Learning is a dynamic process that involves more than just acquiring knowledge; it’s about developing new skills, gaining insights, and adapting to new challenges. Learning is inherently a process of trial and error, of experimentation and discovery. Bravery in learning is therefore more nuanced than physical bravery. It’s about confronting the fear of failure, of being wrong, or of not measuring up to expectations. It’s about stepping into the unknown, where the path forward is not always clear, and where success is not guaranteed. This form of bravery requires a different kind of courage – the courage to be vulnerable, to make mistakes, and to learn from them. Our aim to be “brave, not perfect” captures this essence perfectly. It acknowledges that true bravery is not about being flawless or infallible, but about being willing to try, to stumble, and to persevere.

We encourage and see bravery in learning every day at Ivanhoe Girls’. Our French teachers in Junior School often remind their students of the ‘brave not perfect’ attitude when it comes to speaking out loud in French. Students can be reluctant to speak out loud, worried about not getting things ‘right’. We love to see them embrace this attitude instead and go for it, not worrying about pronunciation or perfectly formed sentences, and instead trying something and seeing if it works. Their hesitancy is understandable, because when learning a new language, speaking is definitely a higher order skill. It involves putting into practice comprehension, grammar, vocabulary, word order, intonation, and pronunciation to engage in real life interactions. Those brave enough to give it a go really accelerate their learning.

Bravery in learning might be as simple as a Year 3 student stopping to take a deep breath while trying to get their fingers around a particularly tricky chord on the ukulele, or as complex as writing about a confronting personal journey in a high-stakes VCE assessment for Year 12 English. 

As we plan for future learning programs at Ivanhoe Girls' that will provide more opportunities for bravery in learning and even better equip our students for their futures, we are inspired by the ‘OECD Learning Compass 2030’, a product of the OECD Future of Education and Skills 2030 project.

The metaphor of a learning compass was adopted to emphasise the need for students to learn to navigate by themselves through unfamiliar contexts and find their direction in a meaningful and responsible way, instead of simply receiving fixed instructions or directions from their teachers. The framework offers a broad vision of the types of competencies students will need to thrive in 2030 and beyond, which you can read more about on their website. 

The concepts of Student Agency and Innovation are central to the Learning Compass, and central to our planning for our students’ futures. Student agency involves the ability to set goals, reflect, and take responsible actions to bring about change. It emphasises proactive engagement over passive reception, shaping one’s path rather than being moulded by external forces, and making informed decisions rather than merely accepting others’ choices. Agency requires a proactive, resilient, and reflective approach to education. Reflecting on one’s own learning involves recognising and admitting mistakes, which can be difficult. Bravery is needed to confront these shortcomings honestly and use them as a basis for growth.

Innovation often involves venturing into the unknown and challenging existing paradigms. It takes bravery to experiment with new ideas, take intellectual risks, and adapt to new information and contexts.

By fostering an environment that values and encourages this kind of bravery, we will prepare our students not just for academic success, but for lifelong learning and adaptability in an ever-changing world.

Ms Narelle Umbers
Principal