The link between academic and pastoral goals for students and progression of responsibility

It is typically assumed that stewardship of the Teaching and Learning portfolio is a responsibility requiring an inwards looking focus on curriculum, teachers and lessons.  

However, around this time each academic year I am always reminded about how much of the CBC curriculum unfolds well beyond the four walls of the classroom.

Looking back over the last few weeks, the number of significant curricular ‘out of the classroom’ events is staggering. The Rite Journey Calling ceremony, evening swim meet and subsequent House Swimming Carnival, preparatory ballroom dancing lessons for Year 12 College Ball attendees and partners, the colour and festivities of the Italian Carnevale parade and the boys pausing for International Women’s Day to think about the sacrifices their mothers and significant female role-models play in their lives are just a few of the many tangible examples of the CBC curriculum existing both in and out of the classroom.

In combination with the myriad parent and community events occurring in Term 1 we have a powerful reminder that education at CBC is not confined to lessons and assessments alone. Each calendared event, curricular and extracurricular forms an intentional part of a broader journey, one that seeks to shape young men who are aware of others, grateful for what they have been given, and increasingly responsible for how they carry themselves in the world. To keep this message both clear and consistent, students and parents are guided by the Attributes of the CBC Gentleman when considering the goals for each boy’s journey. Furthermore, the College Academic Board (consisting of Head of Departments and key academic leaders) construct curriculum programs with these attributes at the forefront. This work is not static, continually evolving to student need.

To give an example: A significant component of Attribute 3 The CBC Gentleman is accountable, resilient and prepared to face and overcome challenges is allowing the students more responsibility as they progress through their schooling years and the significant rites of passage contained in each. Formal programs such as Rock and Water in Year 8 and The Rite Journey in Year 9 are significant parts of, but not the only way the boys are presented opportunities to grow in this area.

Additional specific curricular structures that have recently changed to support this growth in responsibility include:

• House based classes in Year 7 Religious Education, Physical Education, Health and Wellbeing to increase student sense of connection and community.
• Introduction of Creativity Lab and Study Lab as dedicated class rotations (designed to explicitly develop creative thinking, organisation and study skills).
• Introduction of Year 8 Communications rotations where students receive explicit instruction in conversation, questioning, listening and presentation skills, as well as how to tailor communication to meet formal and informal contexts.
• Changes in ICT and technology access permissions in line with Year 9 Rites of Passage milestones.
• Increasing opportunities to set individual learning outcomes with autonomy. This begins with a weekly Flexi period and elective subject selection in Year 9, building to the opportunity for external courses and additional study lines and independent projects in the senior years.

As always, we rely on the support of our parents, partners and community members, to maximise the impact of these programs. This partnership is most effective when it reinforces the same expectations students encounter at school.

Just a few examples of how parents can be involved:

• Following up on any SEQTA notifications outlining a concern with the expectation that students take ownership of mistakes, reflect on what has occurred, and move forward having learned from the experience.
• Holding students accountable for their organisation and preparation. While dropping off a forgotten item may solve an immediate problem, asking to see the organisational checklist or assessment calendar they have developed (particularly through Study Lab) is far more likely to support lasting growth.
• Finally, supporting students to plan for assessments, prepare well in advance, and engage meaningfully with feedback once tasks are returned helps reinforce that learning is an ongoing process, not a one-off event.

Together, these experiences - academic, co‑curricular and relational - form a coherent journey. One that gradually shifts responsibility from the adults around our boys to the young men themselves, equipping them not only to succeed at school, but to navigate life beyond it with confidence, humility and purpose.

Mr Jean-Paul Papineau
Deputy Principal - Teaching & Learning