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Words: Director of Prep (3-6), Sacha Webster

Laying the Foundation in the Junior Years

One of our primary goals as educators is to cultivate a dynamic learning environment where students grow as empowered, autonomous learners, equipped with the skills and confidence to actively shape their education and, ultimately, their futures. This approach reflects the principle of student agency - the ability to set meaningful goals, make informed choices, and take ownership of actions that drive change. As articulated by the OECD (2019, p. 2), agency is “…about acting rather than being acted upon; shaping rather than being shaped; and making responsible decisions and choices rather than accepting those determined by others.” When students are given agency from their junior schooling years, they become lifelong learners equipped to thrive in a complex world.

Connecting Learning to Life

In Year 3, our students take on the role of scientists in a study of the Central Coast �ڱ���Ƶ (CCGS) pond. They form hypotheses, conduct tests, and publicly present their findings on the various living organisms within this ecosystem. Here, student agency is cultivated through co-agency, a collaborative approach in which students and teachers work together to shape the learning experience. Students explore their environment with guidance while maintaining the freedom to inquire, experiment, and reflect. This integrated approach nurtures a partnership between teachers, students, and the broader school community, building a foundation for independent thinking and collaborative learning.

In Year 4, students engage in groups where they are tasked with tackling real-world problems to further develop their sense of autonomy. Seeking to answer, ‘What can we do to conserve marine turtles and their habitats?’, students predict the effect of changes such as coastal development and climate change on the survival of the species. They are given agency over aspects of learning to manage their responsibilities and articulate their ideas. This approach cultivates voice, ownership, and self-determination as students recognise the impact they can have in their learning environment and beyond. 

By Year 5, agency is integral to students’ sense of identity and purpose. Through activities like writing and performing slam poetry, students express themselves and hone their voices, realising that their thoughts and choices matter. This fosters motivation, self-efficacy, and a growth mindset—qualities crucial for navigating challenges and aiming for wellbeing. Such learning experiences empower students to set meaningful goals, take action, and build resilience, helping them flourish as members of society.

By the final year of primary school, the focus shifts to social justice and global issues, providing students with a wider perspective on agency. Acting as delegates to the United Nations Youth Summit, they present solutions or strategies for addressing problems faced by families in Australia or abroad, pitching ideas to the Australian High Commissioner during a mock parliamentary session. Engaging with global challenges allows students to connect their learning to the broader world, finding purpose in addressing authentic issues. This not only strengthens their critical thinking skills but also instils empathy and a commitment to �ڱ���Ƶ change.

A Lasting Impact

Our commitment to nurturing student agency creates a ripple effect that extends far beyond the reaches of the classroom. A shining example of this is an initiative led by Year 6 student Sebastian, who organised a fundraising drive for a local Christmas hamper appeal through the sale of ice blocks. Using his agency, Sebastian shaped a movement at the school, rallying the support of CCGS students and staff to raise over $2,500 and make a meaningful impact on the local community.

Year 3 students embraced collaboration and creativity, working in teams to design and produce items for their annual market day. From handcrafted bookmarks and baked goods to sustainable beeswax wraps, their efforts raised approximately $1,600 to go toward building three water wells and a solar panel in Cambodia as part of the school’s wider service learning program.

By fostering self-directed, purposeful learning, we invite teachers, families, and communities to become active partners in this shared journey. This collaborative approach not only empowers students during their school years but also prepares them to step into the world as proactive, socially conscious, and globally minded individuals.