Teach Secondary 14.4

Notions of meaning and purpose are common to several frameworks that seek to describe human wellbeing and flourishing. Our research at Sevenoaks School into flourishing shows that, as students mature in their school lives, there’s a decline in notions of meaning, purpose and an associated ‘sense of wonder’. The main reasons for this, as cited by our students, pertain to increasing pressure associated with taking examinations and applying to university. These are seen to stifle reflective practices, engagement with deeper levels of independent thought and creativity. And yet, learning is most meaningful when students are cognitively and behaviourally engaged in it. So what can schools do to counter this trend? We know that teachers have little time for considering fundamental questions of meaning and purpose, whether in the wider curriculumor in their everyday classes. It’s perhaps evenmore unlikely for us to expect students to do the same. But, with space for individual teachers or groups to consider the elements that make an education actually worth it, we’re more likely to generate conditions in which students are motivated, likely to achieve, and in the end, fundamentally happier. In October 2025, Sevenoaks School’s Institute of Teaching &Learning will host the ‘Educating for Meaning and Purpose’ conference. The topic continues the theme of ‘student flourishing’ that was the focus of our previous 2023 conference and our ongoing research project with Research Schools International. ‘Meaning and purpose’ is one of the five flourishing domains identified by the Harvard Human Flourishing Program (see hfh.fas.harvard.edu ), with which Sevenoaks School has worked closely with since 2020. This year’s one-day programme is set to include keynote presentations, talks, practical workshops and interactive sessions designed to help students leadmore fulfilling educational lives. The day will address questions such as: • How to integrate purpose- driven learning into standardised curricula • How can school cultures nurture intellectual curiosity and learning engagement? • How canAI be used in a meaningful way? • How can creativity in the classroombe developed? • How can teaching and learning practices attend to the needs of neurodiverse students? • How can older students learn through play? The conference will also address larger issues – such as the principles associated with curriculum content and design – as well as subject- and classroom-focused topics in whichmeaningful curricula are made real and practicable.We have selected speakers that are experts in a diverse range of subject areas, so that attendees will leave the conference feeling inspired to adopt new practices into their own teaching, having gained some unique insights. We will also discuss research-informed activities for cultivatingmeaning and purpose, and encourage teaching staff to consider how different activities could benefit their students – including: • Self-reflection tasks that ask students to consider personal values and self-goals • Encouraging students to reflect on these goals and values in relation to others • Extracurricular experiences that facilitate leadership roles • Service activities – such as volunteering – that make a positive social contribution Ultimately, the conference will offer a range of practical strategies for cultivating motivated, achieving and happier students. MARK BEVERLEY IS DIRECTOR OF THE INSTITUTE OF TEACHING AND LEARNING AT SEVENOAKS SCHOOL; THE ‘EDUCATING FOR MEANING AND PURPOSE’ CONFERENCE TAKES PLACE ON 17TH OCTOBER 2025 AT SEVENOAKS SCHOOL,WITH TICKETS AVAILABLE ONLINE NOWAND FREE FOR STATE SCHOOL EDUCATORS – FOR MORE INFORMATION, VISIT SEVENOAKSSCHOOL.ORG FOCUS ON… MEANING AND PURPOSE When you respond to misbehaviour, talk about it as though it were an object. What we don’t want to do is this: “ Jonny, you are so noisy! ” “ Why do you always chew gum in my lessons, Jane? ” “ Faisal, you are always late! ” Instead, we should respond to incidents of misbehaviour in a tone and manner closer to this: “ Jonny, shouting out in class is distracting. ” “ Chewing gum in lessons, Jane, is against our school rules. ” “ It’s important to be punctual to your lessons, Faisal. ” If you personalise the misbehaviour, you’ll increase the chances of the student in question reacting in a defensive way. If, on the other hand, you treat the misbehaviour as an object , it allows the student – and you – to be more objective and dispassionate regarding the matter at hand. Robin Launder is a behaviour management consultant and speaker; find more tips in his weekly Better Behaviour online course – for more details, visit behaviourbuddy.co.uk DOTHIS TREAT MISBEHAVIOUR ASANOBJECT EXERCISEBETTER CLASS CONTROLWITHTHESE TIPS FROMROBIN LAUNDER... 76 teachwire.net/secondary