Great Scot | Issue 173 | 2025 the confidence to take academic risks – Igniting Independence. This leads to Years 5 and 6 where learners are expected to utilise their learning skills to critique the world and develop an understanding of where their interests truly lie – Fuelling Passions.
Research is unequivocal in its determination that the teacher is the single largest positive influence on the learning progress of every student. Our teachers work extremely hard to design, deliver and reflect on lessons to help all boys in the Junior School make progress in their learning.
However, teaching is complex and challenging with many external influences impacting the capacity of teachers to deliver excellent practice. Whether it be government-imposed compliance training, unique pastoral and personal circumstances of students and families, research recommended evolution of practice, or other factors, teachers must navigate a wide variety of responsibilities outside of the need to lead learning in their classrooms.
Whilst teachers are working tirelessly, so are families. We are very grateful for the significant support we get as a school from our Scotch families. We value connection with each boy’ s family and an opportunity to deepen our understanding of the influences on his life. We believe that strong connection between school and home can create positive outcomes in learning.
Andrea Wood( Head of Prep to Year 2), Luke Daffy( Head of Year 3 and 4) and Steven Paneras( Head of Year 5 and 6) have the task of getting to know every boy in their stage on an academic and pastoral basis.
Through this understanding they can then strategically lead their stage teams to develop outstanding learning opportunities, manage complex pastoral challenges and provide continuity of connection for families. In the first semester of this year, Andrea, Luke and Steven have been a consistent presence in classrooms, have supported teachers to collaboratively plan and have led the evolution of a variety of programs within their stages.
Through this model, every Scotchie has another staff member beyond their class teacher advocating for them and a staff member that will provide at least two consecutive years of support.
Every Junior School teacher has an additional member of their team who knows the boys they teach and can provide meaningful support in the design and delivery of lessons whilst also giving support in the social and emotional development of each boy.
Finally, every Junior School family has an additional member of staff who knows and cares for their son and is a meaningful point of contact in times of need.
We look forward to the Stage Leader model growing and evolving over the coming year and beyond. We are grateful for the work of Andrea, Luke and Steven as they commit to supporting every boy, staff member and family in their stage. We are excited to continue the privileged task of helping each boy become an enlightened learner of great character with the ability to shape a better future.
Tom Savill Head of Junior School
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