Ms Lynsey Porter, Deputy Principal - Teaching & Learning
Teaching and Learning Update
We encourage our families to join us for our very first community book club on 20 November. Please see Ms Mary Ryan’s article for further information.
As we reach the midpoint of Term 4, it is an opportune time to reflect on how our students are developing the crucial Deep Learning 6 Global Competencies. Enriching programs like the Ethics Olympiad, highlighted below, exemplify our commitment to fostering these skills. But why is this so vital?
Insights from the recent Careers Advisers Association Annual Conference, shared by our Senior Studies Coordinator and Careers Advisor, Ms Kath Knowles, in her article below, underscore the urgency. The traditional career path is rapidly evolving. Our students are likely to navigate at least 17 different jobs across five diverse industries.
In a world where future careers may not yet exist, our focus shifts to equipping students with adaptable skills and competencies. By cultivating the Deep Learning 6, we empower them to thrive in this ever-changing landscape.
Ms Lynsey Porter
Deputy Principal – Teaching and Learning
lporter@waverley.nsw.edu.au
Careers Advisers Association Annual Careers Conference – Key Takeaways
I recently attended the Careers Advisers Association Annual Careers Conference, where renowned futurist Dr Ben Hamer presented his predictions for the future of work. Dr Hamer’s insights were both fascinating and thought-provoking, painting a picture of a rapidly changing world where adaptability and continuous learning will be key.
I have included some of Dr Hamer’s key predictions and explored how they might impact Waverley College students as they navigate their education and career paths. From the growing influence of AI to the importance of human skills, these trends offer valuable guidance as we prepare young people for the jobs of tomorrow.
How are we going to live, work and play into the future?
Hamer states that technology is the biggest trend at the moment. He emphasised that technology is not just AI. There is a massive rise in the metaverse and there will be a variety of jobs in the future that will be connected to the metaverse. There are 400m active users – over half are aged 13 or younger. A metaverse real estate agent could be a real job!
Gen Z (1997 -2012) will occupy 20% to 25% of the labour market in the next two years. This generation will prioritise skills development, wellbeing, and ESG (environmental, social, and governance) factors.
Static career paths are long gone. Gen Z will have at least 17 different jobs across five completely separate careers. Many of those jobs don’t exist yet. Hamer stresses the importance of human skills and believes they will become even more valuable. He states that young people should not be focusing on what job they want; rather the skills they can develop. Skills such as critical thinking, creativity, and emotional intelligence will become even more valuable as AI takes over routine tasks. This implies a need for students to focus on developing uniquely human skills that complement AI capabilities.
Hamer’s overriding message is that the future of work is in constant flux, with job skills becoming obsolete quickly, requiring individuals to dedicate time to continuous learning and upskilling. AI literacy is crucial, but equally important are human skills like critical thinking, communication, and teamwork. Gen Z entering the workforce can expect to hold multiple jobs and even careers, prioritising purpose and agility over traditional career paths. We should be asking our students – What excites you? What gives you energy? Pursue that! Pursuit of purpose will be Gen Z’s metric of success. We must prepare our students for a world we don’t know yet.
Ms Kath Knowles
Senior Studies Coordinator and Careers Advisor
kknowles@waverley.nsw.edu.au
Exciting Activities in Engineering Studies
This past few weeks, our Engineering Studies students have been busy blending theory with hands-on practice, an excursion and an incursion took students beyond the classroom to tackle real-world engineering challenges.
Year 12 Civil Structures Excursion at Western Sydney University (25 October 2024)
On one sunny day at the Kingswood campus of Western Sydney University, students had the opportunity to plan, design and construct small-scale civil structures, from bridges made out of string to building skyscrapers out of staples.
The goal of this excursion was to deepen students’ understanding of the engineering design process – planning, building, testing, and refining. Armed with blueprints they created themselves, the students faced challenges that often required creative problem-solving and quick adjustments. Not only did they learn practical skills like measuring and cutting, but they also had to work collaboratively to ensure structural integrity, stability, and functionality in their designs.
One highlight was the bridge-building challenge, where students competed to create structures capable of supporting one student’s weight. After assessing each structure, students discussed what went right, what could be improved, and how their designs might be scaled up in real-world applications.
The experience left students energised and inspired, providing them with valuable insights into the complexities of engineering. One student said, “I enjoyed the excursion because it offered a hands-on learning experience, allowing me to explore topics in a real-world setting outside the classroom. Additionally, the chance to interact with friends in a new environment likely made the day both memorable and fun.” Another said, “I found the excursion quite enjoyable, it gave me an insight into the career paths of both civil and mechanical engineering, as well as teaching me some new information that was quite relevant to what we are studying in class at the moment”.
Engineering Studies Incursion: Building and Breaking Skyscrapers! (6 November 2024)
Our aspiring engineers took on a thrilling challenge this week. Students from Years 12 and 9 gathered in the workshop to test their creativity, teamwork, and problem-solving skills by building – and then demolishing – their own model skyscrapers.
The incursion kicked off with a brief workshop on engineering principles, focusing on the design and stability of tall structures. With this knowledge, each team set out to construct a skyscraper using a limited array of materials such as magnets and springs! Teams had to think critically about how to balance height with structural integrity while keeping their creations stylish.
Once the skyscrapers were completed, it was time for the ultimate test – stability under simulated stress! Using a shake table (also known as “Earthquake Simulator”), each structure faced vibrations to see how long it could stand. Cheers and gasps filled the room as one skyscraper after another shook, wobbled, and finally collapsed in spectacular fashion.
Some structures held up better than others, but each team celebrated both the triumphs and the inevitable “destruction phase.” This part of the event gave students a firsthand look at the challenges engineers face when designing buildings to withstand natural forces.
Students not only learned a lot about physics and engineering but also experienced the importance of collaboration and adapting designs based on real-time feedback.
Congratulations to all the participants – special recognitions go to the Year 9 team (Cooper Burns, Leo Owen and Phoenix Miconi) whose skyscraper stood the longest before tumbling down and the Year 12 team (William Dawson, Joshua Kelly, Xavier Miconi) who won for being “most creative”!
Work Alongside Engineering PhD Candidate at the University of Sydney (25 – 29 November 2024)
We are thrilled to announce that Samuel Altree-Williams has been selected as Waverley College’s representative for a prestigious work experience program at the University of Sydney with an Engineering PhD candidate! This opportunity will allow Samuel to work closely with an advanced researcher, gaining insights into cutting-edge engineering practices and research methodologies.
The competitive selection process highlighted Samuel’s dedication, curiosity, and outstanding aptitude in STEM subjects. Over the course of the work experience, Samuel will be immersed in the world of research and engineering, collaborating on projects, observing experimental procedures, and learning firsthand what it takes to push the boundaries of scientific knowledge.
Not only does this opportunity provide unique exposure to advanced engineering work, but it also marks a significant step for Samuel in pursuing a future career in the field. We look forward to hearing about Samuel’s experiences and insights upon returning and are proud to have such a dedicated and ambitious student representing our College in this remarkable program.
Congratulations, Samuel! We know you’ll make the most of this invaluable experience and inspire other students along the way.
Ms Silvia Baylie
Engineering and Science Educator
Ecology Coordinator
Ethics Olympiad
The annual Ethics Olympiad brings student “teams” together from schools in Australia, East Asia, and the United States for structured online discussions about social issues that have moral and ethical implications.
Project manager for the Ethics Olympiad, Mr Matthew Wills, reinforces the importance of the Olympiads to cultivate “good reasoning skills, encourage the mastery of facts relevant to the issue being discussed, and develop the capacity to formulate a convincing account of the moral content of the issues discussed.”
The annual Ethics Olympiad is a great example of an opportunity that supports students to develop a personal voice, referring to the unique tone and perspective a student conveys through their expression. Developing a personal voice is an ongoing process that naturally reflects the student’s own considered views, values, and interpretation of a subject.
Ten representatives from Waverley College participated in the NSW Ethics Olympiads this week and were fortunate to all receive honourable mentions by the judges.
Cooper Firth, a Year 7 student, shared insights from his experience at the Ethics Olympiad, “Unlike a debate, the competition encouraged us to explore unique perspectives without being assigned affirmative and negative sides. Instead, we argued and defended the perspective we believed was morally right and just. Through interesting cases which included AI in Schools and Geriatric Parents, we strengthened our ethical knowledge and critical thinking skills. This experience not only deepened our understanding of these ethical issues, but also allowed us to appreciate other students’ points of view, enhancing our ability to engage in complex and ethical questions.”
Year 9 participant Alexander Avdalis reflected on the challenge, “on the day, we were required to make a judgement based on whether the scenarios we were given were ethical or unethical and explain our ideology to a judge using apt philosophical terminology and presentation skills. One particularly thought-provoking case raised the question of whether advanced AI should replace teachers in the future. We responded that AI would never match the emotional connection teachers provide to students. Overall, this day was a great opportunity for us to broaden our philosophical and societal viewpoints as well as explore the ethical and moral implications of contemporary and possible future societal issues.”
Ms Helen Barrie
Head of Academic Enrichment
hbarrie@waverley.nsw.edu.au
