Magenta and Black Nº

MAGENTA THE HUTCHINS SCHOOL MAGAZINE & BLACK Nº 101 – July 2015 Cultivating 6 20 29 Developing The values of Securing 21st century dignity and the future skills integrity 21st century… what? 2 Community 24 Building Good Men 5 Our Early Learning Centre opening Developing 21st century skills 6 Old Boy reunions A strong foundation 8 Celebrating our great school Where are they now? IN THIS ISSUE A myriad of possibilities 10 Teaching in a 12 Securing the future 29 flipped classroom Recent donations 30 Co-curricular activities 13 News from the Archives 31 Headmaster Seminar Series 16 Vale 33 Special feature 18 Events 36 Honouring our ANZACs Living the dream The values of dignity and integrity Making the most of opportunities MAGENTA & BLACK Nº 101 – July 2015 WITH SPECIAL THANKS TO Front cover Richard Hallett at Llanberis Mr Barrie Irons for providing so many EDITING & PRODUCTION Mrs Michelle Mizzen fantastic photos, Ms Katie Richardson for michelle.mizzen@hutchins.tas.edu.au proofreading and all students, staff and Marketing and Media Relations Manager Old Boys who have shared their stories DESIGN/LAYOUT Kieran Bradley Design 21st century… what? MR WARWICK DEAN HEADMASTER 2 MAGENTA & BLACK Nº 101 – July 2015 Return to index So what skills are needed to HEADMASTER FROM THE confront these challenges and to facilitate opportunities in the 21st century? What are the trends that will transform education and what, where, when and how we do it? Here are some factors influencing our thinking and our planning for schools: The impact of digital learning As educators, we need to embrace the power of technology to make learning relevant for all students and adults. Using technology thoughtfully for instructional purposes will allow us to stretch learners’ thinking in ways I recently attended a presentation at you choose to accept it” is to take that will lead to success in today’s the University of Tasmania that was education truly into the 21st century. It increasingly global economy and rapidly designed deliberately to draw together is not enough to say that we are already evolving digital environment. persons with an interest in education living there. Technically it is the 21st outcomes for all Tasmanians, century, but are our schools there, and Heightened demand for especially our children. is not our challenge now to reinvent career readiness schools for the 21st century? One of The evening left many of us full of hope Preparing a young person for career the reasons that it is so difficult to that informed, purposeful and planned success today requires a different set think of future schools is that most of action would overcome ill-informed of academic skills and knowledge than us first look back to what schools were and self-interested rhetoric about what is traditionally taught in schools. like in our own time and use that as a education outcomes in Tasmania. Candidates for employment must have reference point for our thinking. That hard and soft skills and the competencies will no longer do. Moreover the evening of a lifelong learner in a technological, Today’s Kindergarten students may quite correctly focused information-based environment. be retiring in the year 2080 or later. on the messages about What will the world look in five years, Increased emphasis education now and into the much less 65 years or more? We on application-based future that we as educators are charged now with preparing our learning and a community are students for life in that world. Our sending to our children and students are facing emerging issues Relevance drives both student learning our parents. such as global warming, mass use and and the rigor of that learning. When acquisition of data, famine, population students are deeply engaged in content However, it is assumed in these migrations, poverty, health issues, that relates to their lives and interests, discussions most people know what is a global population explosion and rigor becomes possible and learning meant by 21st century education. That other geo-political, environmental through application is transforming how question needs attention and has been and social issues. To creatively and students acquire knowledge and skills. the focus of our planning for the future co-operatively face and resolve such High-rigor, high-relevance lessons at The Hutchins School. challenges students must be equipped represent a shift from a content-delivery In his blog, Dangerously Irrelevant, to be able to communicate, function model of schooling to a model that Scott McLeod uses a line from Mission and create change personally, socially, focuses on using knowledge and skills in Impossible; “Your assignment, should economically and politically on local, meaningful and authentic ways. national and global levels. Return to index Return to index 3 Use of data analysis • Leadership, teamwork, to implement growth collaboration, co-operation, virtual workspaces models • Information and communication technology (ICT) literacy, As we develop more sophisticated media and internet literacy, FROM THE HEADMASTER assessments and use technology visual interpretation, data in more robust ways (including interpretation and analysis, online assessment) we will see an computer programming explosion in the use of data for both • Spiritual, civic, ethical, and formative and summative purposes. social-justice literacy Great schools use data analysis to • Economic and financial literacy, shift to a continuous improvement entrepreneurialism model for every student and evaluate • Global awareness, multicultural students based on individual literacy, humanitarianism improvement, rather than by • Scientific literacy and reasoning comparison across a group. • Environmental and Developing personal conservation literacy, understanding ecosystems skills • Health and wellbeing literacy, We know that there is more to including nutrition, diet, exercise, life than the core subjects of and public health and safety Mathematics, Science, English, The new millennium has opened up Arts, and Humanities. Personal opportunities for any person in any and interpersonal skills – such place at any age to make a difference as wellbeing, responsibility, self- in the world. It may be assumed management, integrity, honesty, that one is never too young, or too collaboration, and leadership – are old, to make one’s voice heard and critical for success in any life stage. create change that makes the world Our highest purpose is Great schools build these skills into a better place. There are unlimited Building Good Men. We their curricula and create education opportunities for exciting new are a supportive, learning cultures and relationships that discoveries and the possibilities are community that works value more than just academics. unlimited. At The Hutchins School together to build character The following list provides a brief our focus is on maximising these illustrative overview of the knowledge, of boys. We aspire to instil possibilities for our students and skills, work habits, and character in each of our students the our staff. traits commonly associated with finest virtues of a Good 21st century teaching and learning Man: kindness, integrity, expectations: compassion, humility • Critical thinking, problem-solving, and courage. We believe reasoning, analysis, interpretation, that these aspects of synthesising information • Research skills and practices, character – the building interrogative questioning blocks of a Good Man – are • Creativity, artistry, curiosity, fundamental to every part of imagination, innovation, life at The Hutchins School. personal expression • Perseverance, self-direction, planning, self-discipline, adaptability, initiative • Oral and written communication, public speaking and presenting, listening 4 MAGENTA & BLACK Nº 101 – July 2015 Return to index HEADMASTER FROM THE DEPUTY Building Good Men MR ALAN JONES DEPUTY HEADMASTER KINDNESS In classrooms, on sports fields, on stages, in orchestras, on bush tracks and A Good Man treats others how he boat decks, whether holding brushes or chisels or musical instruments, would wish to be treated himself, ropes or picture books, shovels or digital devices, beakers or footballs – and his attitude to all people is wherever our boys are and whatever they are doing – at the heart of it – they based on goodwill. are learning to be Good Men. INTEGRITY They are provided with resources, programs and pastoral care systems A Good Man adheres to moral and tailored to the specific needs of boys; implemented, taught and supported ethical principles, is honest and is by a staff passionate about boys’ education in a safe learning environment, held in high esteem. and within a culture that promotes a core set of values and a global consciousness. The result is a journey which sees our boys grow into well- COMPASSION educated young men of character, prepared for the future. Good Men. A Good Man is kind and acts with gentleness, expressing a Our boys are learning what matters to a Good Man. They are learning to be humane quality of empathy and men who are active, confident and ethical with a secure sense of their own understanding. identity (I matter). They are learning to participate, develop relationships and to celebrate the achievements of others (You matter). They are also given an HUMILITY understanding of the wider community to develop their sense of place within A Good Man is confident in himself the world (We all matter). What you do matters. but humble; modest of opinion and estimate of his

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