Middle Years: Beginning Term 2

A new term brings with it the promise of engaging new lessons, the opportunity to cement the relationships founded since the start of the year, and the joy of continued engagement with the school community in a range of different ways.

Excitingly, there are a host of new and existing clubs and activities that are available for students to join this term. Some begin as of Term 2, whereas others are long-standing and a cherished part of the experience of the Middle Years, such as Girls Sport Victoria (GSV). Here is a list of the clubs and activities available as of Term 2: 

* Entry requirements 

Many of these clubs and activities have been running in the school for some time. For example, the J-Lunch run by UJEB has been popular for some years, as has the Chinese Debating Club. The Service Learning Committee has been an integral component of the School’s outreach work for many years. But there are some new additions, including the Chess Club and the Mindfulness and Meditation Group. There are some entry requirements for certain groups but all of the above are open to students in Years 7 and 8. 

I have encouraged all students in Year 7 and 8 to seek involvement in at least one club or activity, perhaps in addition to GSV. There are enormous benefits from such involvement. Students learn new skills and understanding and they have the opportunity to engage socially with others who share their interests. Such clubs and activities provide a valuable mechanism for students to pursue their passions, a core value of our school community. I note, however, that this list does not include the many and varied high-quality musical ensembles and bands that operate throughout the school too. 

Wellbeing 

An important and very practical goal the Wellbeing Mentors and I have in developing, curating and running the Wellbeing Program for Term 2 is the need to provide students with knowledge, skills and strategies which empower them to be aware of and regulate their mental health and wellbeing. The program aims, too, to offer students time and space to develop and practise the skills necessary for positive physical and robust mental health. The theme for our work in Year 7 and 8 this year is ‘Choose Kindness’, and there are many opportunities for students to reflect on kindness and understand the importance of kind conduct to oneself and others throughout the program and activities of the Middle Years. 

Year 7 students are beginning a sequence on ‘Upstanding’, exploring how to be aware of social dynamics in the community and be proactive in the support of everyone. The sequence has several objectives: Students will be able to identify ways to respond to unkind behaviour; practice assertiveness skills; be able to decide when to intervene or not intervene in challenging social situations and what kinds of interventions will produce the best for all; and commit to being an upstander in our school community. This will continue some of the work started last term on assertiveness and will reinforce the pro-social messages of the Peer Support Program. 

Year 8 students will begin the Thrive Program as a major component of the Year 8 Wellbeing Program this term. The Thrive Program aims to promote positive mental health and wellbeing and build the social capacity and confidence of students within the context of the Year 8 community at Shelford Girls’ Grammar. The program begins with reflection on personal development goals and goes on, later in the year, to consider a range of topics relevant to mental health literacy including the recognition of symptoms and the promotion of healthy habits which fosters positive mental health. 

The program will include advice about where students can seek help if needed as well as a range of positive coping strategies for mitigating stress and anxiety as appropriate. An important context for this program is the Year 8 community itself. Via a safe, positive and supportive environment, the program encourages meaningful relationships based on mutual respect and a recognition of the perspectives and experiences of others. This will assist students in their social and emotional development.  

Both Wellbeing Programs seek to develop existing partnerships between the school’s wellbeing staff, the school psychologist and counsellor and external experts who are very experienced in supporting young people, for example Sex Education Australia, Toolbox Education and Elephant Ed. 

Finally I would like to welcome Rachel L to Year 7 as she begins her secondary school journey with us at Shelford Girls’ Grammar, and wish her all the very best.

Tristan Hill

Middle Years Coordinator