Adolescent Play

Adolesc Adolescent ent play: two words that exist almost as an oxym Play oron in a 21st century context. By Mrs Juliane Hallam, Head of Secondary School

In a world where screen time often dominates students’ daily lives, it is important for schools to increase opportunities for young people to be physically active. One such initiative undertaken by FCAC was to build a secondary playground for our students that allowed for unstructured play in a safe and supportive environment. To create an outdoor space where students are given the freedom to experiment and be creative in the way that they play. Unstructured play not only allows students to be physically active, but to engage and hone important social, emotional, and cognitive skills that students will require later in life. Students demonstrate some of these attributes on the playground by negotiating with their peers to test the limits of the equipment, working together to achieve a desired outcome or taking the lead to invent new experiences. Encouraging unstructured play allows students to think outside of the box and make mistakes without the pressure of a structured lesson or game. Students are encouraged to take risks and create their own rules in a safe and supportive environment.

The secondary playground has been the culmination of student led discussions and decisions across Years 7-12. Actively seeking student engagement has led to the creation of a space where students come together from different year levels to play; strengthening relationships and connections across the College. The playground has become a communal meeting point within the Middle Years where students from different year levels experience enjoyment from pushing groups of younger students on the swings to see how high they can soar or gather to sit on top of climbing frames to enjoy the sunshine and relax. The installation of the secondary playground has reignited a sense of fun at lunch times and provided students with the opportunity to enjoy adolescent play. Psychologist Heather Hayes sums it up best when she states, ‘Play is the beginning of all learning, in all areas of life. Freely choosing your play as a teenager is a testing ground for life providing critical life experiences without which children cannot develop into confident and competent adults.’

Reconciliation

FCAC's journey toward a Reconciliation Action Plan By Kylie Carr, Director of Koala Kindy - edited by Tracey Wigmore

In late 2018, Fraser Coast Anglican College identified the need for a Reconciliation Action Plan (RAP). The Director of Koala Kindy at that time, Mrs Kylie Carr, was appointed to lead the project and quickly started the ball rolling by initiating conversations with Rachel Dunkley from Inclusion Support Queensland and Karen Hall, a local Butchulla representative and artist. Kylie also discussed it with her staff at Koala Kindy and they were very keen to learn more and see how the College could get a RAP started. The team soon started looking at identifying inclusive opportunities for families and children, and understanding and respecting cultural diversity, along with discussions about using the Weaving Culture Outside In, Inside Out and Heart, Palm and Soul Cards. In collaboration with Karen Hall, it was organised for all the Koala Kindy educators to attend a Reconciliation symposium in Bundaberg. It was an emotional day for everyone as they met Aboriginal ladies who were part of the Stolen generation and some of whom shared their stories with the group for the first time ever. There were lots of tears, lots of soul searching and a realisation that we are all people and we all deserve to be listened to, cared about and to belong and contribute to society. Following this, Karen was formally invited to assist the College with our RAP journey. Karen suggested that we use the Narrangunawalli platform which is where the RAP is explored, written and eventually published. The Fraser Coast Anglican College RAP involved lots of reflection, discussions, and consultation with local Butchulla people, staff, parents, and students and takes into account what is considered “doable” and our vision has been written with this in mind. We formalised our vision by seeking endorsement from the Primary and Secondary School Student Councils, and the College Council. “One outstanding moment in this journey was when Karen came in and, together with our College Principal and myself, painted a reconciliation table. It is an amazing piece of art that has pride of place in our Kindy. It depicts the coming together of different cultures to understand each other.” Kylie remembers.

“What a fabulous legacy and example to set for the children at the Kindy and the students and greater College community. It warms my heart to know that I have and will continue to contribute to peace, harmony and understanding for many years to come.” she added. In December 2020 the College submitted the completed RAP document. It was a significant moment in the history of the College and a wonderful and meaningful thing to be a part of. The RAP is now public, for everyone to see and shows that our College is committed to bridging the gap to our local custodians, the Butchulla people, and the FCAC community moving forward. The RAP can be seen in action at the College through Welcome to Country presentations, art workshops, and our outdoor education programs. There is so much we have already done and will continue to do, with a strong belief our RAP is strengthened through relationships.

The RAP can be seen in action by Welcome to Country presentations, art workshops, through outdoor education programs. Our RAP is strengthened through relationships.