From the Head of Learning and Teaching

Challenging Every Learner: Growing Agile, Independent Thinkers

One of our whole-school goals is to ensure that every student is challenged at her point of need. As I have shared in previous newsletters, challenge is not reserved for the most academically able, it is essential for all learners. It is through challenge that growth occurs.

This week, our staff came together for a professional learning session centred on the work of James Anderson and his concept of Learnership. James Adams, our High Potential Learning Leader, designed an outstanding session for all academic staff from Pre-Kindergarten to Year 12. Anderson’s framework invites us to think differently about what it means to be a successful student. Rather than focusing solely on marks or grades, Learnership emphasises the development of students as learners, young people who are agile, reflective, and increasingly independent.

Anderson makes an important distinction between students who are primarily working for a result and those who are working to become more effective learners. While achieving strong results is important, it is not the whole story. A student may perform well on a short-term assessment, yet still find it difficult to navigate complex, unfamiliar challenges over time. Our goal is to develop learners who can adapt, persist, and think deeply as these skills will serve them well beyond the classroom.

This is where challenge plays a crucial role. Students who are focused only on achieving the highest mark can sometimes avoid risk. They may “play it safe,” choosing certainty over stretch. In contrast, agile learners understand that growth requires discomfort. They are willing to take risks, to make mistakes, and to learn from them. They see challenge not as something to avoid, but as something to seek.

During our session, staff engaged deeply with Anderson’s Learnership rubric, reflecting on where our students are in their learning journey, from more directed learners, who rely heavily on teacher guidance, to more independent learners, who take increasing ownership of their learning. Importantly, this was not just an academic conversation. In keeping with our commitment to educating the whole child, our wellbeing and academic leaders worked side by side, sharing insights and strategies. Rich, cross-faculty discussions ensured that this work is cohesive and consistent across the school.

From these conversations, teachers began planning practical strategies to support students in developing greater independence, encouraging them to take initiative and embrace challenge with confidence. For parents, this may sometimes look different from what you might expect. Your daughter may be grappling with more difficult work, encountering setbacks, or being encouraged to persist with something that does not come easily. These moments are not signs of struggle alone. They are signs of growth.

Celebrating teacher excellence at MLC School

Congratulations to our talented Mathematics teacher, Toby Duncan, who will be presenting at Independent Schools NSW Mathematics Conference on Argumentation in Mathematics. Joseph Pfeffer has also had his paper accepted for the ISNSW English Conference: Words, Words, Words. Joseph will present to peers on ‘Explicit teaching of grammar and syntax for developing voice’.

– Melissa McMahon
Head of Learning and Teaching