Term 2 Week 7

Senior Executive

Today I hosted a lunch for a group of alumni called the Old Lads. These gentlemen are a social group of alumni who are united in their love of the School. Celebrating a time of young men, upholding Christian values, in a golden era of the School with numerous academic and sporting records attained and a boarding house boasting over 170 scholars with an equally vibrant day boy cohort in those magical years – the 1940s-1960s.

It was an afternoon of renewing friendships, swapping memories and camaraderie, with the celebration of traditions of the time and their life success.

Events such as this, for me, pose 3 pivotal questions:

What is the purpose of a Grammar education today?
What is it that we will do as a School to create an experience of engagement and learning? That will mean, in 50 years from now, our students will come together to celebrate and remember their time at School with great pride and deep affection.
How will we as educators work with our students and their families to provide future generations the opportunities to enjoy success?

As the Principal leading a talented and dedicated staff team, I know that we will not shirk from finding the answers to these questions. The success of our efforts and ambition may never be known by me. However, it is obvious, that an education today must meet the current and future needs of our students to enable them to experience life success just as earlier generations have.

In some ways, learning will always have a familiarity of experience largely driven by the relationship between students and their teachers. But, in many ways, the education for our students needs to evolve to embrace different approaches to learning. Education 4.0 is an emerging model which excites us, challenges us and provokes us to do what is right for the children of today and tomorrow.

Acquiring enduring cognitive (analytical) skills must be developed in learners. The engagement with creative and critical thinking, digital skills, problem-solving and systems analysis, challenge us to have a sophisticated set of learning contexts. The complementary interpersonal skills required to succeed in life must also be learnt. Students must understand and be able to harness the power of effective collaboration, clear communication, transparent negotiation, and high-level social and emotional awareness.

Grammar learning programs must address the shaping of character that is grounded in an ethical and strong values framework. The personal and social dispositions required for success are many and varied from regulating self, to service, to the community and our environment. We must create opportunities for deep learning in these areas just as we study specific disciplines of knowledge. A strong and robust well-being program is required to enable our young people to face a future that may be far more challenging than anything previous generations have experienced.

We are all bearing witness to an incredible digital transformation. This week Michelle Bradley, Head of Digital Technologies, and I were discussing the rapid evolution of Artificial Intelligence (AI) and its impact on learning. It is apparent that previous forms of digital tools in education were to be used at our discretion. We had the choice to embrace or seek alternative digital applications. But the emergence of ChatGPT and the associated plethora of AI applications means that we do not have the discretion of time to choose. It has arrived and we are being led by its presence and it is not going away.

We can adopt a wait-and-see approach, but such is its accessibility we know our students and their families will be working in this space regardless of the School’s choices. We know that AI evolution will rapidly transform learning and education. If we are to honour our contract to our parents that we will prepare students for life success, then we must create a learning environment that is instilled with experiences and understanding of how to best use digital technologies to serve the best interest of ourselves and the greater good.

As a learning community, our willingness to embrace and understand the nexus between well-being, academic and cognitive learning, and the impact of digital transformation will determine our ability to deliver an education that is worthy of our future generations. It need not be a revolution, but it does need to be considered, researched and a best practice framework developed. Our learning culture and framework need to be agile in its evolution and firmly grounded in our mission.

This is the conversation we need to have as a community over the coming months so that we may ensure that in fifty years’ time, the current generation are able to gather and celebrate with pride the traditions of their school, the power of the friendships made and the opportunities it afforded them for lifelong success.

Enjoy the long weekend. The cool weather gives our students (and perhaps our mums and dads) the perfect opportunity to indulge in a “doona day” or to recharge in the great outdoors and engage in other pursuits. Whatever your choices, may they be enjoyable and an opportunity to connect with family and friends.

Dale Bennett

Principal

This week in assembly Mr Bennett spoke about the pillars of well-being and good health. It was a timely reminder for us all of the importance of looking after our well-being.
How often do we not get enough sleep, or some time to exercise, catch up with friends or time to just reflect? With the long weekend upon us, I hope the upcoming three days provide some time for us all to “catch up”. I know that this time of year can be hard; we come to School and it is dark and often get home in the dark.
One of my colleagues talked about Grammar as a “Family of Families”. I love that expression. I encourage all our families to reach out if they need help and support with well-being.
This week also marks the last week for Ms Cassie Lobley, Head of Learning Enrichment, who is taking up an exciting position with Windsor Allied Health. In the interim, Mrs Michelle Stocks, former Director of Teaching and Learning, will look after this position. We thank Cassie for her outstanding input into our School programme.
It was wonderful this week to see the work of our amazing thespians at the Earl Arts Theatre. It was a showcase of excellent work and demonstrated the great depth of talent we have at Grammar.
On Tuesday we saw our houses compete in the annual Cross-Country competition and it was great to see the comradery and competition. There were some outstanding performances from our students and great participation among all houses.
One of the great joys of teaching is seeing the growth of our students in the many co-curricular activities the School offers. I’ve seen children on netball courts grow by the week. Children go from significant losses in football against a team to come within a kick of beating them the next time they meet.
I read a short book this week, The Things Threes Know by Douglas Wood. As he writes:
Remember…
Dreams are the seedlings of reality.
And it is often from the fertile soil of failure that they grow.
As we get to enjoy some time together with family, I hope that you get time to talk about dreams becoming reality and the fertile soil in which they can grow.
I know personally that I certainly get it right all the time and need to reflect and think about how I can learn from my experiences and grow. I am also grateful to be a part of the family of families that are so supportive and offer constructive feedback.
I will leave you with a final thought from Douglas Wood:
“Know to attract the sun is simply to go on seeking it”.

Nick Foster

Head of Senior Campus

Dear Hawkes Boarding Families and Wider Grammar Community,

As we reach the long-awaited break this weekend, I would like to reflect on an eventful fortnight in Hawkes Boarding. Each day I see our boarders around the school grounds or in the Boarding House, I am reminded of how blessed I am to be part of such an amazing family. Like any family, we have our ups and downs. There are days when students might not get along as well as other days, but then there are days when the bond they share is so infectious, it fills you with gratitude. The culture within Hawkes Boarding is alive and well, and the positive attitude of our staff and students is what makes this community so special.

Our annual trip to the Aldridge farm in Branxholm for the bonfire and cracker night was another experience for the highlight reel. The evening was enjoyed by all, and it was made even more special by having our visitors from Cape Barren Island join us for the night. Thank you to the Aldridge family for hosting us again this year. Your support of Hawkes Boarding adds to the amazing experience for our boarders and we appreciate all the time and effort you put in to make this evening happen.

As for other events that happened over the last two weeks – our boarders went roller skating, not once, but twice. It seems to be a popular activity amongst our younger boarders and looks like I will have to join in at some stage! We were also treated by Mark and the kitchen staff to a deliciously sweet celebration of National Donut Day. What a way to load the students with sugar before sending them home for the weekend. We also have a few cooks in the house that cooked a delicious hot pot last weekend. Thanks to Brian and Edwin (grade 9) for cooking and Miss Rawlings for helping with the ingredients. It was a feast for lunch enjoyed by all.

On Wednesday 31 May, our Hawkes Boarding Parent Support Group met with Mr Bennett, me, and Jack. We had nine current boarding families on a Zoom meeting to discuss all things boarding. This group is going to become an integral part of how we develop and grow the structure, care, and culture within Hawkes Boarding. Ian Heywood, father of Niall Heywood (Grade 8) will be leading this group, and they will be discussing recommendations on improvements, the risks in boarding from a parent perspective, and community engagement over the next 6 weeks until we meet again at the beginning of Term 3. A reminder to our current parents that anyone can still join this group and share your inputs so please reach out to Ian at ian@talkalot.com.au.

Speaking of Community Engagement, Mr Bennett and I will be travelling up the Northwest Coast and the beautiful Flinders Island at the end of June and we would love for you to join us on our trip. We will stop at Deloraine Deli on Friday the 23rd of June so if you are in the area, please join us for morning tea. From there we make our way to Penguin where we will have a very informal dinner at Penguin Beer Co and welcome any families, past, present and future to join us. On Saturday 24th of June, we will have coffee and an early lunch at Tall Timbers in Smithton. We then fly out to Flinders Island on Sunday the 25th and again have a very informal dinner booked at the Furneaux Tavern so welcome any families to join us on the night. We would love to see you on this trip.

As our students get ready to go home for the long weekend, the Boarding House remains open for our overseas students this weekend. The Boarding House will open again on Monday at 3:30 pm for any student returning from their long weekend.

Enjoy a safe and relaxing long weekend.

Kind Regards,

TJ Pieters

Head of Boarding

Teaching and Learning

One of the recent trends in education has been a focus on the science of learning. This field aims to “increase our knowledge of how human beings learn by drawing upon evidence from the natural, cognitive and psychological sciences, and through so doing improve educational outcomes” (Beale, 2020). Essentially, this field considers what is happening in the brain during learning, and how we can use this research to maximise understanding and retention.

Many reflections in this space come from the text Make It Stick (2014). In this book, it is argued that the “most effective strategies are most often counterintuitive”; for instance, learning is more effective when it is effortful and re-reading notes is not very effective (Brown et al., 2014). We have summarised some key strategies below in light of the coming examination period.

Retrieval practice: One of the most basic of science of learning principles, retrieval practice reiterates that learning becomes more long-lasting and stronger when we repeatedly pull information out of our heads, rather than cramming it in (Brown et al., 2014). This may involve cued recall, when the student is provided with a basic prompt or question, or it could be free recall, when the student recalls information without cues. Practical strategies include:

Flip cards

Quizzing each other
Practice questions

Spaced practice: This concept refers to the spacing out of learning with evidence showing that studying something for a short period every day rather than a cramming in a long period on one day will lead to greater long-term retention (Brown et al., 2014). Repeating information in one sitting is often wasted effort; any learning benefits from such efforts are usually forgotten even just a few days later (Rohrer and Pashler, 2007). Practical strategies include:

A study schedule with subjects spaced out
Ensuring students provide themselves with multiple exposures to important parts of the course

Regular breaks

Interleaving: While some think learning should be straight forward and simple, we need a level of challenge. Interleaving embeds this desirable difficulty by mixing multiple topics together. So, rather than studying skill or content A, then B, then C in blocks (AAABBBCCC), they are interleaved (ABCABCABC) (Pan, 2015). Learning in this way has been shown to be strong, stable, and long-lasting because it increases the brain’s ability to discriminate between concepts and we are continuously forced to engage in retrieval practice and search for different solutions (Pan, 2015). Practical strategies include:

Rotating study between related concepts
Answer alternating practice questions or flip cards from different units

Cognitive load: This is a complex and multi-faceted theory, but at its centre is the idea that our working memory is very limited. Therefore, we should be aware of the content difficulty and approach learning in chunks (intrinsic load), minimise distractions such as superfluous noise, notifications and emails, and interruptions (extraneous load), and maximise our use of effective retention strategies, such as mnemonic devices (germane load) (Lovell, 2020). Practical strategies include:

Turning off all notifications on the computer and studying without a phone nearby
Studying in a quiet space
Using memory tools like mnemonic devices

Conversely, there are theorists who contend that the gap between the science and practice is challenging to close, and that education is inherently humanistic. Importantly, we need to place relationships and the range of factors influencing learning, in conjunction with science, at the forefront of our practice. As education expert Dylan Wiliam has said, teaching and learning should be “research informed” rather than “research based” (Wiliam in Beale, 2020). To achieve the best outcomes, we encourage our students to ensure their study techniques are also research-informed, reflecting these key ideas in practice.

Sarah Shepherd

Co-Director of Teaching and Learning

Sources:

Beale, J. (2020). The Limits of the Science of Learning. Eton College. https://www.etoncollege.com/blog/the-limits-of-the-science-of-learning/.

Lovell, O. (2020). Sweller’s Cognitive Load Theory in Action. John Catt.

Pan, S. (2015). The Interleaving Effect: Mixing It Up Boosts Learning. Scientific American. https://www.scientificamerican.com/article/the-interleaving-effect-mixing-it-up-boosts-learning/.

Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Current Directions in Psychological Science, 16(4), 183-186.

UPCOMING CAREERS CENTRE EVENTS

Thursday 15 June	Recess information session: Lincoln University (NZ) Lunchtime information session: Tasmania Police Recruiting
Monday 3 July	Lunchtime information session: Newman College (a residential college of The University of Melbourne)
Wednesday 5 July	Lunchtime application session: UTAS course applications
Thursday 6 July	Recess information session: Cromwell College (a residential college of The University of Queensland)

CAREER EXPLORATION

A Night In The Army Reserve

Learn more about Army Reserve opportunities in your local area and chat to current Army Reservists. You’ll hear about their experiences, opportunities for development and the unique rewards that come with a role in the Army Reserve. You’ll be able to ask questions and learn how the Army Reserve can fit around your lifestyle.

Time: 6:00pm – 8:00pm
Date: Tuesday 13th June
Location: 12/40 RTR Youngtown Barracks – Youngtown Ave, Youngtown TAS 7249
Register at: Defence Jobs Australia – Launceston: A Night in the Army Reserve

UNIVERSITIES

UNIVERSITY OF TASMANIA

Schools Recommendation Program – OPENING THIS MONTH

The UTAS Schools Recommendation Program will soon be accepting applications for students wishing to commence study in 2024.  Depending when students apply (please see the timeline below) they will receive an early offer for study in 2024.

Rather than an ATAR, applications are assessed on Grade 11 results, Grade 12 results (to date) and the School’s recommendation. More information about this process is available at: https://www.utas.edu.au/study/schools-recommendation-program

What courses can students apply for?

The program will be open to nearly all UTAS courses, including the new flexible double degrees, undergraduate degrees, associate degrees and pathway programs.

Courses in Medical Radiation, Paramedicine and Bachelor of Medical Science and Doctor of Medicine work differently. Entry to these courses is very competitive, so an early offer is not available. However UTAS still encourage students to apply as part of your Schools Recommendation Program application. Applicants will be assessed for these preferences once their ATAR is released, and will not be assessed through the Schools Recommendation Program. They may still receive early offers to other preferences they have included.

How can my child find out more information or get help with their application?

Students are encouraged to email me or pop into the Careers Centre if they have any questions or would like to apply.  Applications only take about 10 minutes to complete.

UTAS staff will be visiting the School to run an information and application session at lunchtime on Wednesday 5 July and Monday 31 August.

When do applications close?

Applications for most courses close on 6 October – applications for Medicine strictly close on 30 September.

What about other universities?  Are they accepting early applications?

While most Australian universities will accept applications starting in early August, some other universities offer early entry schemes for selected courses. For a comprehensive list of these programs visit our Study Work Grow portal (Access your Membership – Study Work Grow), or contact me.

School Leavers Expo

The UTAS School Leaver Expos are for current Year 11 and Year 12 students and are a a great opportunity to chat to academics and student ambassadors about study options and uni life. You’ll be guided through the Schools Recommendation Program and find out all about scholarships, applications, accommodation, and more.

Parents, guardians and friends are all welcome to come along and learn all about studying with UTAS in 2024.

GAP YEAR OPPORTUNITIES

GAP Year Program

EMPLOYMENT OPPORTUNITIES

Zinfra Apprentice and Trainee Program 2024

Apprentice Electrician Job Description

I welcome the opportunity to talk with parents and students at any time throughout the year; please contact me on phone: (03) 6336 6058 or email: careers@lcgs.tas.edu.au.

Fiona Symons

Careers Advisor