What Makes A Great STEAM School

Article by David Clark, Head of Learning Enrichment and Pathways

Here at Grammar, it’s not just the competitions we win or the subjects we teach - it’s the way we spark curiosity, build confidence, and empower every student to think boldly and creatively. Through an integrated, dynamic approach to enrichment, we offer students the chance to go deeper, think differently, and discover their strengths across Science, Technology, Engineering, the Arts and Mathematics. In this article, Head of Learning Enrichment and Pathways, David Clark, shares how programs like the da Vinci Decathlon, Debate Club, and the Ethics Olympiad reflect our school’s commitment to meaningful, challenging and joyful learning - for every student.

“Mr. Clark, what do you actually do here?” That’s a question I get asked by students all the time. I do my best to explain, but I’ve come to realise that my answer often only leaves them more confused! 

As Head of Learning Enrichment and Pathways, I’m here to make student learning accessible – and awesome. Whether it’s helping students take their learning further through extension activities or making sure they have the support they need to thrive, my role is all about unlocking student potential and making School a place where they can flourish. 

A notable event on our calendar is the annual participation in the da Vinci Decathlon, a renowned academic competition that brings out the best in our students on both the Junior and Senior Campus. This year, our teams travelled to The Hutchins School in Hobart to take part in a series of dynamic and intellectually demanding challenges. 

Our students returned with multiple certificates across a variety of the ten domains – a true testament to their creativity, teamwork, and critical thinking. Eight Grade 5/6 students represented the Junior Campus, gaining first place in the Science section of the Decathlon. In the Grade 7/8 section, our students took first place in Art & Poetry, Mathematics, and Cartography. To give an authentic sense of the experience, we asked a few students to share their reflections. Their responses speak volumes: 

“I am so proud… of myself, my team and my School.” 

- Eli Agius (Grade 5 Student) 

Interviewing the Grade 8 boys, they recalled the high-stakes excitement of the Maths challenge. What’s clear is that it was a true team effort, with everyone stepping up when it counted most: 

“The questions were really tough, and we were all watching the timer tick down. What I loved was that everyone jumped in to help – it wasn’t just the two people who were ‘meant’ to do the maths. We were all having a go.” 

- Magnus Stewart, Delightsome Odeyemi And Oliver Chia (Grade 8 Students)

Looking ahead, our students will participate in the ICAS competitions, providing another fantastic extension opportunity across subjects such as mathematics, science, English, and spelling. These nationally and internationally recognised challenges allow students to test their skills and gain valuable feedback on their academic progress. 

Later this year, we are excited to introduce the Ethics Olympiad - an initiative that invites students to explore complex moral dilemmas, develop nuanced arguments, and engage in respectful, thoughtful discussion. It’s a perfect fit for students who enjoy deep thinking, big questions, and spirited debate. 

Beyond competitions, enrichment at Grammar also includes a thriving Debate Club, Chess Club, numerous STEAM challenges, and public speaking competitions embedded into the English curriculum for Grades 7 to 10. These programs help students hone their communication, strategy, and confidence - all crucial skills for life beyond school. 

These diverse opportunities reflect our school’s deep commitment to a holistic education, one that prepares students not just for assessments, but for a future full of possibility. We believe enrichment should be more than just extra; it should be engaging, empowering, and accessible for every learner. 

So… what do I actually do? I help students find their spark. Whether that means supporting someone who is struggling, extending someone who’s ready for more, or simply opening a door they hadn’t noticed before - my role is about making learning something that feels possible, meaningful, and sometimes even joyful. 

If that’s still hard to explain in one sentence, maybe that’s okay, because the best part of this job isn’t what I say we do - it’s seeing what students discover they can do.