ABOUT GLOBAL VILLAGE LEARNING
Empowerment for Social Impact
In establishing the case for change, it is difficult to surpass the language of the UNESCO Report - Reimagining our Futures Together - A new social contract for education, 2021.
Our world is at a turning point. We already know that knowledge and learning are the basis for renewal and transformation. But global disparities – and a pressing need to reimagine why, how, what, where, and when we learn – mean that education is not yet fulfilling its promise to help us shape peaceful, just, and sustainable futures.
In our quest for growth and development, we humans have overwhelmed our natural environment, threatening our own existence. Today, high living standards coexist with gaping inequalities. More and more people are engaged in public life, but the fabric of civil society and democracy is fraying in many places around the world. Rapid technological changes are transforming many aspects of our lives. Yet, these innovations are not adequately directed at equity, inclusion, and democratic participation.
Everyone today has a heavy obligation to both current and future generations – to ensure that our world is one of abundance not scarcity, and that everyone enjoys the same human rights to the fullest. Despite the urgency of action, and in conditions of great uncertainty, we have reason to be full of hope. As a species, we are at the point in our collective history where we have the greatest access ever to knowledge and to tools that enable us to collaborate. The potential for engaging humanity in creating better futures together has never been greater. <UNESCO REPORT 2021>
KEY PHIL0SOPHY
“Young people have far greater capacity than
we give them credit for.”
The underestimation of their creativity and capacity to make an immediate and direct positive impact on the world around them, is widely held by educators, parents, the media, employers, politicians and as a result of everyone else’s low expectations, this view is also shared by the vast majority of young people.
Imagine an extensive network of small learning communities where each person is well known, with the freedom, flexibility and autonomy to focus on magnifying the ideas and passions of learners to build a better world, using enterprise skills to bring their plans into reality, supported with access to resources, caring and capable mentors and genuine experts in their fields over multiple years. What could these communities achieve?
OUR EXECUTIVE DIRECTOR - PETER HUTTON
Peter is a visionary leader with over 30 years of educational leadership expertise and is known for his transformational insights and commitment to innovative, student-empowered learning. Peter’s strength is in transformational insights and providing the detail on "HOW” to implement change in schools.
When Peter was the Principal of Templestowe College in 2009, the school became one of Australia’s most innovative schools, with TC’s “Yes is the default” policy included in the top 100 most innovative educational concepts in the world by Finland’s hundrED organisation. He also introduced a Montessori secondary stream that included extensive animal programs, permaculture, entrepreneurship, and individualised learning plans for each student.
Peter is also a Co-Founder and Director of Future Schools. This membership organisation supports over 100 future-focused schools across Australia and around the world to collaborate and innovate together.
Message from Peter
At the heart of every great school are fully engaged and empowered students, parents, teachers, and community members who rally behind a common vision to contribute to life giving education.
Each day I wake up with a sense of hope and clarity around what is possible when we truly empower students to be active participants in their learning and co-learners with teachers.
As a local resident and community member, I look forward to developing our school into a beacon of possibilities as we build upon our mission of Montessori-inspired, student-empowered, and future-focused schooling.
OUR BOARD OF DIRECTORS
Board Chairperson
JEFF McFARLANE
Having experience in business analysis, compliance, governance and training development, I am excited to contribute to the schools journey in inspiring our children towards a lifelong love of learning.
Director
CELIA FRANZÈ
I am an Education Consultant with a demonstrated history of working in schools education management. Skilled in K-12 Education, Coaching, Educational Leadership, Learning and Teaching, School Improvement, Change Management and Instructional Design.
Director
ALEX STOLE
I have worked across education, community, government, and corporate sectors and now have a business in culture transformation which supports education reform. I have two children aged 18 and 20, who attended Steiner and public schools. I have been on school council for three schools – primary to secondary.
Board Secretary
PIP CLEAVES
I love supporting school communities to create learning environments and experiences that develop the superpowers that each of our students hold in their souls. I am passionate about supporting schools to create true personalised learning experiences.
Director
PASI SAHLBERG
I work as a professor of educational leadership at the University of Melbourne. Since being a schoolteacher in Finland many years ago I have worked with schools, communities, and policymakers to make school education an enriching experience for all children. My passion is to help schools to be more creative, fun, and collaborative places where the power of imagination would drive the whole-school improvement.
OUR LOCATION
Location
The school is located on the outskirts of Gisborne, a picturesque country town graced with tree-lined streets, nestled at the foot of Mt Macedon. We occupy a 10-acre site on Barringo Road, within walking distance of Gisborne station and about forty-five minutes drive on the Calder Fwy from Melbourne. Once a paddock, grazed by horses and devoid of trees, it now encourages biodiversity, links wildlife corridors and creates habitats for native species of plants and animals.
Despite being a major urban centre, Gisborne still retains its village character. The town combines old and new, rural and suburban. It brims with modern cafés and boutiques against a setting of mature oaks, heritage buildings and country homesteads. To find out more about Gisborne, check out visitmacedonranges.com/village/gisborne
Sunrise and Sunset Clubs
Operational hours at Global VIllage Learning for Primary students is 9am to 3.30pm. Primary Students can be dropped off at school from 8.45 am and must be collected by 3.45 pm.
Sunrise and Sunset Clubs are available from 8:00 am until 5:00 pm for student in Year 1 through to Year 8. These are free of charge.
Train Services
Gisborne Montessori School is a 5 minute safe walk from Gisborne Train Station on the Bendigo line.
BUSHFIRE EMERGENCY PROCEDURE
Global Village Learning & Code Red Days.
Gisborne Montessori School is on the Bushfire At-Risk Register. This means that on Code RED Days Gisborne Montessori School will be closed. this means that on these days:
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Staff will not be in attendance.
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Students are to remain at home.
Where possible there will be 3 days’ notice of a Code Red Day, however, it may also be confirmed at 12 noon the day prior. Once a decision has been made, it will not change regardless of changes in the weather.
We strongly advise families to have contingency plans for bushfires in their area and this includes planning for the safe supervision of their children on these days.
Do not rely on an official warning to leave. Bushfires can start quickly and threaten homes and lives within minutes.