Year 11 Wellbeing Carousel - Session 3

Definition of Wellbeing

• Feeling good and functioning effectively.
• Having the skills to respond to challenges and setbacks
• Having a positive sense of self, positive connection with others and with the wider world.

(H.Street 2018)

This week saw our Year 11 students enjoy the third of their series of four rotational activities designed to contribute to positive emotions, engagement, relationships, meaning, accomplishment and health (PERMAH).

I have been so impressed with the way in which students across Year 11 have embraced the opportunity to participate in this range of activities, often engaging in new pursuits that have taken them far out of their comfort zones. Throwing yourself into learning a dance routine, allowing yourself to switch off completely and meditate, stretching yourself to the limit in yoga or simply getting the heart pumping with Hustle can be quite daunting but Year 11 have stepped up to the plate and accepted the challenge. 

Feedback from students continues to be positive:

• 80% of students surveyed strongly agree or agree that dancing has had a positive impact on their personal wellbeing 
• 83% of students surveyed strongly agree or agree that Hustle fitness has had a positive impact on their personal wellbeing 
• 79% of students surveyed strongly agree or agree that dancing has had a positive impact on their personal wellbeing 
• 80% of students surveyed strongly agree or agree that Headspace meditation has had a positive impact on their personal wellbeing 
• 58% of students surveyed strongly agree or agree that mindfulness colouring has had a positive impact on their personal wellbeing 

I would like to extend my ongoing thanks to Hustle Vietnam and  local yoga teacher, Phuong Nguyen, for their ongoing support, as well as students Adele Kavaliauskaite, Vivian Viehweg and Jenna Bonner who are leading the dance session for the Year 11s, supported by Mrs Molloy and Mr Page in the Drama Department. It is wonderful to see so many people involved in supporting these activities; students, staff and our local community, and a real sign of strength of our Wellbeing Curriculum.

I hope you are having an opportunity to discuss the Wellbeing curriculum with your son or daughter and gain a greater understanding of the work they are doing during lessons and in Tutor Time. 

Mr Alexander
Head of Middle Secondary (Pastoral & Wellbeing)