Newsletter Term 4, Week 2 14 Oct 2021

Still, today as we know, girls are born into countries where they are denied access to education, they may not lay sport or as young women, hold a job, drive a car, choose a partner and they are controlled and suppressed because they are girls. It is important that a School such as Strathcona considers the day thoughtfully because as a girls’ school which takes pride in the provision to its students of a high-quality educative experience and the belief in the equality of girls and women, I believe that it is our responsibility to recognise that this is not a privilege enjoyed by many girls worldwide and therefore have a responsibility to be the voice for those disadvantaged women.

Over the past twenty years, the global community has made significant progress in improving the lives of girls during early childhood. Now, in the first decade of life, they are more likely to be enrolled in primary school, receive key vaccinations, and are less likely to suffer from health and nutrition problems than in previous generations. However, serious challenges still remain. In 2014 for example, women and girls comprised sixty percent of the 781 million youth worldwide who lacked basic literacy skills. It is not that long ago that Boko Haram abducted 250 schoolgirls from Chibok in north-eastern Nigeria, sparking a worldwide campaign to ‘bring our girls home’. What is concerning is that schools, particularly girls’ schools, are the target of so many terrorist attacks in developing countries. Nobel Peace Prize winner Malala Yousafzai’s determination to receive an education meant she was shot, but she went on to promote the importance of education for girls and women in an incredibly powerful way.

Research worldwide points to literacy – reading – as one of the fundamental differences between advantage and disadvantage. Literacy levels are intrinsically linked to socio-economic status. It is clear that a girl in a developing country with even minimal education is more likely to marry later, have fewer children, access better health care and other support networks for her family. Education gives her more choices. Most of us believe that education is a right, but for many girls in the global community, it remains a privilege. I believe that it is incumbent on us in this School to speak to our students about their responsibility to use the investment in their education and to help to open the doors of opportunity for other girls who are less privileged in this country, particularly our indigenous, and beyond our shores.

The School’s Vision is: To inspire and empower young women to live courageous and purposeful lives so they can contribute to the world with wisdom, imagination and integrity. Strathcona girls are part of a School that has high aspirations and inspiring alumnae all over the world, many of whom we know are using their education, their professional capacity, their influence and their philanthropic sensibility to improve the lives of girls and women. This inevitably strengthens communities and gives all children a chance at a better life and makes our societies more equal, compassionate and cared for.

Marise McConaghy, Principal

One of the eight essential elements in the Framework for Improving Student Outcomes (FISO) is Essential Element 4, which focuses on the importance of student voice, agency and leadership. (DET, 2017) It draws specific links between these three elements and the important role that students play in creating their own positive environment for learning to increase their educational outcomes. “Agency gives students the power to direct and take responsibility for their learning, creating independent and self-regulating learners”. (Amplify 2018)

Our teachers and students work together to create a culture where student voice is encouraged and respected. When this occurs, it contributes to students building their confidence and self-efficacy. Teachers receive valuable feedback and students feel more positive and connected to their school (Amplify, 2018). This latest lockdown is the perfect example of teachers responding to student feedback. As teachers we are constantly tweaking and refining how the subject content is delivered, sometimes even during the class we are receiving feedback that what we are trying to achieve is just not working. 

Student voice is more than students sharing ideas or having their say, and student leadership means more than just being appointed to a structured or formal leadership position as “leadership potential is inherent within all learners” (Amplify 2018). To be successful, schools must value the perspectives and opinions of its students and allow them to have input into how they may shape their environment and experiences in their school. Empowering students to have the opportunity to contribute to decision-making, recognises that they know what they want, what their peers want and what is important to their community. If the students can have input and take ownership of their decisions and the outcomes, they are more likely to be implemented effectively and readily accepted by the student body improving their learning community and connection to the school (Amplify 2018).

The emotional and social health of our young women is the top priority for the wellbeing team and research has shown that increasing student voice, agency and leadership has a positive impact on self-worth, engagement, purpose and academic motivation (Amplify 2018). During Term 3 and 4 this year, we have been able to respond to the changing needs of the girls as they arise, to do what we can to support them whilst learning online. This in turn has helped them manage their emotional, mental and physical health during this challenging period.  

The opportunities within our school setting to empower our young people to share their ideas and be a part of the decision making process is exciting. Whether it is in the classroom or music ensemble between one student to another or in a sport team or drama production between a teacher and a team member, students have the ability to influence their own lives and those in the community surrounding them. They are encouraged and given opportunities to build relationships, communicate and collaborate with their peers and teachers.

Building the leadership capacity of our students in the hope of developing strong, confident, articulate and ethically minded young women who embody the Strathcona values and can communicate their ideas and opinions appropriately to influence change is a key focus within the wellbeing team at all year levels. To ensure students have a voice and are listened to, many schools are seeing successful outcomes in the establishment of Student Voice Teams (VicSRC &DEECD, 2010)

In 2022 we are looking forward to establishing a Student Executive here at Strathcona to empower our students to make decisions and engage in issues that are important to the student body and school culture. Improving opportunities for our girls to share their voice is the driving factor in building a positive and inclusive student culture and sense of pride and ownership within their school community.

We congratulate the following students in Year 11 who have been appointed to formal leadership positions for 2022. 

Megan Boyd, Head of Findlay House 

References:

Department of Education and Training (2018), Amplify: Empowering students through voice, agency and leadership https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/Amplify.pdf

Department of Education and Training. (2017). The Framework for Improving Student Outcomes https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/continua.aspx

VicSRC & DEECD. (2010). Represent! An SRC resource kit for students and teachers. Melbourne. http://fuse.education.vic.gov.au/?7WKSGM

Images:

DET Department of Education and Training (2018), Amplify: Empowering students through voice, agency and leadership https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/Amplify.pdf

Our graduates have gone on to study in the fields of Medicine, the Arts, Law, Commerce and Economics. Some had moved interstate to study and provided information on how this can be a smooth transition. Perhaps their best bits of advice encompassed study tips (such as a traffic light system or the Pomodoro Technique) and managing the balance of study with wellbeing (such as prioritizing sleep). Practical advice was also shared about choosing units at University, how to change courses, the differences between Year 12 and first year Uni as well as sharing the message that Uni is fun and that there is a shared appreciation for studying and learning. Perhaps what made this experience so worthwhile was that our invited graduates shared authentic and honest recounts about their experiences, even advice on how to manage an unexpected breakdown during an exam.

We are very grateful that the 2020 graduates were able to join us, and hope that the current Year 12s were able to draw inspiration and strength from the girls who have successfully gone before them.

We will be running a range of 'rock up and play' sessions after school once our students are back on campus. We are in the process of finalising what sports these will be and when they will be offered, but these plans will be finalised and communicated through MyStrathcona. 

We cannot wait for our students to be able to start to reconnect and engage with sports that they have missed throughout 2020 and 2021.

Items in the Career News include -

• Reminder: VTAC 2022 Upcoming Key Dates
• Australian Jobs 2021 Report
• The University of Melbourne’s Elite Athlete Program
• Studying a Business Course at Torrens University
• Scholarships to Study Abroad
• University Study Abroad & Exchange Programs
• What Do I Need to Remember to be Successful in my First Year of Uni?
• Paramedic Degree Courses in Victoria in 2021
• Public Health Courses in Victoria in 2021

Please click here for this week's Career News. To visit the Careers page or view previous versions of Careers News click here.

There is no doubt that as Melbourne continues our record-breaking lockdown, spirits may sometimes be low. But Eddie offers us a degree of hope and inspiration. He encourages us to concentrate on making each day a good one, enjoying friendship and simple activities. We have been encouraging students to reach out to friends, find gratitude for their family, go for a walk, enjoy a sunset and concentrate on the simpler things in life. 

We have also resorted to humour. Our inimitable Mrs Waldron has been using backgrounds in her Teams meetings this week to give everyone a laugh. International Studies students made their own 'soup day', using soups from around the world as their backgrounds. In Humanities, students placed themselves in the trenches of World War One. Laughs of any kind are always welcomed!

Today we are running our 'Frame Your Future' Day with Mrs Joanna Buckley, Head of Careers and Partnerships, disseminating plenty of information about career pathways, personal portfolios and resumes. It has been a wonderful way for Year 9 students to reflect on their personal strengths and to ponder areas of interest before moving into the Senior School. We trust that today's activities will promote rich discussions.

Finally, speaking of reflection, students have currently been writing individual and group feedback about their Envision business experience. You can see some of the feedback in the photos below - and you may also be able to guess what products the businesses made! 

Only 7 more school days now until we are back on Campus - but who is counting?

Karyn Murray, Head of Tay Creggan

Prep:
Rachel W
Marlie S
Aria P
Charlotte H
Annie H
Sofia C

Year 1:
Lilah H

Year 2:
Emily S
Miriam W
Leah Z
Kenolee H
Jaiyi L
Marina H
Mia H
Ava P
Amy Y
Matilda G

Year 3:
Natalie S
Ritisha N
Amelia H
Constance C
Sophie L
Isabelle E
Yangyang C
Genevieve M
Amber C
Moran L
Hanya L
Serena L
Dahlia K
Megan L
Keira L

Year 4:
Claire L
Sadie A
Ava M
Charli S
Amelia L
Charlotte L
Pippa K
Chelsea H
Alana K
Jemima H
Catherine L
Natalie W
Zoe C

Year 5:
Judy W
Amelia L
Lele H
Jessie T
Josie Y
Lucy J
Chloe C
Zoe J
Julia R
Sophie N
Banu A
Freya S

Year 6:
Kyla S
Demi L
Charlotte L
Olivia M
Inaaya M
Zoe 

This month's edition is ‘Transitioning Back’. It is a great edition for parents and adult carers with children across all year levels. 

Read the special report here.

Although the reality of COVID is not quite over, there still remains a considerable amount of uncertainty. We have all experienced this event together and we are all at various levels of transition and adjustment. The circumstances of this situation have significantly impacted students, parents and teachers alike.

On Friday 1 October, Mental Health Foundation Australia (MHFA) celebrated the launch of National Mental Health Awareness Month with an event that featured many leading industry experts and federal ministers who presented and showed their support of this great initiative. 

As part of Mental Health Awareness Month, MHFA is holding a number of scheduled events, some of which are virtual that you may find of interest. A full list of these events can be found here.

We invite you to join us for a relaxing online evening hosted by Strathcona, especially for our mums.

We are delighted to bring our special guest panel - Alice Stolz, National Managing Editor of Domain and current parent, Lucy Glade-Wright, Designer and Director of Hunting for George and a member of the League of Extraordinary Women and Dea Jolly, Interior Designer, winner of The Block 2015 and also a current parent. Our panel will chat to you about their career journeys, being involved with The Block and current design trends.

Take an hour out of your busy day and relax with a glass of wine and listen to our expert panel.

We hope you can join us for this special evening which will be held in place of our annual Spring Racing lunch at Leonda by the Yarra.

Click here to register for this event.

You are warmly invited to our next Parent Seminar Series event on the topic of sleep, adolescence, and school, with guest speaker Professor Greg Murray.

He will discuss sleep and its role in emotional wellbeing, and the biology of how sleep changes in adolescence. The well-known tension between school start times and adolescent sleep preferences will be considered, followed by a consideration of strategies to help adolescents manage this challenge.  Professor Murray is an award-winning lecturer and the talk is sure to be highly interactive and engaging.  

Professor Greg Murray has an international reputation for clinical psychology research, being ranked in the top 1% of researchers worldwide in the fields of bipolar disorders, circadian rhythms, and personality. He has published more than 200 articles, chapters and books primarily on sleep, biological rhythms and mood disorders, and is a contributor to the American Psychiatric Associations’ DSM. Professor Murray is a practicing clinical psychologist and a Fellow of the Australian Psychological Society. He is currently Director of Swinburne’s Centre for Mental Health, Patron of Bipolar Life Australia, Chair of Orygen Research Review Committee, and Oceania Representative for the International Society for Bipolar Disorders.  After a first career in music, he took out his PhD from University of Melbourne in 2001, and has been a full Professor at Swinburne since 2011. 

Wednesday 1 December 6.00pm.

Please join us for this virtual event to celebrate the girls and boys from ELC-Year 6 and their creative endeavours at the Annual Art Exhibition. Both collaborative and individual pieces on display exploring both two and three-dimensional forms and a wide variety of mediums for your viewing.