Primary Catalogue

One of the things we are proud of at Leaders of Evolution is to provide opportunities for young people to build their professional skill set within a small business environment. We have engaged with school leavers and university students across the globe to help us develop video content for marketing and learning pieces and numerous communications pieces that sit on our website. Not only does this provide a part time income, working flexible hours from home, we are also invested in improving their performance and highlighting both areas of success and continued growth. Emma Henzes has been following the LoE journey since 2018 when on a study tour to Australia and her engagement over the following two years landed her a full-time role at the back end of 2020. In this video Jon and Damian discuss the skills that made her a seamless fit for the LoE team. Show Less

Some of the biggest and most progressive organisations in the world (think Google, Facebook et. al.) are hiring people on their ability to demonstrate the skills that will make them effective members of the team. Their high school or university score is less relevant – they want to see they have the people who will slide into a team and have the mindset and drive to succed. The technical stuff can come later. LoE Co-founders Damian Hecker and Jon Shepherd jumped on a call to discuss this shift to skills over scores and how Jon’s recent presentation to senior executives in the National Collegiate Athletic Association (NCAA) in the US focused on this. Show Less

Every element of the Roadmap is purposeful and aimed to enhance the outcomes of students, teachers and school communities. Our anecdotal research however indicates that schools who find ways to provide authentic learning opportunities within the school or wider community often see the greatest improvement in student outcomes. This can be slightly trickier with the Future Skills courses as the truly authentic environment is the workplace or a volunteering scenario, which not all students necessarily have to fall back on. So, we encourage four different ways for teachers to encourage application in different authentic contexts. Skills for the present – Encourage students to see a wide variety of environments to apply their knowledge – hobbies, passion projects, sport, school etc. Personal Experience – Teachers role modelling or discussing their own experiences of developing work ready skills can be helpful for students to recognise the transfer between knowledge and skills development Student Guidebook – This is where students can reflect on, or strategise, for real or hypothetical workplace situations Authentic Application – Wherever possible we want to encourage truly authentic application. Ideally this is in the workplace or a volunteering capacity but tying this in to ‘Skills for the Present’ will deliver sound outcomes also In this video Damian discusses these four pillars in further detail. Toolkit – Head to Page 12 to map out how you can make the learning authentic when using the Future Skills courses Show Less

The shift in preparing young people for their futures should be reimagined. The research that points to a more globalised, connected workforce of 2030 also clearly identifies the skills required to be successful – skills we rarely see explicitly taught in the upper secondary level. It has been dubbed ‘The Fourth Industrial Revolution’ and ‘The Third Renaissance’, whichever way you look at the shift that is occurring before our very eyes, it is clear that technology is already playing a huge role in the way we work. The research shows that as jobs become automated our ability to ‘be human’ will be more crucial than ever. Independent and autonomous thinkers, self-directed and lifelong learners, problem solvers, effective communicators, emotionally aware leaders and the myriad skills that come with these behaviours will be what is needed for success. In this video Damian explains this concept in more depth and challenges all of us as educators to think differently about preparing our young people for their futures. Toolkit – Head to Page 7 of your Toolkit to reflect on two key areas identified in the video Show Less

We know schools have success with our resources when they have absolute clarity on their purpose for student learning. It may sound simple but identifying and articulating this is the first critical step in seeing student growth. For teachers who are facilitating the curriculum, understanding this purpose and importantly how it lands within their own teaching load and curriculum time is just as important – highlighting the whole of school strategy required for success. In this video Damian explains how schools can go about this process and provides some advice on embedding the curriculum into existing frameworks. Toolkit – Head to Page 9 and work through the purpose and embedding the curriculum task Show Less

The fourth phase of the roadmap is based on outstanding Professional Practice and homes in on the teaching and learning resources at your disposal. To achieve our goal of saving teachers time and helping them gain better outcomes, we have worked diligently to design research-backed teaching and learning resources which can be seamlessly delivered both in and outside of the classroom. These resources are updated yearly, with a focus on seeking feedback from teachers and students to ensure the resources continue to be engaging and useful. Importantly, the majority of the hard work is done when the resources are utilised effectively. All teachers need to do is understand the intent of the learning and put their own unique spin on the delivery. Damian explains these resources in this video, and we encourage teachers to spend some time familiarising themselves with the resources before starting their programs. Toolkit – Please head to Page 11 of your Toolkit to reflect on how you can utilise the Teaching & Learning resources Show Less

Thank you for joining Leaders of Evolution in our quest to provide meaningful, long term leadership learning opportunities for upper secondary students. As the global workforce moves at a rapid rate and the shift of automation in jobs continues, we must invest in embedding the future skills of the workforce into our young people – now. Our Future Skills of the Workforce suite of courses aims to do exactly this by providing the contextual knowledge of this seismic shift in work and the practical tools to help them build these skills. The Teacher Introduction course aims to do a similar thing for educators – provide contextual understanding of the research behind the courses and the teaching and learning resources designed to save you time and deliver more outcomes. Enjoy the course and all the best implementing your programs. Show Less

Learning the skills of leadership is going to help you be a better learner, a good friend and someone who cares about much more than just themselves. Welcome to Young Leaders in Schools – Foundation e-learning course, an online learning adventure which has been designed to help you build a strong knowledge of the skills and concept of leadership. This is the first of two courses in our Young Leaders in Schools e-learning course range. The Foundation course is designed as the entry point into a two year learning pathway – all designed to make you a more effective leader. You will have lots of fun and engaging video pieces to watch, plenty of quizzes to challenge your thinking and your Leadership Guidebook will provide you with opportunities to put your leadership to the test. By the end of the course we think you will be a more confident student leader and ready to tackle the Advanced course in no time! Have heaps of fun and we wish you well on your learning adventure. Show Less

Character – Self-reflection provides an opportunity for you to be honest with yourself, helping develop self-awareness and understand your character more effectively Competence – Reflecting on experiences encourages new avenues of learning and skill development Self-reflection is like holding a mirror up to yourself and asking that person some questions. Self-reflection helps us become more self-aware so it is a non-negotiable you put in place a self-reflection routine. All you need to do is set some time aside and look back on some of the leadership experiences you have had and ask yourself some questions. What happened? What was the outcome? What did I do well? What might I look at doing differently next time? What did I learn about being an effective leader? These are just examples but they will definitely help you in your self-reflection routine. Honesty is the key when you are self-reflecting. Being honest with yourself will help you continue to understand your superpowers and kryptonite. Watch the video to get a better understanding of self-reflection and some tips about it. Then, read the poem (which you can open by clicking the Materials button) titled ‘The Man In The Glass’. It has many different stories about where it came from and its actual title but it is a wonderful poem to help understand self-reflection and self-awareness. Show Less

Character – Behaving safely and appropriately online demonstrates good personal values and effective decision making As you all know, keeping everyone safe on the internet is extremely important. As leaders, we may not always agree with each other or have the same ideas but communicating with respect is vital. When you are using Leaders of Evolution’s resources you must always act within the guidelines of your school’s Cyber Safety rules. This videos touches on a couple of areas which are important for cyber safety. Show Less

Competence – Understanding what resilience is will help you work on and develop this important trait Resilience is about getting up when you have been knocked down. It is about knowing you have a challenge ahead and being prepared to tackle it head-on. It’s about knowing that not everything can always be perfect and that it is ok to be down sometimes. It is about having a positive mindset and so many more things. Effective leaders demonstrate resilience consistently. They are able to bounce back and shake off disappointment, failure or rejection. You too, will experience times when you require a resilient approach to leadership action. What does it mean to be resilient, though? The video provides you with some simple tips on how to display resilience. Show Less

The 4 C’s are perhaps the key pillar to learning and growth within any LoE program. The 4 C’s were inspired by a meta-analysis into coach education which essentially identified the key areas which contribute to athlete growth and where coaches should focus a holistic approach to player development. This framework has been adapted to establish clarity for both teachers and students around what skills are being developed in a particular course and what stages of success look like. This model not only builds comprehension of the many and varied skills required to be successful in life but also provides evidence statements (similar to a competency framework) to encourage students to apply learning and measure their growth. In this video Damian explains the concept of the 4 C’s and why they are such a critical piece of the LoE Program Roadmap. We then chat with Lauren and Shanae from Irymple South Primary School who share their insights into how to effectively unpack and teach the 4 C’s. Although discussed with a primary school context, the teaching and learning principles still apply at secondary as well. Toolkit – Head to Page 10 of your Toolkit to reflect on how to utilise The 4 C’s and Success Criteria Matrix in your teaching Show Less

As adult learners, we are inspired by the challenge of demonstrating growth in areas that we are passionate about. This is often referred to as self-determination and heads us off on a path of mastery. We aspire to provide students with a similar mindset, albeit within a construct that supplies the appropriate scaffold and support mechanisms. Self-regulated learning within our courses is the act of identifying the appropriate concept to tackle at the appropriate time. Using the self-assessment quiz at the start of the course will provide students with some guidance as to the areas which they may wish to pursue based off their results. The course is designed in a way that provides flexibility to teachers and students as to what concepts are tackled at which time. It really is a choose your own adventure. Teachers may wish to use a combination of self-regulated and teacher driven learning, work with specific groups on specific tasks and basically design a structure that works most effectively for all. This part is completely in your hands. Show Less

For some teachers this could be a completely new approach to student leadership and guiding a leadership learning journey for your students. Even the e-learning aspect could be a new way of teaching for some. We wish to make this process as simple and trouble free as possible and in this topic we speak with Tim who has facilitated the e-learning course with his students for a couple of years now. Fitting everything in to an already packed curriculum can be tricky but to gain the maximum benefit for the students, consistent delivery and reflection is crucial. Teachers may also want a formal or informal method of assessing student progress and the Success Criteria Matrix will assist you in this area. Tim also touches on how he has linked assessment in to the overall structure of the learning program. Don’t forget that the Student Leadership Guidebook provides a formal assessment (called a reflection and learning exercise) tool at the completion of each lesson. Show Less

We discuss purpose quite a bit throughout the Young Leaders in Schools e-learning courses, so it’s only fair we discuss the same with you to help you understand the purpose behind the course. In this video Damian explains what the aims of the course are – for both teachers and students, as well as sharing the ‘why’ that underpins the development of the course. Show Less

Competence – Identifying areas of learning and growth will provide you with motivation and direction You have now been given an introduction to the e-learning course and with the help of your teacher and peers, you should be ready to tackle the rest. This is where the real fun begins! From this point forward you will be challenged to learn new leadership skills and most importantly, apply these skills in your leadership environment. Taking your knowledge from the course and trying these new skills out is the only way to become a more effective leader. But before you take off, you have an activity to work through in your Leadership Guidebook. Guidebook – Check out the activity ‘Ready to Learn?’ (Page 3) You can work on ‘Program Start’ questions individually, with a partner or even as a whole class. Show Less

Connectedness – Getting to know our guests allows you to connect with them and their experiences to help you learn We have been very fortunate to have a number of special guests help us by sharing their leadership wisdom on camera. You’ve already met Damian, who will guide your learning journey, but we have a few other important guests as well. We believe it is important that as students, you get some advice from students. These students have already taken on the role of the student leader – just like you’re about to. Their knowledge and experience will add great value to your learning journey. Click on the video to meet our student leaders and a few other special guests to understand a bit more about their background. Show Less

Connectedness – Analysing your leadership environment allows you to understand all the stakeholders you must connect to Confidence – Being aware of your leadership environment will allow you to develop confidence in the role you play to be effective To understand what you can influence in your role as a leader it is important to look at your leadership environment. By reflecting on the many different things that make up your school community you will soon start to see what things you should focus on and aim to improve. This helps you develop evidence so when you pitch an idea to the rest of the team or your teachers it shows that you have thought about it and you understand the positive impact it could make. Watch the video to gain an understanding of some of the areas of your leadership environment you could look to influence. Show Less

Connectedness – Creating a safe environment is about showing care and developing relationships with others Competence – Effective leaders make others feel safe so they can get the best out of them Everyone likes to feel safe. When we feel safe we are more likely to try new things, learn from our mistakes, experience success and help others do the same. The Circle of Safety is an idea that says whilst we keep danger from coming into our circle we stay safe, happy and will thrive. Once the danger comes into our circle however it is much more difficult to get the best out of everyone. As leaders, you must identify and be aware of the dangers which will help you create the ‘Circle of Safety’ for your leadership group and a consistently positive environment. Group/Partner learning – after watching the video have a discussion in small groups to identify the dangers that exist and which you want to keep from getting into the Circle of Safety. Then as a class, share your ideas and create an anchor chart that identifies your Circle of Safety key drivers and the dangers to your circle of safety. Show Less

Competence – It is important you have planned your pitch and you understand your content deeply Confidence – By being planned and knowing the value of your proposal you will feel confident to pitch the idea to others Many people are resistant to change so to influence, you need to be convincing. You must convince your stakeholders that your idea will result in a positive change for them. That it will be good for them and the community. But before you deliver on your big idea, you first have to pitch your proposal. You need to be able to communicate to your audience that your idea is worth listening to and eventually doing. Here are some key questions to help with your thinking. What’s the big idea? Get your audience excited! What’s your promise? What are you going to do to deliver? How will it benefit me or the community? What if I say no? Tell me how this could negatively impact the community. The video will take you through a few key steps to help you develop your pitch. Like everything, you must be planned and prepared before you deliver. Learning opportunity – So, time to make a pitch. Just like Shark Tank you and your team will pitch an idea to your teacher, trying to convince them to invest in you. Have some fun with this task and get creative, it doesn’t have to be an actual project (but it could be) – it could be something crazy like building a water park at school! Your Leadership Guidebook has the template to help you with this task (Page 29) Show Less

Welcome to the first lesson in your Young Leaders in Schools e-learning adventure. Each lesson in the course will focus on different areas of leadership and will provide you with many fun opportunities to learn new skills. What is most important is that you apply these skills in your communities to create positive change. This lesson is a simple introduction to the course. In this lesson, you will be taken on a tour of the E-Learning Hub as well as look at the cyber safety guidelines for working in it. You will also be introduced to some of the special guests you will meet in the course. Perhaps most importantly you will also learn about the ‘4 C’s of Effective Leadership’. These areas will drive everything you do in the course and inspire you to high levels of learning and performance. So what are you waiting for? Watch this introduction video and then click on the topic ‘Cyber Safety’ to get started. Show Less

Competence – Recognising your leadership motivation will lead you to identify your leadership purpose Confidence – Once you know what motivates you to be a leader you will feel more confident in your ability to lead If somebody asked you ‘why do you want to be a leader?’ what would you say? Your motivation helps shape your purpose. Most leaders are motivated by making positive change in society and in the lives of other people. Think about someone you see as an effective leader and I’ll bet it’s because of their ability to help other people. It is important to note that some people are motivated by selfish reasons. More money, more power, more advantages, more things for them. This type of motivation leads them to make decisions to benefit themselves, not the people they serve. Check out the video which identifies a few motivating factors for those who lead. Guidebook – Go to the task ‘My Motivation’ (Page 12) and identify three things that motivate you to be a leader in your school community Show Less