Principal Mr Peter Clague reflects on the evolution of AI and discusses how our students recognise and critically engage with its growing presence.
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As the College continues to adapt its curriculum to keep pace with advances in AI, our focus is also increasingly on equipping students with an ethical lens through which to view its application.”
Science Fiction
I was raised on a steady diet of science fiction short stories. Good sci-fi is made from a mix of ingredients, including wonder, hope and the suspension of disbelief. However, the strongest flavour is usually fear. Dystopian tales painting a bleak picture of future worlds in which technology takes over. My earliest introduction to the concept of machines running amok was the softly spoken HAL 9000, the onboard computer in 2001: A Space Odyssey. When an astronaut working outside to repair the spaceship instructs HAL to open the pod-bay doors to let him back in, he is met with the apologetic response: “I’m afraid I can’t do that, Dave.” Perhaps for the first time, audiences around the world were confronted with the chilling possibility that the devices we built might not always do our bidding.
Jump forward 20 years, and The Terminator landed on Earth. No longer were the machines simply refusing to do what they were told, they were now the ones doing the telling. Usually, robots in the form of large muscular men (although ironically, even when they revealed their true selves they were still built in the image of the human beings they supposedly despised). This time, they weren’t locking us out, they were hunting us down and eradicating us with futuristic weapons we hadn’t dreamed of. Yet.
When the 21st century arrived, and real tech actually began to resemble some of those worrying predictions of the past, screenwriters had to dig even deeper into the recesses of their dark imaginations. The Black Mirror TV series offered up a new era of future horrors to haunt us. Killer mechanical guard dogs gone rogue. Single-minded and solar-powered, endlessly pursuing hapless passers-by to the death. Or a world in which, through the implantation of a device called a “grainˮ behind their ear, people’s innermost thoughts and memories could be replayed on screens for others to judge. Or autonomous drone insects, tiny robotic bees designed to pollinate crops but instead accidentally tuning into social media posts and then attacking people who were being trolled. Suddenly, arguing with HAL’s gentle voice seemed a bit tame.
Yet, although dominant, fear is only one part of the sci-fi recipe. As novelists dream of what may one day come to pass, they are equally capable of imagining a better world, often a miraculous one. The prospect of annihilation or eternal slavery in the matrix keeps a storyline going, but writers of future fiction also offer glimpses of a world free from suffering. One where complex mechanisms bring equality and enhance human potential. Various Android options have been a popular way to showcase the benefits of the integration between humans and machines. I grew up watching the bionic heroics of Steve Austin, the Six Million Dollar Man (that was a lot of money back then, ok?) Then along came C-3PO and R2-D2, setting the standard for helpful robotic companions. Even Arnie, The Terminator, came right in the end.
Science Fact
So far, so fictional. Here now are two short stories from the current century. The only difference being that both are true tales. The first is of the thousands of women who may not be walking the Earth today were it not for Google. Four years ago, researchers from Imperial College London trained Google’s artificial intelligence algorithm ‘DeepMind’ to identify breast cancer by identifying abnormalities in X-rays. Reading scans like this is not new; doctors have been doing it for decades, but sadly they sometimes get it wrong. Yet in a study of images from nearly 29,000 women, the AI system consistently outperformed the humans, both in avoiding false positives (where a mammogram is wrongly diagnosed as abnormal), and in spotting false negatives (where a cancer was missed by the doctor). The AI beat the radiologists by 5.7% and 9.4% respectively. To put that in human terms, that is over 1,600 women who weren’t put through unnecessary anguish and medical interventions, and 2,700 who may be alive today because a tumour was detected and treated. All thanks to AI.
In those same years, war has raged in Ukraine. When it first broke out, airborne drones played a fairly small part in the fighting, often controlled by amateur volunteers rather than soldiers. Today, drones are the central and most deadly weapon in the conflict. Both sides have them, large and small. Some watch for movement, others deliver a deadly attack. Jamming technology has rapidly been developed to disrupt the radio signals that control the drones. However, the one the Ukrainians fear the most is the Russian Lancet. Not because of its payload, but because it flies completely autonomously, meaning there is no signal to jam. Once launched, its onboard AI takes over and it simply keeps flying until it finds a target and attacks it. The Black Mirror screenwriters were prescient.
What Happens in the Sequel?
So fiction becomes fact, and we now live in a world where lives can be saved or ended without human intervention. And that is just because of early artificial intelligence. What happens next, as Generative AI emerges, whereby computer programs don’t just act autonomously, they also learn and get better with every task? What do the past 50 years suggest we should be teaching our students about this new capacity, as they prepare for the next 50? To fear it? To embrace it? To accept the inevitability of being swept along by scientific advances they can’t hope to fathom? Or to get a degree in coding and make a fortune as the architects of the next generation of computing?
Perhaps a Blend of Them All?
One thing is certain; young people need to be armed with enough understanding to be able to spot AI in action. In our classrooms, we teach them how to sort fact from fiction. To know when they are being manipulated by impersonal software. To beat bots and forego fakes. We encourage them not to be afraid of the hype and hysteria about AI, but also to recognise and continually question its presence in their lives.
And as the College continues to adapt its curriculum to keep pace with advances in Generative AI, our focus is also increasingly on equipping students with an ethical lens through which to view its application. Their generation will live in a world of intelligent implants and bionic body parts. They will judge and be judged by algorithms. Be assisted, but also potentially be abused, by autonomous agents. Many of our students will grow up to be the authors of these new technologies, or the wielders of its power. Things will turn ugly if it’s not controlled, but that’s not a reason to abolish it. The world will be a better place if it is harnessed.
Today’s children are still the luckiest to have ever lived, and science offers them better still in the years ahead. In their hands will lie the deployment of technologies that my generation only ever marvelled at on the big screen. Whilst it may still be fanciful to think technology will ever become sentient and destroy them, there is a very real prospect that uncontrolled applications may lock some of them out of a brighter future. To avoid that, human learning needs to keep pace with machine learning.
By Mr Peter Clague, Principal
*Previously published in the September 2024 edition of Network, the magazine of the St Leonard’s College community.
Our Year 5 students recently visited a living museum that brings the Gold Rush era of the 1850s to life.
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This immersive environment allows students to explore historical concepts firsthand, providing a dynamic context for understanding the events and experiences that shaped Australia’s development.”
By participating in activities such as gold panning, visiting historical buildings, and interacting with costumed characters, students gain a deeper appreciation for the day-to-day lives of people from the past, understanding the diverse perspectives and experiences of individuals and groups who lived through this pivotal period.
This hands-on approach to learning emphasises the importance of understanding how people lived in the past, the reasons behind their actions and the impacts these have on communities over time. By engaging directly with historical sources and evidence at Sovereign Hill, students can develop their inquiry, critical thinking, and analytical skills in a real-world context. Such experiences help students draw meaningful connections between the past and the present, fostering an appreciation of how historical events continue to shape contemporary Australian society. This approach not only makes learning more engaging but also encourages students to develop a sense of historical empathy and a nuanced understanding of cultural heritage.
Importantly, the Sovereign Hill excursion also provides an opportunity to explore Indigenous connections to Country, an essential component of the year 5 curriculum. Students learn about the Gold Rush era not only from the perspective of European and Chinese settlers but also from that of the Wadawurrung language group, whose lands were profoundly affected by the arrival of miners and settlers to Ballarat and Narmbool areas. By understanding the disruption and transformation of Indigenous lands during this period, students gain insight into the resilience and cultural practices of First Nations communities and their enduring connection to their ancestral lands. This experience reinforces the significance of Country and Place to Aboriginal and Torres Strait Islander peoples, fostering a deeper respect and appreciation for their perspectives and histories.
By integrating these Indigenous perspectives, students are encouraged to consider how the past informs present-day relationships and responsibilities towards all communities. Such learning experiences are crucial in helping students become informed and active citizens who appreciate the rich diversity of Australia’s cultural heritage. The Sovereign Hill excursion not only deepens historical understanding but also nurtures respect, empathy, and a sense of shared responsibility for preserving and honouring the stories of all Australians.
By Gaya Wignarajah, Years 5 & 6 Curriculum Coordinator
The STL Bike Mechanics program provides rewarding experiential opportunities, through immediate feedback, intrinsic motivation, and supportive interactions.
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As a humanities teacher, moving into the world of experiential, hands-on learning through the STL Bike Mechanics program has been eye-opening and rewarding.”
The differences between traditional classroom teaching and this practical approach are striking, and I’d like to highlight a few key observations.
Firstly, the concept of success is notably different. In the history classroom, the teacher sets standards for success in essay writing, communicates these to students, and ultimately determines if these standards have been met. Students rely on my judgment to gauge their success or failure. In contrast, in Bike Mechanics students, being avid cyclists, are able to assess success through a bike’s performance and feel. They can immediately tell if a repair or upgrade has been effective. This hands-on feedback eliminates the role of the teacher in setting, selling, and applying standards of success.
Secondly, motivation differs significantly. In traditional classrooms, students might all too often be driven by grades or teacher approval. In Bike Mechanics, the motivation comes from students’ desire to see a poorly functioning bike transformed into a well-functioning one. Students see and feel the results of their work directly, providing instant gratification (or often frustration, which can be just as motivating!) and eliminating the need for grades or comments from a teacher.
Lastly, the teacher-student relationship shifts. Without needing to set or judge standards, the teacher’s role becomes more about supporting students in achieving goals they themselves recognise as important. This shift fosters a collaborative environment where teachers assist rather than direct, emphasising student autonomy and practical problem-solving.
In summary, the STL Bike Mechanics program has given me a refreshing perspective on education, highlighting the value of immediate feedback, intrinsic motivation, and supportive teacher-student interactions.
By Mark Hodges, Humanities Teacher
St Leonard’s College has been recognised as a ‘School that Excels’ for academic results and social responsibility in The Age’s annual series.
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St Leonard’s College has been recognised as a ‘School that Excels’ in The Age’s annual series, celebrating schools that have shown outstanding improvement in their VCE results over the past decade.”
This accolade highlights the College’s consistent commitment to academic excellence and its ability to elevate student achievement year after year.
The Schools that Excel report provides a comprehensive view of the VCE performance of over 500 Victorian schools, offering insights into each school’s average study scores, high achievers, completion rates, and student pathways. By analysing data from the past 10 years, the interactive dashboard presents a picture of a school’s typical performance, going beyond just the current year’s results.
St Leonard’s College’s inclusion as a winner in this series is a testament to our strong academic record and our dedication to fostering a supportive and high-achieving educational environment. But our success is not just measured in academic achievements; it is also reflected in our deep commitment to social responsibility, epitomised by initiatives like Lennie’s Van.
Lennie’s Van is a beloved part of our College community. Since 2018, the van has travelled to local council estates, where Senior School students from Years 10 to 12 volunteer to deliver fresh fruit, bread, and meals to residents. This initiative is so popular that participation spots are booked out within an hour each term. “It’s like getting tickets to a concert,” says Year 12 Deputy College Captain Emily Conheady of the thrill of securing a spot aboard the van. “When I get asked about what I do at school, I don’t talk about the classes or the camps, but Lennie’s Van.” For many students, the experience aboard Lennie’s Van is the most rewarding part of their College life.
This enthusiasm even inspired students to start a vegetable garden to supply the van with fresh produce. Our Principal, Peter Clague, has continued to champion social responsibility since his arrival in 2022, believing that this commitment to community service is what truly sets St Leonard’s College apart.
In combining academic excellence with a strong sense of community involvement, St Leonard’s College continues to shape the lives of our students and the wider community.
Featured above: St Leonard’s College Principal, Peter Clague, with Senior School student providing Lennie’s Van meal service.
For further information on the Schools that Excel series and Lennie’s Van article please visit The Age online at https://www.theage.com.au/national/victoria/schools-that-excel-2024-20240813-p5k20v.html
Experiential learning is crucial in the Senior School, offering students real-world applications of academic content, enriching understanding and enhancing future success.
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When I was a graduate teacher, I attended a professional development workshop focused on incorporating experiential learning into the Legal Studies classroom. ”
A member of the audience asked, “How could you afford the time to do this in Year 12?”, to which the presenter responded, “Given the importance of Year 12, how could you afford not to?”.
Experiential learning is often viewed as a focus of a Middle School learning environment. However, I would argue that the benefits of being immersed in a real-world application of academic content are even more important in our students’ final years at St Leonard’s College.
While it could be seen as disruptive to take a group of Senior School students out of their scheduled lessons for a day, our students thrive when presented with opportunities to see their textbooks come alive.
As part of the College’s VCE program in 2024, students have sat in a criminal trial in the Supreme Court and participated in a mock jury empanelment in the County Court, engaged in fieldwork at the Fisherman’s Bend redevelopment site, visited the NGV Triennial, hiked through the Brisbane Ranges, attended a lecture on First Nations art and culture at the Ian Potter Centre, watched the play Meet Me At Dawn and collected data on the interaction of light and matter at the Australian Synchrotron.
As 2024 continues, plans are in place for students to observe animal adaptations and behaviour at Melbourne Zoo, participate in the Chinese Model United Nations and undertake fieldwork on sports tourism in the Melbourne CBD.
One of our staff learning spotlights this year is to consider the concept of “lifeworthy learning” when planning our teaching programs. It is our responsibility as senior teachers to provide opportunities for our students to engage directly with the concepts learned in class, enabling them to see a clear connection between theory and practice, and to make abstract concepts tangible. It is my hope that these experiences will not only enhance the academic success of our students, but give them an appreciation and excitement for where their emerging passions may take them in the future.
By Natasha Campbell, VCE Coordinator and Commerce Teacher
Our curriculum prepares students for the future by fostering critical thinking, practical skills, and personal growth, ensuring they’re ready for life’s journey.
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Why do we need to learn this?”
Our wonderful, inquisitive students will often ask this question of our teachers.
Sometimes the question can shake us to the core. Ten years ago David Perkins published his outstanding book Futurewise which coined the phrase ‘Lifeworthy Learning’. It confronted teachers, education systems, parents and students and challenged them to consider what is lifeworthy about the learning that they engage in?
St Leonard’s College has used the text to underpin much of our pedagogical discussion over the last decade. All our Heads of Learning challenged their staff with concepts in Perkins’ book, engaging the school community in discussions about what we need to include in our curriculum. Does the learning at St Leonard’s College prepare our students for their life to come?
Of course, it’s a movable feast. Nobody ten years ago could have accurately predicted the sudden rise in the use of artificial intelligence. Nobody ten years ago understood the effect that a global pandemic could have on learning and how we see the world (who was working from home then?!). So the challenge at the College is to create a curriculum that prepares students for a world full of things that haven’t been invented yet.
We do this at the College through our thinking pedagogies. Our close work with the Harvard Graduate School of Education is no coincidence, with both David Perkins (Futurewise author) and Ron Ritchhart (Cultures of Thinking author) having worked directly with the College. Learning ‘how’ to learn is a key pedagogical foundation that prepares all our students for their challenges ahead in adulthood.
We also continue to consider the content of our curriculum. In Year 8 next year, we’re introducing a critical thinking course where students get to explore, analyse and evaluate online content. In all our subjects, teachers and Heads of Learning consider the lifeworthiness of the content they are providing students. It’s important not to be reductionist about the discussions though. Whilst it may be tempting to deliver highly practical courses on banking and finance, the reality is that many systems will have been updated and changed by the time our students are ready to use them. Over-arching conceptual understanding is therefore what is important. And we mustn’t forget that lifeworthiness is not just practicalities. Whilst Shakespeare does practically help students with language decoding skills, it also introduces them to a world of beautiful imagery and language symmetry which enriches their hearts.
At the College our discussions of lifeworthy learning include seeing students as whole humans who will love, explore, challenge society and have relationships. They will operate in a community and need practical knowledge, but they will also create great art, generate discourse, inspire, and correct injustice. Our lifeworthy learning aims to conceptually prepare all our students for life’s multifaceted journey.
By Charles Neave, Director of Pedagogy
By fostering a love for learning and encouraging curiosity, we prepare our Years 5 and 6 students for a lifetime of exploration and growth.
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The teaching and learning within our Years 5 and 6 program is designed to foster an environment where students develop the academic and personal skills, values, knowledge and attitudes necessary to thrive in their future lives.”
Our innovative secondary model is central to this idea, designed to cultivate student agency and support later success through a unique approach that mirrors a secondary school model. This program incorporates specialist teachers, interdisciplinary curriculum links, experiential learning and assessment of learning to create individualised learning for each student.
The key to success in the Year 5 and 6 model is developing student agency during these formative years. Student agency is the ability for students to take an active role in their learning, making choices and decisions that affect their educational journey. It involves students having the power to direct their own learning, develop their own ideas and take responsibility for their progress and attainment in each subject. This autonomy not only enhances engagement, but also fosters the critical thinking and problem solving skills which are essential for our young people to succeed and positively contribute to society in the future.
The role of specialist teachers within the Years 5 and 6 program is pivotal. Each teacher is a subject-specific expert, who brings deep insights and knowledge to their area of the curriculum. This expertise allows our students to gain a more comprehensive understanding of each subject; thus encouraging them to see the value in different disciplines, whilst also understanding how they interconnect.
Staff members who join our dynamic team have been selected for their specialisation in the curriculum, ensuring that each subject is taught by someone with a passion and deep knowledge of their field. This approach enriches our students’ learning experience and provides them with role models who show the importance of lifelong learning.
The OECD’s 2030 Learning Compass outlines how specialised teaching can significantly enhance students’ understanding of complex concepts and helps them to apply their knowledge in various contexts. This is especially important in Years 5 and 6, as we know this is when young people begin to form their own academic interests and strengths.
This further supports the design and implementation of interdisciplinary links across the curriculum. By integrating concepts across learning areas, we encourage students to make connections between areas of knowledge, fostering a more holistic understanding of the world. This interdisciplinary approach not only makes learning meaningful, but also reflects real life contexts where problems and solutions often span multiple disciplines.
Understanding the role of assessment for learning is crucial in developing student agency. Formative assessments are ongoing evaluations that provide specific feedback targeted to our young people about their learning progress. Assessments are not just about grades; they are tools to help our young people identify their strengths and areas for improvement, preparing them to develop personalised learning goals.
At St Leonard’s College, teachers assess learning to create individualised learning plans tailored to each student’s needs. This approach ensures that every student receives the support and challenges necessary to reach their full potential. By actively involving students in this assessment process, we help our young people take ownership of their learning and develop the skills needed to set and achieve personal goals. Fostering a growth mindset is fundamental for developing resilience and perseverance: key attributes for success beyond their formal education.
Experiential learning is a crucial component of our Years 5 and 6 program, offering our young people hands-on experiences that deepen their understanding of academic concepts and their applications in the real world, creating lifelong memories. Annual study groups to Sovereign Hill, Canberra and Camp Ibis provide unique opportunities to engage in immersive learning environments. At Sovereign Hill, our young people explore Australia’s colonial and gold rush history, also developing an understanding of the impact that this time period had on our First Nations peoples. The trip to Canberra allows our young people to experience our nation’s capital, connecting knowledge of government and civics with real-world institutions. Camp Ibis focuses on outdoor education, teamwork and leadership skills, fostering personal growth and resilience. These experiences not only enrich academic learning, but also help students develop a sense of independence and a deeper connection to their community and environment.
Our commitment to providing an education for life is deeply embedded in our approach to learning. At St Leonard’s College, we believe that education is not just about academic achievement, but about nurturing the whole child. We strive to create an environment where students are known, nurtured and loved, ensuring that each child feels valued and supported.
By fostering a love for learning and encouraging curiosity, we prepare our students for a lifetime of exploration and growth. The deep focus of our Years 5 and 6 program equips students with the tools they need for future success, empowering them to become confident, independent learners. The combination of specialist teaching, interdisciplinary learning and our approach to assessment and reporting ensures that our young people leave our care prepared not only for the academic challenges ahead, but also for the complexities of the world beyond the classroom.
Our dedication to fostering student agency in these formative Middle School years is a testament to our belief in the potential of every student. By providing them with the skills, knowledge and attitudes needed to navigate their educational journey, we set them on a path to lifelong learning and achievement. Beyond this, the Year 5 and 6 team is passionate about continuing this journey with our young people and their families, building a community of empowered and engaged learners.
By Gaya Wignarajah, Years 5 & 6 Curriculum Coordinator
In welcoming families back after the break, Peter Clague reflects upon the origins of school holidays, and suggests a conversation starter for the term ahead.
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A warm welcome back to term 3 for all in the College community.”
Whether your family spent time on a warm beach, a frozen slope, or hunkered down against the winter weather at home, I hope that everyone is refreshed after the July break. However your children spent their holidays though, it is probably a safe bet that they weren’t out labouring in the fields.
Yet the seasonal demands of farm life were the original reason for the timing of our school holidays. Beginning in the UK 200 years ago, school terms were originally driven by the agrarian calendar, as children were needed at home in the autumn to help bring in the harvest. European settlers carried that annual cycle with them to Australia, although, of course, our Southern Hemisphere seasons were reversed, meaning the long summer holiday also aligned with Christmas.
The need for the whole family to pitch in with planting and later picking crops dictated that the school year originally comprised two terms, beginning on January 1st and July 1st. By the 1900s, that had morphed into three terms, each an unbroken 15 weeks in duration. I started teaching under that regime; it was an unforgiving test of endurance. Holidays were more of an exercise in recovery than recreation.
And woe betide schools that didn’t stay the course. In the early days of Australian State education, total school holidays could not exceed thirty days a year. The temptation must have been strong, because any Principal who allowed more than thirty days could expect to have their salary docked.
In the more enlightened eighties, a report to the Australian Director-General of Education of the time suggested that a shift to four 10-week terms would be of benefit to students, teachers, and the community as a whole. Accordingly, in 1987 the Education Department introduced the four-term structure we know today, and the four long holiday breaks that divide them.
That may seem a lot, but how much is too much? Working parents who sometimes struggle to occupy their children during those holiday breaks may be interested to know that a recent OECD analysis found that Australian students spend more hours in school than any other OECD country. Across primary and lower secondary years, Australian students are in school for more than 11,000 hours, compared with the OECD average of just over 7,600.
Which is something of a paradox, given how time-poor teachers and students often find themselves during each school term. There is no doubt that we operate in a very regulated environment. Four period days, 10-day cycles, four term years; our timetables are geared to maximise opportunity and time-on-task. Yet even with those efficient systems, sometimes there never seem to be enough hours in the day for many at St Leonard’s College. We base our entire educational offer upon the power of giving young people choice, so it can be frustrating when it is time, not opportunity, that limits them.
That is why, as we regather for this new term (a relatively short 9-weeker), I encourage all parents to take a moment to talk to your child about their personal aspirations for term 3, 2024. To see the weeks ahead as something new, not more of the same. Re-establishing daily routines after a less structured holiday is an important life skill (and easier for some than others). But as the household rhythms of school days and work life return in your home, and before busyness overtakes us all once more, perhaps find a little time to help your child identify a specific, personal aspiration or two for the term ahead. Maybe auditioning for a part, trying out for a team, broaching a new friendship, or targeting a test score. Whatever it may be, help them to see the term as a chance to sow and reap their own successes over this next school season. In short, set some short-term goals (pun intended).
By Peter Clague, Principal
We are proud of our vibrant social responsibility culture, which supports and empowers our students to make a tangible difference, both locally and globally.
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As parents and educators, we aspire to provide our children not just with an exceptional education but with the tools to become compassionate, socially responsible citizens of the world.”
At St Leonard’s College, we believe in nurturing not only academic excellence but also a sense of duty towards our communities and the planet we call home. Through a vibrant culture of social responsibility, we empower our students to make a tangible difference, both locally and globally.
A World of Opportunities: Engaging in Social Action
At St Leonard’s, students are not merely spectators in the realm of social responsibility – they are active participants in shaping a brighter future. From local community projects to global initiatives, our students engage in an array of social action endeavours.
Whether it’s volunteering for Lennie’s Van, raising awareness and funding for environmental issues through The Amiel Society, being a part of the Interact Rotary group or advocating for social justice causes, every student has the opportunity to make a meaningful impact.
Beyond the Classroom: Sustainability in Action
Sustainability is not just a concept taught at St Leonard’s – it’s a deep commitment to our shared future. Our campus serves as an evolving living laboratory for environmental stewardship, where students learn by doing. The dedication of our young people is strongly reflected in their remarkable achievements. From conducting comprehensive College sustainability assessments to implementing coffee cup recycling initiatives, and even establishing a vegetable garden for Lennie’s Van, our students are steadfast in their commitment to effecting positive change.
This year, students from our Gardening and Sustainability cocurricular group crafted Leonora, a scarecrow made from reused and recycled materials. We entered her into the Melbourne International Flower and Garden Show’s Sustainable Scarecrow School Competition, highlighting the importance of recycling and inspiring our community.
Despite not winning a top spot, we are proud of our students for their enthusiasm and passion towards making our world a better place. Leonora now does a fabulous job of deterring ravens from the College’s new veggie gardens.
A Community of Changemakers: Collaborative Partnerships
At the heart of our commitment to social responsibility lies the power of collaboration. Through partnerships with local organisations and community groups, students gain valuable insights into pressing social and environmental issues. Whether it’s working alongside seasoned activists or engaging in service-learning projects such as through our Year 9 CUE Program, the Big Experience or the Year 4 PYP Exhibition, these partnerships provide students with real-world opportunities to effect meaningful change. Moreover, through collaborative efforts with the Social Action Council, our students continue to secure funds for targeted community projects, addressing pressing needs with ingenuity and compassion. Through these hands-on experiences, they develop a deep understanding of their role in preserving our planet for future generations and creating change for the greater good.
Inspiring Leadership: Student-Led Initiatives
Perhaps most inspiring is the leadership demonstrated by our students. Through student-led clubs and initiatives, they take the reins in driving social action and sustainability efforts. From organising charity drives to spearheading recycling programs from the primary years, our students demonstrate a remarkable sense of initiative and empathy. These experiences not only instil a sense of pride and accomplishment but also lay the foundation for a lifetime of responsible citizenship.
A Transformative Journey: Shaping Future Leaders
At St Leonard’s, social responsibility is a transformative journey that shapes the very essence of who our students are becoming. Through meaningful experiences both inside and outside the classroom, we empower them to embrace their role as agents of positive change in an ever-evolving world. Together, we are creating a community of compassionate, socially conscious individuals who will leave a lasting impact on society, creating a brighter, greener future for all.
*Previously published in the June 2024 edition of Network, the magazine of the St Leonard’s College community.
Peter Clague shares how our dedicated teachers touch the future by preparing our students for tomorrow, today.
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A Teacher’s Reach”
The day I started work in my first job, a teacher died. Her name was Christa McAuliffe, and her death was witnessed live by millions of people around the world, many of them school children. That was because she was NASA’s first ‘Teacher in Space’, although tragically, she never got there. Instead, she perished alongside six other astronauts when the Challenger space shuttle they were aboard exploded shortly after lift-off in 1986. In the aftermath of the disaster, Christa was remembered for many things, not least of which was a phrase she made famous when she proudly told the pre-launch media – “I touch the future; I teach”. In the 38 years that have followed my first day as an educator, I have come to know the great privilege and daunting responsibility of those words.
The NOW Generation
“The Future is Now” is a clichéd slogan, beloved by climate change activists, superannuation salespeople and the writers of B-Grade sci-fi movies. Intended to suggest both how advanced the world has become, and the rate at which we are messing it up. Of course, the future isn’t now, it is yet to come. And teachers only touch it by preparing their students for tomorrow, today. Hence, the St Leonard’s College vision of “An Education for Life”.
But increasingly, there is another interpretation of “The Future is Now”. From the Millennials, through Gen X and Gen Y, to today’s Generation Alpha, each new cohort of young people born this century has increasingly come to expect things ‘NOW’. From Uber Eats to online shopping, ultrafast broadband to air pods, Spotify to Snapchat, and every immediate-and-direct itch-scratching application in between, instant gratification and the need for speed have become the norm.
So, there is the teaching challenge: how do people born and raised in the past prepare children living in the present for a future that neither of them can foresee? Especially when those children are ever more conditioned to believe that all they may desire should come easily and instantly. In an age of overwhelming choice, immediate fulfillment, along with the rapid disposability of products and ideas, what durable lessons should we be imparting to those who will walk into the future long after we are gone? Ironically, the answer may lie in the past.
A Mother’s Wisdom
Fifty years ago, raising five children whilst holding down a job was undoubtedly a challenge for my mother. However, she was aided by a collection of stock phrases that were regularly deployed to remind us how to behave. A favourite was “Patience is a virtue”. Children are hard-wired to be impetuous, with brains that struggle to see beyond the present.
Growing up involves learning the power of delayed gratification. Resilience and success later in life come from mastering the ability to live comfortably with a little bit of discomfort, whether that be worrying about what the future holds or impatiently hungering for what you hope it will bring.
My siblings and I learned those lessons through necessity, with shops closed on the weekend, a single, wired telephone in the house, piggy banks that swallowed most of our pocket money and the only available public transport option being the ageing family bicycle with no gears. If we wanted something, we walked, wheedled or waited. Anticipation became something to be enjoyed rather than endured, but mainly because we had no choice.
Jump forward 50 years and who can blame today’s children for satisfying their developing brain’s craving for instant gratification? Young people have always desired everything, all the time, all at once. The only difference in the modern world is that it is more readily available. Why be patient when you are always a click or swipe away from novelty?
Another of my mother’s pearls of wisdom was “Only boring people get bored.” As children, we were often left to entertain ourselves after school and on the weekend. Yet this was an age before screens (other than a single black-and-white television console, whose 25-inch screen took five minutes to warm up before displaying either of the two channels on air in those days). Hence, we made our own entertainment. Without an endless stream of digital media to quench our inquisitiveness, we were forced to create games, invent toys, and engage with each other in order to stave off boredom.
I am not trying to be ‘holier-than-thou’; I have no doubt that if iPads and YouTube had been around back then, backyard cricket would have soon been abandoned and the Meccano set left to rust. But digital technologies didn’t exist, so our childhood was defined by active creation rather than passive consumption. And those acts of creation taught us the universal truth; that human happiness is a function of our relationships with one another and the places in which we roam.
The Past Has Already Passed
Short of uninventing the iPhone and mandating meditation on a mountaintop, there is no going back to the halcyon days of my carefree childhood. But I hear its echoes to this day. It taught me that self-regulation is a superpower, and that perseverance magnifies every human endeavour. I also know that whatever their future holds, children will always walk in two worlds as adults, the natural and the human. Learning to appreciate and contribute to both brings not only a sense of belonging, but also deep fulfilment. Active relationships, with people and places, sustain the soul. All teachers need to do to keep touching the future then, is continually seek interpretations of these old lessons.
Three Heads Are Better than One
The College already practises some tried and true future-proofing techniques: experiential activities, crafted to give young people genuine agency and a confidence-building sense of independence; outdoor education camps, revealing the natural world that exists when the virtual one is switched off; social action projects, where outreach triggers the profound sense of self-worth that comes from serving others.
Yet we must not be complacent. Rapid changes in society call for an equally innovative response from teachers trying to stay within arm’s reach of the future. Accordingly, three new roles within the College have recently been established.
In pioneering work as our first Head of Futures, Justin Peat is throwing off the shackles of outmoded approaches to career counselling. Rather than the old cliché of asking, “What do you want to be when you leave school?”, he poses the question, “Who do you want to be?” Asking our senior students, “What is your purpose and how will you chase it?”
At the same time, our new Social Responsibility Co-Ordinator, Alex Treloar, has been appointed to harness the twin ambitions of social action and sustainable practice within the College. Her work will build on our belief that young people can and should have a hand in shaping the world they will inherit, be it through discovering the joy of nurturing others, or the wisdom of caring for an environment that they will ultimately rely upon to nurture them.
Meanwhile, as Emily Price commences her role as Head of Wellbeing, she is channeling a little of Immanuel Kant’s famous ‘three rules for happiness’. That to be happy, a person needs “something to do, someone to love, and something to hope for”. Emily’s work will build on the College’s established pastoral ideals, fostering a positive outlook and a healthy sense of anticipation as an antidote to the many stresses and anxieties that beset young people today.
A Legacy That Lasts
“An Education for Life” goes beyond a simple slogan. It is a lived reality for all who work at St Leonard’s College. Our vision reflects our belief in Christa McAuliffe’s truism that, as teachers, we touch the future. To do that, we aspire to send young people out of our gates equipped with a sense of purpose, an affinity for the people and places they will encounter and a wealth of things to do, love, and hope for. In short, we aim to ensure that every student leaves St Leonard’s College future-ready.
By Peter Clague, Principal
*Previously published in the June 2024 edition of Network, the magazine of the St Leonard’s College community.