Mrs McClure introduces the community to a new program - The Thrive Project.
At Camberwell Girls, we are deeply committed to ensuring that our educational programs continue to be purposeful, future-focused and responsive to the changing world our students are preparing to step into. This year, we have begun an important long-term initiative at a school-wide level known as the Thrive Project. Ably led by Director of Learning Practice and Partnerships, Ms Emma Agius, the Thrive Project helps us ask – and answer – a vital question: how do we know that students are truly thriving at school, now and into the future?
What’s involved in the Thrive Project?
The project involves establishing a set of Indicators of Impact – clear, observable capabilities and dispositions that reflect what thriving looks like for young people at CGGS. These indicators act as a compass, helping us evaluate where we are effective and where we can continue to grow.
The Thrive Project is our response to international research on the future purpose of education, including the OECD’s Learning Compass 2030. Through our partnership with OECD advisor Valerie Hannon, we are anchoring this work in evidence-based research that highlights the importance of wellbeing, learner agency and the ability to navigate complexity, ambiguity and real-world challenges.
Students as Partners in Thriving
A key milestone in the Thrive Project began last week, on Wednesday 6 May, with the launch of our student consultation process. A focus group of student leaders from across Years 5 to Year 11 came together to share how they experience “thriving” in their school lives and to help shape the indicators that matter most to them.
In these sessions, students worked collaboratively across year levels to explore indicators such as being capable in complexity and ambiguity, exercising strong learning agency, and contributing positively to the school as a community. They advised us on how, when and where they experience opportunities to develop these capabilities, and helped identify which indicators feel most meaningful and visible in their everyday learning.
Student voice is integral to the Thrive Project. Their insights help us understand not only what we offer, but how frequently, meaningfully and authentically students experience these opportunities. This feedback helps us identify where we are effective in promoting student thriving, and where we can design deeper, richer or different experiences to support future growth.
Looking Ahead
Ms Agius and the Heads of Junior, Middle and Senior School have been delighted by the quality of thinking, collaboration and reflection our students have already brought to this work. As the Thrive Project continues, we look forward to working alongside them as genuine partners in continuing to shape a school environment where every student is supported to thrive – academically, personally and socially – in an increasingly complex world.
Davina McClure
Deputy Principal
The Early Learning 4 children have been exploring ‘slow stitching’, learning about its calming, meditative effects.
The Mother’s Day breakfast was held in a new location this year, with the refreshed format filling the library with laughter and conversation.
