Student Life

Innovation and Enterprise

Innovation and Enterprise

“At SACS, we are an adaptive, future-focussed community that inspires learners to embrace challenges in a volatile and complex world.”

In 2018, St Andrew’s Cathedral School launched its Innovation and Enterprise portfolio, with the aim of making students future-ready, where interdisciplinary skills and critical and innovative thinking will be required to solve complex problems that face the world and even threaten the survival of humanity. We want to ensure our students are prepared and can effectively contribute to this unknown future with valuable and versatile skills that stand the test of time.

Our aim is to embed elements of critical and creative problem-solving skill development into all areas of the school, adapting the current curricula to help students apply deep understandings of key disciplinary concepts and principles to interdisciplinary real-world problems. We also aim for students to develop an attitude of adaptability, being open to change and willing to learn continually. 

The four key areas of development are Enterprise, Innovation, ICT (Information and Communications Technologies) and Co-curricular.


Each year, Years 5–12 students are invited to participate in StartUp, a semester-long intensive co-curricular program, which sees small groups of students learn about the process of being an entrepreneur. Partnering with experts in the entrepreneurial and start-up space, students receive hands-on guidance in the step-by-step development of their idea. At the end of the program, a Finale event takes place, where finalists pitch their idea to a panel of external judges who examine the process undertaken by each team. Awards are presented to those teams whose ideas have advanced dramatically from the initial idea and have demonstrated the skills and passion needed to be a successful entrepreneur.

This hands-on program helps establish a culture of enterprise at SACS and develops an entrepreneurial spirit in students who are willing to be courageous and learn how to take guided steps towards developing their ideas with innovative solutions. The overriding purpose of this program is for students to understand that without action on their part, they cannot expect anything to change. Courage is the backbone of success – the courage to try and to fail and to be someone who makes a difference in the world. This is the entrepreneurial spirit encouraged at SACS.

StartUp has three divisions, based on year groups – Juniors (Years 5-6), Intermediate (Years 7-9) and Senior (Years 10-12). Each division learns skills appropriate to their age and stage of development and ensures students can continue to grow their depth of knowledge and entrepreneurial skills, year after year.


The theme for 2020 was ‘Connected’. The Finale event saw 13 student teams present their ‘elevator pitch’ ideas to camera, rather than a live audience. The three finalists also presented a five-minute pitch in front of an expert panel of judges and a camera – with Year 9 students Dash Drury and Roisin Carey declared the 2020 StartUp Entrepreneurs of the Year for their Bee Box sustainable kit. To watch the full presentation of the 2020 StartUp Finale, click here.

Innovation, ICT and Co-curricular

Students at SACS have access to a great range of digital technologies and expertise to support their innovative and entrepreneurial activities. These include hardware such as Surface Pros, 3D printers, a laser cutter, VEX Robotics, Micro:bit, and specialist staff. Students who can combine their subject knowledge and use digital technologies to help solve problems will be well prepared for life beyond school where they will be highly valued as they can apply key disciplinary concepts and principles to interconnected, complex problems while also being open to change and willing to learn.

St Andrew’s has many co-curricular activities in this space including Girls in Tech, Robotics Club and MakerSpace – where students can explore and develop new concepts in digital technologies and develop their entrepreneurial skills.

Students at SACS are given many opportunities to develop essential ICT skills in context of various subject areas. The use of Surface Pros allows students to develop skills in touch typing, file organisation and digital citizenship. Student also have access to industry-standard software in all subject areas.

Entrepreneurship in the curriculum – Middle Years Programme

Personal Project – students in Years 9-10

A major aim of our Middle Years Programme (Years 7 – 10) is to develop critical thinkers who successfully integrate disciplinary perspectives to understand complex issues and ideas. The Personal Project is a requirement of the MYP and is a major self-directed research project each student in Year 9 undertakes over a nine-month period in order to develop and demonstrate some of their learning across the curriculum. It showcases the work students have completed throughout their Middle Years schooling – focusing on the way they approach learning and their range of learner skills (ATLs). (ATLs or Approaches to Learning are the human skills which set us apart from robots and artificial intelligence.) The ATLs are embedded in the curriculum and pastoral programs and drive achievement of learning goals.

The Personal Project is similar in concept to the genius hour and passion projects. There is much research supporting the concept of freedom of creative expression to develop learning. The Personal Project ties together the school’s work in Interdisciplinary approaches to learning.

The work of Kuhlthau (1991) researching student inquiry through directed research tasks has uncovered an opportunity for teachers to assist students to develop, through targeted intervention, the skills needed to respond to the uncertainty of an ever-changing world. The students articulate their experiences at various stages of the process, which enables the teacher to support and guide the next stages of learning. This helps students build and develop the traits of resilience, risk-taking and open mindedness. 

Student stories