At Seymour College, our expansive green campus offers endless space for our girls to explore, grow and play.
Our educators passionately deliver a curriculum tailored to the way girls learn, complemented by extensive choices in electives, sports, performance, service and global learning opportunities – choices that allow each girl to try new things and discover who they are.
And our all-girls’ environment means they feel empowered to do it all – free from judgment or limitations.
Discover why the space and choice at Seymour makes all the difference.
A well-rounded education that caters specifically to the needs of boys: academically, socially, emotionally, physically and spiritually.
At Walford, we foster a close-knit community where each girl is inspired to embrace her individuality, strengths, and personal approach to achieving her goals. We instil confidence in each girl to actively design and create her own path to her own success, in a world where she can be, do and achieve, her best, her way.
From the moment she enters the School gates, she is encouraged to navigate her own path towards success, celebrating her authenticity within an environment that is safe, welcoming and inclusive.
Our personalised approach empowers her to embark on a distinctive educational journey curated to her needs and aspirations. With reflection, proactive engagement, skill acquisition, a spirit of curiosity, collaboration with her peers, and close attention from dedicated staff, she gains a global perspective and imagines limitless opportunities for herself and the world. She enjoys transformative experiences that foster her self-confidence, self-expression, and self-acceptance, all while pursuing excellence and individual growth.
She refines her interests, overcomes challenges, cultivates her talents, and ultimately evolves into a compassionate and courageous young woman who lives with meaning, purpose and principle.
Enrol in our ELC today walford elc
Walford Anglican School for Girls
WELCOME TO THE 2025 SCHO O L YEAR!
Parenting school-aged kids is a constant balancing act—one moment, you’re celebrating milestones, and the next, you’re navigating new challenges. Whether your child is just starting their education or tackling their final years of high school, this issue of educate is here to equip you with the tools, insights, and strategies to make the most of the year ahead.
Let’s start with a big one: artificial intelligence. It’s everywhere, reshaping the way we learn, work, and even think. But how do we guide our kids to use AI responsibly?
This issue features an eye-opening piece by teacher and Digital Learning Designer Jarrod Johnson, who breaks down how parents can help their children navigate AI tools like ChatGPT—enhancing their learning while staying within classroom boundaries.
On the mental health front, Dr. Billy Garvey explores the early signs of mental illness in children, giving parents the knowledge to recognise emotional and behavioural shifts and offer the right support. Meanwhile, Suzi from Activ8 Mind shares practical, screenfriendly strategies to help kids stay mentally strong in an increasingly digital world.
Speaking of support, we’re tackling an often-overlooked topic: parent behaviour at children’s sports. In the heat of competition, it’s easy to get caught up in the moment—but are we setting the best example for our kids?
We’re also stepping outside—literally. Landscape Architect Damian Schultz shares how playgrounds can be designed around Australia’s climate, proving that outdoor play is as important as ever. And for those with little ones, our guide to Early Learning Centre (ELC) methods will help you feel confident about this crucial stage in your child’s development.
Wherever you are on your family’s educational journey, this issue is packed with expert advice to help make 2025 a year to remember.
Here’s to a brilliant 2025!
Olivia Williams
KIDDO + educate Editor
MENTAL HEALTH IN CHILDREN
Recognising and Supporting Their Needs
by Dr Billy Garvey, BSc (Hons.) MBBS FRACP MPH, Developmental Paediatrician & Founder of Guiding Growing Minds
Mental health issues are often seen as a problem that only teenagers and adults face. Surely young children can’t have anxiety or depression? Unfortunately, they can and do at very similar rates to teenagers. Half of adult mental illness starts before children reach 14 years of age. Rates of mental illness in children aged 4 to 11 years old are almost the same as children aged 12 to 17 years old (13.6% versus 14.4%). Spotting the early signs of emerging mental illness and accessing evidence-based management gives those children the best chance of improving. If not addressed, the impact of these difficulties can be lifelong. These challenges also have a significant negative impact on caregivers, siblings, peer students, and educators. While these statistics can be worrying, there is also a huge opportunity to better support these children for the benefit of not only them but also our entire community.
irritability, and aggression. In my clinical practice, I see these emotional and behavioural difficulties as flares that kids shoot up to
“Half of adult mental illness starts before children reach 14 years of age. Rates of mental illness in children aged 4 to 11 years old are almost the same as children aged 12 to 17 years old (13.6% versus 14.4%).”
Other signs of mental illness in children can be difficulty sleeping, a change in appetite, concentrating, and fatigue. Depression particularly can present as agitation instead of low mood, along with decreased interest in daily activities, feelings of worthlessness or excessive guilt, and recent thoughts of death. Another common feature of mental illness in children is what we call somatic complaints. These are ways that the body experiences feelings such as anxiety and depression and might be headaches, nausea, tummy pain, dizziness, or lethargy. These sensations are very real for children, and they should not be dismissed as being in their head. This risks minimising their difficulties and sabotaging
Steps to Support Struggling Children
Our role is to be a helper when kids show signs of emotional or behavioural difficulties. Before we go in to help, we should try and make sure our own emotions and behaviours are under control. Children who are struggling have often lost control of the higher brain functions such as focus and reasoning, which means that if we also go in dysregulated, often the situation gets worse. Once we are in control, then we go in with the aim of connection. Too often we start with correction and further agitate a child who is struggling. Connecting with children who are struggling is best achieved through slow, gentle movements, open body language, minimal language, and positioning yourself at or below their level. When we do speak, it should be calmly, slowly, and clearly with words such as “I’m here,” “I’m sorry this is happening to you,” and “How can I help?”
The next step after connection is to validate and try to understand what is going on for the child. We must look past the behaviour and into what might have triggered the emotional or behavioural difficulty. Then we can explore how to return the child to a calm state where they can access their focus and reasoning. It might be that the child felt their safety was at risk, an injustice had occurred, or their autonomy was restricted. Before we
can find a way to resolve this, we should explore this perspective non-judgmentally with the goal being to understand the child’s viewpoint. Often our final goal from here is only to find calm together, and a solution should not be sought every time. Children need to experience frequent success from interactions with adults when dysregulated, as over time, this will help them to feel safe and view adults coming to them when they are struggling as a positive experience.
When a solution is needed, such as saying sorry or another consequence, it should be achieved through a discussion with the child, not a demand. We want children to feel empowered and supported to develop the skills required to succeed in their daily lives regarding social and emotional development. This is the most important aspect of development and mental health that can set kids up for strong mental health or guide them back if difficulties are occurring. Caregivers and professionals such as educators should also feel comfortable seeking support from clinicians such as maternal and child health nurses or general practitioners.
I am fortunate that I get to work to build the capacity of caregivers and professionals who support children in their daily lives. It is a privilege to support those who do the actual work in guiding growing minds.
RRP $36.99 Published by Penguin
Dr Billy Garvey is a senior specialist at one of the world's biggest and most prestigious paediatric hospitals. With over twenty years' experience working with families, he wants to reassure parents that there is no such thing as a bad child and that much of what he tells families in clinic is based on the same principles he outlines in this book, Ten things I wish you knew about your child's mental health.
guidinggrowingminds.com
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.
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.
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 and work collaboratively with global experts to wrap evidence-based academic frameworks around her unique strengths. With their support, her potential is boundless.
As she grows, so too does her understanding of the world and the respectful relationships that bind it together.
She matures into a compassionate friend to her day and boarding peers, an esteemed member of her community and a responsible world citizen.
She will experience obstacles. Trailblazers 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.
BOOK A TOUR TO DISCOVER MORE ABOUT EACH GIRL’S JOURNEY FROM ELC TO YEAR 12. wilderness.com.au/book-a-tour
HOW CAN PLAYGROUNDS STAY COOL IN THE HEAT?
Take the Glenthorne National Park Ityamaiitpinna Yarta (GNPIY) Nature Playground in O’Halloran Hill, for example. Damian’s team incorporated shaded cubby structures using native trees to provide quiet spots for children who might feel overwhelmed. It’s a simple touch that helps kids ease into play and gives parents a chance to relax knowing their children are safe and comfortable. P L A Y G R O U N D S F O R A L L S E A S O N S
by Damian Schultz, Landscape Architect & Director of TCL Adelaide
Playgrounds have always been a staple of childhood—places where kids can run, climb, play, and imagine. Welldesigned playgrounds foster a love for outdoor play, help kids build social skills, and let them connect with nature. In our tech-saturated world, they’re also a perfect break from screens, inviting children to play freely and parents to take a breather too.
But with climate change leading to hotter and longer summers, playground designers and parents face new challenges. Outdoor play that used to be easy and carefree now needs to be planned with the heat in mind. Meet Damian Schultz, a landscape architect, father of four, and Director of TCL Adelaide. He’s passionate about creating playgrounds that keep kids cool and happy no matter the season.
Damian is on a mission to make sure playgrounds are as comfortable as they are fun. “Outdoor playgrounds must be designed with the climate in mind,” he says. This means using clever heat mitigation strategies that consider the unique needs of each site, budget, and brief. His design toolkit includes shaded areas, water play features, cool-down zones, and even insulated play equipment.
CREATING MICROCLIMATES
Indeed, gone are the days when playgrounds were built without a second thought to the weather. Damian explains that creating localised microclimates can help playgrounds stay cool and inviting. “Shaded valleys are always cooler than higher ground, so, if possible, creating a depression or dip in the landscape can help,” he says. Keeping the playground’s footprint compact is another trick. “A smaller play area can cut down on the need for expansive shade structures and large cooling systems.”
And don’t forget about ventilation. Damian designs play structures to maximise cross-breezes, taking full advantage of cooling natural airflow. This is not only better for comfort but also for play. Kids don’t just need shade; they need a space that feels alive and inviting, where they can explore and have fun without feeling stifled by the heat.
RETHINKING PLAY EQUIPMENT FOR HOT WEATHER
Classic playground equipment, like stainless steel slides, can be a problem in hot climates. “Slides made of stainless steel provide the best play experience, but they also hold onto extreme heat,” Damian admits. To solve this, his team developed a way to chill the slides by running cool water through them, repurposing water from nearby water play features. The result? Cooler slides that kids can enjoy without burning their hands or legs.
"We don't stop playing because we grow old; we grow old because we stop playing." - George Bernard Shaw
INTEGRATING PLAY AND EDUCATION
One of the key aspects of modern playgrounds is how they incorporate educational elements without sacrificing fun. Schultz believes that play has a fundamental role in growth and learning, echoing George Bernard Shaw’s sentiment: “We don’t stop playing because we grow old; we grow old because we stop playing.” The integration of educational elements is done in a way that feels natural and engaging.
PLAYGROUND PICKS FOR HOT MONTHS
Á Look for shaded areas: Check for playgrounds with natural shade from trees or built-in structures to keep kids cool while they play.
Á Encourage water play: Seek out playgrounds with water features like fountains or splash pads to help kids cool off.
Á Smaller playgrounds, cooler fun: Smaller play areas may have fewer equipment and structures but can provide better shade and ventilation.
Á Check equipment materials: Avoid playgrounds with metal slides or structures that can get too hot in the sun. Look for alternatives like shaded play equipment.
Á Think about ventilation: Playgrounds that maximise natural breezes, such as those designed with cross-breezes in mind, help keep the air cool and refreshing.
“Interpretative and educational elements are incorporated tactically, sometimes sculpturally, and even in surprising ways to provoke responses from children and adults alike,” Schultz says. “Playing with scale, colour, materiality, or perspective allows users to rethink the expected, see the ‘ordinary’ as extraordinary, or engage with site-specific stories through play.” Continued
By considering these factors, you can help your children stay safe and comfortable while enjoying the outdoors!
PLAYGROUND SAFETY
Á Inspect for hot surfaces: Before your child plays, check if slides, swings, or climbing structures have been exposed to the sun for too long.
Á Hydration is key: Bring a water bottle to keep your child hydrated, and make use of any water play features to cool down.
Á Monitor playtime: On hot days, it’s best to limit outdoor play to cooler hours, like early mornings or late afternoons.
Á Watch for heat-related signs: Be mindful of signs of overheating, like excessive sweating, dizziness, or flushed skin, and take breaks in cooler spots when needed.
These elements can be as subtle as the unique textures and colour schemes that invite interaction or as elaborate as interactive sculptures that spark curiosity and discussion. This type of play encourages children to question, explore, and make connections with their surroundings, transforming each visit into an educational experience.
Meet the Principal Endeavour College
Get to know the new Principal of Endeavour College, Richard Baird.
What inspired you to pursue a career in education, and how has your journey shaped you as a leader?
I initially pursued a Bachelor of Education in Secondary Technology, driven by a love for handson work and an interest in technology. While I didn’t initially aspire to be a teacher, my first placement confirmed that teaching was my true calling. Over time, my passion for Pastoral Care led me into leadership roles. As I progressed, I became a senior leader, then Deputy Principal, and eventually Principal. Studying an MBA helped me merge my understanding of business and education. My early experience as a Manager at McDonald's played a key role in shaping my leadership skills, which I've carried into my work in the Independent Education sector.
No matter the climate or the budget, Damian believes that one key principle should always guide playground design: playfulness.
“A playground must be playful,” he says. “Ultimately, that’s what makes a space great—it brings joy.” Whether it’s through shaded cubbies, cooling systems, or clever play structures, the heart of Damian’s work is creating spaces where kids can let their imaginations run wild, parents can feel at ease, and everyone can enjoy the outdoors, no matter what the weather has in store.
TCL 109 Grote Street, Adelaide tcl.net.au
How do you unwind or recharge outside of work? Are there any hobbies or interests you’re passionate about?
I go to the gym and run on the treadmill most mornings but for enjoyment I play outdoor golf and am part of an indoor golf league with my two sons.
If you could describe your ideal weekend in three words, what would they be? Family, food and sun.
What is one aspect of Endeavour College’s culture or programs that you are most proud of?
We are really proud of “The Endeavour Way” and the values of Love, Courage, Forgiveness and Hope however the thing that is most unique about Endeavour is that staff, old scholars, parents and students all have a real sense of ownership which is quite unique and special.
What is one lesson or value you hope every student takes with them when they leave Endeavour College?
Treat others the way you want to be treated and always strive to become the best version of yourself
by Dr Susan Stone, Credit Union SA Chair of Economics
As the rising cost of living is still hitting many families hard, the cost of private school education continues to increase. With the exception of the inflation spike that came in 2022/2023, school fees have been rising at a rate above inflation since 2018. With continued funding pressure on everything from building maintenance to teachers’ salaries, this is not likely to change.
The good news for many South Australians is that at $9,363, the median price of a private education here is about the cheapest in Australia.
That doesn’t necessarily mean that it’s cheap for individual families, however.
Whether to send your child to a public or private school will depend on many factors. But if you choose a private school, there are some strategies one can apply to help ensure your family is in as strong a financial position as possible.
Below are a few tips for parents trying to save for their children’s education.
Start putting aside whatever you can as early in the year, or as early in your child’s life, as you can. If private school is a definite for you, open a high interest savings account as soon as your child is born. In the early years, put all your child’s Christmas and Birthday money ‘gifts’ into the account. You’ll be surprised at how quickly it adds up. Set up automatic transfers to this account. Even an automatic transfer of $10/ week can quickly build to about $500 by the end of year. Another option is to use your offset account if you have one. This will help offset mortgage interest while allowing you to save for private school fees.
Investigate the availability of scholarships or other types of financial assistance. This can come through academic, sport, music or other opportunities which are always worth exploring. Also, many schools have payment plans or offer discounts if annual fees are made in full upfront. While paying full fees may seem daunting, a dedicated savings scheme may help reduce the overall cost while providing some peace of mind for the remainder of that school year. It may also make meeting other activity or excursion fees easier to deal with if you don’t have the big tuition fee coming at the end of each term.
Another way to save money is to wait to transfer your children to a private school until they are a bit older. While being in the same school throughout the entirety of a child’s education does provide a level of security and certainty, the need to adapt to a new environment can also develop life skills that help children later on when they go off to uni or eventually go out on their own.
INVESTIGATE WHAT SCHOOLS OFFER
START SAVING EARLY
DELAY THE ENTRY
PAC begins new Prep School Build
Prince Alfred College is embarking on a transformational journey with works underway for its new Preparatory School redevelopment.
This ambitious project includes the construction of two new, linked buildings. The first, built along the Dequetteville Terrace frontage, will house Reception to Year 3 students in a two-story building. The second, will be a new building housing the front office and administration, staff facilities, allied health and additional gathering and general learning areas to be used by all boys from Reception to Year 6. The upper levels will seamlessly connect with the existing buildings through a series of air bridges creating a central outdoor play and learning space.
Deputy Headmaster and Head of the Preparatory School, Mr Jon Gelsthorpe said, “our new facilities, which will open in 2026, are intentionally designed for the learning needs of boys. Our learning areas are spacious and designed for hands-on activities and our outdoor spaces will offer a multitude of active play spaces that will support our boys’ fine and gross motor development.”
REDEVELOPMENT KEY FEATURES
® Nine new purpose-built classrooms
® One specialist and extension room
® Multiple small and large breakout spaces
® Five small-group instruction rooms
® Multi-purpose function space for students, staff and visitors
® New visitor reception, student support and wellbeing facilities
® Staff facilities and collaborative workspaces
® Reimagined outdoor learning, play and social areas
“Our planning process included close consultation with staff, students and parents to ensure the finished facilities meet the practical teaching needs of the College as well as incorporating fun and inspiring elements to engage our boys in their learning and play.
The Preparatory School campus redevelopment will ensure we are prepared to cater and adapt to the teaching and learning needs of future generations of students at Prince Alfred College,” Mr Gelsthorpe said.
To learn more about the exciting Preparatory School redevelopment and to view the virtual fly through of the new buildings, scan the QR code on the opposite page.
Enrol now for 2026 and beyond.
Prince Alfred College (08) 8334 1200 admissions@pac.edu.au pac.edu.au
At Prince Alfred College we cater for the specific learning and wellbeing needs of boys. We offer a nurturing environment in which boys from ELC to Year 12 are supported to reach their full potential, and a warm and welcoming community.
Enrolments for 2026 and 2027 are now open.
To learn about our new Preparatory School redevelopment, opening in 2026, scan the QR code.
Discover more at pac.edu.au
I NSPIRING EXCELLENCE
Angela Phillips Receives Leadership Award
Westminster School continues to foster a culture of professional excellence and growth, demonstrated through the achievements of Angela Phillips, Director of Teaching: Pedagogy and Digital Delivery. Angela’s passion for professional development and her leadership of the School’s HALT and Early Career Teacher programs have significantly contributed to Westminster’s reputation as a leader in education.
Angela’s dedication was recently recognised on the international stage at the 2024 National Excellence in Teaching Awards (NEiTA), where she received the Leadership Award. NEiTA is the longest-running community-based awards program celebrating teaching excellence across Australia and New Zealand. Angela was one of just 11 educators honoured this year and one of only two recipients from South Australia.
At the heart of Angela’s work is Westminster’s HALT Program, which supports teachers seeking Highly Accomplished and Lead Teacher certification. Managed nationally by the Australian Institute for Teaching and School Leadership (AITSL), HALT accreditation acknowledges educators who demonstrate expertise and leadership in their practice. The program encourages professional growth through evidence-based teaching, feedback from peers and students, and reflective practices.
Angela became Westminster’s first certified Lead Teacher in 2019 and has since co-led the South Australian HALT Network, a cross-sector initiative that supports teacher development. She has played a key role in embedding the HALT program at Westminster, ensuring that educators have access to opportunities for professional learning and leadership. Reflecting on her journey, Angela has described the certification process as transformative:
“I was the first teacher to become certified as HALT at Westminster School, and I can honestly say it was the most impactful professional learning I’ve ever undertaken. Becoming a certified Lead Teacher has certainly changed me for the better as an educator. I am always eager to see the impact of what we do within the School, seeking feedback at every turn
Westminster School Principal, Simon Shepherd and NEiTA Leadership Award winner, Angela Phillips
Angela Phillips
At Westminster, all staff are supported to be the best teachers they can be through a culture of continuous growth where we are always looking to improve.
and striving to improve. This journey has led me to examine my own unconscious biases and become much more reflective and vulnerable.”
Angela’s work has helped build a strong culture of collaboration and growth among Westminster educators. Currently, the School has 16 staff certified as HALTs, with four awaiting assessment and more than 15 others working towards certification.
Westminster Principal Simon Shepherd, who won the NEiTA Leadership Award in 2023, has acknowledged the value of Angela’s contributions and the impact of the HALT program on the School.
“Our HALTs set the benchmark for excellence in the classroom, serve as in-house experts in pedagogy, and act as mentors, supporting colleagues at every stage of their teaching journey. They have also been integral to initiatives like the Westminster Teaching School Hub, helping trainee teachers become classroom-ready.
“At Westminster, all staff are supported to be the best teachers they can be through a culture of continuous growth where we are always looking to improve. We are very proud of Angela for her award win and deeply value the growth and positive impact she brings to our educators.”
I was the first teacher to become certified as HALT at Westminster School, and I can honestly say it was the most impactful professional learning I’ve ever undertaken.
The NEiTA award is a significant recognition of Angela’s leadership and the strength of Westminster’s professional learning initiatives. Her work ensures that Westminster educators are continually supported to achieve their best, further enhancing the School’s commitment to excellence in teaching.
Westminster School, an Early Learning to Year 12 coeducational day and boarding school, remains dedicated to helping all students and staff achieve more than they thought possible. Through programs like HALT, the School continues to inspire a culture of adventurous education and professional growth.
Westminster 1 - 23 Alison Avenue, Marion westminster.sa.edu.au
Not too big. Not too small. We’re just right.
The difference is extraordinary.
You’ll find everything’s just right at St Peter’s Woodlands, an award-winning early learning and primary school. Ideally sized and situated in the heart of Glenelg, limited places for 2025 enrolment are still available. Book a School Tour today and give your child the right start.
Personal & Principal tours available. Scan to book a tour of your choice.
By Jacqui Cameron, Jessie Brown Pre-Kindergarten
My name is Jacqui, and I am the manager/teacher of Jessie Brown Pre-Kindergarten, a not-for-profit community owned centre located in the beautiful Adelaide foothills and have been for the past twenty-three years. Prior to this I taught in various schools and kindergartens, public, private, metropolitan and country locations.
Life was a lot simpler back then, a child would attend a playgroup, kindy and then school. Choices were limited so the decision-making process was basic.
Move forward thirty years and we now have childcare, playgroups, integrated early education centres (ELC), Individualised Education and Learning Centres (IELC), nursery school, preschool, pre-kindy and kindergarten. They may be run by government, private or community providers and then there is the choice of mainstream or alternative and the teaching strategies implemented.
One thing that has not changed are the questions families often ask of me; when should their child start, where should they go and for how long? This was an answer I could once provide with ease but now, not so, with so many options.
To try and simplify this whole process let's break it down into a few steps.
Q:
What style of teaching should I choose?
® Play based learning
® Inquiry based learning
® Montessori education
® Steiner education
® Reggio Emilia approach
® Collaborative learning
There is a wealth of information available to help parents/caregivers develop greater awareness as to what each has to offer. I think the most important thing to remember is no one knows your child as well as you.
Q:
How do I know what style is best suited to my child?
Think about things like:
® Where does your child prefer to play, inside or outside?
® Do they prefer to be physically active or more on the quiet side?
® Are they more comfortable in small, quiet places or fine with large busy environments?
® Are they self-motivated or prefer guidance and structure? Do they choose solitary or group play? Are they a routine loving child or go with the flow?
Q:
What factors are important to you?
Think about things like:
® Cost
® Location
® Availability
® Facilities
® Health and safety
® Communication
Q:
When should my child start?
For some families this choice will be made for them, due to their work and financial situation whereas others will get to decide the timing that meets their needs. It saddens me greatly the pressure put on families today, to have their children in care. I always ask a family when making an enrolment enquiry as to why they are doing so? Just last week, I convinced a family to hold off on enrolling, as they mentioned they were doing so because their friends had told them their two-yearold would be missing out and wouldn't be prepared for school if they weren't enrolled in some form of care.
I then asked if they attended a playgroup, had social outings interacting with other children and were they happy being home with their child as to which they answered yes to all. This is all that young child needs for now.
The best centre with the best staff cannot replicate the value of the 1:1 care a child receives within the family home. Once that child gets closer to three, seeks the company of other children and the parents feel confident in the choice they have made, then the time will be right for this family to follow through with an enrolment.
The best centre with the best staff cannot replicate the value of the 1:1 care a child receives within the family home. Once that child gets closer to three, seeks the company of other children and the parents feel confident in the choice they have made, then the time will be right for this family to follow through with an enrolment.
- Jacqui Cameron
How do we know how much care is right for a child in their early years?
This is one of the most difficult questions I get asked. I see the pressure placed on families seeking care for their children but as an educator I also must balance meeting the parents’ needs with recognising that the early years are critical for a child's development. It is concerning the amount of time some children spend in care settings during these formative years.
They are little people, with little bodies and little brains and yet we are expecting them to manage a full day like an adult. Just like us when over tired, they become cranky, and their behaviour deteriorates, something we see more often now.
Sadly, many of the choices made today are based on meeting parent needs rather than those of the child so where possible and practical try and consider both.
Take your cues from your child. Have their behaviour, eating and sleeping patterns changed in any way, this may be an indication of too much care. Are they happy to attend, talk about their experiences in a positive way and develop new social connections with others?, these are the positive signs you want to see.
I think the most important thing to remember is no one knows your child as well as you.
How
do you choose the right care service
for your child?
This is the easiest question to answer. Visit those you are interested in and trust your gut instinct.
I have lost count, the number of times I have asked families why they chose our service and their reply is always the same; “it just felt right.” “What is the feeling?” I would ask, and no one can put it into words.
I am very fortunate to work in a centre where we have children attending from a variety of family settings.
These include:
® Never been in any care before, stay at home families.
® Families who rely on home-based care with extended family, like grandparents.
® Families who use childcare services alongside ours.
® Families who use early learning centres (ELC) in addition to our services.
This means we get to observe firsthand the impact each has on the child.
The families who have or currently use our service know how honest I am and sometimes appreciate being told what they should hear and not what they want to hear.
I make it clear to all enrolled at our service, my genuine passion for caring for children.
I will support our families in whatever way I can, but the needs of the child will always come first. As a parent this is what I would have expected for my own children if in care.
Please note that the information I’ve shared reflects my personal views, based on forty years of experience in early childhood education. I fully understand if you choose to disagree with my perspective—that’s absolutely your prerogative, and I respect that.
For students looking for a different way to do high school, the state’s 5 new technical colleges could be the learning option they’re looking for.
Technical College students can complete their SACE and gain all the skills they need for indemand careers in South Australia.
At each technical college, the learning is centred around an industry specialisation, with unique training programs designed and delivered in partnership with employers, with guaranteed career opportunities for graduates.
The first of these facilities, Findon Technical College, opened to students in 2024. Port Augusta Technical College, co-located at Port Augusta Secondary School, will open in 2025, and the remaining 3 technical colleges at Tonsley, Mount Gambier and The Heights (Modbury) are set to welcome students in 2026.
Industry-centred learning
Training programs are designed and delivered in partnership with top employers, aligned with industry needs and standards. Students gain their SACE, VET qualifications and the real-world industry experience to go directly into a job, an apprenticeship, traineeship, or further study.
Employer partners include BAE Systems, Liebherr, Axiom Precision Manufacturing, Helping Hand Aged Care, Southern Cross Care, Goodstart Early Learning, Precious Cargo, Eyre and Far North Local Health Network (EFNLHN), Flinders and Upper North Local Health Network (FUNLHN), SA Power Networks, Hallett Group, BHP, the Motor Trade Association (MTA), Master Builders Association (MBA), and Australian submarine company ASC.
Real-world experience
Purpose-built to replicate the look and feel of industry workplaces, the facilities ensure students won't just be sitting in a classroom listening to theory. They'll be learning real skills in a real work environment, and gaining practical, hands-on experience with industry-standard equipment and technologies.
“We want our young people to engage with industry, gain real-world experience, and develop skills that make them highly sought-after employees,” says Luke Northcote, Findon Technical College Lead.
Ongoing support
Luke is also proud of the unique way students are supported through their programs with coaching and mentoring. “Through all of our industry training programs, our students receive mentoring every week to make sure that they’re on track with their learning and that their wellbeing is okay,” he says.
Hana Badr, an early childhood education student and school-based trainee at employer partner, Precious Cargo, finds the college a ‘perfect fit’.
“What I love about Findon Technical College is the incredible support network available for us. Our teachers, trainers and mentors are all from industry and support us through our journey.”
“We have regular meetings with our mentor as a checkpoint to reflect,” she says. “My mentor has helped me prioritise important tasks and goals.”
Guaranteed career opportunities
Students will walk out of the technical colleges with their SACE and a guaranteed career in an in-demand industry in South Australia.
“Students are motivated and eager to gain the real-world skills employers crave,” says Luke. “They’re choosing to come to a technical college not just to complete their schooling, but to realise their dream career.”
At Findon Technical College, students can even complete the first year of a degree at Flinders University while in year 12, fast-tracking their career as an early childhood educator, nurse, allied health professional or engineer.
Applications are now open
Findon Technical College offers students handson industry training in one of three specialist industry training programs; early childhood and education, health and social support, and advanced manufacturing and engineering.
The Heights Technical College, to be co-located and run in conjunction with The Heights School in Modbury, will train students in aeroskills such as aviation maintenance, along with advanced manufacturing and engineering, building and construction, and early childhood and education.
Port Augusta Technical College will provide students with direct pathways into jobs such as electricians, engineers, boilermakers, and gas fitters through the multi-trades program, as well as offer training for careers in health and social support, hospitality and tourism, and civil, resources and infrastructure.
Tonsley Technical College will focus on the building and construction industry, as well as advanced manufacturing and engineering, and automotive and energy, partnering with the Master Builders Association (MBA), the Motor Trade Association (MTA) and Australian submarine company, ASC.
At Mount Gambier Technical College, study streams include agri-tech, for careers in forestry, agriculture and manufacturing, multi-trades, early childhood and education, as well as health and social support.
To learn more about the 5 technical colleges, including how to apply:
technicalcolleges.sa.gov.au
AI AS A TOOL FOR STUDENTS
UNDERSTANDING AI What parents need to know
By Jarrod Johnson, Learning Designer: AI and Digital Practice
Artificial Intelligence (AI) has become a defining topic for the last two years. For example, when ChatGPT first launched in classrooms, many teachers were amazed and concerned as students generated entire essays in minutes. Early versions of ChatGPT were not without flaws – the essays felt clunky, and the calculations were prone to errors. However, as AI tools evolved and improved, they now offer well-constructed written responses, exceptional mathematical reasoning, and voice and video interactions that make these tools feel futuristic.
to detect AI-generated content in student work. However, these programs are not infallible and can sometimes misidentify well-written student essays as AI-generated. Rather than focusing solely on preventing AI use or plagiarism, educators should emphasise how to use technology responsibly and to justify the work as their own. To bridge this gap, educators can introduce practical classroom strategies that demonstrate ethical AI use, such as guided discussions on prompt creation and reflection exercises that highlight student contributions.
Practical ways students can use AI for learning
There are many ways students can use AI to enhance their learning without compromising academic integrity. Here are some effective methods:
Clarification and Practice: Students can use AI to review concepts covered in class or prepare for tests with practice questions and digital flashcards.
Speech-to-Text: This feature is beneficial for students who want to quickly capture ideas or who struggle with writing.
Conversational Learning: ChatGPT and similar apps allow students to have voicebased conversations to deepen their understanding of topics, with transcripts available for review afterward.
These approaches mirror the guidance provided by parents, tutors or teachers but offer the advantage of being accessible anytime a student needs support.
Smart prompts for smart learning
Prompting AI correctly is crucial to getting meaningful responses. A vague response for a summary may yield an overly complex explanation. To avoid this, students should follow the following items for their prompt:
Persona: Describe how you want the AI to behave. Example: you are going to act as an excellent Year 7 Science teacher.
Task: Explain the requirements. Example: you will be given a scientific topic, and you need to ask a simple question so we can practice for a test.
Output: Guide the response. Example: you question should be at Year 7 standard and be a single sentence. The student will then respond, and you need to check their answer and give feedback. Follow up with a new question to help them extend their knowledge.
Restrictions: State the things you do not want. Example: keep your answers brief, to a single sentence. Only use vocabulary related to Year 7 science.
These strategies make interactions with AI feel more like personalised tutoring sessions.
“Rather than focusing solely on preventing AI use or plagiarism, educators should emphasise how to use technology responsibly and to justify the work as their own.”
Assignments and responsible AI use
When using AI for assignments, students must be aware of any guidelines or restrictions set by their teachers. Assignments typically follow four key phases:
Research/Brainstorming
Generate ideas, designs, or conduct research on concepts.
Scaffolding (outlining and planning)
Plan structure, set-up, or outline tasks.
Creating (writing or building the final product)
Produce written, verbal, or visual work.
Reviewing (editing and refining)
Check spelling, grammar, and ensure work aligns with rubrics.
Teachers may permit the use of AI for research and scaffolding but may limit its use during the creation phase. This is similar to seeking help from a parent, tutor, or peer: support with research and planning is acceptable, but writing the essay for the student crosses a line. When external input becomes too significant, it obscures the student’s individual effort and makes it difficult for teachers to accurately assess their understanding and skills.
A crucial skill in the AI era is the ability to justify the ownership of one’s work. Students can demonstrate this by: tracking changes within their documents, referencing accurately, and sharing AI conversations. These practices help ensure transparency and allow teachers to accurately evaluate each student’s work while acknowledging any additional support received.
AI is a powerful educational tool, and students must learn how to use it effectively and ethically to support their academic growth. Mastering the use of AI also prepares students for future workplaces, where the ability to justify and demonstrate independent work will be a crucial skill. As AI tools evolve, ethical guidelines must keep pace to ensure responsible use. By working together, parents, teachers, and students can build a foundation for responsible and confident AI use.
How to justify ownership
Students can follow these steps to justify ownership of their work and acknowledge contributions from others.
Turn on track changes and version history in documents.
Reference your research sources and the people who help you with the work, including parents, teachers and peers.
Share your AI conversations by referencing the program that you used and adding in a hyperlink to the conversation or copying and pasting the whole conversation as an appendix.
AI pitfalls: What to watch out for
While AI is a powerful learning tool, students should be aware of its limitations.
Misinformation – AI can sometimes generate incorrect or outdated facts. Always crosscheck with reliable sources.
Bias – AI responses can reflect biases from the data it was trained on. Be critical of the information provided.
Over-Reliance – Using AI too much can reduce problem-solving and critical thinking skills. Aim to use it as a guide, not a crutch.
Privacy Risks – Be mindful of sharing personal or sensitive information with AI tools.
Understanding these challenges ensures students use AI responsibly and effectively in their learning.
Jarrod Johnson is a teacher and learning designer at Pulteney Grammar School, specialising in AI and Digital Pedagogy and has presented nationally and internationally on how AI can be used appropriately to enhance student learning.
A QUICK GUIDE TO...
Montessori,
What is it?
Pros
Cons
Reggio Emilia, and Steiner Education
Montessori Education Reggio Emilia Education
Montessori is a child-centered educational approach developed by Dr. Maria Montessori. It emphasises self-directed learning, hands-on activities, and independence. The classroom is designed to allow children to explore and learn at their own pace, with materials that encourage creativity, problemsolving, and critical thinking.
À Fosters independence and responsibility.
À Encourages a love for learning through exploration.
À Focuses on individual learning styles and development.
À Promotes mixed-age classrooms, encouraging peer mentoring.
À Can be less structured, which may not suit all children.
À Less focus on traditional academic subjects early on.
À Can be more expensive due to specialised materials.
Reggio Emilia is an approach to early childhood education that originated in Italy. It is based on the belief that children are capable and competent learners. The curriculum is flexible, emphasising creativity, collaboration, and expression through projects and art. Teachers act as guides, and children’s interests shape the learning experience.
À Strong focus on creativity, expression, and collaboration.
À Encourages problemsolving and critical thinking.
À Promotes communication skills through projects and group work.
À Values children’s input and fosters a sense of ownership in learning.
À Highly dependent on teacher involvement and may not work in all settings.
À Can be difficult to implement in large or underresourced schools.
À The open-ended nature of projects can sometimes feel unstructured for some families.
Steiner education, or Waldorf education, was founded by Rudolf Steiner and focuses on the development of the whole child—intellectually, emotionally, and physically. It integrates art, music, and movement into the curriculum and encourages imaginative play, fostering creativity and personal growth. Learning is often taught through storytelling, songs, and handson activities.
À Strong focus on creativity, arts, and imagination.
À Emphasises social-emotional learning and the development of character.
À Curriculum designed to nurture each child’s unique development.
À Encourages outdoor activities and connection with nature.
À Limited use of technology may be seen as a disadvantage in today’s digital world.
À The emphasis on imagination and play might be too unstructured for some children.
À May not have as much emphasis on formal academics at the early stages.
Which is Right for Your Child?
Each educational approach offers unique benefits, so choosing the right one depends on your child’s learning style and your family’s values. Montessori is ideal for children who thrive on independence and structured freedom. Reggio Emilia is perfect for those who love creative expression and collaboration, while Steiner education is great for families who value creativity, imagination, and holistic development. Ultimately, you know your child best and need to make the decision that feels right for your family.
DISCOVER
SUNDAY 30 MARCH 1:30PM-4:00PM
How sideline sports behaviours affect kids Monkey see, monkey do
For children’s sports, there’s no doubt that parents are essential – they’re the free ferry service, the half-time orange supplier, and the local cheer squad. But when it comes to sideline behaviour, some parents can behave badly, and when this happens it’s often a case of ‘monkey see, monkey do’.
In a study from the University of South Australia, researchers found a link between parents’ sideline conduct and athletes’ behaviours.
When parents behaved well – applauding good play, encouraging players, and enjoying the game – their child was more likely to project positive behaviour. But the more a parent behaved poorly – being overly critical, second guessing the referee, or yelling abuse – this was related to greater antisocial behaviours in their child.
In Australia, about 13 million adults and 3 million children take part in sport each year.
The study assessed the perceptions of 67 Australian youth athletes (aged 12-17 years) participating in team-based sports. Athletes were asked to report their parents’ positive and negative sideline behaviour, as well as reflect on their own sporting behaviours.
Specifically, the study assessed five negative behaviours. It found that:
Á 32% of participants reported never seeing any negative behaviours from their parents.
Á 69% reported some form of negative behaviour from their parents (even if rarely).
Á 18% said their parents sometimes or often said bad things about the way they played.
Á 17% said their parents sometimes to very often yelled at the referee during the game after a bad call was made.
UniSA’s Dr Alyson Crozier says parents’ sideline actions can predict children’s on-field sports behaviours.
“Most parents are role models for their children, with children looking to their parents to learn about acceptable behaviour. So, it’s natural for them to copy the behaviours they observe,” Dr Crozier says.
“In our research, we found that when a player perceives positive support from a parent, the player also reported having positive sports attitudes and behaviours. Yet, when a parent engages in antisocial behaviours, their child will more likely behave similarly, potentially as frustration and aggression to their teammates and opponents.
“Encouragingly, most players in this study reported frequent positive parent behaviours, and negative parent behaviours as rare.”
Dr Crozier says that good sportsmanship is the cornerstone of a positive sports experience.
“Children get far more enjoyment from playing sport when a parent is present, encouraging, and supportive. Such behaviours also help build a child’s selfesteem, and improve their life skills and wellbeing,” Dr Crozier says.
“Yet poor parent behaviours can reduce a player’s confidence and damage their emotional and physiological wellbeing. In some cases, they can even lead to a child withdrawing from a sport altogether.
“Sport is an important part of life in Australia. If we can encourage respect, sportsmanship, and fun, we can ensure that sport continues to be a positive experience for everyone.”
Top tips for positive parent behaviour
1. Be a positive role model for your child – be courteous and respectful to coaches, referees, players, and spectators.
2. Avoid shouting instructions – unless you are an official coach, focus on words of encouragement. Don’t ‘coach the coach’.
3. Keep comments about your child and others positive – whether you’re at the sporting field, on the car ride home, or at home, don’t bad mouth other players, parents, coaches, or game officials.
4. Prioritise having fun – remember, children want to play sport to have fun and socialise. Winning isn’t everything. Have fun yourself, and help your child enjoy sport by creating positive memories.
This study was conducted by Dr Alyson Crozier, Dr Margarita Tsiros and Liam McCabe, University of South Australia.
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THREE REASONS WHY YOUR CHILD
MIGHT NEED TO CHANGE SCHOOLS
by Jason Ursino, Teacher and Founder of Learning Space Tutoring School
There comes a point in time when parents and carers may find themselves wondering if their child’s school is the best school for their particular temperament and learning needs. While switching schools is a common rite of passage when children transition from primary school to high school, changing schools for other reasons could rob them of the opportunity to get settled in their school and thrive in a place of familiarity.
Changing schools is sometimes necessary, but it’s not a decision to be taken lightly, particularly in light of evidence which links school mobility to an array of negative educational outcomes including dropping out of school. One national longitudinal study found that students who switched schools had a greater propensity to drop out altogether, though the study notes students with disengaged behaviours were most at risk of switching schools.
In terms of academics, children do best when they have stability at home and at school. Research shows moving home and school had emotional and behavioural effects on children as moving is stressful, uproots children from social networks, and removes them from a familiar environment.
Data from the NSW Centre of Education and Statistics shows that moving schools impacts both reading and numeracy outcomes and that moving during the year had a more negative impact than moving between years. Yet an estimated 50% of children have moved at least once before their 10th birthday.
Each year, approximately 7% of students change schools at least once. Ideally children should avoid changing schools at all, but if they must, it’s better to do so when they are younger than when they are in their adolescence as students tend to undergo important educational milestones during this period.
SIGNS YOUR CHILD NEEDS TO SWITCH SCHOOLS
Life circumstances like moving house, bullying, changing friendship dynamics, or unmet needs like poor academic or extracurricular fit often lead to students changing schools at various stages.
However, these scenarios don’t have to be disruptive or damaging to your child.
As a rule of thumb parents who are weighing up the pros and cons of moving schools should consider involving their children in the decision-making process. Giving children the opportunity to exercise control over decisions which affect them not only increases the likelihood that moving schools will better align to their needs, it will also positively boosts their mental health and sense of control over their situation.
1.
If your child is physically or emotionally at risk
Feeling physically or emotionally unsafe shouldn’t be an instant trigger for moving schools, but it should always be taken seriously as it’s difficult for children to be happy and focused in class if they’re feeling threatened in what is meant to be a supportive environment. Listen carefully to your child if they indicate they are feeling vulnerable at school; work with teachers and the school management to see if the issue is able to be resolved.
By giving the school a reasonable amount of time to address the concerns raised - at least one school term - parents and carers can avoid the disruption of an unnecessary move. Often schools may not be aware that your child is not getting along with their teacher or peers or are otherwise unhappy, and they may be well-positioned to help your child feel more at ease.
2.
If another school offers opportunities their current school does not
At the secondary level students who want to pursue a specific subject or extracurricular activity but are unable to do so at their current school may want to find a school which offers the subject of their choice at the HSC level. This often comes up during Year 11 but students would be better served if they make the switch well in advance.
Alternatively, students can look at studying the subject of their choice with an external provider or tutor to avoid having to move schools. Universities Admissions Centre (UAC) has an HSC subject selection guide called Subject Compass to make it easier for students to plot out their pathway into their chosen career or tertiary study plan.
Ultimately parents want students to feel happy to attend school - and if they’ve got their mind set on what they want to do when they leave and changing schools is a part of that journey, it’s definitely worth considering making the switch.
3.
If academic progress is stalling or declining
If your child is not making much progress academically for whatever reason, their general well being is suffering, and their learning habits are poor, they may benefit from a change of scenery to give them the fresh start they need to get back on track. In some situations, schools may not have the resources needed to support your child or they are simply just a poor fit.
While it’s important to work with the school to help your child build resilience and problem solving skills to deal with ongoing challenges, if you find your child is consistently coming home from school unhappy or stressed, it may be a sign to look elsewhere.
learningspace.net.au
EMPOWERING STUDENTS IN YEARS 3-6
The importance of project-based learning
Imagine a classroom buzzing with excitement as students work together to solve real-world problems…
In Year 4, a group is tasked with designing a sustainable garden for their school grounds. To accomplish this, they need to research native plants, consider the needs of local wildlife, and plan how to minimise water usage.
Each student plays a vital role: some sketch blueprints, others investigate plant species, while a third group calculates the materials needed and the fourth group presents the group findings to the school leadership team for approval. Through this project, they’re not simply memorising facts, they’re developing critical thinking skills by analysing environmental factors, creatively designing solutions, and collaborating to make decisions that will benefit their community.
Project-based experiences equip the students with skills they’ll carry well beyond primary school, preparing them for the challenges of high school, higher education, vocational education and training, and beyond.
“Market Day”
In Year 6, another group works on a project called “Market Day.” The challenge is to develop a product or service that could be sold at a school event. Students brainstorm, develop prototypes, budget expenses, and market their ideas to the wider school community. As they work through this process, they practise problem-solving and critical thinking by assessing the practicality of their ideas and learning to adapt when things don’t go as planned. They tap into their creativity, designing logos and advertisements, and they collaborate to assign roles such as “marketing director” or “finance manager”, ensuring the success of their “business.”
At every step, the students are engaged in meaningful experiences that go beyond their textbooks, putting inclass learnings into practice. They're working together to solve problems, learning how to communicate their ideas, think critically about each step, and tap into their creativity to find solutions. These project-based experiences equip the students with skills they’ll carry well beyond primary school, preparing them for the challenges of high school, higher education, vocational education and training, and beyond.
Recognising that every student learns differently, Good Shepherd’s project-based learning approach in Years 3-6 offers their students a variety of ways to experience success. Through engaging in meaningful tasks that encourage them to think critically, explore creative solutions, and work effectively in teams, this method not only deepens their understanding of academic concepts, but also equips them with essential life skills - problem-solving, adaptability, collaboration and communication - that are vital in secondary education and life after school.
By nurturing these abilities, students at Good Shepherd Lutheran School Para Vista not only gain the confidence, resilience, and skills to thrive, but are empowered to lead with creativity, adaptability and critical thinking, allowing them to flourish in our ever-evolving world.
Start your child’s future on a firm faith foundation.
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Our dedicated team of highly qualified Christian educators nurture children aged 3 to 5 years old from a Christian worldview.
Your child will thrive in purpose-built facilities, complete with age-appropriate rooms and sheltered outdoor play areas.
Discover our Booklyn Park Campus ELC and Junior School today! Book a Principal’s Tour or join our ELC Open Day.
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Navigating location-sharing with your kids
by Collett Smart, Psychologist, Qualified Teacher, Speaker, and Internationally Published Author
Our children are growing up in a vastly different digital landscape than we did. Their phones are central to their daily lives and this introduces a new world of parenting challenges—but it also provides us with new tools on our parenting toolbelt.
Location-sharing is one tool that is growing ever more popular. In fact, many teens already share their locations with friends online. As many as 79% of Australian secondary school students already use it with their families, according to a survey* by leading location-sharing app Life360. Not only are parents wanting to keep an eye on their kids' safety and whereabouts, but children are increasingly asking them to, with 73% saying it helps them to feel safe.
However, mutually beneficial location-sharing hinges entirely on how we use it. Rather than it being a tool for surveillance, it needs to be seen by both parents and children as a way to foster independence.
Speak openly
Open and honest conversations about privacy, trust, and safety are absolutely vital and extend well beyond Life360 to every digital interaction for your child.
If you decide to use a location-sharing app it would be important for parents and children to speak about how and why you all want to use the app as a family. For example, you might chat about how some of the features, from location-sharing to driving safety and SOS alerts, would be positive tools for safety and coordination, rather than a means of surveillance. Apps should never be uploaded in secret, as this erodes trust.
In these initial conversations, emphasise support for their growing independence. Validate their feelings and concerns about privacy, and address any apprehensions they may have. Interestingly, 26% of Aussie teens want to use location-sharing to check in on their parents’ safety too, so be sure to acknowledge the two-way use of the tech. If you haven’t had these conversations and an app is already installed, it would be good to have some relaxed chats about the benefits, as well as any concerns your child might have.
Apps should never be uploaded in secret, as this erodes trust.
Children need to be involved in setting up family guidelines for location-sharing, like defining when it is appropriate and respecting each other's privacy. Framing its purpose around shared goals, rather than a form of control, empowers children to express their feelings and lays the groundwork for mutual respect and trust.
Let location-sharing be a safety net
Allow your kids to make decisions and learn from their experiences while having the safety net of an app like Life360 in their pocket. For example, if you have an adventurous tween who wants to try a few things on their own for the first time, you might like to position giving them access to location-sharing as a positive consequence of them earning more independence.
Let them try out new experiences like walking the dog alone, sleepovers, exploring new or unfamiliar places or taking public transport alone. Knowing you can still look out for them may also be reassuring to them as they learn to take small steps toward independence, on their own.
Remember that no child likes to feel like they are being controlled by a parent, so it is important not to interrogate them about every small thing they do.
Model healthy tech use
Lead by example and demonstrate healthy tech use within the family. Show your child that technology, including location-sharing apps, can be used responsibly and positively to enhance family connections and safety rather than as a means of surveillance or control.
If it's the right approach for your family, this could include being mindful about when and why you check in on their whereabouts. For instance, you may agree to only activate Life360 around certain “out of the ordinary” occasions, like a concert or party, when they’re going bike riding, or walking alone, or when they need drop-off or pick-ups. It would be good to reassess these as they get older and become more independent.
Not only are parents wanting to keep an eye on their kids' safety and whereabouts, but children are increasingly asking them to, with 73% saying it helps them to feel safe.
Mutually beneficial locationsharing hinges entirely on how we use it. Rather than it being a tool for surveillance, it needs to be seen by both parents and children as a way to foster independence.
Check in regularly and adjust if needed
Avoid a set-and-forget approach. As you continue to use the tech, have regular check-ins and discussions about app usage to help address any issues that arise and reinforce trust and understanding between family members.
It is very healthy for children to express their feelings, so always remind them to do so in a respectful way, and encourage open two-way conversation. This doesn’t mean you will necessarily change your position on everything, but it allows them to feel heard and understood. If children begin to show signs of anxiety or distress due to locationsharing, it may be time for boundaries to be reassessed.
With thoughtful discussions and a willingness to adapt, you can use the technology to support safety and independence, all while maintaining trust and connection, nurturing your child’s growth in their ever-evolving digital life.
*Research conducted by Pureprofile on behalf of Life360 during August 2024, comprising a nationally representative sample of 1,002 Australians, between the ages of 12 - 90.
Collett Smart is a psychologist, qualified teacher, and internationally published author with over 25 years in education and private practice. She is known for her pioneering work in teen wellbeing, hosting the Raising Teens podcast, where she discusses critical parenting topics with experts.
OND THE SCR
ategies to Keep Young
by Suzi Bell, Managing Director of Activ8 Mind
As gym coaches love to say, we all have the same 24 hours in the day to work with. For young people, that means 24 hours to fit in the competing demands of friends, parents, school, and co-curricular activities. Unlike when we grew up, there’s also the lure of the online realm and its capacity to distract and derail all other demands is huge. Starting conversations about priorities and digital dangers is an important part of keeping our young people fit in body and mind.
Careful how you click
Point out how easy it is to get exposure to the wrong kind of content. A 2022 eSafety report states that 62% of teens had been exposed to harmful content online.
Warn about the danger of clicking on links sent on gaming chats or when using social media platforms. Encourage open conversations about any inappropriate content they might see.
Discuss often the dangers of comparing themselves to others. Teach them how to protect their privacy and ensure they are aware of what constitutes cyberbullying. No-one wants their children to receive or deliver harmful online content.
“ “
According to the Australian Institute of Family Studies, no more than two hours of sedentary recreational screen time is recommended for young people aged 5-17.
Success requires practice
Let’s start with an obvious one. Getting better at something feels good and boosts our confidence. But you rarely get better at something unless you put in the time. Remind your kids that digital dependence reduces the hours left to hone their skills.
As well as interfering with ongoing activities, online checking behaviours also distract during study time, limit cognitive processing capacities and impact academic achievement.
Prioritise in-person
When we interact online, we miss out on key facial expressions and body language that we get with people face-to-face. Encourage social interaction through sports and other activities. Note that having friendships outside of school can be very beneficial.
Discuss that what they see on social media is merely a snapshot of life, not reality. And that online validation is not a reliable indicator of popularity or merit.
Sleep matters
Excessive screen usage can have implications for our sleep, and sleep is essential for both our physical and mental health.
Adolescents are advised to get 8-10 hours of sleep each night. When they don't get enough rest, it negatively impacts their alertness, concentration, cognitive function, learning ability, and working memory.
We should all turn off screens one hour before trying to sleep and keep devices out of the bedroom overnight.
Movement and mindfulness
Encourage your children to be active. Any sort of movement helps the body and mind relax, everything from ball sports to aerobics, hiking and yoga. Teach your children to become aware of what is happening in the moment – thoughts, feelings and body sensations – through mindfulness and relaxation practices. A body scan is a great way to bring awareness to physical sensations. Spend time learning these techniques together. There are plenty of free resources available.
Family planning
Work as a family to set limits and encourage new behaviours. Consider creating a screen time management plan that will allow you to track and set goals with your children.You could also try a digital detox where you all have a night or two off a month. Or screen free Sundays. No posting and no scrolling.
And plan ahead. There will be challenging times, like long school holidays, where managing screen time seems unavoidable. Make a list of alternative activities and continue fostering an open dialogue about behaviours.
What’s a reasonable screen time limit?
According to the Australian Institute of Family Studies, no more than two hours of sedentary recreational screen time is recommended for young people aged 5-17. That includes things like watching movies, scrolling on social media, or playing video games, but does not include schoolwork.
Most importantly, don’t be too hard on yourself. Directing our children in the digital world can be tough. But we’re all in this together. As reactions to social media legislation have proved, this is a problem that families are facing all over the country.
Top tips to getting teens to talk?
Keep calm and carry on conversing. Try the car if you sense them shutting down when you’re looking at them directly. Or go for a walk. Just as we want them to feel safe online, we want them to feel safe discussing their online experience with us too.
Suzi Bell is the Managing Director of Activ8 Mind, a leading health and human services provider specialising in mental health and positive behavioural change. Headquartered in Adelaide, the Activ8 team provide services to individuals through NDIS, Medicare, Workers Compensation, and Private Insurance including psychology, counselling, and positive behaviour support.
activ8group.com.au
Ramahl embraces challenges. He attributes this attitude to his prior Kumon study.
“Kumon's put me on that path from a young age where I can now realise, I have the courage to take up challenges,” he says.
+Ramahl attributes his confidence to the strong foundation in mathematics and reading, which he built in Kumon. He says that learning mathematical concepts such as the four basic operations or English concepts such as simple sentence structure, are just as important as the more advanced concepts.
=“Kumon makes sure you have a really good understanding of the simple concepts first before extending you to those harder problems,” Ramahl says. “If I didn't understand times tables or algebra, I wouldn't be able to do the calculus that I can do
“I also think reading is probably the most important thing you can do for an understanding of English,” he continues. “I know that I probably wouldn't have read nearly as many books if I hadn't gone to Kumon, because I had to read book extracts in my Kumon worksheets.”
“I really liked how Kumon introduced me to nonmainstream texts from which I could learn new words, genres and writing styles. This helped me to have a sense of reading and English skills in my future.”
Kumon provides students with a strong foundation in mathematics and reading, the basis for the study of all other subjects at school. Ramahl believes that his mathematics and English knowledge from Kumon extends to his other school subjects.
“I think mathematics and reading and writing isn't just about maths and English, but they also apply to pretty much every subject, especially in high school where every subject has an element of writing to it,” Ramahl explains.
“I can use my vocabulary to better get points across in science, for example, and science is also all about mathematics. And there's geography and history, they require strong reading, writing and critical thinking skills, and that's what an early understanding of maths and English really develops.”
Ramahl, Kumon student
+Kumon sets you up on a different trajectory for life, knowing that different pathways are open and available.
- Ramahl, Kumon student
“Therefore, a foundation of those two core subjects allows me to go into what I want in other subjects too, and extend myself in those.”
However, it’s the challenging spirit and have-a-go attitude, which Kumon fostered in Ramahl, that he believes will be of lifelong benefit.
“I think Kumon sets you up with the confidence to take on challenges. Not just in mathematics and reading, but in my case, studying science, doing drama, learning languages, taking up cultural groups and service groups, because in setting up a strong foundation is what allows you to take up extra things in life,” Ramahl says.
“I know I'm doing the best I can; I know I'm taking the most advanced classes I can. I think Kumon sets you up on a different trajectory for life, knowing that different pathways are open and available. It’s a domino effect that helps you understand where you can end up and what you can do.”
Rae, Ramahl’s father, says he enrolled his son into Kumon because he deeply appreciated the programmes focus on developing students’ foundational knowledge in mathematics and reading, before moving onto more advanced concepts.
“I think that there are very much two foundations to education, and that's maths and English,” Rae says. “If you don't have either or both of them, your
education's not going to be very good and you're not going to get very far if you want to educate yourself.”
Rae says he is grateful that Kumon has opened up so many different opportunities for Ramahl. He believes that with rapid technological change transforming how people live, work, and learn, top-quality education is critical. Rae sees Kumon as the building base for the future learning.
“I want to do my very best to ensure that Ramahl has the best pathways open to him in his future,” Rae says.
“I’m so happy that he is headed in a direction that blows my mind away a bit actually. And school teachers who have had Ramahl in his class too, they just say to me, ‘The world's his oyster.’”
To learn how Kumon Mathematics and English can have a positive impact on your child’s learning, scan this QR code.
If you are passionate about working with children, contributing to your community and running your own small business as a Kumon franchisee, scan this QR code.
au.kumonglobal.com
The synergy of wellbeing and learning:
How St Mary’s girls become confident women
In a modern world where women are empowered to be leaders, innovators, disruptors, carers, thinkers, creators and challengers, it is imperative that girls’ education is responsive and agile.
As Adelaide’s longest running school for girls, St Mary’s College was built on a foundation of resilience, determination and faith. For over 155 years we’ve been educating and nurturing girls to confidently claim their place in the world.
From Reception to Year 12, we understand the challenges and opportunities faced by girls and women and build a community around them that holds them tight, so they can safely explore.
Research shows that one-in-two girls today believe they are not enough.* The pressure of societal expectations and the negative effects on self-esteem impact girls’ wellbeing, their education, and ultimately their future.
At St Mary’s we’re committed to a holistic, wraparound approach to education, providing security and support, which builds confidence, and in turn empowers young women to achieve.
We know that when students feel better, they’re more able to focus on their learning goals, so we create an environment where students’ personal wellbeing fuels academic achievement.
We recognise and celebrate the unique qualities of every girl and young woman in our care.
St Mary’s students are empowered to pursue the learning pathways that will facilitate their academic goals, and to embrace the personal, educational and spiritual supports that will enable their success.
*Commissioner for Children and Young People WA, Girls’ Wellbeing Speaking Out Survey 2021
Join us for a tour of our College in the heart of the city.
St Mary’s College 253 Franklin St, Adelaide stmarys.sa.edu.au
For all that she is, and all she can be.
Discover St Mary’s College, an R-12 allgirls learning community, where personal wellbeing fuels academic achievement.
PHONES OFF, FOCUS ON
The impact of South Australia's school phone ban
A year after the statewide ban on mobile phones in South Australian public secondary schools, the results are in—and they’re speaking for themselves. With significant improvements in student behaviour, social interactions, and classroom dynamics, the “off and away” policy seems to be making a real difference. But what does this mean for parents, and how can you support your child in navigating a phone-free school environment?
WHAT ARE THE RULES FOR MOBILE PHONES IN SA SCHOOLS?
South Australian public secondary schools have adopted a strict “off and away” policy for mobile phones and personal devices, including smartwatches and tablets. Here’s what it entails:
Á Devices off and stored: Students must keep mobile phones and personal devices switched off and stored away during school hours, including camps and excursions.
Á Exceptions: Devices can only be used with prior approval for specific purposes, such as managing a medical condition, supporting a disability, or other extenuating circumstances.
Á Learning use: In some cases, teachers may temporarily permit the use of personal devices for classroom activities.
Á Communication: Students can use phones before and after school for travel safety or personal needs but must rely on the school’s communication channels during school hours.
This statewide approach aims to create distractionfree learning environments while encouraging meaningful social interactions and active play.
WHAT THE DATA SAYS
According to the Department for Education South Australia, the ban has led to:
Á 63% fewer critical incidents involving social media, such as cyberbullying or the sharing of explicit content, during Terms 1 and 2 of 2024 compared to the same period in 2023.
Á 54% fewer behavioural issues, and 44% fewer policy compliance issues, such as students refusing to follow the phone ban.
Á A 10% drop in violent incidents, including physical altercations like punching or kicking.
Interestingly, the majority of reported social media incidents now occur outside school hours, highlighting the role schools play in providing a safe and distraction-free learning environment.
CHANGES BEYOND THE CLASSROOM
Principals across the state have reported a noticeable shift in student behaviour since the ban was introduced. With phones tucked away, students are engaging more in physical activities, joining extracurricular clubs, and forming stronger peer connections.
“Parents have overwhelmingly supported the policy, especially because it was introduced consistently across all public schools,” said Department for Education Chief Executive Professor Martin Westwell. “We’re seeing more meaningful interactions and fewer incidents requiring intervention.”
HOW SCHOOLS ARE SUPPORTING STUDENTS
The policy isn’t just about taking phones away; it’s also about teaching students responsible device use. Schools are providing presentations on social media safety and educating students on the potential consequences of inappropriate online behaviour.
For students with specific needs, such as medical conditions or disabilities, exemptions can be granted, allowing them to use devices under strict guidelines. Schools are also allowed to make case-by-case decisions about using devices for learning purposes.
WHAT’S NEXT?
The Department for Education South Australia plans to continue monitoring the policy’s impact and gathering feedback from school communities. While the results so far are promising, the department acknowledges there’s always room for improvement.
For now, the focus remains on creating safe, productive learning environments where students can thrive without the distractions of personal devices.
education.sa.gov.au
A magical night of family fun
FRIDAY 21 MARCH 2025 4.30PM – 9.00PM
On the grounds of Tatachilla Lutheran College 211 Tatachilla Road, McLaren Vale
STREAM SMART
A Parent's Guide to Twitch and Teen Tech Talk
In today's digital age, the rise of live streaming platforms has opened new ways to entertain and build community, particularly among younger audiences. Platforms like Twitch, originally designed for gamers to share live content, have rapidly evolved into diverse communities where millions worldwide connect over shared interests ranging from art and music to cooking and education. For parents navigating this new territory, understanding Twitch and ensuring their children's safety online can seem daunting.
Twitch commands a staggering presence in the live streaming landscape, with over 7.3 million unique channels streaming each month. This diversity points to Twitch's appeal to school-aged children and teens, drawing them into communities that resonate with their personal interests.
Taz Zammit and Alessia Allfree are not only the founders of TeamTANDA, a digital community known for its inclusivity, but they are also among the most influential LGBT couples in Australia and have thousands of followers on Twitch.
With over 3,000 hours of live streaming on Twitch, their proficiency in creating safe online environments for their young audience makes their advice on navigating the complexities of online spaces invaluable.
WHAT IS TWITCH?
Have you heard your kids talking about TWITCH? It's like the ultimate hotspot on the internet where millions of people flock to catch live streams of their favourite games, music, art, and tons more. It's not just for gamers anymore! From cooking showdowns to DIY hacks, there's a whole world of entertainment waiting to be explored on Twitch. So, if your kids are into all things digital, Twitch might just be where they’re headed.
Taz Zammit and Alessia Allfree, founders of inclusive digital community, TeamTANDA
GUIDING YOUR CHILD ON TWITCH
Encourage children to explore channels that align with their hobbies and passions.
1. 2. 3. 4. 5. 6.
Over 7.3 million channels stream on Twitch each month. Twitch is primarily a live streaming platform designed for gaming, but it hosts a wide array of content from music and art to cooking shows and educational content.
Twitch's terms of service mandate users to be at least 13 years old to create an account.
Despite this age requirement, parents should exercise caution and consider whether their child is emotionally mature enough to navigate the platform's live content and interactions. Utilising Twitch's moderation tools and implementing parental controls can aid in managing and filtering content.
Parents should be aware of the potential for unfiltered conversations and the risk of exposure to inappropriate language or behaviour.
More than 70% of Twitch viewers are between the ages of 18 and 34. Streams are live and often feature interactive chat rooms where viewers can engage with the streamer and each other in real-time.
Encourage open communication with your children about potential risks such as cyberbullying, inappropriate content, and interactions with strangers online. Teach them to recognise and report any concerning behaviour or content they encounter while browsing the platform. Establish clear boundaries and guidelines for online usage, and actively monitor their activity to ensure they are following age-appropriate channels and engaging in respectful interactions.
Encourage open communication with your children about their favourite creators, enabling them to learn more about who they are watching and the type of content they produce. Keep in mind that some livestreamers may host various content on different nights of the week, such as gaming on Mondays, video reactions on Tuesdays, and dating stories on Wednesdays, among others.
Stay informed about the latest functionalities and experiments conducted by Twitch prior to the rollout of new features.
Users may not receive notifications if they are part of these experiments, but parents can review them on the Twitch Experiments website.
By incorporating these insights into your approach, you can empower your child to explore their interests on Twitch safely and responsibly.
Taz and Alessia offer advice on navigating the complexities of online spaces.
IGNITING A LOVE OF LEARNING STARTS WITH EDGE
At Edge Early Learning, the commitment to inspiring a love for learning begins at an early age. Beyond providing childcare, Edge creates a supportive environment where children from 6 weeks to school-age can flourish, establishing a strong foundation for a lifelong love of learning.
Holistic and Play-Based Learning
With a growing footprint of over 20 centres in South Australia, Edge's modern classrooms and natural outdoor spaces are designed to inspire curiosity and discovery. This educational approach is built on four core pillars: education, wellbeing, community, and sustainability.
These principles guide Edge's tailored programs for different age groups, integrating subjects like Science, Technology, Engineering, Arts, and Maths (STEM) to encourage children to explore new ideas.
CEO Annie Bryce emphasises Edge’s mission to support every child’s developmental journey through a play-based, inquiry-led approach. This aligns with the Early Years Learning Framework, which promotes play as a vital tool for reaching developmental milestones.
We’re preparing children to be confident, lifelong learners, ready to succeed both academically and personally.
- Annie Bryce, Edge CEO
Preparing for School and Beyond
Edge understands the importance of a smooth transition to primary school. Their Kindergarten program not only prepares children academically but also supports their emotional and social development.
Strong partnerships with local schools help ensure a seamless shift from early learning to formal education, boosting children’s confidence as they embark on this new adventure.
“We're preparing children to be confident, lifelong learners, ready to succeed both academically and personally,” says Annie.
Health, Wellbeing, and Sustainability
Edge also prioritises children’s health and wellbeing, offering nutritious meals prepared by in-house chefs and promoting an active lifestyle. Children enjoy a variety of fresh, healthy meals in a communal setting, which fosters socialisation. Edge also introduces mindfulness activities like yoga and incorporates sustainable practices, such as using eco-friendly products.
Flexibility for Modern Families
Understanding the needs of today’s families, Edge centres operate up to 12 hours a day, providing flexibility for working parents. This allows families to make the most of their Child Care Subsidy (CCS) allocation while ensuring their children receive highquality care and education.
With 61 locations nationwide, Edge is shaping the future of over 6,000 children every day, setting them up for a lifetime of success.
SIMPLE BANANA LOAF
SERVING: 8-10 slices
PREP: 15 mins
COOK: 25-30 mins
Ingredients
® 2 ripe bananas, mashed
® 1/2 cup Greek yoghurt
® 2 large eggs
® 1/4 cup honey or maple syrup
® 1 teaspoon vanilla extract
® 1.5 cups wholemeal flour
® 1 teaspoon baking powder
® 1/2 teaspoon baking soda
® 1/2 teaspoon ground cinnamon
® 1/4 teaspoon salt
Method
1. Preheat the oven to 175°C. Grease and flour a rectangular loaf pan or line it with baking paper.
2. In a large bowl, mash the ripe bananas with a fork.
3. To the bananas, add Greek yoghurt, eggs, honey, and vanilla extract. Mix well until combined.
4. In a separate bowl, whisk together the flour, baking powder, baking soda, cinnamon and salt.
5. Gradually add the dry ingredients to the wet ingredients, stirring until just combined.
6. Pour the batter into the prepared cake pan. Smooth the top with a spatula.
7. Bake for 25-30 minutes or until a toothpick inserted into the centre comes out clean.
8. Let the cake cool in the pan for 10 minutes, then transfer it to a wire rack to cool completely.
FREEZER TIP: Ensure the banana cake is completely cool before freezing and store in an airtight container. If you've baked it in a loaf or square form, you might consider slicing it before freezing for easier portioning later. It can be frozen for up to 3 months.
Pack and Snack
Are you constantly looking for easy, healthy and delicious recipe options for your kids?
Supermarket Swap’s Snack Time ebook makes lunch boxes easy. 20 kid and parent-approved lunchbox snacks in an easy-to-follow ebook with storage steps to help you get the most out of your cooking. Plus, they’ve included their top 12 additive-free supermarket swaps for when you’re short on time. Delivered directly to your inbox in minutes.
Snack Time Ebook
® 20 additive-free recipes
® Child-approved flavours
® Easy and quick to prepare
® Nut-free or nut-free options supplied with all recipes
® Storage tips supplied to help you cook in advance
® Bonus: top 12 additive-free supermarket snacks
FUELLING YOUNG ATHLETES
Carly Leaker, BHSc Clinical Nutritionist
When it comes to kids involved in sports, proper nutrition is crucial for energy, growth, and recovery. Children have unique nutritional needs, and ensuring they eat the right foods can enhance their performance while promoting long-term health.
BALANCED NUTRITION FOR OPTIMAL PERFORMANCE
Young athletes thrive on meals rich in macronutrients—carbohydrates, proteins, and fats as well as essential micronutrients. Carbohydrates from wholegrains, fruits, and vegetables provide sustained energy for active kids. Proteins, vital for muscle repair and growth, can be sourced from lean meats, eggs, dairy, legumes, and nuts. Healthy fats from avocados, seeds, nuts, and olive oil contribute to brain function and energy. Micronutrients such as calcium, iron, and vitamin D play a critical role as well; calcium supports strong bones, iron aids oxygen transport for endurance, and vitamin D enhances calcium absorption and immune function. Incorporating a variety of colourful fruits and vegetables ensures kids receive the vitamins and minerals they need to perform and grow.
for Success
HYDRATION MATTERS
Staying hydrated is just as important as eating well. Dehydration can lead to fatigue, reduced endurance, decreased focus, and poor performance. Drinking water throughout the day is the optimal way to stay hydrated and maximise energy production, focus and coordination. If your child is participating in activities or practice that lasts longer than 60 minutes or is in hot weather you should be replenishing their hydration with electrolytes through a hydration mix or sports drink.
SNACK SMART CHOICES
Active kids often need snacks to keep up with their energy demands especially during competition. Pack portable, nutrient-dense options like mixed nuts, cheese sticks, fresh fruit, boiled eggs, wholegrain crackers and hummus, or vegetable sticks and guacamole. Avoid highly processed snacks with added sugars that can cause energy spikes and subsequent crashes.
REST AND RECOVERY: THE UNSUNG HEROES
PRE AND POST ACTIVITY NUTRITION
Before a game or practice, kids should eat a meal or snack rich in easily digestible carbohydrates. Options like a banana with peanut butter, apple slices with almond butter, or a turkey sandwich on wholemeal bread provide energy without causing gastrointestinal discomfort. Post-game meals should focus on replenishing glycogen stores and repairing muscles. Include a balance of protein and carbohydrates, such as grilled chicken with rice and vegetables or a smoothie with milk, fruit, and protein powder.
Rest and recovery are essential for young athletes. Along with proper nutrition, ensure kids get enough sleep and downtime to allow their bodies to rebuild and strengthen.
SUPPORTING THEIR JOURNEY
Helping kids achieve their best in sports starts with proper nutrition. By focusing on balanced meals, hydration, and strategic snacking, you can fuel their athletic endeavours while fostering their overall wellbeing.
For expert advice on nutrition to support your child’s sports performance and overall health, reach out to Carly:
@nutrition_with_carly
SUPERMARKET SWAP
Packing a healthy lunchbox can feel like just one more thing on the endless to-do list as a parent. Between afterschool activities, juggling the morning marathon and deciding what’s for dinner, it’s easy to feel overwhelmed.
At Supermarket Swap, we’re here to make feeding your family simpler. Our mission is to help you choose better, more nutritious options for your kids — without adding to the mental load.
A better choice, in our eyes, is a product that’s as close to homemade as possible. It’s made with real ingredients and avoids unnecessary artificial additives like colours and flavour enhancers, which can impact focus and learning.
We know life is busy, so we focus on finding supermarket products that are both convenient and aligned with these values. Here are some of our favourite convenient lunchbox snack swaps to help you pack a lunch that’s better for your kids and stress-free for you!
EAT RITE WHOLEGRAIN BROWN RICE TAMARI SEAWEED CRACKERS
Ingredients: Brown Rice, Soy Sauce, (Water, Soy Beans, Salt), Seaweed.
LOOKING FOR MORE PRODUCTS MADE WITH REAL INGREDIENTS?
Follow Supermarket Swap on Instagram for additive free finds, recipes and more. Or download the Supermarket Swap App which includes a database of over 2600 additive free products, all of which have been nutritionally reviewed.
CHESS TO REVEAL YOUR HIDDEN POWER
by David Koetsier, Founder, Chess Life Academy
Benefits of Chess
Playing games is critical to the growth of young brains, as it enhances children's ability to plan, organise, make friends, and manage emotions. It also helps with language acquisition, mathematics, and social skills. Chess, in particular, is considered the ultimate game, incorporating all these key elements—cognitive, emotional, and social development. Playing chess requires strategic planning, problem-solving, and pattern recognition, skills that directly translate into improved academic performance, particularly in mathematics and reading comprehension. Studies show that regular chess practice can boost memory, concentration, and logical reasoning, all of which are essential for success in school and beyond.
Moreover, chess fosters emotional growth by teaching patience, resilience, and decision-making under pressure. Every move in chess carries consequences, helping children understand the importance of thinking ahead and considering multiple perspectives. Losing a game teaches them how to cope with setbacks, learn from mistakes, and persist in the face of challenges. This resilience is a valuable life skill that extends far beyond the chessboard.
Socially, chess brings children together, encouraging communication and mutual respect. Chess clubs and competitions provide a platform for kids to meet peers, build friendships, and collaborate in a spirit of sportsmanship. These interactions teach children how to handle both victory and defeat gracefully, fostering emotional intelligence and empathy.
“Studies show that regular chess practice can boost memory, concentration, and logical reasoning, all of which are essential for success in school and beyond.”
® Increase cognitive abilities
® Increase emotional intelligence
® Increase strategic planning, problemsolving, and pattern recognition
® Enhance patience, resilience, and decisionmaking under pressure
In schools and community groups, chess often serves as a bridge, uniting children of different ages, races, and genders in an activity they can all enjoy. Chess helps build individual friendships and school spirit, particularly when children compete together as teams against other schools. For children with adjustment issues, chess has led to increased motivation, improved behaviour, better self-image, and even improved attendance. It provides a positive social outlet—an engaging, wholesome recreational activity that can be easily learned and enjoyed at any age.
In a world increasingly dominated by technology and instant gratification, chess offers a timeless, screenfree opportunity to engage deeply with the mind. The skills children develop through chess—critical thinking, emotional resilience, and social interaction—lay a strong foundation for lifelong learning and personal growth. Thus, introducing chess to children is not just a game; it is an investment in their holistic development!
Join South Australia's Largest Junior Chess Club!
® Every Tuesday during school terms | 4-6pm
® 4-5pm: Junior players
® 5-6pm: Advanced junior players
® Campbelltown Library, 171 Montacute Rd, Newton
No need to register—just head along and check it out!
As an international, co-educational and independent primary school, St Andrew’s School sets the benchmark for education from ELC through to Year 6.
Through a journey of adventure, creativity, enlightenment and academic excellence, St Andrew’s paves the way for children to discover and develop their talents and provides every opportunity for them to achieve their unique greatness.
Discover the St Andrew’s difference. Book a personal School Tour today.
Epically
Good Greek Myths
R.A. Spratt
From bestselling author R.A. Spratt comes this savagely silly collection of Greek myths.
Featuring sword-happy heroes, badly-behaved Gods, a monstrous minotaur, a narcoleptic dragon and more nymphs than you can poke a stick at!
Being Jimmy Baxter Fiona Lloyd
It’s not eggsactly easy being Jimmy Baxter 'cause:
Å The real Jimmy's hiding inside
Å Ned Kelly’s giving him the evil eye
Å Mum’s stopped going to work and stays in bed
MOOKi vs The Terrible Toys
Dave Atze, Scotty James, Steve Worland
Join MOOKi and his best friends Cindy and Ralph as they discover an AMAZING toy store, meet COOL new friends, face TERRIBLE new foes and go on a DARING rescue mission!
The Extremely Inconvenient
Bronte Mettlestone
Bronte Mettlestone's parents ran away to have adventures when she was a baby, leaving her to be raised by her Aunt Isabelle and the Butler. She's had a perfectly pleasant childhood of afternoon teas and riding lessons - and no adventures, thank you very much.
But Bronte's parents have left extremely detailed (and bossy) instructions for Bronte in their will. The instructions must be followed to the letter, or disaster will befall Bronte's home.
Å There’s no eggs in the fridge — or anything else.
AND there’s new jobs, bad-at-school brains and a whole lot of trouble called Duke.
But then . . . there’s Mac. A gently funny yet powerful comingof-age middle grade novel about surviving the odds, unlikely friendships and the magical music of Elvis.
MOOKi will fly his spaceship alone, conquer the escalator from hell, join forces with a mega-brave tiny velociraptor, ride in the coolest car ever designed and teach the evil COG who is boss.
Perfectly sized for little hands, this beautiful board book edition of Jess McGeachin's award-winning masterpiece is a unique celebration of many kinds of living things – and the kindness we can show them as we wander through the world. From the tiniest beetle to the most majestic whale, every creature on Earth is a marvel, deserving of awe and compassion. Babies and parents alike will delight in the lyrical rhyming text and brightly coloured illustrations.
