Newsletter Term 2, Week 6 3 June 2022

Emily Harle (Year 12), our Issues and Action Leader, also spoke to the students and you will find her speech here. Emily has provided excellent leadership in the School in this area and I am very grateful to her.

On this cold winter’s week, I noted with the students that we are just over halfway through second term, and I am pleased to hear that, for the most part, they have thrown themselves back into school life now that we are more and more used to resuming things as per our usual way. I shared with them that I absolutely loved the musical ‘Beauty and the Beast’ and thanked all the staff and students involved, especially the Performing Arts staff. I am so happy too that the girls are back playing sport and involving themselves in so many aspects of school life. I marvel at their ongoing tenacity, resilience, and the successes – small and large -  that they have achieved along the way. For those who have hung back a bit – I urged them to give something new a go – either now or next term when the weather is warmer.

As I emailed to staff on Friday, there is a great deal of illness around. Yes, COVID, but also the usual colds, flu and gastro. Sometimes, it is hard for both students and staff to know the answer to ‘How sick is sick?’ By this, I mean that people are not sure if they are too sick to work or not. Some are pushing themselves to be here at School so they don’t miss out on work, or they are trying to be online when really, they should just be sleeping or resting so they can make a full recovery as quickly as possible.

I urged staff and students to try to exercise wise judgement around this. I know it is hard and the teachers are as bad as the students in this sense as they so want to make sure that their learning is on track, and they push themselves far too much sometimes. Of course, we can’t forget that in the case of teachers, they also have families to care for and their own personal circumstances. The students need to understand that they can take time to be sick – this is legitimate and they need time to recover – and they will be in safe hands on return as the teachers will look after them, and together they will work hard to catch up.

I have agreed to online learning, this term, for VCE students who have COVID as well as other illnesses other than COVID if the teacher and the Head of Department believes that the lesson lends itself to this. But I have been careful, as I have a responsibility not just to students, but also for the wellbeing of teachers who have carried an enormous load these past two and a half years. Dual platform delivery is somewhat wearing as there is a consciousness of not being able to do both methods simultaneously as well as they can do one or the other. As you know, recruitment of high-performing teachers is becoming increasingly challenging, and it is said that we have a looming teacher shortage as well as a ‘great resignation’ prediction. I understand that parents are naturally anxious about their children, but I ask that self-restraint and judicious judgement be exercised in how many times and about what matters, the School is being contacted. As in many industries now, resourcing is very stretched owing to illness, absences and in the case of schools, the current high needs of many of our young people.

On a completely different topic, I have always been incredibly impressed with the capacity of students in this School to critically think and articulate ideas. It has been important to me strategically that students have a sense of their own voice and agency. The following students have certainly demonstrated that they do and I congratulate these students for their achievements at the Rostrum Voice of Youth Competition.

Sharon Zhou and Olivia Collett (Year 8), Alec Marsland and Isobel Brennan (Year 10), Rachel Glover (Year 11) and Maha Thiagarajan (Year 12) presented prepared speeches in the Junior and Senior competitions for the Rostrum Voice of Youth Competition. The Junior competition had 40 competitors and the Senior had 20. All students were incredible, and we had some excellent results.

Olivia went through to the Junior semi-final with seven other students, and Rachel, Alec and Maha made up three of only four in the Senior semi-final. Students had to present their prepared speech again in the semis, followed by an unseen impromptu topic, with 15 minutes of preparation time.  Rachel has won and gone through to the State Final in June (her second win this week), and Ms Barakat mentioned students and parents from other schools voiced how impressive the Strathcona girls were.

The girls did an outstanding job and I would like to thank and acknowledge Ms Barakat for giving up so much of her time and providing excellent advice.

While these girls have attained these achievements, I believe all of our students have a huge capacity to contribute, debate think and ultimately contribute to making the world a better place – in ways small and large. I urged them to listen and think this morning, about Reconciliation, and consider what more needs to be done and what, perhaps each of them can do.

Keep warm in this icy weather and rug up. I think finally I need to give in and buy a puffer jacket.

Warm regards

Marise McConaghy, Principal

The Uluru Statement from the heart calls for the establishment of a First Nations Voice in the Australian Constitution as well as a Makarrata Commission to guide communications between governments and Aboriginal and Torres Strait Islander peoples. It is seen by many as an essential step towards achieving reconciliation.

In Reconciliation Week it is important to reflect, perhaps, on the role schools play in reconciliation. While individual schools may not have the political influence of larger interest groups, we can certainly play our role – particularly in driving an understanding of, (and interest in) Indigenous issues.

Our Year 7 History students study a unit on Ancient Australia, where they explore Indigenous artefacts and engage in inquiry learning on Ancient Indigenous beliefs and the significance of tools, art, food, spirituality and cultural practices.

In Year 8 Geography students study landforms and landscapes from Indigenous perspectives, and in Civics Year 8 students discuss the notion of indigenous citizenship over their long history.

Year 9 Humanities students study the arrival of European settlers in the 18th Century and the impact it had on indigenous populations. Our Year 9s gain an understanding of historical perspectives regarding the event, and the notion of contested historical interpretations. 
At a VCE level, our Geography students study the Tiwi islands and the impacts of climate change. Students also investigate the history and impact of the Dja Dja Wurrung people around the Daylesford area and the pre-colonial environments used by the Wurundjeri people. Our VCE History students have the opportunity to study the civil rights movement in Australia, including the fact that 90% of Australians voted that Aboriginal people should actually be counted in Australia.

Through immersing them in Indigenous history and culture, students are able to more effectively understand the challenges that exist for Indigenous people in Australia today. Education in this area prompts leaders like Emily Harle, our Issues and Action Captain, to start the process of a Reconciliation Action Plan (RAP) at Strathcona in 2022. I look forward to seeing Emily’s leadership in this area, providing Strathcona with further opportunities to strengthen relationships between indigenous and non-indigenous Australians.  

Scott Sweeney, Head of Humanities ad VCE Coordinator

Countless hours are spent in preparation for the five-day trek — groups are formed, banners are created, and collaboration is debated, analysed, and required. A 'practise day' is included to ensure that tents can be pitched, bikes ridden and trangias lit. There are times when both the teacher and the students question if all of the work is worthwhile.

The value of such an adventure is derived in what is gained along the way, whether you sink or swim. Lessons can take various forms. They range from not sleeping in a ditch (water in a sleeping bag is never enjoyable) to dealing with life's ups and downs. How do I re-frame my negative ideas and reset my mind? Real-world learning is a wonderful teacher, and lessons learnt this way linger with you for a long time.

Teenagers in Australia nowadays are often well-informed. They know a lot, they are exposed to a great deal of media, and they have a lot. Few of our pupils do not have a phone with plenty of data. Despite being connected and aware, many teens lack a sense of belonging and togetherness, and their covid experiences have only amplified this. Outdoor adventures have a way of fostering community and culture. Students get a feeling of place and their role in influencing it by studying local natural and human communities. Students acquire better environmental attitudes and civic behaviours, such as the values of respect, empathy and teamwork. We aim to build a generation of active, citizens that care about the environment as we shape the leaders of tomorrow.

A 2021 study in the International Journal of Environmental Research and Public Health on the benefits of outdoor education stated “anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated.” Being able to tackle and address the overwhelming rise in adolescent mental health issues is just one positive benefit of Camp2Campus.

Outdoor education also teaches valuable life skills authentically. To make it through the journey, not only do you need to listen to the theory – you need to be able to put what you are taught into practice.  Studies have shown that students who learn outdoors develop: a sense of self, independence, confidence, creativity, decision-making and problem-solving skills, empathy towards others, motor skills, self-discipline and initiative. It is the development of the whole person that is vital. In the week-long journey, there are plenty of opportunities to practice and develop skills. If you err cooking your meal on night one, there’s a fair chance that you will not repeat the mistake on the second night.

Another benefit of learning outdoors is that it raises expectations and reminds us not to take things for granted. Hugh van Cuylenburg, founder of ‘The Resilience Project’ suggests that in order to improve plummeting levels of mental health, teenagers need to intentionally practice three things – Gratitude, Empathy and Mindfulness.  There can be no better setting to do this than on an outdoor experiential learning journey. Camp leaders often raise issues such as homelessness, sleeping rough and food security around the campfire, not to engender guilt, but to allow a student to express gratitude for what they have and to be mindful of their situation. This week’s cold snap and wintry conditions have made all Year 9s grateful that Camp took place last week!

Camp2Campus gives students the opportunity to demonstrate their abilities in a completely different environment. Camp might be a great vehicle for a teen who is struggling academically to show off their other talents. Camp2Campus can also provide opportunities for various students to serve as team leaders and be recognised for qualities that are not always apparent in academic settings. When peers are given the opportunity to spend 5 days in each other's company, they gain a much better grasp of the full, true person. Listening to Groups 7 & 8 reflections on their last night of Camp, was truly a memorable moment for me – the students’ self-awareness, the empathy they demonstrated, as well as their ability to recognise their achievements was inspirational.  

The salient life lessons that Camp2Campus offers are vital to nurture our teens. Not only does the week away provide a liberating break from technology for many of our young people, it is the perfect opportunity to practice real life learning in an environmentally majestic landscape, to display mindful behaviours and for students to start intentionally shaping the adult that they will become.  

Karyn Murray, Head of Tay Creggan – Year 9

Mann J, Gray T, Truong S, Sahlberg P, Bentsen P, Passy R, Ho S, Ward K, Cowper R. A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings. International Journal of Environmental Research and Public Health. 2021; 18(3):1199. https://doi.org/10.3390/ijerph18031199

Items in the Career News include –

• News from Monash University

o Business Explorer Program
o Important Information on Medicine Interviews
o Psychology (Honours) Update

• BMW NextTech Apprenticeship Program

• Diploma of Event Management/Live Production at Holmesglen

• Teach The Future. Make An Impact with a Career in Teaching

• Studying Science at Federation University

• News from Victoria University

o Undergraduate Information Video Series

o Podcasts

• Computer Science Degrees in Victoria in 2022

• Information Technology Degrees in Victoria in 2022

• Snapshot of Victoria University (VU) in 2022

We have enjoyed joining together as a year level this week, sharing Camp stories and hearing about the different experiences each group had. 

Some of my highlights from Camp2Campus include:

• greeting Groups 1,2 and 3 when they finished their 40km bike ride in Lilydale
• making s'mores around the smoky fire with Groups 4,5 and 6 - with a sing-along and some dancing thrown in.
• having dinner and sharing reflection time on the final night of Groups 7 & 8's Camp and seeing the large tarp tent they had erected for 17 students to sleep under - complete with fairy lights.
• watching each student complete their journey at Tay Creggan - greet their families and begin sharing their stories. 

Congratulations to Indiana Raffay-Butcher for being selected into the University of Melbourne Girls in Engineering Program. Several Year 9 students applied to be part of this prestigious program and we commend them all on their efforts and look forward to hearing about Indie's activities.

On Tuesday afternoon all of Year 9 travelled to Glenferrie Road to focus on sales and merchandising (and make some lunch purchases along the way!) - the start of our entrepreneurial journey and business development. Between now and the end of this term, students will formulate their business plans and products and we will teach the skill of ideation in Envision this week.

Next week we will start the process of preparing students for Year 9 exams in English and Maths, teaching study and organisational skills during our Pastoral time. An exam timetable will be published on Maple shortly.

Best wishes,

Karyn Murray, Head of Tay Creggan

10 and under: Poetry
2nd Natalie Sulistio Y4

10 and under: Prose
1st Natalie Sulistio Y4

12 and under: Poetry and Prose 
1st Yuxin Yang Y7

12 and under: Acting In Pairs
1st Mia DeGabrielle and Lizzie Henry Y7

14 and under: Poetry
3rd Bailey Free Y8

Other students who performed against tough competition in their sections include Tara Siu, Kyla Siu and Judy Wang. Congratulations to Ms Lucy Mason, and to all her students on their fine performances and work leading to this event.

Once we have finished our food art, we will create a large rainbow display to remind us of the benefits of eating various foods and colours.

Jo Spencer, PE Teacher

Photos below:

Photo 1: Back Row: Rachel, Sunny, Miranda, Nina, Jilly and Annabel
Front Row: Sofia, Marlie, Charlotte, Charlotte and Sanya

Photo 2: Back Row – Rebecca, Ruby and Lilah
Front Row: Ari, Kate and Chelsea

Tay Creggan, our Year 9 campus, is proudly part of Open House Melbourne 2022. This event will now be held online.

Take a virtual tour of the magnificent heritage building, Tay Creggan, and learn about its interesting history narrated by a Strathcona Girls Grammar student.
You can also take a tour of Tay Creggan in Minecraft. This has been cleverly created by two of our Year 9 students.

More information will be available closer to the day on our website.

You are warmly invited to the next Strathcona Centre for Learning Futures event with guest Speaker, Tay Pappas.

Tay Pappas will speak about her fascinating international experience helping to build a range of businesses, leading to her current role as General Manager at Kip&Co. This will provide participants with insight into what it takes to build a company’s brand and the kinds of opportunities young people can explore as they build their own careers. Tay is looking forward to questions from the audience.

Tay Pappas is the General Manager of indie lifestyle brand Kip&Co. She has deep experience in retail and strategy and a passion for building incredible Australian brands. Tay began her career as a Management Consultant at Boston Consulting Group, before taking on strategy roles with the Just Group in Melbourne and pharmaceutical company Novo Nordisk in Copenhagen. She joined Mecca Brands in 2012 to lead the four-person merchandise team, and in her eight years with Mecca helped to scale the business across strategy, store development and buying, finally returning to the Head of Merchandise role with a team of 45. In 2020 she joined Hairhouse Warehouse as Chief Commercial Officer, driving the merchandise strategy and Hairhouse’s private label brands.Pursuing her love of brand building, Tay joined Kip&Co in 2021 in the newly created role of General Manager, to work with the founders to scale the business, drive rapid growth and sustainably bring colour and fun to homewares and apparel for every corner of the home and every member of the family. Tay lives in Balaclava with her husband and three girls, and loves travel, food and all types of music.

We look forward to welcoming you to this event