An all-girls’ school education pro-actively prioritises the rise, rather than the demise of girls in 3rd and 4th grade, also referred to as the Middle Primary years, a pivotal time in her cognitive and emotional development – the journey of girl to teen.

Undoubtedly, the Early Childhood Years are integral to foundational development. Educational programs, processes, systems, and quality improvement plans in the Early Years are well placed, rightfully guarded, and it’s being done well.

Now, significant momentum is building in the research and discussion around the pre-teens, our ‘ten-agers’, and the unique pivot that young girls begin to take cognitively and emotionally, immediately following her Early Childhood Years.

Turning Seven

Conversations with parents and caregivers of 7 – 12-year-old girls are commonly tapping into similar themes:

· Challenging friendships
· Notable shifts in confidence
· Taking a back seat in areas she didn’t used to
· Increased complexities in comparisons their daughter is now making with others
· Gender bias decision making and subject preferences
· Masking emotions
· Perceptions about body image
· Influences of social media and popular culture
· Learning differences going unnoticed or undiagnosed in the first 3- 4 years of schooling
· High potential students underachieving, in comparison to their actual potential.

These themes underpin courageous decision making about an earlier enrolment and disrupt the traditional delay until Middle School for enrolment entry, to an all-girls’ setting.

Madonna King’s (2021) ‘Ten-ager’ brought to the forefront the complexities of parenting and educating pre-teen girls and boldly prompted us to acknowledge that girls are leaving childhood well before their teens.

Similarly, Jo Wimble-Groves’ (2021) discussions in ‘Rise of the Girl: Seven Empowering Conversations to Have with your Daughter ‘ ‘highlight the emerging medical research that supports the overhaul of ‘thinking and feeling’ for girls, from the age of seven. It is the age of seven, when the brain system that controls emotions, will undergo significant growth and change and is making connections with growing cognitive functions.

Taryn Brumfitt and Zali Yager’s (2022) ‘Embrace Kids’ tackles the journey of navigating the physical and emotional shifts, alongside changing perceptions, and the impact of media and social media from developmental stages and ages, well prior to the teenage years.

Our 3rd and 4th Grade girls will rise, when we intentionally and pro-actively acknowledge this time as a critical transition point. It is the empowering bridge between the Early and Teenage Years. As educators let’s consult the evidence, partner with families, and be flexible as we co-construct wellbeing and learning for opportunities, specific to these cohort groups.

The Middle Primary Difference at Walford Anglican School for Girls:

Intentional Opportunities to Speak up and be a Conversation Placeholder

Intentionally small Junior School class sizes, break out groups, and individualised opportunities scaffold girls to question, contribute and voice opinion, is at the forefront of curriculum delivery. Young girls are too often praised for being quiet and compliant, rather than being praised for using their voice. No girl should go under the radar or unnoticed and every girl should make growth in this area.

Wellbeing, Engagement and Belonging

Evidence -based, tailored wellbeing sessions for Grades 3 and 4 begin each classroom day. These are carefully curated to meet the needs of the girls in each cohort and can be flexibly delivered across cohorts. Grades 3 and 4 WEB programs emphasise self-confidence, parts of the brain, changing relationships, personal safety, social media awareness and cyber safety, the influences of popular culture, mindfulness, gratitude and physical  growth and development.

Girls in Leadership

Grades 3 and 4 girls are empowered as leaders throughout a range of formal leadership positions, student action groups, Junior School Musical and Performing Arts roles, public speaking programs, mentoring and event leadership. Empowering girls as leaders and exposure to seeing oneself as a leader in Grades 3 and 4 provides a foundation for the leadership offerings at Walford in Grade 5 and also Walford’s Grade 6 experience, underpinned by the conceptual theme: ‘Her Voice’.

A Sense of Self and a Strengths Focus

In addition to a differentiated academic curriculum, building resilience and self-management strategies is emphasised throughout Grades 3 and 4. Personalised goal setting steers away from a focus on what needs to be improved, to identifying what is going well and, what is each girl truly capable of. Grades 3 and 4 are critical for developing strategies to trust and believe in oneself.

Harnessing Passions and Providing Role Models

A variety of Specialist subjects in addition to the anchor of the classroom teacher, provide daily opportunities to connect with a range of educators and role models, who will nurture interests and passions during the school day and after school hours. It is acknowledged during this transitional Middle Primary stage, that strengths and interests may change over time, and that passions should turn into possibilities.

Academic Variety

Grades 3 and 4 provides robust opportunities for learning sessions in areas that continue to be underrepresented by females in wider industry including access to specialist science laboratories, STEM, Robotics, Maths Craft and Design Thinking, with an entrepreneurial focus. Student Agency and action is developed throughout Units of Inquiry. Grade 3 and 4 girls connect with literature under the guidance of a specialist teacher librarian and are involved in a variety of choir, ensemble and sporting teams. The Middle Primary signature program is driven by students and has a coastal connection focus, in addition to an annual Outdoor Education Camp.

Navigating Friendships

Friendships can take different paths, particularly for girls, yet it is emphasised during this transitional time, that we always show each other respect. Rather than being rescued when a friendship situation takes a different turn or doesn’t work out as expected, relationship scaffolding during Grades 3 and 4 emphasises how to identify a healthy or unhealthy relationship and suggests opportunities for how an individual might respond. Role play is an essential part of this curriculum experience, including considering a range of perspectives. Girls are encouraged to focus on validating the changing feelings being felt.

Kate Barber
Head of Junior School
kbarber@walford.asn.au

References:

Brumfitt, T and Yager, Z (2022), Embrace Kids, Penguin Random House, Australia.

King, M (2021), Ten-ager, Hachette, Australia.

Wimble-Groves, J (2021) Rise of the Girl:Seven Empowering Conversations to have with your Daughter, Darling Kingsley Limited, London.