Assistant Principal's Message
Yesterday our students had an opportunity to meet their 2024 class group and teacher/s. Students spent time developing relationships with the cohort and teachers in their new year level.
Change can make us feel unsure, nervous, even a little worried about what might happen next as we leave familiar friends and teachers and look towards new ones in 2024.
Transitioning to a new year level is a significant milestone in a young person’s life. It brings about various changes, including shifts in friendships, new teachers, cognitive growth and emotional development. This period can be both exciting and challenging for both children and parent/carers. Understanding the transition process and offering appropriate support can help children embrace the changes and thrive in their new environment. As educators we are experts in the learning and progress of our young people. We work with our students every day and understand individual strengths and areas for development.
A focus on the classroom as a collaborative learning space may help distinguish between when we work with others to learn and when we play and chat with our favourite friends. Friendships, social and emotional characteristics and academic needs are all an important consideration when placing students in new classes. Each year our transition process aims to create opportunities to feel connected to known peers and as a chance to make new friends and have a ‘rest’ from others. Each year level regularly engages in collaborative learning as an opportunity for all students to familiarise themselves with their year group. Playtimes, whole year level activities and social activities outside of school provides opportunities for students to remain connected with existing friends and strengthen new relationships. No one is a stranger here, just a friend we have not yet met. Having a growth mindset and a little grit and resilience can go a long way when transitioning into anything new and unfamiliar. Recognising the big feelings of our little people is a good first step in building a growth mindset.
Transitioning to a new year level provides children with opportunities to form new friendships and broaden their social circles. Encouraging open-mindedness and providing opportunities for social interaction can help children develop new relationships. Parents and carers can arrange playdates or extra-curricular activities to foster these connections.
We all remember a favourite teacher, or someone we are already familiar with as a result of previous interactions with an older child. Each student is an individual and each student creates their own, unique relationship with their teacher. New teachers can be a source of both excitement and apprehension. Parents and carers can support their children by discussing the positive aspects of having a new teacher, such as the chance to learn different teaching styles and gaining fresh perspectives. Reinforcing the idea that change is a natural part of life can help ease their concerns.
Praise your child for their resilience and efforts during the transition. Recognise their achievements, no matter how small and provide positive reinforcement.
Research indicates that successful transitions contribute to positive academic and social outcomes. Supportive home environments during transitions are linked to better emotional wellbeing and improved academic performance. The support and positive encouragement of parents and carers in the transition process can help children navigate the changes more effectively.
The vital role you as parents and carers play in supporting your children during this time by communicating openly, fostering independence, encouraging resilience and offering reassurance will ensure we embrace the positives and acknowledge the challenges, so your children thrive and look forward to the new school year.
Suada Dzaferovic
Assistant Principal
Suada Dzaferovic
Vice Principal