Grammar Gazette- Issue 1, 2012

but there is a pervasive belief that the differing cultures of primary and secondary schooling may be potentially problematic. Primary schooling is portrayed as operating with ‘care and control’ whereas secondary schools are seen to be driven by ‘academic orientation, student polarisation and fragmented individualism’ (Schools Council, 1993, p.52). It is argued that while this may be a difficult concept to change, there is a need to break down these traditional attitudes so that a more unified approach to learning and teaching can be developed.

As we enter into exciting new territory, we have already begun turning our minds to the academic programmes most appropriate for students of this age and developmental stage. With the introduction of the Australian Curriculum, students will require specialist facilities and instruction, and an increased focus on the learning needs of this age group, consistent with best practice for early adolescents, is already evident in our School. The commitment to a metacognitive approach has led to the development of the new Philosophy of Learning subject for Year 8 this year. Likewise, the inclusion of the Engagement in Learning rating on Student Reports in 2011 was designed to call attention, quite deliberately, to the learning

‘ ’ We strive to achieve that very delicate balance between providing sufficient reassurance for nervous parents and enabling student independence and identity development.

Other research has suggested that one of the paradoxes of the transition from primary to secondary schooling is that

it represents both a step up and a step down in terms of socially- reflected maturity (Hallinan & Hallinan, 1992). In physical size and know-how, these students go from being the oldest and the ‘experts’ to being the youngest and the ‘apprentices’—that familiar ‘little fish in a big pond’ analogy.

process rather than just the product (a mark or grade). Careful thought has been given to options for appropriate improvement of buildings and facilities, and our preparations in terms of identifying, developing and attracting

Transition from primary school to secondary school comes at a time when students are experiencing changes associated with their movement from childhood to adolescence, and these periods of transition can be unsettling. During the years of early adolescence, girls begin to take their first steps into what Deak (2002) calls the rich and risky contemporary landscape and begin to define and grow themselves with confidence and courage. We simply cannot underestimate the tremendous growth experienced by individuals through navigating this uncertainty, and the development that occurs when parents and students alike are open to the benefits that change brings. Research suggests that girls possess a much better chance of reaching their academic potential if they do experience at least some of the discomfort and challenge inherent in a process of change (Ungar, 2008). Our work as teachers and parents of these young people is about supporting their growth and development and empowering them to achieve their potential. Most students negotiate this process well—but our focus is on ensuring that the psychological adjustment for students is stable. Students are generally eager to leave behind the closer attention and ‘caring’ of primary school but they are also nostalgic for this initially—as are their parents. We strive to achieve that very delicate balance between providing sufficient reassurance for nervous parents and enabling student independence and identity development. Thorough design and testing of Student Care programmes and structures that best support and encourage the personal and academic development of our students is ongoing.

specialist staff are well underway. These preparations include both the reshaping of current spaces and creation of future spaces, to cater for the changing needs of our School community. We know that learning spaces transcend physical classrooms and so the ‘imagining’ of social spaces, where adolescent girls are able to interact, play, connect and learn, is vital. The physical—with aesthetically-pleasing, flexible classrooms and versatile configurations—is considered alongside the virtual, the headspace for exchanging and debating ideas, reflecting and relaxing. With our careful planning, future-focused outlook and co-ordinated approach, the introduction of Year 7 at Brisbane Girls Grammar will simply be the next natural step in our School’s journey.

Ms Sarah McGarry Dean of Student Transition

References

Deak, J. (2002) Girls will be girls: raising confident and courageous daughters . New York: Hyperion.

Hallinan, P. & Hallinan P. (1992). S even into eight will go: transition from primary to secondary school. The Australian Educational and Developmental Psychologist , 9(2), 30–38.

Schools Council. (1993). In the middle: Schooling for young adolescents. Project paper No.7, Compulsory Years of Schooling Project, NBEET. Canberra: AGPS.

Ungar, M. (2008). Putting resilience theory into action: five principles for intervention. In L. Liebenberg & M. Ungar (Eds.), Resilience in action (17–38). Retrieved March 20, 2012, from http://www.thelearningpartnership.ca/document. doc?id=81.

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