Principal's News

Why We Must Change the Way We Do Things

At Sandringham College, we are implementing the Science of Learning, which teaches us how the brain learns most effectively. This science and research-based approach argues that we must adopt explicit teaching practices and develop whole-school engagement routines to enhance student outcomes.

While I know that parents and carers support our College's direction and trust in the expertise of our leaders and teachers, change can still be unsettling. As the leader of our school, I want to explain why we have chosen to embrace the Science of Learning. Simply put, if we do not adapt, we risk allowing our students to fall behind, disengage, and not reach their full potential. As respected educator David Didau puts it:

“If we care about our students and value their wellbeing and future safety - both economically and socially/emotionally - then we must insist on their right to quality, evidence-based teaching that ensures that every student is learning.” (Research Ed. March 2026).

Declining outcomes in national and international performance measures, such as NAPLAN and the OECD’s PISA assessments, show that some current teaching methods are not meeting students' needs. I have long argued that our existing approach is particularly failing our boys, who perform lower than girls in literacy, especially in writing. These educational gaps can have long-term consequences. The Organisation for Economic Cooperation and Development (OECD) warns that:

“Boys who lag behind and lack basic proficiency in reading may face difficulties in gaining access to further education, desirable positions in the labour market and full personal development.… boys are significantly more likely than girls to be disengaged from school, get lower marks, repeat grades, and play video games in their free time.”

In 2023, around one in three Australian students did not meet age-appropriate benchmarks in reading or mathematics. I can confirm that even in a high socio-economic school like Sandringham College, our literacy and numeracy screeners show that many students entering secondary school are performing well below the expected level for Year 7. It is important to avoid blaming our primary school colleagues, who are often under-resourced; instead, we must hold the broader system accountable for failing to implement evidence-based practices sooner.

Fortunately, changes are happening with the Victorian Education Department’s Victorian Teaching and Learning Model 2.0 (VTLM 2.0). The Victorian Education Department now mandates systematic synthetic phonics as the core approach to teaching reading in all government primary schools, emphasizing explicit instruction to improve literacy outcomes for all students. In secondary schools, we will see the positive outcomes of this approach in about 5 years. I would argue that we also need a clearer, evidence-backed approach to teaching mathematics and increased support for our primary school colleagues in the teaching of maths. It is simply not acceptable for Year 7 students to rely on their fingers for basic addition or be unable to complete an equation that requires double-digit multiplication, like calculating 23 x 47. 

At Sandringham College, the VTLM 2.0 along with research and evidence will guide our efforts to ensure that every student benefits from quality teaching. Over the past 2 years, I have visited many primary schools, spoken to teachers and educational experts, analysed data, and reviewed research. Explicit teaching is the only approach that will make a substantial difference for all of our students. The effectiveness of this approach comes from its ability to remove guesswork for students, present essential knowledge clearly, and systematically assess learning.

Recently, I presented at a network of principals in the North East region about our initiatives at Sandringham College. As one of a few secondary schools fully embracing the Science of Learning, we are seen as a positive influence in the education system. Meeting with other principals on the same journey reinforced my commitment to our path forward.

So, when your child comes home and complains about seating plans, silent ‘DO NOW’ activities and being asked to be attentive and active in their learning, understand that the change is unsettling for them and support them to understand why it is vital.

References

Davi Didau https://learningspy.co.uk/

OECD, 2023. PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en 

Shout out to Keeley McMahon!

Keeley McMahon, a Year 8 student, has taken impressive initiative by founding Socks 4 Sustainability and even creating her own logo. A passionate fan of novelty socks, she partnered with a local small business and has achieved remarkable success at local markets.

In just a few months, Keeley has raised an incredible $904 toward her expedition to Borneo in 2027. We are thrilled to witness such entrepreneurial spirit and are immensely proud of Keeley's creativity and dedication. Keep up the amazing work!