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Regulus
Leadership and Governance
7
Coming from a single-
sex primary school, I
understand the impact
of having boys in your
class, and I prefer it.
Being at a co-ed school
has taught me not only
to get along with boys,
but to work alongside
them. Although they
can get annoying
sometimes, I would
never trade them as I
think we balance each
other out nicely. Life is
co-ed, so why shouldn't
school be too?
–
HOLLY CARR,
HEAD GIRL
Being at a co-ed school
has helped me become
more social, which I
think comes from that
brother-sister feeling,
especially within the
boarding community.
–
SAM LANE,
HEAD OF BOYS’ BOARDING
As one of the Strowan
Scottish Scholars last
year, I attended an
all-boys’ school on the
outskirts of Edinburgh.
The experience really
highlighted for me
how important a co-ed
learning environment is
because of how much
more it reflects living in
the real world.
–
SAM ROBERTSON,
HEAD BOY
I think my social skills
are a lot greater than I
feel would be the case
at an all-boys school. I
find that there is a wider
difference in ideas and a
lot more mixed opinions
that get discussed.
–
LIAM COSGROVE,
DEPUTY HEAD BOY
Holly Carr and Max Earnshaw (Year 13)
perform together.
Jodie Keeney (Year 12)
and Tobias van Woerkom
(Year 11) get into the
spirit of Athletics Day.
Isla Evison (Year 12) and Sathya Pandian (Year 8)
work together in the Preparatory Library.
Being co-educational is one of the
College’s most important points of
difference. The debate that started
24 years ago when girls first attended
the College is not much different
than it is now. The debate is often
about whether students in single-sex
schools achieve better academically,
however global research shows that
this is simply not the case. “It’s an
argument that will never be won,”
says Christine, who herself has
worked across both single-sex and
co-ed schools in the independent
and state sectors. However it’s a
style of learning that she and many
of the teachers at St Andrew’s have
returned to. “We see the way students
interact and learn to co-operate with
each other.”
The College does however recognise
that there are times when allowances
do need to be made for the differences
in communication and levels of
intuition between adolescent boys
and girls. It has introduced the
Year 10 Te Waka programme to be
able to deliver separate components
when needed, and as appropriate.
These are specifically Health
Education standards. “Aspects of
health issues, especially around
sexuality are best delivered to single
gender classes,” says Roland. A
teacher of the same sex facilitates
these so as to allow students to best
explore their personal strengths and
discuss the differences of gender.
For the Principal of the Preparatory
School, Jonathan Bierwirth, the
primary years are considered a crucial
period of development of the Key
Competencies in the New Zealand
Curriculum. These competencies are
woven through all learning, and the
more diverse the environment, the
better the opportunities are for the
children to develop their emotional
intelligence. Diversity within a
classroom comes from the mix of
learning styles, learning abilities,
ethnicity, and gender.
The ability to be able to work with
others in a learning context is
considered to be one of the key
skills our children will need to be
employable in the future.
“Co-education gives children the
opportunity to develop their confidence
to work and interact with others, and
to tackle challenges and embrace
opportunities. There will also be
friendships established that will last
a lifetime. Co-education provides the
best opportunity for our children to
be open-minded, well-rounded, and
comfortable in all learning situations.”
School is all about arming our
children with the knowledge and skills
they need to thrive in the real world.
“No matter where you end up living or
what you end up doing, you’ll be doing
it alongside both boys and girls,” says
Christine. “Co-ed schooling teaches
collaboration, fosters a positive
self-image, and helps to develop the
confidence our future leaders need.”
”