Why Boys’ Education?
Stereotyping can be a misleading and inaccurate tool at times, and not always appropriate, but it can also be a helpful guideline (even if the divide is sometimes blurred).
Pre-pubescent boys and girls are different physiologically, but also psychologically (this has implications for learning).
In a ditty of earlier times (“What are little boys made of?”) they are given rather ‘gross’ labels. “Frogs, snails and puppy dog’s tails, that’s what little boys are made of!”
This refers to their earthiness and the practical and tactile learning pathways they generally favour.
Our new strategic plan confirms our commitment to specialised boys’ education during the critical foundational years. Strategic Direction: Towards 2028
Boys and girls grow at a different pace and their strengths vary. One of the important advantages of a single-sex boys’ education is the opportunity it presents to create a learning environment, literally and figuratively, that accommodates what boys and young men need.
We are deliberate in making Prep a ‘boy friendly place’, focusing on the needs of boys, the way they react to situations, interact with learning, and the way in which they process information.
One of my sons disliked Mathematics for most of his schooling. In Year 10, he came across an educator who inspired him through, amongst other things, the development of belief, connection, and trust. Mathematics soon became one of his favourite and best performing subjects in the HSC.
The importance of student/teacher relationships in boys’ education has a very strong research base. Our teachers establish positive, trusting relationships with the boys, communicating effectively with them. They are cognisant about considering voice tone, emotion, eye contact, pace of delivery, clarity and the need to be curious. They also know the importance of communicating belief and developing trust, having high expectations and establishing clear boundaries.
Boys require an education that is relevant and purposeful with clear learning intentions and appropriate scaffolding, and opportunities for meaningful movement and hands-on manipulation. Cooking pizzas at Terrey Hills - involving the creation of a budget, reading and following recipes, working with measurement, discussing healthy eating and sustainability, collaborating and cleaning up, is a prime example of this approach.
Boys need freedom to express themselves in the Arts, away from the pressures of stereotyping which can exist in other settings. Engagement in the Arts assists boys in finding their innate creativity and imagination, while developing their communication skills and confidence.
Research suggests that students in boys' schools are more likely to explore their strengths and interests, feeling more comfortable to engage in an assortment of learning areas, unrestrained by gender stereotypes or concern about being judged.
It is critical that boys have the opportunity to discover their authentic voice, to express their ideas and thoughts, and to test their thinking against the thoughts of others. They need to feel heard without judgement, to feel comfortable to be vulnerable in developing their emotional vocabulary. Providing freedom for voice empowers boys to feel connected with others and their own learning, and to develop confidence as they grow in their ownership of their learning journey.
At a time when Australian research identifies that boys are three times more likely than girls to be quietly disengaged in their learning and twice as likely to be below the national minimum standard in writing, it is a privilege to be able to tailor learning activities and spaces to help our boys thrive.
Peter Grimes | Headmaster
