Once per fortnight, CBC Teaching and Learning leaders (Academic Board) gather to discuss current educational research, review current processes, and consider how we can best tailor the classroom experience to support our students. These conversations help ensure a consistent and evidence-informed approach across the College.
At this fortnight's meeting, our focus was on the importance of routines. While routines may seem simple, research consistently shows that predictable habits reduce cognitive load, free up mental energy, and help students focus on learning. Such is the significance and power of routines, that entire schooling approaches have been developed which prioritise regular, predictable, and consistent expectations as the fundamental pillar underpinning teaching pedagogy. One that comes to mind is the Berry Street Education Model, which is used in many Catholic schools.
Additionally, James Clear's Atomic Habits and BJ Fogg's Tiny Habits (both available in the CBC Library) are books I regularly recommend to students and parents. These are not 'niche' reads. Both of these books are wildly popular best-sellers, and part of their popularity surely lies in how simple their message is. Their message is simple: there is a great power in small, repeatable actions that become automatic over time.
In classrooms across CBC, routines are already a familiar part of the learning environment. Examples I have observed recently include students beginning each lesson by reviewing the learning intention, classes that begin each after-lunch session with designated silent working time, subjects with a consistent process for recording homework and assessment dates, and even classes where there are specific 'modes' with predetermined roles and expectations for explicit teaching, class discussion and focused work.
In my experience, these types of consistently applied routines are appreciated by our boys. When they are crystal clear about what they should be doing as well as the criteria for success, they are free to experiment and be creative within the understood expectations.
Families can support this same approach at home through simple, consistent routines. These are hugely dependent on family context but commonly include routines such as:
- Packing school bags and charging devices the night before
- Setting a regular homework time and location
- Establishing technology-free periods during homework and before bedtime
- Using a checklist for morning preparation
Creating these types of routines fits in perfectly with Emer Hickey's recent newsletter article about responsibility. I particularly like the implementation of checklists, and parents can support this type of routine by tailoring language to assist. For example, "what is the next item on your list?" rather than "have you brushed your teeth?" when you can see your son rushing around to get ready in the morning.
This discussion is also linked to broader conversations occurring nationally around screen use and learning. Many families may have noticed recent announcements regarding Year 5 NAPLAN writing assessments returning to pen-and-paper, a 'Back to Basics' pilot program commencing in 2027 across a number of WA primary schools, as well as announcements of screen time limits across multiple interstate jurisdictions.
With this in mind, as we prepare for 2027, we have requested that our booklists offer only traditional hard-copy resources and dual hard-copy / digital options, recognising the value of balancing technology with handwriting, reading, and organisational skills.
Booklists will be released along with 2027 subject confirmations in the coming weeks, and at this time I ask for your support in the removal of the 'digital only' textbook options.
Best wishes to our Year 12s as they continue their external examinations, and to our Year 11s as they commence their Semester 2 examinations this week.
As always, do not hesitate to be in touch with me or a member of the Teaching and Learning team if you have any questions, require assistance, or simply wish to discuss any academic matter relevant to your son.
Jean-Paul Papineau
Deputy Principal Teaching and Learning