Message from the Executive Principal 

Put your 'friendly face on!

This week we hosted local Year 5 and 6 students for our annual Discovery Days, which is part of our well designed and intentional transition process for students starting Year 7 in 2024 and beyond. They were great days, and there is so much excitement and anticipation, but also nerves and trepidation that, despite our best intentions and with all the care and love of parents, will increase and manifest more strongly ahead of Term 1 next year. Such a big transition is not to be underestimated.

This led me to turn my mind to what tangible advice I would give to parents and carers as they support their children. With this in mind, I have been working on short piece that I hope to publish in the Chronicle in the near future. Although the advice is intended for Year 6’s, and I am still working on the piece,  it is, of course, relevant to our current students and even parents, carers and staff, so I wanted to share it with you in advance! It comes from Claire Eaton who is a great Australian speaker, author and coach whose work focuses on supporting children and parents. So – put on your friendly face! It’s a surprisingly simple, but powerful exercise

While it may sound like a cliché, it's important to recognise that internal anxieties, fears, or worries often manifest visibly on a teenager's face and are conveyed through their body language.

This presents a significant challenge because if a teenager's inner thoughts and emotions are in turmoil, their eyes, mouth, and facial expressions might inadvertently project an aura of unfriendliness, unapproachability, or unkindness. Most high school students aspire to be seen as friendly, approachable, and kind-hearted. However, their facial expressions might unintentionally convey a different message, hindering the formation of meaningful connections and leading to disappointment.

You may be familiar with the concept of a "resting unfriendly face," and we understand that young minds, especially in new situations, are quick to draw conclusions and fill in information gaps with assumptions. This is precisely what occurs in Sarah's case.

Imagine Sarah's first day in high school science. She glances at Emily, who hasn't yet displayed a welcoming demeanour because she's feeling fearful, apprehensive, and nervous about this new math class where she knows no one. Sarah perceives Emily's demeanour as "please don't approach me, don't greet me, and don't sit near me." Consequently, Sarah chooses to sit at a different desk, leaving her perplexed.

Why did she opt to sit next to the new student, Olivia? After all, Olivia was experiencing the same emotions as Sarah. The difference lies in Olivia's ability to activate her friendly demeanour by making eye contact, offering a smile, and projecting a facial vibe that is welcoming, approachable, and kind, despite her own nervousness and anxiety.

Teenagers require guidance in this regard. Although it may seem unconventional, consider this simple exercise before the start of the school day. Ask your teenager to take two selfies: one with their FRIENDLY FACE ON, and the other with their FRIENDLY FACE OFF. 

You'll witness a moment of clarity and realisation. I assure you, they (or even you) will carry this image in their mind when meeting and interacting with others, making it a transformative experience.

New video series promoting our school

We have been working with past student and professional videographer, Ben Christie, to create a series of videos that showcase our school. I am pleased to be sharing one of those with you in this newsletter - making its world premiere. T

his one is available on our YouTube channel, and others will be added soon. 

Expect to see them also on our social media channels. Enjoy!