Why an all-girls’ school?
As I walk around Kildare, I can’t help but feel a great sense of pride as we watch our students grow, learn and develop into resilient, independent, and competent young women of the future.
We are so grateful that you chose Kildare for your daughter. Choosing an all-girls’ school for your daughter has so many benefits, as highlighted recently by the Alliance of Girls’ Schools Australasia (AGSA). AGSA’s survey across government, independent and Catholic sectors revealed that Australian parents cited confidence, independence, increased opportunities, sports participation, STEM, safety, and academic performance as the leading benefits of choosing a girls’ school. A strong interest in girls-only education has driven this shift in increasing enrolments. This is certainly true at Kildare, as we have increased our enrolments by 18% over the past three years.
We truly believe that an all-girls’ environment provides the optimal learning experience for girls, offering enhanced self-confidence, leadership opportunities, and a more conducive and supportive environment for participation in all aspects of school. The significant benefits also include an enhanced focus in the classroom, minimal behavioural concerns, and a safe environment compared to co-educational environments where more attention is often given to male students due to their louder presence in the classroom. This is often cited at Kildare when students arrive, saying their voices can be heard, and there is a greater sense of connectedness among the community.
At Kildare, we pride ourselves on being open and supportive, allowing our students to grow, learn and take risks. Positive role models surround our students, inspiring them to reach their full potential. Although our students can experience challenges during their high school years, they experience less bullying and exposure to sexual comments and harassment. The lack of gender stereotyping in girls’ schools ensures that girls can explore their identities without the social pressure of boys and are more likely to take subjects or try activities traditionally dominated by boys.
Thank you for believing in Kildare.
Thank you for understanding the value and opportunities of an all-girls’ environment.
Thank you for walking with us.
Year 7 Cultivating Connections Camp 2
Our second group of Year 7 students boarded the buses for Victor Harbor with great anticipation after all of the excitement that came with the first camp. Though we started our trip with some rainy weather, we didn’t let it dampen our spirits.
After a long bus ride, the students were able to enjoy a lovely recess by the beach and were quick to jump on the playground to get moving again. Soon enough, the weather recognised our sunny spirits and began to lighten up for us.
The students were kept busy at the Adare Campsite and the sandy beaches of Victor Harbor with the Beyond Limits team who ran many outdoor activities for our students across the 3 days that we were away. Each activity had a strong focus on building a strong team spirit through communication, participation, and encouragement – the main ways to earn points for their team.
As our days turned into night, there were still plenty of activities to enjoy after dinner. Our wonderful Year 11 Peer Support leaders, in addition to cheering on the girls throughout the day, ran an evening, full of mini-games and activities which ended the day on a high. On the second night, the girls enjoyed a quiz night followed by many songs of Just Dance which well and truly had them tired out by bedtime.
Prior to ending our time together on camp, the students practised gratefulness and reflected on what they were grateful for over the last three days. This included their time together, the staff and students that organised the events, and their parents for giving them the opportunities to come.
We would like to thank the Peer Support Leaders and the staff that took the time away from school to support our beautiful Year 7 students and their transition into high school.
We all look forward to continuing to support our Year 7 cohort as they settle in, which has only been made easier with the new connections that the students were able to form on camp.
Enrico Caprioli, Daniel Chetcuti, Gabrielle Reyes, Nicholas Kellett-Southby, Rebekah Wilkinson, Stacey Miller, Janelle Vanderloo and Tara Piro
Year 7 Camp 2 Team
An update from our Counselling Team
The Counselling Team is thrilled to announce that the Mentor Program will be continuing this year. The Program pairs Years 9-12 students with a Mentor, who embodies qualities of kindness, compassion, and support. Mentors will meet with their assigned Mentees as required, and, with the Counselling Team, provide support when necessary.
We are excited to begin some new initiatives at the College to foster relationships and self-expression.
Held every Tuesday and Friday, Picnic by the Oaks is a lunchtime initiative that aims to foster a sense of community among students of all year levels. It seeks to deter students from spending their lunch breaks alone or in secluded areas and encourages them to bring their lunch and socialise with other students. The program includes engaging activities like UNO, Jenga, and fidget tools to help students who struggle to communicate in social settings to initiate conversations.
As of Term 2, the program will transform into a Sensory Room program that provides students with an opportunity to self-regulate and centre themselves during lunch breaks. Attendance at the program has been on the rise, with students from different year levels interacting with each other.
Beginning next week, The Expressive Arts Program’s primary objective is to foster connections and relationships among students through engaging in art-based activities. Each session integrates elements of art therapy, such as:
- Providing a means of expressing thoughts and emotions non-verbally, which is particularly beneficial for those who struggle to articulate their feelings.
- Enhancing communication skills by utilising various mediums to express thoughts and feelings.
- Promoting self-awareness and understanding by facilitating communication and expression of feelings that may otherwise be difficult to articulate.
- Providing individuals with healthy coping mechanisms for dealing with challenging thoughts and emotions that are hard to express or comprehend.
In the first session, students will be asked to create a piece of art, either a drawing or a collage, that introduces themselves.
We are excited to continue to get to know the students through these activities.
Melissa Capurso, Georgia Stavropoulos and Alle Drew