From the Principal

Unlocking Potential:  The Transformative Power of Co-Curricular Experience

I am constantly delighted and amazed by the achievements of so many of our students across the full range of academic and co-curricular experiences available at Kinross Wolaroi School.  In recent weeks we have witnessed our Orchestra performing superbly at the Orange Chamber Music Festival, students have been excelling in the classroom and in various academic competitions, our swimmers and touch footballers have won ISA Championships. The rowers performed superbly at the Head of the River and a number of our teams are soon to play their grand finals. In the coming weeks we embark upon Camps Week, an opportunity to engage in various outdoor and service activities designed to challenge and extend each individual.

At Kinross Wolaroi we strongly believe in the holistic education of our students and provide opportunities to develop all aspects of a young person. Co-curricular activities such as music, drama, sport and outdoor adventure experiences extend students beyond the confines of traditional classroom learning, offering invaluable opportunities for growth and exploration.  Backed by current peer-reviewed academic studies, I wish to share with you some of the multi-faceted benefits of such activities, highlighting their significance in shaping well-rounded individuals.  Studies clearly reveal that co-curricular experiences foster academic performance, social and personal development of young people.

Academic Development

Research by Katherine B Owen, in her longitudinal study titled ‘Sport Participation for Academic Success: Evidence from Longitudinal Study of Australian Children,’ underscores the positive correlation between sports participation and academic performance. Published in the Journal of Science and Medicine in Sport in 2020, Owen's work suggests that children engaged in sports exhibit improved concentration, time management skills, and academic motivation.

Active involvement in co-curricular pursuits fosters time management, discipline, and goal-setting skills, which are transferable to academic endeavours. According to a study by Fredricks and Eccles (2006), participation in structured co-curricular activities is associated with higher academic achievement. Moreover, a meta-analysis by Mahoney et al. (2005) found that engagement in co-curricular activities positively impacts academic outcomes.

Furthermore, a study by Johnson et al. (2019) published in the Journal of Educational Psychology found that students involved in co-curricular activities tend to have higher GPAs compared to their non-participating peers. This highlights the role of co-curricular engagement in enhancing cognitive abilities and overall academic achievement.

Social Development

Co-curricular activities provide fertile ground for nurturing essential social skills and interpersonal relationships. According to a study conducted by Brown et al. (2021) and published in Child Development, participation in group-based activities like drama fosters empathy, cooperation, and communication skills among children. Through collaborative endeavours, students learn to work as part of a team, appreciate diversity, and develop leadership qualities.

A study by Shernoff et al. (2003) highlights the positive social effects of co-curricular involvement, including enhanced peer relationships and social integration. Furthermore, the collaborative nature of activities such as music ensembles and team sports fosters empathy and respect for diversity. Research by Haines et al. (2010) suggests that co-curricular participation positively influences social competence and emotional wellbeing.

Moreover, research by Smith et al. (2023) in the Journal of Youth and Adolescence demonstrates that involvement in sports and outdoor adventures promotes resilience and self-confidence in children. Overcoming challenges in these settings fosters a sense of accomplishment and encourages a growth mindset, which are invaluable assets in navigating social interactions and building meaningful connections.

Personal Development

Engagement in co-curricular activities contributes significantly to the holistic personal development of children. A study by Liang et al. (2022) published in the Journal of Applied Developmental Psychology highlights the positive impact of music education on emotional regulation and self-expression. Through artistic pursuits like music and drama, children explore their creativity, cultivate a sense of identity, and develop a deeper understanding of themselves and others.

Engaging in creative pursuits like drama and music encourages self-expression and boosts self-confidence. The outdoor adventures promote resilience, risk-taking, and problem-solving abilities. According to a study by Fredricks and Simpkins (2012), involvement in co-curricular activities is linked to increased self-esteem and a sense of purpose. Moreover, outdoor activities foster a deeper connection with nature and promote physical and mental well-being.

Additionally, research by Parker et al. (2021) in the Journal of Adolescent Health emphasises the role of outdoor adventure activities in promoting physical health and wellbeing. Exposure to nature not only encourages an active lifestyle but also instils a sense of environmental stewardship and appreciation for the natural world, fostering a holistic approach to personal growth and development.

Conclusion

This brief review strongly supports the thesis that co-curricular activities play a pivotal role in nurturing well-rounded individuals by fostering academic, social, and personal development. As Katherine B Owen's research demonstrates, participation in sports correlates positively with academic success. Moreover, studies by Fredricks and Eccles, Mahoney et al., Shernoff et al., and Haines et al. underscore the multifaceted benefits of co-curricular engagement. By providing students with opportunities to explore their interests, develop essential skills, and forge meaningful connections, co-curricular programs lay the foundation for lifelong learning and success. It is for these reasons that we believe passionately in offering a rich, challenging and diverse co-curricular experience at Kinross Wolaroi School.

References

Brown, AL, et al. (2021). Exploring the Impact of Drama-Based Learning on Children’s Social-Emotional Skills.

Fredricks, JA, & Eccles, JS (2006). Extracurricular Activities and Adolescent Development.

Fredricks, JA, & Simpkins, SD (2012). Participating in Personal Interest Clubs: Associations with Academic and Social Achievement in Secondary School.

Haines, M, et al. (2010). A National Study of Youth Development Outcomes of After-School and Community Programs.

Johnson, R, et al. (2019). Extracurricular Activity Participation and the GPA: A Longitudinal Study. Journal of Educational Psychology.

Liang, Y, et al. (2022). The Effects of Music Education on Children's Emotional Regulation and Self-Expression. Journal of Applied Developmental Psychology.

Mahoney, JL, et al. (2005). Extracurricular School Activities: The Good, the Bad, and the Nonlinear.

Owen, KB (2020). Sport Participation for Academic Success: Evidence from Longitudinal Study of Australian Children. Journal of Science and Medicine in Sport.

Parker, CL, et al. (2021). Outdoor Adventure Programs and Adolescent Health: A Systematic Review. Journal of Adolescent Health.

Shernoff, DJ, et al. (2003). Student Engagement in High School Classrooms from the Perspective of Flow Theory.

Smith, JR, et al. (2023). Promoting Resilience through Sports and Outdoor Adventures: Insights from Longitudinal Study. Journal of Youth and Adolescence.

Congratulations

Congratulations to:

The Kinross Wolaroi School Orchestra for their superb performance in the Orange Chamber Music Festival.  I received many comments regarding the quality of their musicianship and their role as excellent ambassadors of Kinross Wolaroi School. Well done!

The Festival Director, Carmen Nieves wrote:

“A special mention must go to the Kinross Wolaroi School Orchestra students, for their eagerness to participate in all activities, welcoming and supporting external students and assisting with the production of the event on March 9th at the Southcourt. In general, the School's music students and music leaders were greatly immersed in the activity, supporting staff and external musicians. An absolute delight!  The program involved intensive sectionals and rehearsals between January and March 2024, with students receiving group tuition from specialists from the Sydney Conservatorium, fellows of the Australian Opera and Ballet Orchestra, Adelaide University, Saxophone Academy Sydney and Dr Joanna Drimatis as conductor, education specialist from the Australian Music Centre”

The Cattle Team for their successful weekend at the Cumnock Show as they prepare for the Sydney Royal.

Sophie Williams (Year 10) who recently represented NSW CIS in softball has been selected in the Australian Under 16 Softball Team.

Our Touch Football Teams have had their most successful season in our ISA history winning the Senior and Junior Championships and the ISA Champion Championship Shield for Touch Football for the most successful ISA school in 2024.

Rowing – in recent weeks our boys and girls had had significant success at their respective Head of the River Championships, once again demonstrating that Kinross Wolaroi is one of the leading rowing schools in NSW.  The boys were the top performing school, the girls won the junior point score and came equal first on the gold medal tally.

Ten students have been selected in the NSW Junior Pathway Squad:

Oscar Cleary

Harry Dymock

Ollie Smith

Nick Tancred

Angus Petersen

Ruby Leigo

Lucy Reidy

Olivia Searle

Tessa Wong

Jane Bruce

ISA Swimming – many excellent results at the ISA Swimming Championships held in Sydney on 13 March.  Strong performances from the boys’ and girls’ teams and special mention of our Intermediate Girls who finished second, our Senior Girls convincingly winning the Senior Division and the KWS girls’ team who collectively finished second overall on the day, narrowly behind a formidable Barker Team.  Well done!

TEN4TEN Leadership Dialogue – Regional Development Australia (RDA) has recently selected three KWS students to participate in the 2024 TEN4TEN Leadership Dialogue.  This program aims to connect ten selected Year 11 students with the local community leaders for a unique mentoring experience and is open to all Year 11 students from high schools in Orange, Blayney and Cabonne Local Government Areas.

Congratulations to:

Lucinda Clinton

Isabel Wong

Ollie Krause

Duke of Edinburgh Award – the following ex-students will be attending a ceremony in Sydney on Thursday, 21 March, to receive their Gold Duke of Edinburgh Award from the Governor of NSW, the Honourable Margaret Beazley AC KC: 

Catherine Crisp

Luke Dominello

Toby Gough

Fraser Molloy