as they learn to thrive are the natural and built environments in which they live. Our young people are growing up in a world filled with unprecedented social and environmental challenges. For this reason, we design learning that helps young people engage with complexity, apply critical, creative and systems thinking skills, and adopt a compassionate, collaborative approach to tackling real-world problems.
Our Strategic Directions
Learning to Thrive plays a vital, active role in shaping the future of the school.
It has guided the development of the first phase of strategic projects focused on enhancing learning, wellbeing, innovation, community and sustainability at the school. As near the completion of this first phase of school development, we invite you to enjoy this update on progress towards the goals set out in Learning to Thrive.
Goal 1
Learning
A dynamic, student-centred school focused on real-world learning
1.1 Curriculum: An aligned, engaging, and responsive curriculum from ECC to Year 12
1.2 Capabilities: Students applying their knowledge and skills to solve real-life challenges and problems
1.3 Agency: Student voice, choice, and ownership of their learning
1.4 Staff: An engaged, collaborative, and innovative community of practice
Projects and Priorities
• Primary Years Programme
• Middle Years Programme
• Regenerative Futures Program
• Mastery Transcript (Australian Learner Competency Credential
Goal 2
Growth & Wellbeing
A nurturing, inclusive environment that supports holistic development
2.1 Safety: An embedded culture of child safety
2.2 Growth: A focus on personal development, social-emotional learning, and wellbeing woven throughout our learning experiences
2.3 Workplace: A responsive and supportive work environment
2.4 Connection: Spaces, programs, and relationships that help to develop and sustain wellbeing
Projects and Priorities
• Compassionate Systems Project
• New department and leadership structure
Goal 3
Innovation
A creative centre for the development of innovative approaches to learning and leadership
3.1 Culture: An environment that supports inquiry, collaboration, and creative thinking
3.2 Pedagogy: Effective use of a broad suite of teaching methods for student-centred learning
3.3 Leadership: Students and staff who can initiate, enable, and support positive change
3.4 Research: Researchpractice projects and partnerships that transform learning and leadership
Projects and Priorities
• Woodleigh Institute
• Research-practice partnerships
Goal 4 Community
A vibrant hub for an engaged and welcoming community
4.1 Communication: Clear, open, and effective communication between home and school
4.2 Engagement: Strong relationships with parents in support of student learning
4.3 Ecosystem: A vibrant network of partners that support learning and school development
4.4 Alumni: An active, connected, and supportive community of student and staff alumni
Projects and Priorities
• Woodleigh Alumni Network
• New website and parent application
Goal 5
Sustainability
A school committed to responsible decision-making and action for our community, environment, and future prosperity
5.1 People: High standards of personal and social performance
5.2 Planet: High standards of environmental performance
5.3 Prosperity: Thoughtful and sustainable management of our financial resources
5.4 Development: Responsible development of our buildings, grounds, and infrastructure
5.5 Governance: Effective leadership and management for our school
Projects and Priorities
• Master Plan
• Sustainable Futures
• Regen Studios (Futures Studio)
Goal 1 Learning
The most significant achievement in Phase 1 has been the successful introduction of an aligned set of curriculum programs to guide teaching and learning from ECC to Year 10.
The underlying framework shared across these programs supports a rigorous approach to planning, teaching, and assessment for teachers, while providing depth, consistency and continuity for student learning.
1. Introduction and authorisation of the IB Primary Years Programme (PYP):
• Authorised by the IB to offer the PYP in 2022.
• Introduction of a common curriculum framework for the junior campuses
• Implementation of a cross-campus approach to collaborative planning
• Design and implementation of a new, researchbased instructional model for literacy
2. Introduction and authorisation of the IB Middle Years Programme (MYP):
• Authorised by the IB to offer the MYP in 2024.
• Introduction of a common curriculum framework for Year 7 - 9
• Implementation of a whole campus approach to collaborative planning (Year 7 - 12)
• Design and implementation of a whole campus
approach to continuous reporting
3. Design and development of the Year 10 Regenerative Futures Program (RFP)
• Design of a new curriculum framework for Year 10 students
• Creation and trial of an extended personal project
• Development and trial of units of study
• Appointment of RFP leads and core teaching team for 2025
4. Australian Learner Competency Credential
• Collaboration with University of Melbourne on new competency-based assessments
• Successful completion of limited trial for issue of new learner competency credential
• Contribution to national projects focused on systems change in recognition of learner success and new approaches to credentialing, in collaboration with universities, not-for-profits, businesses, departments of education and tertiary admissions centres
• Woodleigh part of the first cohort of schools to be able to issue new credential
Goal 2
Growth and Wellbeing
In 2022, the school made a commitment to enhancing its approach to wellbeing through the implementation of the Compassionate Systems Framework.
The framework integrates a focus on systems thinking and social-emotional learning to support the wellbeing and mental health of students, while helping them to develop the thinking skills required to navigate complex challenges. The school is fortunate to be supported with this research-based approach through a partnership with the Centre for Systems Awareness and MIT Systems Awareness Lab and their founders, Dr Peter Senge and Dr Mette Boell.
To better support the developmental needs of all students, the school has also undertaken a significant restructure of its student services divisions. It has established a new Counselling department to focus on mental health prevention and promotion, short term support for students that require counselling, and coordination with other services for students with complex needs. It has also established a new Learning Enhancement Department that supports classroom teachers to cater for the diverse needs of all learners and provides targeted intervention and enrichment programs.
1. Compassionate Systems Project
• Partnership with Center for Systems Awareness and MIT Systems Awareness Lab
• Formation and leadership of national and regional learning communities
• Capacity and community building workshops for staff and education community
• Host for regular visits from MIT staff for site development and training purposes
• Integration of use of tools & practices with students in junior/secondary classrooms
• Integration of use of tools & practices in leadership team meetings
• Certification of a team of Woodleigh leaders to support capacity building
• Use of Compassionate Systems Framework to shape whole school wellbeing policy
2. New department and leadership structures
• Appointment of Dan Lukies as the Director of Wellbeing. with oversight of wellbeing, counselling, and learning enhancement
• Creation of a new Counselling department
• Creation of a new Learning Enhancement department
Goal 3 Innovation
To support achievement of the goals set out in Learning to Thrive, the school relaunched the Woodleigh Institute with a mission to understand and enhance transformative approaches to learning and leadership for the benefit of the school and the wider education community.
The institute is a global innovation lab that helps ensure that Woodleigh’s learning model is relevant to the needs of its learners, the world in which they live, and the collective aspirations of our community. It also interacts with and contributes to the wider education community, collaborating with schools, universities, and organisations, as a hub for innovation in education.
1. Establish a physical campus
• Renovation of homestead and conversion of garage to studio space
• Creation of learning spaces for workshops, meetings, and retreats
• Installation of a marquee to provide a large plenary space
• Regular use of the campus for meetings, workshops, planning, and strategy sessions
2. Develop research-practice partnerships
• Partnerships established with Center for Systems Awareness, MIT Systems Awareness Lab, Beyond Boundaries Institute, University of Melbourne, and MTC
• Network membership of OECD Schools Plus, Regen Melbourne, Learning Creates Australia and network lead for Compassionate Systems Collective
• Faculty member of RSA Capabilities for Life project
• Publication of monograph by ICSEI, recipient of grant for study of systems change
• Recognition of the institute as a leading organisation in the field of regeneration and systems education
3. Create a folio of workshops, programs, and events
• Design and delivery of workshops on assessment, complex competencies, sustainability, leadership, systems awareness, wellbeing, innovation, and change management
• Design and delivery of Middle Leader Program, including articulation into M.Ed. Leadership at a local university
• Establishment of Learning Lab program for teacher action research
• Establishment of ReimaginED as leading progressive education conference in Asia Pacific
4. Support school effectiveness, improvement, and innovation
• Development of Woodleigh’s 2030 strategic direction document, Learning to Thrive
• Refinement of systems and practices to support school improvement cycle, including annual improvement planning, in collaboration with the Principal
• Regular provision of coaching to Middle and Senior Leaders from across the school
• Analysis of structural reviews and culture surveys, including the development of recommendations for the Principal and school and campus leadership teams.
Goal 4 Community
To improve communication between home and school, Woodleigh launched a new parent app in 2022 to streamline and help focus communication with families.
School Stream has been designed to support the needs of contemporary family life and provides notifications about important events, school news and updates straight to mobile phones. School Stream enables easy access to our Learning Management platforms, so parents can now check on student timetables, progress, assignments, and teacher feedback. It also helps provides timely announcements about events, changes in the school schedule, and upcoming parent-student-teacher interviews.
In 2024, Woodleigh launched a new school website designed to introduce the school to our prospective families and the wider community. The website was developed via an extended consultation process and features a clearer focus on the strategic directions for the school, including its academic programs and approaches to learning and wellbeing.
1. New website
• Review of website, including consideration of features, users, purpose and impact
• Completion of consultation and design process
• Design of new website, with focus on support for marketing and enrolments
• Launch for new website
2. New parent application
• Review of existing platforms to support homeschool communication
• Selection of School Stream as new parent application
• Introduction of app as centralised platform for home-school communication
Goal 5 Sustainability
In 2023, the school completed a master plan for the development of the senior campus. The plan sets out a staged sequence of building projects design to enhance programs and the student learning experiences, in line with Woodleigh’s clear vision for the future.
The first building project detailed in the plan is progressing towards completion. The Futures Studio is a unique learning space that will provide a home for the new Year 10 Regenerative Futures Program. The new facility was designed in collaboration with Joost Bakker and Mcildowie Partners to support the environment-focussed project-based learning program in the world's first organic school building - a carbon sequestering, zero-waste ecosystem building that fosters endangered birds and butterflies, grows food for students and cleans the air we breathe.
1. Master Plan
• Consultation with stakeholders
• Completion of design and development process
• Workshop on prioritisation with the Board and School Leadership Team
• Approval and launch of first project
2. Sustainable Futures
• Completed and approved financial forecast
3. Futures Studio
• Exploration of leading edge design, including visit to Sustainable Food System house
• Identification and selection of design and architect team
• Design of new building, in consultation with school leaders, teachers, and students
• Construction of new facility