FROM THE HEAD OF SENIOR SCHOOL
• Encourage positive and reaffirming selftalk,
encouraging our children to think
positively first and have confidence in
their ability and the wider picture. In the
case of a possible exam failure, rather
than focusing on the error, encourage
them to focus on how well they
performed or revised for other exams.
• Think beyond the current situation and
focus on the future, where the problem
no longer exists.
• Focus on how the future looks, setting
targets or goals for improvement.
• Ask for help, share the concerns and ask
someone to help you find a way forward
if you are stuck.
An important tool our students can use are
affirmations; simple present-tense statements
of fact, about the future. Students must
believe that through their attitude and
effort they have the ability to impact future
performance. Some examples of affirmations
that students might find useful are:
• I have the tools around me to get
support for my individual subjects.
• I was successful in some of my exams.
I can apply the same processes to areas
where I need to improve in the future
• I have studied and revised, and I know
my subject
The important thing is to have our minds
firmly fixed on the future, the future
without the current challenge. Our mind
moves us towards the most dominant
picture. If our thoughts are consumed with
negativity and doubt, we will not be able
to move forward. The more affirmations
we say, the clearer our picture of the future
becomes and as a result our performance
also improves.
Resilience also has a much wider application
in our lives. Every year, the world witnesses
its share of disasters and 2020 has certainly
highlighted this. In each instance, the
aftermath has been almost unbearable
to watch. We feel a lack of control and
an inability to prevent these events from
occurring. We need to take care of how
our mind approaches coping with disaster.
Rebounding takes a conscious effort to
control our self-talk in order to remain
positive. Looking beyond ourselves, by
helping others, is a great strategy to
improve our positive self-talk. Making the
effort to visualise what our world will look
like, once the current situation has passed,
provides a path to follow. Reinforcing that
vision with positive affirmations goes a
long way towards avoiding the pitfalls of a
downward spiral.
We are all prone to moments of fear
and anxiety, but it is important to
remember that there are people around
us who can help. We only have to
ask. Letting others help us, or helping
others, creates a sense of belonging and
community. The knowledge that we can
work together to solve problems is very
powerful and is the foundation on which
resilience is built.
Mr Brad Evans
Head of Senior School
Senior School
Sensory Garden
Earlier this year the P & F Society approved
funding for the development of a sensory garden
for the Learning Enrichment team. Since then,
the team has developed the garden and it is now
being utilised by students and staff as a place for
quiet reflection.
The purpose of the sensory garden is to stimulate all
five senses, with aromas, textures colours and shapes,
through the use of plants and other materials. Sensory
gardens have proven therapeutic value for students
and can contribute positively to emotional and physical
wellbeing.
Along with specially selected plants, the sensory
garden includes elements such as wind chimes, sensory
paths and a water feature.
Learning Enrichment students will use the three garden
beds to plant herbs, vegetables and fruit trees to
incorporate the garden into the curriculum using the
Stephanie Alexander Kitchen Garden and the ASDAN
Independent Living and Meal Preparation Units.
The sensory garden is located in Robinson Court and
is available for all students and staff as a place to relax,
reflect, meditate, contemplate and talk.
Mrs Ullisa Macdougall-Hull
Head of Learning Enrichment
13