Professional Learning

At the beginning of Term 3 staff participated in a two-day professional learning conference ‘Routines and Habits that Enhance Learning and Wellbeing.’

The conference included presentations, discussion and practical application of research relevant to teaching, learning and wellbeing. This opportunity for learning provided to the Barker staff, recognises that high quality teaching improves pupil outcomes and effective professional development offers a crucial tool to develop teaching quality and subsequently enhance children’s outcomes in the classroom. ‘The impact of high quality PD on pupil attainment compares to the impact of having a teacher with ten years experience.’ (Effective Professional Development Guidance Report, Education Endowment Foundation, 2021) At the heart of the conference was the inclusion of both external and internal expertise. Staff were privileged to learn from three keynote speakers. • Harry Fletcher-Wood (teacher, researcher and educator from the UK) discussed the behaviour science behind habit formation and how we can use it to overcome the core challenges all teachers face: helping students focus, persevere, and succeed, with increasing independence, by building habits of success through his SIMPLIFy model (Specific,

Inspire & Motivate, Plan, Initiate action and follow up. • Dr Darren Morton (Senior University Lecturer and

Lead Researcher and creator of the LIFT project) discussed how we can flourish through a focus on

Pleasure, Engagement, Achievement, Relationships and Meaning.

Harry Fletcher-Wood

Lisa Maltman

Dr Darren Morton

Staff Reflections

This was a very good chance to stop and hear of some of the wonderful work that is happening at the school."

An impressive professional learning conference. I have learned an incredible amount from both the external providers and my colleagues. I am feeling energised and inspired to start the term strong."

• Lisa Maltman founder of The Sleep Connection presented on the importance of sleep for wellbeing. Staff also attended presentations and participated in small group workshops run by Barker teachers on a range of topics including retrieval practice, differentiation, writing, formative assessment, feedback, approaches to learning in PYP, supporting students with additional needs, belonging and forming positive relationships. The wisdom, passion, knowledge and innovation, was inspiring. A choice of wellbeing activities were offered at the end of day one, encouraging staff to find the 'Pleasure' element in Dr Darren Morton’s PEARM model for happiness. These included health talks from guest presenters Kate O’Flynn and Dr Anthony Linton and staff facilitated activities including Pilates, Zumba, a walk and coffee, volleyball, cryptic crosswords and word puzzles, chess, introduction to Latin, Japanese and French, voice projection and Bible reading. Staff look forward to implementing the knowledge, skills and ideas presented at the conference in their roles at Barker throughout Semester 2.

Sarah Clifton Director of Professional Learning

Dr Darren Morton encouraged the Barker staff to consider what it takes to live a flourishing life and he lingered on the two elements he purported to be most significant not just to a healthy existence but one marked by fulfilment and joy - relationships and meaning.

It came to mind that the Year 9 Extended Stay program, perhaps more than any one activity offered by our school, supports students to live a flourishing life. This unique camp is not primarily intended to expand students’ skills in the outdoor arena, in navigation, bushcraft and physical stamina. It is primarily intended to develop their character, resilience and sense of purpose within a dynamic community. It is all about relationships and meaning. Over the course of three weeks, students develop strong relationships with the Boomerang Adventures staff who act as mentors and guides, with the Barker staff who work, hike and camp alongside the students, and with each other as they develop lasting bonds based on a shared journey and a deep appreciation of each other’s value. Every day is filled with rich experiences but not every day is rosy. Frustrations occur when rain falls, mountains appear on the horizon and the alarm goes off in the morning, and more importantly when living alongside people who are dissimilar and previously unfamiliar. However, the important opportunity that Extended Stay provides is the opportunity to resolve difficulties, to support and encourage each other, restore relationships and genuinely work well as a team in the context of vigorous and satisfying activities. Extended Stay also gives students the tools for a meaningful existence. The Boomerang staff imbue mundane, everyday tasks with great purpose. They model good character in the face of discomfort and adversity, and in the face of fun and laughter. They have lofty expectations and they expect the students to meet them as they are shown the value of a disciplined, self-controlled life. Boomerang Director Ian ‘Rocky’ Rockwell speaks to the students about the meaning he finds in the Christian faith, and all students are given the gift of time to reflect on who they are and who they want to be. In short, Extended Stay teaches the students how to live well. I hope the imprints left by the experience will sharpen their character, infuse them with purpose and inform healthy relationships as they progress through their Barker journey and well beyond the Mint Gates. On behalf of all who were nourished by Extended Stay, thank you to Rocky and his team for creating this experience, and to Lainie Kalnins for making it happen.

Kathryn Driver Dean of Middle School

Year 8 students finally got to experience their first Grange camp in Semester One. Students now attend all Grange camps in their House groups which enables stronger links to key pastoral care staff at Hornsby and improved communication and feedback with Grange staff.

For the second year running, the La Nina weather patterns produced record-breaking rainfall in the mountains. Flooded rivers and creeks, inundated campsites and many road and walking track closures in the National Parks and nearby natural areas added some challenges in camp operation and planning. Most groups managed to enjoy hiking in Grand Canyon, mountain biking at Rydal, rock climbing and abseiling at Mount York and camping at Mount Wilson and Blackheath. There were many wet clothes, muddy shoes and soggy nights in tents as the students learnt and practised valuable outdoor skills on the hike and at both campsites. Particularly on wet days, students became more resilient and proficient in cooking their food, managing their equipment carefully and working together as a team to achieve great results in times of adversity. More recently the Year 9 Grange camps have also been affected by impassable roads, track closures, flooded rivers, and the prolific vegetation regrowth following the devastating Black Summer bushfires. As a result, students hiked the iconic Six Foot Track and camped out for two nights in small teams. Bowtells Swingbridge is the unique way to cross the swollen Coxes River as they journeyed eastwards through the Megalong Valley to Katoomba. The steep and challenging exit up the Devils Hole track was a great way to finish their three-day expedition. New to the Grange this year was a unique ‘COVID catch-up’ camp for a fortunate group of Year 10 students who took this opportunity to experience some outdoor challenges and Blue Mountains adventure highlights. This cohort of students has been most affected by government restrictions on camps through the pandemic and it was also possible to welcome several Year 10 girls to the Grange for a one-off, four-day Grange camp in June. They enjoyed abseiling through Juggler Canyon, hiking to and from Ingar campsite in the Blue Mountains National Park and mountain biking to Hanging Rock.

Scott Manwaring Joint Director of the Grange (Programs) Liz Charlton Joint Director of the Grange (Facilities)

There’s no doubt that COVID has bruised the world of music, on an international level. Rehearsals are back to full capacity, and the culture of music is alive again - especially at Barker.

The Australian School Band and Orchestra Festival (ASBOF) began its 2022 events on 24 July and will continue to run events all the way into September. It is one of the largest school-based music events held in the country, seeing more than 300 ensembles regularly performing. So, what is ASBOF? The festival is a non-competitive music event where schools present a program of pieces that demonstrate their capabilities. They are assessed on their performance of pieces and then awarded a gold, silver or bronze award depending on how well they performed the repertoire. While there are no winners per se, there is the prestige that comes with achieving the coveted “Gold Award.” ASBOF is also a keen supporter of Australian composers. They mandate that every participating ensemble performs a piece written by an Australian composer. This provides our students with a wonderful opportunity to perform home grown compositions. This year our Barker ensembles performed two works by Composer in Residence, Brendan Collins. 220 students from Barker’s four Senior School wind bands achieved a gold award at this year’s festival performed in the Sydney Conservatorium of Music concert hall. The adjudicators praised our ensembles on their mature and expressive performances. One adjudicator said, “whatever you’re putting in the water in the Barker Music Program must be incredible because there is something truly special happening. The teaching, the sound quality, the enthusiasm, and energy from all the students is a pleasure to watch and listen to.” Elaine Slawski, Brad Lucas and Andrew McWade are all extremely proud of the Barker band students. We also acknowledge the commitment of our parent community who always provide us with so much encouragement and support. It’s very good to be back performing.

Andrew McWade Director of Bands