22 February 2017
Newsletter Articles
Welcome Message
Welcome to the VCSPB newsletter. Victorian Catholic Schools Parent Body represents the important perspective of parents across all Catholic schools in Victoria. As a parent who has children enrolled in a Catholic school you are automatically a member of the parent body. There is no fee to be a member and parents of children attending Catholic schools across Victoria are welcome to apply to join our council through an expression of interest and nomination process.*
VCSPB is officially recognised as the peak parent body for over 493 Catholic primary, secondary and special needs schools, representing parent perspective in Catholic education at a State, diocesan and national level through our membership of CSPA (Catholic School Parents Australia).
We hope you enjoy the articles we present to support all parents of children who attend Catholic schools in keeping you informed of changes and improvements in education in Victoria.
Please feel free to copy and paste any of these articles for your school newsletter.
We also encourage you to forward the newsletter to all members of your learning community including teachers, school leaders and parents to keep them informed of what is happening and to provide a parent perspective in education.
*Nomination process differs in each diocese. Please contact our secretary for further information secretary@vcspb.catholic.edu.au.
The term parent in this newsletter refers to all parents of children in Catholic schools and is used to include natural, adoptive or foster parents, guardians and primary caregivers.
Message from our new Chair
It is with great pleasure that I commence 2017 as Chair of the Victorian Catholic Schools Parent Body. We are working on many exciting projects this year as we continue to fulfil our strategic priorities.
One of the most exciting opportunities to recently present itself has been the chance to attend and participate in the Parent Engagement Conference that will take place in Melbourne in June. VCSPB recently submitted an abstract to present at the conference and we are hopeful this will raise the profile of both the work of the VCSPB and of the wonderful work of many parent leaders in our schools to improve parent engagement.
During the conference there will be three major keynote speakers, Dr Karen Mapp from USA, Dr Debbie Pushor from Canada and Professor Bill Lucas from the UK.
Dr Karen Mapp is a senior lecturer at Harvard Graduate School of Education and has been instrumental in developing school reform, researching the effectiveness of parent engagement in improving student learning outcomes and in implementing a culture of parent engagement in schools in the United States.
Dr Debbie Pushor has been a leader of research at the University of Saskatchewan, Canada. Her research has included exploring parent knowledge, leadership and engagement, particularly focusing on the positioning of parents in relation to school landscapes.
Professor Bill Lucas is Director of the Centre for Real-World Learning (CRL) at the University of Winchester, and is internationally regarded for his expertise and research in rethinking the purposes of schooling and vocational training.
One of the greatest challenges for our parent body this year is to increase our council membership so that we are able to more effectively represent parents of children in Catholic schools right across Victoria. We are currently seeking passionate parent leaders from each region of Melbourne to put forward an expression of interest to join the council.
To become a council member of the VCSPB, parent leaders must currently have children attending a Catholic school (primary, secondary or both) and at least two years experience on a school board, parents and friends committee or other parent council that is endorsed by the school Principal.
There are many benefits for parents in taking their leadership to the next level. There are various opportunities to make a difference in the education landscape, not least having an influence on State education policy and in campaigning for parent engagement to become a high priority in education across Victoria.
Becoming a member of the VCSPB is a learning opportunity for our whole team, to grow in our awareness of education and in understanding our role in providing parent perspective when it comes to our five key advocacy areas of child safety and wellbeing, curriculum, parent engagement, catholic identity and funding for catholic schools.
Expressions of interest are sought for one new council member from Melbourne (North), two council member positions are available in Melbourne (West), one council member position is available in Melbourne (South) and one council member position is available in Melbourne (East). We are also working with the Catholic Education Offices of the diocese of Ballarat and Sale to encourage new members to join our team.
Please submit an expression of interest letter to the Executive Officer of the VCSPB Rachel Saliba and email to: secretary@vcspb.catholic.edu.au.
I look forward to sharing with you, many more experiences of the VCSPB in the coming year and in continuing to build the parent body for the benefit of all parents and students in Catholic schools across Victoria.
Yours sincerely,
Morgan Murphy
VCSPB Chair
VCSPB welcomes new members
Rhyannon Elliott
The VCSPB welcomed new member Rhyannon Elliott to the parent council in November 2016. Soon after her induction, Rhyannon attended the AGM and final meeting for the year to get a feel for how the council operates and to meet our team members.
Rhyannon is a parent of three primary and secondary school-aged children and is the President of the Parents Association at St John’s Parish Primary Mitcham, a small and vibrant learning community in Melbourne’s East. She is passionate about growing connections within her communities and works in Relationship Education, helping both adults and children make the most of their relationships.
Rhyannon’s most enriching experience as a parent leader has been working together with committed parents, staff and students to embed the vision of a cohesive, supportive and faith-filled school community. In 2016, Rhyannon was invited to join the Victorian Catholic Schools Parent Body and is particularly interested in their initiatives to strengthen parent engagement.
In her role in representing parents of children in Catholic schools in Melbourne’s Eastern region, Rhyannon has already written an article for the Catholic Education Today magazine, has contributed to writing an abstract to present at the Australian Parent Engagement Conference and will be our representative on the VCAA (Victorian Curriculum and Assessment Authority) parent committee.
We congratulate Rhyannon for her courage, commitment and willingness to take her leadership to the next level in representing parents of children in Catholic schools and for her great work already as a member of the VCSPB.
Jennifer Griffiths
The VCSPB will soon welcome another new member to the parent council, Mrs Jennifer Griffiths. Jennifer recently began her new position as Parent Engagement Officer for the Diocese of Sandhurst. She brings to the parent council, many years experience as a parent, teacher, school Principal and CEO curriculum advisor.
We look forward to welcoming Jenny to the parent council and in learning from her wealth of experience and knowledge of Catholic education.
Student Wellbeing - Frameworks
Wellbeing Frameworks
Children participating in circle time wellbeing activities
In recent years in education, there has been a strong focus on the mental health and wellbeing of children and how important this is in contributing to their ability to learn and achieve at school. We now have more of an understanding of how the many challenges that children are navigating in their daily lives outside school have an impact on their learning at school.
Many schools are addressing wellbeing through a range of strategies guided by frameworks as part of a whole school, comprehensive approach to building respectful relationships and classroom approaches that contribute to student engagement and connection with learning.
Catholic Education Melbourne are currently developing a new wellbeing framework. More information will be available in future newsletters.
There are several wellbeing frameworks that are currently being implemented in schools across Victoria.
One or more of these may be happening in your school:
Kidsmatter Framework:
Principals Australia Institute and Beyond Blue have developed a mental health and wellbeing framework specifically for early childhood and primary schools.
The Kidsmatter Framework has been rolled out nation-wide in early childhood centres and primary schools across all sectors including Catholic schools.
The framework is made up of four components:
- Positive School Communities
- Social and Emotional Learning
- Working with Parents and Carers
- Helping Children with Mental Health Difficulties
The Framework incorporates elements of involvement and engagement of parents – involvement being in component 1 with the development of a positive school community, and engagement included in component 3, working with parents and carers.
The main focus in component 2 and 4 is on children’s mental health and wellbeing, in teaching children social and emotional skills such as resilience, self control, managing emotions, how to develop positive friendships among other skills that are essential as they grow into young adults.
Component 4 involves early intervention which is essential in helping children who are experiencing mental health challenges so they are able to be provided with appropriate tools and resources to assist them in managing these challenges.
The methods that schools use to implement each of the components of Kidsmatter may often be through the introduction of various programs. The Kidsmatter website contains a list of programs that others schools have implemented under the Kidsmatter framework.
http://www.kidsmatter.edu.au/primary/resources-for-schools/other-resources/programs-guide
http://www.kidsmatter.edu.au/primary
http://www.kidsmatter.edu.au/families
MindMatters Framework:
Principals Australia Institute and Beyond Blue have developed a mental health and wellbeing framework specifically for secondary schools.
The MindMatters mental health and wellbeing framework has been rolled out nation-wide in secondary schools across all sectors.
The framework is built around four key components:
- Positive School Community
- Student skills for resilience
- Parents and Families
- Support for students experiencing mental health difficulties
The components focus on developing positive relationships throughout whole school communities and, similarly to Kidsmatter Primary, each component is implemented through various programs.
Each component has training attached for staff in schools in developing a positive culture, managing resilience, working in partnership with parents and families and early intervention strategies for students in need.
https://www.mindmatters.edu.au/
Berry Street Education Model:
The Berry Street model has been developed using evidence based research into why some students are not engaging at school. The Berry Street Model provides training for primary and secondary schools in curriculum and strategies to engage the most challenging students. It is designed to build school capacity in engaging disadvantaged young people to assist in improving opportunities for learning achievement.
The model includes the following domains:
- Body
- Stamina
- Relationship
- Character
- Engagement
The main areas the framework explores are:
- Managing self control, emotions, poor attachment or relationship skills, stress or learning deficits
- school disengagement
- children who suffer from chronic stress or anxiety
- children who have been affected by trauma
- children who need to develop their personal stamina to manage independent learning
- high achieving children who require strategies for personal resilience
http://www.childhoodinstitute.org.au/AboutUs
These are just a few of many frameworks available for schools to help children in developing social and emotional skills to navigate their world. Understanding the framework model that is being implemented at your school can assist you as parents in reinforcing the skills at home and having conversations with your school and with your child around their social and emotional learning and the programs being implemented.
Child Safety – We are all responsible
Creating a sense of belonging for all children
Parents and teachers are all responsible for creating a safe environment for children
VCSPB parent council members believe that all members of a school community are responsible for the safety of children. We are all leaders in committing to developing a culture of safety and an environment where our children feel safe. As parents and teachers it is our role to create a safe environment where all children feel accepted for who they are.
Several ways that parents and carers can contribute to a safe and welcoming environment are:
- Greeting children with a friendly smile and a ‘hello’ or ‘good morning’. This act of kindness could be the one special thing they need to feel welcomed and to lift their mood as they arrive at school.
- Helping other parents and carers feel welcome, especially parents who are new to the school or who are new to our country. This also helps children feel welcomed when they know their family is included as part of their learning community.
- Participating in community building activities at school shows children that you are part of their community of learners and that they can feel safe in the school environment.
- Encouraging children to welcome other children into their friendship groups or to notice if a child is being left out or has no-one to play with, is a great way to build empathy and a sense of social justice in your child.
- Building positive relationships and talking positively about teachers with children means they will have a sense of feeling safe in the company of other adults that you trust.
- Having an awareness of any safety issues around the school or when observing other children. If you see something you are not sure about, we encourage you to make the school aware of it too. Your school will have certain procedures for reporting safety concerns. It is recommended you speak with a school leader or Principal if you have any concerns about the safety of children in your school.
Children’s e-safety commissioner
The Federal Government recently announced the appointment of a new e-safety commissioner. Julie Inman Grant has been appointed in this most important position to ensure the safety of all young people online – helping young people have safe, positive experiences and encouraging behavioural change online. Julie has had extensive experience working in senior public policy and safety roles in the tech industry for Microsoft, Twitter and Adobe. Julie built Twitters ‘Rules and Tools’ for safety and more recently worked with governments across the region in digital innovation and transformation including STEM skills development and cyber-security.
Follow Julie on Twitter @tweetinjules
The e-safety commissioner website is a great resource for both schools and parents in understanding how to keep children safe online.
https://www.esafety.gov.au/
Digital Citizenship Competition – ClassAct 50 Task Challenge
The office of the e-safety commissioner has launched a competition for students to encourage them to become positive role models and responsible digital citizens.
As students begin the school year by signing a declaration for responsible use of technology, this activity is a reminder for students of what those responsibilities mean.
https://www.esafety.gov.au/classact?utm_medium=email&utm_campaign=Cyberzine%20January%202017&utm_content=Cyberzine%20January%202017+CID_1de12fb87e51f8756443cc4eb73fcd77&utm_source=Email%20marketing%20software&utm_term=Sign%20up%20to%20the%20Challenge
https://www.esafety.gov.au/classact?utm_medium=
email&utm_campaign=Cyberzine%20January
%202017&utm_content=Cyberzine%20Janua
ry%202017+CID_1de12fb87e51f8756443cc4
eb73fcd77&utm_source=Email%20marketing
%20software&utm_term=Sign%20up
%20to%20the%20Challenge
Join a Virtual Classroom
Register for virtual classroom webinars to receive presentations on various topics and issues that children are exposed to online.
Video presentations include:
- Keeping it sweet online – good online communication
- What is your brand – looking after your digital reputation
- Cyber-bullying and
- The Internet and the Law
https://www.esafety.gov.au/education-resources/outreach/virtual-classrooms
Parent Engagement – Conference 2017
Australian Parent Engagement Conference Update
The Australian Parent Engagement Conference, jointly hosted by ARACY and The Smith Family and proudly supported by the Australian Government Department of Education and Training will be held in Melbourne from 6th to 8th June 2017.
The theme for the conference is ‘maximising every child’s potential’ and there are a range of guest speakers including Dr Debbie Pushor, Dr Karen L Mapp and Professor Bill Lucas who are leaders in parent engagement research and creativity in schools.
http://online-learning.harvard.edu/course/introduction-family-engagement-education
Two more keynote speakers were recently announced by ARACY. Professor Bill Lucas and Ms Jenni Brasington.
Professor Bill Lucas is Director of the Centre for Real-World Learning (CRL) at the University of Winchester, and is internationally regarded for his expertise and research in rethinking the purposes of schooling and vocational training. He has recently joined the Mitchell Institute as an international adviser.
http://pecaustralia.com/speakers/
Ms. Jenni Brasington is a Senior Director of Consultative Services for Scholastic Education and a founding partner of the Center for Active Family Engagement (CAFÉ). She has more than 25 years of experience working with PK-12 schools as an administrator, early childhood coordinator and school counsellor to improve student achievement and build effective family-school partnerships that support student learning.
http://pecaustralia.com/speakers/
The VCSPB have submitted abstracts to present at the conference and we hope to be able to share our presentation with attendees. We will find out later in February if we have been successful. In the meantime, if you are interested in attending the conference please go to the link below.
https://www.aracy.org.au/events/event/parent-engagement-conference-australia
Helping young children understand current affairs
We are currently living in a world that is surrounded by constant information coming from all channels via newspapers, radio, tv and the internet. Sometimes it can be a challenge to explain what is happening in the news with our children but as they grow older it is important that they become aware of what is happening in the world.
The Herald Sun have recognized that not all news is appropriate for young children and have developed a website specifically for children with current affairs stories that are suitable for children in years 3 - 8. This has primarily been developed for schools but parents are able to access the information for free currently via the new website.
Like other news stories and events, it is important to engage in conversations with children and encourage their questions around certain stories. It is also good practice to read the material first before encouraging children to view the content on the website.
Audio recordings and a glossary of terms are also available for each story.
Each of the articles are categorised into three sections:
- News – current affairs
- Light and bright – quirky, funny, interesting stories about people, animals and other things
- Sport
Stories are also sorted into three colour-coded sections based on reading ability, not age group – Green, Orange and Red.
Green reading - Simple to medium vocabulary, story content easily understood, accessible to all readers (especially with audio option).
Orange reading - medium level of vocabulary, story content a little more complex but still able to be read and understood at middle to senior primary level (audio option and glossary to assist)
Red reading - contains complex vocabulary and content that is of a higher level, suited to more able readers, requires teacher scaffolding for less capable readers.
Once your child has read or heard the stories, help them to understand the information further by having conversations or writing down what they have learned from the story.
They also have the opportunity to provide feedback on the website or via email about a story they have read or heard. You can help them to construct appropriate feedback and how to write a response.
http://www.heraldsun.com.au/kids-news
Diocese Update
Catholic Education Melbourne – Horizons of Hope Framework for Catholic Schools
“Catholic schools were founded
to proclaim Jesus’ message of God’s love for all.
Catholic educators invite all students to make sense of their world and
their lives within a faith community that is faithful to the mission of
Jesus.”
According to the VCSPB Constitution, ‘Catholic education’ means the process of education that aims at the formation of the whole person in accordance with the beliefs, teachings, traditions and practices of the Catholic Church.
One of our most important roles as a parent advocacy council is to promote Catholic education as a choice for parents and to assist all families in understanding what truly makes a Catholic education unique.
During 2016, Catholic Education Melbourne released a new vision for catholic education in Melbourne schools titled, ‘Horizons of Hope’. The framework is based on the premise that learning is “viewed across the intellectual, physical, spiritual, social and emotional realms”.
The new education framework may be currently being implemented in your school in various ways. This update provides a snapshot of what it means for our children and their learning in Melbourne Catholic schools.
The framework includes four key areas: Vision, Context, Strategy and Practice.
Vision
The vision for learners in Catholic schools is one of HOPE. The vision for educators is to view learning as a journey of endless possibilities with a desire for each student to flourish across religious, physical, cognitive, emotional and social learning domains.
The vision states the expectations of all members of Catholic school communities (including Principals, teachers, parents, support staff, leadership teams and students) as learners who:
- honour the sacred dignity of each person
- search for truth
- embrace difference and diversity
- build a culture of learning together
- engage with the deep questions of life
- honour equitable access and opportunity for all
- commit to achieving the highest standards possible
- make a difference in the world
As parents we can feel confident in the knowledge that all catholic educators are called to:
- know and care for learners to provide the foundation for learning
- create a sense of belonging which is critical to students being able to thrive
- animate and energise students within the current world
- encourage dialogue and questioning of ourselves and our world and understanding what matters to young people
- encourage students to think deeply and creatively, see layers of meaning within their experiences, and realise that the world around them is always changing
- create a meeting place for Catholic doctrine, liturgy and moral teaching
Context
Having an understanding of the current educational landscape, drawing out the challenges and opportunities for learning and teaching in a Catholic context. All members of learning communities are called to embrace our diverse and complex, contemporary world and to understand our place as members of faith filled communities and in making a difference for others.
Practice
The framework provides examples of practice that give life to the vision, context and strategy. There are various examples of the implementation of the framework across various areas including the arts. Here is an example of a number of schools who have embraced the framework through creativity and empowering students to have a voice, take responsibility for their learning and have a sense of belonging through expression of their creative selves.
Click here for examples of practice in Melbourne schools using the arts to integrate across various subject areas
Strategy
Foundational statements that provide a shared way into tools, resources and materials, supporting the whole system in our work. The strategies include a vision for implementing the curriculum, pedagogy and assessment under the Horizons of Hope framework.
Curriculum
The curriculum in catholic schools is illuminated by faith and responds to the needs of the community. The learning community works together to search and make clear the connections between the curriculum, the world of the learner and catholic teachings. Bringing each of these together to make sense for the learner is the challenge for all educators in catholic schools. A key aspect of curriculum design is to challenge learners to explore and consider deep questions and big ideas. An integration of life, culture and faith in a globalised context is understood to be at the heart of the meaning-making process.
Pedagogy
Explores the expertise of educators to have a deep knowledge and the ability to interpret and shape the curriculum to maximise the growth of every learner. Focus must be on the skills of creative and critical thinking, collaboration and communication with the intention being to encourage animated learners, inspired by the Gospel to act for justice and the common good. These skills enable learners to take control of their learning to become problem solvers and contributors to their world.
Assessment
Encourages students to understand their learning path and to be partners in understanding their progress and where they need to improve. It also means that educators shape assessment opportunities that are relevant, timely and rigorous, aligned with the curriculum and responsive to student achievement and growth. Assessment is about the learner understanding their own progress, their successes and challenges, and engaging each member of their support team; parents, teachers and themselves in an authentic relationship about learning.
Assessment in a Catholic school focuses on growth across religious, physical, cognitive, social and emotional domains. This approach to growth demonstrates respect for the learner as a unique individual who is valued and understood. It focuses on the importance of relationships in a learning community where all people are valued.
When students understand their learning progress and areas they need to improve through constructive and relevant feedback, they are able to explore their opportunities and be courageous in stepping outside their comfort zone to achieve what they are truly capable of.
Further key elements of the curriculum outlined in the framework include:
- Learning Narratives – where learners are at the centre of designing the curriculum, shaping teaching on the stories and backgrounds of each learner, encouraging both formal and informal, spontaneous learning experiences for students – each student has the opportunity to bring something of themselves to the learning experience for others.
- Standards – teaching a combination of the Australian Curriculum, Victorian Curriculum, RE Curriculum Framework and other frameworks to meet achievement standards required to attain as students progress through their schooling.
- Connectivity – learning in a Catholic school is connected across various streams, not isolated. Connection of ideas, concepts and thinking across religious, social, cultural, linguistic, historical, political and ethical influences to ensure learners flourish within a contemporary context – this ensures learning is relevant and connected with the world in which learners are living.
- Learning progression – encourages students to learn at their own pace and to be supported on pathways that meet their learning needs.
- Inclusivity – an inclusive curriculum is respectful and responsive to its community and the diversity of its learners. This is an opportunity for parents to be more engaged in the designing of learning experiences, along with teachers and students and for schools to tap into the many and varied experiences and backgrounds of families within their community. The learning community works together to design learning experiences that enable learners to experience transformation, entering the world with a sense of hope, purpose and dignity.
- Learning Partnerships – an inclusive community is one that learns together, opening up more unique and rewarding learning experiences for students. With community partners, entrepreneurial educators design curriculum that moves learners beyond the boundaries of the traditional school. The design engages families and local and global communities to support, extend and challenge learning.
- Accountability – all educators are accountable first to the learner, ensuring they are able to achieve learning goals to the best of their ability. Whilst schools use formal curriculum frameworks and are accountable to State and Federal Governments, the aspirations of families and the learning community must always include encouragement and support in striving for improvement and providing opportunities for each child on their learning journey.
Extracts from this article are from the Horizons of Hope Framework, Catholic Education Melbourne, 2016. Published with permission from CEM, 2017.
https://www.youtube.com/playlist?list=PLJeVdQa7JF0uEuffKvAwSs3x-fv_y2ivn
http://www.cem.edu.au/learning-teaching/
Catholic Education Office Sandhurst – Parent Leadership and Family Engagement 2017
A key focus for the continuation of the work in Parent Leadership and Family Engagement in Sandhurst for 2017 is to continue to expand the collective knowledge and skills across the diocese.
Sandhurst is excited to have recommitted to its Santa Fe Study Program in partnership with the Centre for Relational Learning. This year’s group of 25 will head to Santa Fe early in Term Two. The scope, make-up and focus of the group has been expanded to support a richer and more comprehensive approach to ongoing professional learning for the system. School Chaplains, School Board Chairs, Principals and Secondary Wellbeing staff will be joined by a Diocesan Canonical Administrator and led by a Parent Leader and System Parent Engagement Officer.
The study tour group will explore processes and practical implications for further enhancing parent engagement in Catholic school communities across the Sandhurst diocese. Following the tour, our Parent Engagement Officer, Jennifer Griffiths will support schools in implementation of strategies and plans developed as part of the tour focus.
For a follow- up conversation contact. jgriffiths@ceosand.catholic.edu.au or pbretherton@ceosand.catholic.edu.au
Curriculum and Assessment - STEM
STEM EDUCATION – DEFINITIONS AND EXAMPLES
STEM has arrived and is alive and well in many schools across Australia. It is an exciting time for all of our students as they are learning new ways to creatively solve problems, experiment, invent and develop new ideas as schools implement a cross-disciplinary approach to teaching Science, Technology, Engineering and Maths.
If you’ve heard the acronym STEM used in the media or at your school but you’re not sure what it’s all about, here are some examples of schools who are integrating STEM into their learning, encouraging students to take more of an interest in the disciplines of science, maths, engineering and technology subjects and to discover what they are truly capable of.
Anglican School for Girls, in Western Australia
Introduced as part of the new Australian curriculum, the goals of STEM are to:
- Ensure each student completes their schooling with a strong foundational knowledge of STEM and related skills.
- Ensure that students are inspired to take on more challenging STEM subjects as they move through each year level.
STEM aims to empower students to understand how each of the skills they are learning relate to real world contexts.
The acronym STEM stands for:
Science – knowledge, skills and
conceptual understanding
Technology – understanding and using tools as
enablers for learning
Engineering/Design – Learning and understanding
processes then applying skills and knowledge to solve problems
Mathematics – knowledge, skills, and conceptual
understandings applied.
A multi-disciplinary STEM approach includes Literacy – the ability to apply concepts and principles in real world contexts.
In short, it is the integration of the subjects through a systematic, practical and creative inquiry process that helps students connect their learning with the world around them. Learners develop essential skills of problem solving, critical analysis, logical reasoning, creative thinking, evidence informed decision making, exploring different perspectives and communication that is relevant in the world.
Within the Catholic context, this includes incorporating the capabilities of ethical thinking and acting for justice and the common good.
One Melbourne Catholic school recently embarked on a project after being invited by ACARA to participate in the STEM Connections project – The school participated in the 10 week project focussed on improving the school environment by designing a vertical garden that integrated all of the different subject areas across the curriculum such as science, maths, design and technology while using creative and critical thinking skills.
The students were required to research various elements of the project to eventually create a vertical garden with a watering system that was required to be effective in sustaining the plants and improving the school environment. They were also required to evaluate their research and the final product to ensure the garden would be sustainable.
The most rewarding aspect of the project it seems was the effectiveness of STEM in broadening students awareness that all learning is integrated across various disciplines and that the students are becoming multi-skilled and more aware of their learning and its relevance to real life projects.
http://resources.australiancurriculum.edu.au/stem/stem-school-stories/simonds-catholic-college/?id=%273709%27&title=%27Simonds%20Catholic%20College%27
http://resources.australiancurriculum.edu.au/stem/stem
-school-stories/simonds-catholic-college/?id=%273709
%27&title=%27Simonds%20Catholic%20College%27
Supporting learning at home – resources linked with STEM curriculum
There are various ways you can support children through their learning and understanding of STEM. One easy way is to have conversations about the world around them to draw connections between what children are learning at school and what is happening in their local community, on the news, or general things that occur in their daily lives.
Encouraging children to explore and appreciate maths and science through everyday activities and linking those experiences back to what they are learning at school can inspire children to be more engaged at school. It could be as simple as looking at the stars or exploring the planets, explaining to a child how a car works, talking with them about solids, liquids and gases or simple shapes and patterns. All of these experiences and conversations assist in their understanding and enthusiasm for maths and science, demonstrating their learning in daily life.
Allowing children time to be creative also helps them in learning how to develop ideas, to put them on paper and to bring them to life. Some examples might be designing a cubby house or drawing a map of the area to walk the dog, exploring the local environment and collecting flora, identifying various insects or animals and allowing time to explore and discover the environment around them. Learning is all around them and the more you can help them to connect with their world, the more they will see the relevance of their learning at school.
Of course, reading is always recommended as a way to help children make connections and explore their imaginations and creativity. One of the series of books to explore to introduce children to the world of science is the Magic School Bus series.
The Magic School Bus Is Back!
In Ms Frizzles class, a good question can lead to anything!
https://www.scholastic.com/magicschoolbus/
Since 1994 The Magic School Bus has been a favourite for many children. Soon the stories will be updated to keep up with the changes in technology to ensure young readers continue to be enthralled by the discoveries and adventures of the children and Ms Frizzle on the bus.
Reading the Magic School Bus books with your child and having conversations with them about the stories, is a great way to engage and encourage their interest in science and to broaden their understanding of the content of the books.
The teacher in the stories, Ms Frizzle, truly knows how to engage her students in understanding the world around them in new and exciting ways by igniting their curiosity and questioning of why and how things happen. She takes the students and the reader on imaginary field trips in The Magic School Bus to explore with wonder, so many wonderful things that happen around us each day.
Some of the topics covered in the books include:
- The water cycle – understanding water including how things float, evaporation and water vapour, liquids and solids, condensing, clouds, the texture of water and how water flows.
- Water and Ocean - floating and sinking
- Archaeology
- Dinosaurs
- The science of colour
- Heat – Hot and Cold
- Stars
- Volcanoes
- Warm and cold blooded animals
- Plants and Environment
- The five senses
- Forces and Motion
- Insects
- Kitchen Science
- Food Chains
- Life Science
- Machines and Buildings
- Power and Energy
- Space
- The Human Body
and many more.
Some questions you may like to ask them while they read or while you read with them are:
- What did the children learn about when they went on the Magic School Bus?
- What questions did they ask?
- What questions do you have?
- How can we explore the answers together?
- What are you learning about in science at school?
It’s also recommended you ask your child’s teacher what they are learning as part of the STEM curriculum at school so you can explore further learning at home with them on specific topics.
You can also explore opportunities to talk about science with your kids at home through every day activities, such as understanding the difference between hot and cold, exploring colour, discussing weather patterns, the moon and planets, volcanoes and tornadoes and all sorts of topics that children love to learn about.
Take a trip to the local library to explore more books or you may like to look up videos or games online about the topics your child shows an interest in. This will encourage them to further their learning at home in various ways.
When you spend time reading with your child, you also have the opportunity to learn more about science together. This makes their journey through school even more enjoyable as you demonstrate your support for their learning.
The Magic School Bus books are available through scholastic and are suitable for children aged between 7-12 years. The TV show is available on You Tube, Netflix, Apple iTunes or Amazon or on DVD.
https://www.scholastic.com/magicschoolbus/
http://www.scholastic.com/parents/
Definitions
There are various words or phrases that are used to explain how STEM is being implemented in Catholic schools. Here are just a few to help you in understanding the communication that may be presented to you through school reports or newsletter articles:
Partnerships: refers to various partnerships that the school may have with parents or external organisations to help students reach their full potential.
Learning environment: refers to the spatial, technological, social and schooling contexts where learning occurs. The learning environment impacts students’ abilities to engage and achieve. Learning in the home environment is also crucial as it impacts students abilities to make connections and in their attitude towards their learning at school.
Progression of learning: refers to levels of learning and increasing competence. Learning progressions are designed to ensure all students have the opportunity to be engaged and to enable them to work at their own pace.
Tools: refers to a variety of digital and physical tools the students use. This includes critical and creative thinking tools or strategies that students learn whilst developing their thinking skills.
Deep learning: in a Catholic school invites the learning community to participate in a collaborative process to create learning experiences that support each learner to deeply understand ‘who I am in the world’, in dialogue with the Catholic tradition.
Animated learners: Learners who are inspired by the Gospel and led by the Holy Spirit to act for justice and strive for the common good. They flourish and demonstrate their commitment through their actions and in their interactions with others and their learning.
Learning Potential App
Finding it challenging to know how to engage with your child and their learning? Try the Australian Learning Potential app to personalise engagement in learning to suit your daily routine and to suit each child and their year level.
Download the app to find relevant articles to support your child depending on their age and year level.
Nation-wide phonics and numeracy assessment for year 1 students
The Federal Government recently announced it will begin developing a nation-wide assessment in literacy and numeracy for all year 1 students across Australian schools. Through a media release on 29th January 2017, Minister for Education Simon Birmingham announced a panel of experts to oversee the implementation of the compulsory testing of primary school students to identify gaps in literacy and numeracy to ensure early intervention is possible for these students. This panel, however, failed to include representation from Catholic education.
In a media release following the statement from Minister Birmingham, Danielle Cronin, Executive Director of NCEC lamented that, “Catholic schools educate one in five young Australians yet the collective wisdom of tens of thousands of educators in Catholic schools has been ignored in the selection of this panel. The success of any numeracy and literacy screening will depend on the broad uptake of the assessment that is developed. By appointing such a small group of advisers, and with just one classroom teacher, the Government has failed to draw upon the best possible advice for this process.”
VCSPB also noted that there is no parent council representation on the panel of experts in the decision making process and will seek further information from the national parent body, CSPA in seeking clarification from the government on any future consultation to include parent perspective. As Ms Cronin noted, “Parents, teachers and students can create the best possible learning opportunities when they are all able to understand how a student is progressing and work together to support ongoing improvement in all areas.”
In the media release, Minister Birmingham stated that, “This panel will consider existing examples from Australia and overseas, such as the Year 1 phonics check used in England that involves children verbally identifying letters and sounds in both real words and made up words to show a child’s understanding of how language works. Similar numeracy checks see children undertake tasks such as simple counting, recognising numbers, naming shapes and demonstrating basic measurement knowledge.”
This reform is based on going back to basics to ensure children have verbal language skills and basic understanding of numbers, letters and sounds.
The VCSPB welcomes the reforms as a way to provide early intervention for children in understanding and grasping basic early learning skills and cautions parents not to be too worried or concerned about the test but to remind parents that they too can help their children with these skills at home through practical, every day tasks.
Minister Birmingham emphasised that, “Importantly, these skills checks are not expected to be a confronting test but rather a light touch assessment that ensures teachers, parents and schools know at the earliest possible stage if children aren’t picking up reading or counting skills as quickly as they should, enabling them to intervene rapidly.”
There are many ways that parents can support children in developing basic skills they need in the early primary years. Here are a few suggestions to support your child at home:
- Read together every day to build your child’s awareness and understanding of letters that form words and the sounds each word makes – children are not expected to be able to read before starting school but if you read regularly with them, this builds their knowledge of words and sounds, particularly if you point out particular words or sounds as you read.
For parents who are not able to read fluent English, consider asking a family member or friend to read with your child. You may also visit the local library for assistance with reading to your child – there are many libraries that offer story time sessions and they will be able to provide further support in choosing appropriate stories for pre-school and early school aged children. Continue also to read with your child in your chosen language as this also encourages them to understand their cultural background and learn a second language.
- Having conversations with children about what they are doing while they play and asking them to verbally explain their activity helps them to build their vocabulary, thinking processes and speaking skills when answering questions.
- Encourage children to ask questions and have discussions about different topics of interest. Emphasise the sounds and phrases they are learning – when you point out to them what they are learning while playing, drawing or reading, this shows them that learning is everywhere and that as their guide, you are supporting their learning.
- Ask your child to measure things around the house with a ruler or measuring tape. If you are cooking, let them help to measure amounts for a recipe. When you are out shopping, ask them to weigh items. Talk with them about large and small items, hard and soft, textures and sounds, containers that are full or empty, half full etc. All of these concepts appear in literacy, and numeracy (maths) and if you’ve introduced these at home through your normal every day activities, children will be familiar with them once they begin learning them at school.
Learning at home is just as important as learning at school and as a child’s first educator you can set the scene for learning the basics in the home and when you’re out and about with your child.
We will keep you informed on the progress of the development of the compulsory testing over the course of the year and hope that Catholic representation is considered during the consultation process. The Federal Government is due to release further details about the reforms in the middle of 2017.
School Boards Update
The Bible and Catholic School Boards
Catholic Religious Victoria Education Committee’s Formation Working Party have published three YouTube videos designed to assist Boards and Councils of Catholic schools to be better informed in discussions of understanding Catholic tradition. Presented by Mr Michael Doyle and Dr Mary Coloe; the series of clips focuses on the use and understanding of the Bible as supporting the work of the school board.
The Bible and the Gospels can act as a blue print for boards in their discernment and decision making. The first in the series (The Bible and Catholic Schools 1) focuses on boards and the bible, understanding the scriptures and how they assist with decision making and may support boards in their own ongoing discussions.
School boards lead the community in developing the mission and vision of the school based on gospel values. The board is a policy making team with an awareness of the Church’s educational mission effectively collaborating in shared decision making based on gospel values.
How might the Bible help your school board today?
Website Resources
http://www.schoolgovernance.net.au/
http://www.governance.com.au/
School board development workshops are offered to members of Catholic school boards.
For education board queries, contact Catholic Education Melbourne - Leadership and School Development on 03 9267 0228, or via email sboards@cem.edu.au.
We hope you have all had a wonderful start to the year and look forward to keeping you informed and providing relevant and useful resources throughout 2017.
Rachel Saliba
Executive Officer, VCSPB
secretary@vcspb.catholic.edu.au