Grammar Gazette- Issue 1, 2007

IN FOCUS

to orientation is embedded within every aspect of the School. The quality of the Year 8 experience is largely determined by the nexus between the pastoral, the academic and the co-curricular. Although the School is organised so that there is a group of people whose core business involves overseeing the pastoral strand of the girls’ education, the provision of care and the development of student well being is the domain of every teacher in every classroom. This ensures that our Year 8 girls receive a truly holistic education. As part of this education the girls are engaged in a structured Student Care programme which addresses their needs at this time. Research suggests that effective Student Care programmes result in “improvements in educational attainment and behaviour” 1 . It can be asserted that building “quality relationships of trust and care in the school is the foundation and springboard for long term sustained educational outcomes”. 2 Our Year 8 Student Care programme is organised in four units which coincide with the four School terms. It is flexible so that the specific needs of a group or indeed an individual may be considered, although there are themes, such as self-esteem, resilience and friendship which are considered essential. These themes are not the basis of discrete units but rather are connected and revisited over the four terms. They are also reinforced in the students’ academic classes. The classroom teachers of each House Group meet fortnightly as a team to discuss their students’ development and how they can provide them with the best possible experience in their subjects. In the initial weeks of first term there is a great deal of emphasis on how well the Year 8 girls are settling into their group. The creation of a culture based on respect which nurtures each individual by valuing their differences is an excellent way to promote the security of the students. This is promoted and encouraged in each classroom by engaging the girls in discussions about well-being in both an individual and group context. Underlying the core business of teaching and learning is a complex, dynamic and pervasive approach to the pastoral care of the girls. This enables them to develop a sense of well-being which is based on the capacity to enjoy their successes and the resilience to grow through their difficult times. A beginning such as this goes a long way towards ensuring a good ending.

One of the reasons why the transition to Year 8 at Brisbane Girls Grammar School is so successful is because the approach to orientation is embedded within every aspect of the School.

Once the Year 8s have experienced their House party they are well and truly converted to their particular colour. This sense of belonging is heightened later in first term through the Interhouse Volleyball competition, an event restricted to the Year 8s yet so rewarding and memorable that there are frequent requests to run it at other year levels. Every girl in the House Group takes part in the game — at the same time — and although Volleyball purists might shudder at the loose interpretation of the rules this does no harm to the popularity of the sport which has plenty of girls trying out for the serious teams later in the year. The most important outcome of this competition though is the feelings that it engenders within each House Group. It is wonderful to see the girls encouraging and supporting each other regardless of the success of their “team”. One of the reasons why the transition to Year 8 at Brisbane Girls Grammar School is so successful is because the approach

begin at the School. This communication contributes to the excitement of starting a new phase in their lives. The House system is a clearly visible part of the School at Interhouse events. At these times the array of colours (nine of them) can be overwhelming, while the creativity of the girls’ costumes is a source of wonder and awe to the newly arrived Year 8 cohort. For most of the latter their previous experience of Houses and a House system is restricted to such competitions. However, while the fun and frivolity of the events mentioned are important they are underpinned by a philosophy of student care which is facilitated through the House system. This system allows each individual to belong to a specific group within the School from the moment they arrive. It is with this end in sight that a great deal of energy goes into organising a party for each House in the first few weeks of term. The result is an afternoon of bright colours, silly party games and tasty party food.

1. Keown, P., Parker, L., & Tiakiwai, S. (2005). Values in the New Zealand curriculum: a literature review on values in the curriculum. Wellington: Ministry of Education. Retrieved March 15, 2007, from www.minedu.govt.nz. 2. Lovat, T. (2005, May 2-3). Values education and teachers’ work: A quality teaching perspective. Keynote Address: National Values Education Forum. Australian Government Department of Education Science and Training. National Museum Canberra. A version of this paper appeared in New Horizons in Education , 112 (2005). Retrieved March 16, 2007, from http://www. valueseducation.edu.au/verve/_resources/Values_Conf_020505_forum_address_Lovat.pdf

grammar gazette autumn 2007