Our Director of Cocurriculum, Sally Northcroft, recently represented St Leonard’s College at the Association of Experiential Education International Conference in America.
Our Director of Cocurriculum, shares insights into the transformative impact of reflection and resilience in experiential learning, drawing on the poignant example of Year 12 student Owen’s poetry.
Recently I had the privilege of representing St Leonard’s College at the annual Association of Experiential Education (AEE) Conference held in Colorado. At the conference, I presented on the review of experiential education programs offered at St Leonard’s College. The AEE conference attracted over 750 delegates from around the world.
As is the case after a conference of this magnitude, I found myself reflecting on the many workshops and presentations I attended. Over 150 presenters gave workshops and presented findings on the latest research and best practices across a range of experiential education programs. The most resounding and applicable message from this conference was that of the power of reflection and resilience. These intangible characteristics are highly valued and promoted, however, they are also very difficult to measure.
One presenter shared how important it is to find “magic in the mundane” whilst traipsing through his familiar city streets. Too often, the dopamine-like effect of planning ‘Instagram-worthy’ walks to beautiful places and signing up for high-octane activities can lead us to believe that magic only happens when we view or participate in these heavily marketed experiences. Sometimes, enjoying the simple moment, or taking the time to appreciate the beauty around us on a mundane Monday afternoon walk home from school can provide the same reflective power if we choose to do so.
Another presenter shared the way in which we perceive what it means to be resilient. Often, we picture the victorious super(wo)man stance atop some insurmountable peak, hands held high and chest puffed out like Rocky Balboa at the top of the stairs to the Philadelphia Museum of Art (parents, please explain who Rocky is to your children!). To really understand and implement what being resilient means we have to go back a few steps in the resilience journey and discover the moment we chose to ‘be’ resilient.
It happens at a moment when something has stopped us from progressing (an injury, an illness, not being selected or elected for a role or position) and we have to make a choice about how to respond. Picture a ball being bounced to the ground and when it hits the ground, it literally hits ‘rock bottom’ with nowhere else to go. In that moment – the moment the ball has nowhere to go, the ball changes direction (thanks to all the physics laws in place) and starts to move in another direction…up, up, up.
It is in this moment that the determination to be resilient comes into effect. When we find that there seems nowhere else to go, we take up the champion (Rocky!!!) stance, we raise our hands high, perhaps in pain or in sadness or in sheer determination, we choose to be resilient and change direction – to rise up, up, up and discover what it takes to overcome whatever it was that first stopped us.
As we come ever so close to the end of the year and with so many opportunities experienced to reflect upon, I am drawn with gratitude to one of the poems that Year 12 student Owen kindly shared with me. Owen collaborated with Mr Armstrong to put a collection of poems together to thank his teachers and in his words:
“I admire the ways which you have helped me to follow my own passions – it has turned me into an authentic version of who I am today. I look up to each and every one of you.”
Owen has found that through his reflections and his ability to find magic in the ‘everyday’, the resilience he discovered has been manifested in his poetry.
Experiential education does not have a linear learning path for either skill acquisition or character development. The learner and their journey are both singularly constructed and collaboratively curated. But we know it when we see it!
Owen’s poetry provided a platform to reflect and explore his resilience across so many areas in his time here at St Leonard’s College. When he went on the Year 10 hike and again on the Senior School hike, Owen used his love of poetry to help him through the challenging moments, focusing on the simple pleasures like the rain, the mist and a little tent to protect him. In many ways, the value of reflection allows us to consider how we can prepare ourselves for the next challenge.
For all our students, as they prepare to enter another year of exciting adventures and their inevitable challenges, it is the experiences that they have had, the resilience they have developed and the reflections on how to learn from these challenges that gives them the reasons to continue on their lifelong journey of learning.
By Sally Northcroft, Director of Cocurriculum
With Owen’s permission, please enjoy this gorgeous piece from Owen’s anthology:
Nightstorm
Nearby thunder interrupts the rain’s roar.
I lay with my tent door open,
holding the rain, mud and trees in my palm,
as if they were plasticine.
Nature cannot escape my grip.
An ant seeks refuge from the relentless rain outside,
and stomps over the mud into my tent.
It is a vine to my finger,
wrapping itself around, before injecting fire,
turning my skin red and swollen.
My darkness turns white:
lightning is a bulldozer,
leaving charred remains meters away,
where an innocent family of birds
bathed their feathered-wings
in recent sunlight.
So I unfurl my fist,
release my conceit,
and close my tent door.
Even concealed within my sleeping bag,
nature’s reminder still burns my hand.
Students recently embarked on an enriching French Immersion trip, giving them the chance to deeply engage with the French language and culture.
The trip was both an invaluable learning experience and a load of fun.
A group of Senior School students from St Leonard’s College recently set off on a rewarding French Immersion trip, providing them with a unique opportunity to immerse themselves in both the language and culture of France.
The adventure began in Rouen, where students explored the historic city’s charm through river walks, local cinema outings, and visits to crêperies. Alongside these experiences, they participated in immersive lessons at French in Normandy and enjoyed hands-on workshops, such as macaron-making. The group also visited several iconic French landmarks, concluding the trip in Paris, where they explored some of the city’s most famous sights, enhancing both their language skills and cultural understanding.
Student Reflection
From 13 September to 30 September, a group of students from Years 10 and 11 French classes travelled to France as a part of the St Leonard’s ‘French Immersion Trip’. Our travels took us into Rouen, where we took in the French culture and let out our inner historians and sightseers, as we held the city’s architecture and idiosyncrasies in high regard. Whilst we were there, we attended school at ‘French In Normandy’, underwent a Macaron workshop, and took day trips out to Giverny (Maison et Jardin de Claude Monet) and Mont-Saint-Michel. All while adhering to the trip motto, coined by the wonderful Mme Harte, “When in France, take your time.” A motto that was soon coupled with vigilance against pickpockets, as we transitioned into the bustling city of Paris, and our days became busier. Whilst in Paris, we had a tour around the city (Cathédrale Notre-Dame and The Louvre) and visited the Sacre Coeur, The Palace of Versailles and the famed Eiffel Tower.
In my opinion, the trip was both an invaluable learning experience and a load of fun, that I recommend to anyone looking to learn French or boost their independence overseas.
Lastly, I’d to thank all the staff (Mme Harte, Mme Elkin and Mr Nichols) and students who brought life, wonder and support into what ultimately became the ‘French Immersion Trip’ 2024.
Kit, St Leonard’s College Year 11 Student
Our Year 5 students recently visited a living museum that brings the Gold Rush era of the 1850s to life.
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.
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.
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.
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
By fostering a love for learning and encouraging curiosity, we prepare our Years 5 and 6 students for a lifetime of exploration and growth.
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
Our St Leonard’s College year-level outdoor education camps are designed to help students grow personally and build resilience.
These camps, held at the College’s very own Camp Ibis on the Banksia Peninsula, challenge students in ways that empower them to overcome obstacles and discover their strengths.
So far in 2024, students from Years 4, 7, and 8 have embraced these transformative experiences, with each camp designed to challenge and empower students in unique ways.
Engaging Adventures
Students are immersed in a spectrum of exhilarating activities. From canoeing across waters to navigating rugged terrains through orienteering and hiking, each activity is crafted to push boundaries and foster teamwork. These experiences often take students out of their comfort zones, encouraging them to discover new strengths and capabilities.
Camp Ibis: The Outdoor Education Hub
Located at our College’s Outdoor Education Centre, Camp Ibis serves as the epicentre of these transformative journeys. From Years 4 to 8, students return annually to Camp Ibis, where challenges progressively intensify alongside opportunities for student leadership and collaboration. Under the guidance of experienced staff, students tackle obstacles, both physical and mental, that inspire introspection and growth.
Facilitated Learning and Reflection
Throughout each camp, our dedicated staff, led by Ben Woolhouse, facilitate activities aimed at not only enhancing outdoor skills but also nurturing resilience and self-awareness. Discussions following challenges encourage students to reflect on their responses, coping strategies, and areas for personal improvement. This reflective process empowers students to transfer newfound skills and insights into future outdoor and life experiences.
Preparing for the Journey Ahead
Beyond the immediate adventure, these camps instil a lasting appreciation for preparation and perseverance. Students actively strategise ways to apply their acquired skills in future outdoor endeavours, fostering a continuous cycle of learning and personal development.
An Education for Life
These outdoor adventure camps are a testament to our commitment to shaping well-rounded individuals equipped for life’s diverse challenges. By integrating adventure, reflection, and community, we empower our students to embrace uncertainty with confidence, preparing them to thrive in an ever-changing world.
We are proud of our vibrant social responsibility culture, which supports and empowers our students to make a tangible difference, both locally and globally.
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.
At St Leonard’s College, the Environment domain of our Community, Urban, Environment (CUE) Program emphasises the philosophy of “think globally, act locally.”
Earlier this month, our Year 9 students embarked on an exciting excursion to Mordialloc, where they immersed themselves in hands-on environmental learning.
The adventure began with students kayaking down Mordialloc Creek and into Port Phillip Bay, a journey that offered them a unique perspective on the local environment. As they paddled along, they investigated the effects of urban development and human activity on the water quality of the creek.
One of the key activities during the excursion was water testing. Students measured pH and nitrate levels, gaining valuable insights into the health of the waterway. They also examined the impact of rubbish and sediment on the creek, identifying the sources of these pollutants. This practical experience allowed them to see firsthand how human actions affect the environment and underscored the importance of responsible management and conservation.
The excursion not only brought the CUE Program’s themes to life but also inspired our students to take meaningful actions towards protecting the environment in their local communities.
By engaging with real-world issues and solutions, St Leonard’s College continues to nurture environmentally conscious and proactive young individuals ready to make a positive impact on the world.