Cocurricular Learning

Making the most of our cocurricular program

Welcome back to all of our families. I look forward to working with students and staff as I oversee our various cocurricular learning (CCL) programs including Sport, Performing Arts, Cadets, Clubs, Round Square, Experiential Learning, Camps and excursions. 

During the first assembly last week I spoke to our student body about our diverse CCL program. These aims serve as a compass to guide our programs:

• To foster a love of learning and promote social, emotional and cognitive development beyond the classroom.
• To explore interests, develop talents, build teamwork and leadership skills, and enhance wellbeing.

I encouraged our students to engage with the graduate attributes and aim to be authentic, adaptable, empathetic, collaborative, creative and independent. Year 9 and 10 students should be thinking about their graduate profile and setting goals with their mentors and parents for their learning portfolio. Year 11 and 12 students should be starting to build their CVs – a portfolio of achievement.

I also discussed the values of our school, using examples of how our CCL activities develop these traits in our young people. I encouraged our students to try something new – to challenge themselves by engaging in a different sport, trying public speaking or debating, auditioning for the musical or music ensembles, joining the new drum corps or pursuing an interest in photography or chess. All of these spaces provide safe environments to allow development of skills, experience of failure, and rich learning.

I reminded students about the expectations for participation in sport, performing arts and cadets, emphasising that it is up to the student to communicate effectively with coaches and leaders should they miss a session. I also discussed the expectations for students around excursions. We have a very extensive excursion program with students and staff missing lots of lessons for valuable learning experiences outside the classroom for CCL experiences as well as academic excursions like field trips, theatre productions, lectures, etc. I reminded students about the expectations before and after excursions: 

Before the excursion:

• It is up to the student to communicate with teachers and peripatetic staff to inform about absences and complete missed work.
• Engage with prior learning to prepare for the excursion
• What have I already learnt? 
• How can I best prepare for the excursion?

During the excursion:

• Engage in the learning – be active during the visit
• Product/s of learning? What are they? 
• Assessment of learning and reflection
• Missing classes – it is UP TO THE STUDENT to catch up

After the excursion:

I asked students to consider the learning cycle and to understand that failure is ok and part of learning. Students should feel safe to try things in and out of the classroom. Performance is important to consolidate their learning, be it in a test or exam, a match on the hockey field or a race in the pool. If students are aware of the components of the learning cycle, they can work towards improvement in all facets of their lives.

Opportunities through the Round Square and Experiential Learning portfolio include the Regional TEN4TEN Leadership Program, the United Nations Regional Youth Summit, Duke of Edinburgh and Internships. Mr Callaghan will be communicating information about this soon. If you are interested in these learning opportunities, please contact Mr Callaghan. 

Finally, please ensure you have downloaded the Hub app – instructions are in this bulletin. 

Have a great term, 

Catherine Litchfield 

Director, Cocurricular Learning