Leading from the Middle 2023

AIS NSW Leading from the Middle

A School-Based Strategy for Mid-Senior Level Leaders in Schools

THE KING’S SCHOOL

INSTITUTE

AIS Leading from the Middle

2

Foreword

Dr Dean Dudley, CF

Director of The King’s School Institute Once again, The King’s School Institute has invested in the development of emerging leaders from within our School.

In my four years of witnessing the program, I have learned that the value of peer-topeer collaboration is a vital ingredient in the program’s success. There are many reasons why this is an invaluable component of the Leading from the Middle experience.

The first is because collaborating with peers allows individuals to pool their collective knowledge, skills, and expertise. This exchange of information can lead to innovative solutions and best practices that are often more effective than what one can achieve in isolation.

Secondly, peer collaboration promotes a culture of continuous learning. Emerging leaders come to understand that they don’t have all the answers, and that ongoing learning and development are essential to effective leadership. Finally, collaborating with peers in the Leading from the Middle program establishes a sense of accountability. Knowing that others rely on your contributions and teamwork encourages individuals to meet their commitments which is a valuable trait for future leaders.

3

By embracing the principles of cooperation, shared knowledge, and self-guided initiatives, individuals not only harness their own potential but also tap into the collective wisdom of their peers.

This synergistic blend of collaboration and self-determination has the remarkable ability to mould leadership skills, foster innovation, and create an environment where leaders thrive and organisations flourish. The coursework and projects completed by the 2023 Leading from the Middle cohort demonstrate the profound impact of peer-to-peer collaboration and self-determining projects on leadership skill development, uncovering the ways in which they empower individuals to lead with confidence, creativity, and resilience.

For the sixth consecutive year, The King’s School Institute has committed resources to identify and support a select group of staff members in participating in the Leading from the Middle program, administered by the Association of Independent Schools (AIS) of NSW Leadership Centre. In 2023, The King’s School Institute extended its commitment by enrolling staff members from both teaching and support services from each of its three campuses in the program.

This initiative aimed to empower 18 of our exceptional middle leaders to exert substantial influence within their respective departments, and even across the entire school.

AIS Leading from the Middle

‘Active Bodies, Active Minds’ at the Kings School Tudor House The “Active Bodies, Active Minds” initiative is a proposed project intended to transform the learning experience at The King’s School, Tudor House. Inspired

by Nordic schools’ practices, which send students outdoors every 45 minutes, this project explores the potential connection between physical activity and heightened classroom concentration.

The primary goal of this proposed initiative is to enhance students’ overall well-being and academic performance through thoughtfully designed, short outdoor sessions. Extensive research indicates that classroom-based physical activity can positively influence students’ attentiveness and behavior.

Lachlan Blue

The potential implementation of this project at The King’s School, Tudor House, would involve structured sessions that focus on increasing heart rates, enhancing cognitive function, and promoting overall well-being. These brief, invigorating breaks aim to empower students, enriching their mental states while fostering independence and responsibility.

4

With existing evidence supporting this approach, “Active Bodies, Active Minds” represents a promising modern educational best practice. By considering adopting this strategy, The King’s School, Tudor House, can create a more engaging and holistic learning environment.

Students may excel academically while developing a deeper connection to their physical well-being, making this proposal an innovative approach with the potential to positively impact the academic and personal lives of Tudor House students.

Thrive Outside the Box: Unlock Your Gate to Learning To support students in ‘the middle’ to learn, grow and succeed. For them to unlock their potential, build confidence and have the chance to shine, which may not occur for them in the traditional classroom learning environment.

The purpose of this initiative is to ignite a passion for learning in those for whom the traditional classroom is a place of challenges and barriers. The primary values we will hold onto in this program are integrity, responsibility, excellence and compassion with empathy, persistence, and passion.

It aligns with the three pillars of The King’s School which aim to develop Global Thought Leaders with the knowledge and skills to excel and succeed in our future world.

Penny Coleman Through working in Learning Support, it became evident that the flaws of the one-size-fits-all approach are very real and present in today’s education system.

Seeing how students with moderate to severe learning difficulties were feeling and performing in the ‘traditional’ learning environment, when they are so far behind their peers, I started to think about how learning could be adapted to best meet their needs. With many of our students coming from farming backgrounds and our school looking to develop our Paddock to Plate and Agricultural programs, an idea and opportunity presented itself allowing us to combine these two focus areas.

The program looks to provide learning opportunities for students who are significantly below their peers academically and for who the traditional learning environment has not been and continues to not be a successful and/ or positive experience. Their learning will be approached through individualised projects chosen by students based on their areas of interest or passion. Their project will be linked to the Paddock to Plate and Agriculture program goals for Tudor House, making the learning relevant and the students can see its purpose. The projects will integrate all their literacy and numeracy learning goals while also utilising real-life problems, needs and experiences to not only benefit the student and others at Tudor House but to look at how it could benefit others in the wider world.

5

Students will learn through a mix of approaches and environments. There will be explicit teaching of key and foundational numeracy and literacy skills, as well as skills in the use of technology, organisation, self-efficacy, and independence in learning. This explicit teaching will directly link to and assist in students completing their Project Based Learning tasks. The program will run across a range of environments. While some of it will run within a flexible learning classroom, the aim is for students to spend most of their time outside in the natural environments of Tudor House. The teaching and learning sequence will be broken down into and programmed in four phases based on the inquiry and design cycles. The length of each phase will vary but will form a project unit the same length as a PYP unit of work.

To teach the Board of Studies Curriculum, a program format has been developed based around and focusing on explicit teaching practices, the PYP Units of Inquiry, the design process, the inquiry cycle, SOLO taxonomy principles, and the UN Sustainable Development Goals.

These have all been chosen to assist in developing a real-life based learning program that develops a well-rounded student with not only the cognitive skills and knowledge required but the emotional and inter-personal skills and values to become a Global Thought Leader that’s ready to face the challenges of their wider world while making an outstanding impact on society and contributing to the betterment of humanity.

AIS Leading from the Middle

Promoting Whole-School Cultural Competency through the English Curriculum

Tamara Dabic

This project explores the critical importance of cultural competency within the context of secondary education in Australia, with a specific focus on the subject of English at The King’s School.

In a syncretic and multicultural society like Australia, cultural competency is essential for fostering an inclusive and equitable educational experience that maximises the communicative skills and schematic development of students. This project delves into the theoretical underpinnings of cultural competency, its significance within the context of contemporary Australian education, and proposes a pedagogical strategy for integrating cultural competency into the teaching of English.

That said, it is integral that educators of all teaching subjects salvage the opportunity to collaborate with English teachers to promote cultural competency within our students, so that they may continue to contribute to the broader community as informed and astute Global Thought Leaders. To plan effectively, this project proposes that educators at The King’s School need to be aware of the changing demographic of our students and the impact of this on the environment of our classrooms so that we are able to identify and prioritise aspects of our subject areas which would benefit from cross-curricular collaboration with English.

6

This is a project that requires the partnership of staff to influence wholeschool change and strengthen the cognitive and behavioural capacities of our students. By emphasising cultural competency within microcosmic schooling contexts, the quality of Australian secondary education can be developed to enhance social cohesion, improve academic outcomes, and prepare students to thrive in an increasingly diverse contemporary world.

The Hook - Transforming The King’s School Mathematics Education for the Future The Hook Project is an initiative aimed at reimagining education and preparing students for the challenges of the 21st century at King’s. In a rapidly evolving world, we believe that traditional education models fall short in equipping students with the skills they need to succeed. My project seeks to revolutionise the educational landscape by promoting innovative teaching methodologies, fostering critical thinking, and empowering students to become independent, lifelong learners.

Harry Hanna

At the core of the Hook Project is Problem-Based Learning (PrBL), a dynamic teaching approach that encourages students to critically analyse information, work collaboratively, and develop a deep understanding of complex problems. I provide a clear framework for measuring both the product and the process, ensuring that students’ progress is tracked effectively.

By shifting the role of teachers from knowledge providers to facilitators of learning, we empower students to take ownership of their education.

My project has already demonstrated significant positive changes in student engagement and learning outcomes.

Through PrBL, students have become more motivated, independent, and enthusiastic learners. The value of peer feedback has proven to be a powerful tool in enhancing their educational experience.

Teachers, too, are experiencing a shift in their roles, as they witness their students’ growth and development into independent thinkers. We envision a bright future for students who embrace our model, as they will be well-prepared for the challenges of tomorrow.

7

We are aware that not all primary schools have embraced the PrBL approach, which is why we place great emphasis on reaching out to feeder primary schools.

My mission is to educate these schools about the benefits of our methodology, ultimately preparing students for a seamless transition into a PrBL environment. By giving students a clear understanding of the direction of their education and providing strategies for success, we hope to empower them to thrive in the 21st-century learning landscape.

At the heart of my project is a commitment to measuring success. I use data-driven approaches to track student motivation and progress before and after the unit of work, using surveys and assessments.

These results are compared with traditional learning methods, allowing us to demonstrate the tangible benefits of our approach. We aim to encourage a shift in educational paradigms by showcasing the remarkable impact of the Hook Project.

As we move forward, the Hook Project envisions a future where education is dynamic, engaging, and adaptable to the changing needs of our society. Our next steps include progressive research in various areas, extending beyond the walls of our current initiative, with a broader goal of revolutionising education worldwide.

Join us in this transformative journey to shape the future of learning. Together, we can build a brighter, more capable generation of learners.

AIS Leading from the Middle

Developing Psychological Capital to Support Teacher Wellbeing This project aims to support teachers in developing their Psychological Capital.

Psychological Capital (PsyCap) is a core construct of positive psychology to support individuals to cope effectively with the demands of stress, challenges, and adversity. Hope, self-efficacy, optimism, and resilience are the four behavioural components of PsyCap.

Matt Harpley

Within the teaching profession, the physical and emotional challenges are profound leading to increased levels of stress. Teachers regularly face challenging behaviours and must lean on their emotional intelligence to assist or overcome these behaviours. The teachers’ reactions in this space impact teacher-student relationships, student outcomes and the emotional well-being of both parties. Furthermore, studies show teachers who encounter high levels of emotional exhaustion are prone to experiencing burnout. However, teachers with higher levels of psychological resources are equipped with barriers or coping mechanisms that counter burnout and improve their mental wellbeing.

Within behavioural psychology, personality characteristics are relatively fixed as they are described as being trait-like. On the other hand, PsyCap components are state-like, meaning they can be developed through targeted training.

8

By developing PsyCap teachers: •

develop hope in achieving their occupational and professional goals which supports optimism.

•

have the self-efficacy to complete the plethora of tasks and expectations of teachers not limited to but including managing student behaviours, classroom management, professional integrity and quality teaching practices.

•

be optimistic that they are making positive contributions to students’ education and emotional wellbeing which in turn has a positive effect on learning outcomes.

•

have resilience when facing unexpected or challenging circumstances.

The benefits of building PsyCap are not limited to supporting student behaviour and wellbeing. PsyCap assists teachers in promoting a positive school culture through improved job satisfaction and relationships with colleagues.

Clipboard – administrative efficiency and accessibility in co-curricular programs The King’s School has always been committed to nurturing the holistic development of our students. Our cocurricular programs, including sports, arts, clubs, and Cadet Corps, play a pivotal role in this endeavour. However, with the increasing complexity of managing these activities, administrative tasks such as roll marking, match reporting, and data management have become more challenging. To address these challenges and to better serve our staff and students, we are embarking on a transformative journey by implementing Clipboard, our new co-curricular management system.

Patrick Hilgendorf

The central objective of this project is to seamlessly integrate Clipboard into our School’s daily operations, optimising the management of co-curricular activities.

In doing so, we aim to make roll marking more efficient, provide comprehensive match reporting, enhance our data management, save on time and resource expenditure, and improve our internal communication networks. Each of these outcomes are discussed below in greater detail.

One of the primary functions of Clipboard is to simplify and expedite the roll marking process for co-curricular activities.

The accurate recording of student attendance is essential for both safety and accountability. Clipboard will provide staff with a user-friendly interface for quickly and accurately marking attendance, streamlining the process, and ensuring that no student is overlooked.

9

For sports and competitive events, accurate match reporting is vital.

Clipboard will automate the match reporting process, reducing the chances of errors and ensuring that match data is recorded in a standardised manner. This will be particularly beneficial for coaches, ensuring they have the data they need to make informed decisions and track the progress of their teams.

Clipboard will serve as a centralised repository for all co-curricular data, from student participation records to match scores and event schedules. Having a centralised database will not only improve the organisation of data but also make it more accessible for staff members, students, and parents. This comprehensive and centralised data management system will enable us to make data-driven decisions and improve the overall quality of our co-curricular programs.

By reducing the time and effort required for administrative tasks, Clipboard will free up staff resources for more meaningful engagement with students and the execution of co-curricular activities. This will improve the overall quality of our programs and ensure that students have a more rewarding experience.

Effective communication is vital for the success of our co-curricular programs. Clipboard will facilitate better communication and coordination between staff, students, parents, and other stakeholders involved in these programs. Notifications, updates, and announcements can be easily disseminated through the system, ensuring everyone is on the same page.

AIS Leading from the Middle

Increasing Wider Reading and Improving Literacy in Geography In the pursuit of enhancing the depth and breadth of subject-specific knowledge among our students, a deliberate initiative was envisioned, entailing the creation of a dedicated application or website.

This digital platform was envisaged to serve as a repository for curated articles, intelligently selected to align with the subject matter of Geography. These carefully chosen articles are intended for dissemination to the student body.

Subsequently, after a rigorous research and development process, the initiative culminated in the establishment of the “TKS GEO Flipboard” account. This digital resource is thoughtfully designed to provide a channel through which students in the senior years can access and engage with pertinent articles intrinsically linked to the HSC Geography syllabus.

Christina Keighran One of the discernible limitations evident in the responses of high school students undertaking the Higher School Certificate (HSC) in the discipline of Geography at The King’s School is their notable challenge in effectively applying their broader knowledge derived from news and current affairs to their responses. This struggle becomes particularly apparent when students are presented with questions that necessitate the adaptation of their existing knowledge to address expansive, open-ended inquiries. In recognition of this pedagogical challenge, my Leading from the Middle project entailed a series of strategic interventions to foster improvements in students’ performance across the subject.

Parallel to the endeavour of augmenting the students’ acquisition of broader content knowledge, a multifaceted approach was adopted to bolster their capacity for applying this knowledge and enhancing their literacy skills. This comprehensive approach encompassed the following pedagogical activities. The first was a targeted strategy of literacy sprints into the classroom experience, aimed at cultivating students’ ability to rapidly and effectively process textual information and respond with clarity and precision.

This was accompanied in the earlier stages of their educational journey by students applying the “5 W’s” method.

Using this method, student were trained to analyse selected articles by scrutinising the fundamental questions of Who, What, When, Where, and Why, thereby cultivating essential analytical skills.

10

In the senior years, students were challenged with the task of reading a diverse array of articles and subsequently presented with unanticipated, widereaching questions. These questions were deliberately constructed to compel students to leverage their pre-existing knowledge in novel and creative ways.

Finally, students were encouraged to augment their class notes with content sourced from a range of articles. This practice was implemented to enrich their depth of subject knowledge and promote a holistic understanding of the subject matter.

Additionally, modifications were introduced to the Term 3 assessments for Year 8 and Year 10 students. These assessments were thoughtfully restructured to assume the form of tests that necessitated the interpretation of unseen stimuli. The intent behind this adaptation was to equip students with the analytical acumen and problem-solving skills essential for addressing the types of questions they will inevitably encounter in the Higher School Certificate (HSC) examination.

The foregoing initiatives underscore a multifaceted and deliberate approach to enhancing the students’ aptitude in Geography, encompassing the expansion of their subject knowledge, the cultivation of critical literacy skills, and the preparation for the rigorous challenges posed by the HSC examination. These strategies collectively reflect a commitment to the advancement of both the knowledge base and the cognitive abilities of students in the pursuit of excellence in the field of Geography education.

Clipboard: A New Way to Manage Co-Curricular Activities In a fast-paced work environment such as The King’s School, teaching and support staff are reporting a feeling of being increasingly time-poor. Staying organised and efficient is paramount. The long-term integration of the digital platform ‘Clipboard’ looks to reduce administration time in the overall management of the co-curricular programs at King’s.

This process has already begun with needs assessments and the vendor selection already in place. We are currently working to achieve a thorough data migration and customisation of the digital environment. Ongoing training is underway as we extend the invitation to include the features best available to each stakeholder based on their needs and program layout.

Sandy Mathies

Phase one included releasing the platform to co-curricular clubs and activities (Chess, Debating, Homework Club etc.), Academic Extension (Olympiads, ICAS, MUNA etc.) and the Duke of Edinburgh program. Preliminary testing begun in the sport department with Water Polo. After the Water Polo testing phase was deemed successful, phase two saw the introduction of winter sports including Rugby, Football and Volleyball as well as the Music tutoring and peripatetic programs.

11

The current phase (3) includes the integration of Cadet Corps, including a student user role for the TKSCC (The King s School Cadet Corps) Seargent’s and CUO’s to continue to build on their leadership development in the execution of the Cadet Corps program. Phase 3 also includes the introduction of the remaining summer sports. From a staff upskill point of view, the prevalence of sport in the co-curricular roles undertaken by the broader academic community has seen most staff now having experienced Clipboard and having a fundamental understanding of the platform and its benefits to student management at The King’s School.

We will continue to thoroughly test the platform before releasing each new module to ensure the functionality is responsive to the stakeholders needs.

User adoption has been primarily positive, with feedback used to further advise the Clipboard Development Team of the ongoing changing needs within the educational realm. We will continue to incorporate additional areas of The King’s School with the outlook to extend the integration to include the Preparatory School and Tudor House.

AIS Leading from the Middle

Project Synopsis – Cross-Campus Peer Support The Cross-Campus Peer Support Program is a dynamic student-led program designed to foster personal growth, emotional wellbeing and support for students, especially those transitioning from Year 6 into Year 7. This innovative program is designed to extend and widen the transition program currently existing across The King’s School campuses, as well as develop leadership initiatives and opportunities across Stage 4 students.

Shaz McAllister

Participants in Years 5 and 6 will participate in activities over the course of a semester to assist in their transition into the Senior School. Transition programs can often provide students with a good insight into the academic expectations of Senior School and help them feel more confident and prepared for the challenges of stepping into Senior School. The King’s School also offers students a wide range of co-curricular activities and transition programs can introduce students to the various opportunities offered, as well as helping students to explore their interests.

The Cross-Campus Peer Support ensures that students ate building on knowledge and skills acquired in previous years, promoting academic continuity. A smooth transition assists students in reducing anxiety and stress and promotes a positive start to Senior School. Students who require intervention and support academically and socially would be able to work with an educator earlier on to ensure there is early intervention and support provided. Student and parents alike are provided with more support through this process, creating stronger partnerships with families and communities.

12

Students will be provided with opportunities to participate in workshops and events to facilitate transition, leadership and collaboration. The activities are specifically designed to help students build relationships with other students and future teachers, as well as boost confidence and self-esteem as they navigate their new academic environment.

Students in Year 7 and 8 will develop leadership skills, while younger students transition into Senior School. They will be working alongside King’s staff to guide them into assisting younger students through the program in areas such as mental health, friendship, anti-bullying, organisation skills, etc.

The Cross-Campus Peer Support program aims to ease the transition of students from primary school to the Senior School, while empowering students to build resilience and skills. This peerdriven approach will create opportunities for students to enter a supportive and inclusive network where students are fostering a community of “mates” dedicated to personal growth and wellbeing.

The Minecraft Cup: Using Gamification and STEM to engage Stage 2 and 3 Primary Students in Learning This Leading from the Middle initiative represents a comprehensive exploration of the connection between STEM pedagogies and Minecraft-based gamification, conducted with Stage 2 and Stage 3 students from The King’s School, Tudor House and The King’s School, Preparatory School. The primary focus was to address real-life problems faced by students in today’s dynamic educational landscape. Using different data collection methods, student voice, motivation, skills development and understanding gender differences were all investigated.

Allison McDonald

One of the key highlights of this project is the implementation of “The Minecraft Cup,” a co-curricular activity that emerged from the study’s findings. This activity not only serves as a testament to the positive impact of gamification on student engagement but also showcases the impressive design outcomes students can achieve when motivated by innovative teaching methods. “The Minecraft Cup” is a tangible manifestation of the initiative’s practical implications and offers a promising avenue for further exploration and implementation in educational settings. Students researched, created and developed their “ideal” Tudor House campus with support from the teacher, but they made all of the critical decisions, demonstrating student voice, problemsolving and creativity.

13

Throughout the course of this research project, significant and noteworthy changes were observed in student attitudes and behaviours. As students engaged with Minecraft-based gamification, their levels of motivation and enthusiasm for learning visibly increased.

This transformation in student attitudes underscores the potential of gamified learning experiences to reshape the educational landscape. The initiative has also highlighted the importance of student voice in the learning process, demonstrating that when students are actively involved in shaping their learning experiences, the outcomes are not only positive but can also be transformational.

The implications of this initiative extend beyond the confines of a single school campus. The principles and strategies of gamification in STEM education, as demonstrated through Minecraft, can be applied globally, making it relevant and valuable for educators worldwide. The initiative was also run simultaneously at The Preparatory School, where collaboration between myself and other teachers was imperative to make the project successful.

My Leading from the Middle initiative represents an understanding of how gamification can enhance STEM education, engage students, and drive positive learning outcomes. It showcases the transformative power of innovative teaching methods, emphasises the importance of student voice, and offers practical applications that hold promise for educators globally. As the educational landscape continues to evolve, initiatives like this pave the way for more engaging, effective, and impactful teaching practices in the 21st-century classroom.

AIS Leading from the Middle

Quality Teaching and Assessment for Learning in mandatory Visual Arts In contemporary societies, many kinds of knowledge are increasingly managed through imagery and visual codes and much of students’ knowledge is acquired in this way. Visual Arts empowers students to engage in visual forms of communication. Accordingly, Visual Arts holds a significant role within the School curriculum. Learning in the subject provides students with opportunities to develop intellectual and practical autonomy, and critical judgement. To view, build understanding, analyse, organise, evaluate, engage, manipulate, appreciate, and communicate. (7-10 Visual Arts Syllabus, 2003).

At The King’s School, Visual Arts is a well-established and successful area of study. Students are required to complete a mandatory course in Year 7. Thereafter, art is an elective subject.

Charlotte Nicoletti Studying Visual Arts is a way of making sense of the world. It is innately a practical subject and attracts a wide range of students with varying skills and abilities. Whilst art has a robust theoretical component it is certainly not the reason most students elect the subject.

The study of Visual Arts includes analytical writing where students explore art history through the Visual Arts Syllabus Framework. According to Boyer’s theory of teaching and learning (1990), students do not learn when they are just given information. They need to be able to critique, analyse and make sense of it. Therefore, how do teachers make studying the theoretical element of the course tangible for students? Learning is a change to long-term memory. And so, how do teachers transform information by making it meaningful for students to retain in their long-term memory?

Our stage 6 elective Visual Arts course is academically rigorous, and students continue to achieve above the state average in all components of the Higher School Certificate course. Despite these results, critical thinking and source analysis have been identified as areas for improvement in Section 1 of the examination, more specifically questions 2 and 3.

For deep learning and long-term success, backwards mapping is required to traverse students writing and engagement with texts. The implementation of this pedagogical initiative will look to strengthen academic excellence across Years 7 – 10 Visual Arts where students will acquire and build the necessary skills required for sophisticated high order responses, moving from novice to master.

14

This initiative will commence with Year 7 and build in complexity as students progress through Visual Arts. Through the development of quality critical and historical tasks and high-quality teaching and learning strategies, students will gain a solid foundation from which to grow knowledge. The implementation of structured frameworks to write and talk about art as well as high impact teaching strategies (HITS) and the Collaborative Strategic Reading Program will be embedded across teaching and learning strategies.

The benefits of such pedagogical change will enrich students’ use of metalanguage, visual reading of artworks, improved engagement with texts and the application of evidence and judgment in analytical writing. Modelling worked examples, sequencing of concepts and explicit teacher instruction will provide the necessary building blocks and foundations for enhanced understanding, autonomy, and student self-efficacy. In turn, students’ knowledge of the visual arts will become increasingly complex, more reflective, and authoritative over time thus leading to an overall improvement in section 1 of the HSC.

Empowering Non-Teaching Staff through a Framework of Continuous Growth The success of educational institutions relies not only on the expertise of teachers but also on the effective contributions of non-teaching staff.

However, the professional development and empowerment of non-teaching staff often receive limited attention, despite their critical role in supporting the overall functioning of schools and colleges.

This project aims to address this gap by implementing a Framework of Continuous Growth tailored specifically for nonteaching staff members.

The primary objective of this project was to explore the potential benefits of investing in the professional development and empowerment of non-teaching staff.

Through a mixed-methods approach, including surveys, interviews and focus groups, and observational data, the study assesses the current level of satisfaction, skill sets, and growth opportunities among non-teaching staff.

Tracy Owen

The project encompassed a multifaceted approach, combining ongoing training, mentorship programs, skill-based workshops, and recognition initiatives to foster a culture of continuous learning and personal development among nonteaching staff members. By providing them with opportunities to acquire new skills and knowledge, and by recognising and celebrating their achievements, the project aims to boost staff morale, motivation, and overall job satisfaction.

15

Key performance indicators, such as staff retention rates, job performance metrics, and qualitative feedback, are employed to measure the impact of the project on the non-teaching staff.

Additionally, the project explored the ripple effects on the institution as a whole, including potential improvements in staff collaboration, organisational culture, and overall effectiveness. By empowering non-teaching staff through the framework, this project aims not only to benefit the staff member themselves but also plays a crucial role in supporting teaching staff and enhancing the overall educational experience for students.

The findings offer valuable insights into the importance of empowering non-teaching staff within educational institutions. It highlights the significance of recognising their contributions, supporting their professional growth, and fostering a sense of purpose in their roles. As a result, the project aims to contribute to the broader conversation on optimising the educational environment for all stakeholders, ultimately promoting a holistic and sustainable approach to continuous growth within the education sector.

AIS Leading from the Middle

Swimming Development Program

Swimming is one of the most popular sports for pre-teen Australians to participate in, with over two-fifths of young Australians swimming regularly.

Initial testing in Term 4, 2022 identified 65 students as non-swimmers. These students were told that re-assessment would take place in Term 1, 2022.

At The King’s School, Preparatory School, swimming and aquatic activities are a part of school life. Every year, students in Kindergarten through to Year 6 participate in a water safety program known as Swim and Survive. There is also an annual Swimming Carnival for all students in Years 3-6, and a Camps and Outdoor Education Program in the Preparatory School with a variety of aquatic activities.

Many students took the opportunity to practice their swimming and develop water confidence in the summer holidays.

After the break, there were still 30 boys who could not swim 25 metres.

A gap in the swimming ability of students at the Preparatory School has been identified with over one third of students in the Prep School entering a kickboard race at the 2022 Swimming Carnival because they were unable to swim 25 metres.

Brett Pickup

An opportunity for growth was realised through the introduction of a Swimming Development Program. The criteria was to swim 25 metres unassisted and without stopping. Failure to do so would mean that boys would be placed in the Swimming Development Program.

16

At the end of the Swimming Development Program in Term 1, 2023, 25 of the 30 boys were able to swim 25 metres unassisted and without stopping. Many of these boys were swimming multiple laps in their swimming lessons at the end of the term. There were still five boys who were not able to swim.

Participation rates in the 2023 School Swimming Carnival also improved. The number of students in kickboard races across all grades was lowered by nearly 70 students.

The Swimming Development Program has been a successful initiative in The King’s School, Preparatory School in 2023. The Program will resume in Term 1, 2024 where more students will be given the opportunity to improve an imperative life skill.

String Seminars at King’s: Expanding the educational opportunities available to music students at The King’s School This project was the start of efforts to add value and opportunities to the music education at The King’s School. For this project, I conceived and organised a series of four seminars hosted by the well-respected pedagogue Dr Goetz Richter, Associate Professor at the Sydney Conservatorium of Music as Head of the String Program, and former concertmaster of the Sydney Symphony.

The purpose of these classes was multifaceted; Their primary function was to bring world-class pedagogy, ideas and vision to the music school at King’s.

Schools generally cannot employ and maintain teachers of this calibre, so this project was an opportunity to give this to our students.

Paul Taylor

17

However, by opening the seminars to the general public and making them accessible via the internet, they would also benefit the broader music community in Australia. This serves to build the reputation of the King’s Music Department as a growing, visionary, and high-level area of the School. I hope that through good feedback and research, I can discern the efficacy of these seminars and build on their success and potential. With time, I hope that The King’s School Music Seminars will become a fixture in the music community in Sydney, and facilitate the integration of many professional individuals and organisations into the delivery of music education at The King’s School in the future.

AIS Leading from the Middle

Incorporation of Year 8 into The King’s School Cadet Corps Program This project details one of the many options available to The King’s School for the incorporation of Kingsmen into the Cadet Corps from Term 4 of Year 8.

The King’s School Cadet Corps develops followership skills in Term 4 of Year 8, almost two full years into his Senior School experience. For The King’s School to realise the maxim “A King’s Education: Where Leaders are Made” the School has included as an objective into its Strategic Plan, the inclusion of Year 7 and Year 8 into the TKSCC program. This will enable better development of the Kingsman / Cadet as a follower and enhance his ability to progress as a leader by enabling a larger Cadet Corps with more leadership opportunities. The project provides a Course of Action to the school decision makers for the participation of Kingsmen in TKSCC one-year earlier than they are at present.

Dave Trill

18

As one of many courses of action available, the project offers the details, advantages, disadvantages, and a way forward to realise the intent of the Strategic Plan whilst seeking to leverage the changes to the current system for the improvement of Kingsmen as leaders who live a life of service to the community as both a leader and a responsible citizen.

Cyber Education: Equipping the Next Generation in the Age of Technology In an era characterised by rapid technological advancements and the increasing prevalence of social media, the need for comprehensive cyber education has become more pressing than ever before. This synopsis explores the growing necessity for cyber education among students, shedding light on the multifaceted challenges posed by the digital age and shifting family dynamics.

The progression of digital platforms and technology have reshaped the way students interact, access information, and communicate with the world. In this digital landscape, students face various risks, including cyberbullying, online predators, identity theft, and the dissemination of false information. Thus, it is crucial for educational institutions to incorporate cyber education into their curricula, equipping students with the knowledge and skills necessary to navigate the digital realm safely and responsibly.

Ash Vali

Another critical factor driving the demand for cyber education is the aging population. With parents and caregivers from older generations often struggling to keep up with the rapidly evolving digital landscape, younger generations have assumed the role of tech-savvy family members and caregivers. This intergenerational shift places additional responsibilities on students to not only manage their own online presence but also educate and support their aging parents in digital matters.

19

The question arises: Who is teaching our students about cyber education?

Educational institutions, in partnership with parents and guardians, bear the primary responsibility for ensuring students receive comprehensive cyber education.

This education should encompass topics such as online etiquette, digital privacy, cybersecurity, critical thinking in the digital age, and the responsible use of social media. Educational institutions should consider, adapting their curricula to incorporate these essential skills and provide students with the tools they need to thrive in an increasingly interconnected world.

Moreover, parents and guardians must actively engage in their children’s cyber education. This involvement includes not only monitoring their online activities but also fostering open communication about digital experiences and challenges.

Parents should seek resources and guidance to stay informed about the evolving digital landscape, enabling them to support their children effectively.

In conclusion, the growing need for cyber education for students is driven by the convergence of advanced technology, the prevalence of social media, and the changing dynamics of aging parents. The responsibility for imparting these crucial skills falls on educational institutions, parents, and guardians working collaboratively to ensure that the next generation is well-prepared to navigate the complexities of the digital world safely and responsibly.

AIS Leading from the Middle

Cadet Integration for Year 7

Quality education and character development are the cornerstones of a King’s education. We have always prioritised delivering high-quality teaching and learning experiences, understanding that academic excellence equips our students with essential skills and knowledge for a successful future.

Equally crucial, is nurturing the character of Kingsmen during their educational journey with us. At King’s, we recognise the significance of values like integrity, empathy, resilience, and leadership. These principles are woven into the fabric of daily school life, guiding students in their interactions with peers and teachers, in co-curricular activities, and in their contributions to the community.

Daniel Vidal

To enhance character development and provide unique opportunities for personal growth, my LftM project introduced Australian Army Cadets to younger years, designed specifically for our Stage 4 students. This program complements our academic curriculum, emphasising experiential learning and life skill development.

20

Self-reliance is the bedrock of this program.

Through carefully designed activities and challenges, students learn to rely on their judgment and abilities, fostering self-confidence and resilience. These experiences prepare them to face life’s uncertainties with courage and adaptability.

Personal growth is another key component. Adventurous challenges encourage students to push their limits, fostering physical fitness, mental wellbeing, and self-discovery. They reflect on their strengths, weaknesses, and values, building a strong sense of identity and purpose.

Teamwork is also promoted as students collaborate to overcome challenges outside their comfort zones. These lessons in effective communication, trust, and mutual support are transferable to various life contexts.

In conclusion, the cadet integration program complements our commitment to holistic education at King’s. While academic excellence remains paramount, we understand the importance of character development and personal growth. Through self-reliance, adventurous challenges, and teamwork, this program equips our students with vital life skills, empowering them to thrive in a dynamic world and make a positive impact on society.

The Student Activity and Initiative Log

The effective collection, storage, and analysis of student data provides a significant challenge for schools. As educational institutions increasingly rely on data-driven decision-making, they must contend with vast volumes of diverse data, ensuring accuracy and security while promoting accessibility for teachers and students. The seamless transfer of data between systems is also crucial for streamlined operations. Effective data analysis is crucial for informed decisionmaking at tracking students as they travel their unique educational journeys.

Rod Wood

The Student Activity and Initiative Log (SAIL) is a comprehensive student data management system developed for students attending The King’s School. SAIL is student-centred data management system designed to handle a wide range of critical data categories, including academic results, pastoral and student wellbeing, student co-curricular involvement, student participation in community and school service, and leadership development and opportunities.

SAIL addresses key challenges in student data management: Accuracy (Data entry/Editing): SAIL places a strong emphasis on data accuracy through standardised data entry and editing protocols. By ensuring precise data recording and updates, it minimises errors that could effect decision-making and the overall quality of student services.

21

Accessibility: SAIL provides timely and secure access to student data for authorised personnel (staff/students/ parents). This accessibility facilitates effective communication, decision-making, and personalised support, enhancing the overall educational experience for students.

Transferability (Communicate with other systems – Import/Export): SAIL facilitates seamless communication with other data systems, enabling import and export capabilities. This integration helps avoid data duplication, minimises errors, and promotes the efficient flow of information across different aspects of a student’s journey.

Centrality (a central/single point of truth): SAIL acts as a central repository for student data, creating a “single point of truth.” This centralisation minimises discrepancies across academic, pastoral, co-curricular, community service, and leadership development records, ensuring that students receive holistic support and that their progress is tracked accurately.

SAIL stands as an innovative solution for The King’s School, addressing the complexities of student data management across diverse areas of student life. By focusing on data accuracy, accessibility, transferability, and centrality, SAIL enhances operational efficiency, streamlines decision-making, and offers a holistic educational experience, while maintaining data integrity and precision.

AIS Leading from the Middle

22

23

www.kings.edu.au | P: +612 9683 8555 | E: tks @ kings.edu.au | A: PO Box 1 Parramatta 2124, NSW Australia

Cricos No: 02326F | The Council of The King’s School, ABN: 24 481 364 152 | Incorporated by The King’s School Council Act 1893