This term has also seen the launch of two important Middle School initiatives: the Culture of Learning Awards and the Kindness Campaign. Both programs have been designed to reinforce the kind of culture we are intentionally building within the Middle School — one that celebrates growth, character, contribution, and the individuality of every student. The Culture of Learning Awards recognise students who demonstrate meaningful growth and commitment within their learning journey. Importantly, these awards are not solely about academic achievement in the traditional sense, but about persistence, curiosity, improvement, and a willingness to embrace challenge. In a similar spirit, the Kindness Campaign has encouraged students and staff to recognise the quiet acts that so often shape a positive community — the student who includes someone sitting alone, the peer who offers encouragement, or the individual who consistently contributes positively without seeking recognition. Together, these initiatives speak to a broader goal within the Middle School: building a culture of celebration where every student feels seen and valued for their own unique strengths, interests, and qualities. Adolescence can often feel like a time of comparison, and schools have an important role to play in helping young people understand that there are many different ways to contribute meaningfully to a community. Whether through academic growth, creativity, leadership, humour, kindness, or perseverance, every student has something important to offer. |
Another highlight of the term so far was House Athletics Day, which brought with it tremendous energy, participation, and House spirit. What stood out most was not simply the competition itself, but the enthusiasm with which students embraced the day in all its forms. From novelty events to the much-loved “fashion on the fields,” there was a genuine sense of joy and inclusion throughout the carnival. It was wonderful to see students stepping outside their comfort zones, cheering one another on, and recognising that participation and community spirit are just as important as results. Events like these remind us that schools are not only places of learning, but places where memories, friendships, and confidence are built.
As we move further into the term, students are also beginning to prepare for upcoming exams and assessment periods. I have been incredibly impressed by the work of our teachers in helping students approach this time with both confidence and perspective. Across classrooms, students are being equipped not only with the academic skills required for success, but also with strategies for organisation, preparation, and balance. Exams are an important opportunity for students to demonstrate their learning, but they are also part of the ongoing process of growth, resilience, and reflection.
Thank you, as always, for your continued support of the Middle School and the many ways you partner with us in helping our young people thrive.
Katherine Ziebell
Head of Middle School
Year 7 Humanities
In Humanities, we learned about how Ancient Egyptians preserved bodies through mummification. To help us better understand the process, we conducted our own experiment using apples.
Each student placed half an apple into a cup filled with salt. We used bi-carb soda and salt, while the Ancient Egyptians used natron. Mrs Witte’s apple half was placed in a sealed container without any salt so we could compare the results. Both apples were left for around 35 days.
When we checked them, the salted apple had become dehydrated, shrivelled, and much smaller, but surprisingly it didn’t smell. In contrast, the apple in the sealed container was soft, wet, and covered in mould. Water had collected inside the container, and it likely would have smelled very unpleasant.
This experiment showed us how Ancient Egyptians used salt to remove moisture from bodies during mummification. It helped us understand that mummification was a scientific process rather than magic. By drying out the body, they were able to preserve it for thousands of years. Our apple became like a mini “mummy,” demonstrating just how effective salt can be in slowing down decay.
I found this experiment really interesting because we could clearly see the difference between preservation and decay.
Dhruva - 7E
In Humanities, we have been learning about Ancient Egypt and the importance of the mummification process in Ancient Egyptian beliefs. Egyptians believed that the items buried with a person would travel with them into the afterlife. One important part of the body that was carefully preserved was the heart, as it was believed to hold a person’s emotions, intelligence, and memories.
To help us understand how mummification worked, we carried out an experiment using apples. Each student decorated a cup to act as a “tomb” before placing an apple inside. We then covered the apples with a salt mixture similar to natron, which Ancient Egyptians used during mummification. At the same time, a regular apple was placed in a sealed container without any salt so we could compare the results.
After a few weeks, we noticed a big difference between the two apples. The apple in the container had become mouldy and fuzzy, while the salted apple had shrunk as the moisture was removed. Even though it looked very different, it was well preserved.
This experiment gave us a better understanding of how Ancient Egyptians used salt to slow down decay and preserve bodies for the afterlife. It was really interesting to see how such a simple process could make such a dramatic difference.
Maika - 7E
