The role of parents to continue to engage in learning at home

There is no doubt that the recent experiences of learning at home has changed perspectives of education in a broad range of ways. This will be the case for every person involved in the continuation of learning at home for students in Catholic schools. Students, principals, teachers and parents have all now shared an experience where each of us had to work together to make sure children could continue to learn at home, beyond the school gates.

So many learning experiences are available now to continue to improve how we engage with our children's learning especially once they return to school. The decision to close schools at the end of term 1 saw the need for schools to very rapidly evolve to provide remote learning at home. This involved the very important element in a child's learning journey; to engage parents as partners to support learning at home, for teachers to improve communication of learning with parents and to ensure students were engaged and able to learn from home no matter what their family circumstances. 

Over 5 decades of research continues to indicate that the missing piece in education has been the enabling of parents as partners, for teachers to acknowledge and build on the already existing capacity of parents to engage in their children's learning.

So what can we learn from this experience and how can we continue to communicate with teachers, to encourage a partnership approach and to work together for the benefit of student wellbeing and their learning, no matter where it takes place?

When families see value, meaning and relevance in their engagement, there is an uptick in family (engagement). But before any of this happens, we must have a healthy relationship with that family and at the root of the relationship there is trust. (Dr Steven Constantino, The Seven Big Ideas: Pandemic Edition, 19 April 2020.)

The many stories we've been hearing about learning at home during term 2 has certainly changed the perception parents have of teaching and the work of teachers. Many teachers have gone above and beyond to cater for the needs of students during this time. Communication improved, particuarly for parents of children in primary school who needed to be more hands on during the many weeks of learning at home.

The insight to be gained from this experience for parents and teachers:

• Learning happens everywhere and is connected with learning at school. There are many ways that children learn and parents are able to engage, facilitate and enhance learning opportunities and have meaningful conversations about learning with their children - when they are enabled and privy to what their children are learning.
• Some parents experienced online parent teacher interviews and appreciated the opportunity to have meaningful and personalised conversations with teachers about their child's learning - parents felt their increased knowledge of what their child learns, how they learn and what was expected of them as parents made it so much easier to know what questions to ask, how to speak in a shared language with the teacher and to feel supported and enabled as a partner in the process. Remote parent teacher interviews could be a consideration in future particularly for working parents; "The ability to have a conversation without others in the room was appreciated."
• Some feedback from parents showed they had mixed emotions about their children returning to school - while it has been exhausting for parents and teachers alike, it has obviously been a very rewarding experience for some in connecting with their kids, "I will really miss this extra time I've had with them..."
• Creativity has been a major factor in learning at home over the past few weeks as children have been engaged in more creative down time, allowing them the opportunity to express themselves outside of a timeframe or having to complete work before the school bells toll. The time at home has given them a chance to learn new ways to learn, both online and offline, both in their class groups online and independently, with a new ability to adapt to change and to be more engaged in the learning process.
• In a recent article sharing student feedback, some insights included:

“I really liked the aspect of being able to just get into my work after the teacher has explained it and being able to just ask questions if I get stuck.”

“I really enjoyed being able to get the instructions and sent on my way to do my work. I really thrive working independently.”

“(I really liked) ..that my learning is in my hands a lot more and I get more of a choice in what I learn at school.”

“Less time listening and more time doing.”

“Streamlined explanations of topics and more flexibility as to what work for each subject is done when (that is working off a checklist at your own pace after a brief explanation of the key points from the teacher).”

“I really enjoyed the flexibility of working not just in my class periods but when it suited me and when I felt motivated to do the work.”

An opportunity to share parent feedback

CSPV welcomed the announcement by Education Minister, The Hon James Merlino on Tuesday 26th May to hold a summit in late June to examine what has worked during remote learning and how we can continue to improve education.

In a media conference, Minister Merlino said, "Out of every crisis there is an opportunity....our schools have been doing a great job....we need to learn from that and make it a feature of our education system."

As Steven Constantino expresses the need for change: "Family engagement is not about doing more, but doing what we already do, differently. Family engagement is not an add-on or a “nice to have” or a “if we have time.”

Instead of adding more to teacher’s already overfilled plates, lets work on changing what we already do to incorporate families into an active role in learning. Not more, just different.

The way we engage with our children's learning, stems from schools and parents as partners and our willingness to change. Now we have all been forced change, to see things differently, to learn more about how our children need us, how we can support them, how can we continue to build parent engagement in learning alongside teachers so all students are guided and supported their learning, no matter where learning is taking place - now is the time to continue what has been started and to recognise parent engagement in learning as an essential and valued element of a child's whole development and learning.

I would just like to take this opportunity to congratulate St Francis Xavier College on the way it has transitioned to remote learning for Term 2. This is an unprecedented event, and it has happened quite smoothly. 

This whole COVID-19 pandemic has been a bit surreal and left us all riding a roller-coaster of emotions, however College leadership is to be commended on its communication from the outset on its protocols and practices to ensure the safety of the whole community. 

With any change, there will always be people with opinions on the what and how things should happen. This has been evident during this pandemic, as overnight, people became experts in education, health, finance and so on. It is quite comical when you think about it, but for most part it has come from a good place. 

I know that the College has done its best in the limited time it had to prepare for the remote learning program. The staff are to be congratulated on their efforts, especially those who are parents themselves and possibly assisting their own children with their remote learning. Teaching on a good day is hard, let alone during a pandemic!

As we all know, education has the most impact when teachers and students are together, face to face bouncing off one another, facilitating each other’s learning. However, at the moment this is not possible. What frustrates me with remote learning in general, is that teachers are unable to interact with their students, where they have the uncanny ability in a classroom to pick up so many nuances that give them vital information about how each student is going. Having said that I must commend those teachers who are sending regular emails not only informing of important information but also checking in, answering student and parent emails promptly, providing constructive feedback and assisting the best they can.

This is nearly as good being back at school in the classroom, face to face!

A reflection on remote learning at home

Written by Maddison Schmidt
St Francis Xavier College, Diocese of Sale

Term 2 of 2020 is going to be a chapter that marks a very significant time in many educators’ teaching careers. For some it will remembered fondly as a time that we could teach from the comfort of our home in our tracksuit pants with an endless supply of coffee. For others, the desire to be back in the classroom could not be stronger.

The news that we would be teaching remotely initially raised many questions for us. What will it look like? How do I know if my students are attending my classes? How can I ensure I will be engaging and differentiating for my students’ various needs remotely?

Apprehension was a collective feeling among teachers.

However, we need not have worried, as teachers and students alike took to the process with exceptional willingness and vigour.

Specific, timely and targeted feedback

I, among many other teachers, found that we were more productive in delivering content but also in providing specific, timely and targeted feedback. As one teacher commented to me; “we could work along side the students, with them” remotely.

Other teachers have commented that it brought students out of their shell and they were much more comfortable asking questions and seeking guidance without the rest of the class seeing them ask for help.

As a History teacher, the transition was quite seamless as I pre-recorded lessons via Microsoft PowerPoint and directed my students to the wonders of YouTube for documentaries. As the weeks progressed, I started researching new platforms such as Quizlet, Flipgrid and Stile to find new and exciting ways to engage with my students and ensure that we were understanding each other.

As we ventured further into this experience, it became evident that those who are naturally organised individuals thrived in this opportunity where as others needed a little more assistance. The challenge here was for teachers to take on a more pastoral approach. A few weeks into the journey, I began creating daily timetable templates for students in the hopes of building structure into their day and checklists of classwork they needed to achieve. Students on the most part, responded positively to this and were thankful for the guidance.

This period of remote teaching has allowed an opportunity for growth for all teachers as we have developed our skills and capacity to engage students in new and diverse ways. It has permitted time for reflection of why we do things the way we do and proven that we are adaptable and flexible. On a personal note, I have been inspired by the effort and collaboration of others during this time and have developed a greater appreciation for our craft.

There will be many students who are excited to return to school to see their friends and teachers, re-establish routine and get back into a more structured approach to learning in the classroom. There will be others who thrived at home and who may be dreading going back to school, wondering what it will be like, wondering if they will still have friends and not knowing whether they will enjoy it again now they've been exposed to an alternative.

Student wellbeing is extremely important during this time, as is the wellbeing of parents, many of whom have enjoyed the experience and will now need to adjust once again. Over the past few weeks CSPV have been running a campaign on social media to provide parents with reassurance that they are not alone. 

This message continues as we move towards another change in routine, adjust and provide support for our children as they navigate school environment once again. For some this adjustment will be a breeze. For others it may be more challenging. 

There are some things that parents can do with children to help them understand that this won't last forever and that changes to move back to school and the unknown are normal. There are things we've lost during the past few weeks such as time with family and friends, time outside, chances to travel and see things. But there are many things we've gained and plenty to look forward to as we transition back to our daily routines.

This story from The Australian Childhood Foundation helps children to understand the things we've found during this time and to focus on the positives of now and what is to come.

This article by CatholicCare explores the very real challenges that some parents are facing as their children return to school. 

Back to school? “No way mum!”

For students, remote learning will have been one of the largest impacts to their day-to-day routine. 

Now that kids and teens are slowly making their way back to school, many will struggle with the change - and some will be particularly anxious or reluctant about the return. 

Parenting an anxious child can feel overwhelming and difficult, but there are ways you can help your child cope and reduce the stress. 

It is important to recognise that to feel anxious is a normal experience among human beings. Anxiety can sometimes arise in response to a stressful temporary circumstance, for example, returning back to school after being away for a few months, such as in these COVID-19 circumstances.  

The anxiety may present as school reluctance such as crying, tantrums or refusing to attend school altogether. Anxiety triggers threatening feelings into our brain to respond with the flight, fight or freeze response. 

However your child responds, here are some things you can do to support them: 

Tantrums and resistance 

Whether your child is literally on the floor screaming and shouting, or they just won’t get out of bed, this reaction can be difficult to deal with. 

It’s natural to feel upset when we’re told to do something we don’t want to do, even as adults. And going back to school may not just be something your child doesn’t want to do - they might feel quite stressed about it. 

Remain Calm 
It is important for parents to remain calm when their child is experiencing tantrums or resistant behaviour. An authoritative parent position will continue to trigger threatening feelings in your child’s brain, resulting in fight, flight, and/or freeze responses. 

Respond empathically 
And try and understand what actually is happening. How is your child feeling? Be aware of your own thinking (perhaps you feel that your child is doing this on purpose). Their behaviour is a response of stress, and younger children in particular will not have the skills to articulate their feelings or manage their distress. 

Talk about the body’s response to anxiety 
Discuss with your child how they might be responding to anxiety (physically and emotionally). When anxious kids and teens learn about how their brain is responding to a stressful situation, it can help them make sense of how they are feeling. 

Have a plan 
Have a plan of how you want to manage tantrums. For example, a statement such as: “I can see you’re really struggling with… How about you take some time to calm down and we will talk about it later?” and encourage a time out for your child to self-regulate. 

It's also good to plan ahead and be consistent with your home routines. Time for play, bed, meals, technology use, etc. 

Consistent parenting 
Be consistent with your parenting. Remember that children are often seeking any attention (both positive and negative attention) from their parents as a result of their behaviour. Recognise, reward and praise good behaviour when you see it. For example, “I love how you are playing nicely with your sister there” and try as much as possible to ignore challenging behaviour within reason. 

Crying  

Crying is one of the many different physical and emotional reactions to stress and anxiety. And like other reactions, it is completely normal.  

Here are some things you can do to respond to this reaction and support your child: 

Awareness 
For younger children, crying will often occur in the morning before school, in the car on the way there, or during drop-off if they are worried about the day ahead and what it will (or won’t) involve. Take note of factors and events that seem to be triggering physical distress for your child. 

Collaborate with school staff 
If there’s something specific that is worrying your child, discuss this with their teacher. But remember, while it’s good to acknowledge their anxiety with them and let them know that you’re there for support, they also need to build their resilience*. And you can help them with this. 

Coping skills 
Let your child know that they have the coping skills to get through the day. Try giving them a simple breathing or meditation exercise which they can rely on as one of their coping skills. 

Breathing is a simple way to help feelings of physical distress such as hyperventilation, shortness of breath, crying and other physical behaviours of discomfort. By teaching your child to breathe correctly, you are empowering them with a technique they can use without drawing the attention of others. The breathing itself allows them to regulate and calm down. 

Reward and discuss 
At the end of a day they were dreading, congratulate them for getting through it. “I knew you could do it! Well done for using your coping skills. How did it go? Was it how you expected?” 

Be available 
For older children and teens, crying can also be a sign of anxiety. Crying may be harder to pick up in teens, as they may try to hide it. If you can tell something is up, let them know you’re there to chat. Or they might just like to sit with you silently so they’re not alone.

Quietness or out-of-character behaviour 

Some kids and teens will internalise unwanted feelings. This may be because they don’t know how to deal with these feelings, or because they don’t want to show others that they’re struggling. 

Are you okay? 
If your child has been particularly quiet or out of character, asking the simple question ‘are you okay?’ is the first step, but it's okay if they don’t open up to you. 

It can be helpful to add onto that question "I’ve noticed that you've looked sad / been more quiet recently, so I just want you to know that I’m here if you want to chat". 

Be patient 
Your child may not want to open up immediately - or at all - so be patient and just be there for them. Your child has no obligation to tell you everything, just as there are things you wouldn’t discuss with them, too. 

Check they have support 
It's good to check with your child that they have someone else they can open up to, like another family member, a friend or a teacher. 

Small gestures 
Simple things like a hand squeeze, a warm smile, a big hug or a nice handwritten note can mean a lot for your child. Even if they don’t want to talk, knowing that you’re there and thinking about them can brighten their day and help them get through a stressful time. 

Muscle relaxation 
When we feel anxious or we’re internalising feelings of stress, it’s natural for us to ‘hold’ this stress in different areas of our body. Kids and teens experiencing anxiety will usually hold tension in their stomach, face, shoulders and/or chest. 

There are different methods of muscle relaxation that can help to release tension from a specific group of muscles. Physical exercise can sometimes help in releasing muscle tension, too. 

What more can I do? 

If you child is reluctant to head back to school or they’re showing signs of anxiety, try approaching a professional counsellor for advice.  

Together you may decide that counselling for your young child will be beneficial for them, or the counsellor may give you some handy tips and tricks to help you support them. 

For older children and teens, it is important that parents don't force them to see a counsellor. Work with your child to find a solution that is best for them, and give them the means to find solutions for themselves. 

You might provide them with information on counselling hotlines or webchats, or resources for managing anxiety or depression. Or you might even share with them how you’ve dealt positively with similar feelings yourself. 

Let them know that it’s okay not to be okay, that you’re there to help them in whatever way they need, and that other sources of help are always available for them. 

If you need help in getting your child back to school, or you’re noticing out-of-character behaviour in your child, chat with one of our counsellors today. 

At CatholicCare we are currently offering free counselling sessions during the COVID-19 period, accessible without a referral and from the comfort of your own home (via phone or video conference). 

It is unfortunately a reality for some families that emotions escalate during difficult times and mental health of members of families comes to the fore. In some families this means an increase in family violence, often a hidden epidemic in our society.

Continuing our campaign to ensure families don't feel alone during this time, we have included resources for those families who might be suffering or for you to share with someone you know might need support.

Victoria Police has launched a suite of videos to encourage people from culturally and linguistically diverse communities to seek help if they are experiencing family violence. The videos are available in 13 languages and help raise awareness that family violence is a crime, help victims understand who they can speak to for support and let victims know that they are not alone.

Click on the links below for further support services:

Safe Steps 24 hour support for family violence issues

Safe Steps is a service available 24 hours a day to provide support over the phone or via email. They can also connect you with someone who speaks in your preferred language.

Men's Referral Service

The Men's Referral Service provides help and support for people concerned about their own behaviour on 1300 766 491.

In Touch service for women

inTouch is also available to provide support services to women from multicultural backgrounds, including migrant and refugee women living in Victoria, who are experiencing or have experienced family violence. 

Praying with your children at home

Prayer, has been described as the raising of the mind and heart to God

It marks the times we affirm the presence of God and the sacredness of everyday life and it is the key to a living faith.

Most families will soon return to running a very busy schedule as children return to school, day-care, kinder and extra-curricular activities. Parents will also be returning to or looking for work, let alone managing all other tasks in our daily lives. The days merge into weeks and weeks into months; so where do we find the time to pray?

Catholic Education Melbourne have put together a few tips to get you started in a downloadable resource. Click on the link below to download the tip sheet for ways you can pray together as a family.

Did you know school fee relief is available?

During the school closures over the last term an announcement was made by the National Catholic Education Commission that families in need would be able to apply for school fee assistance (https://cathnews.com/cathnews/37610-catholic-schools-to-offer-fee-relief?).

Executive Director of NCEC Jacinta Collins stated, “If families are affected by job losses, business closures or other impacts of the COVID-19 pandemic, we urge them to speak to their school as quickly as possible, to get immediate relief and determine the level of assistance needed.”

“We appreciate how difficult it is for parents to come forward with financial concerns, but our schools will ensure each case is handled with care and discretion,” she said.

CSPV welcomed the commitment by Catholic Education Commission of Victoria in offering school fee assistance for those families in need across Victorian Catholic schools.

CSPV would like to ensure all families are aware of the assistance available, particularly if there are parents who have lost their jobs or are still on JobKeeper payments. Whilst assistance is available, there are some criteria that must be met in order to qualify for fee assistance and provision of fee assistance will be at the discretion of each school and may be different in each diocese.

As some families are more affected than others, there is no requirement for blanket fee relief and schools have been asked to offer adjustments on a case-by-case basis to ensure that support and assistance goes to where it is most needed.

If you have concerns about your financial situation, please contact your school Principal to explore confidential financial support arrangements to enable your child’s ongoing education at your school.

To facilitate planning, your diocesan office will respond to applications from your school as promptly as possible. Therefore the first point of contact is your school Principal or finance manager.

CECV are absolutely committed to working with families as we get through these challenging times.

If you have any questions or concerns regarding these arrangements, please do not hesitate to contact your school Principal.

Facts about school fee assistance for Catholic school families in Victorian schools:

• Families on JobKeeper are able to apply for a Health Care Card which then provides opportunity for fee relief - must apply before the end of Term 2.
• Families on a Health Care Card and CDF assistance receive discounts on excursions, camps and sporting activities.

For further information, contact your school to find out if you might be eligible for fee assistance.

Your chance to contribute parent voice

On Tuesday 26th May Victorian Education Minister, the Hon James Merlino MP announced that there will be an education summit in June to evaluate what has worked for students during remote learning at home, what hasn't worked and what can improve in our schools across all sectors in Victoria as a result of what we've learned.

CSPV wrote to the Minsiter for Education last week to request that this opportunity not be lost as there is so much to learn from parents and students particularly in how learning at home has impacted student learning and wellbeing.

Minister Merlino says, “This is a real opportunity to improve our education system and learn lessons from this remote learning experience. This summit will be a way for all of our school sectors to come together and report back about the benefits they experienced.”

CSPV would like to encourage you as a Catholic school parent to provide feedback from about your experiences as you engaged in learning at home, what worked well for your children and what you believe could change as a result of your experiences over the past few weeks. 

There will be a survey sent out at the end of this term from your school to gather important feedback so that changes can be acknowledged and reviewed as part of the school improvement process in each diocese. We encourage as many parents as possible to complete these surveys to make sure your perspective is considered. 

We will be sharing further information with your school parent representative in how you can share your feedback soon. If your school is yet to nominate a parent representative, provide the link below to your school principal to nominate a suitable parent for the role. Further inquiries can be requested from CSPV via email at admin@cspv.catholic.edu.au.

You may be wondering how your child's learning will be assessed and reported for semester 1.

Reporting of F–10 student achievement and progress
The CECV has worked with the other sectors in Victoria to develop a consistent approach to the reporting of student achievement and progress. It has been agreed that semester 1 reports are still required during remote and flexible learning, and schools will:

• provide a written report in an accessible form (print or digital) and easy for parents/carers to understand for Semester 1, 2020
• provide an opportunity for parents/carers and students to discuss the report with teachers
• include commentary on student achievement and, where possible, progress.

Recognising that schools have adopted revised teaching and learning plans for Term 2, schools are required to provide:

• a description of the areas of the Victorian Curriculum F–10 taught
• a succinct descriptive assessment of student learning achievement, based on the Achievement Standards in the Victorian Curriculum F–10
• a comment on how the student has adjusted to the remote and flexible learning environment, with reference to the ‘Personal and Social Capability’ curriculum.

Once you receive your child's report you are encouraged to attend parent-teacher conferences to discuss their progress over the semester and how you can work together to continue to support your child's learning at home. Let's continue the partnership and support for your child to improve student learning!

Australian Curriclum and Assessment Authority (ACARA) Update - NAPLAN

As you will no doubt be aware NAPLAN was cancelled this year. While many students and perhaps families were happy to hear this news, it does have some implications on monitoring progress of student learning from year 3 across to year 9 if there is one year missing in the equation.

Should you wish your child to undertake NAPLAN this year, you are encouraged, with the support of ACARA, to engage with your school to work together with your child's teacher to have your child sit the test. Manual tests are available for download from the ACARA website if you feel you would like to have your child complete the test to ascertain their learning progress.

Further news about NAPLAN will be provided as further discussions are held next month by the Education Council, including all Education Ministers across Australia.

CSPV Executive Officer, Rachel Saliba attended the ACARA meeting last week on behalf of parents across Australia, more specifically on behalf of Catholic School Parents Australia. CSPV are member representatives on the national council along with Catholic parent councils from each State and Territory.

The meeting provided an opportunity to share feedback on the new Myschool website and the cancellation of NAPLAN, as well as learn more about the plans for a review of the Australian curriculum. The meeting included representatives from across all sectors of primary and secondary Principals Associations as well as parent organisations and is an example of ACARA's leadership in consulting and collaborating with all key stakeholders in education in seeking the perspective of Principals and parents.

Coming soon!

ACARA is embarking on a project to redesign their website portfolio, aiming to optimise end user experience of their websites and enhance access to information on ACARA’s work.

The website portfolio includes the Australian Curriculum website, the National Assessment Program (NAP) website, the My School website and the ACARA website, with a combined audience of over five million visitors a year.

Keep an eye out for a survey that will be available soon on our CSPV website and Facebook page. Completing the survey will give you an opportunity to share your insights on usability and improvement of the ACARA websites, to ensure they are relevant and simple to use. 

On 22 May, the Minister for Education, the Hon James Merlino announced the revised dates for the 2020 VCE examinations and the General Achievement Test (GAT):

• The GAT will be held on Wednesday 9 September 2020
• VCE written exams will begin in the week commencing 9 November and be completed by 2 December 2020.

The revised dates will provide sufficient time for teachers and students to complete adjusted VCE Unit 4 learning and school-based assessments and prepare adequately for the exams. They also allow for VCE and VCAL students to get their final results and ATARs before the end of 2020.

Further information about examination dates can be found on the VCAA 2020 VCE Examination timetable page.

VCE and VCAL students have shown great initiative, energy and resilience in meeting the challenges that the pandemic has presented.

The VCAA receives many enquiries from VCE and VCAL students. If you have questions you can contact the VCAA on 1800 134 197 or vcaa@edumail.vic.gov.au

(Resource: VCAA website - https://www.vcaa.vic.edu.au/news-and-events/latest-news/Pages/Index.aspx Accessed 29/5/2020)

Australian Catholic University launches year 11 results-based entry program

Year 12 students from Australian secondary schools will now be able to gain entry to Australian Catholic University (ACU) based on their Year 11 results. 

Launching in August for 2021 applications, the ACU Guarantee program will see offers made as early as September, and even earlier next year. 

Offers will be made on Year 11 results, although students must still complete their Year 12 exams to qualify for early entry. 

Applicants can also choose to apply for additional adjustment factors by submitting a statement outlining personal circumstances and motivation for university study. 

Are you following us online?

Has your school registered a parent representative?

CSPV is the peak Catholic school parent council representing parents of children in Catholic schools across Victoria. There are several opportunities available for parents to connect with CSPV. 

We recently sent letters to every Principal across Victoria to invite them to nominate a parent representative to be a liaison with CSPV so we can provide parents with further opportunity to share their voice and perspective on important issues in education.

Please ask your Principal if they received this invitation and if they have any questions about the role to contact our admin officer Julia - admin@cspv.catholic.edu.au.

One parent representative will be the contact person to represent parents in your school, working alongside the Principal to share information and act as a liaison with CSPV on matters pertinent in education. The parent nominee will not be required to attend CSPV meetings but may be invited to attend in future as a guest.

To nominate a parent representative, please complete the CSPV Parent Contact Nomination Form. 

For more information, please contact Julia McCarthy, CSPV Administration and Marketing Officer, at admin@cspv.catholic.edu.au.

CSPV also have many opportunities to contribute to education forums, focus groups and other committees. We currently have several parents as co-opted members sitting on committees to contribute parent voice to a particular discussion taking place about education. Should you be interested in nominating for a co-opted role, please let our admin officer Julia know - admin@cspv.catholic.edu.au.

The terms of reference or definition of a co-opted member can be found on our website at:http://cspv.catholic.edu.au/join-us/

CSPV are currently seeking member delegates to join our team from the following diocese and regions:

Archdiocese of Melbourne Northern region: 1 member delegate

Archdiocese of Melbourne Eastern region: 1 member delegate

Diocese of Sale: 2 member delegates

Diocese of Ballarat: 1 member delegate

Diocese of Sandhurst: 2 member delegates

To learn more about the work of CSPV, visit our website by clicking the link below and download our strategic plan and advocacy plan.