Newsletter Term 4, Week 1 7 Oct 2021

In reflecting on this organisation and all those that are part of it and what we have managed since March last year, I think we have done ourselves proud in our response – and instinctively or not - we have held ourselves to the standard: “You may not be able to control every situation, but you can control your attitude and how you deal with it”. None of us has been perfect in this, of course; however, I suppose the core mission of the School, which is to provide education and care for our students and each other, keeps us focused and true to core, enduring School values: Respect, Integrity, Compassion, Courage and Empowerment – and the aspiration to achieve and maintain high standards. It definitely has required us to dig deep, draw on our individual strengths, recognise our own fragilities and flaws, and recognise and use the strength and capacity of each other to help give perspective, encouragement, point out amusing ironies and use humour just to help us get by.

We know we have all been, and continue to be vulnerable, but we have fought fear with faith and – mostly (we are only human after all) - chosen to express grace and gratitude for what we do have, and pretty amazing levels of self-restraint given what some are dealing with. I would like to acknowledge each of you as parents for this and also the remarkable work ethic and high level of professionalism of the staff. Constantly, I am receiving emails from parents or when I run into them and they are always commenting on their gratitude and recognition of teachers and how the School is managing. Our Professional (or non-teaching staff), while not being as visible to the parent community or even to teachers who are so preoccupied with teaching, have kept the engine of the School running smoothly in their various areas of expertise. We are supported by a highly professional and able group of people and I am very grateful for their work.

It is spring now and a time which feels lighter, warmer and hopeful; however, perhaps not quite so much this year because the path ahead is still not clear. I think we are all pretty fatigued. What do the kids say? How are you? ‘Meh’ – or they used to – perhaps that is passe. In a recent Washington Post article, Professor Amy Cuddy, a Harvard social psychologist, described the feelings of people, as the Delta strain of COVID plunged the world into a new round of uncertainty, as ‘pandemic flux syndrome’. People react differently, of course, but feeling somewhat anxious, a bit down, irritable, pondering a different life, or feeling like emotions and feelings have become blunted is not uncommon. We probably all have a bit of ‘pandemic flux’. And I think we all have a bit of the ‘overwhelms’ too. Apparently, this is a word now and not a grammatical monstrosity or teenage invention. It is actually in the Oxford Dictionary which allows it that status of noun. To confuse things even more at the moment, I think it is also true what Brené Brown (Research Professor at the University of Houston) spoke about with Amy Cuddy in a recent podcast and that is, that some people are feeling some guilt and shame that the quieter pace of lockdown worked for them and they have enjoyed the isolation, the solitude and the flexibility to, for example, going for a walk during the work day. Is it acceptable to admit this in the context of what these lockdowns have meant for so many? Also, I have read some pieces suggesting that fathers – or mothers for that matter - who in usual times spend much time physically at work, have gotten to know their kids in a different context as they see them participate in classes and, apparently, the domestic burden each has carried – or not – has become clearer.

I think we all acknowledge that we are in flux, how can we not be with all the unknowns and change? And yes, we all get a dose of the ‘overwhelms’ at times. It is a normal human response. In Melbourne we have endured, apparently, the longest lockdown in the world and so we are still going through a bizarre shared experience that while very idiosyncratic to individuals, it remains a shared humanitarian crisis from which it will take time to recover, properly reflect upon, process mentally and emotionally and recalibrate and reset for the next part of our lives.  Hopefully, we will move out of this wiser, deeper and stronger for this experience. It will be interesting to see what the historians, social researchers, creatives, psychologists and philosophers make of it in future years.

Despite this greyish human condition we currently share as a School community – once more we will rally - nudge up our energy levels, dig deep, set goals, teach and care for our kids, get our jobs done, look out for each other, and get through this last jolly term and hopefully the last long lockdown. We know our kids will be as fluxed as we are but they don’t have a broader context of life experience and perspective as we do. We will give as much of ourselves as we can to support and help them make sense of it, re-establish learning and social connections in real time, and finish the year as best they are able and with as much joy and fun as we can inject.

A raft of new government directives and an Operational Guide for schools came through early this week. Ms Tracy Herft (Deputy Principal) and Mr Phong Pham (Risk, Compliance and Policy Manager) have already planned according to what we think will be asked of us so we should be able to pivot as we need to pretty quickly. This week will basically work the way we have previously communicated and we shall work our way through all the other aspects of managing this that are being thrown our way. Our Senior and Middle staff Managers are very well connected with their professional networks so we have a close knowledge of what other schools are doing. As I have said before, the sharing between schools has been truly wonderful. We all share the same passion – looking after our students and staff – no matter what school we are in.

And so Term 4 has started now. In closing, this – a reflection. I have resumed watching a lot of ballet online – the love of the line, the movement and the artistry seem to be hardwired into me despite the many years since I executed anything remotely balletic or lived in the ballet world in London. However, I  agree with Dr Briony Scott, Principal of Wenona in Sydney in her piece in this week’s Sydney Morning Herald reflecting in the seeming effortlessness of dancers and elite sports people:  Schools lead from the ground and this – doing a pirouette or fouetté – or constant the so-called constant pivoting required in schools during this crisis - can look easy. It is not. On the ground, you look into each other’s eyes and see the richness and complexity of people’s lives, you see the anxiety with change, fear of not being able to cope, worry for family and loved ones, loneliness. You witness how edicts from on high profoundly affect a child, a family, a community. In NSW, they have changed the return to school date and Scott states “in practice it is hard to change a return date but because schools are good at what they do, they make it look easy. And educators want to help. So we have followed multiple messages from multiple stakeholders, ofttimes conflicting and sometimes downright absurd”. Schools deal with multiple stakeholders themselves, of different views and ages and stages of life. In Melbourne, we now have a school-return roadmap, but even so, much is still uncertain and there is much more pivoting to be expected. We shall make it look and feel as easy as we can.

When this is over, we need to talk about returning agency to the education profession. We will cover off on numeracy and literacy and wellbeing and character development and everything else that gets thrown our way. We always have and we always will. But just because we make it look easy, we ask our leaders, do not underestimate the complexity of what was required – we are in the business of human beings. It is hard and challenging work at the best of times. But we will continue to do what is needed of our students and families with as much dedication, adherence to values, and with as much care and compassion as we do anything.

In return, as educators we have a favour to ask of our state and national leaders – leaders of all kinds actually. Could we all remember that we are the adults in all this and our actions and words are witnessed by the young? If we could model respect and courtesy using language that is calm, respectful, considered and filled with hope, this will be a constructive and helpful way of saying thank you to school staff who haven’t missed a beat for two years now in caring, educating and socialising, not just your own children, but all the families who are part of your constituencies and who make up our communities.
 
Warm regards

Marise McConaghy, Principal

The respite period of the September holidays was a perfect chance for our students to engage in more sustained self-care. Self care looks different for all our students, but in our frequent check ins the focus of the Heads of House and Senior Mentors has been to monitor the balance of academic learning, socialization and self care. Our final assembly for the term provided our girls in 10-12 with some further suggestions on how to reset and rest. These were broken down into categories of creative, physical, mental, emotional and spiritual rest.  

At Strathcona, our girls in the Senior School grow in how they understand their self which includes how they care for themselves. It can be difficult for our students to stop, as many of them can be hard on themselves. “They can also be very self-conscious, care what others think of them and compare themselves to others” (Raising Children, 2021). Throughout this year the Heads of House have encouraged the girls to be kind to themselves. However, our wellbeing and assembly program has also reflected on the strength in extending that kindness to others, whether that be friends, family or others.  

Earlier this year in Term 2 our students in Year 12 participated in a Random Acts of Kindness Challenge which has long been associated with communities caring and supporting others. The girls were asked to choose two random acts which they would complete over a week. Other activities have included The Kindness Rock Project and a Digital Message Board for students to share positive quotes with students in the Junior School. In addition to this our girls have reached out to each other in times of need, especially during heavy assessment periods, have written gratitude lists and have demonstrated great appreciation for their teachers and the wider community here at Strathcona. It makes me incredibly happy to witness such beautiful moments. 

The revitalization of our Service learning program for 2022 will see a more targeted approach to allowing the girls to harness opportunities of giving of their time and self at a local and global level. Research professor Dr Brene Brown states “showing compassion to others can’t actually be achieved unless you have compassion for yourself”.  

We are confident that our girls have developed a strong foundation for self care and for showing resilience in challenging times, that will set them up for their long futures beyond school. As we welcome back our oldest girls to campus this week and our other students online, it gives the wellbeing team  much joy to see the students especially now they are recharged. Our girls must still be kind to themselves this term, but we challenge them to go beyond the ordinary, continue build that compassion and master that kindness in all facets of life!

Mr Geoff Wriedt and Mr Michael Goldberg have successfully coordinated this program again this year and entered 21 of our Year 8 students’ experimental reports into the Science Talent Search (STS) Experimental Research competition. The Science Talent Search is a state-wide competition run by the Science Teachers Association of Victoria. The aims of the STS is to stimulate an ongoing interest in the study of sciences by encouraging independent self-motivated project work amongst students of science; giving students the opportunity to communicate their achievements to a wider audience and providing recognition of effort and achievement in a scientific enterprise.

Congratulations to all girls who were chosen to enter the STS. From our 21 entries, five girls received bursaries and eight girls achieved a distinction which is an excellent result.

Major Bursary Awards:
Khiet-Linh Nguyen
Cindy Qu
 
Minor Bursary Awards
Aaryn Chieng
Elissa Pomeroy
Kamila Ibragimova

Distinctions
Rajaani Simon
Madeleine Tong
Eva Harrington
Matilda Williams
Haley Bullen
Zara Hamilton
Amelia McIntosh

Rebecca Kerr, Head of Science

The competition is of a demanding standard, designed to identify real mathematical talent. Between 3000 and 5000 students enter, and some 150 are awarded prizes. The nature of the problems is different from that encountered in school mathematics syllabi, being less mechanical and requiring a higher level of mathematical insight and creativity. We hope they found the experience rewarding and we congratulate them on their effort and participation. The following students were recognised with a Merit:

Year 8

Cindy Qu (Junior Division)
 
Year 11

Jung Park (Senior Division)

Christy Kertes, Head of Mathematics

Items in the Career News include:

• VTAC Dates
• 20 Most-Needed Jobs
• Pathway to Federation University: FAST
• Holmesglen Institute : Upcoming Virtual Open Days
• Deakin Accelerate Webinar
• RMIT University: New Program: Electronic and Computer Systems Engineering
• News from Monash University
o Bachelor of Radiation Sciences VCE Prerequisites
o More Places available to undertake a Monash Double Degree
o Elite Student Athlete and Performer Entry Scheme
o Students with Disabilitieso Double career options in Education
• News from La Trobe University
o Where can a Business Degree take you?
o New Health Course in 2022
• Tourism Enterprise Scholarship Program
• Youth Work and/or Social Work Courses in Victoria in 2021
• Snapshot of Deakin – Waurn Ponds Campus in 2021

Please click here for this week's Career News. To visit the Careers page or view previous versions of Careers News click here.

Our biggest achievement as a year level has occurred in our final Envision business reconciliations. All 38 businesses are completing their financial statements, and I am happy to report that our Year 9 businesses made a staggering $15,300 in gross profits in 2021.  This is a huge amount in 6 weeks of selling, and although costs need to be deducted from this total, it speaks highly of the endeavour and engagement of our students.  We still have work to finalise this activity as self-reflection is an important component of entrepreneurship - students must understand what lessons they have learned and which skills have been enhanced. They must also have the opportunity to reflect on any mistakes they made or be given a chance to discuss failures. 

As part of the Envision business process, all businesses pay a charity "tax" which supports our Year 9 charity "FORaMEAL". At this stage, we have a donation of approximately $1200 to gift to this wonderful charity. We have two packing days with FORaMEAL booked for the end of the year - fingers crossed that we are able to proceed with them. 

Once Year 9 have concluded winding down our businesses (a few will still trade on alternative platforms), in Envision classes we will explore career pathways further.  Next Thursday 14th October is 'Frame Your Future' Day. Year 9 families will receive further information from Mrs Joanna Buckley about this day, including details about the Morrisby testing that each student will undertake. 

Finally, thank you to each and every family member who supported their adolescent in their business endeavour.  Invariably, as the African proverb suggests, "it takes a village to raise a child" and I saw countless mums and dads helping to deliver packages and supporting at the coal face. The Envision team appreciate this enormously.  

Here's hoping that the next few weeks fly by and we can return to Tay Creggan for a fabulous end to the year.

Karyn Murray, Head of Tay Creggan 

I actually felt a little emotional greeting the children attending the Authorised Worker's Program on Tuesday as the most rewarding part of my job is interacting with your daughters each day onsite. I will treasure these moments even more so now for the remainder of my career.

I understand that there may be some worries about returning to school onsite in the coming weeks. These may include parent concerns or concerns that your daughter has raised with you. Many of these feelings are normal and reasonably justified given the current circumstances. Please reach out if you would like to discuss anything or need support in making a plan.

I cannot wait to see you all in the coming weeks.

Kind Regards,

Lisa Miller, Head of Junior School

This month's edition is ‘Transitioning Back’. It is a great edition for parents and adult carers with children across all year levels. 

Read the special report here.

Although the reality of COVID is not quite over, there still remains a considerable amount of uncertainty. We have all experienced this event together and we are all at various levels of transition and adjustment. The circumstances of this situation have significantly impacted students, parents and teachers alike.

You are warmly invited to our next Parent Seminar Series event on the topic of sleep, adolescence, and school, with guest speaker Professor Greg Murray.

He will discuss sleep and its role in emotional wellbeing, and the biology of how sleep changes in adolescence. The well-known tension between school start times and adolescent sleep preferences will be considered, followed by a consideration of strategies to help adolescents manage this challenge.  Professor Murray is an award-winning lecturer and the talk is sure to be highly interactive and engaging.  

Professor Greg Murray has an international reputation for clinical psychology research, being ranked in the top 1% of researchers worldwide in the fields of bipolar disorders, circadian rhythms, and personality. He has published more than 200 articles, chapters and books primarily on sleep, biological rhythms and mood disorders, and is a contributor to the American Psychiatric Associations’ DSM. Professor Murray is a practicing clinical psychologist and a Fellow of the Australian Psychological Society. He is currently Director of Swinburne’s Centre for Mental Health, Patron of Bipolar Life Australia, Chair of Orygen Research Review Committee, and Oceania Representative for the International Society for Bipolar Disorders.  After a first career in music, he took out his PhD from University of Melbourne in 2001, and has been a full Professor at Swinburne since 2011. 

Wednesday 1 December 6.00pm.

Please join us for this virtual event to celebrate the girls and boys from ELC-Year 6 and their creative endeavours at the Annual Art Exhibition. Both collaborative and individual pieces on display exploring both two and three-dimensional forms and a wide variety of mediums for your viewing.