26 minute read
Junior School
‘Look at me!’ cried the young child from the top of the tree.
As a parent hearing this cry, you quickly assess the risks and respond. We have all heard stories where the child climbs up but then can’t get down, or worse falls and hurts themselves. But is it so bad? Do we ‘keep tabs’ on our children too much in their formative years? Should we be letting them climb and fall? What is our role in developing ‘risk taking’? We live in a culture that often protects children from risk, but is that always healthy or helpful? Or should we actually be looking at what we mean by ‘taking risks’, especially in learning and then think carefully about how that applies to our young children and adolescents.
HOP
The Merriam – Webster dictionary defines risk taking ‘as the act or fact of doing something that involves danger or risk in order to achieve a goal’ while the Collins dictionary states ‘the practice of taking action which might have undesirable consequences.’
The ACECQA (Australian Children’s Education and Care Quality Association) emphatically states, ‘It is important that educators are critically reflecting on the potential benefits of taking risks for children’s agency, learning and wellbeing. Are these risks appropriate to scaffold skills and development? Are children getting the opportunity to assess risk and make decisions about what is an appropriate risk?
Tim Gill, one of the UK’s leading thinkers on childhood, visited Australia recently to present his views on ‘rewilding children’ and ‘creating play connect’. In his Risk and Resilience Article for Reflections magazine, Tim outlines the importance of assessing what children are learning from their experiences, identifying the risks and weighing up the benefits for children’s development and learning. He believes that most children are capable of assessing and managing risk, and this can be seen in their competence and confidence when attempting a risky activity.’
STEP
How does Risk Taking benefit children? Taking risks helps to develop children’s confidence socially, emotionally and physically. We should start to distinguish between calculated risks and ‘risky behaviour’ which is more dangerous. Our young children need us to question them, provide clear guidelines and provide an environment where they can experiment and develop their ability to take risks. I’m sure we can all remember a time in our childhood where we took a risk and the exhilaration we felt. Children should learn how to self-regulate. “Have I climbed high enough in this tree?” or “Should I do a back flip from this bar?” Allowing children appropriate independence sends the message that “I trust you.”
As teachers and parents, we need to foster challenge, creativity and play which takes us out of our comfort zone. That is true risk taking. We should ask ourselves, ‘What is the worst thing that could happen?’ and ‘What is the best thing that could happen?’ As adults we often base our answer or decision on our own fears. Sometimes this limits our children’s experiences. Set up the learning experience so that the risks are small, sequential and calculated. For example, we don’t just put our child onto a 2-wheel bike and expect them to ride. There is a progression. First, they sit and push along with their legs, then there may be a tricycle or 2-wheel bike with training wheels. It is only after the child has mastered each phase of these skills that they move onto the next level of challenge to master. All the while you, as a parent, are watching and monitoring, calculating the risk.
COVID 19 Distance Learning and Risk Taking.
All students at PLC have experienced Distance Learning for the first time this term. It has been a sharp learning curve and it has provided many challenges but also many new learning opportunities. Risk taking behaviour online can bring its own dangers and so the role of the parent and teacher is imperative for this leaning experience to be a positive one.
The staff at PLC have embraced distance learning but it has involved significant risk taking on their behalf. Not only have they had to learn new technological skills but the way they teach has been completely changed. Staff have been asked to take risks in order to achieve a goal. Throughout the distance learning environment, they have modelled risk taking to their students in a way that could not have been done in face-to-face in the classroom.
FLY!
Next time you hear the cry from the top of tree “Look at me” you might consider those two questions: ‘What is the worst thing that could happen?’ and ‘What is the best thing that could happen?’ Then think about teaching them what to look for in a good tree to climb.
Set up an environment where risk taking is safe and part of learning.
Prue Petsinis Deputy Head of Junior School
Beginning school is such a big milestone. The girls are filled with great anticipation at what their Prep year will have in store and such excitement at finally being a big school girl.
This year, like no other, our Prep girls have had to step out of the classroom familiarity they grew accustomed to in Term 1, and step into the world of online remote learning.
In such a short time, these little girls have proven to be resilient, enthusiastic and adaptable learners. They have certainly embraced this new challenge, and despite their young age, have shown us that stepping out of the familiar and into the unknown does bring with it, great joy.
Carmen Lang, Charmaine Kenner and Clare Conlon. Prep Teachers
Little Preps taking big steps in and out of the classroom
You won’t believe how much school has changed since the start of Term 2!
Firstly, our home is our classroom. When my classmates, my classroom teacher, Mrs Ginaylo and me meet, we are on Zoom! We do our homework and send it up through Seesaw. It is always fun to see the replies on Seesaw. I like the things that my classmates and Mrs Ginaylo shares.
Secondly, I can do tasks that I usually don’t get to do at school. I can do things such as cooking with my mum, badminton with dad, Lego, fruit picking in the backyard, trampolining, cat chasing and gardening.
Finally, we have two sessions a day instead of three. That is because in between sessions, we do our homework on Seesaw. The session times are 9:30am and 1:30pm.
Now you know how much school has changed since the start of Term 2.
Victoria 2C
School at home
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What it’s like to have school at home
School is getting a bit unusual now so this is the order things go during the term.
Firstly, we sometimes wake up later than 7am because now school starts at 9:30am. We also don’t have to dress in our school uniform anymore and sometimes I wear my PE uniform.
Secondly, we start our online learning on a meeting app called Zoom. There are some instructions to get in. We have to type in our meeting ID first. Type our names in so the teacher knows who we all are. If the host is already logged in, a black screen will appear saying, “Please wait, the meeting host will let you in soon.” If the host is not logged in but you are, there will be a sign saying: “Waiting for host to start the meeting”. When we are all in, we start our roll call. If your name is called by the host to say good morning or afternoon, you unmute yourself by clicking on a button with a microphone picture.
Finally, school work is all on an app called ‘Seesaw’. Some girls use ‘Google Classroom’. For Seesaw students, class activities are placed in the same group. If you tap on a button that says ‘Activities’, you will find activities ready for you. You must read or listen to the instructions carefully and if it says you need to respond, you click the response button. When you finish the activity, you submit by clicking the green tick.
We are all used to online learning now and hopefully school will get back to normal soon.
Stella 2C
Building an Ant Farm
Year 4 – Master My Emotions
Distance Learning in Year 4 has meant stepping out of our comfort zone in many ways. The students have been engaging in daily G.E.M. journal activities as well as weekly Bounce Back lessons to help them discover new ways to manage their emotions and the different ways of learning. The Year 4 students took time to reflect on these processes and would like to share this with you:
Distance learning has encouraged me to step out of my comfort zone by learning how to learn in a new way without having Mrs. Roche in the room to help me. I have also learned that I need to have lots of breaks. An example of when I had to master my emotions during distance learning was when I still had work to complete but it was almost the end of the day. I did the breathing procedure I learned from the G.E.M. journal and calmed down. This helped me to finish my work on time.
Anisha 4C
Distance learning has encouraged me to step out of my comfort zone by trying to manage my time without the normal everyday school schedule. I don’t always have my teacher by my side but that helps me learn to do things by myself and helps me realise that I don’t always need help. An example of when I have to master my emotions during distance learning is when I’m trying to think of something to improve my work but can’t think of anything straight away, and I can become frustrated. So, I breathe in and out. Then I feel happy again and can carry on.
Bridget and Ebony set up an ant farm with around 20 ants from the same colony and have been keenly watching them organise and reorganise their new environment. They have also been creating ‘ant food’ recipes in the kitchen from nocook “ant salads” to baked “ant pudding”, which combines the insects’ favourite sweet treats. A week later these ants were released back into their original habitat.
Bridget 3C and Ebony 2C
Distance learning has encouraged me to step out of my comfort zone by learning how to manage learning by myself and making sure I hand everything in on time. An example of when I had to master my emotions during distance learning was when I had lots of work to do but I had to stay calm as I worked through it.
Matilda 4A
Distance learning has encouraged me to step out of my comfort zone by making me more confident in many ways such as working more independently. An example of when I had to master my emotions during distance learning was when I could not find information on my marine animal but kept trying until I got all the information I needed. I got really stressed but I knew I had to keep trying and when I did it I was extremely happy.
Chelsea 4A
Distance learning has encouraged me to step out of my comfort zone by letting me learn new things and realise I can do much more than I thought I could achieve.
An example of when I had to master my emotions during distance learning was when I completed my work but couldn’t turn it in because of technology playing up and the deadline was very soon. I soon found a way to make the technology work and felt better immediately.
Deepali 4B
Stepping out into a Whole New World
Autumn leaves crunch under foot as the sun peeks through the trees and the chilly wind tickles my nose. Young children laugh joyfully in harmony with the bird’s song. Neighbours smile and wave to each other, their faces full of hope. Kids whizz by on scooters and bikes. Teddy bears peak out of windows as chalk rainbows brighten up the dull, grey footpath. Now that our lives have slowed down, there is so much more to notice about the world.
Pippa Soo 5A
Lights! Music! Action! I thoroughly enjoyed 5B’s play about Emma Watson in our Year 5 Short Plays for 2020. Just being up on the stage, it is such an exhilarating experience.
Emma Watson was born on the 15th of April 1990 in Paris. She is a famous actress who has been in many successful movies. The famous ‘Harry Potter’ series where she played, Hermione Granger, ‘The Tale of Despereaux’, where she played Princess Pea, the 2017 live-action version of ‘Beauty and the Beast’, where she played Belle and more recently ‘Little Women’ where she played the character Meg March. Emma Watson is also a model and has modelled for Teen Vogue, Burberry and Lancôme. In July 2014 she was appointed as United Nations Woman Goodwill Ambassador and travelled all over the world giving speeches about child marriage and human equality.
The Year 5 Plays were really exciting because of the brilliant music, stunning costumes and interesting stories we had to portray on stage. In my Emma Watson play, I especially enjoyed the Harry Potter auditions scene with J.K. Rowling. I acted out popular parts of the first ‘Harry Potter’ movie like the train carriage scene and the feather classroom scene. It was funny saying the famous line “It’s levio-sar not levi-o-sar!” One of the other scenes was the Harry Potter movie premiere where I had an interview with my friend who was a reporter. In the last scene, I was a part of the United Nations, and said a speech about a campaign for human equality.
Year 5C collaborating on a Zoom confererence call
Emma Watson - Year 5 Short Plays
I loved playing the part of Emma Watson. Like her, I love acting and hope to be an actor when I grow up. Emma is an influential woman because she is persistent. She was determined to finish her education even though she had many auditions and filming sessions. Through the Year 5 Plays process, I’ve learned that anyone can be anything. All you have to do is work hard and believe in yourself. Emma Watson is a great role model to many, especially me.
Iris Lim 5B
A Diamante poem by Year 5C during a Zoom Conference Roll Call
Zoom! Chattering, brainstorming, Ecstatic, unique, virtual, Students, teacher, diversion, advice, Stimulating, technical, visual, Laughing, gathering, ‘Once in a lifetime experience!’
Year 5C
Unexpected Silence
Mr Law welcomed me as I stepped out of the car. At first I was excited to be coming back to school, but now my feelings had changed. Although there were other students, I didn’t know any of them. I knew I would be reading at recess and lunchtime.
School is eerily silent! Nobody else from Year 5 has come. Classrooms are empty. Lights are closed. The orange autumn leaves gracefully danced in the wind. School is silent. School is different.
Stepping Out
During this time, musicians all around the world are ‘stepping out’ and thinking of new, innovative ways of collaborating, performing and teaching.
Throughout the ages, we have seen the unifying power of music to heal, uplift and unify, but it has never been felt more acutely as now.
Moreover, the synergy between the musician and technology has never been more apparent. It has been exciting to be a part of the wider community of musicians and music educators who are currently ‘stepping out’ and thinking of ways to harness technology to serve their artistic means. The challenge remains on how to deliver music in its purest form - without compromising on its fundamental integrity. We are getting closer.
Ms Vikki Chan Junior School Music Coordinator
Poster by Sinasta Au 5A
Pent-Up Pigs Mathematics
At the Year Five level, for their first assignment in online/ remote Mathematics learning, our girls were asked to solve a problem known as ‘Pent-up Pigs.’ The girls were asked to produce multiple solutions to the problem of how to surround, in hay bales, some varied numbers of pigs each time, to enclose them completely, in different ways. This involved predictive forethought, many experimental diagrams, the submission of 20 correct diagrams and explanatory solutions to the problem at hand, in the form of a poster. One great example of what one student submitted is pictured here.
The girls really enjoyed this activity, and it drew upon logical thinking, spatial awareness, tabulation and thoughtful assessment.
Jennie Maxwell Junior School Maths Coordinator
While staying at home throughout the Coronavirus pandemic, I discovered an app called ‘Acapella’. You can create fun and amazing performances. You can play different parts on different instruments and when you put it together, it sounds awesome! It has helped me play more frequently and now I have a better experience as a musician. I like using this app because not only is it easy to use, it is fun to play along with your own tunes. It also enables you to watch other people’s incredible performances. I like how they could create such an amazing sound with either their voice or their instruments. I think the app is helpful and gave me a chance to make some noise!
Amelia 6D
Staying at home can be a bit boring but online learning has really changed my term. Completing music theory work at home and taking a picture is simple. It can be a bit difficult to get a good view if you need to take a video of yourself playing your recorder. I think videoing yourself is very helpful because you can see yourself playing any wrong notes and check if you have a nice posture. When it’s time for my music lesson I can always see my lovely teachers and my friends through Zoom. I think there isn’t much difference between distance learning and face to face learning. I like using Seesaw because it is fun and easy to use, although on the first day I got really muddled up. But soon I got used to it. I love using the apps but I am also looking forward to sitting back in the classroom and singing songs with my class!
Simone 3A
JS Library in Lockdown.
At PLC, being in lockdown does not mean that our creativity is in lockdown. In fact, ‘when the going gets tough… the tough get going’… and our need to stay engaged and industrious becomes even more important. Our PLC girls, never ones to miss an opportunity, entered the ‘Better Read Kids; Mother’s Day’ drawing competition run by Better Read Than Dead, a well-known bookstore in New South Wales. Of course, the competition was overwhelmed with the response from the Junior School girls from PLC.
I am very excited to announce that Katherine Lam and Zahra Walker were runners up in the competition and have had their work included in the publication put out by the bookstore. The competition organisers were most impressed by the ‘passion and talent of each artist’. They loved “the colour and the originality and ‘bookishness’ of each design”. The bookstore was so excited by the quality of the entries that they decided to send each person who entered the competition a voucher.
Anne Walsh JS Teacher Librarian
Junior School Captains’ Reports
Katherine Lam (Junior School Captain):
Today, we are living in a very different world from what we are used to. The temptation would be to isolate ourselves, not just physically but also socially, and cocoon ourselves in fear from the outside, from the unknown. Instead, our school community has rallied together and stepped out of their usual routines to stay connected. From live streaming of assemblies and concerts to online zoom sessions in classrooms, we can show the flexibility to thrive in spite of the circumstances. As students, we are embracing this change by stepping out of our usual routines to record ourselves completing activities and posting our work online. Even more importantly, even though we are apart, we can show that as a community, we are in this together. Now, it is more important than ever for us to support each other. One day, we will all emerge from our chrysalises and have the freedom to fly together. Until then – let’s be brave enough to step outside of our comfort zone to embrace new ways of doing things. Let’s step outside of our way to be kind, be considerate and be thoughtful. Let’s step out to stay connected.
Ovindee Amarasiri (Sports Captain):
Our future at the moment is like a boat in treacherous seas, it is uncertain. However, because we are hunched up over our screens for everything, at this point being active is a necessity. The PE Department has been working tirelessly to make sure students are having fun whilst keeping active. The PE App has been an essential resource during these rocky times. Whether you are stepping out onto the imaginary dance floor with the Zumba or dribbling onto the pretend court with basketball dribbling and ball skills, you are keeping active. I know this time is like journeying beyond the stars, we don’t know what is ahead but remember that going for a walk and just clearing your head before engrossing yourselves with your work can make all the difference. I hope you all embrace this new change to our normal lives and know that hopefully soon, life will get back to normal and that it is just a large wave looming up ahead.
Amelia Paynter (Hethersett Captain):
Although we are not able to go to school at the moment, a lot of people have involved themselves in many activities to keep them active throughout this time at home. The PE staff have also been busily helping to encourage everyone to stay fit and healthy as we have not been doing our normal exercise by posting activities on the PE app. It is great to know that the girls have been enjoying this at home as they share pictures of themselves completing the activities. I hope that everyone will be safe and happy during this time at home and that you will keep your fitness up by staying active.
Zahra Walker (Koorinya Captain):
We have been forced to “step out” of our normal school routine and for some, it has been tough to adjust to our “new normal” of distance learning. All the assignments we have to complete can cause stress. However, the PE department is helping us by providing fun activities we can do using the PE app. It is important to find some time in your day to engage in those activities as we can then get off our screen time to have fun while keeping fit. Most of this stress will be reduced and we can then start tackling the remainder of our work with a fresh mind.
Olivia Hua (Woollahra Captain):
Right now, we are facing one of the toughest times in the century. We are all in solitude and can’t wait for it to end, but in the meantime, we should grasp this opportunity to learn more and push ourselves to the limit. This is why, each week, the PE department strives to keep us fit and moving. You can find numerous activities you can try on the PE App such as dancing and fitness workouts. You can also go for jogs around your neighbourhood or badminton in the garden. The possibilities are truly endless! When you play sports, your brain releases a chemical that makes you happy. As a result, you will feel more content by the day! It is crucial that we stay healthy and joyful when we are at home. Like a famous quote by Helen Keller suggests, ‘Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence.’
Elden Tan (Wyselaskie Captain):
Staring at a screen all day can be boring and not that healthy for you but luckily the PE department is here to save us with some fun physical activities we can try. Normally in PE we engage in activities such as Teeball, hurdles, dodgeball and much more but the activities during online learning have been quite different with many fun new tasks to try such as completing a PE Health diary and learning new dance movements. This is encouraging all the girls to “step out” of their comfort zone to try something new.
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1. Yiyi 3C. 2. Annaliese 1C. 3. Amyra 2A, construction. 4. Jesinta 1A, leaves and flower picture. 5. Charmaine 4C. 6. Emily PA, cushion. 7. Keshi 1C.
We are all stuck at home with our family and no friends to talk with. All of you are probably desperate for life to return to normal but family time, especially during this pandemic, is just as important as spending time with your friends. You should have a day just with your family with no electronics. You could play board games, exercise or prepare a meal for your family. You can do lots of fun activities at home and still stay safe. Since we are all quarantined at home, we should all acknowledge how important our family is and spend some quality time with them.
Zoe Oei and Alyssa Chan (Christian Education Captains):
We are not allowed at school at the moment but Mrs Catchpoole still is teaching CE. As a substitute to CE Assemblies, she shares something called ‘CE Moments’ with us. Mrs Catchpoole said that CE Moments are something to start the day or end the day, so they are just there to brighten up your day - it is not work! They include a couple of songs, Bible readings and short video clips.
Lolita Li and Alyssa Mark (Social Service Captains):
When you hear the word Coronavirus, what do you think of? You probably think of staying at home, exceptional hygiene and the financial crisis. Yes, these are valid thoughts but as Junior School Art Captains, we find coronavirus isolation a perfect time to express art with flying colours. Being at home means you have more time to draw, paint and create with your family. Bonding has never been so life changing! It’s also the best time to vary your art styles and what you draw. Artists all around the world have been drawing how they feel about Covid-19, giving them new approaches and perspectives to their style. We can do this too in our own special way at home. 4.
Shenny Thalagala and Yiren Liu (Art Captains):
Serena Wong and Jasmine Tran (French Captains):
One of the activities for our French unit in Year 6 is writing letters to our pen pals in Paris, France. We have enjoyed receiving them in English and then writing back in French. This has made us step out of our comfort zones to write in a different language to another student from the other side of the world. It is tricky, but fun and exciting and at the same time, and it helps improve our French vocabulary. Furthermore, as French Captains, we are planning a Virtual French Reading Corner and we intend to read French books and sing simple French songs to the Junior Primary girls.
Isabella Cheung and Evie Bernardi (Library Captains):
Staying at home might feel boring and uneventful, but reading a great book is all you need to transform your dull and dreary days into adventurous, exciting times.
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Thinking in ART from the PLC Junior School Art Room!
Term 2 has definitely enabled the talented PLC Junior School artists to think creatively and outside the box! Art is definitely in its element as important right now and we loved creating and being open to new ideas and new ways of doing things. Students posted images as well as thoughts while completing their online art activities. They have used a variety of digital platforms which allowed them to experience different mediums of expressing their artistic skills. Here are some snapshots of our creative endeavours for you to enjoy!
Victoria, Year 2 Mia, Prep
Farah, Year 1
Nethaya, Year 2
Evelyn, Year 2
Grace M, Year 1
Stella, Year 2
Esha, Year 3 Ruby, Year 5
Sriya, Year 4
How do you know when a piece of art is finished?
I would know that a piece of artwork is finished because I think it looks just right BUT looking is not enough. Feeling or just comparing the artwork to what you had in mind also helps me know when a piece of artwork is finished.
Vivienne, Year 4
What is an artist?
An artist is somebody who is creative. Everyone is an artist. No artist is the same. They create artwork with their heart. It is creative. Art is something that everyone can do. An artist is logical and creative both at the same time. An artist’s creation can look funny, but if you look at it with your heart, it looks phenomenal and completely different. An artist is someone who is free; someone who is creative. Art is something that should be done with passion and love.
Isabelle, Year 5
Are artists the same in every culture?
An artist is someone who is creative, has an endless imagination, a gift to see the world’s tiniest detail and a person who doesn’t care what people say about their personality.
I think that artists see the world differently, they have endless possibilities and their culture and personality is what represents them. EVERYONE’S AN ARTIST!
Kekhya, Year 5
What do you think?
I think that all people in the world will have an artistic soul inside their heart and will all have a connection with art. Even though some people don’t realise it yet, God has given everyone a talent and many will realise soon that art is one of them.
Jingwei, Year 5
