In a recent community survey, families identified academic achievement and preparation for future pathways as the most vital priority for our school’s future.
At Lakes, this view is deeply reflected in our educational strategy. Great marks are always worth celebrating, but we also know that lasting success depends on more than results alone. The habits and attitudes students bring to their learning each day play a much more critical role in equipping them to succeed at school and beyond.
Learning at Lakes is based on the principles of Guy Claxton’s Learning Power Approach, which support the idea that students can strengthen and improve the way they learn over time by building strong “learning muscles”. When students understand what good learning looks like, they can practise it, strengthen it, and become more confident and capable learners.
In 2026, we have updated our Learning Power Behaviours to focus more explicitly on Claxton’s 4Rs of learning:
- Relational means learning well with others. This includes listening, cooperating, showing respect and contributing positively to group work and class discussions.
- Resourceful means using different strategies to learn. This includes being organised, planning ahead, asking good questions, knowing how the brain works, and trying different ways to solve problems.
- Resilient means persevering with learning, even when it feels challenging. Resilient learners stay calm and focused, manage distractions and learn from mistakes.
- Reflective means thinking about learning. Reflective learners set goals, consider what helped them succeed, seek feedback, adapt and aim to keep improving.
Educational research consistently shows that students develop these dispositions most effectively when they experience high expectations alongside strong, supportive relationships. When teachers deliberately design aspirational learning experiences (setting meaningful challenges, modelling curiosity, and building trust), students are more willing to take risks, persist through difficulty, and reflect on their growth.
At Lakes, our approach to Claxton’s 4Rs exists from Kindergarten to Year 12, focusing on fundamental dispositions in ways that are relevant and empowering for each age and stage. This is embedded as part of our commitment to continuous reporting, with feedback on Learning Power dispositions shared as early as possible each semester to enable proactive support, timely intervention, and meaningful student adjustment.
A shared commitment across our community supports our students not only to achieve at school, but to adapt, succeed, and flourish across a diverse range of future pathways. Once students feel safe and supported, our strategies focus on nurturing motivation, self-belief, and a willingness to persist when learning feels demanding. This builds a deeper and more lasting sense of pride in what every student can achieve, both at school and in the years beyond.
