Boarders live on site at our Merton Hall campsus.
Boarders live on site at our Merton Hall campsus.
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.
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.