Student Voice & Leadership

The framework for student outcomes (FISO) is a central point of reference for all Victorian schools and outlines best practice in education from the strongest of evidence bases.
Three key aspects of FISO are the implementation and utilisation of student voice, agency and leadership. These aspects of our programs improve our students outcomes in relation to their sense of school pride, sense of belonging and their levels of engagement.
At BPPS these aspects of developing our students into independent, forward thinking 'world ready' young people are central to our practice. The school currently employ two staff members who facilitate best practice and growth initiatives across these concepts alongside their work with our student wellbeing program.
Student voice is not simply about giving students the opportunity to communicate ideas and opinions; it is about students having the power to influence change. Authentic student voice provides opportunities for students to collaborate and make decisions with adults around what and how they learn and how their learning is assessed. This is known to lead to improved educational outcomes.
Student agency refers to the level of autonomy and power that a student experiences in the learning environment. Student voice and agency are intrinsically linked. Agency gives students the power to direct and take responsibility for their learning, creating independent and self-regulating learners.
Student leadership is not confined to a small group of individuals, as leadership potential is inherent within all learners. Student leadership includes listening to and being able to clarify the issues of the students they represent and advocating on their behalf. Student leaders have an increased sense of responsibility to help others and to model leadership principles and values. Trust, autonomy and relationships are enhanced through the development of leadership qualities
How are these skills and ideals embedded into teaching and learning at BPPS?
In our classrooms we see our students taking ownership of their learning journeys in a variety of ways, these include:
  • Co-designing appropriate learning goals with their teacher.
  • Collaborating to generate student centred success criteria for learning tasks.
  • Providing feedback to their peers and teachers in a guided, supportive environment.
  • The opportunity to take part in student forums to offer feedback on learning programs.
  • Co-construction of classroom responsibilities and rights with their teacher and peers.
  • Having the desire and ability to present their understanding and learning progression through a variety of modes and mediums.
Student leadership at Boroondara Park is leading the way in terms of evidence based good practice, whereby all of our students have the opportunity to lead. 
In the junior school this may be through representing their class as part of our Junior School Council, or in a learning environment where the guided inquiry delivery of Integrated studies allows them to lead the direction of their learning and to collaborate effectively in teams. 
For students in our senior school there is an expectation that all of our students will lead.
In grade 5 all of our students are members of the 'Keen Green Team' and are tasked with running the school sustainability program; again, through teacher supported guided inquiry. *Please see the KGT section of this website for a more detailed overview.
Every student in grade 6 is a student  leader. This model maximises student engagement at this transitional stage in both education and life. Through a rigorously structured program our grade 6 students are embedded with the tools to effect meaningful service to their community as leaders. The students adapt the mode of leadership on an annual basis to best reflect the current needs of their school, align themselves with an area of service that best suits their interests and skillset and then work to deliver positive change during their year in office.
The current incarnation of the model sees our students supporting the 6 pillars of BPPS:
Sport and Health
The Arts
Our leaders are allocated class time each week in order to work on their areas of interest. Key components of their remit include the preparation and presentation of our whole community assemblies, the delivery of lessons within the Care, Learn and Share pastoral care program and facilitating specific projects that relate to improve strategies for our school.