Learning to Thrive – The Strategic Direction for Woodleigh School (2022 - 2030)

LEARNING TO THRIVE ADVENTUROUS

MINDS

REAL WORLD. REAL EXPERIENCE. R E A L U N D E R S TA N D I N G .

T H E S T R AT E G I C D I R E C T I O N F O R W O O D L E I G H S C H O O L – 2 0 2 2 - 2 0 3 0

WO O D L E I G H I S A S C H O O L B O R N O U T O F T H E D E S I R E TO C H A L L E N G E T H E T R A D I T I O N A L CO N C E P T O F A ‘ T RU E E D U C AT I O N ’. O U R S E N I O R C A M P U S WA S F O U N D E D I N T H E M I D -70 S , A T I M E W H E N E D U C AT I O N WA S V I E W E D A S A M E A N S O F F U L F I L L I N G T H E N E E D S O F A N I N D U S T R I A L- E R A WO R K F O RC E .

Woodleigh questioned the status quo; it challenged conventional thinking, made courageous choices about how best to engage young minds, and pioneered the concept of holistic education.

Ours is a school where students sit at the centre of everything we do. We purposefully design learning where students directly experience the world they live in and develop strong relationships with each other, their teachers and members of our community.

This focus on delivering experiential, transformative learning lends us to focus

on nurturing the creativity, compassion, skillfulness and resilience of the young people in our care.

At Woodleigh, we challenge our young people to be the best version of themselves, and our students hold us to being the contemporary, creative school we proclaim ourselves to be.

Our 2030 strategic direction, Learning to Thrive, guides us toward the future.

Our future continues to challenge the traditional notions of schooling and provide an education that delivers holistic growth and development for all students.

True to our ideal of being a home for ‘Adventurous Minds’, we aim to be a school that creates thinking opportunities through rich experiences to develop deep learning – learning which is real, challenging, creative, innovative, and transformative.

DAV I D B A K E R – Pr in cipal

W O O D L E I G H Q U E S T I O N E D T H E S TAT U S Q U O ;

IT CHALLENGED CONVENTIONAL THINKING,

MADE COUR AGEOUS CHOICES A B O U T H OW B E S T TO E N G AG E YO U N G M I N D S ,

AND PIONEERED THE CONCEPT

O F H O L I S T I C E D U C AT I O N .

I T I S A P R I V I L E G E TO B E E N G AG E D I N L E A D I N G WO O D L E I G H S C H O O L A N D TO H E L P G U I D E I T S F U T U R E . A F T E R S O M E D I F F I C U LT Y E A R S , W E H AV E T H E O P P O RT U N I T Y TO D R E A M AG A I N – TO P L A N F O R A N E XC I T I N G F U T U R E F O R O U R S C H O O L , O N E T H AT CO N T I N U E S WO O D L E I G H ’ S T R A D I T I O N O F C H A L L E N G I N G E N T R E N C H E D V I E W S A N D LO O K I N G TO A DA P T TO T H E C U R R E N T C L I M AT E .

Woodleigh School sits within the uniquely beautiful Mornington Peninsula on the land of the Bunurong-Boon Wurrung people. We are privileged to be surrounded by pristine waters and bushland.

This strategic vision for Woodleigh’s move toward 2030 is a forward-thinking, innovative plan – informed by the needs of students and our community in a rapidly changing and challenging environment.

As a School, we strive to reflect local ideals and embrace our local community, but as the world changes, national and global perspectives must also inform our thinking.

Learning to Thrive helps guide all this change for students, staff and families.

We live in a time of uncertainty and complexity. However, challenging times lead to innovation and opportunity. As we move forward, we must embrace the issues and challenges we face and use them to create thinkers and learners who can adapt and be agile; to create learners

that will challenge us to continue to improve.

I am excited to be a part of this vision.

VA N E S S A G A B R I E L B oard Chair

A S W E M OV E F O RWA R D, WE MUST EMBR ACE THE ISSUES AND CHALLENGES WE FACE

A N D U S E T H E M T O C R E AT E T H I N K E R S A N D L E A R N E R S

WHO CAN ADAPT AND BE AGILE; T O C R E AT E L E A R N E R S T H AT W I L L CHALLENGE U S TO CONTIN U E TO IMPROVE. VA N E S S A G A B R I E L – BOA R D C H A I R

MISSION T H E P U R P O S E F U L D E V E LO P M E N T O F C R E AT I V E , CO M PA S S I O N AT E , S K I L F U L , A N D R E S I L I E N T YO U N G P E O P L E W H O C A N T H R I V E I N A N E V E R- C H A N G I N G WO R L D

VA LU E S W E R E S P E C T O U R S E LV E S , OT H E R S , A N D T H E E N V I RO N M E N T

COMMITMENTS WE ARE COMMIT TED TO K N OWI N G and celebrating the unique strengths, interests, and abilities of all learners FOSTE RI NG a sense of awareness, empathy and identity that supports personal and collective wellbeing E N COU R AG I N G curiosity, initiative, and responsibility in the lifelong pursuit of learning E N GAG I N G as active citizens of our local and global communities CO NTRI BUTI NG to local, national, and global conversations that promote intercultural understanding AC TI N G as stewards for the sustainable use and protection of our natural environment

ADVE

MI

MIND, HE ART AND HAND AT WO O D L E I G H , W E E D U C AT E S T U D E N T S ’ M I N D S , H E A RT S A N D H A N D S . W E N U RT U R E T H E L E A R N I N G O F YO U N G P E O P L E W H O C A N A P P LY T H E I R K N OW L E D G E TO S O LV E R E A L-WO R L D C H A L L E N G E S A N D M A K E A D I F F E R E N C E I N T H E L I V E S O F OT H E R S .

Our approach emphasises learning by doing, through immersive, applied experiences, and learning by caring, through socialemotional development, the promotion of positive relationships, and active engagement as responsible citizens.

REAL EXPERIENCES L E A R N I N G AT WO O D L E I G H P RO M OT E S E X P LO R AT I O N , CO L L A B O R AT I O N A N D R E F L E C T I O N I N AU T H E N T I C , R E A L-WO R L D CO N T E X T S .

When students are intellectually, emotionally, socially and physically engaged, learning becomes more authentic, personalised, and relevant for their current and future experiences.

WHEN STUDENTS ARE I N T E L L E C T U A L LY, E M O T I O N A L LY,

S O C I A L LY A N D P H Y S I C A L LY E N G A G E D , LEARNING BECOMES MORE AUTHENTIC,

P E R S O N A L I S E D, A N D R E L E VA N T

FOR THEIR CURRENT AND FUTURE EXPERIENCES.

LE AR NING TO THRIVE O U R 2030 S T R AT E G I C D I R E C T I O N , L E A R N I N G TO T H R I V E , WA S D E V E LO P E D T H RO U G H CO N S U LTAT I O N W I T H T H E S C H O O L CO M M U N I T Y, I N F O R M E D BY R E S E A RC H A N D C U T T I N G - E D G E P R AC T I C E , A N D B U I L D S O N O U R LO N G H I S TO RY O F I N N OVAT I O N I N H O L I S T I C E D U C AT I O N . I T S E T S O U T O U R I N T E N T I O N A L A P P ROAC H TO T H E D E V E LO P M E N T O F A DY N A M I C L E A R N I N G CO M M U N I T Y W H E R E YO U N G P E O P L E C A N L E A R N TO T H R I V E I N T H E I R L I V E S AT A N D B E YO N D S C H O O L .

Learning to Thrive describes our commitment to a holistic education that equips young people with the knowledge, skills, and capabilities they require to find personal success, build compassionate relationships with others, and make a positive contribution to the communities in which they live. We understand that to achieve these goals, we need to work together as a community to help our young people to learn to thrive at three interdependent levels:

I N N E R W O R L D The first focus for our students as they learn to thrive is their inner world. To achieve personal success, young people need to develop their self-awareness, confidence, and insight into their values and personal goals. For this reason, we design learning that helps students focus on their personal growth, develop an awareness of their feelings and how they influence their actions, and connect with their sense of identity and purpose to pursue their aspirations.

S O C I A L W O R L D The second focus for our students as they learn to thrive is their social world. As they grow, young people are shaped by the relationships they have with family and friends. In turn, they play a significant role in influencing the lives of others. For this reason, we design learning that helps young people to focus on their interpersonal development, understand diverse perspectives, communicate effectively, and develop positive relationships.

N A T U R A L A N D M A N - M A D E W O R L D The third focus for our students as they learn to thrive is the natural and mand-made worlds in which they live. Our young people are growing up in a world filled with unprecedented social and environmental challenges.

For this reason, we design learning that helps young people engage with complexity, apply critical, creative and systems thinking skills, and adopt a compassionate, collaborative approach to tackling real-world problems.

O U R S T R AT E G I C D I R E C T I O N S GOA L 1: LE A RN I NG A DY N A M I C , S T U D E N TCENTRED SCHOOL FOCUSED O N R E A L-WO R L D L E A R N I N G 1.1 Curriculum: An aligned, engaging, and responsive curriculum from ECC to Year 12 1.2 Capabilities: Students applying their knowledge and skills to solve real-life challenges and problems 1.3 Agency: Student voice, choice, and ownership of their learning 1.4 Staff: An engaged, collaborative, and innovative community of practice GOA L 2 : W E LLB E I NG A N U RT U R I N G , I N C LU S I V E E N V I RO N M E N T T H AT S U P P O RT S H O L I S T I C D E V E LO P M E N T 2.1 Safety: An embedded culture of child safety

2.2 Growth: A focus on personal development, social-emotional learning, and wellbeing woven throughout our learning experiences 2.3 Workplace: A responsive and supportive work environment 2.4 Connection: Spaces, programs, and relationships that help to develop and sustain wellbeing GOA L 3: I N NOVATIO N A C R E AT I V E C E N T R E F O R T H E D E V E LO P M E N T O F I N N OVAT I V E A P P ROAC H E S TO LEARNING AND LEADERSHIP 3.1 Culture: An environment that supports inquiry, collaboration, and creative thinking 3.2 Pedagogy: Effective use of a broad suite of teaching methods for studentcentred learning 3.3 Leadership: Students and staff who

can initiate, enable, and support positive change 3.4 Research: Research-practice projects and partnerships that transform learning and leadership GOA L 4 : CO M M U N IT Y A VIBR ANT HUB FOR AN E N G AG E D A N D W E LCO M I N G CO M M U N I T Y 4.1 Communication: Clear, open, and effective communication between home and school 4.2 Engagement: Strong relationships with parents in support of student learning 4.3 Ecosystem: A vibrant network of partners that support learning and school development 4.4 Alumni: An active, connected, and supportive community of student and staff alumni

GOA L 5: S U STAI N A B I LIT Y A S C H O O L CO M M I T T E D TO RESPONSIBLE DECISIONM A K I N G A N D AC T I O N F O R O U R CO M M U N I T Y, E N V I RO N M E N T, A N D F U T U R E P RO S P E R I T Y 5.1 People: High standards of personal and social performance 5.2 Planet: High standards of environmental performance 5.3 Prosperity: Thoughtful and sustainable management of our financial resources 5.4 Development: Responsible development of our buildings, grounds, and infrastructure 5.5 Governance: Effective leadership and management for our school

S T R AT E G I C P R O J E C T S A N D P R I O R I T I E S L E A R N I N G TO T H R I V E I S A C L E A R , A M B I T I O U S V I S I O N F O R T H E O N G O I N G D E V E LO P M E N T O F WO O D L E I G H S C H O O L . O U R J O U R N E Y TOWA R D S AC H I E V I N G I T S G OA L S W I L L B E U N D E RTA K E N I N P H A S E S TO S U P P O RT D E TA I L E D P L A N N I N G , F O C U S E D AC T I O N , A N D A N AG I L E R E S P O N S E TO A R A P I D LY E VO LV I N G WO R L D.

LEARNING I B PRI M A RY Y E A RS PROG R A M M E The further development of a holistic curriculum for children aged 3 – 12 that nurtures their development as active, curious, and caring learners

for success in their further studies and life through a focus on personal growth, wellbeing, project based learning, sustainability, and regenerative development TH E M A STE RY TR A N SC RI P T

The development of a digital secondary school report that captures and communicates the unique strengths, The school will regularly report to the community I B M I D D LE Y E A RS abilities, passions, and interests of each on our annual progress with key strategic projects and PROG R A M M E (Candidate Stage) and every student. priorities designed to further this vision. Importantly, The establishment of an innovative we will also provide opportunities for our community to GROW TH AND curriculum that helps students in Years engage with and contribute to this work as part of an ongoing 7 – 9 make practical connections between W E L L B E I N G collaborative approach to supporting the learning of our young their studies and the real world, with the people CO M PA S S IO N ATE SYSTE M S aim of developing independent learners

Phase 1: 2022 - 2024 PROJ ECT who can empathise with others and pursue lives of purpose The integration of a whole-school approach to wellbeing through building the Y E A R 10 REG E N E R ATIV E capacity of young people to engage with F UTU RE S PROG R A M M E complexity, embrace diversity, and develop The introduction of a unique Year 10 compassionate, collaborative approaches to programme that prepares young people addressing real-world challenges

I N N O VAT I O N

COMMUNITY

TH E WOO D LE IG H I N STITUTE

WOO D LE IG H A LU M N I N E T WO RK

The founding of a global centre for the development of transformative approaches to real-world learning, wellbeing, leadership, systems thinking, and education for sustainable development and intercultural understanding RE S E A RC H - PR ACTIC E PA RTN E RS H I P S The establishment of collaborative, longterm relationships between universities and educators that are designed to promote the use of research to support pioneering approaches to learning and leadership. Our current partners include the Assessment Research Centre at the University of Melbourne and the Centre for Systems Awareness at MIT

The formation of an active and engaging Alumni group that develops programs and events to connect Alumni to the School and provide opportunities for current students through a School network of partners and mentors

S U S TA I N A B I L I T Y M A STE R PL A N Develop a Master Plan that outlines the development of facilities, resources, and grounds which support the school’s creative, wellbeing and strategic plan goals while acting as a driver for its business plan S U STAI N A B LE F UTU RE S Become a leader in sustainability through an organisational plan to achieve carbon neutrality by 2030, and an educational plan to help our entire community to be environmentally aware and active.

WOO D LE IG H REG E N STU DIOS The design and development of a unique learning precinct for the new Year 10 programme. The precinct will integrate with our farm and reserve, and feature self-sustaining, zero waste, productive buildings that support immersive learning, generate energy, and produce food.

RE F E RE NC E S Böll, M., & Senge, P. (2019). Introduction to the Compassionate Systems Framework in Schools. MIT Goleman, D., & Senge, P. (2014). The triple focus.

More than sound Hannon, V. (2022). FutureSchool. Taylor and Francis Hannon, V. (2021). Thrive (2nd edition). Cambridge University Press International Baccalaureate Organization. (2019).

What is an IB education?. IBO Norman, M. (1982). Woodleigh. Dove Communications OECD. (2018). The future of education and skills: Education 2030. OECD Wahl, D. (2016). Designing Regenerative Cultures.

Triarchy Press