Grammar Gazette - Issue 2, 2023

MS MELINDA EGAN DEAN OF STUDENTS

Understanding ME BUILDING IDENTITY THROUGH YEAR 9 ETHICS

2

CAPTIONS 1 SOPHIA FERREIRA DA LUZ (9H) AND ROSIE BRYANT (9O) AT MARRAPATTA 2 MS MELINDA EGAN Social_and_Emotional_Learning_A_ Brief_Overview_and_Issues_Relevant_ to_Australia_and_the_Asia-Pacific/ link/59de9826458515376b29e719/download REFERENCES • Australian Institute for Teaching and School Leadership. (2023). Wellbeing in Australian Schools. Retrieved from AITSL: https://www. aitsl.edu.au/research/spotlights/wellbeing-in australian-schools • Edwards, K., Clark, R., & McGauchie, D. (2023, May). Education Horizons. Retrieved from Learning and Wellbeing in Schools: https://educationhorizons.com/wp-content/ uploads/2023/02/education-horizons learning-wellbeing-schools-2023.pdf • Cherry, K. (2022). Identity V Role Confusion in Psychosocial Development. Retrieved from Verywell Mind: https://www.verywellmind. com/identity-versus-confusion-2795735. • Collie, R., Martin, A., & Frydenberg, E. (2017). Social and Emotional Learning: A brief overview and issues relevant to Australia and the Asia-Pacific. Retrieved from Social and Emotional Learning in Australia and the Asia-Pacific: https://www. researchgate.net/publication/312468927_ School and gain increasing independence, they will no doubt build upon the confidence and sense of self that have begun to blossom in Year 9. and concentrate on working as a group, getting to know each other, and using each other’s ideas,’ Sophia said. This year’s task is to set a theme for the 2032 Olympic Games. From merchandise to sustainability efforts, the winning idea is set to be hotly contested. SKILLS FOR LIFE Finally, students hear from external experts on essential topics such as staying safe online. Throughout the School term, students are invited to participate in wellbeing activities such as yoga, Jujitsu, or music mindfulness. As students move through the

1

The bespoke course aims to develop girls’ sense of agency as they move toward their senior years. FROM ONLINE COURSES TO THE OUTDOORS In Term 1, students completed courses offered by EtonX focused on topics such as resilience, leadership, and finding personal passions. Sophia Ferreira da Luz (9H) said she realised the value of the course when she camped at the School’s Marrapatta Memorial Outdoor Education Centre. ‘Marrapatta made me reflect on why we did the EtonX course. It was very difficult—it rained every day, and we were in very close contact with our classmates for the whole week,’ said Sophia. ‘The resilience course kicked in. Everyone realised they needed to have patience with each other, even though there were complications.’ KNOWING SELF, KNOWING OTHERS Building connections with others is a major emphasis, focalised through the Curious Me project. Each House Group works on a creative task that they must present to their peers at the end of the year. The winning House wins the glory of being the top House—and of course, a pizza party reward. ‘I really love Curious Me because the whole House group cooperates with each other. You can put screens down

W ho am I?’ The period of adolescence is characterised by this complex, all-consuming question. The exploration of identity between the ages of 12 to 18 allows teenagers to form a strong sense of self that remains throughout life (Cherry, K., 2022). Of course, during secondary school, the development of self and purpose competes with other demands, such as schoolwork, social changes, and the complexities of daily life. At Brisbane Girls Grammar School, we understand that effective teaching and learning is inherently tied to strong emotional support within the classroom (Edwards et al., 2023). Furthermore, deliberate social and emotional learning programs enhance students’ social and emotional competence, while simultaneously benefitting academic performance (Collie, R., et al, 2017). Girls Grammar’s Ethics program comprises a comprehensive, evidence based curriculum including topics such as positive relationships, thinking skills, and emotional regulation, as well as leadership and citizenship. Each year level has a unique, developmentally sequenced focus. Year 9 Ethics students explore the topic of ‘Understanding Me’. Over the course of the year, students examine their thoughts and feelings and build on their personal wellbeing strategies.

‘

13

BRISBANE GIRLS GRAMMAR SCHOOL

GAZETTE • ISSUE 2, 2023 ISSUE 2, 2023