Junior School Update

Welcome to Term 4 

We are delighted to welcome our students back to the final term of 2024, the Year 6 students’ final year of Primary School, and indeed the final term of Shelford. What a lot of lasts. We continue to be focused on empowering our students to approach these with optimism, equanimity and grace because in the immortal words of Greek philosopher Epictetus (55–135 C.E.): You can't control what happens, but you can control how you react.’ We are so proud of the Junior School students who brighten our school with their ever-ready smiles, frequent acts of kindness, and eagerness to embrace all the opportunities that are being made available to them in this extraordinary school year. We wish you a wonderful term.  

Jacqui Sidaway and Vicky Gemmell – Heads of Junior School 

Reminder: SunSmart! 

Term 4 heralds sunshine and heightened UV levels. All Junior School students are expected to bring a hat to school, and these are to be worn at recess and lunch, as well as during outdoor learning sessions. 

Chess Triumph

Over the holiday, Ariana F took part in the Victorian State Junior Chess Championships. It was 7 rounds over 4 days, with each game going for 2-3 hours! Ariana came 2nd place in the U12 Girls division, and she was absolutely thrilled. 

Student Work 

Each Year 6 student has compiled a personal ‘Book of Verse’ to showcase a range of poems and poetic genres. They were able to locate poems written by others, as well as write their own. Here is an original verse poem by Emma H - a tongue-in-cheek take on Maths, which of course does not reflect our Shelford students’ experience in Maths class but is a clever and funny construction of verse and rhyme.

Maths   

At school, there is a subject, 

Which only has one object, 

To torture students without condition, 

With subtraction, times tables, and addition, 

Oh, that horrible feeling that you get, 

When you forget how to find range in a number set, 

And tell me why, why?! 

Do I need to know the value of pi? 

With each cruel question that I face,  

I feel more and more like a disgrace, 

The numbers come at me like sharp incisions, 

Of long, medium, and short divisions. 

Alas, there is no excuse, 

For getting out of this mathematical abuse, 

The only way to escape this brain numbing fate, 

Is to, at long last, graduate. 

MAV Reflection 

On Friday a few of us attended the MAV maths games at Genazzano it was a very fun experience and was also challenging. We completed different activities some requiring us to work together in teams while others needed us to play as individuals. The three sections of the competition were problem solving which consisted of 20 questions, then we had an individual session of luck, logic and learning games, in the final session we tackled 20 puzzles. Maths games taught us to think in new and different ways and to work well as a team and an individual. Overall Maths Games was an amazing event, and we were all very lucky to participate in it and it was an honour to represent Shelford in its final year. Credit to Ariana who gave us a lot of help.  - Chloe W 

Year 3&4 Camp 

The Year 3 & 4 students, along with 6 Year 7 student leaders left for camp at beautiful Gundiwindi Lodge on Monday. They spent three days and two nights participating in adventure activities, firming positive peer connections, and developing skills in independence and team building.  

JDC Maths Fun

After carefully studying 'The Hood' cafeteria menu with highlighters in hand, Year 1 and 2 had to make a difficult choice about how to spend $5. They needed to order, count out their collection of coins and wait for change if needed. They then enjoyed morning tea together. It was declared that this was, “the best Maths lesson ever!”

Wellbeing: Reframing - A Tool for Resilience 

As we all at Shelford can attest to, life may present us with unexpected challenges or uncomfortable situations. How we respond to them can greatly affect our well-being. Encouraging a habit of reframing can transform the way children perceive challenges, fostering resilience and a positive mindset. Empowering children to ‘reframe’ these experiences can help them to approach difficulties with a more positive mindset. 

Reframing involves changing the way we look at a situation to see it from a different perspective. For example, if a child feels disappointed about not being selected for a team, encourage them to view it as an opportunity to focus on developing their skills or trying out for another activity. This shift in perspective can help them see setbacks as chances for growth rather than failures. 

One effective way to help children reframe their thoughts is by asking guiding questions, such as “What can I learn from this situation?” or “How might this lead to something better?” These questions promote critical thinking and help children identify positives even in tough circumstances. 

Modeling reframing can also be impactful. Your child witnessing you facing challenges and turning them into learning experiences not only demonstrates the process but also shows children that it’s a normal part of life. 

Lastly, it’s helpful to reinforce the idea that discomfort can lead to resilience and to remind children that facing challenges helps build strength and character. Equipping them with reframing skills empowers them to navigate life’s ups and downs with confidence and a hopeful outlook. 

Vicky Gemmell

Head of Junior School – Student Wellbeing and Development

Jacqui Sidaway

Head of Junior School – Teaching and Learning