There are many ways to answer this question- from simple things to deep educational philosophy. We have tried to articulate below the many ways in which our school differs from a mainstream experience. These points are not ordered in any specific way. The educational philosophy section explores some of these points in greater depth.
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Our smallness is a great asset. The small size of the school itself, and of the individual classes, is a very important part of creating the warm and lively environment that we have. Our small size creates an extended family or village feel in which children naturally feel comfortable. The intimate scale of the school provides a great foundation for all else that we do.
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Our students spend more time doing a greater mix of activities than any school we are aware of: Art, Drama, Singing, Outings, Camps and Sport.
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Community is lived through the sharing of meals. Shared meals are a vibrant part of our students’ day-to-day experiences at school. Preparing meals and then eating them together build a strong sense of connection and community.
Our students thrive academically due to our skillful and dedicated teachers and approach to student well-being. Our small class sizes and our systematic approach ensure that no students fall through the gaps. Unlike the third of students who enter secondary school with deficient literacy and numeracy skills, we have not yet sent a student to secondary school below the expected standard.
Our school does Buddies well. Older students are frequently involved in the daily activities of young ones. The older kids have many classes with their younger friends: they do Maths, Art, Drama, Sport and English together several times a week. This allows real bonds to form, with younger children viewing the older children as their friends, helpers and carers. By contrast, many schools separate older children from younger children due to fears that older children may inadvertently hurt the younger ones.
Camps play a significant role in our year. Our ongoing experience is that time with friends and teachers in nature brings a host of benefits to children… and so we do a lot of camps. With a mixture of compulsory and optional camps on offer, students from year three or above often go on several camps a year. As an example, last year one camp enthusiast in year four went on seven camps.
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All of our year 6 students perform a leading role in our major theatrical production. We write our own plays or modify classics so that the number of main parts matches the number of year six students.
Our students are expected to be productive and focussed during class time. Staff and students engage respectfully with each other which we consider a precondition for effective learning. Many schools now consider disruptive behaviour the norm; a situation that is stressful for all, and badly impacts learning outcomes. Australia now ranks near the bottom of classroom behaviour globally[1]. At FCS, we insist on focus in the classroom and balance this with free time and sport throughout the day.
[1] The Organisation for Economic Co-operation and Development (OECD) recently reported that the “disciplinary climate” in Australian schools is among the “least favourable” in the world, while a Senate enquiry is currently investing the ‘issue of increasing disruption in Australian classrooms”.
Our students actively contribute to many aspects of the school week. They may cut oranges, find books, assist on outings, teach dance, organise games, help with maths or English, prepare a sandwich, correct manners or offer kindness and support. At times, our students may suggest an activity, camp or outing and these suggestions have a good chance of becoming a reality. A frequent reflection shared by visitors is that our school is a friendly, warm place. We acknowledge our older students as playing a significant role in building the lovely culture that is our school.
We do a lot of sport. Sport is timetabled each and every day. Our experience is that physical activity pays a significant dividend: problematic behaviour is reduced, connections enhanced, a greater understanding of inner-strength gained, focus improved, fidgets diminish and engagement with schoolwork is enhanced.
Outings are a big part of the FCS experience.
Across our two campuses (of approximately 100 students) we run over 100 outings each year. On outings, children experience a sense of freedom and curiosity. Regularly leaving the school grounds and heading out also builds their connection with nature and the broader community.
We are one of Australia’s highest academically performing schools. NAPLAN (standardised) testing reveals our school as performing alongside the top 1% of schools. (Despite our commitment to sport, outings, dance and camp.)
We do not shy away from providing honest feedback to children (and their parents). Unstructured experiences, such as outings and camps, allow us to see how children conduct themselves on their own terms, and provides teachers with the opportunity to encourage (or discourage) certain behaviours in the moment.
We understand teachers as having a duty to help our students avoid the sad, lonely futures that certain mannerisms and habits lead to. [This is the most fraught part of our job, and the part some parents have later presented as our being somehow unkind to their children].
We don’t use technology to babysit children. Our experience is that technology impedes creativity, harms interpersonal connection and diminishes a child’s ability to concentrate.
We give children unstructured free time – time in which they choose how they will entertain themselves (which may include doing nothing). Our observation is that free time allows students to find their own interests and get to know themselves. Children whose time is overly structured can initially find free time challenging – something that is rectified at our school.
We love poetry: we learn it, discuss it, recite it and write it.
Dancing and singing: the students learn choreographed dance routines and a selection of songs that are performed regularly.
We trust children. Children are allowed to cut oranges, apples and other fruit, use a toaster and engage in building projects with saws and hammers.
We allow children to be children. They roll in the grass, scramble over rocks, balance on logs and climb trees. We venture outside, no matter what the weather. It saddens us when we see other children who are not allowed to engage in these normal, healthy behaviours. Our observation is that children learn to manage themselves sensibly when they are allowed to do so.
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We don’t have bullying. This is not to say that all the students are little angels at all times – they are, after all, children. Yet, our connections with the children, combined with our expectations regarding social interactions, has seen us work through and transform anti-social behaviour – behaviour that is likely to become bullying in the absence of appropriate guidance.
How do we fit it all in? Academic classes are run efficiently which allows time to fit in adventures – which in turn builds confidence, connection and agency in our students.
We put children first. Our school is proud of being at the vanguard of advocating for the needs of children. Our public stance with regard to school closures (during Lockdown) was the most public of a long line of advocacy and action. Other examples include: bringing phonics back to Australian schooling almost 50 years ago, and offering a clear position on the harm done to children through excessive screen time.
Significant time is spent in nature. Our many outings and camps mean that on average our students spend a day and a half outside every week: in parks, ovals, creeks, trees and playgrounds. Over a month of each school year is spent in natural landscapes.
No permission slips means that we can maintain spontaneity and excitement in the day-to-day running of the school. This aids our ability to provide students with rich educational experiences. Note: parents provide written permission for their children to participate in all school experiences on enrolment.
Responsibility in our students is rewarded. Our students learn that appropriate behaviour is setting-specific: quieter voices on public transport, offering seats to others, walking quietly and respectfully through an art gallery or the State Library. Feedback from the public is that they are so happy to see us out and about, and happily surprised by our students’ excellent manners. Again, we don’t claim that they are all perfectly behaved all of the time.
Parents, carers, siblings and grandparents are a welcome part of the community. They may help out around school or teach children about their areas of expertise. Younger siblings are a joy to have at school and provide caring opportunities for our school-aged children. This creates a genuinely multigenerational community at school, which enriches everyone’s experience of it.
We don’t think a lack of firmness helps children. In some modern families and classrooms actions and mannerisms guaranteed to lead to social isolation are tolerated. This feels like setting these children up for future difficulties. We are direct in our feedback when it is felt that this is the best response (and tolerant and accepting at other times).
Our teachers are all educators. The staff who work at FCS are passionate about being active, positive contributors to the world, with a love of life-long learning. The children have great role models in front of them every day. In addition to this, the continuity of our staff and teaching methodology mean that the children (and their families) really get to know us over their time at the school.
Meaningful relationships are part of the FCS experience. A true climate of care is founded on connections between people. Our small size, and open, welcoming school culture create an extended family feel. Care becomes a reality, rather than a platitude, when members of a community actually know each other.