Co-education – An environment that fosters inclusiveness, mutual respect and understanding

Much of my career has been spent teaching in the single-sex model of schooling that dominates the Independent sector in Australia, a situation vastly different to most of the world. My first teaching experience in a co-educational setting was at St Edward’s School, Oxford in the U.K., an independent school of similar size, nature and character to ourselves. This immensely enriching experience afforded powerful challenge to some of my pre-held perspectives and understanding and enabled me to see the great value and importance of co-education. Students learning and developing side by side affords an environment where mutual understanding and respect can be fostered. My time at St Edward’s was greatly enriching and rewarding, and created a desire within me to contribute to a coeducational school setting in the future. I was indeed fortunate that five years ago such an opportunity arose at Kinross Wolaroi School.

When I speak with fellow Heads who have made a similar transition from single-sex schools to co-educational settings – all argue strongly that they would never return to their former structure. Co-educational schools reflect the gender structure of the world in which we live. Boys and girls working together, sharing ideas and opinions, developing mutual understanding and respect. To separate the sexes can only lead in misunderstanding and distorted perspectives. I believe many in society are coming to this viewpoint as evidenced in the increased demand for co-educational settings.

Respect and respectful relationships lie at the very core of our wellbeing and are founded upon our thoughtful consideration of one another and our connections with each other. We learn within our communities, be this at home with our families, at School with our peers or in other domains – but we learn respect through our interaction with others.

I strongly believe that co-educational schools provide an environment that far better equips young people to be effective and respectful citizens of the modern world.

It is well understood that one’s environment significantly shapes one’s attitudes and values. A co-educational environment authentically promotes inclusivity, belonging, and boys and girls working together. It more readily reflects the diverse liberal democratic society in which we live, one that values inclusivity and social cohesion over increasing polarity and division.

Australia is one of the few countries in the world which is still debating the issue of single-sex or co-educational schools. Single-sex schooling perhaps made sense when girls were not expected to pursue careers, but the world today is a very different place to the past. Valid research reveals there is no significant difference in academic achievement between co-educational and single-sex schools. However, when it comes to the social development of children, unsurprisingly co-education confers a myriad of benefits. Perhaps the most important is the messaging children receive about equality and similarity between genders rather than disparity and incompatibility.

Girls and boys, women and men, share the delight of learning together in co-educational institutions, building mutual respect and understanding. The most realistic and genuine learning environment is for boys and girls to work and learn together in natural settings where gender equality and opportunity are fostered in both academic and co-curricular spheres.

Plato, the ancient Greek philosopher, advocated for co-education because it fosters "a sense of comradeship, as well as trust, confidence, respect, and cooperation”. Of course, these traits may be found in single-gender institutions, but how much more powerful and affirming is the development of these values in schools where boys and girls sit side by side.

In the twenty-first century, schools must strive to educate children for a world outside the classroom, where character attributes such as tolerance, respect, initiative, service, resilience, and cooperation are deemed just as important as academic knowledge and abilities. If a school's mission is to prepare students for the changing, diverse, and uncertain world they will inherit, then the educational experience must reflect that diversity and reality. There is simply too much to be gained from having young people of both genders studying and mixing together for an extended length of time.

Working together in the classroom, in the co-curricular sphere and on homework tasks allows boys and girls to learn both intellectually and socially from one another. Girls and boys work together, share ideas, and discuss issues. Importantly, the presence of both genders contributes to the complexity and diversity of thought and learning that pervades our classrooms, as well as all aspects of society.

Co-education promotes students' ability to think, learn, and interact; students of both genders can gain confidence, empathy, understanding, and leadership as they traverse the hurdles of social and emotional development while promoting one another's achievement.

In challenging sexist attitudes, co-educational schools have been highly effective. Many themes lend themselves to extensive classroom debate and discussion; men and women often have opposing viewpoints on the same issues, and each perspective has something to enlighten the other. Patience and tolerance for opposing viewpoints are qualities that should be cultivated and cherished in today's world.

Co-education is a more realistic approach to effectively equipping young people to naturally assume their place in the larger community of men and women in which they will live and work. It aids in the dispelling of both sexes' misunderstandings about the other and lays a solid foundation for the creation of realistic, meaningful, and long-lasting relationships later in life.

Let us not forget that boys and girls, young women and men, learn more than purely the curriculum through school. Throughout their fourteen-year journey they are discovering who they are and learning about themselves. "Separating children for a period of years means they will not be mixing and learning about each other," says Professor Simon Baron-Cohen of the University of Cambridge. The relationships developed with those around them, as well as a sense of how they fit into the fabric of their world, shape one's understanding of self. With this in mind, co-education promotes a far more authentic understanding of oneself and one’s potential to make valuable contributions to society as a respectful, resilient and collaborative adult.

Staffing Announcements

Mrs Kate Callaghan – 2IC English

Mrs Kate Callaghan has been appointed as the 2IC English. Kate has a wealth of experience both in the academic and pastoral spheres and is well equipped to make an excellent contribution in this role.

Kate is a highly experienced English Teacher, and HSC Marker, has experience in the development of programming in a variety of English Faculties, including Pymble Ladies’ College and St Stanislaus' College.

In Kate’s role as Coordinator of Teacher Professional Development at Kinross Wolaroi, she worked closely with NESA and AIS regarding teacher development and progression, making her well-placed to advise and support her colleagues. In the Wellbeing space, Kate’s Boarding and Pastoral Care experience enables her to be highly cognisant of the many pressures and challenges our teachers and students face.

Mr Michael Holmes – 2IC Mathematics

Mr Holmes has been appointed to succeed Mrs Kathryn Northam as 2IC of our Mathematics Faculty. Mr Holmes is a talented mathematician who has designed and implemented contemporary, differential learning opportunities that meet the needs of all maths students. Prior to joining us at Kinross Wolaroi he was Assistant Coordinator of Mathematics at James Sheahan Catholic High School.

We are most grateful for the outstanding service and contribution made to the Mathematics Faculty by Mrs Kathyn Northam. Mrs Northam is seeking to focus upon her role of classroom teaching. Her dedication, skill and experience will continue to be greatly appreciated by her colleagues and students.

Alex McLennan – 2IC Science

Mr Alex McLennan has been appointed as 2IC of the Science Faculty. Alex came to Kinross Wolaroi at the beginning of 2019 as a passionate Science teacher with extensive experience outside of the education sector. His knowledge and organisational experience will be an asset in this role.

Mr McLennan has a Bachelor of Medical Science from Sydney University; a Master of Chiropractic from Macquarie University; and a Master of Teaching from Western Sydney University.

Mr Peter Stevens – Acting Head of Languages

Mr Chris Oldham will be taking some well-earned Long Service Leave for Semester 1 next year. I am delighted to announce that Mr Peter Stevens will be the Acting Head of Languages for that time. Peter needs no introduction and his extensive experience and outstanding contribution to Kinross Wolaroi School over many years will ensure the Languages faculty is in excellent hands during Chris’ period of absence.

Mr Jacob Jones – English Teacher

Jacob is a young graduate teacher who joins the English Faculty at the beginning of Term 1 in 2022. At the University of Sydney Jacob studied for a Bachelor of Secondary Education/Arts (English and History). He has undertaken Practicum experience in several schools including a block at Maningrida Central College in the Northern Territory. Jacob completed his teaching internship at SHORE.

While at the University of Sydney Jacob was a student Ambassador: Access and Outreach, where he presented workshops to students at various schools in classroom environments to improve HSC results and support higher education in low-socioeconomic areas. Jacob is an enthusiastic runner and endurance athlete who is very much looking forward to being part of the Kinross Wolaroi School community.

Ms Philippa Waters – Music Teacher and Coordinator of Choirs

Philippa will join our Music faculty in a full-time permanent capacity, commencing Term 1 2022 and will also oversee our Choirs in both the Junior and Senior School. Phillipa comes with immense experience and is a highly regarded and respected music educator in New South Wales.

At St Pius' College, Chatswood Philippa was Performing Arts Coordinator, taught Music from Year 5-12, and Vocal Ensemble Director. She has also had extensive experience at Knox Grammar School and William Clarke College. Phillipa has demonstrated a wonderful ability to engage students in the Arts regardless of their experience. She has extensive experience in designing and implementing innovative K-12 Music, Drama, and Religious programs and is a highly effective HSC Music teacher.

Philippa has a Bachelor of Music Education from the University of NSW, and AMEB Clarinet Grade 8, AMEB Pianoforte Grade 6 and AMEB Theory of Music Grade 5. She also has Orff Schulwerk levels 1,2,3 and 4.

Ms Harriet Symons – Learning Support Teacher

Harriet joins us from The Armidale School where she has been a Senior Teacher of HSIE, Acting Head of Learning Support, Master in Charge of Basketball, Rugby Manager, Pastoral Care Advisor, Student Representative Council facilitator and Abseiling Team member with the TAS Cadet Unit. Harriet was also involved in the Boarding program where she was Deputy Head of Middle School Boarding for three years. Prior to teaching at TAS Harriet was at Saint Ignatius' College, Riverview.

Harriet has a Bachelor of Arts (Human Resources) from Macquarie University, a Bachelor of Teaching (Secondary) from Charles Sturt University and is very soon to complete a Masters of Inclusive Education from Charles Sturt.

Harriet is very much looking forward to relocating to the beautiful centre of Orange to continue her passion for education.

Mr Norm Moore – McLachlan House Head Mentor

Trent Chapman will be on Long Service Leave for Semester 1, 2022 and I am delighted to announce that Mr Norm Moore will cover this role during Trent’s leave. Mr Moore is a McLachlan House Mentor and has forged a fine reputation for his pastoral care of our students in Day, Boarding and Co-Curricular environments.

Miss Holly Triggs – Gifted and Talented Mentor

Miss Holly Triggs has accepted the role of Gifted and Talented Mentor. Although Holly is a new starter at Kinross Wolaroi, she is a vibrant and passionate educator who will challenge and foster our Gifted and Talented students. Miss Triggs has had considerable experience engaging and leading Gifted and Talented programs in her previous schools.

Mrs Kate Anderson – Round Square Coordinator

Kate will take on the leadership of the Round Square program at Kinross Wolaroi School. Round Square is an international network of over 200 like-minded schools in 50 countries that connect and collaborate to offer world-class programs and experiences that develop global competence, character and confidence in students.

Kate has significant experience and has fulfilled many roles throughout her career that has seen her teach in New Zealand, USA and Alice Springs before she joined our staff in 2020. Her previous roles include Head of House, Vocational Education and Training Coordinator, School-Based Apprenticeship Manager and Careers Advisor. Kate has had considerable involvement in Round Square for many years and has led several Round Square International Service projects and outdoor education experiences. Kate has a Bachelor of Education (Physical and Health Education) from the University of Wollongong.

Please share with me in congratulating all of these staff to their appointments.

Staff Resignations and Retirements

Mrs Jessie Lawson – Learning Support Teacher

Mrs Jessie Lawson has recently met with me to inform me that she has accepted a position at Riverview in Sydney, commencing in 2022. It has been Jessie’s wish for some time to be closer to the support of her family in Sydney. Jessie is passionate about Learning Support and will make a significant contribution at Riverview as she has done for the last four years at Kinross Wolaroi.

Mr Paul McRae – PDHPE Teacher and Mrs Annalie McRae – Music Teacher

I have recently met with Paul and Annie McRae who have advised me of their wish to resign from Kinross Wolaroi School to take up positions at St Columba Anglican School in Port Macquarie, commencing in Term 1 2022. Paul as the Head of PDHPE and Annie as a Music Teacher.

Paul’s journey with Kinross Wolaroi started in the mid 1990’s when he was a student at the School, culminating in his role as Deputy Head Boy in his final year. Paul returned as a teacher in 2005 and has given 17 years of dedicated service in numerous capacities: Head of Brown House; Acting Head of Department; MIC Rugby; coach of various sports; and co-curricular endeavours.

Annie has served a similar term of dedication at Kinross Wolaroi, commencing in 2003 as a fresh graduate teacher. She reflects that she has had many wonderful experiences through the duration of her career at the School. Annie has held many roles outside of teaching: Year 7 Advisor; Junior School Music Coordinator; Acting Head of Performing Arts and Instrumental Music Coordinator K-12.

Paul and Annalie met at Kinross Wolaroi and have grown their family in this wonderful School community and will be greatly missed by colleagues and students. Please join with me to wish them the very best as they relocate to Port Macquarie next year.

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