Labore et Honore 2019

LABORE ET THE IPSWICH GRAMMAR SCHOOL MAGAZINE

WINTER 2019

HONORE

RAISING GOOD MEN BUDDIES FOR LIFE A CULTURE OF PROGRESS FACES OF BOARDING FROM PERSPIRATION TO INSPIRATION EXPLICIT TEACHING LITERACY + BOYS

CONTENTS

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RAISING GOOD MEN

20 FACES OF BOARDING

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BUDDIES FOR LIFE

A CULTURE OF PROGRESS

26 30

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FROM PERSPIRATION TO INSPIRATION

EXPLICIT TEACHING

LITERACY + BOYS

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RAISING GOOD MEN BOYS’ EDUCATION IN THE 21ST CENTURY RICHARD MORRISON, HEADMASTER

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A

s we head towards the third decade of this 21st century the very notion of what the ideal culture of a boys’ school looks, feels and acts like is evolving and developing.

It is not a culture that is created in isolation.

Rather, an ideal culture is one that is reflective of the broader and modern environment of gender identity, evolution and culture.

societies. But that is not to say that children should be left alone to find their own role models and navigate their own way. At IGS, we actively want to help boys on their journey to positive manhood.

In this article we

The concept of a gentleman is understood universally, but this ideal is at odds with some previous models of what a ‘real man’ was portrayed as. Some people have traditionally positioned a real man as strongly assertive (in some cases aggressive and ambitious), as someone who sees themselves as the head of a family unit, as a provider, who believes acknowledging pain is a sign of weakness, as is seeking help or counselling.

• summarise the world of the modern male – how it has changed markedly in the last 30 years.

• describe what we at IGS define as a good man in the 21st century • outline the relevance of male only schools and overview how we shape young boys into good men.

THE CHALLENGES OF MODERN DAY MASCULINITY Over the past decade Australia has welcomed greater equality, responsibilities and opportunities between males and females, which has seen a major change to the identities of both male and females and those of other gender make-ups.

As a result, our understandings and interpretations of gender have changed exponentially. Some would argue this has created a lack of clarity about gender and as part of this, what it means to be a man. Others would state that there are many males who have been able to navigate these changes and become a very modern 21st century man, comfortable and supportive of equality.

We believe there are many great role models in our schools, families, communities and

GENTLEMEN

n. A chivalrous, courteous and honourable man

GOOD MEN. THEY LIVE AND WORK AMONG US, BUT AT TIMES THEY ARE UNFORTUNATELY OVERSHADOWED BY POOR EXAMPLES OF MASCULINITY.

Good men. They live and work among us, but at times they are unfortunately overshadowed by poor examples of masculinity.

Schools for boys offer the next generation of men unique environments to discover what it means to become a man surrounded by supportive and positive role models who demonstrate and promote healthy masculinity every day.

While Ipswich Grammar School enrolment has enjoyed three consecutive years of strong growth, the same cannot be said for schools in other parts of Australia. Students attending single-gender establishments are steadily declining, suggesting a lack of understanding of the positive benefits of an all boys’ school.1 This could in part be a reaction to parents wanting their children to be part of a co-ed system because they assume their children will learn how to better relate to the other gender.

We believe attending a single sex school does not exclude students from developing the CONTINUED PAGE 8

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skills to do this – as single sex schools typically have both men and women on their teaching staff, have sister / brother schools which they regularly interact with, and children have other opportunities through family and society to interact with each other. What singles sex schools do is support the unique learning and development needs of a particular gender to their advantage.

At IGS we also deliberately focus on the development of ‘good men’ and male culture for the benefit of the individual and society as a whole.

Among rapid societal changes, Ipswich Grammar School continues to offer a learning environment purpose-built for raising young men. We support the growth and development of our boys to enable them to meet any challenge they may face in the future, while also importantly working with them so that they behave as men of integrity and character.

Historically, the title ‘gentleman’ was an indication of refinement and character, assumed to apply to men of wealth and title. More recently, the title of gentleman has had to be earned.

We aim to teach our students to embody the characteristics of the 21st-century gentleman, where strong values and noble actions; not wealth or power, engender respect.

We believe that young men graduate from IGS to be respectful and inclusive of others; to be hard-working, resilient and have integrity. They are emotionally intelligent and understand how to be nurturing and considerate of others and lead by example in their communities. They are confident, yet humble leaders who understand the difference between right and wrong, making them good brothers, good sons, good fathers and good people in our society.

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Re-positioning manhood for 2019 and beyond Many believe there has never been a time in history when it has been more difficult to be a man and understand what a positive modern version of manhood is.

Some boys are not sure about how to deal with this confusion because the language used to discuss the full range of human emotion is often viewed as sensitive and feminine. Sometimes confusion turns into aggression; often a manifestation of frustration, fear or sadness.2 3 The fabric of our well-being programs at IGS is based on best practice research for boys which indicates that boys benefit from an environment in which they can challenge themselves in an emotionally safe environment. Nurture, support and positive acknowledgement are the key aspects of a safe school environment. At IGS we talk of mateship as a bond between boys which is about boys supporting boys through thick and thin.

BOYS LEARN DIFFERENTLY Boys and girls have different learning requirements—particularly up to the age of 13.4 • Boys tend to compartmentalise brain activity, so they prefer staying on one activity for longer period of time.5 • The part of the brain that processes language develops faster in girls, so boys prefer to learn with physical activity and visual aids.5 • Hearing in boys takes longer to develop than in girls, so boys can struggle to hear a soft-spoken teacher.

Single-gender schools deeply understand these differences and educate in ways that make the most of these characteristics.5

COMPARED TO GIRLS, BOYS: ARE

ARE

2x

ARE

4x

MORE LIKELY

MORE

MORE LIKELY

TO BE KEPT DOWN A YEAR LEVEL

LIKELY

TO BE DIAGNOSED WITH A LEARNING OR ATTENTION DISORDER

EARN

LOWER GRADES

TO DROP OUT OF HIGH SCHOOL

ARE

LESS LIKELY

TO GO TO UNIVERSITY

Source: Raising Boys, Teaching Boys by Michael Reichert and Richard Hawley (2010)

BUT IT DOESN’T HAVE TO BE LIKE THIS. Despite this unfortunate international data, boys at Ipswich Grammar School continue to excel in an environment which is tailor-made to meet their needs. We have produced outstanding results in academic performance with national recognition as a best practice NAPLAN school, strong OP results and extraordinary Explicit Teaching literacy and numeracy outcomes in the Junior School.

We are also proud of the many cultural, musical and sporting achievements of our boys.

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A BOYS’ ONLY LEARNING ENVIRONMENT - WHAT THE RESEARCH SAYS Single-gender schools are some of Australia’s most-established and successful educational institutions. While some people dismiss them as old-fashioned, they remain high-demand institutions that hold an essential role in raising tomorrow’s leaders. Good quality girls and good quality boys’ schools work.

Single-gender schools offer environments that foster the soft skills critical to boys’ future success and our world. An increased sense of self and positive self-esteem naturally leads to better academic results. When boys can reap rewards from their work it motivates them to compete, play and study effectively within structures, rules and boundaries.4 In many ways, boys in single-gender schools gain a more well-rounded education. Dr Leonard Sax explains that boys’ schools reduce gender-fuelled competition and break down stereotyped gender roles.6 As a result, boys explore their identity more deeply and gain a more holistic sense of self, which is beyond simply building confidence.7 8 According to research, girls and boys have different strengths and learn at different speeds. Boys are wired to crave movement, space, action and rest. Boys are generally disadvantaged in environments that favour verbal and auditory learning, and teachers at our school recognise this creating kinesthetic (movement) and sensory learning conditions that allow boys to absorb lessons actively.9 Great boys’ schools are built to support higher performance across all areas of life;

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from tailor-made curriculums, to classroom culture and the opportunities for boys to achieve in “real-time”.9 The IGS approach to boys’ education We celebrate everything there is about being a boy at our school. We recognise boys are physically active, competitive and take risks.

We embrace these behaviours and channel them into positive learning experiences Our school inspires academic, cultural and sporting achievement, but we understand the ultimate goal is to raise men of good character; gentlemen. Strong values form the foundation of every area of school life, and these are modelled by a team of staff who set positive examples and mentor their students to do the same.

To work at a boys’ school requires a conscious decision to commit to the teaching of boys. Our teachers aren’t distracted by the characteristics that make boys boys; boundless energy, irreverent humour and constant movement. IGS teachers are passionate about building long-term relationships and facilitating a classroom environment that engages boys in the way they like to learn.

Our boys have a long and glorious history of achievement in the traditional male subjects related to Maths and the Sciences but the boys at IGS discover the importance of a diverse range of subjects which involve literature, languages, music, dance, drama, music and visual arts as we understand that diverse learning opportunities are critical in

fostering our boys’ innate creativity and imagination. The safety of a close-knit community and support from trusted mentors encourages boys to find success with non-traditional subject areas.

Students at IGS are united by a unique bond of mateship and brotherhood. And this starts with teachers and other staff who understand that relationships are the foundation to successful teaching and learning. The friendships which our boys make at school remain long after graduation, and this is evident through the thriving IGS Old Boys association.

EXCEPTIONAL BOYS’ EDUCATION – GENTLEMEN OF THE FUTURE The world expects a lot from boys, who will be the men of the future.

We join parents on their journey to raise the next generation of gentlemen, offering a stimulating and well-rounded education; one that ensures boys are ready to forge a successful future beyond graduation.

We challenge ourselves and our boys to be exceptional performers.

Excellence reveals itself in many ways, but all stem from the foundation of positive social and emotional wellbeing. We first look to instil exceptional character and integrity, and academic and extra-curricular performance naturally follows.

Our boys are inspired to bring their best because they see this through our staff every day. Each staff member models our values of resilience, honour and belonging. As an employer of choice our boys are fortunate to be surrounded by strong male and female staff role models who engender positive social behaviours and attitudes.

Ipswich Grammar School offers an environment unlike any other and has produced thousands of graduates over 156 years that have contributed productively and generously to their communities.

And as our current boys become men, they too, will achieve more than we can imagine.

References 1. www.theeducatoronline.com/au/news/students-do-better-in-singlesex-schools--study/242635 2. www.theatlantic.com/health/archive/2014/05/becoming-men-teaching-positive-masculinity/361739/ 3. www.abc.net.au/news/2018-05-11/toxic-masculinity-and-steve-biddulph-tips-for-raising4. www.independentschoolparent.com/school/prep/benefits-of-single-sex-education/ 5. www.verywellfamily.com/single-sex-classrooms-620838 6. www.verywellfamily.com/single-sex-classrooms-620838 7. www.seattletimes.com/sponsored/are-single-gender-schools-still-relevant/ 8. Hands up for gender equity study, Australian Institute for Business and Economics Centre for Gender Equality in the Workplace 9. https://www.theibsc.org/about-ibsc/why-a-boys-school

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BUDDIES FOR LIFE

SUPPORT | ENCOURAGE | INSPIRE

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AS SOCIAL BEINGS, THE CAPACITY TO FORM AND MAINTAIN RELATIONSHIPS IS ESSENTIAL TO US AND HOW WE FUNCTION WITHIN SOCIETY.

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elationships with other human beings impact our mental health and can contribute to a positive sense of wellbeing.

It is an important part of our boys develop to begin and maintain relationships with their peers but it’s also not an easy task.

As part of our Round Square Wellbeing program we implemented our Buddy Program to help facilitate relationship building, reaping the benefits for both our younger and older boys.

According to the Alberta Mentoring Partnerships1, student mentoring has many benefits including: • Improved resilience • Strengthening peers, school and family relationships • Improves literacy skills, self-esteem Currently the program pairs up every Junior School boy with an older buddy. Our Year 7 boys start the year being teamed up with our Seniors as the begin their journey into Secondary school and towards the end of the year they become the mentor for their Year 6 brothers who will make that transition for themselves next year. Pairing up boys of different ages has advantages for both participants – we see the older buddies developing skills such as empathy, care

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and integrity. For the younger boys, a sense of belonging develops through the year as the boys mentor one another. In addition to this both buddies are also able to make a personal connection with someone of a different age which they may not ordinarily have the opportunity to do.

The boys themselves love being a part of it.

Year 6 student Jac Parrott has Prep student Isaac Owen as his buddy this year. Jac enjoys being a role model for Isaac and outside of their timetabled catch up times, he regularly joins Isaac on the playground and enjoys teaching him “how to be a leader and how to be responsible”.

Year 12 student Brennan Norris takes the responsibility of being a buddy to George Kypriadakis seriously “Knowing I am a role model for students like George makes the role of being a senior even more precious”.

Brennan puts the success of the program down to integrating the year levels and points to the interaction between the boys at lunchtimes, before school and after school as evidence that the relationships are not only blossoming but having a positive impact on everyone involved.

Those relationships are the fabric that holds together the 17,200 boys who have walked through our gates over 156 years and the many more to come.

References

1. https://albertamentors.ca/

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A CULTURE OF PROGRESS TONY DOSEN, DEPUTY HEADMASTER

ATTAINING EXCELLENT GAINS IN STUDENT READING AND NUMERACY IN THE AUSTRALIAWIDE 2019 NAPLAN TESTS WAS A WONDERFUL ENDORSEMENT OF THE HIGHLY EFFECTIVE EDUCATIONAL PROGRAMS THAT IGS HAS IMPLEMENTED.

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IGS has invested in this approach as part of our commitment to fostering a culture of progress.

Inherent in this is that teachers, students and parents see learning success as being about effort and improvement. On a weekly basis, Junior School students complete Friday testing and the results are provided back to parents and students indicating the students’ progress.

The model that IGS follows is an explicit approach to teaching that focuses on step-bystep instruction in all key learning areas. It is based on the belief that explicit instruction is necessary when teaching content that students would not otherwise discover for themselves.

For example, without explicit input how would a child discover the sounds associated with letters, or the order of operations in algebra, or the elements in scientific inquiry? Central to the approach is the concept of a consistent lesson format and teachers at IGS plan with these principles in mind. Students begin each lesson with a ‘Warm Up’ which focuses on moving student knowledge from short term to long

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term memory (automaticity) through a process of focused revision based on previous learning.

Our pedagogical framework underpins our performance in NAPLAN. Explicit Teaching helps our boys prepare for the content that is asked of them in the tests as we do not set limits on what the boys learn in each year level and that ensures the content is taught well in our classroom lessons. Practicing the actual test in actual test conditions is also important in order to de-stress the boys and prepare them for the actual format and constructs of the test. At IGS we focus on how much students learn every year they are in school. Ensuring a stronger focus on learning progress requires a change both in mindset and in practice. It sets a higher threshold for success in our school. We set high expectations and our boys continue to meet and exceed their own individual goals.

In John Hattie’s seminal 2009 study, Visible Learning – the world’s largest evidence-based analysis of the factors that improve student learning –different factors that affect learning are ranked based on their effect size. Effect size is a metric that can measure the observed impact of an intervention on a common scale.

The higher the effect size, the larger the impact of the intervention on learning. Hattie shows that the average effect size of a teaching intervention is 0.43. At IGS our results far exceed the “normal” growth as evidenced by effect size. For example in Year 3 in 2016 to Year 5 in 2018 the reading component in NAPLAN for our boys had an effect size of 1.38 – over three times the normal growth.

Our continued progress is based on implementing a successful instruction program, i.e. Explicit Teaching. The highly structured lessons aim to imprint learning on students’ long-term memory, and both literacy and numeracy are incorporated into all learning areas. At IGS our classrooms are environments that promote student growth and learning.

Year 3-5 – Effect size growth (2016-2018) 1.8 Effect size (zone of desired effects >0.4)

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ains of this magnitude, as students progress from Year 3 to Year 5 and from Year 7 to Year 9, are especially significant as it confirms the value of Explicit Teaching that Ipswich Grammar School introduced 3 years ago. The best schools in Australia, however are not necessarily those with the highest ATAR or NAPLAN scores. They are those that enable their students to make the greatest progress in learning. Wherever a student starts from on the first day of the year, he deserves to have made at least a year’s worth of progress by the end of it. Any less, and students will fail to reach their full potential. Teachers and schools can lift all students’ performance if a) they are equipped to collect evidence of individual student achievement and progress, and b) they understand how to use this information for interventions aimed at improving learning and knowledge.

1.6 1.4

1.68

1.59

1.41

1.38

1.2 1 0.74

0.8 0.6 0.4 0.2 0 Reading

Spelling

G&P

Writing

Numeracy

NAPLAN Test Domains ■ 2016-2018

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FACES OF BOARDING MEET BOARDERS MATTHEW ELLIS, HERMES SUEN, BRAYDON O’SULLIVAN, DAN RATHBONE, NIC STEPHENS, GURUJI WAGNER AND OLIVER PURCELL.

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MATTHEW ELLIS YEAR 7

NIC STEPHENS YEAR 12

Hometown: Gleneagle

Hometown: Warwick

Fox or Hancock Tower? Hancock Tower

What’s the best thing about Boarding?

The best thing about boarding is the boys.

What’s the best thing about Boarding?

Having all options of extra-curricular sport and activities available to me

What advice would you give a boy who is new to Boarding? The advice I would give is to take advantage of the opportunities.

What’s your favourite memory of Boarding?

IGS Junior Spartan Day

What’s your favourite memory of Boarding?

Favourite memory is playing touch against the seniors on their last day.

Who’s the funniest Boarding Master? Mr Carney

If you could only eat one thing from the Boarding Dining Hall for the rest of your life, what would it be? If I could only eat one thing it would be the chicken burgers.

HERMES SUEN YEAR 10 Hometown: Hong Kong Fox or Hancock Tower? Hancock Tower What’s the best thing about Boarding?

I can meet other students from all over the world.

What advice would you give a boy who is new to Boarding? Be friendly.

BRAYDON O’SULLIVAN YEAR 10 Hometown: Emerald

If you could only eat one thing from the Boarding Dining Hall for the rest of your life, what would it be? Carbonara.

What’s the best thing about Boarding?

Being with mates and playing sports, also Bok Chip.

GURUJI WAGNER YEAR 11 Hometown: Gordonvale What’s the best thing about Boarding? The best thing about Boarding is having facilities right at your fingertips, establishing friendships that you’ll have forever, and the academic support given.

What advice would you give a boy who is new to Boarding? To get involved in as many sports and activities as possible What’s your favourite memory of Boarding?

Playing Union with the mates.

If you could only eat one thing from the Boarding Dining Hall for the rest of your life, what would it be? Hot Dogs.

What’s your favourite memory of Boarding?

My favourite memory of Boarding is the early morning rides to Rosewood with Mr Drinkeld.

If you could only eat one thing from the Boarding Dining Hall for the rest of your life, what would it be? Spaghetti Bolognese.

DAN RATHBONE YEAR 12 Hometown: Wandoan Fox or Hancock Tower? Fox Tower

OLIVER PURCELL

YEAR 8

Hometown: Strathdickie Fox or Hancock Tower? Hancock Tower What advice would you give a boy who is new to Boarding? To just be friendly and enjoy the experience.

What’s your favourite memory of Boarding?

Making new friends.

If you could only eat one thing from the Boarding Dining Hall for the rest of your life, what would it be? The Toasties are the best.

What’s the best thing about Boarding?

Living with your mates.

What advice would you give a boy who is new to Boarding? The best advice I could give is to try everything you possibly can, don’t be scared to get out into the school community.

Who’s the funniest Boarding Master? The funniest Boarding Master would have to be Mr Fancourt.

If you could only eat one thing from the Boarding Dining Hall for the rest of your life, what would it be? Spaghetti Bolognese.

BOARDING AT IGS globe

megaphone

education

hotel

FROM 6

SPEAK 7

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1864

DIFFERENT COUNTRIES

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NUMBER OF YEARS EDITH FOX WAS MATRON

THE FIRST BOARDERS CAME TO IGS

users-plus

calendar-insert

tissue

food5

15 BOARDERS

1954

8

1000

HAVE OLDER BROTHERS, FATHERS OR GRANDFATHERS WHO ARE OLD BOYS

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DIFFERENT LANGUAGES

WE WELCOMED OUR FIRST INTERNATIONAL STUDENTS

NUMBER OF POCKET HANDKERCHIEFS BOARDERS IN 1864 WERE REQUIRED TO BRING WITH THEM

NUMBER OF EGGS CONSUMED EVERY WEEK

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FROM PERSPIRATION TO INSPIRATION THE BENEFITS OF PARTICIPATING IN SPORTS AND ACTIVITIES NIGEL GREIVE, DIRECTOR OF SPORT AND ACTIVITIES

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THE BENEFITS OF STUDENTS BEING INVOLVED IN SPORT AND ACTIVITIES HAVE LONG BEEN RECOGNISED AT IPSWICH GRAMMAR SCHOOL.

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Since the foundation of the school, our boys have been encouraged to make extra-curricular activities an integral part of their educational journey.

It was also believed that intellectual development could not be separated from physical development. In his speech on the opening day of IGS in 1863, Headmaster Stuart Hawthorne, reminded attendees of the saying “Mens sana in corpore sano” – meaning a healthy mind in a healthy body was the rationale for physical exercise to be included within the school timetable.

BEING PHYSICALLY FIT IS MORE IMPORTANT THAN EVER The importance of physical activity and staying fit cannot be over-stated. Most children move onto sport after they have developed physical skills and abilities through outside play. Due to a more sedentary lifestyle and more reliance on fast food, overweight and obesity is a real issue in Queensland and Australia according to a 2012 study: 1 • 2 out of 3 Queenslanders were overweight or obese • 1 in 4 (27.5%) of Queensland’s children were overweight or obese, with the child obesity rate doubling since 1990.

Obesity contributes to heart, diabetes and a host of other chronic health diseases.

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For young children it can also dramatically impact their confidence. Conversely, children who learn to exercise and be active when they are young are laying down the foundations and behaviours to live much better quality lives. Through physical training, their bodies develop muscle memory which makes it far easier for them to regain their fitness after a break to their routine. They also learn the value of daily exercise in helping them to have better balance in their lives and managing stress.

NEW EXPERIENCES, PERSONAL DEVELOPMENT A large amount of research supports the important benefits of young men playing sport. Dr. William Pollock, author of the ground-breaking best seller “Real Boys” suggests that sport allows boys to experience parts of themselves they rarely experience elsewhere. At its best sport provides boys with an opportunity to play in a free atmosphere so they can be themselves and express a full range of emotions: from exhilaration of a last minute goal to the acute disappointment of being defeated by the opposing team, from the joy of being the one to pull off an unexpected play in a match, to the embarrassment of fumbling the ball in the last quarter of a game. For boys who don’t usually excel academically, playing sport and doing well in sport can be a leveller and a morale and confidence booster.

Every Friday night and Saturday throughout the GPS calendar IGS students in their hundreds play a multitude of sports and every

week they experience the highs and lows of competition. These sporting experiences have the potential to positively shape a young man’s character. In broad terms a positive sporting journey assists in the development of resilience, humility, compassion, determination, commitment and respect.

KEY LIFE SKILLS Other significant benefits to boys include learning and understanding: • How to manage pressure • How to set and achieve goals • The importance of working in a team environment • How to manage their time

• The development of respect and values • How to overcome adversity • The importance of listening to feedback • The development of conflict resolution skills The development of such important life skills is an integral part of a planned and wellresourced sporting environment. The GPS sporting association provides a multifaceted environment for young men of all ability levels. In most cases, despite the results, the highest level of sportsmanship is on display.

It is through the positive experiences of GPS Sport that so many IGS Old Boys have secured lifelong memories and valuable life skills and, to this day, are still active and appreciate having a balanced life.

• The importance of commitment and hard work

References 1. https://www.health.qld.gov.au/publications/research-reports/population-health/measured-obesity.pdf

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EXPLICIT TEACHING:

A RECIPE FOR SUCCESS BEN GATES, HEAD OF JUNIOR SCHOOL

TEACHERS HAVE AN ENORMOUS INFLUENCE ON THE LEARNING OUTCOMES OF THEIR STUDENTS.

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n fact, teachers have the greatest impact. John Hattie’s research into the effect size of influences on learning, fully supports this notion.

Hattie’s research involved the metaanalysis of nearly 1200 studies, looking at all areas that contribute to learning, listing most recently 252 influences.

The clear number one, which has the single most positive impact on learning is ‘collective teacher efficacy’.

Collective teacher efficacy, also known as CTE, is described by Hattie as “the collective belief of the staff of the school in their ability to positively affect students”. The decision three years ago by Ipswich Grammar School to implement John Fleming’s Explicit Teaching model has provided a platform for this to become reality. An evidence-based pedagogy that instils consistency and confidence.

The implementation of Fleming’s Explicit Teaching model is essentially the ‘how to’ guide for best practice in teaching. The ‘I Do’ (modelling), ‘We Do’ (teacher & student), ‘You Do’ (independent) phases of explicit instruction have been part of the regular make-up of quality teaching for a long time.

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The warm-ups, delivered at pace, the 30/40/30 approach, providing exposure to concepts one- and two-year levels above, and a defined purpose for each lesson, are the elements that I believe set the Fleming model apart.

Fleming’s Explicit Teaching model is fortified by what he outlines as the ‘six givens’, which we have adopted at Ipswich Grammar School.

The six givens are essential in the successful delivery of Fleming’s model. They provide clear expectations for teachers.

The six givens are: • Relationships: know your boys • Displays: relevant and vibrant • High Expectations: promote excellence • Presentation: bookwork and organisation • Correction: daily feedback • Setting the Tone: model behaviour and routines Whilst the teachers are provided the support and guidance to become the experts in Explicit Teaching, our boys are the beneficiaries. Boys take comfort from this structured approached.

The familiarity of not just weekly or daily routines, but the make-up of how each lesson will unfold creates certainty for our boys. As boys begin to master skills, their confidence grows and in turn, they become more likely to take risks in their learning. They will challenge themselves and their creativity is enhanced.

We have been witness to the profound benefits of Explicit Teaching at Ipswich Grammar School. Every week teachers collate, reflect upon and share results with parents in ensuring they are well-informed of their son’s progress. Additionally, we track data of every boy in weeks four and eight of each term.

This data informs our practice, dictates support, and ensures no boy is left behind.

Our goal is to see each of our boys improve at each checkpoint. Our boys are continuing to reach new heights.

The value of Explicit Teaching extends beyond academic gains for our boys. The clarity of expectations for our teachers and the consistency in their approach is reflected in their practice with the boys, who know what is expected of them and why they are doing it.

The engagement of our boys and the positive tone of our classrooms is created through expectation and has become the norm.

Explicit Teaching provides a tremendous pastoral platform.

Implementing Explicit Teaching at IGS has proven to be a catalyst in strengthening the ‘collective teacher efficacy’ in the staff.

They know they are making a truly positive difference to the boys’ education. There’s a united belief that we are providing the best educational opportunities by utilising what is a recipe for success – Explicit Teaching.

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LITERACY + BOYS

JOHN ACUTT, HEAD OF ENGLISH/LANGUAGES

DESPITE MODERN ADVANCES IN TECHNOLOGY, THE ABILITY TO COMMUNICATE WELL – IN WRITTEN AND SPOKEN SITUATIONS – AND TO UNDERSTAND THE MEANING AND PRONUNCIATION OF WORDS – IS AS IMPORTANT AS EVER.

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IT’S A SAD FACT OF LIFE THAT PEOPLE WITH POORER COMMUNICATION SKILLS HAVE LESS OPPORTUNITIES IN LIFE.

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hat aside, reading and stories are one of the great joys of life as they have the ability to expand our knowledge and fire up our imagination in ways that other mediums cannot.

Who wants to miss out on the richness that a full life of clear understanding and communication offers? At Ipswich Grammar School we want all boys to be ready for the challenges and pleasures that the world has to offer. We believe that solid literacy skills are a major key to success in life.

Literacy is empowerment Teaching literacy is the big job in education.

We are challenged with the task of helping children make sense of the sights, sounds and texts in the world around them. Students must be able to articulate a point of view in a variety of ways and to be able to analyse a variety of texts. By being literate in the modern world students will be able live independent lives and pursue their passions. Whether their future plans are to go to university or have a trade, to be a farmer or an actor, all pathways will be more positive with strong literacy skills.

The problems boys face in literacy Boys may have ideas about what is best for them and good literacy skills may not be something they value. If this is the case, work needs to be done to alter this perception.

Consider professional sportspeople – they still need to be able to speak well on camera to journalists. People in business need to be able to communicate well to their clients.

Technologists who spend their days coding still need to be able to explain and present their ideas in a way that people will

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understand – otherwise they may never be supported.

Boys may also have a reluctance to admit they aren’t good readers and writers. They can feel powerless in situations where there is a need or an expectation to demonstrate solid literacy skills. This is compounded when boys struggle to express their feelings.

By developing their literacy skills – particularly through reading – boys will reap benefits in numerous ways – improved self-confidence, expanded choices and greater emotional intelligence. Yes, research confirms that people who are readers tend to have higher levels of emotional intelligence and empathy. These are important and valued leadership traits.

ADDRESSING THE CHALLENGE The role of parents and guardians As parents you can play a vital role in your son’s literacy development in many ways. You can be good role models by reading a variety of texts at home and discussing what you read. Read the assignments your son is writing and discuss the work with them; question them to test their ability and to challenge them to articulate an understanding of what they have been learning.

On a daily basis, around the dinner table, actively discuss things and encourage your children to share their point of view. Also, encourage them to tell stories. The best presenters use stories to engage with their audience. By being able to tell a good story, your boys will go far.

If your sons are not excited about reading fiction then try autobiographies, comic strips and do crossword challenges with them, so they can expand their vocabulary.

Play scrabble on holidays. Make learning fun at home.

Other things in boys’ lives are glorified, praised, and held in high esteem, but how often would a boy be praised for reading the paper or finishing a novel or writing a letter to a friend or grandparent? Let’s celebrate literacy participation and success.

The student The student must also accept a share of the responsibility for his learning. If a boy continually resists the help being offered from so many people committed to his success in life, then the work of others will have little impact. The individual must be a willing and eager participant in the process.

The research Professor Peter Freebody from the University of Sydney, speaking to a national conference of Primary and Secondary English teachers in 2016, said literacy was strongly linked with how we relate, understand and engage with the world. He warned that people with poor literacy skills feel disempowered, that they have no say in the community or how society operates. He identified reading as being a major component in building literacy skills – both in comprehension skills and also in developing word knowledge and fluency in our writing.

Reading Reading is one of life’s great pleasures as well as being a door to knowledge, skills and ideas.

It can also stave off loneliness and isolation as well as providing a great vehicle for self-reflection. Readers know the joy of being readers. Meeting someone who is not a reader is perplexing for those who love to read. I don’t mean people who can’t read, I mean people who have the ability but choose not to

pick-up a book, a newspaper, or a magazine.

Reading for boys needs to be interesting, purposeful, relevant, pitched at the right level and satisfying their current interests for them to persist.

In the end though, persistence will pay dividends.

IF YOUR SON IS A RELUCTANT READER, TRY SOME OF THESE BOOKS TO PIQUE HIS INTEREST PREP – YEAR 1 Look for books by Aaron Blabey (like the Pig the Pug series) or classics like The Very Hungry Caterpillar and Possum Magic are always a hit. These are predictable, contain pictures to assist with reading and have rhyme or repetition as their base.

YEARS 2 – 4 • Weirdo series by Anh Do • Bad Guys series by Aaron Blabey • Zac Power series by H.I. Larry • The Treehouse series by Andy Griffths and Terry Denton • Diary of a Wimpy Kid by Jeff Kinney YEARS 5 – 6 • Rangers Apprentice series by John Flanagan • Conspiracy 365 series by Gabrielle Lord • Percy Jackson series by Rick Riordan • Cherub series by Robert Muchamore YEAR 7 AND UP • Artemis Fowl series by Eoin Colfer • Mortal Instruments series by Cassandra Clare • Young Samurai series by Chris Bradford • Ender’s Game series by Orson Scott Card • Gone series by Michael Grant

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