Strata The ACG Strathallan Magazine TERM 2, 2019
Girls Football More and more girls are making football their sport of choice and it’s easy to see why. Someone who knows a lot about the sport is year 4 teacher and junior girls’ football coach, Cherie Boucher-Cunningham. Cherie has had an exciting career in football herself, playing at a variety of levels, including the Otago University Premier Team and the National Women’s League, so she is wellplaced to share her knowledge and passion for the sport. “Football uses a variety of fundamental skills which are useful for a number of sporting codes. Balance and timing are required for tackling an opponent and there is a high level of skill involved with attacking – dribbling, feinting and changing pace and direction. Mastering different tricks is also fun and helps with perseverance and resilience. Communication skills are critical, as girls need to be constantly talking to team mates and listening to the goalkeeper’s instructions, all of which creates a team bond.” As a goalkeeper you develop a unique set of skills. “You need to learn how to remain calm and perform under immense pressure, skills that can be applied to any area of life where pressure is a factor, including exams.” This is the sort of pressure that 1st XI Captain and goalkeeper, Brierley Anderson, thrives on. Brierley began playing football from the
Year 7 & 8 Girls’ Team age of four and was “hooked from day one”. It wasn’t long before she was in goal: “No one in my team ever wanted to play in that position but I loved it. It was so much fun being able to be the hero and save the ball and get dirty, and I still play in that position nine years later.” The benefits of the sport are tremendous according to Cherie: “Football is a team sport so it offers a level of friendship and a group to belong to outside of other social circles. You need to be reasonably fit to play – even in goal.” Brierley agrees: “Our 1st XI Girls’ team trains twice a week - one is dedicated to increasing our fitness and one for developing our ball skills and tactics. Plus, we have our games on Wednesday afternoons.” Brierley acknowledges the role of the coach in motivating the team and keeping them match-fit. “Our coach, Scot Harris, has been coaching us for four years. He has helped us grow as a team so much and puts a huge amount of hard work and dedication into our game.” Brierley is passionate about the sport and during her years at Strathallan she figures she has played about sixty games for the Strathallan girls’ team. With our 1st XI girls attending their fifth winter tournament this year and the junior girls team heading to AIMS Games, we can look forward to seeing more girls share Brierley’s passion and commitment to the game in the years ahead.
SPORT, ACTIVITIES, THE ARTS
01
Mums and Bubs This term the Preschool started an exciting new Mums/Dads and Bubs class for our stay-at-home parents in the community. Preschool manager, Angela Lunam, shares the reasons for this new initiative. For a first-time parent, a baby brings many joys and significant challenges. The first twelve months can present a huge learning curve and it can seem almost impossible for a new parent to look after themselves after a full day and night taking care of their baby. Learning new games and activities at a playgroup helps parents to widen their knowledge of what enjoyable things they can do with their baby. Having a baby can also be an isolating experience, especially if you are new to the country and are without family support. Social groups for mothers and fathers are a great way to get out of the house and meet other parents who will often have similar questions and concerns about their babies. For parents who are used to working full-time, the adjustment to be a home-based carer is huge. Having fixed dates, like a weekly mothers’ group in your social calendar, can help you and your baby to get into a routine together. With this in mind, we decided to launch a Mums/Dads and Bubs class for our stay-at-home parents in our community. The class allows for a safe test of separation for babies from
02
WELLBEING
their parents or carers. Encouraging them to be independent from an early age is an important skill to help them build their confidence. Our play group is held every Monday from 9:30-10:15am and the class runs a range of musical and sensory activities. Also, parents have some time to connect afterwards. According to a recent study, simply talking to other new mothers can almost halve a woman’s risk of suffering from post-natal depression. I personally gained a lot of support and confidence in my own parenting abilities from being part of a local parent group, which was formed with the members of our Childbirth and Parenting Course. Currently, we have ten new families enrolled in our Mums and Bubs parent group and they are enjoying sharing this new experience together so who knows where it will lead. The feedback so far has been really positive with some parents seeing it as a great opportunity to meet other Mums in the area and others valuing the ease of transition for their child into the Preschool.
Primary Colours
wanted to be a House Captain “so my younger siblings and cousins could look up to me.”
The house system has become a significant part of the Strathallan College culture, generating pride and passion as well as providing a sense of belonging.
Students are encouraged to explore their interests and passions and contribute to their houses in a variety of ways as they compete in sporting, academic and cultural activities. For our primary students, the competition kicked off with an Inter-house Football tournament which saw McLaren take out the year 3/4 title and Batten the year 5/6 competition. The side-line support was just as intense as the on-field play with banners, chanting, and costumes reflecting students’ enthusiasm and sense of belonging.
So, when the opportunity came to review our primary programmes, extending our house system seemed the natural thing to do, and the students have quickly adopted the new colours and values of their respective houses with great enthusiasm. As well as developing a healthy competitive spirit, the houses have generated a real sense of community and camaraderie between students of all year levels, something Angus house captain, Jackson Faint has noticed when he visits the Junior School classrooms and is greeted with ‘Hi Angus house captain!’ There are also opportunities for leadership. The House Captains, all Year Six students, went through a selection process which required them to prepare speeches to present to their peers and teachers. Their motivation for applying for these leadership positions varied. For Erin Maunder (McLaren) it was “to show my friends and family that I care about the school I go to” while Mateus Ismail (Wilkins)
The Inter-house Senior Dodgeball tournament followed shortly after, also fiercely contested and this time won by an undefeated Batten House. The excitement and sportsmanship displayed by all was a credit to the House Captains, who led from the front with encouragement, cheering and support. Looking ahead, the House Captains are eager to bring in some events from other curriculum areas, with an Inter-house Mathex competition set to take place early in Term Three. The House Captains are also looking forward to working with the College House leaders and plan on attending their House meetings in order to learn more about developing their own leadership skills. The house system is integral to fostering feelings of pride, loyalty and belonging in students and the primary students are embracing these opportunities fully.
WELLBEING
03
Hola España The recent school trip to Spain, overseen by teachers Ginny Bourke, Virginia Frontan and David Ashley, took students on a far more important journey of discovery than just visiting tourist attractions or hearing the language they study in context. Samantha Jackson, an IGCSE Spanish student, explains her perspective on it “It is always far easier to look for similarities in another culture than to nit-pick differences.” Those were the words of one of the many tour guides who our group of twenty-nine students and three teachers spent time with while in Spain. He was speaking to us about the various religious populations which had spread across the nation in centuries past, and how even today the Mosque-Cathedral of Córdoba, located in the heart of Andalusia, stands as a testament to the impact of each. The building incorporates five different styles of architecture, which originated from locations throughout Europe and the Middle East, and has functioned as a mosque, cathedral, and synagogue during varying eras. Today it remains both a Catholic house of worship and a stunning monument which draws crowds from around the world, exemplifying the diversity of culture which my peers and I have now come to associate with Spain. Throughout the two weeks we spent travelling, we stayed in three major cities: Valencia, Granada, and the Spanish capital of Madrid. Each provided unique insights into the local lifestyle, enhanced greatly by the eight nights we spent staying with local host families. Aparna, my homestay buddy, and I were lucky enough to experience life in two greatly differing households, the customs of which were as varied as any two families in New Zealand. Having to communicate with our homestay parents to participate in daily routines and work through everyday issues gave us a far more authentic insight into Spanish living than any hotel room. Through it all, each of us was able to relate our experiences back to our home life - conversations over the dinner table while eating paella and chorizo, making our lunch each morning - and this helped to drive home for us the overarching similarities in each country’s way of life. I believe that the tour guide’s words underpinned our entire experience travelling in Spain. Even as we walked through
04
EXPERIENTIAL LEARNING
the town streets, especially in the smaller areas of Cordoba and Segovia, a city built entirely around an ancient Roman aqueduct, we were treated warmly by those in shops who we approached for help or directions, despite often not knowing how to express ourselves. The range of influences and marks of multiculturalism is obvious in the heart of the cities, notably in Madrid, the capital, and other towns such as Granada, which saw many different settlements in the years pre-Christianity. This has been carried over into the welcoming attitude held by the Spanish towards those from foreign lands, reminiscent of the cultural events and displays in our own country. Additionally, the Spanish in general are prone to showing physical affection, and to come home
each night to our host parents and be greeted as though we were a part of the family helped us to settle in and feel entirely welcome. In fact, this marked a refreshing change from typical Kiwi customs. I am certain that each of my fellow students is as grateful for this opportunity as I am. More than just a holiday overseas, our trip to Spain taught all of us valuable lessons about inclusivity and enriched our understanding of European culture. These experiences, for me personally, have shifted my perception of foreign cultures and helped deconstruct some of the innate prejudices which my peers and I possessed. I cannot wait to go back.
EXPERIENTIAL LEARNING
05
Popstars, The 90s Musical Our college production this term took many audience members back to their childhood as they were entertained with some classic 90s hits from artists like The Spice Girls, Backstreet Boys, Jon Bon Jovi and Celine Dion. Popstars, the 90s Musical was a true showcase of the many and varied talents of our college students. This show had so many stars - not only did we have students singing, dancing and playing an instrument, but there were make-up artists, sound mixers, costume and prop makers, set builders and painters, ticket sellers and stagehands.
06
SPORT, ACTIVITIES, THE ARTS
The annual musical production is always a unique opportunity for students from every year level to get involved and showcase their talents or discover new ones. Not only that, but students get to make new friends, build self-confidence and have fun - and the energy and joy on display each performance night demonstrated that cast and crew had certainly worked well together and had a great deal of fun in bringing this show to life.
The Device Dilemma Pew Research Centre states that 95% of teens have access to a smartphone, and 45% say they are online ‘almost constantly’. Undoubtedly, life is incredibly different for our teenagers now than it was even ten years ago. Technology has taken over and teens must navigate this strange new world that even adults struggle to cope with. Teenagers use technology for various reasons – to game, to social network, to study or to research topics that interest them. Parents, however, often find it hard to know when a device is being used for educational purposes or if, in fact, their child’s time is being spent on the likes of Instagram, Snapchat or YouTube. These platforms can cause genuine psychological distress for our youth. Depression and anxiety are on the rise, and we can certainly blame social media for some of this. Interrupted sleep patterns, the constant fear of missing out (FOMO), the unrealistic lifestyles presented and cyberbullying, all contribute to our teens feeling overwrought and fretful.
So, what can parents do? Well, the best advice is to ensure all phones and devices are not taken into bedrooms and are left on the kitchen bench from 6pm onwards. Teens should not have laptops in their rooms and ideally, TVs should also be out of bedrooms. Turning the wi-fi off or ensuring chores are done before the wi-fi password is handed over can be straightforward solutions for curbing over-use.
1. SET EXPECTATIONS
3. IF YOU DON’T UNDERSTAND IT, TRY IT
Talk to your child about the type of behaviours you’d like them to adopt. For example, how long they should spend online, what apps and social media sites you’d like them to use and what is appropriate content to view.
You need to understand the technology to better understand the challenges that young people face online. Explore the websites and apps your child uses to improve your knowledge.
2. UNDERSTAND WHAT THEY DO ONLINE
4. SET A GOOD EXAMPLE
Talk to your children about what they’re using the internet for. What’s involved? Who’s in their network? What information do they share? Are they using the internet to learn, to communicate and create friendships with others? Really listen to what they have to say – what might seem like ‘just a game’ to you, could in fact be a way for them to connect with people who have similar interests.
How often do you use your laptop or smartphone at the dinner table? How many angry posts have you published? Look at the way you use technology while young people are around. If you see something that troubles you – change it.
Netsafe, the guru of all things online, also has ideas for parents who are struggling with this issue at home. Some of their top tips include:
For more tips and advice regarding online usage, visit www.netsafe.org.nz. WELLBEING
07
‘Pride in Achievement’ Was it a stroke of genius or an accident that the founders of Strathallan decided to have a school motto that carries two antithetical meanings? On the one hand, the word pride carries negative connotations linked to an inflated sense of self-status and accomplishments, yet on the other hand, pride refers to a humble and content sense of ‘attachment toward one’s own or another’s choices and actions’. The words ‘Pride in Achievement’ are synonymous with our school and they encapsulate our beliefs and ideals. However, to what extent are we living up to these ideals and what does it really mean to live these values on a day to day basis? As New Zealanders, we have long been considered as being down to earth and humble, and it would be fair to say that there is a reluctance to celebrate our achievements and ambitions. This may well be the result of living in a country that values egalitarianism and there is a tendency to be wary of people who explicitly draw attention to their talents and successes. However, the ‘tall poppy’ syndrome that exists in some schools discourages students from doing well for fear of being singled out and belittled. In contrast, students at Strathallan are actively encouraged to work hard to achieve success, and to be proud of their achievements. Improving in Mathematics, making a sports team, or stepping outside of their comfort zone to deliver a Year 9 speech, are all examples of successes that should be acknowledged and celebrated.
ACG Strathallan 0800 222 899 | T +64 9 295 0830 | E strathallan@acgedu.com Address: 50 Hayfield Way, Papakura, Auckland 2580
As a school, we work hard to develop a collective sense of pride in individual and whole school achievements. It is not about making a grand statement or one-off gesture, it is about reinforcing a number of small things on a daily basis that over time come together to symbolise a positive culture of learning and achievement that values respect, integrity, hard work and success. From reminding students of the importance of having a smart uniform and tidy appearance, to celebrating their successes at assembly, to honouring our Year 13 leavers with a traditional ‘leavers walk’, these purposeful actions and events encourage students to acknowledge and be proud of their achievements that come as a result of hard work and perseverance. Our students continue to represent the school with pride, and they are building on the proud legacy of success that exists at Strathallan.
Danny O’Connor Executive Principal