Headmaster's
Message
Don't Just Strengthen Strengths
A few years ago I threw my back out. The physiotherapist who nurtured me back to health explained that my core muscles had turned off. It turned out that the middle-aged, post-competitive-sport phase of life I was going through was the problem. Unfortunately, a focus on other very important outcomes had let a physical weakness develop. Apparently, when it comes to core muscles, we use them or we lose them.
The same is true of all of us in one way or another. We are often so focused on an area of passion or necessity that we develop weaknesses elsewhere in our lives. Some of us are born with susceptibilities to certain weaknesses and if we are not careful they will become the kind of weakness that limits our lives. Others of us are faced with disabilities or learning challenges so that to simply keep up with everyone else requires a great deal more effort and commitment. For whatever reason, each of us can all develop weaknesses. My counsel to each reader and the young people at our School is to “strengthen your strengths and strengthen your weaknesses.”
In interviewing thousands of young people for enrolment at Independent Schools, I have noticed that their passions and strengths usually align. I have spent the last month interviewing many applicants for entry to our School for 2022 and our enrolment is looking healthy. In these interviews I sometimes asked the young person whether their passions became their strength or their strength became their passion. They rarely have an answer! The truth is that our passions and our strengths often grow together, hand in hand. This means that it is relatively easy to keep improving in these areas; to strengthen our strengths. It is not so easy however, to strengthen our weaknesses. Our weaknesses often evolve from an area of disinterest and, therefore, relative neglect.
As educators, we are always looking to generalise the lessons of life into principles we, young people and parents might observe. For this reason, our educators remain focused on every one of the character traits and learning behaviours itemised in our educational framework. Each of our students will find their strengths on this list and so we will assist them in strengthening their strengths. By the same token, every student will discover that one or more of these traits or behaviours are relative weaknesses and so we will be helping them strengthen their weaknesses. We consider this a balanced approach to personal development.
One example of the School applying this principle is the modification of the traditional Performing Arts stream the School once promoted. We continue to offer a Performing Arts class in Stage 3 (Years 5 and 6), however we no longer take this approach in Stage 4 (Years 7 and 8). Our reason for doing so is that students who love the Performing Arts have plenty of opportunities in the Senior School. The Music curriculum remains unchanged, however is supplemented by a much wider range of co-curricular musical ensembles. In the area of Drama, students have access to our Theatresports co-curricular activity and our annual theatrical productions. For the performance-minded Stage 4 student, we provide them every opportunity to strengthen their strengths.
We see Stage 4 as a crucial opportunity for students to sample the breadth of the School’s curriculum offering to discover a few more passions in which to invest themselves throughout their Senior School experience and a variety of ways in which to strengthen any relative weaknesses. So, we still offer Drama in Year 7, however now to all students rather than just the Performing Arts stream. In addition, all students now have access to both the French and Japanese languages as well as courses in Cultural Studies and STEM; all possible because of this adjustment. These discretionary courses supplement mandatory courses in English, Mathematics, Science, History, Geography, Technology, Visual Art, Personal Development, Health, Physical Education as well as Religious and Values Education. On top of these curricular offerings, students can elect to participate in various Sports and co-curricular programs in Visual Arts, Photography, Debating, Chess, Tournament of Minds, STEM, F1 in Schools, Duke of Edinburgh, various Olympiads, Kids’ Lit Quiz, Model United Nations, Mock Trial, along with a range of other options.
What a rich and vibrant fabric our talented and passionate staff weave for our students. This richness and our encouragement that students sample widely is a large part of the reason that BMGS graduates are some of the most well-rounded young people I have ever met.
Mr Ian Maynard
Headmaster