Educate Issue 3

FREE

educate

BY KIDDO MAG

The

natur

e of play

Money basics for kids

Promoting a language of learning

The art of creating

Your guide to education in South Australia kiddomag.com.au

NO.3

CENTENARY | 1922–2022

EXPERIENCE

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Building a Better Life

School Tours

Visit Our Website:

Saturday 13 August at 9am Thursday 15 September at 9am Personal Tours Also Available T +61 (08) 8334 2215 E enrolments@stpetersgirls.sa.edu.au

St Peter’s Collegiate Girls’ School CRICOS Provider Code: 00373D

www.spgs.school/ELC

T HE GIF T OF

Q UA L I T Y

ea r l y

E D U C AT I O N

WELCOME TO

educate

A wise woman once said ‘the days are long, but the years are short’ and as we head into the second half of 2022 in what has felt like the blink of an eye, this feels inordinately true. The years of childhood we have to spend with our families are short, and over 30 hours a week are spent at school for our primary and secondary aged children. Life is for learning, as well as for living, and with each day we hope to imbue in our children the ability and the enthusiasm to become lifelong learners both in and outside of the classroom.

In this issue, we shine a spotlight on the importance of what happens outside the classroom; in the big, wide and wonderful world. We talk to Simon from award winning Climbing Tree Creations about the opportunities provided in nature for children to explore, notice and wonder, and the significance of creating spaces

Publisher Charlotte Chambers

BY KIDDO MAG

Editor Olivia Williams

within schools that will give them these opportunities. The team from Nature Play SA have also taken us on a deep dive into the invaluable rich and tactile experience offered in MUD… yes, mud!

As always, in EDUCATE, we aim to help you see the wood for the trees (both literally and figuratively in this issue) when making decisions regarding education.

We want our children to move mountains, so we need to offer them the chance to get out of their chairs.

Kiddo + Educate Mag Publisher

e Charloatt s Ch mber

Content Manager Olivia Williams Editorial Contributors John Hattie Kyle Hattie Janine Boyd Madhavi Nawana Parker Jason Tyndall Danielle Verrilli Michelle Bowes Nathan James Crane Mark Le Messurier Mark Ralfe Allie Gaunt Jessica Beston Art Director Caroline Gliddon Sales Katie Brown katie@kiddomag.com.au Printing 852kg

CO2 saved on this project

Distribution Passing Out

For more education and family content head to kiddomag.com.au @kiddomag

EXPLORE YOUR POTENTIAL Register online www.endeavour.sa.edu.au

Thursday 20 October 9am–11am 85 Mawson Lakes Boulevard Mawson Lakes, SA CRICOS 02402K

8

Future is an attitude

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THE BEST START POSSIBLE Blair Boyer MP, Minister for Education Training and Skills

Taking on the role of Minister for Education, Training and Skills is an incredible honour.

It’s a portfolio that I am deeply committed to.

Education is critical not only to young South Australians but our entire community, and for our

My father was a teacher for almost 40 years and I

future. From preschool all the way through to post-

saw first-hand the commitment and dedication he

education pathways, we are committed to doing all

brought to his work. He made a difference to the

we can to make sure every child receives the best

lives of those around him every day.

start in life and every possible opportunity to succeed.

My years at school taught me that there’s no limit to

I’m looking forward to the challenge.

what you can achieve if you’re prepared to work hard and take the opportunities that you’re presented

For more state education information head to

with. But not all kids are presented with the same

sa.gov.au

opportunities.

Education is one of the best ways we can open doors for children, particularly those from the most vulnerable families in our community.

It begins with giving our kids the best start possible.

That’s why the Malinauskas Labor government will have a strong focus on reforming early childhood education, and in particular introducing preschool for three-year-olds.

There’s evidence that all children, and particularly those who are vulnerable, do better if they’ve had at least two years of high-quality preschool.

Experience Kumon English or Maths over two weeks during August Find out how we can develop in your child: calculation and reading ability concentration a daily study and reading habit the confidence to learn independently.

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Prince Alfred College provides a unique learning environment for boys from ELC to Year 12, with programs and approaches that are tailored to their specific needs.

Limited vacancies for 2023.

Start your journey at pac.edu.au

CRICOS No 00368A

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.

wilderness.com.au

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

EXPLORE. NOTICE. WONDER. with Climbing Tree Creations

Research and experience has shown us nature play is essential to a child’s physical health. The naturally uneven and textural materials found in nature can’t be replicated (although we may try).

What is your philosophy on nature play in schools?

My experience as an educator, and even my own experiences as a student is what prompted the start of Climbing Tree. As a student, learning in a classroom environment did not come easy for me, so when years later I became a primary school teacher, I really resonated with the students in my class who were

Outside, children tune into their senses; nature

quite literally bouncing off the walls. I could see that

provides opportunities to explore, to notice, to wonder.

the classroom environment was not bringing out their

We now know and understand the importance of

strengths, so I took the classroom outdoors!

time spent in nature for a child’s mental wellbeing; that green spaces make us happier. Risk-taking comes

Whilst we are fortunate in Australia to have space

hand in hand with playing in nature so children are

and greenery in our school yards (in comparison to

learning about the limits of their bodies and their

my years teaching in London), I found they were less

surroundings, and how to keep themselves safe

than inspiring, that students craved more, that they

in the world.

deserved more.

Simon from Climbing Tree Creations’ philosophies

I can’t tell you the number of times we have run

around creating nature play spaces speak to a true

events and incursions where children who are

passion for the art and importance of creating these

considered disruptive, unengaged, uninterested in the

small outdoor worlds for our children to explore.

classroom are suddenly occupied for hours, working

We talked to him about valuing the importance of

together with their peers, communicating their needs,

childhood and the meaningfulness of play, and how

exploring, experimenting, enjoying learning!

he and his team bring this vision to life.

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We need to get away from this idea that spending time outdoors is taking away from the ‘real learning’ that occurs at a classroom desk. This is the real learning.

We will always advocate for getting outdoors, exploring your own naturehood, however the reduced opportunities children have available to interact with their local natural environments coupled with the amount of time in their day dedicated to structured lessons and activities has increased the need for us to consider Nature Play opportunities in schools. Children need nature, for their wellbeing, for their physical and mental development, it provides opportunities

How have the trends in play spaces changed over time?

for learning about the world around them, about

It is interesting to look at play spaces over time.

themselves and offers an opportunity to get creative,

I often speak about the pre 80’s time of monkey bars

to explore risk and how to keep themselves safe.

over asphalt and crazy spinning and rocking metal structures where the risk of injury was pretty high! But

A good nature play space will not only allow for

man, they were fun! The 80’s from what I can gather

these opportunities but can also provide a space for

was the age of perma pine, the green-tinged timber

outdoor learning in more structured lessons. There

that we cannot use now as it contains arsenic, but

is nothing that can’t be taught through the outdoor

these were great and it was the time they started

environment. It just takes the right setting and some

to consider the surface that children fell onto might

creative teaching!

need to absorb some energy to stop so many broken bones. These in my opinion were a great balance of

As we began this year in SA with the first cohort of

risk and compliance. They were often constructed by

year 7’s attending public High School’s (our eldest

an enthusiastic group of parents and maybe led by

included!) and we look at the spaces available to

a retired carpenter with the hopes of increasing their

students in a high school yard, it does emphasise to us

status as the cool grandparent. These were different

that there is still a way to go, there is still this idea that

and interesting and were often placed next to an old

older children no longer want or need places to play.

tractor or train that was the best fun to explore and

We are thankfully seeing this change, we are always

pretend on!

emphasising that nature play is not just important for the younger kids in the throes of huge gross motor

There are still some relics of these around in little

development, the benefits extend to high schoolers

country towns and I always enjoy exploring these,

through to adults! We hope to see a lot more greenery

though sometimes have to take my Playground

and trees planted and maybe a parkour build or two!

Auditor hat off!

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I am not sure when we went wrong but at some stage after this ‘perma-pine age’ adults decided that we needed to remove all risk (and a whole lot of fun) from playgrounds. We started to see generic off the shelf plastic and steel play spaces set within a sea of

Climbing Tree engages with children right through the design to construction process – this must be a great starting point for some creative ideas!?

rubber matting and caged in a pool fence! Safe maybe

Young people will always cook up the craziest ideas!

(although children will always test the boundaries and

From the first design until now, almost ten years

find risk where they can) but engaging? Interesting?

down the track, the most enjoyable and valuable part

Not always.

of the design and construct process is the discussions and workshops with students. It is amazing where

Since Climbing Tree was founded 10 years ago we

a design will end up if you listen intently without

have seen a movement towards the use of timber and

preconceived ideas. The students’ ideas combined

natural materials and play spaces have begun to look

with site constraints and considerations about the

a little different and reflect their users’ needs and the

surrounding environment always creates something

natural environment they sit within. We have seen

of a challenge but something that is ultimately really

playground standards change to reflect the research

unique and special.

that suggests a healthy dose of risk is important to children’s development.

The other amazing part of our work is the moment you open the play space to the students and their

As a company the movement to more naturally

excitement seeing their crazy ideas come to life! This

inspired playgrounds has afforded us opportunity

moment always makes all the hard work to deliver

to create spaces with caves, giant nests, treehouses,

these custom pieces worthwhile – unfortunately many

shipwrecks, and secret hiding spaces. We have planted

of our teams are straight into the next play space –

thousands of trees with students in their schools and

creating adventure and miss this moment, when they

run hundreds of play sessions involving mud, sticks

do catch it, it is always a heart-warming talking point.

and junk loose parts! I believe we are finding a healthy and fun middle-ground.

The process of the actual build of natural play spaces must evolve as it goes along.

Have any of your projects significantly changed from start through to finish just due to the changeable nature of natural elements?

We are a unique company in that we both design and construct play spaces, we have this amazing opportunity to be flexible in our constructions and modify the builds as they evolve. Often the teams onsite will get a great idea based on the appearance of a piece of timber available and they will change the design to honour this. One that comes to mind is our playspace at Bowman park just outside of Crystal Brook where a fallen branch on the job site resembled the body of a Praying Mantis arching up. So, it was decided that night over our fire-cooked stew that in the morning the scramble would morph into a giant praying Mantis leading to the tree house!

For more information visit climbingtree.com.au

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Nurturing young learners From Reception, our International Baccalaureate curriculum fosters creative and critical thinkers. Within our nurturing environment, students become knowledgeable, caring and compassionate lifelong learners.

By creating a strong sense of belonging each child develops academically, socially, and physically.

Limited places. Enrol today. mercedes.catholic.edu.au

THE GIFT OF

QUALITY

early

EDUCATION

By Suzanne Haddy Head of Junior School St Peter’s Girls’ School

If you were to plot a graph showing the brain’s ability to change in response to experiences versus the amount of effort such change requires, you would see that our brains are at their most receptive to learning new things, and with least resistance, when we are very young.

To maximise this potential for learning, and to set children up for ongoing success, it is our aim to provide our youngest minds with the highest quality early learning experiences possible.

Strong Foundations in Literacy English is a complex language, with 44 speech sounds yet only 26 letters, and acquisition of strong literacy skills requires an expertly constructed and delivered English program. Our girls receive bountiful practice developing their phonological and phonemic awareness through focused listening and speaking activities and playing with words.

Sharing stories and finding opportunities to attempt writing for a range of purposes further develops early literacy skills. These activities are combined with a robust spelling and vocabulary program based on sustainable, linguistically correct information about the spelling patterns and roots of the English language. Our girls are further empowered to feel capable and confident in their understanding and use of English through investigations into the ways language can be used to entertain, instruct and inspire others.

Strong Foundations in Numeracy At Saints Girls, we dispel common myths and misconceptions about Mathematics. For example, that Mathematics is just about rules, formulae and calculations, that it is ‘hard’ or that it is rarely used in the ‘real world’. Mathematics is not just about finding correct answers. It’s about processes, hypotheses, testing and trialling, and making sense of the world. Our goal is to build powerful mathematical thinkers.

As such, our youngest learners begin to understand the ‘drawers of Mathematics’ – number, data, measurement, patterns and algebra, and geometry – through directed experiences, hands-on play and vibrant discussions. Mathematics is seen as a discipline to be enjoyed, discussed, debated and valued.

Quality and Consistency of Learning Across our Early Learners’ Centre and Junior School, we are committed to providing an enriched holistic education with a focus on building strong foundations in literacy and numeracy. With consistent approaches from ELC to Year 6, our girls maximise their time spent learning, as our teachers’ approaches are aligned across the year levels. It is the attributes of our educators, their depth of knowledge and our self-driven high expectations that see our girls flourishing in their fundamental early years and beyond.

Learning for Life Working under the skilled guidance of their teachers, our girls are encouraged to be openminded inquirers, who learn how to question, research, discover and communicate. Spending extended periods investigating concepts that link to multiple disciplines fosters enduring connections of knowledge and understanding.

From the earliest days, our girls are encouraged to develop the thinking, social and self-management skills that become their natural approaches to learning as they advance through their schooling and beyond.

Smooth Transition into School It is vital that the transition process into school provides ample time and experiences for children to become familiar with their new environment and teachers. A successful transition allows our youngest learners to feel confident and comfortable as they begin school, and in the long-term provides competency and courage for future transitions. Girls entering Reception from our ELC spend months in the lead up experiencing and exploring school facilities and becoming acquainted with Junior School staff. Indeed, all students entering Reception enjoy a formal Transition Program with a sequence of visits to their new classroom and teacher. Of course, parents also need to feel comfortable with the expectations and processes of school and the people who will become so pivotal in their daughter’s life. As such, parent orientation sessions are an integral aspect of the transition process. And for children joining us from external preschools, our teachers spend valuable time talking with parents and liaising with preschool educators to learn as much as possible about our newest Saints Girls.

Focus on Wellbeing and Relationships Our girls are fortunate to learn in an environment where relationships are key and the focus on wellbeing is paramount. Our research-driven, strengths-based wellbeing program teaches girls skills to be strong, resilient, compassionate and future-focused. With an emphasis on building broad emotional vocabulary and with a component of neuroscience, the formal wellbeing curriculum generates emotional and social competencies and specifically meets the needs of girls.

Benefits of Girls’ Education As experts in girls’ education, we know that girls benefit from ‘seeing’ what they may want to ‘be’. Frequent exposure to a range of strong female role models, providing opportunities for learning to be constructed in social contexts and countering outdated gender stereotypes empowers girls to be themselves. Our mission is inspiring our girls to become women of character and influence who are abundantly equipped to make their mark on this world.

Living Shared Values Children develop an understanding of values from a very young age. At Saints Girls, our three core values of Courage, Creativity and Compassion are referred to and lived daily, along with the broader Christian values on which the School was built.

By instilling these values, we aim for our girls to not only amass skills and knowledge, but also to become kind-hearted, globally-minded and respected members of the community.

www.spgs.school

PROMOTING A ‘LANGUAGE OF LEARNING’ IN THE HOME Words by John & Kyle Hattie

Focusing on these ways of thinking is more powerful than offering the best ways to discipline, the right ways to bring up children, and tips and tricks to work closely with your child. Parents are NOT first teachers, as this falsely implies it is simply teaching or telling your child what and how to do things. As well, it confuses the role with that of school teachers. We all saw during COVID at-home learning that we did not have the teacher’s skills of motivating, engaging, setting tasks that were not too hard, not too easy, or not too boring, and providing optimal feedback. We saw our children struggling, not necessarily knowing what to do, and forgot that these are skills that

Over the past few decades, we have been asking about the most influential factors that make a difference in your child’s

learning. The greatest in-school factor is

teachers develop. If your child keeps getting 100%, then the work is too easy; it is a delicate balance to teach them to deal with not knowing, struggle, and seeking help.

the expertise of the teacher – their passion, their ways of evaluative thinking, their

expectations, and their understanding of what it means to learn. The greatest

non-school factor is the parent’s passion,

ways of evaluative thinking, expectations, and what it means to learn. Of course,

the same applies to the child – even more important than the parent and teacher is your child’s expectations about their

Parents need to model how we react to error, not knowing, and struggle. We need to model the joys of discovery, the aha moment, and the willingness to solve a problem even when the going gets tough.

learning, their skills to monitor their

progress in learning, their willingness to

invest and be motivated to learn, and their

breadth of learning strategies (and at least have an alternative strategy to learn when the first did not work).

Instead, parents are first learners. They need to be models of being open to learning, talking the language of learning, and instilling the skills and thrills

The central message for teachers, parents, and

of learning with their children. We need to model

children is that it is more how we think about what we

how we react to error, not knowing, and struggle. We

do than what we do. In a class, for example, give any

need to model the joys of discovery, the aha moment,

two teachers a script of a lesson, and a high compared

and the willingness to solve a problem even when the

to low impact teacher will make different moment-

going gets tough. We can leave it to teachers to teach

by-moment decisions, take the lesson in directions

the school work, to develop skills of learning school

to optimise the impact on students, and the high

work, but of course, the boundaries are blurred. As you

impact teacher will have more appropriate challenges

will see, we expect much from teachers and will show

for students in the class. Same with parents. We have

how parents can complement making your child a

termed these ways of thinking, Mind Frames.

great learner.

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SOME OF THE MIND FRAMES FOR PARENTS ARE: I have appropriately high expectations I make reasonable demands and am highly responsive to my child I develop my child’s skill, will, and sense of thrill I love learning

that the aim is to engage in even more challenging learning (moving to the next more difficult level) and not be rewarded when you reach the next target.

Yes, we all make errors and do not know everything when we approach a new task. However, how parents react to their child’s and their own errors profoundly impacts children’s learning. For example, there is an excellent study comparing parents of 3-year-olds who intervene to correct mistakes in their playing and

I know the power of feedback and success thrives on errors

parents who encourage their children to see errors as

I expose my child to language, language, language

see the fallen tower as an opportunity to rebuild). There

I appreciate that my child is not perfect and nor am I I am an evaluator of my impact

opportunities (e.g., parents rebuilding a fallen block tower compared to parents encouraging students to were critical long-term implications on the learning, the willingness to take challenges in learning, and the love of learning – all in favour of parents who taught their children that errors were opportunities to learn.

To become a first learner, parents need to have a balance of high expectations versus encouragement and harness the power of listening. They also need to teach their children various coping strategies for stress (and focus less on the stress) and understand why teenagers want to be with their friends more than with their parents. It’s key to realise the role of play in learning, as well as the diluting effects of praise and to be informed when choosing a pre- and a school.

We are both parents (and grandparents) and certainly

Parents need to become open-to-learning and, on top

made many errors in child rearing. We hope we have

of all that, know when and how to teach children to

learned from our experiences, but more importantly

say no and how to engage in the dignity of risk and

we are heavily invested in the many research studies

making errors.

on parenting. Our work aims to bring these research studies to other parents, tell our stories to illustrate this

One way to illustrate the nature of learning is by asking

research, and encourage parents to see one of their

why many computer games are so attractive to our

major missions as indulging in the beauty, fun, and

children. First, the developers know how to make

challenge of developing great learners.

the goals of the game very transparent (the aim is to get to the next level), whereas too often we focus on ensuring the child receives all the steps correct without necessarily knowing what success looks like (e.g., “clean your room” instead of “when cleaning your room the floor should be clear, the clothes all put away, and the bed made”). Second, they know to provide immediate feedback with no sense of affect (you are not a bad person if you fail, it is ok to fail many times as I will still provide feedback). Third, they know

10 Steps to Develop Great Learners

by John & Kyle Hattie is published by Routledge.

RRP $31.99

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We’re proud of our new buildings and even prouder to be building the young minds inside them.

At Westminster, our buildings are more than just walls. They’re about creating amazing opportunities for our students, from ELC through to Year 12. We’re constantly building a school for young minds to be the very best they can be with highly accomplished, specialist teachers, using the best facilities and resources.

The Forder Centre offers three diverse levels for students and staff to collaborate and build learning on a foundation of strong school values and inspiring themes. It’s home to our large dining hall and community café, our library and our first-class music and drama studios, linked to our renowned 1,000-seat theatre.

First came our Inquiry and Innovation Hub, built to offer students realworld skills with specialised science, technology and design labs. Now we have the Forder Centre, forming the heart of our cultural precinct. The views alone over a sea of green playing fields, facilities for sport, swimming and dance, our on campus working farm and soonto-be completed Westminster Green are a showcase in themselves.

We’re all about building young minds within a supportive community, and we’ll continue developing opportunities for our students to achieve more than they thought possible.

But like all buildings on our spacious campus, it’s what happens inside that counts.

Build your child’s future with us.

We invite you to join us for a personalised tour. We’ll proudly show you our world-class buildings and even more proudly, how young minds are being built inside them.

T: 08 8276 0276 | www.westminster.school | Kaurna Country, Alison Avenue, Marion

Learning through play

A place for girls and boys to explore, investigate and discover through play.

26 Highbury Street, Prospect |

 elc.blackfriars.sa.edu.au

A well-rounded education that caters specifically to the needs of boys: academically, socially, emotionally, physically and spiritually.

17 Prospect Road, Prospect |

 blackfriars.sa.edu.au |  8169 3900 |  CRICOS 02485B

BUILDING THE FOUNDATIONS FOR A GREAT START IN LIFE The first five years of a child’s life

are a crucial period that shape their

development and wellbeing. Research shows that a strong early years system

and high-quality early childhood

education are vital to setting children

up for life.

3-year-old preschool

A royal commission will provide advice on how universal preschool programs for three-year-olds will be delivered in South Australia by 2026. This will also help families get the out of school hours care they need during preschool.

Early Years App

A mobile application for South Australian families

The Office for the Early Years is a newly created

(with children aged 0–5) who can use the app’s

government department that leads the universal

information, activities and available government

early years system in South Australia, responsible for

services to support their child’s health, learning,

ensuring that government acts in concert to deliver

wellbeing, and development.

an integrated and effective early years system.

For more state education information head to Head of the Office for the Early Years, Jackie Bray says

sa.gov.au

“Children are born ready to learn – a supportive and nurturing early years environment is essential for their social competence, emotional maturity, language and cognitive skills, physical health, and overall wellbeing.”

Partnering with both government and nongovernment agencies, the office is responsible for developing readily accessible universal support for child development, creating a bright future for all South Australian children.

AGE 3 TO YEAR 12

“The Office is excited to deliver some exciting initiatives that will provide children with the foundational skills and abilities they need to be successful at school and life” says Jackie Bray.

Preschool mid-year intake

Reintroducing mid-year intake into preschools in 2023 means that children who turn 4 on or before 30 April are eligible to start preschool in term 1 of the year before they start school. Children who turn 4 between 1 May and 31 October will commence preschool in term 3. No matter which cohort a child falls into, they are entitled to access 4 terms (1 year) of government preschool before they start school.

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ENROL NOW FOR 2023 ELC & FOUNDATION

/adventure

THE ART OF CREATING

By Janine Boyd, Little Picassos

creation without direction, no right or wrong, and fun, pure, play. Allowing time as well is really important and the benefits are huge with creative exploration having many positive impacts on the development

The process of creating and making art is natural to children, as they engage all their senses to explore the world around them.

The arts enable children to use their whole bodies for learning and create endless opportunities for imagining and creating.

Children as young as 20 months can assign imaginative meaning to their playful mark making, art is a way to make their ideas, thoughts and imaginations visible.

of your child.

Some benefits of art for children include Relaxation: kids learn to focus and can explore feelings at their own pace, without interference Communication: art encourages language, as they discuss what they are seeing, feeling, wondering, evaluating Imagination: as they imagine and explore ideas, they will focus and concentrate, question and empathise

Encouraging and engaging with children in art is

Skill: children learn to predict, plan, problem solve

essential in early development, with process art the

as well as all the fine motor skills such as cutting,

preferred method for children to explore imaginative

drawing, painting, printing.

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Encouragement is key •

Have a genuine interest in what they are doing, and listen to their meanings

•

Provide quality materials that spark joy (rather than cheaper paint colours that always end up icky brown)

•

Give them plenty of time, and let them return to works in process, let them decide when an artwork is complete

•

Having a permanent space for children to create is also important and can also keep the creative projects in one designated area

•

Most importantly, share their delight in discovery, what they have created. This encourages feelings of self-worth and opens up communication channels. Art can be the place where you are able to chat openly together, and as they grow, continue to develop that link together

Images – Meaghan Coles

Children feel a sense of emotional satisfaction when they are involved in making art, whether they are modelling with clay, drawing with crayons, or making a collage from recycled scraps. This satisfaction comes from the control children have over the materials they use and the autonomy they have in the decisions they make.

Allowing art making at home is the first step to When creating an artwork, children make decisions

developing the whole child through art experiences.

and continue to self-evaluate as they go. They decide

Child friendly materials are easily accessible these

what they will create, how they will create, mood,

days, and there are so many how-to inspirations for

colour, form, who or what. As children grow and

adults on the internet. Approach with open ended

develop, their art-making activities move beyond

play, provide materials and invitations to play, as well

exploring with their senses and begin to involve the

as parental involvement without interference. Let it

use of symbols. Drawings move from scribbles to

be a joyful experience!

symbols, and all have meaning. Children begin to represent real objects, events, and feelings in their

Little Picassos have four art studios across

artwork. Drawing, in particular, becomes an activity

Glenelg, Hyde Park, Woodcroft and Magill offering

that allows them to symbolise what they know and

developmental art programs and school holiday

feel. It also helps children to make sense of the world,

classes. littlepicassos.com.au

and visually step out what they are experiencing or feeling.

31

Portside Christian College is a place where your child will be challenged to succeed!

Visit our website www.portside.sa.edu.au or phone our friendly staff on 08 8341 5133

1 Causeway Road New Port SA 5015 www.portside.sa.edu.au

Join us at our OPEN DAY

10am Saturday 13th August 2022 Bookings are essential Use the QR code to register!

Equipping Students for Life Where

Bright Futures

Begin.

WALKERVILLE

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School Ready?

32

Ready!

Limited places available in Reception 2023!

Apply now:

standrews.sa.edu.au

Set!

Go!

Her

MOTHER

CLASS OF 1989

Her

GRANDMOTHER

Her Story

CLASS OF 1958

With a strong network of Old Scholars and Alumni, we are a part of family stories across generations.

Her Future, Her Story

We welcome your daughter to our next chapter

ENROLLING NOW FOR TRANSITION RECEPTION, YEAR 5 OR YEAR 7 2025 College Prinicpal, Dr Helen Steele invites your family to attend an

AFTERNOON TOUR FRIDAY 2 SEPTEMBER or MORNING TOUR MONDAY 7 NOVEMBER To find out more about what our College has to offer, and to book a Principal’s Tour, call us today on 08 8331 5104 or visit stdominics.sa.edu.au A CATHOLIC COLLEGE EDUCATING GIRLS IN THE DOMINICAN TRADITION 139 Molesworth Street, North Adelaide SA, 5006

inspiring confidence

BVDA

WHEN IS IT OKAY FOR YOUR CHILD TO QUIT?

By Madhavi Nawana Parker Director of Positive Minds Australia

When our children are young, exposing them to a variety of opportunities helps them learn what interests and inspires them.

Over time, it’s natural some hobbies and sports will cease to hold your child’s interest and they will want

Here’s what to consider when navigating whether it is or isn’t okay to quit.

When your child wants to stop doing something they once loved or just started, take a look under the surface.

When you’re willing to get curious and find

to stop, or exchange them for something else. We

out more about what your child is thinking

can’t expect them to embrace everything we’ve

and feeling, they learn they can express their

introduced to them and sustain their interest forever.

opinions, without judgement. This builds their

Over time, children curate their lives to do what’s most

self-esteem and strengthens their relationship

meaningful to them, after all, it’s their life. It’s natural

with you. It doesn’t mean you put them in the

they will go through phases where they don’t want to

driver’s seat – they still need your leadership

stick something out and ask to pull out. We need to

and decision-making skills to make the final

dig deeper at that moment and help point them in

call. Comments like, ‘tell me more,’ and ‘help

the right direction.

me understand what you don’t like?‘ can be helpful. You could also ask, ‘what might help

Instead of a blanket rule like, ‘in our family, we never

you feel better about going?’ and ‘do you think

quit’ or ‘if we don’t like something, we don’t do it,’

you just need a break more than stopping

try to be flexible and adaptable with each child and

completely?” The more you know about what’s

situation. Your child can learn a lot from sticking to

behind their wish to quit, the easier it will be

something they initially wanted to do and no longer

to make a judgement about whether or not

want to do, as much as they can learn from hitting

it’s a momentary impulse or a reaction to a

pause on something that simply isn’t for them.

genuine challenge.

34

Is now the right time to ‘quit?’

Are they mid-season and their peers are relying on their presence? Are they going through a rough patch in other areas and asking to quit this, has nothing to do with the activity itself?

Is the activity important for their wellbeing and personal growth?

Children benefit from building coping skills through the uncomfortable emotions that come with the real life, ups and downs of childhood

What lessons are you trying to teach?

Every family is different. There are no black and white answers–whether to let them quit or make them persist is full of grey areas. For some families who don’t allow their children to quit something they committed to, they believe this teaches resilience to stick with things you don’t enjoy and shows commitment to completing something

Could you swap the activity with something else?

Sometimes it’s as simple as exchanging guitar for piano, rather than stopping music altogether.

you started. Others argue that doing this can create more anxiety as a child starts to worry that committing is risky because there is no way out once you commit, because of their family’s ‘no quitting under any circumstances,’ policy.’ These children might become indecisive and be less

Will quitting affect their relationships with peers – will they be letting anyone down?

If it’s the middle of soccer season and the team

positive about trying new things, in case they

is already short on players, how might this impact

dislike it and have to continue it ‘no matter what.’

on their friendships?

See how there are pros and cons of both?

If they are quitting because their team is struggling or they find it embarrassing to not be the best player, maybe they need to stick it out a little longer.

There are lessons in failure, disappointment and loyalty, we all need to learn. Children

Are they fine once they arrive

and it’s the process of getting ready to go that bothers them?

Are they overscheduled?

Is this a cry for help for more rest and play?

benefit from building coping skills through the uncomfortable emotions that come with the real life, ups and downs of childhood and come out

As always parents, listen to your child, tune into

stronger with your loving, empathetic support.

your intuition, and the answers will come. You’re doing great.

Is continuing compromising their mental health and wellbeing?

Madhavi Nawana Parker, Director of Positive Minds

Sometimes, an activity genuinely causes more

wellbeing, confidence and social emotional

stress than they can cope with.

intelligence books, articles and programs.

Australia is a widely published author of resilience,

positivemindsaustralia.com.au

35

So, you just found out that your child is “gifted.”

What does this mean for their educati tio on? disengage from school entirely. You may notice social and emotional differences in your child too, such as a strong sense of justice, struggling with anxiety and perfectionism, and not fitting in with same age peers.”

Dara School What is giftedness?

Giftedness means your child has a high intellectual ability or potential. You may have already noticed that your child has displayed gifted characteristics: perhaps they think outside the box, learn faster than other children, are advanced in creativity or identify patterns easily. A child’s giftedness can be confirmed by a psychologist through a formal assessment which may provide evidence of their cognitive abilities.

Dara School is Australia’s first gifted school. Dara uses a variety of gifted education practices to encourage self-reflection, self-knowledge, and self-directed learning to attain the deepest level of understanding, while reducing competitiveness and supporting students to grow in curiosity, compassion, creativity, courage, and connection.

“Different children express their giftedness in unique ways and may experience giftedness in specific areas at different times. In general, it can mean they have a higher ability level than their same age peers, and we have found this often impacts them in traditional schooling models”, says Dr Lynda McInnes, Principal and founder of Dara School.

Gifted children and their families are thriving in the intentionally specialised environment.

Jessica, mum of three gifted children at Dara School, says “we relocated from Perth for our children to attend school at Dara. It has transformed how our children have engaged with their education. They love school and are excited by the complexity offered through their learning. They can explore their interests in depth, engage at their level of ability and grow as informed and knowledgeable members of society.”

“Your child may seek to engage with curriculum at a higher level than they are enrolled in or may

With an extensive background leading Gifted Education at some of South Australia’s most

COURAGE | CONNECTION | CURIOSITY | CREATIVITY | COMPASSION

prominent schools, founding Principal Dr McInnes saw a need for a research-based education model that supported gifted students holistically. “We opened Dara School in 2017. We are an R-12 Gifted Education specialist school, now based in Morphettville.”

“Our teaching staff are all highly skilled Gifted Education specialists. We personalise each student’s learning to facilitate their progress along the learning continuum at their own pace.”

“This allows each student to explore their full capability without adding pressure to perform academically.”

Ability Grouping Dara school provides an environment of peers in ability, by enabling students to progress through the Australian Curriculum according to their ability and learning speed, rather than their school age.

Dara staff gain an in-depth understanding of each student’s interests and ability levels in various

learning areas. Each student is assigned a Mentor teacher who, in consultation with the parents or caregivers, develops a Personalised Education Plan with the student. This includes placing the student in subjects at their level of ability. For example, a 10-year-old student (traditionally in year 5) might be engaged in Year 6 Global Studies and Year 8 Design and Technology. This allows students to engage with a relevant and meaningful curriculum that supports their development.

Apply Now The enrolment application form and a detailed outline of the application review process is available at daraschool.sa.edu.au/application.

If you have any questions, please call 08 8317 6020 or email enquiry@daraschool.sa.edu.au.

Dara School is currently accepting applications for Reception to Year 9 enrolments. Applications for the Reception class for 2023 close on 23rd September 2022 and all other applications will be considered for the following intake, January 2024.

THE BENEFITS OF MUD PLAY Words and images

by Jason Tyndall, Nature Play SA

Mud. If I were to say it out loud, what would be the first words that come to mind?

Messy?

Dirty?

Inconvenient?

She says, “The sensations of getting dirty and messy in real mud offer children an invaluable rich and tactile experience.” Informed by her work, she believes it is vital not to just expose children to sensory opportunities but to do so in an outdoor environment where they can increase their sensory tolerance to a range of tactile objects.

Further to Angela’s observations, research highlights

Based on the above, your over-riding conclusion about mud play may be that it’s just not worth the hassle…

Let’s rewind back to your childhood. You are

many benefits of mud play for children:

Happiness and wellbeing

Not only is mud a source of childhood joy but research

confronted with mud. What would be the first few

has demonstrated that exposure to friendly bacteria

words that come to mind?

in soil can assist the brain to release serotonin, the endorphin used to regulate mood. The more serotonin

Fun? Exciting? Joy?

we have – the happier we are. Mud literally makes us happy.

For our kids, maybe it is worth the hassle.

Firstly, it is important to understand the sensory issues

Immunity and overall health

Studies are now indicating that the cleanliness of our

of our current generation. In her book Balanced and

society is reducing exposure to important bacteria,

Barefoot, leading US paediatric occupational therapist

resulting in increased levels of immune disorders and

Angela Hanscom notes that sensory issues for children

allergies (known as the Hygiene Hypothesis). Whilst it

have rapidly increased. She believes a lack of exposure

is important to wash our hands and maintain good

to a variety of sensory experiences, such as playing in

hygiene – a little bit of dirt from outside is a valuable

the mud, has contributed to the increase.

thing for our immune systems.

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If you are stuck for ideas on how to use mud in fun and creative ways try some of these ideas:

1.

2.

3.

4.

5.

6.

7.

8.

9.

Build a mud kitchen from pallets or other recycled materials and source second-hand pots, pans, and muffin trays – then have a mud bake off As a family make mud pies with flowers, grass, stones, bark, and find your own secret ingredients Create a mud recipe book with quantities and ingredients Using mud as your paint – create a masterpiece on paper, the ground or on a tree Create a temporary mud pit using hay bales as edging with a tarp as the lining or invent your own Identify a permanent mud play area and provide kitchen utensils and small digging tools Create a mud face on a tree and use natural things for its eyes, nose and mouth

Critical thinking and problem solving

Mud has no prescribed use, providing children with full creative power. Whether determining texture, consistency, quantities, what to mould, how to decorate, what to create, what language to use to describe the properties of mud, there are many opportunities that encourage problem solving and critical thinking. In addition, sensory awareness, fine motor skills, resourcefulness, inventiveness, and other lifelong skills can be associated with mud play.

Connection with nature

There is something profound about the benefits nature provides to every human being. Whether it is listening to the wind in the trees, watching the clouds drift across the sky, or recognising the familiar smell of dirt after rain, and the gritty feel of mud between our fingers and toes, we all feel a connection. Nurturing this connection in children is vital as it builds values associated with empathy, nurture, love, and a broader

Using mud and other natural things – build a village or kingdom for small creatures (maybe from you imagination)

sense of belonging. Mud provides an ideal platform

Build a birds nest from mud and dried natural material

connection to the natural world.

10. Take your shoes off and find a muddy path and walk along it as if you were walking on the beach

for children to immerse themselves in one of nature’s finest elements and in doing so build a life-long

For more inspiring resources visit natureplaysa.org.au

39

CURIOUS ABOUT CATHOLIC EDUCATION? Choosing an early learning centre (ELC) or school for your child is one of the biggest decisions you’ll make as a parent. So, how do you find the ‘right’ one?

There are many factors to consider when selecting an ELC or school. Perhaps the most

Are ELCs co-located with Catholic schools?

There are a number of Catholic schools throughout South Australia which have co-located early learning services. This includes dedicated preschools for children from 4 years of age and

important consideration of all is whether the ELC or

ELCs which cater for children as young as 6 weeks old

school will fit your child’s needs. Will they feel like they

(please contact your local ELC for commencement age

belong? Will they thrive?

as this can vary). In recent years, Alive Catholic Early Learning Centres have been established to cater for

In South Australia, families have a wide range of

families within the community who are seeking long

schooling options. Through a commitment to

day care with an educational focus.

educational excellence, Catholic schools provide quality learning in a Catholic context – from the

Are Catholic schools and ELCs expensive?

early years through to Year 12 – instilling values that will last well beyond the schooling experience.

Do I need to be a Catholic to attend a Catholic school or ELC?

All Catholic long day care centres are eligible for the Child Care Subsidy (CCS). Catholic schools also offer fee-free intake for mid year Reception students! For more information about fees please contact your chosen ELC or school.

No, you don’t need to be a Catholic to attend a Catholic school or ELC. We welcome students and families from all backgrounds, faith traditions and

How can I find out more about Catholic education and where my closest school/ELC is?

spiritual journeys; inclusivity is one of the touchstones of our beliefs.

Please see our online directory at cesa.catholic.edu.au/schools to locate your closest school or ELC.

Catholic Schools Open Week is from 22 – 28 August 2022, and offers a great opportunity for families to explore the benefits of a Catholic education.

40

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////CYBERSAFE

YOUR FAMILY/////////////////// As parents we relaxed our restrictions to allow for online learning and engagement but it is proving

By Danielle Verrilli

very difficult to reign it all in.

The ongoing conversation and ever-changing landscape of screen time leaves parents with their hands in the air seeking guidance and definitive

Covid has accelerated the pace of change and altered the way our children engage with the online world in ways we may not have expected.

answers about the right thing to do.

Children in South Australian schools are saying that

poor choices and lowering barriers to safety, perhaps

they are connected online more than ever before.

less filtering and reducing privacy as needed to gain

We know that humans are hard-wired for connection.

more contact. These are currently seen as the bigger

So, with lockdowns, online learning and restrictions

risk to online safety than an addiction to the screens

around socialising in normal ways over the past

themselves. Post pandemic, these symptoms have

two years, it’s no surprise that children have found

meant a dramatic increase in image-based abuse,

new ways to connect and communicate with the

illegal and violent content, and online bullying.

Recent research indicates a strong link between managing screen time and problematic internet use. But what is suggested is that with extended time online comes symptoms like fatigue, making

outside world.

Thankfully, children have been able to participate in activities that are protective to their wellbeing like exploring interests online, playing games, staying in touch with friends, Facetime with family members.

This has meant more time spent online and children communicating in different ways with their peers and all of this time online has been somewhat problematic for some families.

The downside of all of this significant increase in screen time is that parents are finding it challenging

The research suggests that whilst there was a surge in screen time during online learning of up to 7.5 hours, with the easing of restrictions these stubborn new online habits have not changed.

getting their children offline, many children have told us they have been approached by a stranger online, and more children are reporting negative

As parents it is important to embrace the way children

experiences i.e. online bullying, nasty messages.

are connecting, learning, and developing skills. The

The research suggests that whilst there was a surge

gap seems wide for some, but there are ways to close

in screen time during online learning of up to

the gap and be more involved with your child’s online

7.5 hours, with the easing of restrictions these

world. After all, if you want to keep an eye on what is

stubborn new online habits have not changed.

going on you need to jump in feet first.

42

//

HERE ARE OUR TOP FIVE TIPS FOR ONLINE SAFETY AND MANAGING SCREEN TIME POST COVID;

1.

Help children to understand the importance of managing their own time on screens. Many children think of their online or gaming time as the most important thing they do all day. This starts with being a good role model. Try to avoid

///////////////////////

spending time on your own device during family time, where possible, or when you are one on one with your child. This is difficult as much of our communication and work takes place on

4. Having a device in the bedroom also allows for

unsupervised online time. Most online bullying,

our phones and laptops. If you do need to be on

sharing of sexually explicit images, and access

your device, let them know why i.e. ‘I just have to

to pornography also occurs late at night and

send this email to my boss’ or ‘I’m just sending

this can put children at serious risk. Children

a text to nanna to organise her birthday dinner’.

can be impulsive at this time of night, make

This will help them to understand the purpose

emotional decisions and take uncalculated risks.

and functionality of your device use. Are we the

To make matters worse the household is all

consumers of the online world or are we being

asleep and there is nobody around for support

consumed? It is important to help children

should it be needed.

understand the how and why we spend time online and the impact of that on our social, emotional and behavioural health.

2. Talk to your children about why it is important

5. If keeping the devices in the bedroom is

absolutely necessary, use the screen time app or similar to disable certain features of the phone after a certain time, but it is best to

to have time online and offline and the positive

set up good habits for the whole family and have

impact of this balance on their health and

an area in the house where all devices are put to

wellbeing. Explore the impact of too much time

bed to charge overnight.

online and being online too close to bedtime, and how this prevents the body from preparing

Screen time management can be one of the greatest

for sleep. After this conversation then it is time to

challenges of parenting in the digital age. You are not

agree on some ground rules and help them stick

alone, this is a common story among many parents.

to them to help set up some good habits.

If you need some support to get on top of this, seek

3. Taking our devices to bed has become a

assistance from your school counsellor/wellbeing staff, GP, or a psychologist.

common habit for us as adults, we’re all guilty of it. We justify that we need it in case of an

As an experienced Teacher and Counsellor, Danielle

urgent call, or to set an alarm, or for one last scroll

has a special interest in the wellbeing of children

through emails or Facebook. There have been

and working with families. Through her 25 years’

studies that indicate almost 50% of children take

experience working in education settings; teaching,

their devices to bed at night too. One of the most

counselling, and delivering quality wellbeing programs

significant issues that arise from this behaviour

to students of all ages, Danielle has found a passion

is sleep problems as the blue light omitted

for providing safe online environments for all children

from the blue screen does cause sleep delay

and identified a need for cyber safety education and

as it suppresses the production of melatonin.

support for families, schools and communities.

In addition to this, children can experience interrupted sleep as they hear the alerts and

cybersafefamilies.com.au

notifications sound throughout the night.

info@cybersafefamilies.com.au 1300 206 969

43

Want your child to feel truly ready for school?

Enrol now for Kindergarten 2023 Goodstart Early Learning combines the flexibility of a long day environment with a structured play-based Kindergarten program.

Our highly qualified Kindergarten Teachers support children to develop the language, literacy, early maths and social and emotional skills they need to start school ready to learn!

Plus, our families benefit from the convenience of a fiveday-a-week Kindergarten program delivered across the whole day. Taking the pressure off drop-offs and pick-ups, and the need for any additional ‘child care’.

With more than 50 centres across South Australia, there’s a centre near you!

Secure your spot today!

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MUIRDEN SENIOR COLLEGE Year 11 and 12 Students

A Fresh Start Empowering our students with knowledge and inspirational vision to move forward into university or alternative pathways.

Call us now to organise a Principal’s Tour. Phone 08 8212 4342 muirden@muirden.sa.edu.au muirden.sa.edu.au muirdenseniorcollege CRICOS 00366c

44

Limited vacancies CSOW-Kiddo-240x170.indd 1

15/06/2022 12:08:59 PM

in 2022 available A holistic approach to early childhood education through personalised and curriculum-based learning from 6 months through to Preschool

Find out more

www.alivecatholic.org.au or contact us on 8353 9900 Alive Parafield Gardens Co-located with Holy Family Catholic School

Alive Hove

Co-located with McAuley Community School

Alive Mount Barker Co-located with St Francis de Sales College

5 MONEY BA$ICS

TO TEACH YOUR KIDS DURING THEIR HIGH SCHOOL YEARS Michelle Bowes, author of Money Queens and mum of three.

If you’re anything like the majority

…and 10 things they need to know about education costs beyond high school 1.

2.

something that ‘polite’ people

we need to teach our kids about it

while they’re at school, before bad

habits have the chance to take root.

But what, exactly, should you be teaching them?

Saving is a life skill

Program (HELP) to pay for the rest.

3.

neither of these things will always be true! If they learn the discipline of saving – both for things they want to buy and just to have some money behind them –

Money is not gender equal

I’m talking about the gender pay gap (13.8%), the gender retirement gap (23.4%) and the fact that double the number of women than men are victims of financial abuse (15.7% v 7.1%). Tell your daughters, tell your sons. The biggest thing we can all do to help drive change in these areas is to talk about them.

46

amounts depending on what they’re they’re studying.

4.

If they fail more than 50% of their uni subject units in a year, they’ll be at risk of no longer qualifying for a HELP loan.

5.

They’ll have to start paying back their HELP loans when they’re in the workforce and earning above a certain amount of money.

6.

Even if they don’t graduate, they’ll still have to pay for any courses, or parts of courses, they study.

7.

If they move overseas after graduating,

8.

There’s a lifetime limit to how much

before they hit 18, they’ll have a good foundation for managing their money as an adult.

Different degrees or courses cost different studying and, in some cases, where

It might not seem that important when they’re young and the amounts of money they have are small but

the cost of further study for Australian the government’s Higher Education Loan

talked about. But we do need to

talk about it and, more importantly,

The government subsidises some of citizens and they can get a loan through

of Australian adults you were

probably taught that money wasn’t

Uni or vocational training isn’t free.

they’ll still have to pay their HELP loans back. they can borrow for under the HELP loan program.

9.

On top of course costs, there’ll be other costs like books, equipment, technology and some fees.

10. Beyond high school, the Bank of Mum and

Dad may no longer be as willing to provide financial support. If they didn’t have one while at high school, this is the time to get a part-time job!

Credit is not their friend

through their money – where they shop, who they bank

Credit can be helpful, and for most people it’s

with, who they open a super account with, and how

necessary for life’s bigger expenses, like paying for

their super is invested. They can use these choices to

university, and purchases, like buying a home. But

support things they believe in, such as recycling, clean

unless it has the potential to grow their wealth, teach

energy or gender equality, and avoid those they don’t,

your kids that debt is bad. Buy now pay later may have

like modern slavery or fossil fuels.

replaced plastic as the credit of choice for younger generations but regardless of the credit product,

A personal finance writer with over twenty years’

small debts always have the potential to snowball

experience, Michelle Bowes has written countless

into big problems.

articles explaining complex financial topics in easy-

Budgeting is the bomb

to-understand and engaging ways. She believes the solution to overcoming the money challenges women

A budget is really just a plan for your money, and

face is for them to start learning about money – and

when it comes to money management the old adage

putting good money habits in place – as soon as they

that ‘planning prevents poor performance’ rings true.

start earning it, in their very first teenage job. Her

Like saving, the earlier they learn to budget, the more

mission is to show all teenage girls that they can be

ingrained it will become. So, by teaching them to

money queens, by giving them the tips and tools they

budget you’ll be giving them a good money habit

need to rule their money.

they can fall back on forever.

Money can create change

For more on how to help your kids help themselves when it comes to

Today’s teens are a socially aware bunch, but they can

money, look out for Money Queens

feel powerless about their ability to influence society.

in bookstores from July 12 or visit

Teach them that one way they can create change is

moneyqueens.com.au

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47

INVESTING IN EDUCATION Significant investment has been committed to continually improve learning environments in schools across SA. Take a look at some of the major school upgrades completed, underway or scheduled for commencement this year.

SEYMOUR COLLEGE Seymour’s refurbished Sports Centre is a world-class facility, supporting the needs of their High-Performance Sports program, physical education curriculum and community events. Featuring an upgraded Strength and Conditioning room, acoustic panelling, as well as a transformed learning and entertainment space with extended decking, the refurbished Sports Centre also offers some of the best views in Adelaide. seymour.sa.edu.au

ST DOMINIC’S PRIORY COLLEGE Along with upgraded Expressive Arts facilities, a new Library, Middle School Precinct, and Outdoor Learning Hub is opening in 2023 at St Dominic’s. This significant investment in the College footprint aims to inspire middle school aged girls to have confidence and learn in a progressive environment. stdominics.sa.edu.au

MERCEDES COLLEGE A landmark Arts and Sports Precinct will begin construction at Mercedes College in the coming year.

The new facility will host multiple contemporary spaces providing greater learning flexibility where students can flourish in the new performing arts, indoor sports complex and on the outdoor netball and tennis courts, plus come together as a community in the plaza. The Precinct is due for completion in early 2024 – a fitting milestone to celebrate 70 years of students flourishing at Mercedes College. mercedes.catholic.edu.au

48

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 qualified Christian educators • Excellent facilities including a new third room and sheltered outdoor play spaces ELC enrolments are now available for Term 3.

To find out more, take a tour or enrol online, visit our website. emmauscc.sa.edu.au

Inspiring Hearts. Inspiring Minds.

INVESTING IN EDUCATION

ST PETER’S WOODLANDS As part of St Peter’s Woodlands 10 year Master Buildings and Grounds Plan, redevelopments planned for 2022/2023 will create learning spaces in which students will be nurtured to be happy, creative and educated young people. The historical Gillam building will be redeveloped to create an innovative learning hub and classrooms, the Junior Primary playground and ELC Nature Play are being redeveloped to emphasise inquiry and sensory learning experiences. spw.sa.edu.au

BLACKFRIARS PRIORY SCHOOL Blackfriars Priory School has unveiled its new Masters’ Pavilion – the final piece in the school’s extensive western campus redevelopment. Linking to the recently completed Aquinas Centre, the Masters’ Pavilion provides a generous covered outdoor learning area, complemented by custom furniture to create a fluid and accessible learning, social and event space. blackfriars.sa.edu.au

WESTMINSTER SCHOOL Westminster School has opened the latest development in their $40m Campus Masterplan, The Forder Centre, housing a new dining hall, library and extensive dedicated drama and music spaces. Over the past two years the transformative plan has delivered several new developments, including the Inquiry and Innovation Hub, and The Carter Wing which includes purpose-built spaces for pottery, printmaking, photography, and art as well as a digital media studio. westminster.sa.edu.au

ST MICHAEL’S COLLEGE St Michael’s College has announced their $8m Primary Stage 2 Project, which is expected to commence in Semester 2 this year. The project includes new classrooms, a new Canteen and a Performing Arts Centre. The Centre will comprise a Music Centre, Music Tutorial rooms and Dance and Drama rooms, providing a specialist facility rarely seen in a Primary environment. smc.sa.edu.au

50

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Finish Flip t ed alread he pa ge andy? draw!

South Australia’s Commissioner for Children and Young People, Helen Connolly, is committed to creating opportunities for SA students in Years 2-6 to have a voice and agency.

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Is your school a Postcards school?*

abou t…

I wan t gro wnup s to The w know orld … would be be tter if...

Than k you

for yo ur an swer s! We ’ll pa ss th em on

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That’s why she has been running her Postcards project every year

n Hele se flip a Ple

since 2019 with postcard responses received from around the State from over 30,000 kids in this age-group.

What they’ve told her is captured in her annual The Things That Matter Report, which becomes available in August each year.

Teachers participating in the initiative have provided some feedback too:

“

Our team chose to take on this initiative because we are passionate about student voice. The students felt their voices were going to be heard and their ideas were going to be discussed on a platform that cares.

As facilitators of their education, it gives us another avenue for students to build their confidence and say what matters to them most and to be true to their core values. We learnt that even though our children are young, to underestimate them would be a mistake.

This is what students had to say about participating in Postcards: “It made me feel respected as a young person, as someone who is part of the future generations of change. I feel like my opinion matters and I have a voice.” 11 year old “Adults sometime don’t take children’s opinions seriously because we are still learning. But everyone should be heard. For your voice to be heard you should not have to have a degree or

What a wonderful thing it is to know about the young people who

a special title. Everyone should have

are going to be the voices to shape our world not just in the future

the right to voice their views and

but now.

opinions and by using this initiative

”

Abby Matte, Primary Coordinator, St Aloysius College, Adelaide

Find out more at https://commissionerspostcards.com.au *No registration required. Every primary school in South Australia receives their School’s Postcard Pack via internal mail during Term 3. Completed postcard responses can be returned via internal mail up to the end of Term 4.

it is made sure children’s voices are heard.” 11 year old

(

BIOPHILIC DESIGN:

LEARNING FROM THE LANDSCAPE

52

St Thomas Ecology STEAM Centre Images – Sam Noonan

Biophilic design is more than just adding natural elements into the classroom, it influences the way that designers make decisions about the spaces they create for learning and the overall sustainability of a project. commercial design sector for offices and public health buildings like hospitals and recovery wards.

However, the concept is now seeing a resurgence, in the wake of a post-2020 world, where the importance of connection has been emphasised. There is a significant body of research that supports the practice of Biophilic design, with researchers in a project, led by the University of Melbourne, concluding that

By Dr Nathan James Crane

spaces which are connected to the outdoors increase learners’ energy, cognitive ability, attention and memory levels.

How transformational would it be to learn

From a design perspective, bringing these environments to life for students is a delicate balance

under the shade of a tree?

of aesthetic considerations and technical details

As our children move back into the world after the

Design Initiative, launched by The Living Future

past few years learning from home, a connection to

Institute Australia (LFIA), provides education to built

nature, play and learning has become a central theme

environment professionals to help reconnect people

in educational design for schools. Nature-play and the

to nature and its benefits. Their framework has a

concept of biophilia, both aim to create opportunities

number of elements that make up Biophilic design,

to connect with nature more often in our daily lives

which include place-based relationships, natural

through the spaces we spend our time in.

patterns and processes, environmental features,

like ventilation, lighting and acoustics. The Biophilic

evolved human relationships, natural shapes and For students, a large part of their day is spent inside

forms, and light and space.

a classroom which – until recently – was typically insulated from the outside environment. But

In the most pragmatic sense, Biophilic design can

educators and designers now both agree that the

involve integrating green spaces like gardens, trees

outdoors plays a far more important role in engaging

and other elements including ponds and rockeries

learners than we once recognised.

into the physical environment. In a more sensory approach, the intentional addition of natural lighting

Biophilic design, or Biophilia, has been a concept

and ventilation provides less obvious, but equally

in design for a number of years, particularly in the

valuable connections to the outside world.

53

However, Biophilic design is more than just adding natural elements into the classroom, it influences the way that designers make decisions about the spaces they create for learning and the overall sustainability of a project. This can be seen in a number of practices and projects that have been recognised nationally as leaders in this space.

Take for example, The St Thomas School Ecology and STEAM Centre in Goodwood, by Grieve Gillett Andersen. The multipurpose facility includes a

Woodcroft ELC Images – Peter Barnes

number of indoor/outdoor spaces in which students can engage with the environment to learn and even

based enquiry to take place in this outdoor learning

includes a produce garden used for cooking classes

space. The project won the 2021 AILA SA Award of

so students can learn the food cycle of farm to table.

Excellence for Health and Education Landscape.

The project won the 2021 Learning Environments Australasia Awards for Best Small Project.

Biophilic design is also being embraced to disrupt adult learning spaces that have for hundreds of

Nature play is also an essential component of a

years been traditionally lecture-hall style spaces

Biophilic design approach taken in schools, most

that discourage active learning practices. There are

often seen in Early Learning Centres (ELC) and Primary

a number of international and interstate examples

and Middle Schools. From custom-built play spaces

of Universities and Higher Education settings that

and courtyards, to adventure playgrounds and child-

are now beginning to embrace Biophilic design

led activities, outdoor nature play designs have come

principles into social hub spaces as well as other

a long way from the sandpit and concrete pipes of the

learning spaces on their campuses.

past. One such project is The Woodcroft College ELC Outdoor Learning Area, by Swanbury Penglase. This

This integration of play, nature and the psychological

outdoor play space, which features a dry creek, several

benefits is still an emerging area for education

bridges and breakout lawn spaces allows for nature-

spaces, but has the potential to also inform the

54

BIOPHILIC DESIGN

By infusing our educational settings with the natural environment, and then actively discussing these decisions within our school communities, we can not only positively, but proactively encourage curiosity, pride and perhaps even conservation of indigenous storytelling, connection to Country and our history.

St Thomas Ecology STEAM Centre Image – Sam Noonan

social conscience of young people, with sustainability

school communities, we can not only positively, but

and the climate crisis as major challenges that will

proactively encourage curiosity, pride and perhaps

need to be increasingly top of mind.

even conservation of indigenous storytelling, connection to Country and our history.

Holistically speaking, Biophilic design considers the relationship between people and the environment

Increasingly, the aptitude and knowledge of Biophilia

and places this connection at the centre of the design

is becoming a minimum design consideration for all

process. Excitingly, the design potentials that arise

projects in the education sector. As indicated earlier

from such an emphasis, establishes wellness and

in some of the local award-winning examples, as well

cognitive health as a priority in education settings.

as those yet to be announced, there is an upswing

This well-documented shift in design approach,

of enthusiasm and support from both the design

which centres on supporting creativity, wellbeing

community and its clients (both public and private

and constructive learning environments, sits very

education providers) that will see Biophilic design

comfortably with advancing attitudes towards the

principles continue to be embraced over the next

science that underpins Biophilia.

few years.

Not to be forgotten is one other very important

In returning to the starting point of this article,

and culturally significant aspect to Biophilic design,

Biophilic design seems now more than ever, an

that is lesser discussed, but nonetheless deeply

antidote to the loss of connection that most of us have

valuable for learners. Biophilic design facilitates a

felt over the past few years. In supporting our children

deeper connection to Country, to the land, and to

to embrace the outside world through nature play

the traditional knowledge that has underpinned

and positive design interventions, emerging education

Aboriginal custodianship for thousands of years.

environments signal a new way forward to reconnect

Within its very intention, nature and the importance

young minds to a world full of learning, one landscape

of place is enshrined in the process of design and

at a time.

space making, signifying its value to the way we live, work and learn. By infusing our educational

Dr Nathan James Crane is a design academic,

settings with the natural environment, and then

writer, educator and SA/NT Deputy Chair of the

actively discussing these decisions within our

Design Institute of Australia.

55

REPEATING A YEAR LEVEL AT SCHOOL

By Mark Le Messurier

When a student is struggling

academically, socially, emotionally,

(perhaps generally), the possibility of repeating a year level is sometimes

raised by parents or teachers around this time of the year.

Sometimes repeating a year level is seen as an expedient way to meet a child’s needs. I’ve even heard it called giving a child, “the gift of time.” Well, this “gift of time,” is useless, even damaging without clearly understanding what the problems are, why the child has experienced them and what needs to be done to repair them. It is vital to implement an appropriate program or approach to address such difficulties during the year the child repeats the year level.

This is a tough decision because we never want to overlook the impact repeating a year level may have

Students with significant specific learning difficulties,

on a child’s self-esteem, confidence, and subsequent

such as dyslexia, dysgraphia, and dyscalculia, can

development. Often the pros and cons are evenly

be shocked and ashamed to find that the adults

balanced, especially in the short-term. The fact that

want them to repeat. They may be struggling with

a child is physically small for their age might be

the reading, writing or maths components but are

cancelled out by the fact that if they repeat, they will

intelligent, connected and understand what’s going

be in the same year level as a younger sibling. One

on. Repeating, in this circumstance, may not provide

parent may feel that by repeating their child will be

a meaningful opportunity. It may even inspire difficult

helped, the other parent may feel that they will feel

behaviours triggered by humiliation.

badly, and it will impact detrimentally on them.

56

What if the decision to repeat seems impossible?

we never want to overlook the impact repeating a year level may have on a child’s self-esteem, confidence, and subsequent development

•

In the end, this is your decision as a parent.

Seek advice from everyone you trust

•

Whatever decision you make there will be some pluses and minuses

•

The disadvantages created by either decision can usually be effectively managed – especially when potential problems are anticipated

•

I also suggest you follow your own intuition

The following reasons often make it wise for a child or teen to repeat a year.

•

The child’s difficulties have been identified and are clearly understood by all

•

Appropriate interventions/remediation will be put in place to deal with the identified difficulties during the repeat year

•

The child is young for their current year level

•

They are immature for their age and plans will be made to support their maturation and organisational capabilities

•

This child is not too tall and will not look out of place

•

They have had less schooling than their classmates because of ill health, family circumstances and so on

•

They will be provided with the opportunity to gain academic and social confidence by having quality support

•

They will be thoroughly counselled to understand the need to repeat and that this decision is to help them grow

Once the decision has been made to repeat the year level •

Ensure that a suitable support or remedial program is in place. Repeating without intervention, specific goals and targeted support is totally inadequate

•

Make certain that the child’s progress in the coming year is carefully tracked, reviewed and new goals set

•

Make the best possible match between the child and available teachers

•

Make sure that the new teacher is familiar with your child’s strengths, challenges and concerns before the school year begins

•

Be certain that you convey a positive and supportive attitude about this decision to your child

•

Guarantee that any strengths or interests that your child has are further developed during the repeat year

•

Deal with the issue openly and positively

•

Guide your child to own the choice to repeat the year. Help them to use the right words when classmates ask why. For example, “I was invited to go into Ms Bells’ class next

•

The school culture is highly supportive and views repeating as a new and positive learning experience

•

The child is likely to be happy with the younger children who will be in their class.

This group has a great tone.

•

The child already has a friend, or two, in the younger year level or would merge into the new age group easily

author of 17 publications, with a new parenting book

•

The child is changing schools, and this

and as a coach to parents. He is also SA Senior

presents itself as an opportunity to repeat

year and I want to do that.” Keep it simple.

Mark is a teacher, counsellor, public speaker, and the just around the corner. He works in private practice in Adelaide as a mentor to children and adolescents, Australian of the Year, 2022. whatsthebuzz.net.au marklemessurier.com.au

57

CONCUSSION IN CHILDREN

By Dr Mark Ralfe FRACGP DRANZCOG DCH MSportsMed

Before coming back to Adelaide to work

as a sports and exercise medicine doctor,

my wife and I were lucky enough to work in South Australia’s mid north town of

Balaklava while finishing off my training

in General Practice. Our daughter in year 2

had a brilliant year (she’s now 29) and I saw

first-hand the enormous benefit of children being involved in sport. Developing friends

for life, discovering inspiring adult mentors,

experiencing lessons of resilience, hard work and fun are opportunities we are so lucky to have in a country like Australia. Yet

unfortunately injuries happen and one of those injuries getting a lot of press lately is concussion.

sports concussions happen to the 5 to 18-year-olds and around 30% of under 13-year-olds in Australia have had a concussion.

Concussion is a transient injury to the brain caused either by a direct blow of a jolt to the body transmitted to the head. This jolt causes a cascade of biochemical reactions in the developing brain causing electrolytes to flood in and out of the neurons, impairing the ability of the neurone to utilise glucose and a temporary reduction of blood flow—all reducing the ability of the cells energy batteries, the mitochondria, to make the energy required for proper cell function. Microscopic delicate cellular highways within neurons that transport chemicals break and inflammation floods parts of the brain. There are no changes on MRI brain scans, no blood tests or any other objective markers for concussion. It is a diagnosis that needs clinical assessment by a doctor. Concussion is a functional disturbance to the brain that has a large variety of

Concussion in childhood and adolescence

signs and symptoms, some subtle, some not so subtle.

Some of the not so subtle signs include being knocked out, having a seizure or being off balance when trying

Concussion is a huge and complex topic that’s getting

to get up and play on. The subtle clues are where

much more media coverage over the last few years.

parents make a huge difference. Subtle signs can

A near billion-dollar class action by NFL players in 2011

include a change in behaviour, being a bit off, “not

and Concussion the movie in 2013 started popular

quite right”, dazed or more emotional. Doctors usually

interest. A 2016 Australian Family Physician journal

use a questionnaire, now in its 5th version – the Sports

states that traumatic brain injury “is one of the most

Concussion Assessment Tool number 5 (SCAT5) to

common causes of neurological morbidity and is more

help parents and the child identify 21 symptoms.

common in childhood and adolescence than at any

But parents know their child and they know when

other time of life”. USA data estimates 2 out of 3 of all

things aren’t right.

58

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Concussion management The Murdoch Children’s Research Institute estimates only 40% of all children with concussion go to an emergency department. Studies showed close to 20% of children with concussion are not removed immediately from play and nearly half of those diagnosed with concussion were not managed according to current concussion guidelines.

When asked, over 70% of parents were unaware

Around 30% of under 13-year-olds in Australia have had a concussion.

of concussion symptoms and 90% of parents are unaware of return to play guidelines.

Concussion in the preschool years are more likely to lead to increased antisocial behaviours and/or psychiatric disorders during teenage years. The Murdoch Children’s Research Institute did an

agitated. Having someone wave the ambulance

extensive literature search in 2021 looking at

down, know how the ambulance will access the

90,000 children with concussion in 69 different

sports ground or school and bystanders trained in

studies. Some key discoveries were that almost 30%

first aid is essential. “If In Doubt Sit Them Out”. This

of children with no prior mental health problems

is the rule. If you suspect concussion, then remove

developed psychological symptoms, 40% percent

the child immediately from play. As soon as practical,

developed anxiety, PTSD and low mood. The good

book in to see a doctor to have the child assessed for

news is almost all children with concussion had

concussion. If the child might have had a head knock

significant recovery by 3 to 6 months. The risk of

and complains of a headache, dizziness or any unusual

getting another subsequent concussion is much

symptoms at all then assume they have concussion

higher in the following few months after the initial

unless proven otherwise.

concussion so it is important to make the diagnosis.

No research is available to say what is a safe number of concussions and or how many concussions are needed to cause the fatal brain disease Chronic

Concussion recovery and return to play

Traumatic Encephalopathy. What is accepted is

Recovery is based on a graded return to learn and

that the chance of this happening is a lot lower

a graded return to play. The emphasis should be first

if concussions are recognised, managed well and

and foremost on getting back to school and being

the child completely recovers before playing again.

comfortable in the classroom before progressing to sport. Often a couple of days off from school are

How to recognise concussion

needed before starting some schoolwork at home, progressing to half days at school before commencing full days. To avoid excess worry in the student and

So how do you recognise concussion? The best

family, the student with a concussion really needs

resource is the concussion recognition tool (CRT).

to know that the teachers and school are supportive

This is downloadable on the web, containing signs

and will help them get back to learning at their own

to watch for, questions to ask and most importantly

pace. A small but increasing number of schools have

when to ring an ambulance. Urgent triple zero help

a return to learn post-concussion plan that can be

is needed if the child is knocked out, has neck pain,

followed. After an initial quiet 24 to 48 hours resting

a severe or increasing headache, repeatedly vomiting,

at home and reduced mobile and tablet screen time,

deteriorating level of consciousness, tingling or

going on walks at an intensity that doesn’t increase

weakness in the arms or legs or being increasingly

symptoms has been shown to shorten recovery time.

60

CONCUSSION IN CHILDREN Once symptoms reduce then increasing the effort walking or jogging and starting to do some skillbased exercises such as passing the ball or kicking can be started. A day’s rest between bouts of exercise is important to gauge response to the increased workload. If there is no increase in symptoms then slowly increasing the speed and complexity of sports skills is next. Before returning to full contact training, seeing the doctor for a review is essential. Once the child is cleared for full training a letter confirming this is given to the club and again symptoms monitored after full training to make sure the child is well.

Three visits to the doctor is fairly usual. The first visit to diagnose and assess, the second to gauge recovery and the last to clear the child for full training.

Concussion is a functional disturbance to the brain that has a large variety of signs and symptoms, some subtle, some not so subtle. The subtle clues are where parents make a huge difference. Subtle signs can include a change in behaviour, being a bit off, ‘not quite right’, dazed or more emotional

The under 18s have longer recovery times than older people. In adults most are better by 2 weeks and, if under 18, recovering from concussion can take in the majority up to 4 weeks. However even with the best

Being assessed and managed in a multidisciplinary

care, up to 30% of children still have symptoms lasting

clinic is important especially if there are ongoing

longer than 4 weeks. The minimum time between

symptoms. Allied health professionals such as

the injury and return to training where there is a

physiotherapists skilled in treating headaches

chance of head impact is 14 days after the symptoms

and balance problems, a psychologist to deal with

fully resolve. So based on these timelines you can

anxiety in the child and any family concerns and

appreciate it can take a while before the child is able

occupational therapists with an interest in concussion

to play sport again safely.

are all important members of the rehabilitation team.

Very occasionally seeing a neurosurgeon, paediatric neurologist or rehabilitation physician is useful for management strategies going forward.

Only 40% of all children with concussion go to an emergency department.

Sport is wonderful, sport is safe and should be an important part of developing lifelong healthy living habits in children and teens. Concussions do get better but need understanding, and often a team approach to help the child get back to learning and playing as quickly and safely as possible.

Dr Mark Ralfe is a Sports and Exercise Medicine A brilliant tool for everyone to download and use is the Headcheck app. This concussion recognition tool was developed by the Murdoch Children’s Research Institute and helps parents, caregivers and coaches recognise and manage recovery in children and adolescents. This doesn’t replace a thorough medical examination and management plan by an experienced doctor but is very useful.

doctor. Trained as a country GP he has a Diploma in Child Health, Obstetrics, and a Masters of Sports Medicine. Mark has worked for the AFL, Cricket Australia, Football Federation Australia and is a Past Chair of Sports Medicine for the Royal College of General Practitioners.

Wakefield Sports and Exercise Clinic medical@wakefieldsports.com.au

61

Image: Kate Dyer

MONTESSORI MAKES SENSE! The Hills Montessori School has been

operating in the Adelaide Hills for over forty years, fostering the curiosity of children in

their educational programs. Located across two campuses, the primary campus is in Aldgate and the middle school campus

which caters for our Adolescent Program is

in Stirling. The Hills Montessori School offers an education based on the Montessori

philosophy of respect for self, others and the environment by fostering a love of

learning and commitment to community.

Come and join us at one of our Open Days to see first-hand the wonderful opportunities we offer children aged 0–15 years of age through a Montessori education.

Adolescent Program Years 7 to 9 Wairoa Campus, 142 Mt Barker Road, Stirling Infant, Preschool, Primary Yultiwirra Campus, 12 Anderson Road, Aldgate

OPEN DAY

Tuesday 16 August 9.30am – 11am

Adolescent Program – Years 7 to 9 Our Adolescent Program gives students the opportunity to learn actively in a flexible, responsive environment that combines a rigorous academic program with real-life experiences and work practices to bring the curriculum to life.

Explore our programs Sunday 28 August 2pm – 4pm

Open Day bookings are essential.

Early Learning Infant Program caters for 0 to 3 years Transition Program is designed for children 2¾ to 3 years of age. This is a four-week program that supports the child as they prepare for Preschool life Preschool Program caters for students aged 3 to 5 years of age Extended Day Program for children aged 4.5 years as they prepare for Primary School Primary Program – Reception to Year 6 Our Reception classes have continual student enrolment at the beginning of each term throughout the year Before and After School is available through our OSHC program for all students in the Preschool and Primary school aged 3 to 12 years along with Vacation Care every holiday period Please book online here Phone: 8339 6842 enquiries@montessori.sa.edu.au

62

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BUILD A HEALTHY LUNCHBOX

By Allie Gaunt, Jessica Beston & Sarah Buckle

An easy time-saving strategy to ensure a nutritious and varied lunchbox is to have a simple checklist in your head of the different food groups to try to offer in your child’s lunchbox each day. This ensures they have key nutrients such as quality carbohydrates, protein, calcium, iron, zinc and omega-3 fatty acids to help them learn and play.

3

Pack vegetables

They provide a variety of important nutrients and add fibre and bulk to children’s diets. If your child is old enough to eat raw veggie sticks, pull out the veggie grab box and pop a veg or two in their lunchbox for both morning tea and lunch. Including a variety of veggies at as many mealtimes as you can throughout the day can take the pressure out of dinner, when children are often tired and are likely to refuse them. Try cherry tomatoes, carrot, capsicum or celery sticks, or even snow peas or green beans

1

sandwiches. Some kids love homemade dips

pasta, crispbreads and cereals), brown rice,

and deconstructed or leftover salads, and these

quinoa and legumes are higher in fibre, B

can help with enjoyment and acceptance

vitamins and folate than white and refined

of veggies.

helping children to concentrate in the classroom.

4

Include protein

Provide fresh fruit

Whole fruit is a more satisfying, nutritious and high-fibre option than juice or processed fruit

Protein is important for satisfying hungry little

snacks, plus it’s lower in sugar and energy than

appetites and helping kids to feel full. Lean

dried fruit. Fruit that is local and in season is most

red meat slices or meatballs, leftover roast

likely to be cheapest, tastiest and most nutritious.

chicken, lean ham, canned fish, eggs, hummus

Mix up the fruits you offer in lunchboxes by using

and cheese are great in sandwiches. Look to

sliced apples, whole bananas, mandarins, orange

your savoury baking box for other nutritious

wedges, berries or whatever else is in season and

and delicious bite-sized options to add variety

in your fruit grab box.

if you feel your child is becoming bored with sandwiches. Cheese slices or sticks, yoghurt tubs, plain milk, nuts (depending on your child’s

64

such as lettuce, grated carrot and cucumber in

Wholegrain products (including breads, wraps,

varieties. They also provide longer-lasting energy,

2

as snack options, and include salad fillings

Choose quality carbohydrates

5

Include water as a drink

Pack frozen water bottles or add ice cubes

age and your school’s rules) and wholegrain

to their drink bottle if your child prefers colder

muesli bars are also sources of protein and

water – especially on hot days. Try to avoid juices,

great for snacks.

cordials and soft drinks.

A NOTE ABOUT ‘SOMETIMES FOODS’ Consistently providing healthy, varied foods at home and in lunchboxes means there is always room for ‘sometimes foods’. These are things like popcorn, crackers, chips and other pantry staples that are

APPETITE FOR LUNCHBOXES

eaten around more nutritious foods. They also include sweeter home-baked goods, flavoured yoghurts and

How much food to pack in lunchboxes is a question

milk, and mini chocolate bars. These offer another

we’re asked often. Every child is different in terms of

source of energy for active kids who are always hungry

how much food they eat at school. Some love a little

and growing fast. We like to buy these in larger

of many options, while others enjoy fewer options and

packets to then distribute into containers or the

some are in between. Referring to our simple ‘Build

smaller sections of bento-style lunchboxes. It reduces

a healthy lunchbox’ checklist, offering all the food

plastic waste and litter and supports the nude-food

groups across morning tea and lunch, and offering

movement at schools. ‘Sometimes foods’ are an

varied meals and snacks at home, will ensure you are

important part of normal eating and also help to

doing everything you can to give your child an array

prevent your children from feeling ‘lunchbox envy’.

of nutritious foods, regardless of how much or little gets eaten.

If this is new to you, or your child prefers the same food prepared in the same way every day, give yourself

If their lunchbox consistently comes back empty:

a little time to find your new groove and a balance

check in with your child and see if they have enough

between what they love, what they’re learning to love

to eat. It might be that you are packing just the right

and what you’d like them to love! You can transition

amount, or they may request an extra item or two.

slowly and stretch them sensitively.

Growth spurts and developmental leaps also influence their appetite. We find rainy days, where they sit inside

INCORPORATING LUNCH ORDERS

to eat, good days to pack a bit extra as they have time to eat without the rush to run out and play.

If your school canteen offers lunch orders and your

If their lunchbox is half-eaten: are the same types

budget allows for them, they can be a fun part of the

of foods coming back uneaten? Are the sandwiches

weekly, monthly or term lunchbox routine. We do love

becoming soggy? Do the carrots take too long to

a Friday lunch order for an end-of-week break, but you

chew? Is there too much food? Try varying how the

may prefer a Monday or mid-week order and then use

veggies are offered – ensuring they are easy to eat –

that day to get organised or catch up. Most schools

modifying the sandwich fillings and perhaps reducing

have some nice nutritious options and it’s a good

the quantity just slightly for a few days.

opportunity for kids to try something new. Enjoying food they have chosen is a positive meal experience

If their lunchbox is regularly untouched: too much

and we are all for that.

food can be overwhelming for some children – or sometimes, after sitting down in the classroom for a while, they just want to run and play when the bell rings. Perhaps reduce the quantity and variety each day but still maintain variety throughout the week, allow them a say in which foods are packed, and prepare their food so it’s easy to eat and enjoy. If they begin to eat more, slowly add more.

This is an extract from The Family Meal Solution by Allie Gaunt, Jessica Beaton & Sarah Buckle. Published by Penguin Random House Australia, RRP $39.99.

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NO-BAKE ‘SNICKERS’ SLICE From The Family Meal Solution by Allie Gaunt, Jessica Beaton & Sarah Buckle.

An energy-dense little snack packed full of

seeds and nuts that tastes amazing straight from the freezer. We love any opportunity

to pack our snacks full of whatever added goodness may be on hand. Keeping your fridge and freezer well stocked with

homemade snacks means little hands will reach for more nutritious items.

INGREDIENTS 15 pitted dates ¼ cup (25g) cacao or cocoa powder ½ teaspoon pure vanilla extract ¼ cup (60ml) pure maple syrup

Prep time: 15 minutes Chilling time: 10 minutes Makes: 16–24

2 tablespoons pure peanut butter 1 cup (140g) crushed peanuts, plus extra to sprinkle ¼ cup (20g) shredded coconut, plus extra to sprinkle (optional) ¼ cup (30g) flaxseed meal ¼ cup (45g) chocolate chips pinch of salt

METHOD

¼ cup (35g) chocolate melts, melted

Line a 20 cm square cake tin with baking paper.

salt and ground black pepper

Place the dates, cacao or cocoa, vanilla, maple syrup and peanut butter in a food processor and process

STORAGE: keep in an airtight container or a freezer-proof bag in the freezer for up to 2 months.

ALLERGIES/INTOLERANCES: Dairy: omit the chocolate chips and melted chocolate. Nuts: try a mix of sunflower seeds or pepitas as a substitute for the crushed peanuts.

Omit the nut butter or use seed butter or tahini as an alternative.

NUTRITION NOTE: this grab-and-go snack is perfect for active kids. If your kids love this slice you can always double the recipe and roll half the mixture into balls for a change of texture.

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until well combined. Add all of your chosen remaining ingredients (except the melts) and, using the pulse button, process until finely chopped and well combined, while leaving some texture.

Press the mixture into the prepared tin and sprinkle with extra crushed nuts and coconut. Drizzle with melted chocolate if desired. Alternatively, roll the mixture into walnut-sized balls.

Place in the freezer for 10 minutes or until firm.

Cut into squares to serve.

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