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Partnership Case Study

Lindisfarne Anglican Grammar School: Study 1

Lindisfarne students embarked on this interdisciplinary project to explore how human actions shape ecosystems. Designed to move learners beyond surface-level environmental awareness, the challenge invited them to investigate real-world issues and create informed, purposeful responses. With curiosity already strong among the cohort, the opportunity was to transform that interest into agency — helping students connect scientific inquiry with authentic action.

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Our PARTNER

Lindisfarne Anglican Grammar School

SETTING

Independent Grammar School
NSW, Australia

ENGAGEMENT

Multi-year partnership

FOCUS AREAS

Whole-staff implementation of the Culture of Excellence Program

From Awareness to Action: Turning Environmental Curiosity Into Confident, Informed Advocacy

Case Summary
Through a structured inquiry model, students examined environmental challenges, analysed human impact, and designed meaningful solutions. The project built scientific understanding while strengthening critical thinking and collaboration. Students moved beyond collecting facts to articulating informed positions, demonstrating a deeper sense of responsibility, ownership, and voice in their learning.
This program strengthened students’ ability to take ownership of their learning. 98%
The frameworks made inquiry more purposeful, structured, and clear. 96%
Students demonstrated deeper thinking and more confident expression through this process. 97%
The learning experience improved collaboration and peer accountability. 95%
Overall, this was a valuable and impactful learning experience for our school community. 100%

(Percentages reflect staff who agreed or strongly agreed.)

In Their Words

  • “The frameworks helped our students take real ownership — they weren’t just participating, they were leading.”
  • “I saw students work with a level of depth and independence that surprised even them. They grew in ways I didn’t expect.”
  • “The structure made inquiry feel purposeful. Students understood the ‘why,’ not just the ‘what,’ and it changed their whole engagement.”
  • “The quality of thinking and reflection I saw was far more sophisticated than what I normally see in classwork.”
    John Doe
    Combo Interactive
  • “This process ignited confidence — students realised they are capable of meaningful work that matters beyond school.”
    John Doe
    Combo Interactive
charlotte-lush

“Working with Lee empowered our students to move beyond completion and compliance into genuine agency. Our young people are now thinking more deeply, collaborating more authentically, and expressing their ideas with confidence and ownership—and that impact is visible across our school.”

Charlotte Lush, Deputy Principal, Lindisfarne AG School

Ready to explore what this could look like in your context?