Shaping The Future, Grounded in Purpose

Article by Dale Bennett, Principal 

Over the first semester our students, staff and community have embraced the opportunities we have intentionally created to embody what it is to be a Grammar school. 

Patrick Coleman, Director of Learning, has been engaging with stakeholders in our community, to explore the future of education. His role is to guide and lead our understanding of the current and emerging needs of students. Moving from strategic vision to embedding new approaches into daily practices a complex process. As part of this challenge, our educators are designing and implementing evidence-based approaches to learning, actively trialling different pedagogies through their professional learning, and using feedback to continuously refine and adapt to student needs. Together, this forms the basis of the Grammar Learning Playbook, and will ensure that improvement in teaching and learning is iterative, consistent and grounded in best practice. Our unique Wellbeing Learning framework shapes the design of any new courses or programs, and their delivery leverages the action learning research approach. 

We ask our staff and students to be agile in their learning. They must be prepared to learn new ways and unlearn old ways that are no longer relevant. As a society, Artificial Intelligence (AI) is transforming ‘the how’ we learn, but what it cannot transform is ‘ the why’ of learning. We are both obligated and excited to be in this space, however, our approach is not to let the perceived urgency of change drive us. I We are asking ourselves fundamental questions including “what is the definition of future learning at Grammar?” and “how do digital technologies enhance, not replace, the learning process?” 

As a leader, I recognise just how important it is to stay present and engaged in the day-to-day life of our school, and I am committed to ensuring the Grammar learning journey aligns with and evidences our Wellbeing Strategic Directives. Our commitment to wellbeing underpins our dynamic culture. Placing students at the centre of learning and involving them in decision-making allows us 

To harness their curiosity and critical thinking, something no forward-thinking organisation should overlook. The stories and reports in this publication are testament to our value proposition.

The education of the whole person at Grammar is a deliberate design, grounded in purpose rather than driven by trends. 

The Grammar Graduate program (Grades 10-12) is designed to support students as they transition from adolescence to adulthood, developing skills of independence, teamwork, leadership. The value of the Australian Tertiary Admission Ranking (ATAR) is being questioned as a valid measurement of a student’s suitability for further studies and recognition of their many competencies. Now more than ever, it’s essential to offer students additional experiences that foster competencies once considered beyond the scope of formal assessment. These purposeful opportunities beyond traditional subjects give our students a distinct edge and reinforce the unique value of a Grammar education. Micro credentialing can also be used to recognise a student’s growth in areas outside of the academic curriculum. We are currently trialling bite-sized, industry-endorsed online courses designed to up skill students in in-demand areas. These micro-credentials certify the acquisition of defined skills, knowledge, and attributes which reflect what employers want to see in their employees. We are looking for industry partners who would like to collaborate with us in this exciting initiative. 

Our decision to pursue High Performance Sporting Programs has seen students excelling in Tennis and Athletics. However, the focus is not solely on individual achievement; we are also enhancing our overall sports model. Inter-school sporting competitions have shifted with midweek fixtures and rising travel costs impacting how these competitions are structured. We remain committed to offering sport as a tiered experience, from participation through to supporting students performing at elite levels. Throughout, we maintain a steadfast focus on developing character, skills and opportunities that extend beyond traditional competition structures. As part of this approach, we continue to evolve partnerships with the community, expanding opportunities through the use of the pool as a training facility for Bridport Surf Lifesaving, a Learn to Swim Centre and various swim club initiatives, providing a comprehensive model from which we can leverage opportunities for our current students.

Our focus on Science, Technology, Engineering, Arts and Mathematics (STEAM) education is being realised in multiple ways. We have upgraded facilities to support innovative and modern approaches to learning. However, it is what happens inside the classroom that truely matters. On the Junior Campus, Jensen Wyllie (Grade 6) is leading a STEAM Club, while on the Senior Campus, the Spark Hub is being utilised from Grades 7 – 12, with our TCE Biology students recently mapping body systems through a virtual tour inside the human body. The appointment of key staff leaders in Digital Technologies and Design, Science, and Mathematics will further strengthen our STEAM offerings. Alongside this, we remain committed to nurturing a vibrant Performing Arts (PA) program. Across the School, our students have enjoyed great success in Launceston Speech and Drama, Music and Dance competitions. The recent Battle of the Bands featured six groups performing live for the senior campus, and our Grade 5’s are preparing for their musical ‘Alice in Wonderland Jr’, to be performed later this year. The Senior Campus production of Grease attracted over 4000 attendees and received rave reviews. We are currently exploring ways to optimise our Performing Arts model to best serve our students. We believe all students should experience the Arts, not only to cultivate appreciation but because the Arts create opportunities to be vulnerable, courageous and actively engaged in unique learning through active participation. Visual Arts remains a jewel in our curriculum, with leadership and innovation evident across both campuses. 

They say the ‘proof is in the pudding’ and I’m proud to witness a dynamic and engaging learning program unfolding across our school. Our strategic vision is being realised, not through sweeping change, but by playing to our strengths and building on the solid foundation of 179 years! The stories that follow are a testament to our belief that a quality education remains the core purpose of Launceston Grammar.