21st century skills in electives update

What is the rationale behind the new structure?

The reimagining of Stage 5 electives reflects our Strategic Direction and is a commitment to evidence-based practices to support a more personalised learning journey. It aims to offer a more diverse pathway for our students. Evidence indicates that students in Years 9 and 10 can become more disengaged in school, hence helping them find subjects that are of interest can create a stronger sense of purpose. The goal is to increase student engagement, autonomy, and agency through active, inquiry-driven learning experiences that build critical thinking, problem-solving, and creativity. We also hope that by offering the students a broader range of choice, they can make more informed decisions about their Stage 6 Electives.

The Design Principles underlying the vision...

Autonomy: Autonomy is the ability to make one's own decisions consistent with self-beliefs – it means having choice or independence about a decision or activity (Deci & Ryan, 2017). By offering a broader range of electives, students have more choice, they can identify courses which may be more aligned with their interests. Autonomy instils intrinsic motivation, both of which are predictive of engagement, perseverance, productivity and adaptability (Guay, 2022).

Mastery: Environmental mastery is the ability to manage or choose environments in accordance with one's needs and values (Henn et al., 2016). Mastery instils a sense of competency and with competency comes self-efficacy which makes our learners feel a sense of achievement and is likely to enhance outcomes.

Self-regulation: Based on the idea that all humans can and should be responsible for their own cognitive development. It aligns with knowing oneself as a learner (metacognition) and identifying pathways in an education journey, thinking critically, contributing to a learning community and feeling a sense of autonomy over your own learning path. The broader range of curriculum offerings can provide a greater sense of responsibility and ownership over the academic path chosen by students.

Engagement: Engaged students are motivated to learn. There are many factors, both intrinsic and extrinsic, affecting motivation. However, schools can establish structures that support engagement of students. Schools that commit to building the strengths of all students and provide structures that allow greater choice help motivate and engage students.

The school remains subject to the mandatory NESA curriculum that includes the study of English, Mathematics, Science, History, Geography and PDHPE. Traditionally, Knox has offered students the elective choice of two NESA-developed courses that they study over two years. The new offerings provide students with increased choice and flexibility so that they can potentially study up to eight semesterised elective courses. We have enhanced our offerings to include the following:

1. NESA courses: Students can still study the more traditional 100-hour (one year) and 200-hour (two year) courses such as Commerce, Music and Visual Arts.
2. Cambridge (IGCSE) Courses: Students can study a 100-hour Cambridge course (over the course of 1 year).
3. School Developed Courses: Students also have the flexibility to study 50-hour (one semester), 100-hour (two semesters) or 200-hour courses (four semesters). Some of the courses being offered include Forensic Science, Visual Design: Commercial, Industrial and Architectural, and Drones and Technology in Agriculture.

What are the advantages of IGSCE Cambridge options?

Knox will run Cambridge (IGCSE) Courses. Students will undertake coursework and examinations that assess their knowledge, understanding, and application of subject matter across a variety of disciplines, ensuring a globally competitive qualification. Students who successfully complete all course requirements will be awarded an International Global Certificate of Secondary Education. Knox will be offering Cambridge Geography and Business in 2026 and additionally, Economics and Psychology in 2027. The rational for these courses is threefold: to challenge and extend students, to gain externally assessed credentials and enhance the prospects of students applying to overseas tertiary institutions in the future.

Why is it important to give students more choice across the curriculum?

Studies across Australia (Monash University, UWA) and the world suggest that disengagement (cognitive, behavioural or emotional) is greater in our middle years (Stage 5) and can be due to a number of reasons that include:

• Disconnection with content and subject areas
• Lack of meaning
• Tasks that are too challenging or boring/repetitive
• Perceived irrelevance

The OECD also advocate strongly for traditional and foundational skills established by schools such as literacy and numeracy, and we know how critical these skills are in leading a successful life. However, they also recognise the importance of personalisation, data, passion, self-direction, digital learning and wellbeing.

The enhanced curriculum offerings reflects the core principle of our strategic direction, 'innovation wrapped in tradition'. By offering dynamic electives, we prepare students with essential 21st-century skills while maintaining our position as a leader in contemporary education. We also hope to engage boys more deeply and personally, helping them find meaning and purpose through our curriculum. Moreover, research indicates that student agency and choice is a key driver of effort, performance and learning outcomes. Our changes in Stage 5 are a response to evidence-informed practices, aiming to reduce disengagement and genuinely excite boys about learning.

How has the new structure been received by students and staff?

Students and parents have been overwhelming positive. They are excited for the increase in academic rigour and challenge found in Cambridge courses, the ability to try a range of different subjects in Stage 5 and appreciate the freedom to change subjects if they are not enjoying it, rather than being forced to study a subject over two years.

Staff are also excited by the opportunity to have more freedom in their curriculum by designing courses which are age, stage and contextually relevant to our students. They can see the merit in offering the boys more choice and engaging them more deeply.