Last year’s HSC results were arguably one of the best in the last ten years, with not only a return to the ‘Top 100’ (as measured by the percentage of Band 6 results per HSC attempt), but more importantly, as seen in the improved ATAR measures. Evidence for this includes the very pleasing median ATAR of 81.3, and the fact that more than a third of the cohort received an ATAR above 90. In 2017 we will continue our efforts to promote academic endeavour of the traditional sort, as measured in such external tests as NAPLAN and the HSC. At the same time, if we are to prepare our students for the future, we need to do more than this.
In last weekend’s Sydney Morning Herald, Judith Poole writes, “Innovation and entrepreneurship are being talked about as the future of Australian. How do schools best prepare graduates to lead in these areas and what skills and experiences will help them be creators?” Poole goes on to cite Stanford University professor Carol Dweck’s work on ‘growth mindset’ and the focus many schools are now placing on STEM (Science-Technology-Engineering-Maths) or “STEAM” (add in the arts to enhance creativity, expression, communication). The good news here is that Hills Grammar is well advanced in projects in these areas. The Student Wellbeing ‘Positive Education’ model is underpinned by the notion of a growth mindset. The transdisciplinary learning of the PYP, and the exploration this year on an interdisciplinary STEM (STEAM?) unit of work for Year 7 in Term 3 2017 are important steps in that direction. Further, incorporating Harvard University ‘Making Thinking Visible’ routines helps our students to make connections across disciplines, one of those ‘future work skills’ which our students will need. Academic endeavour, even the term ‘academic rigour’, cannot be understood as simply traditional learning approaches, or ‘back to basics’. Rather, academic endeavour must come to increasingly connote being able to work and think at a high level in both traditional and innovative ways, for the here and now, and for the future. That’s the challenge we are working on: to find the right balance so that we continue to do well in public tests, but also find ways to allow students to be more ‘hands-on’, with real world problems to face. That, according to Poole, helps to develop ‘an attitude of persistence’ – knowing that grit and determination are more important predictors of future success than academic ability alone.
Honours and Scholarship Information Evening
Week 2 saw the Honours and Scholarship Information, aimed at parents of children in Year 6, with Year 5 also invited. An overview of our curriculum for Honours students was presented, as well as key information around the process of application for Scholarships. Two of our Honours students in Year 10 – Felicity Chan and Farhan Shafi – spoke passionately about their experiences of learning at Hills, and particularly the subjects of English, Maths, Science, History and Geography, as well as co-curricular activities. These two students demonstrated their abilities as confident thinkers, and fine communicators, while Mr Stevon Orlando and myself did our best to keep up!
Geoff Gates | Director of Academic Programs Pre K to 12
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