We are nearly there! Thursday was the last day of formal classes in the Senior School and today our annual House Arts commences. In the Junior School and ELC, everyone is gearing up for the final week of school and then it is the holidays. Also happening today is a major calendar highlight – our annual PFA Christmas Fair. It will be a wonderful occasion, and the weather looks like a perfect sunny day in the mid-twenties. What more could we ask for?   

The PFA Christmas Fair is a time when our community really comes together. There will be children of all ages, parents, teachers, past students, and families, all converging on our School for an evening of fun and making connections. If you have never attended, this Friday is the day to do so.   

Many would consider House Arts to be THE event of the year. I am inclined to agree. For our Year 11 girls it is their moment to lead and to shine. The work that has been quietly going on behind the scenes all year long will be put to the test over the next week and then on the big performance night next Thursday. It is going to be a wonderful week.   

Another big event next week will be the Year 6 Celebration on Tuesday evening. For the Year 6 girls, their journey through Barbreck is all but complete and it will be a special night. 

The end of the year is always busy and at this time we reflect on the year that is concluding. What were the special moments and what achievements do we recognise? Right now, for our Year 12 students, they are enjoying a well-earned rest, most likely on a beach somewhere up north for many of them. However, they are also having a nervous wait until VCE results which are due for release on the 12 December. It is always an anxious period in the lead-up to this day. 

From my perspective, I am very interested in how our School performs not only at an individual level but also how all our girls are travelling. This week I received a report from the International Coalition of Girls Schools (ICGS) where they looked at the latest PISA Report (Programme for International Student Assessment) which is a global study conducted by the Organisation for Economic Co-operation and Development (OECD). It is an important benchmark that evaluates the educational performance of 15-year-old students in 81 countries and provides an assessment of student abilities in reading, mathematics, and science. 

ICGs conclude that girls’ schools in Australasia continue to excel in providing academic, social, and emotional benefits to girls. Students attending girls’ schools had better academic and social outcomes compared to their co-educational counterparts. 

The shift to online learning during the COVID pandemic and its ongoing trend, was shown in the Report, highlighting key areas where students were impacted by the pandemic. One of these areas included lower levels of engagement and difficulty in managing their schoolwork independently. This was compounded by the distraction of digital devices, gaming, and social media, although the positive learning environment at girls’ schools plays an important role in helping students navigate these challenges. 

Another important topic for schools is the safety of students and the rising awareness of bullying in all forms. Research shows that students who feel safe at school perform better academically and report higher levels of life satisfaction and wellbeing – and PISA confirms this outcome.  

A safe and supportive school environment is essential to enhance not only educational outcomes but to support girls’ overall, holistic wellbeing. This contributes to ensuring that girls are prepared for success in their post-school lives. In particular, the PISA data showed that girls’ schools achieved better outcomes for girls than co-educational schools in the areas of academic achievement and engagement, confidence, and motivation, and addressing bullying, safety, and belonging. 

The data from PISA shows that students from girls’ schools have higher educational outcomes and better learning experiences. This is consistent both before and after survey results are adjusted for socioeconomic factors, and continues the same trend seen in earlier PISA Reports from 2015 and 2018.  

Girls at girls’ schools scored higher on mathematics, reading, and science measures, experienced less disruptions in classrooms, and had higher tertiary aspirations. They are also more likely to engage in leadership, enjoy the process of cooperating with their peers, and experience lower levels of bullying.  

Girls’ school students also report that they are less distracted by digital devices during class, and importantly, are less anxious if these devices are not with them. These results demonstrate that in girls’ schools, learning and wellbeing strategies designed to meet the unique needs of girls are helping them reach their full potential. Even when you consider the decline in academic results that occurred as a result of the pandemic, students at girls’ schools did not have as stark a decline compared to girls in co-educational schools – further reinforcing the value of targeted learning strategies designed for girls. 

At St Catherine’s, not only are we in contrast to the academic decline often reported since the pandemic, our students continue to excel not only in the academic sphere but in co-curricular endeavours and their health and wellbeing. Our Christmas Fair, House Arts and the Year 6 celebration are examples that we are all part of a wonderful and thriving community.