09

Transitioning into a New Environment

Leaving the familiarities of home to live and study in a new country as a teenager is a huge decision. Our international students make this big leap when they arrive from all over the world, from different backgrounds and cultures, seeking to take full advantage of the fantastic opportunities available to learn and grow at Melbourne Girls Grammar.

Our international students mostly come at 14-16 years of age and with this age comes the ups and downs of being a teenager and developing your personal identity. It is no surprise that this adds to the complexity of transitioning as each student learns to live away from their family and friends whilst navigating a separate set of cultures and traditions. Here at MGGS, a large network of staff care for our international students and support their transition into what can be an exciting new life experience. We endeavour to make each of our boarders feel safe and welcome and understand the importance of helping them make connections with their peers.  It is important that all our boarders feel part of our community as this will enable them to flourish – socially, emotionally and academically.

In the Boarding House, we have a thorough induction program for our new international students and boarders at the start of each year. They arrive a few days earlier than our existing boarders to learn how the Boarding House runs and have it, and the dedicated staff, exclusively to themselves. During this time, we go out for dinner, complete an orientation of Melbourne and plan lots of fun activities that allow them time to connect and share experiences with their new boarding family. 

Year 12 student Ayu, who hails from Hong Kong and has been an international student and boarder at MGGS since Year 9, recalls how beneficial the induction program was when she first arrived.

Our international students mostly come at 14-16 years of age and with this age comes the ups and downs of being a teenager and developing your personal identity. It is no surprise that this adds to the complexity of transitioning as each student learns to live away from their family and friends whilst navigating a separate set of cultures and traditions. Here at MGGS, a large network of staff care for our international students and support their transition into what can be an exciting new life experience. We endeavour to make each of our boarders feel safe and welcome and understand the importance of helping them make connections with their peers.  It is important that all our boarders feel part of our community as this will enable them to flourish – socially, emotionally and academically.

In the Boarding House, we have a thorough induction program for our new international students and boarders at the start of each year. They arrive a few days earlier than our existing boarders to learn how the Boarding House runs and have it, and the dedicated staff, exclusively to themselves. During this time, we go out for dinner, complete an orientation of Melbourne and plan lots of fun activities that allow them time to connect and share experiences with their new boarding family. 

Year 12 student Ayu, who hails from Hong Kong and has been an international student and boarder at MGGS since Year 9, recalls how beneficial the induction program was when she first arrived.

Our international students mostly come at 14-16 years of age and with this age comes the ups and downs of being a teenager and developing your personal identity. It is no surprise that this adds to the complexity of transitioning as each student learns to live away from their family and friends whilst navigating a separate set of cultures and traditions. Here at MGGS, a large network of staff care for our international students and support their transition into what can be an exciting new life experience. We endeavour to make each of our boarders feel safe and welcome and understand the importance of helping them make connections with their peers.  It is important that all our boarders feel part of our community as this will enable them to flourish – socially, emotionally and academically.

In the Boarding House, we have a thorough induction program for our new international students and boarders at the start of each year. They arrive a few days earlier than our existing boarders to learn how the Boarding House runs and have it, and the dedicated staff, exclusively to themselves. During this time, we go out for dinner, complete an orientation of Melbourne and plan lots of fun activities that allow them time to connect and share experiences with their new boarding family. 

Year 12 student Ayu, who hails from Hong Kong and has been an international student and boarder at MGGS since Year 9, recalls how beneficial the induction program was when she first arrived.

Teachers and Boarding House Staff are great sounding boards for our students. Assistant Director of Boarding and International Student Co-ordinator Kerry Bacon catches up with students.
Academic coaches enhance our international students learning at MGGS. Sophie Kelly leads students through a lesson.
The Boarding House not only brings students from across Australia and the world together but also teaches them life skills.
International students make strong connections with their peers.
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“Everyone was really welcoming when I first arrived and helped me to find my way around the School because it was all so new to me. It helped that I started in the boarding house first, with a bunch of other new girls; that gave us an advantage because everyone was in the same situation and we embraced our new environment together.”

Ayu, Year 12

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Throughout the year, we hold regular meetings, catch-ups and social events for our International students and boarders to allow them to come together, share experiences and strengthen friendships. Year 12 Grammarian Nini Zhang, who is from China, understands the importance of these events.

“The School has such an inclusive and thoughtful environment that really closes the gap between the experiences of international and local students. The support and understanding I’ve received here makes me feel at home, and the international students’ dinners each term are the best!”

All students at MGGS are encouraged to take advantage of the broad range of learning opportunities available to them. These include experiences that support a cultural immersion into the Australian way of life, learning about the world’s longest, continuous Indigenous culture, enjoying the open spaces of Melbourne, and visiting the sports and arts precincts – which are all right on our doorstep.

These all contribute to a unique MGGS experience, but it is what happens in and around the classroom that best supports international students in building connections with friends, their school, and a new community. Ayu Chan highlighted this when she said, “There have been times when I have not quite understood the cultural references made in class. My teachers and friends have been very patient in explaining these so I can always be learning at my best.” The supportive nature of staff and students is a direct consequence of the inclusive and collaborative learning environment fostered throughout the School.

Throughout the year, we hold regular meetings, catch-ups and social events for our International students and boarders to allow them to come together, share experiences and strengthen friendships. Year 12 Grammarian Nini Zhang, who is from China, understands the importance of these events.

“The School has such an inclusive and thoughtful environment that really closes the gap between the experiences of international and local students. The support and understanding I’ve received here makes me feel at home, and the international students’ dinners each term are the best!”

All students at MGGS are encouraged to take advantage of the broad range of learning opportunities available to them. These include experiences that support a cultural immersion into the Australian way of life, learning about the world’s longest, continuous Indigenous culture, enjoying the open spaces of Melbourne, and visiting the sports and arts precincts – which are all right on our doorstep.

These all contribute to a unique MGGS experience, but it is what happens in and around the classroom that best supports international students in building connections with friends, their school, and a new community. Ayu Chan highlighted this when she said, “There have been times when I have not quite understood the cultural references made in class. My teachers and friends have been very patient in explaining these so I can always be learning at my best.” The supportive nature of staff and students is a direct consequence of the inclusive and collaborative learning environment fostered throughout the School.

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Teachers and Boarding House Staff are great sounding boards for our students. Assistant Director of Boarding and International Student Co-ordinator Kerry Bacon catches up with students.
Academic coaches enhance our international students learning at MGGS. Sophie Kelly leads students through a lesson.
The Boarding House not only brings students from across Australia and the world together but also teaches them life skills.
International students make strong connections with their peers.
Prev
Next
Teachers and Boarding House Staff are great sounding boards for our students. Assistant Director of Boarding and International Student Co-ordinator Kerry Bacon catches up with students.
Academic coaches enhance our international students learning at MGGS. Sophie Kelly leads students through a lesson.
The Boarding House not only brings students from across Australia and the world together but also teaches them life skills.
International students make strong connections with their peers.
Prev
Next

MGGS prides itself on providing a rigorous, scholarly learning environment in every class. Our classroom teachers are experts in their subject areas and are continuously developing their teaching practices to meet the needs of all students. English as an Additional Language or dialect (EAL/D) operates as an integral part of the whole school curriculum, with EAL/D teachers working in co-operation with class teachers and other specialist teachers to support our international students. All MGGS teachers are responsible for establishing a class environment that promotes inclusive learning and values cultural and linguistic diversity.

An example of the support available to international students is that of the MGGS Academic Coaches. These members of staff are recent graduates of the School who are currently studying at some of Melbourne’s premier universities. The Academic Coaches are available every day of the week for students to work with on tasks as varied as homework support, study and revision skills, or subject-specific coursework. Making a booking with an Academic Coach can be done at any time when there is a need for assistance with specific skills, or can be contacted at the Learning Commons in Artemis. These staff members also enable our international students to hear from other young people about the experiences of university study in Australia.

Sometimes, the dynamics and expectations of school life can feel like a significant burden, particularly when a student is learning in an international context. Taking care of the emotional and social wellbeing of international students is a top priority for our House Wellbeing Co-ordinators, Boarding House staff, and Wellbeing Coaches. Progress in both academic and social development is monitored closely across all areas of the School. At any time, a student can connect with a Wellbeing Coach to discuss their friendships, their management of school tasks, or even their physical activity levels. These experienced staff are trained to help students identify their specific needs and ensure they receive all  the guidance they need to reach their full potential. This guidance might entail a regular time to catch up and debrief on the week’s activities, or it might be the creation of a physical activity program to support the holistic growth of the student. Whatever the need is, MGGS staff ensure that they have access to the resources required to thrive. The experience of being an international boarding student at Melbourne Girls Grammar is one of connection, learning, and community. With the support of close friends and positive educators, each Grammarian can map out their pathway to success and fulfilment.

MGGS prides itself on providing a rigorous, scholarly learning environment in every class. Our classroom teachers are experts in their subject areas and are continuously developing their teaching practices to meet the needs of all students. English as an Additional Language or dialect (EAL/D) operates as an integral part of the whole school curriculum, with EAL/D teachers working in co-operation with class teachers and other specialist teachers to support our international students. All MGGS teachers are responsible for establishing a class environment that promotes inclusive learning and values cultural and linguistic diversity.

An example of the support available to international students is that of the MGGS Academic Coaches. These members of staff are recent graduates of the School who are currently studying at some of Melbourne’s premier universities. The Academic Coaches are available every day of the week for students to work with on tasks as varied as homework support, study and revision skills, or subject-specific coursework. Making a booking with an Academic Coach can be done at any time when there is a need for assistance with specific skills, or can be contacted at the Learning Commons in Artemis. These staff members also enable our international students to hear from other young people about the experiences of university study in Australia.

Sometimes, the dynamics and expectations of school life can feel like a significant burden, particularly when a student is learning in an international context. Taking care of the emotional and social wellbeing of international students is a top priority for our House Wellbeing Co-ordinators, Boarding House staff, and Wellbeing Coaches. Progress in both academic and social development is monitored closely across all areas of the School. At any time, a student can connect with a Wellbeing Coach to discuss their friendships, their management of school tasks, or even their physical activity levels. These experienced staff are trained to help students identify their specific needs and ensure they receive all  the guidance they need to reach their full potential. This guidance might entail a regular time to catch up and debrief on the week’s activities, or it might be the creation of a physical activity program to support the holistic growth of the student. Whatever the need is, MGGS staff ensure that they have access to the resources required to thrive. The experience of being an international boarding student at Melbourne Girls Grammar is one of connection, learning, and community. With the support of close friends and positive educators, each Grammarian can map out their pathway to success and fulfilment.

MGGS prides itself on providing a rigorous, scholarly learning environment in every class. Our classroom teachers are experts in their subject areas and are continuously developing their teaching practices to meet the needs of all students. English as an Additional Language or dialect (EAL/D) operates as an integral part of the whole school curriculum, with EAL/D teachers working in co-operation with class teachers and other specialist teachers to support our international students. All MGGS teachers are responsible for establishing a class environment that promotes inclusive learning and values cultural and linguistic diversity.

An example of the support available to international students is that of the MGGS Academic Coaches. These members of staff are recent graduates of the School who are currently studying at some of Melbourne’s premier universities. The Academic Coaches are available every day of the week for students to work with on tasks as varied as homework support, study and revision skills, or subject-specific coursework. Making a booking with an Academic Coach can be done at any time when there is a need for assistance with specific skills, or can be contacted at the Learning Commons in Artemis. These staff members also enable our international students to hear from other young people about the experiences of university study in Australia.

Sometimes, the dynamics and expectations of school life can feel like a significant burden, particularly when a student is learning in an international context. Taking care of the emotional and social wellbeing of international students is a top priority for our House Wellbeing Co-ordinators, Boarding House staff, and Wellbeing Coaches. Progress in both academic and social development is monitored closely across all areas of the School. At any time, a student can connect with a Wellbeing Coach to discuss their friendships, their management of school tasks, or even their physical activity levels. These experienced staff are trained to help students identify their specific needs and ensure they receive all  the guidance they need to reach their full potential. This guidance might entail a regular time to catch up and debrief on the week’s activities, or it might be the creation of a physical activity program to support the holistic growth of the student. Whatever the need is, MGGS staff ensure that they have access to the resources required to thrive. The experience of being an international boarding student at Melbourne Girls Grammar is one of connection, learning, and community. With the support of close friends and positive educators, each Grammarian can map out their pathway to success and fulfilment.

09

Transitioning into a New Environment

Leaving the familiarities of home to live and study in a new country as a teenager is a huge decision. Our international students make this big leap when they arrive from all over the world, from different backgrounds and cultures, seeking to take full advantage of the fantastic opportunities available to learn and grow at Melbourne Girls Grammar.

Our international students mostly come at 14-16 years of age and with this age comes the ups and downs of being a teenager and developing your personal identity. It is no surprise that this adds to the complexity of transitioning as each student learns to live away from their family and friends whilst navigating a separate set of cultures and traditions. Here at MGGS, a large network of staff care for our international students and support their transition into what can be an exciting new life experience. We endeavour to make each of our boarders feel safe and welcome and understand the importance of helping them make connections with their peers.  It is important that all our boarders feel part of our community as this will enable them to flourish – socially, emotionally and academically.

In the Boarding House, we have a thorough induction program for our new international students and boarders at the start of each year. They arrive a few days earlier than our existing boarders to learn how the Boarding House runs and have it, and the dedicated staff, exclusively to themselves. During this time, we go out for dinner, complete an orientation of Melbourne and plan lots of fun activities that allow them time to connect and share experiences with their new boarding family. 

Year 12 student Ayu, who hails from Hong Kong and has been an international student and boarder at MGGS since Year 9, recalls how beneficial the induction program was when she first arrived.

Our international students mostly come at 14-16 years of age and with this age comes the ups and downs of being a teenager and developing your personal identity. It is no surprise that this adds to the complexity of transitioning as each student learns to live away from their family and friends whilst navigating a separate set of cultures and traditions. Here at MGGS, a large network of staff care for our international students and support their transition into what can be an exciting new life experience. We endeavour to make each of our boarders feel safe and welcome and understand the importance of helping them make connections with their peers.  It is important that all our boarders feel part of our community as this will enable them to flourish – socially, emotionally and academically.

In the Boarding House, we have a thorough induction program for our new international students and boarders at the start of each year. They arrive a few days earlier than our existing boarders to learn how the Boarding House runs and have it, and the dedicated staff, exclusively to themselves. During this time, we go out for dinner, complete an orientation of Melbourne and plan lots of fun activities that allow them time to connect and share experiences with their new boarding family. 

Year 12 student Ayu, who hails from Hong Kong and has been an international student and boarder at MGGS since Year 9, recalls how beneficial the induction program was when she first arrived.

Our international students mostly come at 14-16 years of age and with this age comes the ups and downs of being a teenager and developing your personal identity. It is no surprise that this adds to the complexity of transitioning as each student learns to live away from their family and friends whilst navigating a separate set of cultures and traditions. Here at MGGS, a large network of staff care for our international students and support their transition into what can be an exciting new life experience. We endeavour to make each of our boarders feel safe and welcome and understand the importance of helping them make connections with their peers.  It is important that all our boarders feel part of our community as this will enable them to flourish – socially, emotionally and academically.

In the Boarding House, we have a thorough induction program for our new international students and boarders at the start of each year. They arrive a few days earlier than our existing boarders to learn how the Boarding House runs and have it, and the dedicated staff, exclusively to themselves. During this time, we go out for dinner, complete an orientation of Melbourne and plan lots of fun activities that allow them time to connect and share experiences with their new boarding family. 

Year 12 student Ayu, who hails from Hong Kong and has been an international student and boarder at MGGS since Year 9, recalls how beneficial the induction program was when she first arrived.

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“Everyone was really welcoming when I first arrived and helped me to find my way around the School because it was all so new to me. It helped that I started in the boarding house first, with a bunch of other new girls; that gave us an advantage because everyone was in the same situation and we embraced our new environment together.”

Ayu, Year 12

Prev
Next
No items found.

Throughout the year, we hold regular meetings, catch-ups and social events for our International students and boarders to allow them to come together, share experiences and strengthen friendships. Year 12 Grammarian Nini Zhang, who is from China, understands the importance of these events.

“The School has such an inclusive and thoughtful environment that really closes the gap between the experiences of international and local students. The support and understanding I’ve received here makes me feel at home, and the international students’ dinners each term are the best!”

All students at MGGS are encouraged to take advantage of the broad range of learning opportunities available to them. These include experiences that support a cultural immersion into the Australian way of life, learning about the world’s longest, continuous Indigenous culture, enjoying the open spaces of Melbourne, and visiting the sports and arts precincts – which are all right on our doorstep.

These all contribute to a unique MGGS experience, but it is what happens in and around the classroom that best supports international students in building connections with friends, their school, and a new community. Ayu Chan highlighted this when she said, “There have been times when I have not quite understood the cultural references made in class. My teachers and friends have been very patient in explaining these so I can always be learning at my best.” The supportive nature of staff and students is a direct consequence of the inclusive and collaborative learning environment fostered throughout the School.

Throughout the year, we hold regular meetings, catch-ups and social events for our International students and boarders to allow them to come together, share experiences and strengthen friendships. Year 12 Grammarian Nini Zhang, who is from China, understands the importance of these events.

“The School has such an inclusive and thoughtful environment that really closes the gap between the experiences of international and local students. The support and understanding I’ve received here makes me feel at home, and the international students’ dinners each term are the best!”

All students at MGGS are encouraged to take advantage of the broad range of learning opportunities available to them. These include experiences that support a cultural immersion into the Australian way of life, learning about the world’s longest, continuous Indigenous culture, enjoying the open spaces of Melbourne, and visiting the sports and arts precincts – which are all right on our doorstep.

These all contribute to a unique MGGS experience, but it is what happens in and around the classroom that best supports international students in building connections with friends, their school, and a new community. Ayu Chan highlighted this when she said, “There have been times when I have not quite understood the cultural references made in class. My teachers and friends have been very patient in explaining these so I can always be learning at my best.” The supportive nature of staff and students is a direct consequence of the inclusive and collaborative learning environment fostered throughout the School.

No items found.

MGGS prides itself on providing a rigorous, scholarly learning environment in every class. Our classroom teachers are experts in their subject areas and are continuously developing their teaching practices to meet the needs of all students. English as an Additional Language or dialect (EAL/D) operates as an integral part of the whole school curriculum, with EAL/D teachers working in co-operation with class teachers and other specialist teachers to support our international students. All MGGS teachers are responsible for establishing a class environment that promotes inclusive learning and values cultural and linguistic diversity.

An example of the support available to international students is that of the MGGS Academic Coaches. These members of staff are recent graduates of the School who are currently studying at some of Melbourne’s premier universities. The Academic Coaches are available every day of the week for students to work with on tasks as varied as homework support, study and revision skills, or subject-specific coursework. Making a booking with an Academic Coach can be done at any time when there is a need for assistance with specific skills, or can be contacted at the Learning Commons in Artemis. These staff members also enable our international students to hear from other young people about the experiences of university study in Australia.

Sometimes, the dynamics and expectations of school life can feel like a significant burden, particularly when a student is learning in an international context. Taking care of the emotional and social wellbeing of international students is a top priority for our House Wellbeing Co-ordinators, Boarding House staff, and Wellbeing Coaches. Progress in both academic and social development is monitored closely across all areas of the School. At any time, a student can connect with a Wellbeing Coach to discuss their friendships, their management of school tasks, or even their physical activity levels. These experienced staff are trained to help students identify their specific needs and ensure they receive all  the guidance they need to reach their full potential. This guidance might entail a regular time to catch up and debrief on the week’s activities, or it might be the creation of a physical activity program to support the holistic growth of the student. Whatever the need is, MGGS staff ensure that they have access to the resources required to thrive. The experience of being an international boarding student at Melbourne Girls Grammar is one of connection, learning, and community. With the support of close friends and positive educators, each Grammarian can map out their pathway to success and fulfilment.

MGGS prides itself on providing a rigorous, scholarly learning environment in every class. Our classroom teachers are experts in their subject areas and are continuously developing their teaching practices to meet the needs of all students. English as an Additional Language or dialect (EAL/D) operates as an integral part of the whole school curriculum, with EAL/D teachers working in co-operation with class teachers and other specialist teachers to support our international students. All MGGS teachers are responsible for establishing a class environment that promotes inclusive learning and values cultural and linguistic diversity.

An example of the support available to international students is that of the MGGS Academic Coaches. These members of staff are recent graduates of the School who are currently studying at some of Melbourne’s premier universities. The Academic Coaches are available every day of the week for students to work with on tasks as varied as homework support, study and revision skills, or subject-specific coursework. Making a booking with an Academic Coach can be done at any time when there is a need for assistance with specific skills, or can be contacted at the Learning Commons in Artemis. These staff members also enable our international students to hear from other young people about the experiences of university study in Australia.

Sometimes, the dynamics and expectations of school life can feel like a significant burden, particularly when a student is learning in an international context. Taking care of the emotional and social wellbeing of international students is a top priority for our House Wellbeing Co-ordinators, Boarding House staff, and Wellbeing Coaches. Progress in both academic and social development is monitored closely across all areas of the School. At any time, a student can connect with a Wellbeing Coach to discuss their friendships, their management of school tasks, or even their physical activity levels. These experienced staff are trained to help students identify their specific needs and ensure they receive all  the guidance they need to reach their full potential. This guidance might entail a regular time to catch up and debrief on the week’s activities, or it might be the creation of a physical activity program to support the holistic growth of the student. Whatever the need is, MGGS staff ensure that they have access to the resources required to thrive. The experience of being an international boarding student at Melbourne Girls Grammar is one of connection, learning, and community. With the support of close friends and positive educators, each Grammarian can map out their pathway to success and fulfilment.

MGGS prides itself on providing a rigorous, scholarly learning environment in every class. Our classroom teachers are experts in their subject areas and are continuously developing their teaching practices to meet the needs of all students. English as an Additional Language or dialect (EAL/D) operates as an integral part of the whole school curriculum, with EAL/D teachers working in co-operation with class teachers and other specialist teachers to support our international students. All MGGS teachers are responsible for establishing a class environment that promotes inclusive learning and values cultural and linguistic diversity.

An example of the support available to international students is that of the MGGS Academic Coaches. These members of staff are recent graduates of the School who are currently studying at some of Melbourne’s premier universities. The Academic Coaches are available every day of the week for students to work with on tasks as varied as homework support, study and revision skills, or subject-specific coursework. Making a booking with an Academic Coach can be done at any time when there is a need for assistance with specific skills, or can be contacted at the Learning Commons in Artemis. These staff members also enable our international students to hear from other young people about the experiences of university study in Australia.

Sometimes, the dynamics and expectations of school life can feel like a significant burden, particularly when a student is learning in an international context. Taking care of the emotional and social wellbeing of international students is a top priority for our House Wellbeing Co-ordinators, Boarding House staff, and Wellbeing Coaches. Progress in both academic and social development is monitored closely across all areas of the School. At any time, a student can connect with a Wellbeing Coach to discuss their friendships, their management of school tasks, or even their physical activity levels. These experienced staff are trained to help students identify their specific needs and ensure they receive all  the guidance they need to reach their full potential. This guidance might entail a regular time to catch up and debrief on the week’s activities, or it might be the creation of a physical activity program to support the holistic growth of the student. Whatever the need is, MGGS staff ensure that they have access to the resources required to thrive. The experience of being an international boarding student at Melbourne Girls Grammar is one of connection, learning, and community. With the support of close friends and positive educators, each Grammarian can map out their pathway to success and fulfilment.

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