We acknowledge the Traditional Custodians of the land on which we gather, the Kombumerri people of the Yugambeh Nation. We recognise their enduring connection to land, waters, and culture. We pay respect to their Elders, past and present
We also give thanks for the knowledge and care the traditional custodians bring to our community and, as people on this land, honour our responsibilities to listen, learn and care about the connection to land, waters and culture.
At Silkwood, we welcome people from all walks of life who are committed to respectfully engaging with our community and supporting 'The Silkwood Way'
We are an inclusive and secular school that is not affiliated with any particular worldview, religion, spiritual faith, political ideology, or belief system regarding life or health. This means our community is rich in diversity of beliefs, culture, and lifestyles. We welcome this diversity and our role to create an inclusive and safe space for students to respectfully express and explore who they are.
Our overarching philosophy is that people are free to live in ways they believe are best for them, respecting others, abiding by societal laws, and honouring community guidelines.
Our community values are:
Acting with respect towards each other
‘Working in Partnership’ to achieve 'The Silkwood Way' Aims
Honouring diversity and inclusivity
Courageously growing, learning and leading.
We pride ourselves on being a progressive school demonstrating that a transformative educational approach can co-exist peacefully alongside a traditional system We see this as a living example of inclusivity, diversity, and modern activism This gives us much to talk about with our students, finding peaceful and meaningful ways to bring together ideas and work together to make positive changes to our world.
SCHOOL DETAILS
School School Sector Independent
Total Enrolment
765 - (at the close of the 2024 year)
Year Levels Offered Prep to Year 12
Co-educational
Education Type
Secular
Campus and Virtual Learning
Silkwood School is a private, independent, government-funded school. It is accredited by the Office of Non-State Schooling Queensland and is affiliated with Independent Schools Queensland (ISQ).
The School is funded through a combination of State and Federal Government contributions, along with parent fees. We acknowledge the vital role that both government funding and family contributions play in enabling Silkwood School to thrive.
Silkwood offers a unique and non-traditional model of education known as The Silkwood Way While our approach is different, we remain fully accredited under the same criteria as other private schools. This means we comply with all State and F
CEO ADDRESS
Young people's schooling time is valuable – let’s honour this time by allowing them the opportunity to explore things they are interested in, try out realworld work and learn things useful to them thriving in our ever-changing world.
VALERIE CAMPBELL-HOGG FOUNDER & CEO
Silkwood is no ordinary school it changes lives through our unique learning design, The Silkwood Way, which keeps young minds open to learning and the possibilities for their future.
A cornerstone of successfully implementing The Silkwood Way is our commitment to growth as an organisation. At Silkwood, learning is for everyone — and if we want our students to grow, we must grow alongside them as a team.
This year, I’ve been reflecting on the pervasive sense of busyness that often dominates both work cultures and our personal lives. Thankfully, I have a coach who supports me in my growth as a leader
In 2024, my coaching goal focused on helping me design Silkwood’s leadership program, Leading in The Silkwood Way. During one of our coaching sessions, as I shared my reflections on this constant state of busyness, he seized the opportunity to frame it as a learning moment:
"Busy behaviour creates unnecessary individual and organisational stress. It’s a reactive state that doesn’t get things done any faster or better and ultimately serves no real purpose You can change this behaviour by increasing your team’s ‘Presence’ a state of awareness where people actively choose ease and flow over busyness."
- RALPH GARTNER
Ralph then threw me the challenge to slow down, observe, and get curious about all the busyness happening to (and around me) in the workplace So I did I listened, observed, and took notice of what I was doing and what was happening around me and it was incredibly insightful.
While I made many general discoveries, what stood out most was the impact of the simple act of slowing myself down I naturally shifted into a calmer, more positive, and curious state, and my sense of being busy diminished. I was more focused on the task at hand, less preoccupied with what still needed to be done, and I achieved far more in a calmer, more intentional way The biggest win? My stress levels dropped dramatically
Wow, I thought nothing around me had changed. My workload was the same, I didn’t have more people helping, and others were still deep in their own busyness. What had changed was how I was reacting to my work.
This experience got me thinking—there was a clear foundation here for our program Leading in The Silkwood Way. This reflection cleared the way for the design to evolve with clarity and purpose As a result, I’m proud to say we are ready to launch this program with our team in 2025.
Leading in The Silkwood Way is a developmental leadership program where leadership begins with self It starts by developing greater presence in your work and, importantly, your life.
This program fulfils one of Silkwood’s key strategic initiatives, and a personal goal I set for the organisation this year: to build a culture that supports the delivery of The Silkwood Way. Even more exciting is that this work has also provided a framework for developing our student leadership program within Discovery Learning.
CEO ADDRESS
It’s been a powerful way to conclude our strategic progress for 2024. I believe the impact of this work on The Silkwood Way, especially for our students, will be significant and I’m excited to see it unfold.
You can read more about our other strategic progress at the end of this report. Alongside this work, our enrolments remained steady and enquiries were strong, despite broader economic pressures This ensured Silkwood’s sustainability and enabled us to meet our financial and business goals.
Our incredible Teaching and Learning Team continued to create rich learning adventures and support our young people to grow and progress in their learning goals. Working alongside them were our Business Development and Operations, Marketing and Community Relations, and Team and Culture teams who all worked diligently to support and enable the work of our educators.
In the following sections, you’ll find an overview of our organisational progress and student successes, followed by the compliance data required for our annual report.
To close out 2024, I want to extend a heartfelt thank you to our amazing Silkwood Village.
TO OUR FAMILIES
TO OUR TEAM
To our families thank you for having the courage to choose a non-traditional path and for believing in what we do. It is a great honour to walk alongside you on this journey
To the Silkwood Team thank you for your commitment to paving a new way for students to learn and for the incredible work you do every day to bring The Silkwood Vision to life.
MEET OUR STRATEGIC TEAM
TERRY O’HANLON-ROSE PRINCIPAL
Overseeing Teaching, Learning Support, Program planning and resourcing and the development and implementation of The Silkwood Way Learning Design.
In 2024, every student grew and progressed towards their goals, with their Advisors championing them every step of the way. Our Student Support Team worked alongside Advisors to provide additional care, nurturing, and specialist support where students and their families were facing challenges.
Our Real-World Learning Coordinators worked tirelessly to connect student learning with mentors and real-world opportunities.
They also led our Moments That Matter program, including festivals and transition ceremonies growing their depth, reverence, and meaning for both students and the school team
Our Specialist Teaching Team ensured that music flowed throughout our campuses, and that students were challenged by the experience of learning a second language. Our Library and Resource Team kept resources organised and accessible, supporting students’ engagement with reading and research.
Our Teaching and Learning Leaders played a vital role in coaching Advisors, embedding our Advisor and Student Planning Cycles, and launching our Student Learning Progressions a cornerstone in the successful implementation of The Silkwood Way Learning Design.
OUR 2024 GRADUATE OUTCOMES
To shine a light on this team’s work each year, we showcase the extraordinary outcomes of our Year 12 students. This tradition allows our community to truly experience the impact and power of the Silkwood learning journey. Through these stories, we see why we focus on The Silkwood Way Aims rather than a traditional curriculum.
This year, we celebrated a major milestone farewelling our 200th graduate since the launch of our Senior School program. These exceptional young people were honoured in a beautiful and spirited ceremony, where we didn’t focus on awards or qualifications (impressive though they were), we celebrated who they are.
Each Advisor spoke individually about each student, weaving a narrative around a single word they felt best represented that student’s essence. It was a poignant, powerful way to say farewell a true Moment That Mattered.
Each graduate also shared a personal video exhibition, capturing the essence of their learning journey at Silkwood. These videos were shared during our end-of-year team celebration, alongside our students’ post-school pathway results which once again, did not disappoint.
It was a proud and significant milestone in the success of The Silkwood Way.
47%
UNIVERSITY PATHWAY
23 graduates secured at least one place, some secured two Only one student was awaiting offers with a QCE option already secured.
GRADUATES ENGAGED IN PATHWAYS RELATED TO:
STEM Pathways
Criminology & psychological sciences
Engineering
Construction management
Clinical science: physiology/sports
Veterinary technology
Science (Veterinary pathway)
TAFE & Work:
Animal studies
Childcare
Nail technology
Screen & Media
Apprenticeships & Traineeships:
Automotive
Chef
Childcare
TAFE/EMPLOYMENTPATHWAY
Eight graduates enrolled in TAFE or secured apprenticeships and traineeships 16%
27%
WORK AND TRAVEL
13 graduates had work or travel plans. Some aimed to head to TAFE or University as mature-age students in the next few years
ENTERPRISE PATHWAY
Five graduates launched or continued operating their own business; Ten hoped to head into enterprise after TAFE or University. 10%
“We celebrated not only what they achieved but who they became.”
- TERRY O’HANLON-ROSE (PRINCIPAL)
Received early offers via the Graduation Portfolio pathway:
B. Arts/Education (5) including 2 x Scholarships! STEM/Sports (3) GRADUATES
GREG GAPP
BUSINESS DEVELOPMENT
& OPERATIONS LEADER
This positions us to enter 2025 with a stronger cash flow than originally forecast. Given that wages typically represent around 70% of a school’s expenditure, healthy cash flow is essential for managing increasing teacher salary costs and meeting monthly payroll obligations
ICT DEVELOPMENTS
Overseeing the strategic and operational work in Finance, Compliance, Site and Facilities and ICT departments
FINANCIAL SUSTAINABILITY
The school continues to maintain strong financial sustainability. In 2024, we closed the year with an operating surplus of approximately $900,000 due to:
Delays with our childcare centre planning, which meant the planned refurbishment of the old Prep space did not proceed.
Receiving significantly more income through our NCCD collation to support our disability funding.
Planted out the embankment at the driveway entrance.
Completed a mural in the lower carpark.
School Campus
Reconfigured the upstairs area to create an additional support advisory class.
Built a seating platform and planter boxes.
Rebuilt the air-conditioning system
A big thank you to my team for their hard work in bringing these projects to life. We achieved a great deal in just 12 months, and our campuses are now better equipped to serve our community.
Middle
Robina
BELINDA TARI MARKETING AND COMMUNITY RELATIONS LEADER
Overseeing Marketing, PR, Enrolments, Events, and The Silkwood Way marketing and onboarding strategy development and implementation
My team has worked incredibly hard this year to deepen their understanding of The Silkwood Way through meaningful engagement. This included classroom Spend-a-Sessions, attending student exhibitions, and participating in ceremonies, assemblies, and incursions.
They also worked consistently throughout the year to provide outstanding support in enrolments, events, marketing, and community relations. Here are just a few highlights that shine a light on their efforts
EVENTS AND EXCURSIONS
In 2024, Silkwood delivered an extraordinary 585 events, with 528 directly linked to the Exploring Learning Frame demonstrating our commitment to experiential, realworld learning.
Students engaged in:
242 incursions
274 excursions
These ranged from swimming lessons and bike safety to E-sports at Bond University, art workshops, vaping education, theatre sports, and Eisteddfods. If it supported realworld learning, our students did it in 2024!
Due to the growing demand for events across the school, we welcomed an additional team member to the Events team, growing the department to two. This allowed us to better resource and manage the increasing number of events across campuses.
ENROLMENTS
In 2024, we worked hard to maintain strong enrolment enquiry momentum and made significant improvements to our enrolment processes to support prospective families more effectively.
Enrolledatotalof189 newstudentsin2024
BELINDA TARI
MARKETING AND COMMUNITY
RELATIONS
LEADER
MEET OUR STRATEGIC TEAM
Overseeing Marketing, PR, Enrolments, Events, and The Silkwood Way marketing and onboarding strategy development and implementation
MARKETING AND COMMUNITY RELATIONS
This year, we proudly launched our new Silkwood Way Learning Design Guidebook and workshop for both parents and team members This initiative gave us a clear and consistent way to communicate what the Silkwood learning design is, and how it looks in practice.
In 2025, this work will continue with:
An updated website to include the new learning design
COMMUNITY RELATIONS
Our Community Relations team successfully tackled several major "Big Rock" responsibilities this year, including:
School Photo Day execution
NAPLAN administration
Coordinating school bus services
Managing after-school activities
Working alongside my team each day is an absolute pleasure and privilege. While my role is to support them, they continually inspire me to be a better leader and a better person. For that, I am truly grateful.
PAULETTE SCAIFE TEAM AND CULTURE LEADER
MEET OUR STRATEGIC TEAM
Overseeing recruitment, training, employment matters and the development and implementation of the Team Culture
There was much to celebrate in our team development throughout 2024. Our annual Team Satisfaction Survey results were strong, showing growth in areas where we had set clear improvement goals.
One standout achievement was the increase in team members reaching five or more years of service A special acknowledgement goes to our Teaching and Learning Team, who in 2024 became the team with the highest percentage of long-serving members, with 42% having five or more years of service an outstanding milestone.
mments in our Team Survey about our wellbeing p g , , g you to our Wellness Champions for bringing this program to life.
In 2024, we delivered 25 wellbeing activities as part of SWISH, including:
Smoothie Mornings
Soap-Making Course
Sound of Music subsidised tickets
Skin Cancer Checks
Random Acts of Kindness Week
In addition to SWISH, 343 STARs were awarded through our Reward and Recognition STAR Program for exceptional team member contributions to living our team values. (See the STAR section for more details.)
All of this rounded off a wonderful year for Team and Culture, and my team and I look forward to continuing our work in 2025 to support the Silkwood Team and the delivery of The Silkwood Way
Teaching & Learning Team members with 5+ years of service 42%
SWISH activities provided to our Team 343 STAR awards given to our Team
Strong growth in Team Satisfaction Survey results
The magic of learning happens at Silkwood because a team of people comes to work every day to action the Vision. They choose Silkwood as their workplace because they seek meaningful work that makes a difference.
A team like ours deserves to be acknowledged and rewarded for their extraordinary work We have created an employee recognition program called the STAR Program to support this. This program allows any team member to shine a light on one of our SILKWOOD STARS. This 'shine' acknowledges them with a STAR that, when collected, can be redeemed for a memorable moment in their life so they never forget they have made a difference and matter.
At the end of every year, we honour one nominee from the STAR program A team member who has given and risen above and beyond, who makes a continual effort to live by our Team Values:
Making Moments that Matter
Innovative and Entrepreneurial Thinking
Courageously Learning, Growing and Leading
Working in Partnership
A team member who contributes to making Silkwood a safe, caring, and empowered place for other team members.
SILKWOOD STAR PROGRAM
2024 SILKWOOD STAR OF THE YEAR
KATH ALLARD (ADVISOR)
Kath began her journey at Silkwood in a trainee role, where she quickly fell in love with the Silkwood Vision and set herself a goal of one day working at the school fulltime.
Two years later, that dream came true when she secured a full-time position. These were the early days of The Silkwood Way, as it began to emerge from our Steiner roots and we expanded into the high school years.
Each year level had two classes of 28 students, our learning support team consisted of just two people, and there was still little clarity around what The Silkwood Way truly was. They were brave beginnings but Kath arrived with a sparkle in her eye, an enthusiastic spirit, and a heart open to possibility.
Despite the challenges of large class sizes and an evolving learning model, she embraced the task wholeheartedly and welcomed her very first class of students with grace and warmth
As any new teacher knows, the early years can be tough learning how to translate theory into practice is a bumpy road But Kath rode that wave with gentle steps, a kind heart, and not a whisper of complaint, showing up each day with a smile and bringing magic into her classroom.
Before long, she moved beyond the growing pains of early teaching to become one of Silkwood’s most respected and experienced Advisors. She shared freely what she had learned, guided others with wisdom and generosity, and continued to bring daily joy to her students
As The Silkwood Way took clearer shape, Kath transitioned with it carrying the best of the “old Silkwood magic” while embracing the vision of what was to come. During this time, the calling of family arrived, and without fuss, she stepped into the joy of motherhood while continuing her work at Silkwood.
But this was no ordinary motherhood journey Kath was about to show us all a quiet, unwavering courage like no other. Her beautiful baby boys faced serious health challenges, with struggling kidneys from the start. But they had chosen the right Mum.
Kath is quietly determined and has a heart that lights up a room. She walks a path no mother should have to walk managing daily hospital visits during the first years of her boys’ lives, facing setback after setback, and still showing up to work to care for other people’s children with grace, kindness, and that same ever-present smile.
In 2024, we honoured this extraordinary Mumma and a truly beautiful Silkwood Advisor.
Kath, is so deserving of this recognition. She has given years of service to Silkwood, enriching the lives of so many young children many of whom will never forget how special she made them feel. Kath carries herself with such grace, she gives freely to uplift our team, and she embodies the kind of teacher and person we all aspire to be
Thank you, Kath. You are, without a doubt, one of our Silkwood Heroes.
“We are more than educators we are mentors and guides, supporting students to shape their own future.”
THE SILKWOOD WAY LEARNING DESIGN
WHY THE SILKWOOD WAY LEARNING DESIGN
The traditional education model was born out of an era when content knowledge was the measure of intelligence, and there was a need to grow an industrialised workforce. The world and the workplace have dramatically shifted since this time.
SUCCESS IN THE 21ST CENTURY REQUIRES A DIFFERENT SKILL SET:
DESIGN & CRITICAL THINKERS
INNOVATORS
CHANGE AGENTS
ENTREPRENEURS
People who can adapt to a quickly changing world, take charge of their work choices, communicate effectively, and turn ideas into action. We believe education must evolve to reflect this shift.
Schooling focused on standardised subjects and tests to measure knowledge is not designed to lead this change.
Young people need something different; they need an opportunity to:
Self-manage and lead their learning
Learn things that are purposeful for their future
Learn in the real world
Learn about things they are interested in
Learn in different ways.
WHY THE SILKWOOD WAY
IN RESPONSE TO THIS, WE HAVE INTENTIONALLY DESIGNED:
The Silkwood Way, a new learning design that is leading this change.
The Silkwood Way gives each young person a personalised way of learning with individualised and interest-based goals focused around 21st century capabilities.
One where creativity, thinking, knowledge and real-world experiences are developed
One that grows a young person’s life capabilities while keeping their curiosity alert.
One where they learn to reflect, assess, and set their own goals for improvement.
One that supports them to be empowered to take charge of their learning.
We believe this is a change for the better a transformative educational design that places the student and their personalised learning plan, rather than a standardised curriculum with tests, at the centre of decision-making.
WHY?
So young people can grow into adulthood with the capabilities to thrive in the world
THE SILKWOOD WAY AIMS:
We define these capabilities through The Silkwood Way Aims:
To use creative, innovative, and critical thinking to make a difference.
To accept life’s challenges with a resilient and flexible attitude. 1 3 5 7 9 2 4 6 8 10
To see the adventure, opportunity, connections, and possibilities in life.
To create financial independence in win/win ways.
To communicate with empathy, openness, and integrity
To turn dreams and ideas into reality.
To create a happy and healthy life balance.
To embrace fun and live with curiosity
To act with respect towards themselves, others and our world.
To use passion, talent, and skills to create engaging work that contributes positively to our world.
WHY THE SILKWOOD WAY LEARNING DESIGN
WHY? THE SILKWOOD WAY AIMS:
This is the purpose and heartbeat of The Silkwood Way Learning Design and what sets us apart from other schools.
There is no other school with these Aims at its heart, nor designed in our unique way
THE SILKWOOD WAY:
Has REIMAGINED education Is RECLAIMING a love of learning for young people Is PREPARING young people for a changing world
We are transforming how students learn and how families engage with education through our Vision:
Supporting young people to be inspired, get connected and feel empowered to make a positive difference in their lives and the world.
This is The Silkwood Way!
OUR VISION AND PURPOSE
The Silkwood Way Learning Design is ‘how’ we deliver on our Vision, Purpose, and Aims.
O U R
V I S I O N
P U R P O S E
Supporting young people to be inspired, get connected and feel empowered to make a positive difference in their lives and the world.
To see young people grow into adulthood with the capabilities to thrive in the world.
We define these capabilities through The Silkwood Way Aims:
To use creative, innovative, and critical thinking to make a difference.
To accept life’s challenges with a resilient and flexible attitude. 1 3 5 7 9 2 4 6 8 10
To see the adventure, opportunity, connections, and possibilities in life.
To create financial independence in win/win ways.
To communicate with empathy, openness, and integrity.
To turn dreams and ideas into reality.
To create a happy and healthy life balance.
To embrace fun and live with curiosity.
To act with respect towards themselves, others and our world.
To use passion, talent, and skills to create engaging work that contributes positively to our world.
LEARNING PRINCIPLES
It begins with eight Learning Principles that frame the design and act as the compass to align decisions about ‘what’ the design looks like and ‘how’ it is implemented.
Our eight Learning Principles are:
EXPLORE AND EXPAND STUDENT INTERESTS
We continuously engage students in learning experiences that grow and expand their interests.
CONNECT TO REAL WORLD CONTEXTS
We connect student learning to real-world experiences and mentors.
MAKE LEARNING VISIBLE
We make learning visible so students can progress their learning, develop a growth mindset and become confident in directing their own learning process.
DEVELOPMENTALLY ALIGN LEARNING
We align student learning experiences and strategies to physical and emotional developmental stages.
PERSONALISE LEARNING
We partner with each student to develop a personalised learning profile and individual learning plan that reflects their growth needs and interests.
MAKE MOMENTS THAT MATTER
We create defining moments that lead to positive, enduring memories on a student’s learning journey
WORK IN PARTNERSHIP
We see learning as a partnership that involves the student, school team, families, and the wider community.
GROW ENTREPRENEURIAL AND CREATIVE THINKING
We actively develop skills to support students to think outside the square, use a business mindset, see opportunities, communicate effectively, problemsolve, and take considered risks.
PERSONALISED LEARNING PROFILE (PLP)
Underpinning the Learning Design is a student’s Personal Learning Profile. We refer to this as a PLP.
The PLP is an evolving profile that includes:
A Learning Profile‘Who’ the student is, ‘How’ they learn, and their interests
Attendance, behaviour, and wellbeing data
The student’s Individual Learning Plan (ILP)
A dashboard that tracks learning progress
Reflection and feedback on progress
An assessment portfolio.
The Personal Learning Profile (PLP) is central to all planning and progress discussions, helping Advisors and students to:
Set quality learning goals
Guide and track individual student progress
Personalise learning to a student's interests and learning and emotional needs.
Th rt of pe
PERSONALISE LEARNING TO A STUDENT'S INTERESTS, AND LEARNING AND EMOTIONAL NEEDS THIS IS THE HEART OF THE
SET QUALITY LEARNING GOALS GUIDE AND TRACK INDIVIDUAL STUDENT PROGRESS
WHAT IS THE SILKWOOD WAY LEARNING DESIGN
LEARNING PATHWAYS AND PROGRESSIONS
Bringing The Silkwood Way Learning Design to life are eight Learning Pathways.
LEARNING PATHWAYS:
21ST-CENTURY COMMUNICATION
21ST-CENTURY NUMERACY
PERSONAL AND SOCIAL DEVELOPMENT
ETHICAL AND INTERCULTURAL AWARENESS
CRITICAL THINKING
ENTREPRENEURIAL AND CREATIVE THINKING
THE ARTS
LEARNING ‘HOW’ TO LEARN
Although these function like a traditional curriculum by defining what students learn, they are not structured around standardised year-level subjects. Instead, our pathways focus on developing the content, skills, and capabilities essential for thriving in the 21st century The Silkwood Way Aims
To use creative, innovative, and critical thinking to make a difference.
To see the adventure, opportunity, connections, and possibilities in life
To create financial independence in win/win ways.
To accept life’s challenges with a resilient and flexible attitude.
To communicate with empathy, openness, and integrity.
To embrace fun and live with curiosity
To turn dreams and ideas into reality.
To act with respect towards themselves, others, and our world.
To create a happy and healthy life balance.
To use passion, talent, and skills to create engaging work that contributes positively to our world.
For manageability, the content, skills, and capabilities in each pathway are organised into strands of sequenced learning steps we call Learning Progressions. There are two types:
Y E A R - L E V E L
P R O G R E S S I O N S
I N D I V I D U A L
S T U D E N T
P R O G R E S S I O N S
Age-appropriate content, skills, and capabilities for a specific year-level group. These form our year-level learning programs.
The skills and capabilities appropriate for students to work on individually at any age.
With guidance from their Advisors, students progress through these Learning Progressions at their own pace towards achieving The Silkwood Way Aims.
This ensures both a personalised and clear learning path tailored to each student's unique needs.
LEARNING CYCLES AND PLANS
Enacting The Silkwood Way Learning Pathways are two learning cycles:
Student Learning Plan Cycle
Advisory Learning Plan Cycle
These involve Advisors, parents/carers, mentors, and, most importantly, the student, in developing and progressing:
A STUDENT’S INDIVIDUAL LEARNING PLAN (ILP) THE ADVISORY LEARNING PLAN (ALP)
Develops Individual Learning Plans (ILPs) for each student
Develops the Advisory (class) Learning Plans (ALP)
LEARNINGPLAN
THE SILKWOOD WAY LEARNING PROGRAM
The learning cycles establish the goals within the ILP and ALP, which then shape the development of:
Advisory Learning Program and, Individual Student Learning Program
These programs are structured around four learning frames, allowing students to engage in various learning styles through group and individual activities and personalised pathways
ESSENTIAL LEARNING
An individualised program focused on mastering English and Math skills needed for success in the 21st century.
PERSONAL INTEREST LEARNING TIME (PILT)
A project-based program focused on exploring students' personal interests and passions and connecting these to real-world learning.
DISCOVERY LEARNING
An individualised program to support students to progress their physical, social, and emotional capabilities.
EXPLORING LEARNING
A year-level developmental program focused on age-appropriate content and experiences to: Expand students’ knowledge about our cultural and natural world
Extend communication and financial literacy skills
Build capacity to be adventurers, performers, artisans, sportspeople and enterprisers
ADVISORY LEARNING PROGRAM
To develop the Advisory Learning Program, Advisors take their advisory learning goals, which incorporates the students’ ILP goals, and sets these around the four learning frames.
ADVISORY LEARNING PLAN
ADVISORY LEARNING GOALS
21st Century Communication
21st Century Numeracy
Creative and Entrepreneurial Thinking Learning Pathways
Ethical and Intercultural Awareness
Personal and Social Development
The Arts Learning ‘How’ to Learn Critical Thinking
This maps out the plan for their Advisory Learning Program, from which the Advisors then plan and resource lessons
INDIVIDUAL STUDENT LEARNING PROGRAM
During start-up week, Advisors use their Advisory Program to collaborate with each student to finalise their ILP and develop their individual learning program. This aligns both programs.
INDIVIDUAL STUDENT LEARNING PROGRAM
Pathways
21st Century Communication
21st Century Numeracy
Creative and Entrepreneurial Thinking
Ethical and Intercultural Awareness
Personal and Social Development
The Arts
Learning ‘How’ to Learn Critical Thinking
TIMETABLES
Advisory (class) and individual student timetables are drawn from these programs.
In Junior and Primary School, timetables include more group learning than individual learning, as students are at the beginning of their learning journey and have similar progression goals
In Middle School, timetables become more personalised as students' learning goals start to diversify along their pathways.
In Senior School, each student’s timetable is fully personalised. Year-level teaching is minimised and replaced with PILT, allowing learning goals to be fully individualised for each pathway.
SCHOOLS TIMETABLES
Junior School PILT
Primary School
Middle School
Senior School PILT PILT PILT
In response to the regular progress meetings in the learning cycles, ongoing adjustments are made to both advisory and an individual student’s learning programs and timetables.
As a result, each Advisory and Student Learning Program is unique, flexible, and continually evolving. This delivers essential year-level learning experiences while responding to each student’s individual needs and interests, ensuring a personalised learning experience for every student and advisory class.
WHAT IS THE SILKWOOD WAY LEARNING DESIGN
THE
SILKWOOD WAY LEARNING DESIGN
THE SILKWOOD WAY VISION
Supporting young people to be inspired, get connected and feel empowered to make a positive difference in their lives and the world
THE SILKWOOD WAY STUDENT AIMS
To see young people grow into adulthood with the capabilities to thrive in the world. We define these capabilities through ‘The Silkwood Way’ Aims.
LEARNING PRINCIPLES
These frame the design and act as the compass to guide and align the decisions about what the design looks like and how it is implemented.
ADVISORY PROGRAM
STUDENT INDIVIDUAL LEARNING PLANS
STUDENT LEARNING PLAN CYCLE
Focused on developing Individual Learning Plans (ILPs) for each student
ADVISORY LEARNING PLAN
LEARNING PATHWAYS
These combine Australian Curriculum standards with critical 21st-century skills defining what students learn
STUDENT PERSONAL LEARNING PROFILE (PLP)
This is the heart of personalising our Learning Design It is essential for making informed decisions, tracking progress, and tailoring to individual student needs and interests.
LEARNING IN THE SILKWOOD WAY
ADVISORY LEARNING PLAN CYCLE
Focused on developing the The Advisory (class) Learning Plan (ALP)
Supporting Silkwood’s Learning Program and building on the Advisory Model is ‘Learning in The Silkwood Way’, our unique student engagement wellbeing, and behaviour strategy This forms our pastoral care approach and flows across the entire design
LEARNING
PRINCIPLES
WHAT IS THE SILKWOOD WAY LEARNING DESIGN
THE SILKWOOD WAY LEARNING DESIGN IN A NUTSHELL
The Silkwood Way Learning Design brings our Vision and The Silkwood Way Aims to life
It begins with eight Learning Principles that frame and guide decision-making around the Learning Design
Interconnecting and sitting at the heart of the Learning Design is a Student’s Personal Learning Profile.
These learning goals are then set into play through The Silkwood Way Learning Program.
Supporting the Learning Program is Learning in The Silkwood Way, our unique pastoral care approach. This encompasses the way we lead and organise our campuses, how students learn together (our student culture) and how they are supported with their wellbeing and learning.
This makes up our transformative and unique Learning Design – The Silkwood Way.
THE SILKWOOD WAY STUDENT LEARNING CULTURE
Creating the right atmosphere for our students to engage with and progress their learning is equally as important as providing students with a learning program This is what our Student Learning Culture is all about – creating an environment that enables students to:
Self-manage
Focus on learning
Learn together respectfully
Strengthen and support their social and emotional development.
Research shows that the best way to support students' mental and emotional well-being is to engage them in learning that they feel is meaningful to their lives
Our students’ Individual Learning Plan (ILP) does just that and is the focal point for our Student Learning Culture. We start from this place to grow our student culture and circle back should challenges arise
WE UNDERPIN THIS FOCUS WITH THE FOLLOWING:
A DEVELOPMENTAL APPROACH
Setting behaviour expectations and processes aligned to and reflective of the developmental phase of the student.
AN AUTHORITATIVE STYLE
Striking a balance between rules, nurture and care. We place Values and Guiding Principles at centre stage rather than rules and consequences.
A LEARNING MINDSET
We understand that behaviour can be improved and progressed. We view this as a valued learning process.
RESTORATIVE PRACTICE
A practice that uses reflective dialogue to get to the ‘heart’ of why something has happened, focusing on ways to move forward, and take accountability for repairing any harm caused by poor behaviour
OUR VISION FOR STUDENT BEHAVIOUR:
Young people want to learn – it is innate in them – therefore, our role is to help them discover and learn more about themselves through:
Understanding their impact
Developing a respect for self, others and their world
Developing mature communication and behavioural responses.
This empowers them to become self-aware and take responsibility for their actions. We see this as the gateway to being able to thrive in the world.
To achieve this, we approach behavioural development as an integral part of learning at Silkwood. Just as students set goals for their learning, they also set goals to develop the personal skills they need for:
HEALTHY THINKING
POSITIVE HABITS
ENGAGEMENT WITH THEIR LEARNING
CONNECTING WITH OTHERS
MAKING BEHAVIOURAL DEVELOPMENT PART OF EVERYDAY LEARNING AT SILKWOOD
THE SILKWOOD WAY STUDENT VALUES
The centrepiece of our Student Learning Culture are our Student Values – these focus on behaviours that support a safe and caring learning community.
There are four, and they are:
BEING CONNECTED
LEARNING COURAGEOUSLY
THINKING INNOVATIVELY
LIVING RESPECTFULLY
Each Learning Community expresses ‘what we mean’ by these values through ageappropriate Guiding Principles. These define our expectations for student behaviour through a positive framework rather than a rules-based approach.
We work with the expectations that all students honour our Guiding Principles.
LEARNING
DISCOVERY DISCUSSIONS
Should a student need to be redirected back to honouring our Guiding Principles, we begin with a discovery discussion. The purpose of which is to:
Engage students in their responsibilities of Learning in the Silkwood Way and Support students to make positive changes and the right choices for themselves and others.
These discussions may be as simple as refocusing students' attention and reminding them of their responsibilities and expectations or may require a more complex discussion about changes needed to their ILP to:
Improve their learning engagement.
Support them in aligning their behaviour with our Guiding Principles.
This is a deliberate shift away from traditional schooling behaviour approaches that use the following strategies to manage student behaviour:
Teacher-driven classroom management strategies.
ANDRules, punishment and rewards to manage behaviour
In contrast, Learning in The Silkwood Way works in partnership with the Advisor, student and their family to put...
A student’s engagement and progress with their learning plan
ANDRespect for our Values and Guiding Principles
...at the centre of supporting young people to become responsible managers of their own behaviour. This is the cornerstone of success when Learning in The Silkwood Way.
THE SILKWOOD WAY STUDENT LEARNING CULTURE
It is important to note this approach does not mean we have no rules - we do
In any environment, rules are needed for organisational and personal safety; we are no different. The Silkwood Way difference with rules is that they are kept to a minimum and well-considered to ensure they are absolutely needed and that they:
Can be easily understood by a student
Have a clear ‘why’ as to why they are needed
Have a clear consequence for any breach that can be applied consistently.
This ensures we do not slip from an authoritative to an authoritarian approach.
AUTHORITATIVE BEHAVIOUR APPROACH
At Silkwood School, an authoritative behaviour approach means we strive to create an environment of mutual respect between students and educators. We set clear and consistent expectations, encourage open dialogue, and value student input. This empowers students to understand the reasoning behind guidelines and take ownership of their actions, fostering independence and self-regulation. Rules and consequences only come into play when safety and/or compliance (legal) are put at risk.
In contrast, an authoritarian behaviour approach which we avoid would involve strict rules enforced without discussion or student input, prioritising obedience over understanding Such an environment can stifle communication and creativity and discourage developing critical thinking and self-discipline, qualities we actively cultivate in our students as part of The Silkwood Way
AUTHORITARIAN BEHAVIOUR APPROACH
In a Nutshell...
THE SILKWOOD WAY ORGANISATIONAL DESIGN
'THE SILKWOOD WAY' ORGANISATIONAL DESIGN
The Silkwood Way schools are owned and operated by a Board. The Board functions as a company limited by guarantee, known as Leading Educational Enterprises Ltd, and as such, must meet all requirements under Australian company law. This company is the governing body and legal proprietor of The Silkwood Way schools.
The role of the Board is to uphold the constitution, develop and endorse policy, and oversee the strategic direction and implementation of The Silkwood Way design. Its primary purpose is to enable the organisation to fulfil its Vision, Mission, and Aims. The Board operates solely at a strategic level and does not become involved in, or participate in, day-to-day operational matters
The Board holds an Annual General Meeting (AGM), which includes the election of Board members and the presentation of the Annual Report. This report is published to the school community in June each year. Individuals may submit a nomination to become a Board member prior to the AGM
THE CEO THE BOARD
The Board appoints the CEO as the Organisational Leader, responsible for leading the organisation’s Vision, work, and business operations The CEO reports directly to the Board, meeting formally four times a year to provide updates on strategic progress, and additionally on an as-needed basis when organisational matters of Board significance arise.
The CEO works closely with the Leadership Team to inspire, support, collaborate, coordinate, and drive strategic progress. Together with all Team Members, they ensure a strong connection to and understanding of the School’s Vision across the organisation.
THE ORGANISATIONAL STRUCTURE AND TEAMS
The organisation is designed around four strategic focus areas. These are areas that the organisation has a strategy around to ensure it is progressing, relevant, and sustainable. We call each of these focus areas a Strategic Division. Under these sit operational focus areas referred to as our Operational Departments.
THE STRATEGIC TEAM
Each Strategic Division is led by a Strategic Leader The Strategic Team is made up of the four Strategic Leaders and the CEO. Most of this Team's time is focused on supporting the implementation of the organisational strategy and overseeing the operational work. They are the smallest team, as their work is focused on long-range goals that create significant organisational change
THE IMPLEMENTATION TEAM
The Implementation Team is the largest as it attends to all the day-to-day operational tasks needed to run the organisation This Team is organised into smaller Operational Teams with Team Leaders
THE LEADERSHIP TEAM
The Strategic and Operational Department Leaders make up the School's Leadership Team. The Leadership Team focuses on ensuring that the organisation's operations have the systems and resources they need to attend to the day-to-day work of the School and that strategic progress is implemented sustainably for the Implementation Team
THE SILKWOOD WAY ORGANISATIONAL UPDATE
EXTRA-CURRICULAR ACTIVITIES
Silkwood is committed to providing extra-curricular learning opportunities for children. Putting this commitment into action, we offer a range of extra activities and services to the community and students. The opportunities offered are not complete; this area is a work in progress, and we hope to have more activities on offer over time.
Silkwood offered the following extra activities to students in 2024:
Specialist Music Lessons
Active After-School Sports Program
Before and After School Care
Student African Drumming
Parent-Child Groups (Playgroups)
Orchestra/Ensemble, Band, Choir and Piano
Break-time activities
A Taekwondo Program
STUDENT ACHIEVEMENTS
Silkwood is proud of all its student and teaching achievements. We believe every day offers something to be honoured in both areas. While we acknowledge awards and prizes as extrinsic recognition of the work the students and the Team do here, we prefer our focus to be on the effort students and teachers put in every day towards their growth and learning plans This is the essence of true achievement
In saying this, some things require an added effort of personal time that creates extra magic for our School. We honour these efforts by acknowledging these things in this achievement section. We thank all the people who played a part in these achievements Extraordinary things happen because of people like them!
STUDENT ACHIEVEMENTS
District Cross Country
Silkwood School had 30 students attend the Broadwater District Cross Country Trial. Three of those students qualified for the Regional Trial:
Riley Hoy – represented Silkwood School and qualified for the Regional Trial
Jack Kirkby – represented Silkwood School and qualified for the Regional Trial
District Athletics
Silkwood School had 6 students attend the Broadwater District Athletics Trial.
Seth Sturgeon – represented Silkwood and qualified for the Regional Athletics Championship
Jack Kirkby – represented Silkwood and qualified for the Regional Athletics Championship. Jack was then selected for the South Coast team
District Swimming
Sienna Kitchen – represented Silkwood School at the Broadwater District Swimming Trial and qualified for the Regional Trial
Primary Interschool Sport (Years 4–6)
Silkwood Senior AFL Team – Champions
Silkwood Senior Soccer Team 2 – Runners-up
Independent Schools Cup (Years 7–12)
Term 1 – Winner of the Junior Division (Volleyball)
Term 2 – Winner of the Junior Division (Futsal)
STUDENT ACHIEVEMENTS CONTINUED...
Representative Individual / Team Sport
Joshua Kelley – selected for the Broadwater District 13–15yrs Cricket Team
Taika Hoare – selected for the Broadwater District 13–15yrs Cricket Team
Zac Morgan – selected for the Broadwater District 13–15yrs Cricket Team
Indigo Devine – selected for the Broadwater District 16–19yrs Football Team
Billy Wharton – selected for the Broadwater District 12–14yrs Baseball Team
Remi Manuel – selected for the Broadwater District 12yrs Football Team
Tournaments
Silkwood Oztag – Silkwood sent three teams to the QLD Schools Oztag competition for the first time
NRL Tag – Silkwood sent two teams to the NRL Tag Gala Day in 2024
Other Awards
Ethics Olympiad
Middle School Year 9 Team – Honourable Mention
Junior School Yellow Team – Honourable Mention
Duke of Edinburgh – Bronze Award
Maya Galloway
Lucas Beattie
Nolan Murphy
Gabriel Davis
Arwen White
Dylan Pascoe Webb
Phoenix Jeffries
WORKING IN PARTNERSHIP – OUR WONDERFUL FAMILIES
Choosing the right education for their children is a significant decision for families, and we appreciate that paying school fees is a substantial commitment. At Silkwood School, we are dedicated to partnering with our families throughout this journey.
Our families play an essential role in their child's learning process They are involved in setting learning goals, providing feedback on progress, and celebrating achievements. We believe in sharing and celebrating students' school life with their families through community gatherings, social connections, and Silkwood's 'Moments that Matter' These events are infused with our strong sense of community spirit.
THE SILKWOOD COMMUNITY CARE ASSOCIATION (SCCA)
The SCCA remains committed to its Vision of:
V I S I O N
Creating opportunities for families to connect, belong, and engage with The Silkwood Way.
In 2024, we launched the Silkwood Community Care Program (SCCP), evolving from the former SCCA model to create a more structured and sustainable approach to family engagement and community support. This new program deepens connections across our school by empowering a broader team of community carers and fostering stronger collaboration between families and the School.
Through the SCCP, we continued supporting families via initiatives like the Class Carer Program, which remains central to building social connections and strengthening the bridge between school and home life
We were also proud to reintroduce one of our much-loved community events. The Community Bush Dance returned with great success, welcoming a record attendance of 265 people. Our Year 12 students led the event’s catering as a fundraising initiative for their formal and end-of-year celebrations, achieving outstanding results.
Our Mothers’, Fathers’, and Grandparents’ Day Breakfasts also saw record numbers, reflecting our community’s strong desire for meaningful connection and shared experiences.
Overall, 2024 was a year of renewed energy, expanded support, and deeper community engagement. The implementation of the Silkwood Community Care Program marks a significant step forward in nurturing the relationships at the heart of The Silkwood Way
2024 SCCA CASH SUMMARY
The SCCA income for 2024 was $18,668.58, with expenses of $12,881.62, resulting in an overall surplus of $5,786.96. See a breakdown of the Cash Summary below:
the year ended 31 December 2024
PARENT EDUCATION AND INVOLVEMENT
Research indicates that children achieve better educational outcomes when there is a robust partnership between home and school At Silkwood, we are committed to fostering a culture that educates the entire family We respect the individual choices made in each home and strive to provide families with the knowledge and resources needed to make informed decisions that align with Silkwood's educational goals for their children.
In 2024, the following parent community events were offered:
Time and Space (Year 6)
Transition ceremonies for students moving from one learning community to another
Art and Craft classes
Festival opening ceremonies
Emergent reading program
The Silkwood Way - Parent Information Course
Cyber Safety Courses
Mid-year and end-of-year music concerts
Eisteddfod performances
Parent and Carer transition information sessions to support families with a move from one Learning Community to another.
Parents were involved in su
Class reading programs
New parent morning teas
Class Carers group
Organising fundraising ev
Handcraft helpers in the
Sports programs
Excursion volunteers
TEACHING QUALIFICATIONS STAFF COMPOSITION
STAFF ATTENDANCE RATE
The following table shows the average staff attendance based on unplanned absences of sick and emergency leave periods of up to five days:
The attendance rate for permanent, temporary staff, and school leaders was 94% in 2024.
EXPENDITURE ON AND TEACHER PARTICIPATION IN PROFESSIONAL DEVELOPMENT
Due to the unique nature of The Silkwood Way, we manage most of our professional development internally. In 2024, the total expenditure on teacher professional development was $63,494, equating to $538 per team member. Participation in professional development activities by teaching staff during 2024 was 100%.
STUDENT OUTCOMES
CHARACTERISTICS OF STUDENT POPULATION
AVERAGE STUDENT ATTENDANCE RATE
The average student attendance rate in 2024 was 89.1% with previous rates below:
1.Attendance has been around this level since COVID. There were significant outbreaks of Flu and COVID-19 in the student population, leading to a high degree of absences.
2 The total number at the August Census complied on 28 July 869 students were enrolled throughout the year and counted in the average attendance rate.
3.Total school days x No Students = 158,006.
SYSTEMS FOR MANAGING ABSENTEEISM
1.Rolls are taken electronically during the morning, middle, and afternoon sessions. Parents of students who are absent without reason are contacted through SMS
2.Once a week, the Heads of Schools are provided a weekly attendance report. Unexplained absences that do not fit the rationale for approved absences are followed up.
3.Any unusual or questionable absences from this process are dealt with in the following way:
A formal letter is sent if there is no improvement, and a meeting is arranged If there is no improvement, then details are reported to the Department of Education.
NAPLAN RESULTS
NAPLAN is a standardised test mandated by the government once a year, and results are delivered months after the test. For these reasons, we do not support the notion that NAPLAN fairly represents the sum of any school's or student's academic results nor adds value to our student learning outcomes.
Our students work on Math and English learning progressions (as opposed to year-level curriculums). We use these to help students progress through individualised learning plans rather than standardised year-level learning programs. We assess individual progress using various modern and traditional best-practice assessment processes. This gives our teaching team, students, and families a more accurate picture of how each student progresses than NAPLAN testing.
Generally, Silkwood has a lower rate of students participating in NAPLAN than other schools because many of our parents exercise their right to opt-out For this reason, we often see dramatic changes year by year in our data. As well as NAPLAN data not being valuable for measuring individual student progress, our low participation rates also make it an unreliable and inconsistent measure of our schools' academic outcomes
l ll
2024 NAPLAN REPORT DATA
YEARS 3, 5, 7 AND 9
Notes: I.
32% of Silkwood students participated in NAPLAN in 2024, compared to 41% in 2023. The Myschool website indicates that a school's NAPLAN test must have a minimum of 11 participants and an 80% participation rate for a comparison to be available. Silkwood's participation did not meet these thresholds, so the data should not be used to compare schools.
YEAR 12 OUTCOMES
When publishing this Annual Report, the results of the 2024 post-school destinations survey, the Next Steps – Student Destination report for the School, were unavailable After the information has been released, this data will be uploaded to the school's website in September.
We collect our own data, and the following are our 2024 results:
In 2024, 49 students graduated, with our Year 12 graduate numbers exceeding 200. 100% graduated with a Silkwood Graduate Portfolio and 65% graduated with a QCE/QCIA. All students (100%) who pursued a university pathway secured a university place in 2024. The following are their post-school pathways.
SCHOOL FINANCE
Net operating profit for the 2024 financial year was $891,890. The school experienced another solid financial year better than budget expectations.
Please refer to the My School website http://www.myschool.edu.au/ for further information.
SOURCE OF INCOME
SOURCE OF EXPENDITURE
$3,500,000.00
$3,000,000.00
$2,500,000.00
$2,000,000.00
$1,500,000.00
$1,000,000.00
$500,000.00
$0.00
PARENT SATISFACTION
In July each year, we collect data from our families to gauge their satisfaction and engagement with the school Below is the data from this survey broken into key reporting areas.
The survey was distributed to 792 individuals representing our parent/carer community 154 individuals, representing 220 students, completed the survey
SURVEY METRICS
Start Date: 14 June 2024
Distribution Method:
Email/SMS/Facebook
SURVEY SCORING
End Date: 19 July 2024
Represented: 220 students
Sent to: 784
Completed by: 154 parents/carers
Percentage of total enrolments: 29% vs 23% in 2023
An excellent outcome that indicates a real commitment on behalf of the organisation to address any issues in a tangible and relevant manner. Maintain vigilance and continue to adapt to the changing nature of the school environment.
A fair to good score that reflects a level of satisfaction on this issue. However, it falls short of an 'educator of choice' outcome. Continual and increased focus on this issue is recommended
A poor result that suggests a core level of underlying dissatisfaction on this issue. Investigation and corrective action required.
There are significant issues for concern This score reflects an unhealthy disconnect on this issue between the current situation and the needs and/or expectations of parents. Major corrective action required. 4 - 5 3 - 4 2 - 3 1 - 2
SCHOOL FEEDBACK SURVEY DATA SUMMARY
OVERVIEW OF SCHOOL FEEDBACK SURVEY DATA
The overall results of our Parent Survey reveal a steady upward trend since 2019, with 2024 delivering our strongest outcomes to date. This positive trajectory across most Key Areas reflects growing parental satisfaction and highlights the continued progress of Silkwood’s efforts to strengthen both our educational programs and community engagement
Despite targeted efforts to promote and incentivise participation, response rates remained low in 2024 We utilised multiple channels to reach families, yet participation levels continue to be a challenge.
Nevertheless, the feedback we receive particularly the open-ended comments remains a valuable source of insight. Our leadership and teaching teams dedicate time each year to carefully analyse this feedback, using it to inform the development of improvement goals during our Annual Strategic Planning Workshop. The impact of this process can be seen in the goals and actions outlined in our 2025 Annual Strategic and Team Action Plans
Looking across the data from 2019 to 2024, it is clear that Silkwood School is on a strong and promising path of continuous improvement. To maintain this momentum, ongoing attention to leadership development, strategic planning, and the full implementation of our learning progressions
WHY FAMILIES CHOSE SILKWOOD IN 2024
Smallclasssizes
Personalinterestlearningopportunities
Individuallearningfocus
Real-worldlearningopportunities
Student-ledlearning
Focuson21st-centuryskillsandcapabilities
Values/culture
Studentcultureandwellbeingprogram
Sizeofschool
ExhibitionsandPLPMeetingsforAssessment
InclusivityandDiversity
Entrepreneurialfocus
Thelocationandfacilities
LearningThroughInternshipsinSeniorSchool
AffordablePrivateSchoolfees
SeniorSchoolGraduatePortfolio
Schoolreputation
In 2025, families selected Silkwood School for a variety of reasons that closely align with the core values and learning approach of The Silkwood Way. The most frequently selected reason was small class sizes (81%), followed closely by personal interest learning opportunities (79%) and an individual learning focus (68%)
Families also placed strong value on Silkwood’s commitment to real-world learning opportunities (68%), student-led learning (66%), and our emphasis on 21st-century skills and capabilities (63%). Our values and culture were also recognised as key strengths, selected by 58% of responses.
Other significant reasons included our student wellbeing and culture program and the size of the school (both at 42%), as well as our dedication to inclusivity and diversity (36%). Families also appreciated our entrepreneurial focus (36%) and the use of exhibitions and PLP meetings (38%) to track student growth and learning.
These insights reflect the strong alignment between what families value and Silkwood’s distinctive learning design highlighting how our approach continues to meet the needs of today’s learners while building meaningful partnerships with families
STRATEGIC PLAN
2023 - 2028
STRATEGIC OUTCOMES
The Silkwood Way is a transformative learning design that delivers on our Aims. This means:
Students feel confident about and are engaged in their learning journey
Student interests have been expanded and explored.
Students' Personal Learning Profiles are the starting point for all learning decisions
Students value what they are learning and connect to peak moments.
Students are challenging themselves to progress and can demonstrate their growth.
Students connect their learning to the real world
Strategic Goal: Implement The Silkwood Way Learning Design
Provide Advisors with:
Effective training.
Clarity of expectations
Objective:
Implement
Well designed and streamlined planning, processes and procedures.
Effective resources and learning spaces
To enable creativity and autonomy over their advisory whilst successfully delivering The Silkwood Way
STRATEGIC OUTCOMES
We are seen as educational influencers, working in partnership to make a difference in the world. This means:
We are active contributors in our local community
Our school community feels valued and connected to our Vision.
Our families work in partnership to progress student learning.
Mentorship is valued as a way of positively impacting the world.
We actively work with our Alumni to share their experiences.
Our reputation creates demand beyond what we can offer
Strategic Goal: Implement 'The Silkwood Way' Community Relations Strategy Objective:
To enable families to 'work in partnership' to achieve our Aims by implementing a Family Onboarding, Communication & Engagement strategy to:
Engage families in ways they can support learning in TSW Deepen understanding of TSW
Create a sense of connection and belonging to the community Inspire them on their parenting journey
Implement - A Guide to Discovering The
Strategic Goal: Implement 'The Silkwood Way' Marketing and PR Strategy Objective:
Implement a strategy that creates new partnerships, grows our market, influences connections to our Vision and inspires change through: Sharing our story Expanding our reach Making our brand recognisable Supporting people to be confident brand ambassadors
Implement - A Mentor's Guide to The Silkwood Way
TEAM AND CULTURE STRATEGIC PROGRESS
STRATEGIC OUTCOMES
We provide a safe, engaging work environment where people are empowered to grow and develop in ways that support our Vision, Mission and Aims. This means: Our people are focused on the long-term success of themselves and the organisation We celebrate growth and actions that contribute to the success of the Team and organisation
People have the clarity, support, and training to work in The Silkwood Way. Our team culture creates a reputation and demand as an employer of choice. Team members are remunerated in line with industry expectations and progress with 'Working in The Silkwood Way'.
Strategic Goal: Implement Working in 'The Silkwood Way'– Our Team Culture Objective:
Design and implement a supportive and innovative workplace culture that aligns with our Vision, Mission and Aims so Team Members can: Work and learn in a meaningful environment.
Create a positive work-life balance Make a positive impact on our students Be recognised and rewarded for their growth in working in TSW
the Team onboarding workshops for The Silkwood Way Strategy Guides
Implement the Role Handbooks for The Silkwood Way Organisation Team Roles
BUSINESS DEVELOPMENT AND OPERATIONS
STRATEGIC OUTCOMES
Our organisational Design supports the successful delivery of The Silkwood Way. This means:
We have a sustainable business model that provides multiple revenue streams
People have the information and systems they require to do their work well.
Our fee strategy reflects the value of The Silkwood Way and provides opportunities for motivated families to join our community.
Our Team thinks and acts like a business partner.
Systems are best fit for their purpose, streamlined, user-friendly, and efficient
Strategic Goal: Improve the effectiveness and efficiency of the organisational systems
To improve the sustainability of the organisation by:
Improving current administration systems
Researching 'new' systems to manage work tasks
Developing systems to support the Silkwood Team to understand how their work impacts the organisation's bottom line and goals
Supporting less waste and more efficient use of resources
Implement - A system to manage our coaching processes
Implement - The Leadership HandbookLeadership Reporting and Organisational Benchmarks
Implement - A system that allows oversight for the Board of our organisational compliance requirements
Strategic Goal: Improve Diversity, Secular and Indigenous
in the organisation
Objective: Develop an organisational strategy that supports the progress of inclusivity, diversity, and indigenous ways of
Write the organisational secular, inclusivity, diversity, and Indigenous integration strategy.
Implement TSW Implementation Guidebook – Supporting Inclusivity, Diversity, and Indigenous Integration in the Learning Program
Strategic Goal: Expand Business Opportunities
Objective: Find alternative income streams to: Support and expand our Vision Enable school fees to be kept accessible. Ensure wages are at market level
