Circular
Volume 2 • Term Two 2011
PAGE 8 Balanced and Fair Education Debate
PAGE 12 Parents are best first teachers
PAGE 18 Raising kids who thrive
Circular Magazine is produced four times per year,
including one special edition for families. Past and
current issues of Circular are available for downloading
or reading on the Catholic Education Office website:
www.ceo.wa.edu.au/publications/circular magazine
DIRECTOR’S FOREWORD
INSIDE CIRCULAR
Space Invaders................................................3
Living the Vision Awards................................7
Balanced and Fair Education Debate...........8
Stewardship and Sustainability....................10
Parents are best first teachers.....................12
New Australian Curriculum..........................14
Sharing the Journey.....................................16
Raising kids who thrive.................................18
Minister visits our remote schools...............22
Parents and Friends......................................23
Stepping Up..................................................24
Families in the Fast Lane..............................26
Capturing the magic in our classrooms......29
BER projects update.....................................30
Primary Curriculum Conference..................31
Principal Appointments...............................31
Dedication of Bunbury Cathedral...............32
Welcome to the second edition of Circular for 2011. This edition has been dedicated
to parents’ issues and concerns.
Integral to our mission in Catholic Education is the way in which our school
communities collaborate with families to jointly nurture and educate the children
in our care. In Catholic Education, we recognise that it takes so much more than
a good school to provide a quality Catholic Education. We also know that it
takes more than a good home. It is only through the collective effort and shared
responsibility of families, schools, parishes and communities that we can prepare our
young people to take their place in the challenging world that awaits them.
Parents all seek to have some level of involvement in their child’s education, whether
it be talking to teachers, attending school functions, volunteering in the canteen,
helping in the classroom with reading, accompanying camps and excursions, using
their professional expertise in a school setting – like being a member of a P & F
Council or Board or fundraising for new equipment for schools. Each and every
contribution helps to foster a cohesive and balanced educational experience for the
children in our schools. With schools, parents and parishes working together, we
can ensure that the children in our community get the best possible start in life and
continue to receive the holistic and faith filled education that will sustain our children
throughout their lives.
The intention for this special parent edition is to generate new ideas for parents,
provide support and information, showcase the way that our schools are tackling the
needs of Catholic students and inspire families to seek the very best for their child.
Some of the stories pertain specifically to positive parenting and P & F activities
in our schools as well as thought provoking topics like cyber-bullying and the new
Australian Curriculum.
Parents will play an important part in ensuring a positive outcome for all students
with the Review of Funding (see pages 8-9). With the continued dedicated
contribution of families within our school communities, Catholic schools will continue
to thrive.
We hope you enjoy this edition of Circular and we welcome your feedback, ideas
and communication.
Companions on the Journey
Students at Mandurah Catholic College provide each other with a helping hand in
recognition of our gospel values. In Catholic Education we recognise that parents,
parish and school community are all ‘companions on the journey’.
2011 CATHOLIC EDUCATION OFFICE OF WESTERN AUSTRALIA
ISSN 1324-5333 • Not for NEALS
Natasha Quinn (Editorial) 6380 5380 Irene Jipp (Design/Publishing) 6380 5211
Email: [email protected] Web: www.ceo.wa.edu.au Fax: 6380 5285
Circular is published by the Catholic Education Office of WA and distributed to all Catholic schools throughout the
state. Articles may be reproduced with the editor’s approval and an acknowledge­ment of Circular. All photographs
are used on the understanding that appropriate compliance with current privacy legislation has been obtained by the
school prior to publication.
2 CIRCULAR
Crystal Printing Solutions,
trading as Worldwide Online
Printing Cannington, are
holders of SCS Certificate
Number SCS-COC-001703.
SPACE INVADERS
Cyber-bullying is a new slant on an age-old problem. The concerning thing about it is that it can invade
your home and insidiously pervade your child’s life. Moreover, many of those with the authority or
power to assist are still familiarising themselves with the technology and domains. Email, texting,
sexting, blogging, online chatting, Facebook, MSN, Twitter, Tumbler, MySpace, Bebo are all tools
with which our kids are familiar.
Ask anyone around if they knew a bully
at school and chances are they will
respond with the affirmative. There has
been a growing awareness in Australia
over the past decade of the harmful
impact of bullying and research has
revealed enough disturbing long term
effects on children to spur government,
school and community organisations to
action. (Greene, 2000 & 2003; Nansel
et al, 2003 as cited in National Safe
Schools Framework)
What is cyber-bullying?
Children using the internet can be
cyber-bullied or harassed through
internet services like email, chat rooms,
instant messaging, social networks or
through websites. Bullying through
mobile phone technologies such as
SMS is also considered cyber-bullying.
Cyber-bullying includes teasing,
spreading rumours, sending unwanted
or threatening messages, defamatory
material or photos.
Research on cyber-bullying
Australian data suggests that 10 per cent
of school students report being cyberbullied and the figure may be as high as
25 per cent for those who experience
or are involved in it in some way. These
figures vary according to the age of the
students.
Bullying appears to peak during the year
in which students move from primary to
high school and then generally decrease
towards the end of high school, with the
exception of cyber-bullying that increases
each year. (Nansel et al, 2001; Pellegrini,
2002 as cited in National Safe Schools
Framework)
s
The United Nations Committee on
the Rights of the Child (2010), in its
report on Australia’s compliance with
the Convention on the Rights of the
Child, raised concerns about bullying
and the importance of protecting
children and young people from
exposure to violence, racism and
pornography through mobile phones
and other technologies, including the
internet. It recommended appropriate
measures continue to counter bullying
in Australian schools. In addition, the
National Safe Schools Framework has
recently been revisited and includes
cyber-bullying and cyber-safety as an
area of growing concern.
CIRCULAR 3
Go to Contents
SPACE
INVADERS
Sexting may happen in response
to peer pressure, be taken when
someone is not aware or it may start
out innocently. A young girl sends a
photo to her boyfriend, they break up,
he sends it on to all his friends.
There are a number of ways that
parents can increase their child’s
phone safety. These include helping
them to block unwanted calls from
specific numbers or ensuring before
a mobile is provided that it does not
have internet access. It is also really
important that parents and teachers
discuss with young people the
consequences of sexting.
If images are posted online they are
almost impossible to recall or control.
As a result, what may seem exciting
fun or harmless now may cause
embarrassment with future employers
or relationships.
Research also shows that people tend
to be more understanding towards
younger students and are less
empathetic when the student is in high
school and male. The myth that older
students can defend themselves is
exactly that – a myth. In addition, the
perception that only older students
cyber-bully is also a myth that needs to
be dispelled. Both primary and
secondary students are involved in
cyber-bullying. (Cross et al, 2009 as
cited in National Safe Schools
Framework)
Sexting has been known to lead to
cyber-bullying, damaged reputations
and in extreme cases stalking and
assault. In terms of the law, things
can get ugly with teens who ‘sext’
being prosecuted under child
pornography law.
Social networking
Social networking sites are a great way
for children and teenagers to stay in
touch with family and friends. They can
post information about themselves,
display photos, share their news and play
games. However, this online world can
be addictive and seductive. It’s easier to
say and do things online that they might
not do face to face.
As a result, it is imperative that parents
and teachers educate children to think
about how their behaviour will affect
others and themselves and if they are
exposing themselves to any kind of risk.
Children will not always recognise the
risk or understand the consequences
unless they are educated in these.
Different social networking sites have
different purposes such as :
z Create communities of friends:
Facebook, MySpace, Bebo
z Create and download video and
entertainment content: You Tube,
Google Video
z Share photos: Facebook, Flickr
z Play games: World of Warcraft,
RuneScape
Sexting
Sexting is an emerging issue for
adolescents. There is no such thing
as safe sexting! Sexting refers to the
sending of provocative or sexual
photos, messages or videos using
a mobile phone. It can also include
posting this information online. While
sharing suggestive images may seem
like harmless flirting at first, it can
often lead to more sinister outcomes
and have serious social and legal
ramifications.
4 CIRCULAR
Go to Contents
What parents can do
In this digital age, even parents who
know little about cyber-space can
teach their children the importance of
safeguarding themselves. There is
widespread community concern about
social networking and for many
parents it has climbed to the top of
their list of worries or close to it.
There are a number of things parents
can do to keep their children safe. The
safe use of technology needs to be
implemented across the curriculum
and also at home. ‘Students are taught
how to use computer technology for
school essays and research but they
are often not taught e-safety
strategies,’ said Professor Catherine
McLoughlin who coordinates the
Australian Catholic University’s
National Centre for Science, ICT and
Mathematics.
Professor McLoughlin and Education
Lecturer Jill Burgess have conducted a
study on cyber-bullying. The study
involved 700 students in Years 7–10.
‘Girls were found to be most at risk…’
Ms Burgess indicated. ‘Chat rooms,
emails and mobile phones were the
most common media, but social
networking sites such as Facebook and
Bebo seemed to be also a prime place
for cyber-bullying.’ (Burgess &
McLoughlin, 2009)
All strategies for the prevention of
cyber-bullying recommend that
parents, teachers and school leaders
need to become familiar with all these
technologies that students use so
confidently, so that they can recognise
the issues and raise them with their
students and children.
Key concepts for safe
internet use
The Australian Communications and
Media Authority (ACMA) recommends
the following tips for addressing
cyber-bullying:
Educate ... an essential way to keep
Restrict the amount of time your
child or teen spends online ...
Make the computer safe ... fit the
z Use support services such as the
Kids Helpline and the Cybersmart
website.
computer with internet content filters
and other security software. Visit the
Cybersmart website as well.
SUPERVISE ... by placing the computer
in an area that can be supervised, like
high traffic, common family areas, you
are reducing the chance of at-risk
online behaviour.
STAY INVOLVED ... with your child and
their use of the internet and new
technologies. Work with them. Help
them set up their profiles to make sure
they do not put up too much personal
information online. If your child/teen is
using a social networking site check
their privacy settings and see how that
site deals with and reports abuse.
ensure they maintain a balance, explain
to them early on that it is healthy for
them to have outside activities,
exercise, face to face activities, family
time and homework time, as well as
balanced sleep and relaxation time.
Reporting cyber-bullying
In addition to the above:
z Check the privacy settings for your
internet services.
z Advise your child not to reply, no
matter how much they want to, as
bullies often give up if they don’t
get a response.
z Block the bully electronically so they
cannot make contact and keep a
record of the harassing messages.
z Talk to the child’s school if cyberbullying involves another student.
z Talk to the police if the campaign
continues – cyber-bullying is illegal.
z Contact the website administrator
if it involves a social network
(eg Facebook) or video content
(eg Youtube) and ask them to shut
that particular page or site down.
s
children safe is to make them aware of
the risks and talk to them about how to
avoid potential problems.
EMPOWER ... encouraging and
supporting children in their use of the
computer by modelling good
behaviour as adults and sitting beside
them early on to teach them how to
access information is a positive step
towards helping them to see it as a
tool for fun and study. Help them to
feel confident in their choices of
internet use and encourage them to
feel comfortable enough to tell you if
something happens to make them sad
or uncomfortable.
CIRCULAR 5
Go to Contents
SPACE
INVADERS
Recommended reading for school leaders,
teachers and parents
Some schools have used fiction in their curriculum to highlight
and discuss these issues. These include titles like Destroying
Avalon by Kate McCaffrey, By the time you read this, I’ll be
dead by Julianne Peters and Identity Secret by Caroline
Keene.
In addition, Catholic school workshops for parents have been
conducted and recommended reading includes Real Wired
Child: What parents need to know about kids online by
Dr Michael Carr-Gregg.
Other essential resources for school leaders and teachers
are Ken Rigby’s Bullying interventions in schools; Nancy
Willard’s Cyberbullying and Cyberthreats, Shaheen Shariff’s
three expository texts on cyber-bullying and schools and Matt
Levinson’s From Fear to Facebook which is an insider’s view
of the journey from peril to possibility with digital media in
school communities.
The Australian Journal of Teacher Education, vol 33 June
2008, also contains a fascinating article entitled Confronting
the Pedagogical Challenge of Cyber Safety. n
References
Australian Communications and Media Authority, 2009 ‘Cybersmart
Guide for Families’, Melbourne.
Barton K, 2010 ‘Malice in Wonderland’ in About Catholic Schools
vol 34, CEO Sydney.
MCEECDYA, 2011 ‘National Safe Schools Framework’ (revised
edition), Melbourne.
Hanewald R, 2008 ‘Confronting the Pedagogical Challenge of Cyber
Safety’ in the Journal of Teacher Education vol 33/3, Melbourne.
http://www.abc.net.au
http://www.acu.edu.au/about_acu/news_events/features/
cyberbullying
http://www.bullyingnoway.com.au/talkout/spotlight/
cyberBullyingSchools
http://www.hreoc.gov.au/bullying/cyberbullying/impacts.html
http://www.headspace.org.au/home/my-headspace/your-stories/
http://www.headspace.org.au/is-it-just-me/find-information/
cyberbullying
http://www.ozteacher.com.au/html/
Online resources
http://www.spress.com.au
The Cybersafety Help Button is the new Australian
Government initiative designed to keep children and families
safe online. It is easily installed on the desktop screen of any
computer and gives youth easy access to cyber-safety help
and information. This is a free application and when clicked
users are taken directly to a web page where they can report,
talk about or ask about cyber-safety issues.
http://www.theage.com.au/news/in-depth/the-bully-you-can’t-see
http://www.safeschools.deewr.gov.au
Some additional resources include:
http://www.cybersmart.gov.au
http://www.bullyingnoway.com.au
6 CIRCULAR
Go to Contents
Living the Vision Awards
Each year at the Catholic Schools Staff Breakfast, the Living the Vision Awards of Excellence are
presented. These awards commenced in 2008 and emanated from a deep desire to recognise and
celebrate excellence in Catholic Education.
Living the Vision winners L-R: Cathie Bauer, Chrystal Leavers, Lorna Saunders, Tamara Boyer, Karina Blurton and Lyn Perrigo
At a CEOWA Leadership Seminar in 2008, one of the items
discussed was how to foster creativity, encourage innovation
and expand opportunity in our schools. Catholic Education
in Western Australia wanted to ensure that it truly reflected,
promoted and exulted the myriad of creative and wonderful
ways in which our teachers, principals and schools shared their
passion for learning, allowed for diversity in learning styles
and intelligences and conveyed the values of truth, justice and
reconciliation through their curriculum. This year schools were
presented in the following categories:
Developing a hunger for the learning
adventure
Orana Catholic Primary School in Willetton was awarded
for their integration of ICT into the curriculum in a 1:1
Laptop program. Orana has been generous in sharing their
knowledge by hosting visits from schools and principals across
WA and nationally.
Xavier Catholic School in Hilbert was awarded for their
diligent approach to lifting their numeracy results through the
Leading Aligned Numeracy Development (LAND) project.
Their project has been showcased by Professor Mike Gaffney,
Chair of Educational Leadership at the Australian Catholic
University in Canberra. Professor Gaffney presented this
school’s exemplary practice at the MCEECDYA Ministers of
Education Biennial Forum at Parliament House in Canberra.
Tamara Boyer from Aranmore Catholic College in Leederville
was awarded for developing a Society and Environment
curriculum from Year 7 to 12 that is innovative, exciting and
engages students of all year levels as well as differentiates the
levels of student learning and multiple intelligences.
Walking together in the spirit of
reconciliation and forgiveness
La Salle College in Middle Swan facilitated an exchange
program between itself and young people from the Wirrumanu
Aboriginal Community who attend the remote Luurnpa
Catholic School in Balgo Hills. The students integrated
extremely well, learning skills previously not available to them
and in return taught the College something about traditional
indigenous ways, thus furthering the spirit of reconciliation.
Thirteen nominations from our 158 schools were received and
all the applications were outstanding. Nominations can involve
a whole school or an individual staff member or principal.
Our winning applications did not cover all the categories
available. n
If you believe your school community should be nominated
under one of the categories, please download the application
form at http://cms.ceo.wa.edu.au/our_schools/excellence
_in_our_schools.jsp
CIRCULAR 7
Go to Contents
Balanced and fair education debate
The Australian Government Review of Funding for Schooling, led by David Gonski, is engaged in a
review focussed on funding for all schools. There will be much debate about the role of governments
and the priorities for funding over the coming months. Our children deserve a constructive and
honest debate on future funding arrangements and as such fair, reliable and accurate information
will be fundamental to the debate.
The recent article by Robert Fry (Fairer education funding overdue, The West Australian, 30 May) raised several concerns about
perceived inequitable funding of government schools. Unfortunately, the selective nature of the information in the article did
little more than continue the divisive ‘public versus private’ debate of old. The following facts in terms of funding of schools, as
demonstrated below, are sourced from the recent Deloitte’s analysis of MySchool data for the government.
$16,000
NET RECURRENT INCOME PER STUDENT IN AUSTRALIAN SCHOOLS 2010
Data Source: MySchool V2.0
$14,000
$13,700
$12,000
$10,000
$11,100
$500
$10,000
$7,500
Income
$2,300
$8,000
$6,000
n Private
$9,000
n State
$2,000
Government
$1,700
$4,000
$5,700
$2,000
$4,500
n Commonwealth
Government
$1,600
$–
Government Schools
Catholic Schools
The data shows that nationally the average net recurrent
income per student for government schools is $11,100
compared with $10,000 per student in a Catholic school and
$13,700 per student in an independent school. These figures
include school fees and other private income with the various
sources of funding highlighted. What is indisputable is that
when all forms of government funding are considered
(that is both federal and state – the orange and green)
non-government school students receive substantially less
government funding per student than government school
students. Any claims that they get more government funding
are transparently wrong.
Independent Schools
In Western Australia, the student averages demonstrate
a similar picture, but with independent averages slightly
lower ($12,756) and slightly higher averages for government
($13,585) and Catholic ($10,722) schools. This reflects the
higher cost of providing education across a geographically
diverse state and illustrates the significant point that the
Catholic system of schools parallels the government system
as a provider with similar geographic and socio-economic
diversity. In the case of eight Catholic schools in the Kimberley
region there is no other provider. In many respects there is
more commonality between the two systems than difference!
But funding is only part of the story.
8 CIRCULAR
Go to Contents
The standard of resources and buildings in government
schools is an important issue that is often cited as part of the
funding debate. The concerns are legitimate, but in making
comparisons it needs to be recognised that non-government
schools fund their facilities predominantly through loans which
require significant debt servicing out of the funds available.
Government schools are not required to service such debt.
Catholic schools are servicing diverse communities and take
their social responsibilities seriously. While Catholic families are
given priority, there are places available for non-Catholic
students. The enrolment of Health Care Card holders in WA
Catholic schools reflects the proportions in the wider
community. These and many other families have access to
significant fee concessions. There are many refugee and
indigenous students enrolled in Catholic schools free of
charge. According to the Index of Community and Socio
Educational Advantage (ICSEA), only three of the 10 most
educationally disadvantaged schools in WA are government
schools. Conversely, eight out of the 10 most educationally
advantaged schools are government schools.
Similarly the implication that non-government schools do not
have appropriate accountability arrangements is completely
fallacious. Catholic and other non-government schools have
the strictest financial accountability requirements through
State and Australian Government agencies. All schools are
required to submit externally audited financial accounts to
DEEWR. Individual government schools are not required to
meet such demands. Furthermore, the school registration and
ongoing audit process through the Department of Education
Services ensures that non-government schools meet all other
requirements as stipulated under the Education Act.
Choice in education is important for all parents and is a vital
part of Australian democracy. The Catholic sector in Australia
is a large and genuinely national enterprise and has provided
an accessible and affordable choice for the past 170 years.
There are 1,700 Catholic schools in Australia equating to one
in five Australian school students being educated in a Catholic
school. The most recent PISA data indicates that Australian
Catholic schools achieve high quality outcomes whilst maintaining high standards of equity. Supporting this choice with
appropriate funding is vital. Factual information which enables
parents to make such choices is also imperative and has been
the thrust of this article. Equally important for our nation is
identifying the real issues in schools and determining how the
Review of Funding for Schooling can address them. So what
is the real issue?
The real issue is about improving the educational and life
outcomes of students and in so doing, recognising the way
that schools can autonomously address the needs of their
communities. Recent moves to create independent public
schools, similar to a governance model used by Catholic
schools, has the potential to empower local communities and
lead to real educational change. All educators would agree
that government schools need more funding but it would be a
mistake to just give more funding to keep doing the same
thing. Equally non-government schools require a
proportionate share of increased funding.
The teachers in our schools are the nation’s greatest asset.
Research consistently shows that the single most important
factor in schools for improving student outcomes is the quality
of the teacher. Any major increase in funding therefore should
be aimed at getting the best possible teachers in front of our
students whether they be government or non-government
students. Raising the status of teaching, establishing salaries
that provide appropriate reward for effort, providing
opportunities for growth and professional development, will
all be significant elements of any reform process.
The National Catholic Education Commission has made a
submission to the Review of Funding for Schooling calling
for certainty in future funding arrangements. In so doing,
there is a call for increased funding to assist indigenous
students, students with disability, schools in regional and
remote areas, and new arrival and refugee students in order
to achieve better educational outcomes. At the same time
the maintenance of existing funding levels in real terms is
essential if Catholic Education is to continue to provide a high
quality and high equity education.
In a recent public statement Minister Garrett outlines his
desire for a ‘mature debate on funding arrangements’ and a
move away from the ‘unproductive and divisive public versus
private debate’. All should be working towards this goal and
that of a better future for the students in our schools.
Ron Dullard
Director of Catholic Education in Western Australia
CIRCULAR 9
Go to Contents
y
it
il
b
a
in
ta
s
u
S
&
ip
h
s
d
r
a
Stew
Sustainability at Good Shepherd Catholic Primary School
Stewardship of God’s creation is an important Christian responsibility. Sustainability education
develops the skills, knowledge and values that promote a sustainable environment and reduces our
carbon footprint. As part of this process, school communities are encouraged to create a shared
vision for a sustainable future. Many parents are now jumping on board.
The Australian Sustainable Schools
Initiative (AuSSI) is a partnership of the
Australian Government that seeks to
support schools and their communities
to become good stewards of the earth’s
resources. AuSSI engages students and
school communities in a whole-of-school
approach to explore through real-life
learning experiences, improvements in
a school’s management of resources
including energy, waste, water, biodiversity, landscape design, products
and materials.
Reducing our carbon
footprint
Many of our Catholic schools in WA are
striving to reduce their carbon footprint
by participating in the National Solar
Schools Program (NSSP), the WA Solar
Schools Program, AuSSI and Waste Wise
Schools Programs. Catholic schools
participating in these programs are
discovering benefits aside from the
obvious one of caring for God’s earth
and active global citizenship. These
range from ‘real-life’ learning tasks for
students and teachers to opportunities
to save school communities money
through effective resource management
right through to building community
partnerships between staff, students,
parents and the wider community.
Good Shepherd Primary
School
‘Embedding sustainability within
the culture of the school community
makes good sense,’ remarked
Principal Gabrielle Doyle of the Good
Shepherd Primary School in Kelmscott.
Good Shepherd have introduced the
Bidjara program into their school’s
curriculum. The Noongar meaning of
the word Bidjara is ‘on the earth’. The
objectives are to provide students
with an opportunity for leaning about
stewardship and sustainability outside
of the traditional classroom.
Parent teacher partnership
The program is run as a parent and
teacher partnership. The students from
Years 1 to 6 meet once a week for a 45
minute session. ‘We have a number of
parents who generously come along
to work with the students each week
and the students are encouraged to
visit the garden with their parents and
grandparents to proudly display their
efforts and showcase the program to
them,’ explains Bidjara Co-ordinator
Diana Newman.
10 CIRCULAR
Go to Contents
‘One of the strengths of the program
has been watching the trust and friendships develop between students who
may otherwise not have been close. They
are very generous in helping each other
out and a lovely sense of camaraderie
has developed within each Bidjara
group,’ comments parent volunteer
Vanessa Wight.
‘Christopher has enjoyed taking part in
the planning, planting and looking after
the herbs, vegetables and chickens. He
shows a great sense of pride in what he
has accomplished. This has been very
helpful for his personal confidence,’
indicates mother Mandy Sharples.
Garden classroom
The ‘garden classroom’ provides a
different environment for the students
to work together in the growing of
fruit, vegetables and herbs. They also
learn to care for the animals and the
environment. In addition to these
hands-on activities, the students have
the opportunity to apply mathematics
skills in a very practical situation and
to work on their literacy skills through
the logging of journal entries at each
session.
‘The Holy Henhouse provides students
with the opportunity to learn about and
care for our dozen chickens. Roger and
Arnold are our two small Anglo Nubian
goats and the Bidjara students look
forward to spending time with them!’
chuckles teacher Diana Newman.
including staff and families, not only
donated fruit trees and other smaller
plants and seedlings, but also their
time on Saturday morning for a busybee. Some special volunteers included
Bishop Don Sproxton and Fr Francis
Nguyen, the school’s Parish Priest.
Gen Felon, the school’s Society and
Environment Coordinator was able to
obtain a small grant for the school
through Waste Wise WA and then
gained the support of the school’s
P & F Association to cover the extra
costs involved.
the future. In this way, the flow-on effect
for a better world will go beyond the
school fence.’
Getting started
‘The garden is important for the
children of the school as it will help
them learn basic ecological principles
first-hand and will become a vehicle for
integrating sustainability into the school
curriculum. Children will also be able to
experience the many joys of nature and
exercise their natural curiosity and
creativity as learners,’ she enthuses.
‘Teaching the children how to live in a
more sustainable way is one of the most
important lessons we can offer them for
If your school or P & F Association is
interested in introducing stewardship and
sustainability principles into your school,
you can access further information from
the following sites:
http://www.environment.gov.au/
education/aussi/
http://www.wastewise.wa.gov.au/
becoming-a-waste-wise-school/index.html
http://www.watercorporation.com.au/
Education n
The National Solar Schools Program (NSSP) will re-open for registrations on
1 July 2011. The 2011-12 application round will open on 1 August and close on
30 September 2011, pending agreement on the National Partnership Agreement.
Information is available via your school principal or from the website:http://www.
climatechange.gov.au/government/programs-and-rebates/national-solar-schools.aspx
St Helena’s Catholic
Primary School
St Helena’s Catholic Primary School in
Ellenbrook is a Waste Wise School and
also part of the Australian Sustainable
Schools Initiative. The development of a
school garden, containing a composting
system and worm farm, was an obvious
and natural extension to what the school
was already doing with regards to
reducing energy and water usage and
producing less waste.
The establishment of the garden area is
a school and wider community project.
Members of the school community,
St Helena’s Catholic Primary School, Ellenbrook
CIRCULAR 11
Go to Contents
Parents are best first teachers
Each child is a precious and sacred gift from God created as an individual with their own unique
talents and abilities. Catholic schools and child care settings cherish each child as a special miracle
and create an environment which enables them to experience and capture the joy and mystery of
our created universe.
Early childhood experts all acknowledge
that parents are the best first teachers
of their own children. Catholic
Education has always seen the family as
the foremost influential educator of the
child. In the past, Catholic Education
has supported the family by providing
a holistic, values-based education and
pastoral care program in our schools for
students from Kindergarten to Year 12.
In the fast-paced world we live in, there
is a burgeoning recognition that families
need additional support. As a result,
some schools have begun to offer
childcare services on the school site.
These services aim to support the family
by offering a variety of early childhood
programs and outside of school hours
care services. Catholic schools and care
settings welcome children into a caring
and stimulating environment where
educators give witness to Catholic
beliefs, values and attitudes.
Relationships the key
Central to quality early years’ programs
are relationships. By developing strong
attachments to those caring for them,
including parents, extended family
and educators, all children develop
a sense of wellbeing and belonging.
Early childhood educators in the
Catholic system work closely with
primary caregivers to ensure that strong
attachments are formed.
Professor of Child Health and
Development at the Harvard School of
Public Health and Graduate School of
Education, Dr Jack Shonkoff, indicates:
‘We have some amazingly compelling
neuroscience that shows us how…the
quality of the relationships that children
have with the important people in their
lives, the interactions and the feelings
that go with those relationships actually
influence the emerging architecture of
the brain. They sculpt the wiring of
the brain.’
Research indicates that learning and
development in the early years occurs
through routine care giving, individual
rituals, play and sensory experiences
that are developmentally appropriate.
In addition, Catholic educators believe
that children’s religious, spiritual, social
and emotional growth is nurtured by
experiencing God’s love for them as
they form the types of respectful and
reciprocal relationships to which
Shonkoff refers.
Young children are encouraged to
develop a positive image of themselves
and others as they begin to live the
gospel message.
12 CIRCULAR
Go to Contents
Learning through play
Child development experts indicate
that children in the early years learn
most effectively through play-based
experiences. Play is a vehicle for
learning which involves a range of
opportunities to explore, imagine,
investigate and engage in purposeful
and meaningful experiences.
‘Children who engage in quality play
experiences are more likely to have
well-developed memory skills, language
development and are able to regulate
their behaviour, leading to enhanced
school adjustment and academic
learning.’ (Bodrova & Leong, 2005)
Children are creative and independent
thinkers, great problem solvers and
communicators who learn and grow
through play. It is through play-based
experiences that children make sense of
their world, as they engage with others
and their environment. These learning
opportunities are child initiated with
peer interaction and negotiated by the
child with educators and adults.
Brain development
We have known for many years that the
earliest brain development happens in
the early years of life. Many parents do
not seem to grasp the pivotal role they
and early educators play in facilitating
this development for life.
World leader in Early Child Development and co-author of the Early Years
Study, Professor Fraser Mustard states
that, ‘The early years from conception
to age six have the most important
influence of any time in the life cycle
on brain development and subsequent
learning, behaviour and health.’
(McCain & Mustard 1999) The early
years are when brain development is
most active. At this time, all children’s
experiences – physical, cognitive,
linguistic, religious, spiritual, creative,
social and emotional – are critical, as
they impact on later outcomes in life.
These quality programs are based
on an understanding of current brain
development and early years’ research.
The focus is holistic learning based on
child development and early years’
pedagogy. In implementing these
programs, educators recognise that
children are learning from conception
and develop in their own time and at
their own pace. They understand that
all children are strong, competent
and unique. They create a welcoming
environment where children and
families are respected and actively
encouraged to collaborate in early
learning.
Early Years Learning
Framework
Catholic early childhood educators
design play-based learning programs
that ‘capture the integrated and
complex learning and development
of all children’ by pursuing the five
outcomes in Belonging, Being and
Becoming: The Early Years Framework
for Australia. This framework clearly
stipulates that:
z Children have a strong sense of
identity
z Children are confident and involved
learners
z Children are connected with and
contribute to their world
z Children have a strong sense of
wellbeing
z Children are effective communicators
The Early Years Learning Framework
is implemented in Catholic schools
and care settings in conjunction with
the Western Australian Curriculum
Framework and within the context of
a distinctive Catholic program which
aims to develop children as followers of
Jesus in today’s world.
Acknowledging diversity
The rich and diverse communities of
which the children are a part are valued
and understood as central to their
lives and their learning. Catholic early
educators respect the history, culture,
language and traditions of families
and communities and see learning in a
social context built on collaboration and
community participation.
At a school near you
As a result of the research that tells us
how important the early years are for
lifelong learning, Catholic schools are
offering long day care service, three
year old programs and outside school
hours care on the school site.
If your school is yet to offer these
services your school principal is
welcome to contact the Catholic
Education Office which has a Child Care
Consultant and OSHC Support Officers
on staff to support these programs in
Catholic schools. n
Catholic schools and early childhood
care settings provide inclusive and
dynamic programs for early years.
CIRCULAR 13
Go to Contents
Students from John XXIII College, Mount Claremont
New Australian Curriculum
For over two decades Australia has been moving towards a national approach to schooling, including
a national curriculum. In 1989 all Education Ministers issued a set of common goals for schooling in
Australia. This was expressed in the Hobart Declaration and they initiated supporting statements of
expected outcomes for students that would influence state and territory curricula. Now, more than
20 years later and after a series of collaborative efforts among the states and territories, the first
truly Australian Curriculum is ready for Australian schools.
How Australia compares
Australia ranks high in the international comparisons of school
students’ performances in key subject areas. We are not right
at the top and we should aspire to be there in education.
A world-class national curriculum, building on the best of
our current curricula and shaped by comparison with the
best from overseas like Finland, Canada, Hong Kong and
Singapore, gives us the prospect of achieving that goal.
English, Mathematics, Science and History was endorsed in
December 2010. The planning for the implementation of the
Australian Curriculum started across Australia in January 2011
and will be substantially implemented in all schools by the
2014 deadline.
Positive impact
The Australian Curriculum clearly sets out the core
knowledge, understanding, skills and general capabilities
important for all Australian students. In other words, it makes
clear and explicit what all young Australians should learn as
they progress through their schooling in a broad general
sense.
Aside from the positive benefit of a world class curricula,
about 340,000 Australians move interstate each year, including
80,000 school-aged students. Working families who move
their children interstate should be delighted as it will ensure
that their child is learning similar skills and content during
the same school year anywhere in Australia. The Australian
government believes that it will contribute to creating a
modern Australia, with a workforce that will benefit from being
educated by a national curriculum with increased emphasis on
literacy and numeracy as a priority.
When will it be implemented?
General capabilities
The first phase of the Australian Curriculum from foundation
(pre-primary in WA) to Year 10 for the learning areas of
General capabilities are an integral dimension of the
Australian Curriculum. They encompass skills, behaviours
What is the Australian Curriculum?
14 CIRCULAR
Go to Contents
and dispositions that students develop and apply to content
knowledge. These capabilities support students to become
successful learners, confident and creative individuals and
active and informed citizens.
Throughout their schooling, students will develop and use
these capabilities in their learning across the curriculum, in
co-curricular programs and in their lives outside school. The
Australian Curriculum includes the seven general capabilities
of literacy, numeracy, Information Communication Technology
competence (ICT), critical and creative thinking, ethical
behaviour, personal and social competence and intercultural
understanding.
Cross-curricular priorities
Other cross-curricular priorities will be embedded in all
learning areas. They have been included to equip all young
Australians with the skills, knowledge and understanding that
enables them to engage effectively with and prosper in a
globalised world.
Focus
Priority
National
Indigenous culture and history
Regional
Asia and Australia’s engagement within the region
Global
Environmental and economic sustainability
Some issues
Some of the issues schools will face in planning for the
Australian Curriculum will include:
through the recent introduction of the Catholic Network
Australia (CNA) portal. (Please refer to centrefold of Term 1
2011 Circular for more information on the CNA portal.)
Along with the final Australian Curriculum content, the
Australian Curriculum Assessment and Reporting Authority
(ACARA) also plans to publish work samples and curriculum
planning resources to support schools as they prepare for
implementation. During 2011, ACARA will collect and publish
further samples of students’ work to clarify the expectations
of students. It is planned that schools will have access to over
4,500 support resources provided through the national digital
resource collection that will link to the Australian Curriculum.
How will it affect parents?
The Australian Curriculum will be reported on a five point
scale from A to E with a C being the midpoint or year group
standard at which a child should be achieving. Above the
C grade means that a child will be achieving above the year
level standard and below means that there is still some skills,
knowledge and understanding to be achieved.
Further information
Professor Barry McGaw AO, Professorial Fellow at the
University of Melbourne and Chair of the Board of the
Australian Curriculum, Assessment and Reporting Authority
emphasised that, ‘The Board has determined that the
instructions for the curricula will include the use of plain
English so that everyone, from academics to beginning
teachers to community members, will understand what our
nation’s schools are teaching.’ Further information on what
children will be learning in each year group is available at:
http://www.australiancurriculum.edu.au. n
The information on which this article is based was provided by
CEOWA Whole School Development Consultant Frank Italiano.
z How much time should be spent on each topic/learning
area?
z How will the Australian Curriculum allow for differentiation
in terms of learning abilities (eg students with disabilities
and gifted and talented students)?
z How will Religious Education in Catholic schools be
maintained?
How will it affect teaching staff?
Although the Australian Curriculum content has been
determined, specific classroom materials, worksheets, texts
and assessments have yet to be fully developed. This means
that 2011 to 2013 will be a time of discovery and up-skilling
for teachers where there is significant difference between the
Australian Curriculum and the existing Western Australian
Curriculum Framework. Some of the materials already
developed by WA teachers for the Curriculum Framework
and WA Certificate of Education senior secondary Courses of
Study will be incorporated. In addition, the Catholic Education
system is well placed in terms of sharing digital resources
CIRCULAR 15
Go to Contents
Principal Shaun Kenny with students from CBC
Sharing the Journey: fat
Parenting is one of the most important roles most of us will undertake. In 2010, former Principal Rob
Henderson set the Parent Council at Christian Brothers’ College, Fremantle the challenge to identify
a positive parenting program that could be effectively and easily implemented. From this request
came the genesis of the Share the Journey program, which focuses on father and son relationships.
The Share the Journey program is modelled upon a Pathways
program. It delivers significant benefits and could be
emulated by other schools and all parents within our Catholic
Education community. Principal Shaun Kenny has embraced
the program and so the journey continues for CBC families in
2011 and into the future.
On the road to manhood…
The program looks to build on the self-esteem of the son
through understanding their family background and history
as well as providing positive affirmation from the father or
male guardian about their relationship. ‘Putting it simply, it’s
about us helping the boys on their journey to manhood,’
said Michael O’Connor, father and CBC Fremantle Parent
Councillor.
The program’s long-term objectives are clear and include
providing opportunities for fathers or mentors to pass on
experiences to sons to help provide meaning and direction
in their lives as well as giving sons the chance to understand
their father’s journey and vice versa. ‘We want our boys to
have a healthy outlook, to see their capacity as leaders, to
have positive self-esteem and to help nurture a positive
relationship with their father or significant male,’
Michael added.
Walking side by side
The program has manifested into an annual structured father
and son ‘walk and talk’ event in Perth. It is hoped the program
will grow beyond the ‘walk and talk’ with other opportunities
being integrated as part of the overall pastoral care program
of the college throughout the school year.
One of the fathers who participated in Share the Journey was
gracious enough to write to the college the following day.
‘I was sceptical at the start and after taking initial faltering
steps ended up embracing the simple but powerful message
…. We talked and shared so much in three hours. I was
challenged by this school sanctioned event and my son and
I are better for attending.’
16 CIRCULAR
Go to Contents
Along the walking path, Parent Councillors, School Board
members and staff work together to set up points of interest,
discussion questions and topics to help facilitate discussion
between the fathers or mentors and the boys. During a
planned hiatus, senior CBC students share their personal
journeys about their relationships with their fathers and CBC
staff share their story of their relationship as parents with
their sons.
Bonding time
Michael Grose, renown parenting expert and author of eight
parenting books, says that: ‘The greatest gifts to boys revolves
around time. In fact, most boys crave some one-on-one time
with their dads or male mentors, as long as it’s done in a way
that is relevant to their age.’ The benefit of the Share the
Journey program is that it provides fathers with one-on-one
time with their child.
One-on-one time is about creating opportunities for moments
when sons have the exclusive attention of their fathers and
fathers are really tuned into them (not trying to talk on the
mobile or watch the semi-final replay at the same time).
One-on-one time is bonding time. The best thing about it is
that no real planning or special occasions are required. These
While a few such stories were told at the commencement of
each walk, I know that all fathers in this category were grateful
for their spouses’ insistence by the end of the day,’ remarked
Principal Shaun Kenny.
Role modelling the key
Whilst the individual circumstances of many of the fathers
in attendance are quite diverse, it was apparent that they
were united in their desire to enhance their relationships with
their sons and to be strong and positive influences in their
development.
Research repeatedly shows that strong male role modelling
is an important contributor to boys developing a positive
self-image, forming mutually beneficial friendships and having
a healthy respect for women. Research also indicates that the
profound outcomes of fathers taking an active role with their
children include fewer behaviour problems, lower criminality
and substance abuse, better education outcomes and an
increased capacity for empathy.
Other similar ideas and programs for Parents & Friends
Councils to research can be found at
http://www.pathwaysfoundation.com.au. n
her and son relationships
moments can happen whilst doing everyday things. All of
these moments, however brief, are the building blocks of
bonding. It’s never too late to start giving time and attention
to your child to help the relationship grow stronger.
Benefits of the program
Some of the noticeable benefits for students of this positive
parenting program include increased confidence,
communication and social skills. Most students have also
reported stronger, more respectful and supportive father
relationships. An observation of staff of some of the indirect
gains of participation in the Share the Journey program has
been that students who have completed the program seem
more motivated to set goals and finish school.
It takes courage
‘The benefits are so tangible for all who participate. Just
helping the dads and mentors lift the self-esteem of the boys
by highlighting some of their sons’ good qualities is so
important. I commend all of the fathers who had the courage
and foresight to attend our Share the Journey program and
to make this essential investment in their sons. I also
congratulate the many mothers who cajoled their husbands
into attending!
Building father and son relationships at CBC
CIRCULAR 17
Go to Contents
Raising
kids who
thrive
British newspaper The Telegraph reported
that working mothers spend an average
of 81 minutes a day looking after their
children and working fathers spend
43 minutes.
Believe it or not, both stories point to a
burgeoning malaise in our society. The
implication is that in some cases the child
is seen as a commodity to bargain with or
dispose of rather than a gift to cherish. It
is not the amount of time spent with our
children but rather how the time caring
for them is spent and how we as parents
develop caring bonds with our children
that is so crucial.
There is a growing body of current
research on resilience, self-worth,
neurological research and positive
psychology that highlights practices and
approaches to parenting. These draw
upon the strengths of children in helping
them to grow and the means needed
to create home environments where all
children can flourish.
Dr Tim McDonald is Assistant Director, People and Organisational
Services at CEOWA. Tim has recently lectured at Edith Cowan
University with an interest in working positively with students
who challenge authority or who do not fit easily into mainstream
education. This article is a compilation from Tim’s (2010) book
‘Classroom management: engaging students in learning’ and
forms part of his professional learning work with teachers,
leadership teams and parents around Australia.
The recent spate of killings of children by their fathers like little Sydney girl Kyla
Rogers or the drowning of the three Farquharson boys has highlighted a growing
number of fathers in our society who suffer a breakdown in relationships and take
revenge on their partners by killing their children. Another recent article in the
Circle of Courage
The Circle of Courage is supported
by research on resilience, self-worth
and esteem by Stanley Coopersmith
as well as epidemiological research
conducted in Australia by Professor
Fiona Stanley, Sue Richardson and
Margot Prior (2005).
Fiona Stanley, Australian of the Year in
2003 and an internationally renowned
child development expert stipulates,
along with Sue Richardson and Margot
Prior, in her book Children of the lucky
country? How Australian society has
turned its back on children and why
children matter that all children ‘have
universal needs and goals that are
important to fulfil over time if they are to
develop well’ (p19).
The idea of ‘universal needs’ which
cross cultural boundaries, is grounded
in positive psychology and has been
developed by Larry Brendtro, Martin
Brokenleg and Steve Van Bockern (2002).
Brendtro, Brokenleg and Van Bockern
outline the Circle of Courage which
identifies four universal growth needs. It
distinguishes the ‘vital signs’ for positive
health and growth. All children need
opportunities to experience belonging,
mastery, independence and generosity.
Circle of Courage
The Circle of Courage is rooted in
universal human needs. Belonging,
mastery, independence and generosity
are vital signs for positive growth.
18 CIRCULAR
Go to Contents
A child who grows up in a supportive
environment will attach to positive
and caring adults who support the
child to achieve, gain independence
and contribute to the community
around them. For parents, the Circle
of Courage offers a foundation from
which to understand our children and to
assist us in constantly reviewing how we
develop home environments where our
children can thrive.
Belonging
Humans possess a fundamental need to
belong. We are social beings that need
the company and attention of others.
With the opportunity for attachment,
we learn to trust others. As our children
grow, their circles of people they are
related to expand. A closeness or
sense of relatedness to others includes
mother, father, grandparents, siblings
and community.
Our children want us to talk to them,
share stories, play outside, go on
adventures in the garden, dress up, laugh
and cry with them. Sometimes it doesn’t
matter what we do as long as we do it
together. This can be a difficult task as
family life is busy and there are often
competing forces for our time as parents.
Yet importantly it is how the time caring
for our children is used, that helps us to
bond with our children, not necessarily
the amount.
Mastery
All our children want to be ‘good’ or
competent at something. A big motivator
in all humans is to achieve and be seen
as competent. All of us want to be
recognised as ‘good’ at something.
Young learners can achieve a great deal
of new knowledge, but their learning
only becomes significant or crystallised
with the support of adults or more skilful
peers. (Brendtro and du Toit, 2005 p.47)
In the home, it is necessary that our
children achieve recognition, develop
competence and have the chance to
realise that they have talent. This need
to feel competent comes at an early age
with our children gaining a great sense
of achievement when they develop
language, begin to dress themselves or
use the toilet by themselves. Parents
reinforce this sense of achievement in
little yet meaningful ways.
Independence
All young people want to control their
lives and influence events in their world.
Resilience research helps us to identify
how resilient children have the
s
Our children want us to talk to them, share stories,
play outside, go on adventures in the garden, dress
up, laugh and cry with them. Sometimes it doesn’t
matter what we do as long as we do it together.
Given the opportunity to achieve, our
children learn that they have talent.
Mastery is more than mere intelligence
as tested in standardised tests. Often the
testing regime in a school only confirms
to students how dumb they think they
are. Instead, children need opportunities
to develop problem solving ability and
demonstrate their level of creativity
and talent.
s
These early attachments are crucial
in providing the necessary safety for
positive social interactions and healthy
psychological development for later
life. Attachments develop from birth and
continue throughout our life.
CIRCULAR 19
Go to Contents
Raising kids who thrive
neurological research highlight that
when we help others or do things
associated with compassion – warm
smile, friendly hand gestures, our bodies
produce oxytocin (natural hormone that
floats in the blood associated with
pleasure). For example levels of oxytocin
go up when breast feeding as well as
eating chocolate! Therefore helping
others does make us feel better and
motivates us to be compassionate
towards others. Maybe the early scripture
writers knew this when they wrote ‘in
giving we receive’.
Disconnectedness
confidence to make life better even in
adverse conditions. Even if life is difficult
these young people believe that they can
make it better. With the opportunity for
autonomy, our children learn that they
have power. Anyone with adolescent
children will attest to observing how the
emerging adult exhibits a heightened
desire for independence.
Adolescents risk-take and push the limits
of adult control. It is as if rule-breaking
becomes a trial run at independence.
Interestingly, children seek autonomy
while often parents seek to control.
For some parents, it can be confronting
to establish roles or positions of responsibility that assist their children in
developing autonomy. In reality, it is in
giving power and assisting in children’s
autonomy that we gain more influence
as parents and teachers.
Generosity
When young people feel they belong
in a family or a wider community they
have the potential to be exposed to the
feed-back that they are valued and
esteemed. In working with others, we
are more likely to see that our life has a
purpose or at least some of our efforts
are appreciated. In helping others,
children discover they have the power
to influence their world in a positive
manner. With opportunity for altruism
a young person learns ‘my life has
purpose’.
Catholic schools have realised the power
of working for others for moral development and in developing a sense of
purpose through structured community
service or Christian service learning
programs. Recent findings in
However it is easy to write about a
model like the Circle of Courage as if
all our families were sites of positive
nurturance. The reality is that some of
our homes from which children grow
promote disconnection and in extreme
cases, as with Kyla Rogers and the
Farquharson boys, there are children
who are seen as disposable. Children will
flourish in social contexts that nurture
their physical, emotional and intellectual
needs. Young people who are flourishing
are usually characterised by a sense of
connectedness to school and groups like
clubs, church or cultural groups. They
usually have a sense of how to relate to
others respectfully. Urie Bronfenbrenner
(1986) a world leader on human
development notes that ‘all children
need at least one adult who is irrationally
crazy about him or her‘.
There are a constellation of factors that
may contribute to a child disconnecting
from family, school life or being resistant
to a positive relationships. Psychiatrist
Edward Hallowell believes that most
students’ disconnection from people
and school signals a deficiency in human
connections.
Families in stress
The nature and size of Australian families
has changed over the past twenty years.
Stanley, Richardson & Prior (2005) believe
that these changes ‘have been profound
and potentially damaging to children
and youth’ (p.11). One way to assess
the impact that the lack of financial
resources, reduction in opportunities for
20 CIRCULAR
Go to Contents
attachment and parenting styles has on
student disconnection from schooling is
to assess the impact these changes have
on the stress levels of students. Lazarus
& Folkman (1984) state that the starting
point for all problems is stress which
signals some challenge or difficulty.
There are hundreds of factors that have
the ability to stress families. Many
pressures come from the lack of extended
family, access to caring relatives, divorce,
solo parenting and lack of out-of-home
care arrangements. The most pertinent
stressors are the ones that are unique to
the child’s family. These can include
punishing work schedules, parent illness,
family conflict, substance abuse, very low
income, dependence on social welfare,
absent or unloving mothers and fathers,
poor nutrition and inadequate housing.
Irrespective of the cause, stress factors
impact on parenting and interfere with
the development of healthy parent/child
relationships.
The three main elements to authoritative parenting include the setting of
reasonable demands and high
expectations that are age specific,
being sensitive to the child’s learning
needs and developmental level and
thirdly allowing sufficient opportunity
for the child to develop independence.
Requisite support
Most parents want to be good parents.
No-one starts out to be a poor parent
or one that is unloving but rather there
are barriers that do get in the way. Many
parents feel undervalued in their role as
a parent. A change that needs to
happen in our society is to place a
higher value on parenting, which would
translate into active support and
education that is funded as well as
accessible to all.
Parents are doing an amazing social
service as they raise the next generation.
They should be recognised for this work
and supported in creative work and
community based child care arrangements. These custodians of tomorrow’s
leaders should have access to continued
or further education through funded
initiatives sensitive to abilities and
child-care arrangements. Finally, as a
community, we need to shift our outlook
that devalues the efforts and work of
parents to a positive outlook that
recognises the effort and contribution
parents give to the community in their
role as parents.
Alone in communities
Indigenous communities know the value
of children. They know that it takes a
village to raise a child and they place
children at the centre of society. Recent
s
Families have a pivotal role in a child’s
early development. Nurturing environments are safe and involve positive
relationships with others. Children look
to adults for safety and security. We have
learnt so much in recent times from
resiliency research. All children have the
potential to adapt resiliently to a variety
of environments. However nothing in
children’s resilient genetic code equips a
child for violence and abuse from adults.
When the threat is in the home it can be
even more endangering.
used a more ‘authoritarian’ or
‘pemissive style’ of parenting.
Baumrind’s research involved pre-school
students. Follow up research by Pratt,
Green, MacVicar and Bountrogianni
(1992) involved Year 5 students with
similar findings. Studies using older
children also supported Baumrind’s
early findings.
Parenting style crucial
Parenting style is important for early
socialisation and academic outcomes.
Research by Baumrind (1991) and Chao
(1994) found variations in parenting style
and outcomes are across social, cultural
and ethnic groups. Research in this area
has highlighted that children who
exhibited more self-control, success in
social relationships and were more
self-reliant (characteristics that are highly
prized and rewarded in our current
schooling structure) were exposed to an
‘authoritative’ parenting style.
In contrast, students who were less
competent tended to have parents who
CIRCULAR 21
Go to Contents
Minister visits our remote schools
Remote schools and communities
Education Minister Liz Constable said her latest trip to the
Kimberley had provided her with some ideas for assisting
remote schools and their communities to educate their
students. ‘There is no better way to understand the issues
than being there,’ she said. ‘There are a lot of passionate and
dedicated teachers and school staff working at Sacred Heart
School at Beagle Bay, One Arm Point School and Djarindjin
Lombadina Catholic School where I visited this week. They
haven’t held back in telling me about the key issues they are
confronting in their communities.’
Recently the National Assessment Program: Literacy and
Numeracy (NAPLAN) report showed Aboriginal students
across the country were still substantially behind other
students. However, Year 7 indigenous students living in very
remote areas across WA achieved significant improvements in
the means recorded from 2008 to 2010 in reading, grammar
and punctuation. In addition, indigenous students in remote
areas showed significant gains in reading and spelling
between 2009 and 2010. ‘These results are encouraging, but
the State Government is determined to boost the results of
indigenous students located across WA,’ the Minister said.
State Education Minister Dr Liz Constable with the Director
of Catholic Education in WA, Ron Dullard and students from
Djarindjin Lombadina Catholic School.
While recognising that Western Australian
Aboriginal students have recently made some
significant improvements in their school results,
Education Minister Liz Constable knows there
is still more work to be done to boost Aboriginal
students’ results.
The Minister and the Director of Catholic Education in WA,
Ron Dullard, met with staff at three remote Kimberley schools
in an effort to find solutions to issues being faced by educators
in the area and to encourage collaboration between the state,
Catholic and independent schools with local communities
whose children attend these schools.
Schools reported that retaining talented staff was a significant
issue, as was creating stability within school communities,
which would enhance student/teacher relationships. Attending
school was also a hurdle for some students. The State
Government is concentrating on areas important to Aboriginal
student success, including attendance, early learning and
community engagement. Dr Constable said it was clear that a
lot of good work was being done, sentiments echoed by the
Director. n
s
Raising kids who thrive
neuroscience highlights the need for children to receive
opportunities for experiencing secure and loving attachments
where they learn to trust others who could be mothers,
fathers, siblings, relatives and others in their extended circle.
The nature of Australian families is changing to smaller
nuclear structures that lessen the opportunity for children
to attach to important others. Children and youth who are
poorly connected to adults often act out this pain. As a
community, we need to support these children in our school
communities. As a community we have a vested interest
in our social capital – children. Developing children who
are responsible and civic-minded can only assist future
generations. In practice we need to put the value of children
at the centre of our communities. Stanley, Richardson & Prior
(2005) identify the kind of child centred society that they are
advocating: ‘…we have to improve Australia as a nurturing
environment for children. We trust that you understand
that to nurture children is not only good for our future as
a competent, developed nation, but is an inherently good
and just thing to do. As Nelson Mandella said, a society
that is good for children is good for everyone.’
(p.161-162).
In the community that these authors envision, there can be no
‘disposable’ children like little Kyla Rogers. n
22 CIRCULAR
Go to Contents
Parents and Friends
The Parents and Friends’ Federation of Western Australia Inc. (PFFWA) provides an independent
voice for parents of children in Catholic schools. It assists them in working collaboratively with
their schools to provide a Catholic Education which will help all children achieve their full potential
– academically, socially, physically, emotionally and, above all, spiritually.
z Australian Parents Council
z Catholic Education Commission of
WA (CECWA)
z Curriculum Council of WA
z Curriculum Council Senior Secondary
Education Committee
z Religious Education and Curriculum
Committee (RECC)
z School Resources Committee
z School Personnel Committee
z Family Council of WA
z WA College of Teaching: Board and
Administration Committee (WACOT)
z WA Health Promoting Schools
Association (WAHPSA)
In order to keep parents informed,
support them in being involved in
their children’s education and ensure
parental input into education policy
development and funding issues, the
Federation has regular meetings each
term with the Director and Deputy
Director of the Catholic Education
Office of WA (CEOWA) and the Catholic
Archbishop of Perth.
The PFFWA is represented on the
following educational councils and
committees:
z Rural and Remote Education
Advisory Council (RREAC)
PFFWA lodges submissions and
responses on funding and educational
policy issues and meets with State and
Federal Government Ministers and
Members of Parliament. The Federation
have recently made submissions to the
Gonski Review on Funding for Schools
and the Review of Disability Standards
for Education.
Above all, the Federation is there
to provide support and resources to
Parents and Friends’ Associations
and their elected office bearers. Not
only do PFFWA provide advocacy
and representation, they also provide
assistance on how to run a more effective
P & F Association. This includes advice on
constitutional matters, grants, speakers
and office bearers’ responsibilities. If you
would like more information about the
Federation or would like a visit to your
school, please contact Siobhan Allen,
Affiliates Liaison Officer on 9271 5909 or
email [email protected].
Promoting Positive School
Communities Awards
Awards for Promoting Positive School
Communities were presented recently to
the P & F Associations of Sacred Heart
Catholic School, Goomalling and
St Cecilia’s Catholic Primary School,
Port Hedland for helping to build vibrant
school communities.
Principals Carmel O’Shaughnessy from
Sacred Heart School in Mundaring,
Paula McKenzie from St Cecilia’s
Catholic Primary School in Port Hedland,
Monique Field from St Brigid’s School
in Bridgetown and Art Lombardi from
St Augustine’s School in Rivervale
were recipients of awards for working
with parents to build positive school
communities. n
References
Adler, A. 1930, The Problem Child, Putnam’s, New York
Bronfenbrenner, U. 2005, Making Human Beings Human: Bioecological
Perspectives on Human Development, Sage Publications, Thousand
Oaks, CA.
Brendtro, L., Brokenleg, M. & Van Bockern, S. 1990, Reclaiming Youth
at Risk, National Education Service, United States.
Brendtro, L., Ness, A. & Mitchell, M. 2001, No Disposable Kids, Sopris
West, Longmont, CO.
Brendtro, L. & Shahbazian, M. 2004, Troubled Children and Youth:
Turning Problems into Opportunities, Research Press, Illinois.
Brendtro, L. & du Toit, L. 2005, Response Ability Pathways: Restoring
Bonds of Respect, Pre-Text, Cape Town.
Baumrind, D. 1991, ‘Parenting Styles and Adolescent Development’,
in R. M. Lerner, A. C. Peterson, & J. Brooks-Gunn (eds), Encyclopedia
of Adolescence vol. 2, Garland, New York, pp. 746–758.
Benard, B. 2004, Resilience: What we have Learned, WestEd,
San Francisco.
Chao, R. K. 1994, ‘Beyond Parental Control and Authoritarian
Parenting Style: Understandinwg Chinese Parenting Through the
Cultural Notion of Training’, Child Development, vol. 65, 1111–1119.
Glantz, K. & Pearce, J. K. 1989, Exiles from Eden: Psychotherapy from
an Evolutionary Perspective, Norton, New York.
Pratt, M. W., Green. D., MacVicar, J. & Bountrogianni, M. 1992, ‘The
Mathematical Parent: Parental Scaffolding, Parent Style and Learning
Outcomes in Long-division mathematics Homework’, Journal of
Applied Developmental Psychology, vol. 13, pp. 17–34.
Stanley, F., Richardson, S. & Prior, M. 2005, Children of the Lucky
Country?, How Australian Society has Turned its Back on Children and
Why Children Matter, Pan Macmillan, Sydney.
CIRCULAR 23
Go to Contents
Stepping Up
Sports journalist Basil Zempilas with students from Our Lady of Grace School
StepUp4Kids at Our Lady of Grace School in North Beach is an innovative project aimed at getting
every student to engage with and enjoy fitness. In 2011 the program is being embraced by other
WA Catholic schools and used as a blueprint by the City to Surf and the Australian Council for
Health, Physical Education and Recreation (ACHPER).
The concept was conceived by Our
Lady of Grace (OLG) parents Lynley
Papineau and Antonette Fazzari and
originally commenced as preparation
for the City to Surf event. The idea
grew, as did the school community’s
enthusiasm and very soon it galvanised
almost every student in the school
to participate in a ten-week get fit
program as a lead up to the City to Surf.
As part of the program, students walk
around the school oval every Friday
lunchtime, with the aim to try and
achieve the distance of a half-marathon,
just under 21km. As the program
progresses, more and more parents
are taking time out to join the students
walking around the oval at Friday
lunchtime. A number of teachers have
taken up the challenge as well in an
effort to encourage the students.
Role models
The visitors included Travis Murphy from
the Perth Heat baseball team, Sarah
Ebbott from West Coast Fever, Ryan
Neates and Ashley Campbell from the
West Coast Eagles, cricketers Justin
Langer and Ryan Campbell, boxer
Danny Green, Socceroo Stan Lazaridis,
sports journalist Basil Zempilas and
Channel 9 newsreader Dixie Marshall,
as well as local fire fighters, police and
grandparents who modelled fitness.
laps. The coaches stamped students’
cards as they completed each lap and
kept cheering and encouraging their
class to do ‘just one more lap’.
OLG sports teacher Tony Brown
started testing the students’ fitness at
the commencement and end of the
program. ‘This program has been an
inspiration for me,’ he remarked.
Whole school engagement
The school canteen manager also
participated in the spirit of the program
by publishing healthy recipes for the
students to try, as part of the overall
drive to adopt a healthy and fit lifestyle.
Students were surveyed halfway through
the program and responses were very
positive. ‘It is great to be able to talk and
share time with friends and do exercise
as well,’ commented one student.
Parent organisers, role models and the
Year 6 Sports Ministry team from OLG
worked in collaboration and organised
a ‘super coach’ for every class to
encourage the students to achieve their
‘Step Up is a marvellous opportunity for
the talents of our parents to be utilised
for the benefit of our whole school
community and to engage the wider
community. It is an outstanding initiative
s
When StepUp4Kids was first envisaged,
the idea was to create a program that
would engage the whole school and
place the project squarely within the
local community. In 2010, working with
community partner Soul Gestures Inc,
students were given the opportunity to
meet role models who came and walked
with them to help achieve their goal.
24 CIRCULAR
Go to Contents
in the way it has brought students
and parents together with a common
purpose. For some of our students
it has been life changing in terms of
fitness and healthy lifestyle,’ remarked
Principal Chris Kenworthy.
The program culminated in the OLG
team winning the City to Surf ‘Team’
category of the event in 2010 and the
school received the prize of $25,000 in
solar panels, an unexpected but most
welcome addition to the school’s efforts
to be environmentally responsible.
OLG is very proud of the increased
health and fitness of their school
community and hope to encourage
not only students and parents but
grandparents and alumni of the
community to participate in 2011.
‘At a time when childhood obesity
is such an issue, mobilising a whole
community towards fitness is
wonderful,’ said Antoinette.
Blueprint for other schools
The success of the StepUp4Kids has
lead to the City to Surf event organisers
promoting it as a model to increase
team membership this year. They have
presented it to ACHPER who have
decided to roll it out throughout WA
as the new Go the Distance schools
program. OLG StepUp4Kids program is
also a blueprint for other schools in the
metropolitan area who have expressed
an interest to emulate this model.
One such school is neighbouring
Catholic secondary school Sacred Heart
College in Sorrento. ‘The StepUp4Kids
program has come along at the right
time,’ commented Principal Peter
Bothe. ‘After a two year building
program that made the oval less
accessible, the Step Up program will
enable the College to achieve our aim
of encouraging the younger students
on to the oval. It will also assist our
students to see the benefit of an active
life in the beautiful Western Australian
outdoors. Sacred Heart College has a
legacy of striving to be the most active
Catholic school in the state and this
program will add another dimension to
that goal.’ n
Sarah Ebbott from West Coast Fever with Our Lady of Grace students
CAN YOUR SCHOOL GO THE DISTANCE?
Go the Distance aims to increase and develop the health and fitness of school
aged children. WA primary schools are encouraged to take up the program,
which also acts as a training platform for the 4km Walk/Run at the Chevron
City to Surf for Activ. The ten week interactive program is based on the
StepUp4Kids program created and run by Our Lady of Grace School in 2010.
If you would like more information, including a training program, certificate
templates, roster and student distance card, please consult: http://www.
citytosurf.activ.asn.au/3/3540/3470/go_the_distance.pm
CIRCULAR 25
Go to Contents
By Kathryn Barton, CATHOLIC EDUCATION OFFICE, Sydney
Families in the fast lane
Everyone knows a ‘busy kid’ – one who’s always dashing from one activity to the next. Some parents
manage their back-to-back diary dates very well – even thrive. But others quickly become exhausted
and crave downtime with their families. We spoke with a range of experts about families who find
themselves in the fast lane and sought tips on how they might slow down. We spoke with parents
about what works for them, what doesn’t, what they’ve observed, and what changes they’ve made
in their quest to restore balance and harmony to the family home.
Family time
Finding a balance
For my brother, head of a big bank’s
investment arm, the weekends are
precious. But on weekends, when Paul
has more time to spend with Tom, his
young son is off to one or the other
sport. So Paul settled for driving his
little bloke to games near and far but
was still missing out on Tom-time. He
soon discovered that on the sidelines
it was too easy to stab away at his
Blackberry and miss Tom’s goals, or sift
through the Australian Financial Review
and miss a catch. Something had to
give. After months of so-so bonding,
Paul made the move from the stands
to the field. Now he coaches and, on
roster, umpires Tom’s soccer and cricket.
It’s a move that has created a seismic
shift in how father and son view – and
value – their time together. They were
no longer sportsman and spectator but
doing things together. Like a family.
It’s about finding a balance that suits the
family dynamic and, according to my
brother, even small changes can restore
harmony to busy families. Of course,
every family is different. Some thrive at
a fast pace while others would fall in a
heap. Some children manage very well
bouncing from activity to activity before
or after school. Others are happiest,
well, just hanging with family.
There are lots of reasons why some kids
try to cram too much into their pintsized days. Sometimes parents drive
the activity, sometimes it’s the children.
Some after-school activities do away
with the need for babysitters if both
parents work, with many supervised
out-of-school-hours activity centres
filling the bill. Some children may model
their little lives on their parents’ hectic
schedules; some may try to keep up
with the other kids at school. Some may
fear they’ll miss out; others may fear
obesity or just want to ‘fit in’. Others
find themselves being tutored, while still
others seem to expend more energy
racing from one activity to the next,
than they do when actually engaged
in the sport or dance or drama or club.
In dire cases, even very young children
can find themselves suffering adultsized burn-out and wind up crying on a
psychologist’s shoulder.
Why so busy?
Linda Enever, Managing Director and
Editor of a popular family support
website, Family Capers, said families
needed to question the motives behind
all this busy-ness. ‘The activities our
children are doing need to be positive,
enjoyable and rewarding for them.
We should not be sending them off to
activities for questionable reasons such
26 CIRCULAR
Go to Contents
t date.
‘I’m late, I’m late! For a very importan
’m late!’
I
e,
lat
’m
I
e,
lat
’m
I
’.
ye
db
oo
g
‘
o’,
ell
No time to say ‘h
IN
WHITE RABBIT, ALICE
WIS CARROLL
WONDERLAND, BY LE
as, ‘I did this when I was a child’, or from
a stance of, ‘I never had the chance, so
I will give them the opportunity to do it
all’. Good intentions can often put extra
pressure on our kids without meaning to.
Ms Enever points to changes in society
for the shift in priorities and laments
the passing of an era when families ‘did
things together’ such as barbecues,
fun at the park, mucking about in the
backyard, helping around the house, or
just hanging out with the dog. ‘We are
now so busy we seem to be missing out
on these things, I think to our detriment.’
‘Some parents had become caught up
in a strange competitiveness, even
though they might not be competitive
by nature. And the reason for that is
nothing more sinister than parents just
wanting to be the best parents they can
be,’ she said. Social pressure tended
to decide ‘what a parent should be’,
she said. ‘There’s a big guilt factor –
parents feeling they are not living up
to an impossible ideal. Parents should
model their parenting on their individual
circumstances, what is best for them
and their family, and should resist other
people’s, the media’s, and society’s
idealistic standards.’
When will the children play?
Parents were becoming more and more
concerned about their children’s futures
and wanted them to be prepared in
every way. ‘Education has become a
race and many middle-class parents
believe that the sooner children start
on academic subjects, the better.’ The
pressure on children is increasing at
earlier ages, she said. ‘When I visited
preschools to give talks, the director
often took me aside and pleaded that
Lost art of being a family
One of the best alternatives to children’s
activity-laden lives was to involve
children more in jobs around the house.
Ms Rossmanith said: ‘Even very tiny
children can learn to pick up toys and
older children can prepare meals for
the family. It all sounds old fashioned,
but at the core of this approach is
the notion of pulling together as a
family, showing children early that they
play an important part (in the family)
and that their contribution is valued.
Yes, it takes supervision at first, and
some encouragement, but that’s what
parenting is all about.’ Families seemed
to have lost the art of doing things
as families and with other families,
such as going to the park, beach or
bushwalking together. ‘Children benefit
from growing up in an atmosphere of
social connectedness,’ she said.
and everything is so rushed,’ Dr
O’Brien said. ‘Some children can feel
shy and frustrated in these sorts of
environments and they may feel they
don’t ‘own’ the space they are in. It can
be very difficult for some children who
are shipped from one activity to the
next to engage properly with others or
have the chance to get comfortable.’
The reality for many double-income
families in our time-poor society is that
well-earned leisure time now occurs
in a highly-charged environment.
Parents have to move fast, pack fast,
get organised fast, and keep moving.
And the kids do what they see their
parents doing. That means speeding
through life, striving to make deadlines
with no time to relax and unwind.
‘Weekends are supposed to have some
rest component for parents as well as
children,’ observed Dr O’Brien.
Listen to your child
Dr O’Brien’s advice to parents would
be to ‘take the child’s lead’. ‘It’s very
valuable. Listen to what they are saying
and let them do what they like for an
hour or so and you can understand
about their moods and what they really
want to do.’
Early Childhood and Primary Teacher
Education Associate Professor Kay
Margetts, from Melbourne University’s
Graduate School of Education, said
s
Author Angela Rossmanith wrote When
Will the Children Play? Ms Rossmanith
saw signs of children’s days becoming
highly structured with less and less
time for them to do what children do
best – play. ‘I use the word ‘play’ in its
broadest sense to include fantasy games,
dreaming time, free exploration of their
environment, and creative play.’ In 2011,
the pace of children’s lives has become
even more frantic.
I urge parents to stop worrying about
whether their 3 and 4-year-olds were
learning enough at preschool.’ Parents
of such tiny tots were agitating for proof
of the day’s education. Such parents
did not have an understanding of the
value of play. ‘Studies reveal that play
promotes brain growth and behavioural
development. It lays the foundation of
learning and enhances problem-solving
skills. When adults say, ‘He is only
playing’, they don’t realise the depth of
development and experience that play
offers,’ stated Ms Rossmanith.
How much is too much?
Clinical child psychologist Dr Kimberley
O’Brien said her practice saw a lot
of children with quite extensive
commitments, both at school and
outside. ‘Some kids are so busy every
single day that, when we ask them
what their weeks are like, they sound
like talking calendars,’ she said. Often
lost in the hustle and bustle of timed
activities was the honing of skills such as
making eye-contact, turn-taking, how to
establish relationships.
‘While the children may seem to be
interacting with others, the quality of
their relationships can suffer if they
don’t have the right building blocks
CIRCULAR 27
Go to Contents
Families in the fast lane
more advertising had helped the take-up
of activities, many of which were now
more affordable. ‘There seems to be a
lot of primary school-aged children in
particular doing a lot of extracurricular
activities,’ Professor Margetts said.
‘I also think it is a social trend.’
‘Parents may also see their active and
engaged children as a sign of good
parenting and be keen to do the right
things for their child,’ she said. ‘It may
also be that the children’s achievements
become the parents’ measure of
success.’
This may be a common thread among
overwhelmingly child-centred families,
even more so among those who could
not stand to see their child fail. Some
parents even seemed comfortable in
servant-type roles, happy to entertain
their children’s demands if it meant
driving them on the smoothest path
into adulthood. But in trying to cushion
children against life’s bumpy roads,
parents may unwittingly be thwarting
their child’s resilience, essential to
weathering life’s disappointments in
later life.
Similarly, overdoing the praise for
a child’s average performances –
particularly things they should be doing,
such as clearing or setting the table,
or picking up after themselves – can
impede their progress by sending the
signal that really trying hard isn’t really
worth the effort.
Play is crucial
Professor Margetts said she knew a
nine-year-old child who, every week,
had piano and violin lessons, cricket or
football, basketball, tennis and Cubs.
‘When I asked him why he did all these
things,’ he said, ‘You’d better ask Mum’.
‘It was clear his life was being imposed
on him rather than him having any real
choice.’
While participation in sports or some
activities each week can be beneficial
behaviourally, socially cognitively and
physically for children, time to just ‘hang
out’ – to make their own entertainment
and fun, to spend time just being with
friends, to relax and unwind, is also
important. ‘Such pursuits support
children’s thinking, imagination and
creativity,’ she said.
‘When children play, they make their
own rules, make decisions about the
direction the play goes in, take on roles
and do things that are not necessarily
available to them in real life. They
build friendships, cope with conflict
and risk, and usually enjoy themselves.
The social, cognitive and emotional
learning that occurs during play is quite
profound. I am particularly concerned
that outdoor play – play in the backyard
– rarely occurs these days.’
Tutoring
Both Dr O’Brien and Professor Margetts
expressed concerns about tutoring.
‘This worries me, especially when
children spend a lot of time being
tutored in different subjects outside
school,’ Professor Margetts said. For
some children, tutoring was useful in
establishing basic understandings,
‘but I am concerned that too much
focus on academic learning restricts
opportunities for building up the social
and emotional skills necessary for the
long term’.
The educational landscape had
changed, too, with many parents
seeking to take more control of their
children’s schooling. Parents were now
expecting more which, Dr O’Brien
believes is related to the cost of
education and the pressures to perform
which have many parents ‘constantly
seeking value for money’. She points to
the increasing interest in the My School
2.0 website and the NAPLAN results
as proof. ‘It’s a huge decision where
to send kids to school and it’s a bigger
decision than it used to be,’ she said.
‘Parents now have access to a lot of
information about schools, teachers and
academic achievements.’
Warning signs
‘Children are sending warning signals
that they may be approaching burn-out
when they want to avoid activities, are
tired, have difficulty getting up in the
morning, make negative comments
about their activities, and complain that
they never have time to do what they
want,’ indicated Professor Margetts.
On the flip-side, children who are
not involved in lots of activities may
feel they are missing out on valuable
socialisation opportunities, being part
of a team, learning about winning and
losing, developing skills and talents and
meeting a range of people. ‘When a
number of children from the same class
participate in an activity, those who do
not can feel left out of the group as they
do not ‘talk the talk’ or have the same
shared experiences,’ Professor Margetts
stated. ‘It is about finding a balance.’
Clues from school
Observing children in the playground
can help teachers and parents see who
is not coping. ‘That can be harder to
work out in a structured classroom,’ Dr
O’Brien said. ‘Once you have removed
the structure around them, you have a
much better idea of whether a child is
coping. Watching their body language
is also a good guide.’
A stressed child is not likely to learn
effectively. Signs that children may be
stressed were easy to spot. Younger
children will become sullen or resistant,
argumentative or unusually quiet. An
older student may be consistently
late, express resistance or disinterest,
skip classes and so forth. Sometimes
children will be visibly anxious (lip
biting, nail biting, etc) and parents
should listen to and observe children.
Play, thinking time, quiet time free
of distraction from electronic media,
reading, time with parents one to
one and reflection are all crucial
in the development of insight, self
understanding and social skills. n
28 CIRCULAR
Go to Contents
The CEOWA–CLASSMOVIES PARTNERSHIP engages our school and parent communities through
movies that capture the magic in our classrooms.
Since 2009 Catholic school teachers and
their students across Western Australia
have been filming mini documentaries
of a ‘week in the life’ of their classroom.
Filmed as part of the CEOWA–Class
Movies partnership, these unique
movies capture the joy of learning as
expressed in the classroom by students
and allow parents to truly share in their
child’s time at school.
Overwhelming parent
response
The response from school and parent
communities to this initiative has been
wonderful with more than 400 classrooms filmed and 97% of teachers
planning to film again. ‘These insights
into classroom life have been sent home
to thousands of parents and we have
been thrilled with the response from our
school communities,’ indicated Ron
Dullard, Director of Catholic Education.
What is capturing that special moment
in your child’s life worth? Children grow
up so fast and parents are left with just
memories. These movies allow parents
and students to relive their short time in
our Catholic school classrooms, from
remote Aboriginal to metropolitan
schools. ‘ClassMovies are a wonderful
way for parents to have a glimpse into
their child’s classroom. They provide a
view of what goes on in their child’s
school day and provide a record to be
enjoyed long after their school days
finish,’ remarked Siobhan Allen, Liaison
Officer, Parents & Friends’ Federation of
Western Australia.
World wide first
The partnership between CEOWA and
ClassMovies is a world wide first and is
now inspiring teachers in Catholic
schools across Australia and the United
Kingdom to enthusiastically pick up a
video camera and film their class.
A unique feature of every ClassMovie is
the combination of ‘camera operator’
– in this case the classroom teacher –
and the skills of a talented film editor.
Each movie is crafted by industry
professionals who have graduated from
leading Australian film schools. ‘It is the
deep desire of every committed teacher
that their students find fulfilling work at
the end of their studies.
‘ClassMovies not only provides
employment for a significant number of
our graduates but also shows them that
film making can be a powerful tool for
good,’ stated Leslie Oliver, Head of
Studies at Sydney Film School.
St Mary’s Primary School,
Kalgoorlie – the early years
‘We have been filming ClassMovies for
the last three years and it has proved to
be an outstanding success. Parents are
absolutely thrilled to receive such a
wonderful memento of their children’s
first few years at school. As a school
administration team, we use ClassMovies
on the TV in our foyer as an advertisement for our school and it impresses
many a visitor. St Mary’s has been
operating in the Goldfields for 111 years
and the traditions and history of the
school are so important to our
community. ClassMovies are added to
the archives for future posterity,’ said
Mark Panaia, Principal at St Mary’s.
Infant Jesus School, Morley
– a whole school journey
‘At Infant Jesus we were fortunate to
undertake ClassMovies across the entire
school in 2010. It has enabled us to
create a snapshot of our entire school
over the course of a year. Watching
children grow in schools is something we
are very privileged to be a part of.
Thank you ClassMovies for allowing us to
showcase this journey and walking with
us,’ said Frank Colangelo, Assistant
Principal at Infant Jesus.
Getting involved
Any teacher can produce their class
documentary. Each primary school is
eligible to have ClassMovies for a one
year group at no cost. Additional
ClassMovies can be produced at a low
cost of $29 per student. Some secondary
and composite schools are investigating
using the program with their leaving
years and senior secondary media
classes. An introductory video and more
information, including starter pack order
forms, are available at the CEOWA Portal
at www.classmovies.com/ceowa or
contact [email protected]. n
CIRCULAR 29
Go to Contents
The following BER projects within Catholic Education in WA will be completed by the end of this school year.
Additional information can be found at www.ceo.wa.edu.au/facilities development funding.
BER projects update
School
Project Description
Total BER Opening FUNDING DATE 2011
St Mary’s Catholic Primary School, Bunbury
Library, multi-purpose hall
1,915,829
April
St Lawrence Primary School, Balcatta
Library, multi-purpose hall
2,117,279
April
Trinity College, East Perth
Library and classrooms
2,700,000
April
Our Lady of Mt Carmel School, Mullewa Covered outdoor area and refurbishment
924,827
April
St Mary’s School, Donnybrook
Library and refurbishment
925,000
April
St Simon Peter Catholic Primary School,
Clarkson
Classrooms, early learning centre and
building refurbishment
3,198,401
May
Brighton Catholic Primary School, Butler
Classrooms, early learning centre and
1,456,378
building refurbishment
May
Nagle Catholic College, Geraldton
Science centre and building refurbishment
2,167,968
May
St Mary’s School, Northampton
Library and building refurbishment
925,000
May
Good Shepherd Catholic Primary School,
Lockridge
Multi purpose hall, refurbishment library
and covered area
3,190,899
May
Majella Catholic Primary School, Balga
Multi purpose hall, refurbishment library
2,116,176
May
St Francis Xavier Primary School, Geraldton
Refurbishment entire school
3,198,081
May
St Paul’s Primary School, Mt Lawley
Multi purpose hall, building refurbishment
2,317,792
May
Emmanuel Catholic College, Success
Covered outdoor area, refurbishment sporting ground 1,044,468
May
Clontarf Aboriginal College, Waterford
Covered outdoor area, refurbishment courtyard,
paving, landscaping, facade of buildings
950,000
May
St Andrew’s Catholic Primary School, Clarkson
Multi purpose hall, building refurbishment
3,142,826
May
Iona Primary School, Mosman Park
Building refurbishment, multi purpose hall
2,636,251
May
Kearnan College, Manjimup
Library, new middle school classrooms,
2,058,403
refurbishment multi purpose hall and existing library
May
St Joseph’s School, Pemberton
Multi purpose hall, building refurbishment
1,030,316
May
Christian Brothers College, Fremantle
Classroom
1,095,350
June
Mel Maria Catholic Primary School, Myaree
Centre to replace library, canteen, multi-purpose hall, early learning centre and covered play area
3,205,265
June
Mandurah Catholic College
Library, science centre, building refurbishment
2,913,896
June
St Joseph’s Primary School, Bunbury
Library, early learning centre, building refurbishment
3,154,241
June Xavier Catholic School, Hilbert
Classrooms, multi purpose hall, shade structure,
refurbishment
2,123,192
June
Our Lady of the Cape, Dunsborough 2,174,000
June Multi purpose hall, building refurbishment
Newman College, Churchlands
Library, classrooms, shade structure, building
3,200,000
June
refurbishment
St Denis School, Joondanna
Multi purpose hall
2,177,499
June
Our Lady of Grace School, North Beach
Refurbishment, multi purpose hall, building
3,183,551
June
refurbishment
St Anthony’s School, Greenmount
Classrooms, multi purpose hall, building
refurbishment, support for special needs
3,107,219
June
St Anne’s School, Harvey
Classrooms, building refurbishment
2,119,000
June
Catholic Agricultural College, Bindoon
Building refurbishment, refurbishment science centre
2,143,071
June
Banksia Grove Catholic Primary School
Multi purpose hall and shade structure
921,000
June
Matthew Gibney Catholic Primary School, High Wycombe
Refurbishment library, covered outdoor area,
upgrade of fire facilities, building refurbishment
1,059,256
June
30 CIRCULAR
Go to Contents
Primary Curriculum Conference
The Catholic Education Office is proud to offer another exciting, thought provoking conference
this year following the success of the 2010 Keys to Learning Primary Curriculum Conference. The
Learning and Teaching K-12 Team are hosting the Powerful Pathways to Authentic Learning Primary
Curriculum Conference at the Perth Convention and Exhibition Centre on 15 & 16 August 2011.
POWERFUL
PATHWAYS
Professor Askew will be sharing his research relating to the mathematics classroom
and the power of good practice and creativity. Dr Hammond’s address will discuss
challenging, high support programs to cater for a range of students, including
English as an Additional Language or Dialect (EALD). A number of renown presenters from WA and interstate will also be contributing to
the conference including:
z Dr Paul Swan and Paula Mildenhall from Edith Cowan University
z Professor Doug Clarke and Ann Roche from the Australian Catholic University
z Joanne Faulkner from the University of Western Australia
z Sofia Savatia from the Association of Independent Schools of Western Australia
(AISWA)
z Geoff Quinton, Australian Curriculum Cross-sectoral Coordinator for CEOWA,
DET and AISWA
TO AUTHENTIC
LEARNING
Keynote presenters are Professor
Mike Askew, Professor of Education at
Monash University in Melbourne and
Dr Penny Hammond, Associate
Professor in Education at Sydney’s
University of Technology.
In addition, West Australian Newspapers, Scitech and the West Australian Football
Commission will be presenting concurrent sessions on a range of topics across the
nine learning areas including Aboriginal Education, Early Childhood Education and
the Australian Curriculum.
Schools and teachers will also have the opportunity to showcase their practices
and investigations undertaken through the use of the Collaborative Professional
Learning and Collaborative Professional Learning in Action Models. Registration is now open, please download the form at
http://cms.ceo.wa.edu.au/home.jsp
or email [email protected] for further details.
PRINCIPAL APPOINTMENTs
JAMES DANAHER has been appointed
Principal of Brighton Catholic Primary
School, Butler and will take up the
position on 1 January 2012. James is
currently Principal of Mary MacKillop
Catholic Primary School, Ballajura.
TIM EMERY has been appointed
Principal of Star of the Sea Primary
School, Rockingham and will take up
the position in Term 3. Tim is currently
Principal of St Jerome’s Catholic Primary
School, Munster.
JOHN WALKER has been appointed
Principal of St Anne’s School, Harvey
and will take up the position on
1 January 2012. John is currently
Principal of St Mary’s Catholic Primary
School, Bunbury.
CIRCULAR 31
Go to Contents
Dedication of Bunbury Cathedral
We hear the constant claim in the media that Australia is a secular society, that we as a nation have
lost our faith and that church numbers are declining. There are claims that Catholic schools are the
only experience of ‘church’ that youth experience. The recent dedication of St Patrick’s Cathedral in
Bunbury and its first Youth Mass was a visible outpouring of faith and signalled that although change
is afoot in the way our youth exhibit their spirituality, faith is alive and well.
As parents, we want our children to be engaged in their faith
and for them to embrace Christian values that will stand them
in good stead for their lives. Students of Bunbury Catholic
College recently had a wonderful opportunity to be involved in
the church in Bunbury at the highest level and at one of the
diocese’s most significant ceremonies. Students played a
pivotal role in altar service, the choir and liturgical dance.
For many students this was significant in their faith journey as
they explain:
‘It was a great opportunity to be a part of the new Bunbury
Cathedral dedication and opening masses. We were honoured
to serve on the altar at such significant celebrations. To meet
many religious leaders from around the world, including the
Papal Nuncio from Rome and Cardinals from Australia and the
Philippines, was very exciting. We created warm friendships
between members of our altar-serving group and shared some
great memories with them. Playing a role in such a historical
event was a very rewarding and moving experience.’
Caris Panizza and Myriah Powley – Altar Service
‘We were blessed to be the first group of liturgical dancers to
ever dance in St Patrick’s Cathedral. It was such an honour to
be able to share this with the Catholic community; something
that brought both them and us so much joy. Through our
dancing, it is evident that youth are still active in the mass. To
be able to add such a contemporary element to the traditional
ceremony was truly an amazing thing.’
Stephanie Nicolao – Liturgical Dancers
‘The opening of St Patrick’s Cathedral was a spectacular event
for the history of Bunbury and Western Australia. Singing as a
part of the mass was a great privilege. We were able to be
involved in making the mass a special opportunity for everyone
– it was a touching experience.’ Olivia Nolan – Choir
Apart from the uplifting mass and the majesty of the new
Cathedral design, a number of students remarked on the
14 breathtakingly beautiful seven metre high stained glass
windows painted by renown Australian artist Robert Juniper.
Each window depicts a traditional biblical scene with a uniquely
Western Australian flavour. n
32 CIRCULAR
Go to Contents