Whole School News
Past or Future: What Are We Teaching For?
Do we prepare students for our past or their future, the changing face of education? Where will we be in 30 years?
One key aspect of my job is running promotional tours and inducting new leaders into our school culture. One interesting component of this involves looking at the old classroom facade, which sits in a walk-through in C block. This was purposely left by the architect in the last upgrade. During the tours, I discuss how we used blackboards and chalk at the start of my career. This evolved to whiteboards and is now data projectors and electronic whiteboards (which I never used in the classroom). There is even a fire that the teacher had to light every winter's day.
I have recently considered just how far education has come and how different the UK in the 1970s (my past) is from modern-day Australia. The comparison table below shows how educational philosophies, practices, and policies have significantly evolved over the decades. This reflects broader societal changes and our understanding of effective teaching and learning.
Can you try to guess where we will be in another 30 years?
Aspect | UK 1970’s | Current Australia: |
| Curriculum | The rigid and traditional curriculum focused heavily on core subjects with limited flexibility.
| The Australian Curriculum promotes a more flexible and integrated approach, encouraging cross-disciplinary learning and a focus on critical thinking. |
| Assessment Practises | Assessment was predominantly exam-focused, emphasising high-stakes testing at key stages.
| Assessment methods are varied, including formative assessments, projects, and continuous feedback, promoting a more holistic view of student learning. |
| Diversity and Inclusion | Limited recognition of the need for inclusive education existed, and many students with special needs did not receive adequate support. | There is a strong commitment to inclusivity, with policies and practices in place to support students with diverse needs, including those with disabilities. |
| Pedagogical Approaches | Teaching methods were largely teacher-centred, focusing on direct instruction and rote learning. | There is a shift towards student-centred learning, emphasising inquiry-based and experiential learning approaches that foster engagement. |
| Technology Integration | Technology use in education was minimal, with classrooms primarily reliant on traditional teaching tools like blackboards and textbooks. | Classrooms are equipped with advanced technology, including computers and interactive whiteboards, facilitating digital literacy and interactive learning. Students now bring their own devices. |
| Teacher Training and Professional Development | Teacher training was often less rigorous, with many teachers entering the profession without comprehensive pedagogical training. | Stringent requirements for teacher education exist, including ongoing professional development to ensure high teaching standards and effective practice. |
| Parental Engagement | Parental involvement in education was less formalised, with schools operating more independently from families. | There is a strong emphasis on parental engagement, with schools actively encouraging partnerships with families to support student learning and wellbeing. |
| School Governance and Autonomy | Schools were often centrally governed, with limited autonomy for individual institutions to make decisions. | Many schools have greater autonomy. As an IPS, Applecross has local governance structures allowing tailored education approaches that meet community needs. |
| Focus on Wellbeing | The education system had minimal focus on student wellbeing and mental health. | Wellbeing is a key focus, with schools implementing programmes and resources dedicated to mental health support and social-emotional learning. This is our number one school priority. |
| Global Perspective and Citizenship | Education was primarily focused on national history and culture, with less emphasis on global issues. | The curriculum includes a global perspective, promoting understanding of international issues, cultural diversity, and the importance of global citizenship. |
| Behaviour management | Referred to as discipline and routinely involved the use of leather straps for talking in class, eating in class, incorrect uniform or not doing your homework | Restorative Justice focuses on repairing harm and restoring relationships rather than punishing misbehaviour. This approach aligns well with our school's Personal Best and Mutual Respect values, fostering a positive school culture and enhancing student wellbeing. |
Paul Currie, Associate Principal Years 7-9
College Athlete Scholarships Info Session
We're thrilled to announce that the Study and Play USA team will be visiting Applecross to present valuable information about the U.S. college system and the pathway to securing college athlete scholarships. Study and Play specialises in guiding and supporting student-athletes through every step of the process - from choosing the right college to securing scholarships and navigating life as a student-athlete in the U.S., it's never too early to start learning about what you need to do to begin this pathway.
📅 Date: Tuesday 20 May
🕔Time: 5:15 pm start
📍 Location: Applecross SHS Auditorium
👥 Who Should Attend: Recommended for parents and students in Years 8–12 interested in any college sport
📌 How to Register: https://zfrmz.com/nDijgAFzIzoZmk69Tqwj
Chelsea Church, Specialist Tennis Program Coordinator
Learning to Learn
Note-Taking
It sounds easy, but it's actually quite a complex skill that consists of the five phases below. We explicitly teach the note-taking process because it is so essential to learning. Over the next few months, I will provide a brief summary of each phase.
Phase 2: Processing Notes
This phase facilitates the retention and understanding of information by requiring students to manipulate their notes in various ways. They will be asked to revisit notes to chunk, question, add and clarify. They will process new information by identifying, selecting, sorting, organising, classifying and evaluating main and supporting ideas. It is in this phase that students begin to interact with their notes and take ownership of the knowledge.
Sue Kovacevic, Teaching & Learning
OLNA, Year 12, Year 11 and Year 10, 2025
The first round of OLNA is now complete, and students should be commended for their approach to these tests. The School Curriculum and Standards Authority (SCSA) will release the results on Monday 9 June 2025. Once available, parents and students will be notified of the outcomes.
A reminder for Year 10 parents that the first round was only available to students who did not complete the OLNA in Term 4 as a Year 9 student.
A further round of OLNA testing will be held for Year 10, Year 11, and Year 12 students during Term 3, from Monday 8 September to Friday 19 September 2025.
If you have any queries or concerns, please feel free to contact me at 9314 9362 or donna.levar-uppill@education.wa.edu.au.
Donna Levar-Uppill, School Assessment Coordinator
Literacy Write up for Parent Update
At Applecross, Literacy is a key focus area which we address with whole school initiatives such as the Applecross Book Club, Book in a Day, Book Week, and the use of V.I.P.S. strategies in all Learning Areas. There is also an explicit Literacy focus in the English Learning Area.
The Applecross Book Club meets twice per term from 3 pm to 3.45 pm on Thursdays in Weeks 3 and 7. All students are welcome. In Term 1, about 30 students from Years 7, 8, 9 and 10 came to the last meeting. There was a fantastic vibe with students of all year groups discussing their favourite books and holiday reads. Each student chose a book to read and will join in discussions at the next meeting. The Book Club finishes with a social chat and some yummy snacks.
Students may have seen the signs around the school advertising "Book In A Day". This is a fabulous opportunity for teams of students to publish an illustrated book in one day, so both writers and artists should consider getting involved. In 2022, we were nationwide winners in several categories. Is it possible that we can be as successful in 2025?
C
Anna Edwards, Literacy Support Coordinator