Educate Issue 6 by Kiddo Mag

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educate

NO.6

BY KIDDO MAG

Kids in sport. Small wins, big goals. Your family’s guide to education in South Australia kiddomag.com.au1

COURAGE | CREATIVITY | COMPASSION

Empowering Girls Through Our Values of Courage, Creativity and Compassion At St Peter’s Girls’ School we believe in the power of an all-girls’ education, inspiring today’s learners through our values of courage, creativity and compassion. Founded in 1894, St Peter’s Girls’ School is an all-in-one campus, ELC to Year 12 Anglican and International Baccalaureate World School. We take pride in offering a holistic and continuous education where excellence is cultivated from the Early Learners’ Centre, including our unique Pathway to School program, through to Year 12. Our curriculum, dedicated educators and supportive environment empower girls to become confident, compassionate leaders of tomorrow. We foster collaboration, camaraderie and a sense of belonging, in an environment where each girl can confidently express herself, explore her interests, and reach her full potential without any limitations. Our School Tours provide a wonderful way to experience life at Saints Girls first-hand. Personal tours available on request. Please scan the QR code or visit www.stpetersgirls.sa.edu.au/admission/visit-our-school to book your personal tour today.

T (08) 8334 2215 E enrolments@stpetersgirls.sa.edu.au

stpetersgirls.sa.edu.au 2

CRICOS Provider Code: 00373D

At Seymour, we know that passions provide our girls with purpose. They help them find their people, they take them to all corners of the globe and they create memories that last a lifetime. Which is why we are committed to providing every student who walks through our gates with limitless opportunities to pursue what they love and discover new interests. With over 150 subjects and co-curricular opportunities on offer at Seymour, the possibilities are endless. We invite you to take the first steps of your daughter’s journey of discovery today. www.seymour.sa.edu.au 4

WELCOME TO

educate

The start of the academic calendar brings with it a renewed energy; It’s a time when everything seems fresh, and the spirit of “anything is possible” resonates through the school corridors. Welcome to the 2024 school year! In this issue, we take an in depth look at school sports, exploring how schools are reimagining their facilities to provide a dynamic and inclusive environment in physical education for students. From upgraded fields to state-of-the-art training spaces, we dive into the innovative approaches schools are taking to nurture athletic talent and instill a love for physical activity. In this context, choosing the right junior coach is a crucial decision for parents invested in their child’s sporting journey. We are thrilled to feature insights from Jenny Williams, a seasoned expert in the field. Her expertise will guide you in navigating the coaching landscape, ensuring your child receives the support and mentorship needed to thrive in their chosen sport. Also this issue, Dr. Nathan James Crane, Chair of the SA/NT Branch of the Design Institute of Australia, offers an aspirational perspective on the

BY KIDDO MAG

evolution of school sports facilities and explores the possibilities of contemporary sports amenities. We also take a look at NAPLAN. This is a tricky topic, with varied viewpoints; so we find out more about the test’s original purpose and get some guidance on discussing results with our kids. We also gain perspectives on mental health and bullying awareness in schools from a School Counsellor’s viewpoint and discover more about a developmental delay that is more commonly found in classrooms than autism. As we take on this new chapter together, we hope EDUCATE will be your companion, offering valuable insights, and expert advice to make this school year a resounding success. Wishing you and your children an enriching and fun-filled academic year!

Publisher Charlotte Chambers Editor Olivia Williams Editorial Contributors Dr Skye McLennan Carly Leaker Melanie Wegener Lyndsey Collins-Praino Jenny Williams Madhavi Nawana Parker Brad Morgan Dr Nathan James Crane Jessica Holloway Shaun Ziegenfusz Emma McKenzie Nell Harris Deanna Zacharia Art Director Nicole Jesenko Sales Manager Katie Brown katie@kiddomag.com.au Printing 852kg

CO2 saved

Oliviaams Willi

on this project

Distribution Passing Out For more education and family content head to kiddomag.com.au @kiddomag Get in contact: hello@kiddomag.com.au

KIDDO + educate Editor

Inspiring Learning Distinctively Christian At Prince Alfred College we cater for the specific learning and wellbeing needs of boys. We offer a nurturing environment in which boys from ELC to Year 12 are supported to reach their full potential, and a warm and welcoming community. Enrolments for 2025 and 2026 are now open. To join us for a College Tour on Thursday 7 March 2024, scan the QR code. ELC TO YEAR 12 1 Causeway Road NEW PORT SA 5015 T 8341 5133 E enrolments@portside.sa.edu.au

Discover more at pac.edu.au

Join us for a tour!

Saturday 23rd March 2024 RSVP is essential

Reception places available 2024/2025

FEATURE

Become More

St Mary's College

155-Years of Artistic Excellence and Empowering Young Women

A Junior School Focus As parents embark on the crucial journey of selecting the right school, St Mary's College stands out as a beacon of artistic excellence and holistic development in Adelaide. With a vibrant performing arts sector, the campus offers a nurturing environment for students from Reception to Year 12. In our Junior School, music takes centre stage, guided by specialist teachers using the Kodaly method. Weekly classroom music lessons encompass singing, percussion, recorder, and ukulele, fostering creativity, innovation, and musical proficiency. The distinctive Junior School Immersion Program ensures every student learns an instrument for three years, progressing from violin and cello in Years 2 and 3 to flute, clarinet, saxophone, trumpet, or trombone in Year 4. This program enhances musical skills, contributing to academic achievement and human development.

St Mary's actively forges industry connections, with students collaborating with the Adelaide Symphony Orchestra and the State Opera of South Australia, enriching their musical journey with realworld experiences. Ensembles play a pivotal role in fostering a sense of belonging. St Mary's offers diverse ensembles, including choirs, concert bands, string ensembles, and a rock band for Year 5 and 6 students, uniting them through the universal language of music. Bi-annual Junior School musicals showcase St Mary's commitment to the arts, seamlessly blending creative and performing arts disciplines. Dance and drama are integral to the curriculum, enhancing cognitive, motor, and social development skills, showcased through regular performances. For parents seeking a school beyond academics, St Mary's is a haven of artistic inspiration and holistic development, making it the ideal choice for a well-rounded educational experience. As St Mary's proudly celebrates its 155th anniversary, the legacy of artistic excellence promises a future filled with creativity and success for all students. Book a College tour or a Come and Try Day for your daughter: stmarys.sa.edu.au Contact the Registrar: Ph: 82165700

A Catholic College for boys in the Edmund Rice Tradition

www.cbc.sa.edu.au 11

educate MAG

THE BILINGUAL BRAIN Benefits for life By A/Professor Lyndsey Collins-Praino, The University of Adelaide

When I was pregnant, one of the things that my partner and I spoke about was our desire for our children to speak both English and his native language, Italian. We came across the “one parent, one language” (OPOL) approach, in which one parent exclusively speaks one language and the other parent exclusively speaks the other, and decided to give it a try. It’s worked for our family, but it isn’t always easy to remain consistent, particularly given how dominant English is for our kids, with exposure not only through speaking with me, but also in their everyday surroundings. So why have we pushed on? In addition to the perhaps obvious benefits of being able to speak with their Italian family and retaining critical connections to their cultural heritage, bilingualism has multiple benefits for cognitive function. Studies suggest that the cognitive benefits of bilingualism extend throughout the lifespan, from infancy into older adulthood. Compared to monolingual peers, bilingual individuals have greater cognitive flexibility and are better at certain types of executive control-dependent functions, such as those that involve switching between tasks, handling multiple tasks at once, inhibiting unwanted responses, ignoring irrelevant information or maintaining rules in working memory. This has been shown to lead to enhanced learning and academic achievement in bilingual individuals. For example, those who are bilingual outperform monolingual peers on reading tasks and on multiple types of standardised tests. 12

While it’s not entirely clear why this may be, it may be related to the fact that, for bilinguals, both languages are activated in the brain simultaneously, requiring more executive control to select the desired word and avoid unwanted intrusions from the other language. Over time, this repeated need to call upon executive control processes to resolve competition between languages strengthens these brain networks, with benefits extending beyond language control alone. This is supported by multiple neuroimaging studies, with evidence suggesting that the earlier someone learns a second language, and the more proficient they are at it, the greater the neuroplasticity induced in the brain, particularly in areas relevant for executive control. Of particular note, multiple studies have noted that bilingualism is associated with increased density in the left inferior parietal lobe, an area of the brain not only associated with language processing, but also mathematical skills and the ability to read emotions in others.

“Bilingualism is associated with increased density in the left inferior parietal lobe, an area of the brain not only associated with language processing, but also mathematical skills and the ability to read emotions in others.”

Excitingly, evidence also suggests that bilingualism delays the onset of dementia later in life. Metaanalyses of the literature show that bilinguals are diagnosed with dementia up to 5-years later than monolingual individuals (although bilingualism does not seem to reduce overall risk of developing dementia). While this is still being investigated, it may be due to the neuroplasticity associated with bilingualism, as discussed above, or its ability to boost cognitive reserve, which helps the brain to resist dementia-related cognitive decline, even in the face of underlying brain pathology.

“Studies suggest that the cognitive benefits of bilingualism extend throughout the lifespan, from infancy into older adulthood.” BEST APPS FOR LANGUAGE LEARNING: DUOLINGO: Learn a new language with the

world’s most-downloaded education app! Duolingo is the fun, free app for learning 40+ languages through quick, bite-sized lessons. Practice speaking, reading, listening, and writing to build your vocabulary and grammar skills.

GUS ON THE GO: With 10 interactive lessons, engaging vocabulary reviews and fun games for kids, learning a new language has never been so easy! ROSETTA STONE: The Rosetta Stone awardwinning language solution combines proven learning methods with speech recognition technology. Choose from 24 languages in 5-10 minute lessons. MEMRISE: Unlike other language learning apps, Memrise is built around mastering specific conversations. Get unlimited speaking practice, build up confidence and watch conversations between natives language speakers, so you can understand their accents and listen to words and phrases they actually use. All available from the app store.

It's clear that bilingualism is associated with multiple advantages, both during childhood and beyond. Not bilingual yourself? Here are some things you can try to encourage language learning in your kids: UTILISE SCREEN TIME: Set TV programs and online games to the desired language to give kids exposure. This can be a great way to develop listening skills in a fun way.

MAKE IT PLAYFUL: One of the best ways for children to learn is through play, so use play time to play games, sing songs, or read books in the desired language. Dual language books, which have both languages on the same page, can be a great tool for this.

SEEK OUT OPPORTUNITIES FOR EXPOSURE: This might involve finding a caregiver who can expose your child to the desired language, enrolling in language lessons (such as through the School of Languages) or even traveling to a place where the desired language is spoken for some true immersion in the culture.

LOOK FOR COMMUNITY-BASED BILINGUAL PLAYGROUPS: There are several bilingual playgroups that meet regularly, including those for Italian, German, Spanish, Mandarin, Japanese and more. Playgroup SA can help you to find one in your area. HARNESS TECHNOLOGY: There are so many apps available for language learning, including those geared specifically towards kids (e.g. Gus on the Go; Little Pim). 13

FEATURE

Innovation Meets Tradition... The 70-Year Legacy of Mercedes College Mercedes College is a co-educational IB world school where gorgeous green open spaces and fit-forpurpose facilities provide a variety of learning spaces for Reception to Year 12 students. With a progressive curriculum delivered through the International Baccalaureate (IB), student learning is interdisciplinary in nature, building student agency and developing creative, caring, and critical thinkers. A reputation for a strong sense of community and lived values also encourages our young students to flourish in all aspects of College life. This year, the College celebrates 70 years of quality education on its historical campus and will open their new high-performance Arts and Sports Precinct, providing state-of-the-art spaces for learning, training, playing, performing, and coming together as a community. With a design inspired by the College’s beautiful surroundings and the grounds’ botanical nature, this highly anticipated facility will connect the school’s heritage with the future through contemporary style and functionality. As a Catholic school in the Mercy tradition, Mercedes College promotes the education of the whole person, emphasising intellectual, personal, emotional, and social growth through all domains of knowledge. Co-curricular opportunities and an established wellbeing program also provides for student development at all ages and stages of learning. By encouraging excellence in all their pursuits, we prepare our students to be leaders, for life. Book a tour now and see what’s behind the hedge, at Mercedes College – a unique schooling environment.

mercedes.catholic.edu.au/enrolment/tours 14

SHE WILL Within a Wilderness girl lies an unshakeable self-belief. Anywhere she wants to go, anyone she wants to be—she can, and she will.

As she grows, so too does her understanding of the world and the respectful relationships that bind it together.

Because at every opportunity she is encouraged to celebrate her adventurous spirit in the empowering environment of Wilderness School—a world leader in girls’ education.

Nurtured by non-denominational Christian family values, she matures into a compassionate friend to her day and boarding peers, an esteemed member of her community and a responsible world citizen—just as generations have before her and generations will after.

In her early years, a spirit of joy underpins all teaching and learning. It is here that she explores her interests by actively engaging in her education in an environment where her dispositions, experience and knowledge are enriched and respected. Continuing through the junior, middle and senior years, dedicated and progressive educators guide her learning journey, seeing her for who she truly is and working collaboratively with global experts to wrap evidence-based academic frameworks around her unique strengths. With their support, her potential is boundless.

She will experience obstacles. Pioneers always do. But she is resilient, a trait learned from those who have raised her, taught her and studied alongside her. Courageously she enters the unknown, confident she will create the life she wants to lead—both personally and professionally. This is the lifelong imprint left by Wilderness School and the underpinning of her extraordinary future. At Wilderness, she will.

DISCOVER MORE ABOUT EACH GIRL’S JOURNEY FROM ELC TO YEAR 12 TODAY

wilderness.com.au

educate MAG

Impressive educators celebrated at Public Education Awards Educators devoted to supporting and motivating the state’s children and young people were recognised at the 12th annual South Australian Public Education Awards.

The winner of each category received $10,000, while finalists for each category were given $2,000 to undertake professional learning or purchase resources for their school community. All of the winners and finalists can be found on the Department for Education website, along with a video showcasing their achievements.

The awards recognise both individuals and teams who demonstrate impact across learner agency, equity and excellence, inclusion, reconciliation and wellbeing. Bains Road Preschool, one of 11 winners announced at the 2023 Public Education Awards in November last year, was recognised for Inclusive Practices in Education. The preschool, located in Adelaide’s southern suburbs, prioritises high-quality education for all children, regardless of their abilities. The nurturing environment ensures every child feels valued, respected and supported in their learning journey. Heathfield High School’s Lindsey Crowe won the Innovation in Teaching and Learning Award. The senior leader was recognised for her efforts to empower students to actively co-create their learning experiences. “The Public Education Awards shine a spotlight on the incredible work of our people and the vital role they play in supporting children and young people in South Australia to learn and thrive,” said Professor Martin Westwell, Chief Executive, Department for Education. “The awards are all about celebrating excellence, inclusion and the incredible contributions of our educators to ignite a love of learning. “The awards provide an opportunity to reflect on our achievements and be proud of the work we've done across the State from the Riverland to the Far North.” 18

The 2023 Public Education Awards winners are: • Excellence in Learner Agency Westbourne Park Primary School • Excellence and Equity in Education, sponsored by Credit Union SA Cultivating Excellence and Equity, Ungarra Primary School • Innovation in Teaching and Learning Award, sponsored by Lumination Lindsey Crowe, Heathfield High School • Excellence in Collaborative Partnerships Aboriginal Education Team, Para Hills High School • Excellence in Leadership Cherie Collings, The Pines School • Excellence in Support of Early Career Teachers Berri Portfolio (Riverland) Local ECT Network, Berri Education Office • Inclusive Practices in Education Bains Road Preschool • Excellence in Collective Wellbeing Kungka Ninti Program, Fregon Anangu School • Aunty Josie Agius Award Aboriginal Education Team, Mark Oliphant College • Outstanding Reconciliation Initiatives Nunga Playgroup, Kirton Point Children's Centre • Outstanding Safety Initiatives Jim Dounas, Adelaide High School

education.sa.gov.au 19

FEATURE

What to consider when booking a psychological assessment for learning difficulties By Dr Skye McLennan, Clinical Psychologist, SPELD SA

If you’re concerned about your child’s learning, you may be considering a psychological assessment (a psychoeducational assessment). Working out what you need and where to go can be confusing!

Does this psychologist have expertise in the area I am concerned about? Some clinics focus on specific areas. For example, some have particular expertise in assessing Autism Spectrum Disorder (ASD), ADHD, or Specific Learning Disorders, while others mainly provide therapy.

What is involved? An assessment might include some, or all, of the following: g Questionnaires for you/your child’s teacher g A meeting to discuss your concerns g Testing session(s) with your child (e.g. an assessment to investigate the causes of reading difficulties might include tests to measure IQ; reading and other academic skills; phonological awareness, and other mental processes) g Feedback meetings with you, your child, and/ or their teacher g A written report

Check the website. Ask the clinic if their primary focus is a good match for your concerns.

Some assessments are more comprehensive than others. Ask the clinic what is involved.

Is an assessment necessary? How will it help? A thorough psychological assessment can pinpoint why a child is experiencing difficulties and identify strategies that will help. A psychologist can record a formal diagnosis like Dyslexia or Intellectual Developmental Disorder if applicable, which may provide access to additional services/supports.

Can I get a rebate? Most psycho-educational assessments are not eligible for Medicare reimbursement. Some private health insurers offer a small rebate if the psychologist has a Medicare provider number.

Here are some things to think about:

Will it be stressful for my child? Experienced psychologists put children at ease and make the process fun. They can incorporate games and movement breaks for children who experience anxiety or need to move around. When feedback is handled well, children gain a better understanding of themselves and leave feeling more empowered and optimistic about their future. Ask the clinic how they work with children. Raise any concerns before you make a decision. 20

Ask your private health insurer, and ask the clinician if they have a Medicare provider number.

SPELD SA offer psychological and educational assessments for school aged children. Their team has a focus on the assessment and management of specific learning difficulties, including Dyslexia. Ph 8431 1655 speldsa.org.au/psychological-assessments 21

NUTRITION

THE BRAIN-FOOD CONNECTION How nutrition impacts school performance By Carly Leaker, BHSc Clinical Nutritionist

As parents our attention and support with our children and schooling can often be focused on homework, school work, friendship issues and behaviours in the classroom. However, a key fundamental aspect of the parental support we provide to our children is through nutrition. An increasing body of evidence indicates that nutrition doesn't just impact children's physical health but also influences their mood, mental health, and learning. Research suggests that a nutritious diet, with minimal processed foods may contribute to better mental health, enhanced cognitive skills like memory and concentration, and improved academic performance in children. “If your child has the same ten foods on rotation, look for ways to incorporate a different variety. Continue to offer small servings of new foods at meal times with their favourite food regularly, to Bliss balls are a delicious and nutritious addition to the school lunchbox.

encourage trying new tastes, textures and variety.”

So, what can we do as parents and caregivers to support our children? 22

Reduce the sugar and processed foods on school days Foods high in added fats, sugars and salt have been linked to emotional and behavioural problems in children and adolescents. Focus on some key nutrients for kids Focusing on key nutrients can assist in optimising attention, memory, cognitive function and improve behaviours, ultimately enhancing your child's ability to thrive in a school environment. Ensure your child’s diet is full of the following; Iron - for cognitive functioning, memory and attention. Omega 3 Polyunsaturated Acids - for reading ability and attention. Zinc - for cognitive ability and immune function. Protein - for building, maintaining and repairing body tissue, while also breaking down food into energy. Eat from the five food groups Fruit and vegetables - a diverse variety Grains - whole grain, oats, quinoa, barley, noodles, pasta Lean meat and Poultry - fish, eggs, tofu, nuts and seeds, legumes/ beans Dairy - Milk, yoghurt, cheese Variety is key The easiest way to ensure your child is not missing out on key nutrients is to focus on diversity! Include lots of vegetables, fruits, legumes, nuts, seeds, whole grains, dairy and lean meat which will provide an assorted range of nutrients setting your child up for success in the classroom. If your child has the same ten foods on rotation, look for ways to incorporate a different variety. Continue to offer small servings of new foods at meal times with their favourite food regularly, to encourage trying new tastes, textures and variety. The connection between food, mood, and learning begins at home by promoting positive food behaviours. nutritionwithcarly.com.au | @nutrition_with_carly

As an international, co-educational and independent primary school, St Andrew’s School sets the benchmark for education from ELC through to Year 6. Through a journey of adventure, creativity, and enlightenment, St Andrew’s paves the way for children to discover their unique talents and provides every opportunity for them to achieve greatness. Discover the St Andrew’s difference – see our leading facilities and approach to education in action.

Book a personal School Tour with a member of our Executive Leadership team today. 22 Smith Street, Walkerville South Australia t. 08 8168 5555 standrews.sa.edu.au

FINANCE

Raising money-savvy kids By Melanie Wegener, B.Ed (Prim)

As parents, we have a responsibility to teach financial literacy to our children. It is easier to start positive money habits young than to correct them later. We can say all the right things and teach them skills but if we are not modelling this in our behaviour, chances are they are not going to take much notice. Monkey see, monkey do. Here are some practical tips on introducing basic money concepts at different developmental stages. PRESCHOOL Young children are eager to learn, watch closely and try to imitate us. Their little brains are like sponges. The conversations we have and behaviours we model in the early years build a foundation for future stages. • Young children can do basic chores for spending money. • Take photos of toys they want or add to their wish list. • Let them pay at the checkout. • Avoid taking them to shops often. The temptation of toys can be too hard to resist. • Allow them to spend some of their money at op shops and garage sales. • Sign up for your local toy library. Generosity: Ask if they have any toys they would like to donate to children who don’t have many. Recommended read: I’m glad for what I have by Rachel Cruze. PRIMARY Children are enthusiastic to learn and enjoy spending money. They crave more responsibility and like the opportunity to earn cash. • Give pocket money for chores. • Model how to get the best deal (price comparison, sales, vouchers and cashback). 24

• • • •

Teach budgeting with jam jars, dividing money into spend, save, give (and invest). Provide ways to earn extra money (lemonade stand, cake stall, garage sale). They can sell unwanted toys to fund new ones. Teach the difference between a need and a want. Generosity: Think Kmart Wishing Tree, Operation Christmas Child, Backpacks 4 Kids or child sponsorship. Recommended read: Barefoot Kids by Scott Pape.

TERM 1 OPEN DAYS

SECONDARY Teenagers might think they know it all (but we know better). Equipping them with the tools they need to manage money is crucial, especially as they gain more independence. • Apply for a TFN, superannuation, and bank account. • Encourage them to apply for a part-time job. • Help them create a simple budget. • Discuss the dangers of BNPL, credit cards and car loans. • Don’t pay for everything. The bank of Mum and Dad is not a long-term option. • Allow them to spend their own money and make some mistakes.

WAIROA CAMPUS MIDDLE SCHOOL YEARS 7-9 TUESDAY 20 FEBRUARY 9.30AM -11AM

Generosity: Ask your teen to choose a charity to support, like the RSPCA, Red Cross, Dignity, UNICEF, Useful Gifts or World Vision. Recommended read: The Barefoot Investor by Scott Pape

YULTIWIRRA CAMPUS INFANT, PRESCHOOL & PRIMARY TUESDAY 12 MARCH 10AM-12PM

BOOKINGS ESSENTIAL

WAIROA CAMPUS 142 Mt Barker Road, Stirling YULTIWIRRA CAMPUS 12 Anderson Rd, Aldgate PHONE 8339 6842 EMAIL enquiries@montessori.sa.edu.au

Our children will learn about money, whether we teach them or not. Ensuring that we are modelling a positive relationship with money is key. With a little intentionality, we can raise money-savvy kids. What a gift this will be for our children, no matter what age or stage they are at. Follow Mel for more tips: thesavvymamma.com | @savvymamma

ESTABLISHED SINCE 1978

montessori.sa.edu.au

educate MAG

Fostering a supportive educational partnership By Madhavi Nawana Parker, Positive Minds Australia

Education supports young people to grow and develop socially, emotionally, and academically. The best education experience will always happen when there is a solid, mutually respectful partnership between educators and parents/caregivers. So, let’s start with our shared humanity. Both educators and caregivers want the same thing. They want the best for the young person. Each delivers support in their own way. When caregiver-educator communication is healthy and strong, a child will feel more confident about their school and their educators. When it’s wobbly, the opposite will be true. Adults set the tone.

It’s important young people don’t hear us complaining about other adults in their life. It’s much more important to invest our energy into discussing concerns directly with the adult concerned, rather than with or around a child. Here are 6 ways to foster a supportive educational partnership. 26

educate MAG

Develop your confidence.

Prioritise wellbeing.

Remember, no one is perfect.

As parents, do what you can to develop an air of confidence. When children feel unsure, they will naturally look to adults to help them feel confident and calm. Children tend to use adults as an emotional compass when they experience uncomfortable feelings. Your confidence, hopefulness and regulated emotion is crucial. If you’re not happy, try and keep these feelings in the background and discuss them privately with another adult. Your child’s emotional confidence, connection to and respect for their teacher and school is deeply connected with your confidence, connection to and respect for their teacher and school.

Parents and educators need help to learn how to prioritise wellbeing. No one can do wellbeing for us, so we must find ways to prioritise it. We can do this by looking at how we’re spending our time and identifying what’s a good return on investment, for the commitment we make. Understand your time sinkers and see what can be eliminated. Looking after your own wellbeing will mean you can handle uncomfortable feelings more proactively. Every grumpy parent and educator I’ve worked with is grumpy because they are stressed, overwhelmed, anxious and their wellbeing is at rock bottom. As parents and educators, we have the power to set the tone. Our optimism or pessimism is contagious.

Parents and carers mess up sometimes, so will educators. Going into the relationship understanding that raising and educating young people can be tricky and there are countless grey areas. Going into a relationship with awareness and understanding will give you the best chance of connecting and communicating in a warm, respectful and helpful way.

2. Commit to mutual respect. Educators work hard. So do parents. Both do their best. When things aren’t working out for a young person, this can lead to conflict or dis-ease between parties. Trying to help a young person can sometimes mean that the people helping them don’t see eye to eye about what’s missing from the puzzle and what’s necessary to reset and improve things. This can lead to feelings of defensiveness and frustration. Keep listening to each other and speak in a way you’d like to be spoken to, with kindness and respect. When parents and educators look out for each other, and care about each other’s feelings, they practise mutual respect. When they are mutually respectful, communication improves, and this leads to the very best outcomes for our next generation. Mutually respectful communication lies at the heart of this partnership.

Children tend to use adults as an emotional compass when they experience uncomfortable feelings. Your confidence, hopefulness and regulated emotion is crucial.

Support connection and mutually respectful relationships between students, parents, and educators. When children are happy with their primary relationships they behave, think, and feel better. It’s important young people don’t hear us complaining about other adults in their life. It’s much more important to invest our energy into discussing concerns directly with the adult concerned, rather than with or around a child. Children are too young to take on their parent’s or educator’s worries. If there is a genuine problem, take logical action without involving your child in the stress associated with it.

6. Find out the best ways and times to communicate with each other. Both parents and educators tend to work around the clock, fitting in emails and phone calls wherever they can sneak a moment in. If your child needs lots of support and advocacy and you are likely to be in touch with their educators frequently, try and discuss this as early as possible in the piece. Find out from each other when the best time is to communicate and know what each other’s preferences are. If you’re worried about your child at 11.00pm one evening and send an email at that time, it’s very possible your child’s teacher will be inclined to check emails at unpredictable times and vice versa. Talk openly about preferred methods of communication and let them know if you don’t check emails outside of business hours and show each other respect for personal boundaries. Communication books can also be a great solution for sharing about a child’s progress. Again, the most important thing here is to ask each other and work it out together.

Wishing a year ahead of strong, happy and healthy partnerships. positivemindsaustralia.com.au/freeresources 27

Start your child’s future on a firm faith foundation. Our Early Learning Centre is the first step in a Christ-centred education pathway. Immersed in our Brooklyn Park Campus, your child will have: • Learning from a Christian worldview • Highly qualifed Christian educators • Excellent facilities including three rooms and sheltered outdoor play spaces

Join a Principal’s Tour Thursday 29 February Tuesday 4 June Come to the ELC Open Day Saturday 6 April Register and find out more at our website. emmauscc.sa.edu.au

Inspiring Hearts. Inspiring Minds.

A vibrant ELC to Year 12 College for girls in the heart of Adelaide’s CBD

SPORT

THE WINNING APPROACH Selecting the right coach for your junior athlete By Jenny Williams, OAM DipT, BEd, Grad Dip Psych, BBSc Hons, MPysch (UniSA)

Coaching junior sport should be simple but we are continually listening to a debate about scores, winning and trophies versus development. So much so that I was chatting with a dad who was so excited as he was coaching U12s this year and he could concentrate on winning. Kids could play in their correct positions and they could concentrate on having a wonderful premiership season. Wow, I love this man, he is a great bloke but when I said it was the wrong approach for juniors, he was genuinely taken aback as I am one of the most competitive people he knows and come from a family of winners. You see I am all for teaching kids to love the scoreboard but at junior level it’s so much more important in training than it is in games, as it teaches good habits but allows for MISTAKES as part of development. Yep, learning that mistakes happen and getting it back or getting the next one is the key to the success of champions and not dwelling on the mistake is a key. MASTERY AND EXPERTISE Let’s start with a really important factor in development. Mastery and Expertise. These two factors are paramount in development of young players but are often neglected in coach selection. Coaches are often well meaning and have COACH on the back of the uniform, but it doesn’t make 30

them an expert unless they have done a lot of coaching/teaching/children management before. Behavioural psychologists call it the “Halo” effect when we give a great player or ex-player the job as a coach and expect them to be good at it. Coaching is simply a different skill, and some have no idea of progression, as development was easy for them. BALANCING THE SCOREBOARD We also evaluate junior coaches on wins or losses without any evaluation criteria. This includes where the playing group sits on the bell curve for TECHNICAL, PHYSICAL, PSYCHOLOGICAL and SOCIAL development versus other teams. In lay terms, are our players as big and strong, do they have lots of experience, do they have older siblings or parents who have spent lots of time with them, do we have team dinners and most importantly do we know about each other off the field? Great junior coaches CARE about the players, themselves and the result in that order. As age and standard progresses, the result will become more important BUT if you care about player development and them as young athletes the results will come. (This happens at senior level too). At training a great coach will have little competitive drills, fun activities and feedback to help players improve. They will allow scoring but have methods to ensure teams are even, better players use their non preferred side as a priority and that everyone has a chance to be the hero for fun. (Have a shot for goal with 10 seconds to go.) Great coaches encourage players to dream about winning the game by great offence or even a great defensive effort. This should all be fun, and the same players shouldn’t always start. The result can be red frogs for winners at training but there should NEVER be punishment activities and great coaches will ensure everyone has a win. Kids are inherently fair and if some are disappointed that they, as best players, sometimes start on the bench, talk to them about why and what they can do while they are there. (Look at opposition, what foot does each player prefer, can they dodge both ways?) That is teaching them to notice, which is an advanced skill. Get the best players each training to spend 10 minutes teaching someone not so good a new idea or skill. This is about being a great teammate.

BEYOND THE SIDELINES Parents and grandparents can also be involved. First, they need to be part of the team philosophy as to what is being developed as a club. It isn’t about them or their dreams, it is about developing healthy, happy young players who are brave in getting better at training and in games. Many have played and although not experts are a source of help in simple skill drills. The proviso is that they can never be grumpy and should always be encouraging and a voice for good. Negativity creates fear and fear restricts courage and learning. If being moody or grumpy strikes a bell for anyone reading this, please understand that you will smother the potential of others even though you have great intentions to make them superstars. Parents should also be informed that one of the team guidelines is that they can only give 2 pieces of feedback to their child. (So, make it thoughtful.) Most parents are not experts and I see so many young players who get a full rundown or lecture in the car going home. They hate it, it makes them feel small, but they don’t know how to tell dad (occasionally mum) as they pay for the uniform, fees etc. If ex-players or parents are involved as helpers, then it is important that you all get together for a team dinner and some fun. Watch a movie, go bowling and talk about life. Learn about each other, let the kids order and help them with saying please, thankyou and finding out names of those who serve you. Being bold, caring and learning to be colourful can be a key to performance but they can be practised off the field too. PATIENCE AND PERSISTENCE It should also be mentioned that we need to help kids be patiently impatient. Some will want to be in a hurry but most often they burn out. It isn’t until our late 20s early 30s that we become masters in our sport (later for coaching) but the reality is most athletes stop playing in their late teens, so they never get there. Persistence is another factor that counts. The artist Macklemore’s “10,000 Hours“ and Smashmouth’s song “All Star” are such good songs with beats that match being in the zone. “You’ll never know if you don’t go, you’ll never shine if you don’t glow.” Teaching children to match head and heart is so important but takes specialised

knowledge and help. So much time is spent on technical skills but psychology and social skills are paramount in selection and performance and most often are left to chance. There are so many aspects to appointing, evaluating and helping coaches, that clubs should spend time and effort into making this a priority. So many young lives can be affected and often many big personalities around the club are involved. If your club truly wants to be a winner on and off the field then putting time, money and effort into setting up guidelines and coach mentoring is invaluable.

EVALUATING JUNIOR COACHES This is a very short basic guide to having everyone improve and helping clubs have a harmonious environment where young people can become “the best they can or want to be”. Kids are not experts in technical psych/ social/physical aspects of coaching but they are EXPERTS in their own feelings. Ask them:  Did you have some fun?  Did you learn/try something new or hard every week at training or in the game?  Did you make friends or have time with friends?  Do you want to come back next week/ year?  Did you learn about heart rates and how to stay calm? (Connecting head and heart can be simple and should start in juniors.)

If you have any questions please look at my talks on Youtube. If your club would like to have help in setting up coach evaluation and teaching tools including player evaluation sheets for those in senior grades please get in touch with me: bestongroundperformance.com

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Taming the back-to-school butterflies Try these tips for a smoother transition: By Brad Morgan, Director at Emerging Minds

Whether it’s the exciting first weeks of reception or progressing to a new year level, starting a school year after the summer holidays can be difficult for children. It’s normal for children (and parents) to feel nervous about a new environment or apprehensive about a new teacher, different classmates and changed routines. School holidays are a wonderful time to connect and enjoy extra time together as a family. But they can also exacerbate children's uncertainty when it comes time to start or return to school.

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Be curious about how your child feels and create space and time to talk with them about what’s on their mind (even a couple of minutes in the car, on your way to/from somewhere can help). Ask open-ended questions – for example, ‘How are you feeling about starting back at school?’ This will give your child the opportunity to share their thoughts, feelings and any concerns they might have. Be honest if you don’t have all the answers. For example, ‘I’m not sure who your teacher will be, either. Why don’t we call the school and ask?’ Children pick up on how the adults around them are feeling. Take time to acknowledge and share your own feelings and worries with a trusted friend, partner, family member or professional, so you can better support your child. If possible, visit the school during the holidays to play on the equipment and explore the grounds, so your child is more familiar with their surroundings on their first day.

HOW WILL YOU KNOW?

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In young children, typical signs of feeling anxious can range from butterflies in the tummy to refusing to go through the gate.

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Most schools have processes to help your child settle into the new classroom and the new school year. With some positive reinforcement, these feelings of fear and uncertainty will soon start to fade. If you’re unsure, reach out to your child’s educator, who can support this transition (back) into the school routine.

Practice putting together packed lunches during the holidays and let your child help with packing their lunch when school goes back. This will help them to feel in control and create a routine.

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Play games on the way to school such as I-spy, counting objects, or spelling out signs you pass, to keep your child occupied and help them to avoid worrying.

Chances are, if you’re feeling a bit nervous, your child is too!

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IS IT SOMETHING MORE?

You know your child better than anyone else, so if you think their anxiety is more than a usual part of growing up, don’t hesitate to reach out for support.

When a child’s anxious thoughts and feelings have an ongoing impact on their ability to enjoy or participate in aspects of daily life such as playdates or going to school, it can be important to enlist extra help.

Connecting with a parent helpline or talking to your GP is a great place to start. They can offer strategies for you to help manage your child’s anxiety, as well as giving you access to many other useful resources or referring you to specialist services if needed.

While it’s normal to show signs of nervousness in new settings, sometimes children need extra support to feel safe and secure in a new place.

HELP IS AT HAND

Signs that a child may be experiencing higher anxiety could include:

 having trouble sleeping for extended periods of time

 frequently complaining of stomach aches or  

abdominal pains (that don’t have physical causes) displaying changes in behaviour such as physical agitation or reduced communication changes in appetite or toileting habits

Emerging Minds Families is a FREE online hub of videos, fact sheets, web articles and podcasts designed to provide parents, families and caregivers with the knowledge, skills and confidence to support their child’s mental health. By growing your understanding of child mental health, you can better equip your child to navigate the normal ups and downs that life can bring. Find out more about supporting your child to overcome their anxiety and access all of the resources for free: emergingminds.com.au

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Game Changers:

interests and skill levels. This not only encourages participation among a broader spectrum of students but also promotes a sense of community and teamwork. Inclusive and universal design aims to create accessible and equitable environments, products, and systems for people of all abilities. It seeks to eliminate barriers, promote equal opportunities, and prioritize user needs throughout the design process. This approach emphasizes flexibility, user-friendly interfaces, and the promotion of dignity and independence. By fostering a culture of social inclusion, inclusive design envisions a world where everyone can fully participate in various aspects of life, including sport.

The Evolution of School Sports Facilities Words by Dr Nathan James Crane

In the ever-evolving landscape of educational environments, school-based sports facilities have undergone a remarkable transformation in recent years. Embracing the rapidly increasing possibilities these spaces could or should include, has led designers and school leaders to redefine expectations on what contemporary sports amenities can be. There are several key trends which have emerged over the last few years globally, which are starting to be integrated into new and existing design developments across the state.

Technology Integration

In the age of digital innovation, school-based sports facilities are embracing technology to enhance the overall experience for students and educators alike. Increasingly, there is a shift away from traditional sports equipment, as schools increasingly adopt smart technologies to engage students in physical activities. From interactive sports surfaces to augmented reality-enhanced training programs, technology is bringing a futuristic edge to these spaces. Smart sports equipment, such as basketballs equipped with sensors or interactive climbing walls, not only make physical activities more engaging but also offer valuable data insights. Coaches can analyse performance metrics, track progress, and tailor training programs to individual needs. Additionally, schools are incorporating virtual reality (VR) and augmented reality (AR) elements to simulate realistic game scenarios, providing students with immersive and educational sporting experiences. 34

Shore Physical Education Centre, Sydney Grammar

Sustainability Evelyn Grace Academy by Zaha Hadid Architects

The $88 million South Australian Sports Institute (SASI) and UniSA Sports Science Hub, set to open in 2024, will revolutionise high-performance sports research and education. The state-ofthe-art facility, co-located with the National Centre for Sports Aerodynamics, will offer cutting-edge technology for athlete preparation. With the government investing $68 million and UniSA contributing $20 million, the hub aims to attract national and international teams, benefitting from improved talent identification and pathways. SA school students will also enjoy enhanced opportunities for interaction, inspiration, and participation in sports, while the inclusive design accommodates Para-athletes, promoting excellence in research, teaching, and commercialisation collaborations.

Inclusivity

Inclusivity has become a central theme in the design of school-based sports facilities. Today's designers are striving to create spaces that accommodate the diverse needs and abilities of all students. Wheelchair-accessible sports surfaces and adaptive sports equipment are just a few examples of how inclusivity is taking centre stage in the evolution of these spaces. Inclusive design goes beyond physical accommodations too. Schools are fostering an inclusive sports culture by offering a variety of sports and activities that cater to different

With an increased awareness of environmental issues, sustainability has become a driving force in the design of school-based sports facilities. From energy-efficient lighting systems to eco-friendly construction materials, schools are making conscious choices to reduce their environmental footprint. Artificial turf made from recycled materials, solar-powered lighting, and rainwater harvesting systems are just a few examples of how sustainability is being woven into the fabric of these spaces. Beyond the immediate environmental impact, schools are also leveraging sustainable design as an educational tool, teaching students about responsible resource management and the importance of eco-friendly practices.

Multi-Use Spaces

The traditional delineation between sports facilities and other areas of a school is fading away as the demand for multi-use spaces rises. Schools are recognizing the need for versatile spaces that can serve various functions, from sports events and assemblies to community gatherings and outdoor classrooms. Flexible designs, retractable seating, and modular equipment are allowing sports facilities to transform seamlessly into different configurations. This adaptability not only maximizes the utility of these spaces but also fosters a sense of community engagement by accommodating a diverse range of activities.

Wardle Academy

While these trends are a burgeoning concept for our South Australian context, their incorporation contributes to the creation of dynamic environments that go beyond the traditional, even colloquial notion of a ‘sports gymnasium’. As school-based sports facilities continue to evolve, they are not just spaces for physical activity but integral components of holistic education. These trends not only reflect the changing needs of educational institutions but also play a pivotal role in shaping the future of education by promoting innovation, diversity, and community engagement. In the sports facilities of today, we witness the blueprint for a more inclusive, sustainable, and technologically advanced educational experience, both locally and abroad. Dr Nathan James Crane is a design writer and educator and is Chair of the SA/NT Branch of the Design Institute of Australia. 35

FEATURE

FROM PLAY TO PLATE Edge Early Learning Serves Up Healthy Education

Give your child a bright and inspired start

With a strong focus on nurturing young minds through quality education, care and even nutritious meals made by in-house chefs daily, Edge Early Learning is shaping the early learning landscape in South Australia. Being one of the leading early education providers within Australia, Edge delivers exceptional education programs that enable children to discover their potential and start school with a love of learning. Edge is a privately owned and operated early learning group that provides programs from 6-weeks to school age through an inquiry-based learning approach, where children are encouraged to ask questions and learn through play. Good nutrition is essential for children’s health, growth, and development, which is why all South Australian centres have an in-house chef who produces a new, seasonal menu every week and provides fresh meals daily. Catering to all dietary requirements, children enjoy a vast variety of meals, salads, soups, mains and desserts. Some of the children’s favourites include focaccias, pinwheels, chicken curry, spaghetti and meatballs, and burgers that the children get to construct themselves. “We are conscious that healthy habits ingrained in a child’s first five years will set the tone for future wellbeing and that’s why we are so passionate about the health and wellbeing of children from a young age,” Edge Early Learning CEO Annie Bryce said. “We place a high importance on serving children nutritional and well-balanced meals that are diverse in flavour and cuisine. Mealtimes at Edge are also designed to be social, so the children eat together at tables in each of the centre’s dining areas and we find this helps encourage socialisation and positive eating habits.” 36

We’re building a new school for the next generation Since first established in the state almost 2-years ago, there are 17 Edge centres across SA including Aldinga Beach, Angle Vale, Brahma Lodge, Gawler East, Munno Para West, Strathalbyn, Virginia, Plympton, Oaklands Park, Royal Park, Port Adelaide, Hallett Cove, Port Pirie, Port Augusta, two in Mount Barker, and another purpose-built centre in Angle Vale established this year. All South Australian centres have state-of-theart modern learning spaces and high-quality educational resources, with age-specific rooms including nursery, toddler and preschool. Outdoor play areas feature bike tracks, climbing forts, water play stations, sand pits, vegetable gardens, space to run, and quiet areas to relax. Edge’s educational programs support and enhance learning milestones and journeys across all areas of development through four pillars, education, wellbeing, community, and sustainability. Offering extended opening hours, from 6.30am to 6.30pm from Monday to Friday, to best suit parents and carers, enabling them to get the most out of their allocated subsided hours per fortnight with different session times available. Edge Early Learning is one of Australia’s most reputable and fastest growing early childhood education groups with more than 50 centres across South Australia, Queensland and the ACT.

Book a tour to find out why raph.catholic.edu.au

Designed to inspire your child’s love for animals, join this exciting program for kids aged 2-5 years. Find out more today adelaidezoo.com.au/atozoo

We can't wait to meet you!

Adventure STARTS HERE Planning a bright future for your child? At Faith Lutheran College, in the heart of the Barossa, we know where to start. Here, ELC to Year 12 is an exciting adventure, where everyone has the opportunity to shine.

discover our early years

Group music classes for children aged 3-5 Music ensemble classes One-to-one music lessons

Enquire now faith.sa.edu.au or call us on 8563 2456.

To find out more about Edge Early Learning and book a centre tour: edgeearlylearning.com.au

Limited places!

ELC to Year 12 in the heart of the Barossa

Theory classes and more

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Celebrating Neurodiversity in the Classroom By Nell Harris, Neurodiversity Advocate

Neurodiversity is a concept that recognises and celebrates natural variations in human neurology and is an umbrella term that encompasses a wide range of neurotypes. Each of these diagnoses express traits that are unique to the individual, bringing valuable perspectives and skills.

Embracing neurodiversity in the classroom benefits all. When students are exposed to different ways of thinking and perceiving the world, they develop a greater appreciation for individual differences. This promotes a culture of acceptance, respect, and inclusivity, which can positively impact the overall classroom dynamics and further into the future.

It’s estimated that 15 - 21% of our population is neurodivergent, so in a classroom of 25 students it could be estimated that approximately 5 will be neurodivergent. True neurodiversity accepts, includes and celebrates every single person's way of thinking, learning, and perceiving the world, which requires creating inclusive classrooms that accommodate the diverse needs of ALL students. Embracing neurodiversity in the classroom benefits all. When students are exposed to different ways of thinking and perceiving the world, they develop a greater appreciation for individual differences. This promotes a culture of acceptance, respect, and inclusivity, which can positively impact the overall classroom dynamics and further into the future.

How can you support Neurodiversity in the Classroom? Become neuro-affirming through educating ourselves. This is more than understanding and accepting neurodiversity. It is about celebrating, validating and supporting neurodiverse individuals. To understand that a child isn't just ‘not trying’ or ‘naughty’, but potentially over-stimulated, dysregulated, or has entered a shut down mode where it is physically impossible for them to engage and learn. This understanding develops compassion and is incredibly empowering for the child, yourself, and your relationship with each other.

Create and have support in implementing individualised learning plans tailored to the child’s specific needs. Chat with the parents, ask about strengths and interests, what supports the child needs and finds regulation in, the early signs of dysregulation and what the parents do to help reregulate their child. Have access to neuro-affirming literature, activities, and resources to help support universal understandings of self and others. REASSESS YOUR CLASSROOM: the student’s learning environment. Neurodivergents are often sensitive to sensory stimuli. NOISE SENSITIVITY: not just loud noise either, but layers of noise can be just as jarring for a neurodivergent mind. Having a few pairs of noise cancelling headphones could be seen as a day saver for some students. LIGHT SENSITIVITY: artificial/fluorescent lights are tiring on the eyes. If the option to use natural light is there, use that before switching on the overheads - or have periods of the day where the overhead lights are off. ALTERNATIVE SEATING: chairs, stools, wobble cushions, the floor… every child would have a preference and will engage better sitting in that way. PHYSICAL SUPPORTS: such as providing dark/ quiet spaces for breaks, allowing students to use fidgets, weighted items such as blankets to help them focus. Offer small breaks between study

blocks like a stretch and walk to the drink fountain will help refill their executive functioning tank. PROVIDING CLEAR AND CONCISE INSTRUCTIONS: using positive inforcement (eg. I want you to write a story 1 page in length rather than I want a story that's less than 2 pages), breaking tasks into smaller steps to help reduce overwhelm and potential task paralysis, and having visual reminders of steps / timetable / requirements. Incorporating visual aids such as a visual timer showing work block, handson activities, and interactive technologies can enhance comprehension and retention. This non-exhaustive list of ideas to make the classroom more neurodivergent friendly may sound like all students would like this, and I agree. A lot of the time, neurodivergent requests are to soften the harshness of the world’s input, and to create a space that is kinder for our minds and bodies would be nice for all. But remember, what is nice for some, is critical for others and these supports can make a big difference between certain people having a good day and having A DAY. Recognising and valuing the unique traits, strengths, perspectives and needs of neurodiverse students fosters a culture of inclusivity, empathy, and understanding. Embracing neurodiversity not only benefits neurodiverse students but also enriches the educational experience for ALL, preparing students for a diverse and inclusive world. @nell_harris_art_and_adhd 39

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GAME ON!

SOUTH AUSTRALIA’S SCHOOL SPORTS FOR TOMORROW’S STARS

St Mary’s College For your netball-loving daughter, St Mary's College presents a unique chance to flourish within the Netball Academy. Endorsed by Netball SA, this program, established in 2007, seamlessly weaves elite netball training into the school curriculum. The netball program is available as an elective subject for Middle School students, with Senior School students completing the program outside regular school hours. Exceptional netball players from Years 7 to 12 are welcomed into the Netball Development Squad, proudly representing St Mary's College. The program also extends to Year 5 and 6 students, with a ‘Mini Mary’s’ Netball Academy.

In the hallways and playing fields of South Australian schools, the future stars of the sporting world might just be running their first lap or scoring their initial goals. With a focus on holistic development, schools in the state are nurturing not just academic excellence but also the budding athletic talents of their students. From soccer fields to basketball courts, students are given the opportunity to explore their athletic potential across the diverse sports programs offered by schools across SA. From grassroots programs nurturing future athletes to inclusive initiatives promoting fitness for all, South Australian schools are key players in creating well-rounded individuals. Here’s a look at what’s on offer. 40

St Mary's College Netball Academy's success resonates not just in numerous statewide finals but also in players progressing to club, state, and national levels. Beyond the court, students actively engage in mentoring, coaching, and event organisation, cultivating important leadership skills. St Mary’s College believes in nurturing athletes and well-rounded individuals. Join us in engaging your daughter's passion for netball in a positive educational journey. For more information, contact the College at 82165700 or book a tour. 253 Franklin St, Adelaide stmarys.sa.edu.au

Prince Alfred College Co-curricular sport at Prince Alfred College is an enthusiastically embraced part of school life. From Year 4 to Year 12 our boys participate in a wide range of summer and winter sports with opportunities for students to be involved at all levels, from participation to high performance.

Seymour College Alongside a world-class academic offering, opportunities for sport at Seymour are broad, engaging, and inclusive, and start from the very beginning.

Our world-class facilities including ovals, synthetic turf, nets and our gym, indoor pool, squash and basketball courts in the RED Centre provide many ways for boys to get involved.

Seymour’s approach in extending its co-curricular sport offering to its youngest learners is unique, as it provides girls from Reception to Year 2 with boundless opportunities to discover passions and foster friendships, all in the safety of the 25-acre College grounds.

Princes also offers our students exchange and tour opportunities through sport to give boys an experience of different schools, cities and countries, whilst participating in the sport they love.

The Junior Years Sport program is facilitated by a team of dedicated and exceptional staff and coaches, who ensure that every girl is supported in her sporting pursuits, as she discovers what she loves.

At Princes we believe the value of sport is much greater than the activity itself, leading to positive wellbeing and academic outcomes along with life-long skills such as making and keeping commitments, resilience, problem solving and teamwork, all in relatively low-stakes environments.

Yet it’s not just the adults who inspire Seymour’s youngest athletes, as their Middle and Senior girls are also actively involved in the Junior Years program. Whether it be through their aligned training sessions, volunteering as coaches, mentoring, or supporting from the sidelines, Seymour’s Junior Years girls are continually surrounded by incredible role models.

Summer sports offered: badminton, cricket, tennis, rowing, waterpolo, swimming, sailing, surfing, T-ball, volleyball and touch football. Winter sports offered: athletics, hockey, rugby, Australian rules football, table tennis, squash, soccer, debating, chess, and basketball. 23 Dequetteville Tce, Kent Town pac.edu.au

Seymour College is proud of their thriving Sport program and with an 83% participation rate from Reception to Year 6 last year, despite being noncompulsory, the number of passions uncovered, friendships created and sports to be enjoyed in 2024 are sure to be endless. 546 Portrush Rd, Glen Osmond seymour.sa.edu.au

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St Aloysius College For over 15 years, St Aloysius College has provided opportunities for students from Reception to Year 2 to be involved in a range of exciting after school sports clinics through their Come ’n’ Try program. Wilderness School At Wilderness School, we work hard to generate the best opportunities for every student, like ensuring our girls can study their subjects of choice up until Year 12. This approach extends to providing access to an exceptional range of sport.

Faith Lutheran College Faith Lutheran College provides diverse experiences for students from age three in our Early Learning Centre to Year 12. As an IB World School, our curriculum emphasises inquiry-based learning, fostering real-world applications.

Wilderness boasts one of the biggest all girls sports programs in South Australia with over 82 teams that compete annually. Our outstanding teams have achieved premiership medals in a multitude of sports, including rowing, soccer, hockey and swimming.

In Junior School, our Physical Education program enables students to develop skills outside the classroom. The Bush Block provides the perfect setting for students to explore nature, reflect on health and wellbeing and develop skills through play-based games and activities led by our dedicated PE Coordinator. Sports from around the world are also explored as students apply their knowledge and learn to be open minded to different perspectives. Learning is further enriched for upper primary students as they share and lead games for their younger peers at the School’s annual Sports Day.

Our highly successful touch football program is a highlight. Over the past two years, Wilderness girls have won an incredible three state championships, with our senior A players remaining undefeated in their weekly competitions—a truly remarkable effort. We are tremendously proud and excited to see the program continue to excel. The success can be credited to outstanding coaching and a true spirit of teamwork —a culture that permeates all Wilderness sport offerings.

As students journey through to Middle and Senior School, sporting opportunities include a wide range of extra-curricular teams, competing with Schools from across the state. Junior School, Maria Street, Tanunda

30 Hawkers Road, Medindie

Middle & Senior School, 130 Magnolia Road,

wilderness.com.au

Tanunda faith.sa.edu.au

The program offers a nurturing and vibrant space that encourages students to be active, and engaging them in diverse experiences that enhance their physical and social skills. In 2023, students enjoyed trying multiple sports including gymnastics, dance, cricket, mini tennis, lacrosse, basketball, netball and AFL. In 2024, SAC will add soccer and Little Athletics to the variety of Come ’n’ Try clinics.

Mercedes College Mercedes College is delighted to open its new high performance Arts and Sports Precinct in 2024. Featuring a state-of-the-art indoor multi-purpose court system and outdoor courts for netball and tennis, this Precinct will soon be the heart of the Mercedes College sporting experience. Our basketball, volleyball, tennis, netball and badminton teams are all looking forward to playing and competing in these new custom built facilities. Opening this new Precinct will be one of many highlights at Mercedes College in 2024 as we celebrate our 70th anniversary.

53 Wakefield St, Adelaide

540 Fullarton Road, Springfield

sac.sa.edu.au

mercedes.catholic.edu.au

St Raphael’s School If you're looking for a school that takes its sporting excellence seriously, then look no further than St Raphael’s School. Each term we offer something different and our 2023 Term 4 program kicked off with the SACPSSA Athletics carnival, where our talented young athletes gave it their all at Santos Stadium. Their efforts were recognised at our annual Celebrating Sports Assembly. Physical Education Week was a huge success, with Year 6 students leading younger students in energising health hustles, games and a fun run for the JP year levels. Water Safety Week engaged students in daily activities at Unley Swimming Centre. Our after-school sports programs with Kelly Sports included cricket, soccer and volleyball. We are committed to fostering a love of sports and physical activity in all of our students no matter their age or abilities. Join us and discover the many benefits of a school that values sporting excellence. 114 Glen Osmond Rd, Parkside | raph.catholic.edu.au 43

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Hannah Silcock, Year 7. One of 24 students in Walford’s High Performance Academy during 2023.

Walford Anglican School Walford prides itself on first-class sporting facilities, and on cultivating a warm, inclusive atmosphere where each student is seen, heard and known. This commitment extends seamlessly to Walford's High Performance Sport Academy, a sanctuary and development program for students in Years 7 to 12 who are identified as elite athletes or athletes with the potential to reach elite levels of sport. This dynamic and bespoke high performance athlete development program offers specialised guidance from industry experts in strength and conditioning, sports nutrition, performance psychology, physiotherapy, leadership, and character. Embracing students from diverse sporting backgrounds, including club/state/national levels or talent pathways/identification programs, Walford uses a tailored and research-informed approach to nurture an environment of connection, wellbeing and excellence for its top tier athletes. The Academy maximises use of the School’s cutting-edge multimillion-dollar sports centre, featuring indoor courts, a viewing platform, a fitness room, and a movement/dance studio. Beyond this, students also enjoy access to tennis/ netball courts, hockey fields, an oval, and a heated swimming pool, enriching their overall athletic experience and development. 316 Unley Road, Hyde Park SA 5016 walford.sa.edu.au

Tatachilla Lutheran College The importance of sport to the physical and emotional development of children is widely celebrated, but Tatachilla Lutheran College has elevated its teaching approach to sport by offering a unique extension program for its emerging athletes who have demonstrated the talent and commitment necessary to compete at the elite level. The college’s Advanced Athlete Development Program goes beyond traditional physical education to equip eligible students with the skills and knowledge to grow as high-functioning athletes and – if they so wish - pursue a lifelong career in the sports industry. As part of the program, Tatachilla’s studentathletes are equipped with crucial skills in physical conditioning, mental preparation, nutrition, leadership, time management, adaptability, rehabilitation, sportsmanship, sports psychology and coaching. They have the opportunity to apply these skills to their chosen athletic discipline – which may include (but is not limited to) Aussie Rules, cricket, surf lifesaving, table tennis, swimming, cycling, gymnastics and hockey – and gain vital industry experience through collaborations with international sporting experts. All Tatachilla students in Years 9-11 who are already competing at a district or state level are eligible to apply for the program. 211 Tatachilla Road, McLaren Vale tatachilla.sa.edu.au

CBC Christian Brothers College (CBC) is proud to offer aspiring soccer students our innovative Soccer Program, in partnership with elite English Premier League club Tottenham Hotspur. Open to boys from Years 7 to 12, this program combines classroom learning with premier coaching and advanced training, to ensure comprehensive development of young soccer athletes. CBC’s Soccer Curriculum emphasises theory, skill refinement, and personal development, important to those entering high-level sports. This is achieved through a 12-week school-based program led by a professional Tottenham Hotspur Coach. Structured around three key areas: Curriculum, Co-Curricular, and our exclusive partnership with Tottenham Hotspur; this program fosters holistic growth for our boys in physical, psychological, social, and cognitive dimensions. For boys who have a passion for the world game and aspire to advance their career in soccer, then CBC is the place to be. 214 Wakefield St, Adelaide

St Dominic’s Priory College Each student’s accomplishments, whether on a playing field or in a classroom, underscore the holistic, well-rounded education that St Dominic’s Priory College provides; and is an honest reflection of the supportive Dominican Community, of which our dedicated staff and College families are an integral part. The College acknowledges and celebrates the success of our girls. From being selected as a Defender in the U20 Young Matilda’s Squad, to playing Ruck in the AFLW, to competing nationally in Basketball, or representing Australia as a paraathlete in Badminton; our co-curricular Sports Program at St Dominic’s Priory College prides itself on providing a solid foundation for young women to pursue a career in sport. St Dominic’s Priory College is a Reception – Year 12 girls’ school, located in North Adelaide. We welcome families to visit us in 2024. 139 Molesworth St, North Adelaide stdominics.sa.edu.au

cbc.sa.edu.au/soccer-program St Andrews Primary At St Andrew's School, we recognise the significance of fostering physical wellbeing alongside academic excellence. Our sports program is designed to provide students with a dynamic and enriching experience, promoting skills, exposure to diverse activities, and the development of new-found confidence. Our specialist facilities, including our oval, tennis courts, and purpose-built gymnasium, are regularly used by students during classes, as well as by our extensive range of Co-Curricular sports. 22 Smith Street, Walkerville | standrews.sa.edu.au 45

FEATURE

Nurturing self-learning ability

KUMON MATHEMATICS AND ENGLISH Learning tailored for each child It is common for parents to have concerns around whether their child has acquired the skills needed to thrive in a preschool or classroom environment and to enjoy learning. Parents want their children to form a strong foundation that contributes to a positive self-image of themselves in the future. At Kumon, students begin study at a level that allows them to build confidence from day one. Worksheets are intentionally designed with young learners in mind. The clear and systematic approach supports parents in implementing the programme with their children at home. Not only do children progress through the content at their own pace, the level of difficulty is customised to cater for their individual skills and ability.

Learning at the ‘just right’ level

In a recent article, Sydney Morning Herald journalist Daniella White reports on NSW schools who consistently achieve high scores in NAPLAN. In this article, Principal Damien Moran, from Ashfield Public School, discusses the school’s strategy of using data to identify the students who need further support and how this helps deliver above-average progress for students. Such an approach is consistent with the findings of the 2015 Grattan Institute Report. This report recommended the use of data to improve student learning, through a model called targeted teaching, whereby teachers and schools focus on what each student knows now, target their teaching to what each student is ready to learn next, and track every student’s progress over time. This method is what Kumon has implemented with students for over 60 years. 46

Established in Japan in 1958, and celebrating 40 years in Australia in 2024, Kumon helps children develop strong calculation and reading skills. Through its programmes, students acquire strong study habits and build confidence in their ability to learn. In time, they study materials independently, at a level that is ahead of their school grade. They feel comfortable to face challenges and develop a mindset where no problem is too difficult to attempt. At Kumon, extensive data about each child’s performance, including details such as the time taken to complete work, and the number of correct answers, is recorded during every learning session. The information is then collected by the Instructor when they next see the student. Access to this data allows the Kumon Instructor to assign work that is the most relevant or ‘just right’ for that child to study next. By reviewing this vital data, the Instructor tailors the learning for each student.

The after school learning industry encompasses many different forms of tuition. Sometimes the purpose of tuition is to help a student catch up. And many families initially seek the support of Kumon Mathematics and English for this reason. But Kumon goes beyond tuition: Kumon empowers students to learn for themselves, rather than to prepare for a particular test or assessment. Kumon students work towards building self-learning ability, meaning they will not be dependent on the skills and knowledge of others. Key to this empowerment is advanced study, where Kumon students self-learn mathematics and English concepts far ahead of their school grade. Advanced study is more than knowledge acquisition. Toru Kumon, the late founder of Kumon, believed when students self-learn ahead of school grade, their character also grows. Confidence and discipline were specific character traits Toru Kumon saw thousands of students develop during his lifetime. “Go to any Kumon centre and you can see examples of children developing as people as they develop their academic ability,” Toru Kumon once said.

To learn how Kumon Mathematics and English can have a positive impact on your child’s learning, contact your nearest centre: kumonsearch. com.au or scan the QR code on the right.

If you are passionate about working with children, contributing to your community and running your own small business as a Kumon franchisee, visit: kumoninstructors.com.au/franchise or scan the QR code to the left.

Practical applications for primary school, high school, university, and beyond

Michael, who now studies an undergraduate engineering degree, started Kumon Mathematics when he was 10 years old and in Year 4 at school. By Year 8, Michael was studying Kumon Mathematics at senior high school level. For Michael self-learning became a habit, helping him greatly in high school. “Kumon definitely helped me be independent and not have to ask people for help as much,”w Michael says. “If I get stuck on a question, I will generally try and figure it out myself. Being independent and persevering with studies was a great help in high school, especially in my Year 12 exams.” Now, four years into his degree, Michael continues the habit of self-learning he developed at Kumon. This is essential for success at university, an environment where students are expected to study independently and be self-motivated to learn. Both Kumon Mathematics and English support students to develop a daily study habit and to use self-learning to overcome challenges in their worksheets. As students build their daily study habits, they develop discipline, and as students overcome challenges using selflearning, they grow in confidence. 47

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Mental Health and Bullying Awareness By Emma McKenzie, Preparatory School Counsellor, Prince Alfred College

As the Preparatory School Counsellor at Prince Alfred College (PAC) I operate in a two-way partnership with the boys I support, one in which we learn from each other. In a world of increasing mental health statistics, where almost 1 in 7 children and adolescents aged 4-17 years are estimated to have experienced a mental illness in the previous 12 months, addressing social and emotional wellbeing and bullying awareness with children is critical.

Schools provide safe and supportive learning environments which are proactive in fostering emotional wellbeing and upskilling students. Rather than putting fires out, we can work towards preventing them. Education is vital, where schools must equip students, staff, and parents with the skills to recognise and respond healthily to 48

challenges related to mental health and bullying. A resultant sense of resilience can be promoted by teaching coping mechanisms, stress management techniques and by encouraging help seeking behaviour when required. At PAC, we use the ‘Restorative Practices’ approach to build, maintain and restore relationships, which focuses on building community and managing conflict and tension through reparation. Restorative Practices is proactive and builds capacity for good relationships to happen by up-skilling students to develop empathy and the capacity to see things from another’s viewpoint. Additionally, it looks at the needs of the children involved, such as unmet or thwarted needs. If children understand that we all have these needs, we can encourage getting these needs met through healthy means. Schools today need to shift their focus from a more traditional, behavioural approach which centres itself around control and compliance, to relationship building and more effective communication.

Within the Preparatory School at PAC, we run a Wellbeing Program from Reception to Year 6, which is part of the ‘Princes Man Program’, our pastoral program that runs in Years 7 to 12. Our program aims to nurture boys to build self-awareness, form and maintain positive relationships, and care for themselves and others. We focus on equipping our students with the social and emotional skills required to be caring and compassionate men. We understand that explicitly teaching social and emotional learning leads to positive outcomes for students’ mental health, relationships, behaviour, and academic achievement. Harvard University has been running the world’s longest study into happiness. One of their main findings is that people who have connections in their lives have the greatest forms of happiness. Even just one positive connection will keep us happier, healthier, and help us live longer. This cannot be underestimated. Parents and school staff hold such wealth in their hands through the gift of a positive connection to a child. A child’s family relationships (including extended family and carers) are considered the most influential factors in a child’s life. The quality and stability of these have a lasting impact. We encourage these relationships at PAC by offering a buddy system between year levels where peers support each other and are encouraged to look out for one another. We have also introduced Year 6 Prefects who will work within the wellbeing space, promoting significant wellbeing issues and events across the Prep School campus. Parents are provided with resources such as ‘School TV’ which offers current information on mental health and bullying prevention.

Schools today need to shift their focus from a more traditional, behavioural approach which centres itself around control and compliance, to relationship building and more effective communication.

It is important to be mindful that mental health problems can be expressed in a variety of ways such as anger, withdrawal, hyperactive or disruptive behaviour. Take note of any changes in behaviour of your child. Be responsive to their needs while balancing the opportunity for your child to take safe risks and learn from their mistakes, without ‘rescuing’ them at challenging times. Keep communication open, honest and age appropriate. Model healthy social skills and coping skills, such as exercise and deep breathing, at times of upset or stress. Encourage movement and play outdoors, where quality time is spent together away from screens and devices. Maintain routines as much as possible, such as regular bedtimes and mealtimes. If you have any concerns about your child, your GP is a good first point of contact. We must invest our time in building strong relationships and explicitly teaching social and emotional competencies to our children. By taking a comprehensive and proactive approach, we are in a fortunate position to be able to empower children to feel confident to voice concerns, create a culture of empathy, and contribute to the wellbeing of individuals, and a healthy school community. Most importantly, we need to turn to the students and ask them what challenges their wellbeing and what works well. They know and can be our greatest resource. 49

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educate MAG However, the context surrounding recent years’ NAPLAN results cannot be discussed without acknowledging the elephant in the room—the global COVID-19 pandemic. Its pervasive impact is felt in every corner of our lives, and education is no exception. Countries worldwide report significant drops in annual test scores, which should come as no surprise. The disruptions caused by school closures, remote learning, and the general upheaval of daily life have left an undeniable mark on students' academic performances.

Unlocking the Potential

A Parent’s Guide to Navigating NAPLAN Results and Beyond

But the impact isn't just academic. The levels of fear, loss, and trauma experienced by families due to the pandemic and other crises, such as environmental catastrophes like floods and fires, add an emotional layer to the challenges faced by students. The historically low participation rates in recent NAPLAN rounds are a testament to the hurdles students had to overcome. It's a stark reminder of the resilience required to navigate learning in the face of significant challenges.

LIFE BEYOND NAPLAN

By Jessica Holloway, Associate Professor and Principal Research Fellow, Institute for Learning Sciences and Teacher Education

As the familiar annual ritual of awaiting NAPLAN results unfolds, parents and students find themselves immersed in a sea of anticipation. Every year, this nationwide litmus test for literacy and numeracy performance casts its shadows on students in years 3, 5, 7, and 9. Despite the fact that NAPLAN is not used for the purposes of high school or university admissions, its influence on a child's self-esteem, as well as what schools choose to focus on, remains undeniable. Therefore, it’s important for parents to be equipped for navigating the tricky conversations that come with NAPLAN results. This can range from dealing with disappointment, to carefully relaying the importance of the test while not overstating the value students should place on it. 50

UNDERSTANDING THE BROADER PICTURE In the delicate conversation surrounding NAPLAN results, understanding the context of the test is critical for both parents and students. It is easy to mistakenly see the test as a true representation of what a student is capable of achieving. The truth, however, is that NAPLAN wasn’t originally designed for this purpose. Indeed, the test was actually intended to provide the government and the public with a broad snapshot of overall school performance. This allowed the governments to understand which schools needed more support and resources. A metaphor that might be useful is to think of a thermometer that measures temperature. Similarly, NAPLAN can be thought of as a tool for measuring the nation’s temperature, or how its education system is working. In other words, NAPLAN wasn’t meant to be used for measuring individual student performance. Explaining this context can help students see that while their results are important, the test serves a much larger purpose of directing resources to schools in need.

As NAPLAN unfailingly takes centre stage in national conversations each year, parents and students can't help but perceive it as an overwhelming part of school life. Unfortunately, research indicates that students' self-esteem can take a hit when faced with results that fall below their expectations. With the help of teachers, parents can also help guide their students toward a broader understanding of education and achievement. Parents can encourage their children to view NAPLAN as just one indicator of their learning progress. Undoubtedly, their strengths extend far beyond the realms of subjects tested by NAPLAN. Parents should acknowledge achievements in untested subjects and highlight their students’ involvement in extracurricular activities. It might even be useful to introduce students to the public discourse surrounding NAPLAN itself. Older students might benefit from being exposed to the various debates around NAPLAN, perhaps helping them see that even the experts struggle with the test’s purpose and value.

NAPLAN wasn’t meant to be used for measuring individual student performance. Explaining this context can help students see that while their results are important, the test serves a much larger purpose of directing resources to schools in need.

ENGAGE WITH YOUR CHILD’S TEACHER To gather a more holistic interpretation of their child's NAPLAN results, parents’ first port of call should be their student’s teacher. Teachers spend every day observing the growth of their students, and they possess invaluable insights. Regardless of NAPLAN scores, teachers are the ones who best understand how students are faring. They are exceptionally capable of helping parents and students understand the broader picture about a student’s achievement and capability. Specifically, teachers can provide a nuanced perspective on individual student progress, considering factors that extend beyond the confines of standardised testing. Their everyday interactions can lead to insights that charts and graphs can never fully capture alone.

This standardised test provides only a snapshot of a student's abilities on a specific day. Its scope is limited, failing to encompass the vast expanse of a student's learning journey. It's a useful tool, but it’s not the primary means for defining a student's capabilities, and it certainly can’t predict a student’s future.

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Regardless of NAPLAN scores, teachers are the ones who best understand how students are faring. They are exceptionally capable of helping parents and students understand the broader picture about a student’s achievement and capability.

AVOID THE COMPARISON TRAP The temptation to compare students’ NAPLAN results to their peers or even their own previous scores, is an ever-present challenge. Now, more than ever, it's crucial to resist this urge. The last few years have been marked by unprecedented disruptions, affecting families in multifaceted ways. The pandemic's influence on each student's NAPLAN performance is a variable that remains unknown. Comparisons across students, classrooms, or years can be misleading and, at times, unfair. The diverse challenges faced by students, coupled with varying degrees of support and resources, create a landscape where a simple numerical comparison fails to capture the complexity of individual experiences.

NAPLAN AS A LIMITED MEASURE It's paramount for students and parents alike to recognise the intrinsic limitations of NAPLAN. This standardised test provides only a snapshot of a student's abilities on a specific day. Its scope is limited, failing to encompass the vast expanse of a student's learning journey. It's a useful tool, but it’s not the primary means for defining a student's capabilities, and it certainly can’t predict a student’s future. Parents should stress to their children that NAPLAN does not capture everything they've learned or the progress they've made. While it offers some insight, it's only one facet of their educational experience. The emphasis, rather, should be on continuous learning and growth, with NAPLAN serving as just one checkpoint along the way. 52

I THINK I CAN I THINK I CAN I THINK I CAN

MAINTAIN PERSPECTIVE AND AVOID PANIC Finally, regardless of NAPLAN outcomes, it's crucial for parents to maintain a sense of perspective. They should encourage their children to view NAPLAN as one measure of achievement among many. Overreacting—for the good or bad— can have unintended consequences for future years. This might create unnecessary pressure to perform better next time, which may ultimately hinder performance.

It's essential to communicate to students that NAPLAN scores are not the ultimate predictors of their future capabilities. One test score should not jeopardise their sense of self-worth or limit their belief in what they can achieve. A balanced perspective is key to fostering a healthy attitude towards learning and growth. Navigating the realm of NAPLAN results requires a delicate blend of understanding the broader educational landscape, maintaining perspective, and prioritising students’ well-being. As the academic journey continues, keep in mind that NAPLAN is but a chapter in a much larger story of learning, resilience, and personal development.

Parents should acknowledge achievements in untested subjects and highlight their students’ involvement in extracurricular activities.

WE KNOW YOU CAN

CMY

At Endeavour College, our supportive and nurturing environment values each individual. We are experts at providing the tools, developing the skills and bringing forth the confidence and self-value in all individuals to thrive for decades to come - academically, spiritually, physically, socially, morally and emotionally. We know you can pursue your curiosity and passions with a sense of independence and purpose at Endeavour College. Enrol now for Years 7-12 at www.endeavour.sa.edu.au.

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SIGNS OF DLD IN THE EARLY YEARS Spoken language is the lifeblood of all learning settings. It underpins all learning, relationships and mental health, from the very beginning to the very end of our education journey. Most children thrive in this rich learning environment, but for some, listening and talking can be overwhelming. Image: Meagan Leete Photography

ALL INCLUSIVE Developmental Language Disorder (DLD)

By Shaun Ziegenfusz, Speech Pathologist

Shaun Ziegenfusz is a researcher at Griffith University, Host of the Talking DLD Podcast and Co-CEO of the DLD Project

Research shows that 1 in 14 Australian children that have trouble learning or communicating with others have an undiagnosed condition called Developmental Language Disorder (DLD).

WHAT IS DLD? DLD emerges in early childhood and frequently persists into adulthood. People with DLD have significant difficulty learning, understanding, and using spoken language. The criteria for diagnosis relates to these difficulties being lifelong, having a functional impact on daily life and cannot be explained by an associated biomedical condition (e.g. Autism, Deaf/Hard-of-Hearing). The term ‘developmental’ refers to the fact that the disorder is present from childhood rather than being an acquired condition.

DLD is 50 times more prevalent than hearing impairment and seven times more prevalent than Autism Spectrum Disorder affecting on average 2 children in every class of 30. 54

Children with DLD are 6 times more likely to have reading disabilities, 6 times more likely to have significant spelling problems, 4 times more likely to struggle with math, and 12 times more likely to face all three of these difficulties combined. Signs a child may have DLD can include:

C Challenges with understanding the meaning of what people say C Issues speaking in grammatically correct sentences C May act out because they cannot communicate well; or, in contrast, may be shy/quiet C Challenges with utilising fine and gross motor skills to complete everyday tasks C Trouble building relationships with peers Children with DLD are as intelligent as their peers, but may experience difficulties with:

A recent Australian prevalence study found 6.4% of children with DLD at 10 years of age. Sadly, DLD remains a ‘hidden’ or invisible disability with less than 20% of Australians having heard of it.

C Understanding instructions C Answering questions C Learning new words C Putting words together to speak in sentences C Reading C Playing with others

There is no known cure for DLD, and longitudinal studies demonstrate that a child does not grow out of DLD. A recent Australian prevalence study found 6.4% of children with DLD at 10 years of age. Sadly, DLD remains a ‘hidden’ or invisible disability with less than 20% of Australians having heard of it.

A person with DLD may struggle to follow instructions (i.e. “Before you get your drink bottle out, put your hat on the rack”) and use shorter and simpler sentences when speaking (i.e. “She kick ball” instead of “She kicked the ball”). They may also present with other co-occurring difficulties such as dyslexia, ADHD, dysgraphia, dyscalculia and developmental coordination disorder/ dyspraxia. This can put a child with DLD at serious risk of struggling with mental health or being bullied, as well as having an increased likelihood to struggle at school if supports are not in place.

This leads to DLD often going undiagnosed or not being diagnosed until school age. Therefore, people with DLD often miss out on support because children do not always present with other associated conditions which are more widely understood and easily identified.

HOW EDUCATORS AND PARENTS CAN SUPPORT CHILDREN WITH DLD Firstly, it is important to remember children with DLD are very capable of learning with the right supports in place. The DLD Project is asking educators and parents to keep an eye out, and whenever you see a child struggling with learning at school or their homework, #ThinkLanguage #ThinkDLD. With this in mind, The DLD Project recommends a child is assessed by a speech pathologist as soon as possible if they present with:

C Obvious difficulties with speech, language or communication

C Challenging behaviour C Departures from typical development in

other areas of growth or learning (e.g. motor) in under 5 year olds C Persistent difficulties with understanding and/or using language A family can self-refer to many speech pathology services, but they may also like to speak to their GP who may be able to help them access a Chronic Disease Management plan through Medicare.

WHERE TO GO FOR MORE INFORMATION AND TRAINING ON DLD Children with DLD can succeed when they are identified and have access to the right supports but first, they need our help. The DLD Project is an Australian based social enterprise that provides evidence-based information, resources and training for families, educators and therapists. We encourage all educators and families to complete our FREE on demand What is Language + What is DLD online training available via our website and to utilise our DLD fact sheets.

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WELCOME TO EDUCATION AT THE HISTORY TRUST OF SA

Little Maestros Adelaide Symphony Orchestra visits your child's classroom!

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13-17 May

OM IN THE CLASSROOM IN THE IN THE CLASSROOM IN THE CLASSROOM IN THE CLASSRO

CLASSROOM

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IN OUR MUSEUMS IN OUR MUSEUMS IN OUR MUSEUMS

IN OUR MUSEUMS IN OUR MUSEUMS IN O

N EXPLORE ENGAGE LEARN EXPLO LEARN EXPLORE ENGAGE LEARN EXPLORE ENGAGE LEAR SCAN CODE

Bring the orchestra to your school or kindy for a funfilled concert and kids can meet the instruments. Speak to your child's school and apply by 1 May.

education.history.sa.gov.au

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Creating an organised home learning space SETTING THE STAGE FOR ACADEMIC SUCCESS

By Deanna Zacharia, Professional Organiser

In the ever-evolving landscape of education, the concept of home learning spaces has taken centre stage, and one thing is clear – a well-organised home learning space is key to unlocking academic success for our young scholars. As a professional organiser with a passion for blending functionality and warmth, I'm here to guide you through the art of creating an organised and inspiring learning environment for academic success. Whether your learner is navigating primary school or conquering the challenges of higher education, a well-thought-out home learning space can make a world of difference. The rhythm of routine Establishing a routine is crucial for successful home learning. Work with your learner and set start and end times, dedicated study hours, designated breaks, and a clear distinction between learning and leisure. Use a lock or timer to help your child manage their time effectively. Display the schedule in the learning space, reinforcing the importance of structure and time management. Pro Tip: Create a visual schedule with colourful blocks for each subject or activity. It adds a playful touch to time management. 58

Creating the perfect space First things first, let’s talk space. Whether it's a dedicated room, a cosy nook, or a shared area in your home, carving out a designated learning zone signals to your child that this is their academic domain. Aim for natural light, a comfy chair, and a clutter-free desktop. Don’t forget to infuse a bit of their personality into the styling – maybe some colourful prints, inspirational quotes, a lamp, or a plant to add a touch of nature.

Tech-friendly zone Technology is an indispensable part of learning. Set up a tech-friendly zone with designated charging stations for laptops, tablets, and other gadgets. Cable organisers can help keep those pesky cords at bay, preventing the space from turning into a technological jungle.

Pro tip: Make it a joint project. Let your child have a say in how the space looks and feels. It fosters a sense of ownership.

Pro tip: Keep chargers handy and establish a routine for tech-free breaks to maintain focus.

Declutter and organise for success As a professional organiser, I can't stress enough the power of decluttering and smart storage solutions. A cluttered space can often lead to a cluttered mind, hindering the learning process. So clear out unnecessary items, keep supplies and everyday items within arm's reach, and use drawers, baskets or bins for easy access to textbooks, notebooks, and stationery. Pro tip: Try using a rolling cart with labelled drawers for a mobile and organised supply station. The right tools for the job Equipping your learning space with the right tools is like gearing up for an educational adventure. Invest in comfortable, adjustable chairs and desks to ensure proper posture and reduce the risk of discomfort or strain. Invest in ample storage for books and supplies, this could be a bookcase or installing floating shelves. With hours of learning ahead, comfort is crucial. A reading nook with soft cushions or a cosy bean bag can offer a change of scenery while maintaining comfort. Pro tip: Consider adding a pin board or whiteboard for important reminders, schedules and galleries showcasing achievements, photos and artworks. The more the space feels like their own, the more they’ll be drawn to it, fostering a positive learning atmosphere.

Ensure your child has a reliable device and a comfortable headset.

Light the way Natural light is a game-changer for any learning environment. Position desks near windows to maximise the influx of natural sunlight—it's not only good for the eyes but also for maintaining an uplifted vibrant energy.

To set up your space, Deanna recommends: a Desk organiser set a Storage tubs and baskets a Adjustable desk lamp a Ergonomic chair and desk a Cable organisers a Floating shelves a Pinboard or whiteboard a Indoor plants a Bean Bag or Cushions a Wall prints a Storage ottomans a Calendar a Noise cancelling headphones a Drawer organisers a Label maker

Assorted Wall Prints RRP from $4.27 Lark Printables etsy.com.au

Pro tip: If natural light is limited, invest in warm artificial lighting that mimics the sun's glow. Personalising the learning experience Encourage your child to personalise their space with elements that spark joy and inspiration. This could be a favourite quote, artwork, or a vision board that reflects their academic goals. Celebrate achievements, both big and small, by showcasing certificates and photos of proud moments in the learning area.

VATTENKAR Desk Organiser - White RRP $39 ikea.com.au Celine Task Lamp Blush Pink RRP $33.92 officeworks.com.au

Pro tip: Consider noise-cancelling headphones or soft background music to help your child stay focused in their learning bubble and stay in the zone.

Remember, this isn’t just about desks and chairs— it’s about creating an environment that nurtures growth, inspiration, and success. Embrace the journey of creating a space that reflects the unique spirit of your learner, and watch as academic achievements unfold. Here’s to the pursuit of knowledge, one organised space at a time!

Sedona Desk RRP $249 fantasticfurniture.com.au

LÅNGFJÄLL Conference chair Gunnared beige/white RRP $149 ikea.com.au

@the.sorted.home 59

FULL STRENGTH LUXURY

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