Hi, PPN Family. I am writing this as we have finished the Learning Expo at our school. It was lovely to see so many families come and join in on the learning of our students today. Thank you to those who were able to make it (if you didn't make it, be sure to watch our highlight video of the event next week).

It warms my heart each time I see parents, grandparents, family members and friends sharing in the learning experiences of our kids. That thought is a great lead into what I would like to share with you today. In a few short weeks from now, our Mid-Year Reports will be out, and the topic of learning and how your children are going will no doubt be a part of the family conversation. Results, grades, numbers and letters all seem to take on increased significance at times like this. However, at the risk of sounding like a hypocritical educator, I would like for us to consider what significance we allow grades to take, and how we talk about these things with our children.

For almost 20 years, I spent time with Year 12 students as they put in university and TAFE preferences, prepared for exams and waited on ATARs. These times could often be a roller coaster for students (my own kids included). As I experienced this over time, I came to have a conversation with the students about what sort of importance we attach to the grades or ranks or results of our schooling. Whether consciously or unconsciously, we (as in our families and society) create pressure on our students around academic results. Please don’t misunderstand me, I am all for academic excellence and rigour, however, when our children think we link their value to academic or sporting or social achievement, I think we are doing them a disservice.

Our kids’ value is inherent in who they are and the understanding that the God of the universe made and sustains them and loves them and so do we. It is my opinion, that this gives them a resilience and understanding that the results they receive are not who they truly are and that there will be things that come their way in life that might challenge them, but they are more than those things.

I read this article that provides some really practical tips for us as parents and educators that we can use as we help our kids be their best selves. I hope you enjoy it.

“Grades do not define our worth I remember the first time I felt like my pre-schooler was falling behind. I had just met another 3-year-old who could read. Actually read, not just remembering the words to a favourite story like my pre-schooler did. In fact, my kid was only just mastering the alphabet song! Should I have been spending more time with phonics flashcards? Maybe we needed to start doing worksheets? Was I doing something wrong?

Yes!

But I didn’t need to pull out the flashcards. What I was doing wrong was focusing on observable outcomes. We want to see growth in the way our kids can count and read because those are the things we can easily measure. But the real work of pre-school and even primary school is much more important than A B C and 1 2 3. It’s the work of teaching our kids social skills, the not easily measured attributes of being able to wait for a turn, process uncomfortable feelings, and problem solve.

Obviously, we do want our children to learn their A B Cs and 1 2 3s too. But we don’t need to rely on tests and homework to measure their learning. We should be able to see it in the way they talk about the problem at hand, the way they apply knowledge to new situations, and in the way they creatively build on what they know.

We also don’t need to compare them to their peers to see how they measure up. Childhood is a period of rapid growth and learning. But learning isn’t linear, and it isn’t consistent across every child. One child may be thriving academically – able to spell words even adults struggle with like ‘definitely’ and ‘facetious’… but they can’t do the monkey bars yet. Another child may be a competitive gymnast… but hasn’t learnt all their times tables yet. And yet another child may be a maths whizz…but still needs to work on making eye contact with people while they’re talking.

But just as we need to remember not to compare our kid to their peers, we also need to teach our kids not to compare themselves to their peers. This is important for students who are struggling, but just as important for those who seem to be at the top of the class. Here’s how you can teach them, by teaching yourself first:

Step 1. Remind yourself that grades aren’t everything

You probably grew up believing that your life prospects depended on the outcome of each test and exam you did. But look around you. Can you pick the ATAR score of your co-worker? Which of the parents in the school pick-up line was the best speller in grade 1? Which of the people at your church or gym or pottery class failed their Geography exam in high school? Can’t tell? Of course not! Our grades are part of our story. But they do NOT define our story.

Step 2. Remind yourself that grades are much less important than social skills

We can teach a computer to do just about anything these days… except have feelings. In an increasingly digitised and technological world, if you want your child to have skills that truly set them apart, focus on helping them grow their emotional IQ. Empathy, creative thinking, grit…these are all things that are much more important than being able to spell flawlessly.

Step 3. Remind yourself that “comparison is the thief of joy”

Every child is on their own learning journey. Some kids may seem to be in the fast lane. Others may seem to be in the slow lane. But instead of comparing your child to another, compare them to where they were a year ago. Reflect on what they have learnt to do. Think about what they could work on further.

Step 4. Cultivate a growth mindset

If your child comes to you saying “I can’t do fractions”… or “I’m no good at colouring in the lines”… or “I don’t understand phonics”… just add the word “yet”.

“I can’t do fractions…yet” reminds them that while they can’t do it now, they can learn them one day.

“I’m no good at colouring in the lines…yet” encourages them that with practice, they can get better.

“I don’t understand phonics… yet” reassures them that they might understand it tomorrow.

Being able to accomplish great things doesn’t depend on high test scores. It doesn’t depend on being better than others. It just depends on an inner conviction that greatness can be accomplished. Believe in your child.” (Delahoy, 2023)

Have a great week with our kids,

Mark B

Hey PPN Family!

The results are finally in!

In the aftermath of our impactful Week of Worship, I am delighted to share with you the resounding response from our students. The outpouring of enthusiasm and commitment has been nothing short of inspiring.

Throughout the Week of Worship, we distributed decision cards to our students, allowing them to reflect upon and express their spiritual intentions. The level of engagement and sincerity displayed by our students surpassed our expectations, affirming the spiritual growth occurring within our Adventist community.

The results were remarkable, with a significant number of students expressing a deep interest in taking the next steps on their faith journey. Many of them have indicated a strong desire for baptism, A symbol of commitment to a life in Christ. Additionally, a considerable number have expressed a keen interest in participating in Bible studies, demonstrating their hunger for a deeper understanding of Scripture. It is truly encouraging to witness our young minds actively contemplating the importance of these spiritual practices.

The accompanying pie chart provides a visual representation of the students' responses, depicting the various avenues they are considering to nurture their faith. This diversity of spiritual paths within our Seventh-day Adventist school community is a testament to the individual and personal nature of each student's relationship with God. I am particularly heartened by the significant number of students who are now contemplating baptism and engaging in Bible studies as integral components of their spiritual growth.

We are blessed to be part of this pivotal phase in our students' spiritual journeys. The Week of Worship has not only inspired our students but has also reinforced our belief in the power of Seventh-day Adventist education. Let us continue to support and guide our students as they embark on this transformative path, cherishing each step they take towards a more profound understanding of their faith.

As we move forward, let us hold these experiences close to our hearts, drawing inspiration and motivation from them. I encourage each of you to engage in conversations with these young seekers of truth, providing them with the guidance and encouragement they need to flourish.

Thank you for your unwavering support and commitment to our community. Together, let us foster an environment of introspection and spiritual growth, ensuring our school remains a nurturing sanctuary for young minds.

The beauty of boundaries

Setting boundaries with your child is extremely important. Healthy boundaries teach children self-discipline, safety and coping skills. Boundaries also teach children rules about what is acceptable behaviour.

What’s acceptable?

Before you can teach your child about boundaries, you need to know what’s acceptable for you and your family. Every family has different values, so knowing what yours are will help you to set rules and limits that work within your family dynamic.

Why are boundaries important for children?

Children need to know what you expect. This helps them to know what is appropriate behaviour and helps to set a tone for a child’s emotional development. Other benefits of healthy boundaries include:

· Helping the child feel safe and secure

· Disrupting a child’s natural entitlement tendencies

· Encourage the child to learn healthy limits

· Supporting the child get ready for the real world

· Helping the child to learn healthy socialising

How to establish healthy boundaries in children

We all accept the lifelong benefits offered by healthy boundaries, but the challenge is often in the how. Establishing healthy boundaries can, at times, be challenging, but there are some easy ways to start the process, including:

· Setting rules, limits and routines:

These help children to know what you expect of them, especially when it comes to mealtimes, bedtime, homework etc. Routines are especially powerful in helping kids to feel secure.

· Be clear:

Don’t use vague language. This creates confusion and makes it harder, especially for younger children to know what you expect of them.

· Be consistent:

Doing one thing one day, and something else on another day, like letting them go to bed without brushing their teeth, when normally they have to brush their teeth leads to confusion. Mixed messages also send a message to your child that it’s ok to test your boundaries. Being consistent with consequences is especially important in helping children to know what to expect when rules and limits aren’t respected.

· Be firm, but not cold:

A warm tone goes a long way. Yelling only triggers the fight or flight response, and should only be used in emergencies. Getting angry also models unhealthy behaviour for your child.

· Acknowledge and praise their efforts:

When your children do the right thing, you should acknowledge it. This encourages and provides a further incentive to keep up the desirable behaviour.

Source: growingearlyminds.org.au

Want to know more?

Join our PPN Parent’s Wellbeing Group next Wednesday. See below for more details.

Lowers Sports Day

Pupil Free Day

Animal Dress Up Day

Last Day For Term 2

As highlighted previously, Term 2 is a nine week Term for students. Week 10 of this term will be pupil free as our teachers complete a range of professional development activities. The team at Prescot myOSCH are available throughout the week if you require care for your child (see calendar of activities at the bottom of this week's newsletter).

Do's & Don't of Dropping Your Kids to School

Daily Health Check

Did You Know Some Notable Dates!

• 75 Years – Birth of Jennifer Rowe (Emily Rodda) (2 April 1948)
• 5 - times winner of the CBCA Book of the Year Awards, Jennifer Rowe is best Known for the Deltora Quest, Rowan of Rin and Key to Rondo series written under her penname Emily Rodda.
• 75 Years – Birth of Margaret Wild (24 April 1948)
• This Australian author of over 70 picture books received the Nan Chauncy Award (2008) and the Lady Cutler Award (2011) for her contributions to Australian Children’s literature.

Commemorative Days For This last Month

• 26 May - National Sorry Day.

Prime Minister Kevin Rudd formally apologised to Australian First Nations peoples for the separation of children from their families.

• 27 May – 3 June - National Reconciliation Week

Book of the Week:  

Shortlisted for the 2023 CBCA awards.

Snap!

Author/ Illustrator: Anna Walker

Tap, tap, tap…

Frog thinks there’s no one else in the forest, but you never know what’s just around the corner…

Celebrated creator Anna Walker invites us to hear with our eyes as we do follow the Frog on a rollicking escapade in this pitch – perfect pre – school soundscape.

A very cheeky little frog explores the forest and encounters all kinds of creatures, from the little fish in the water to the big crocodile looming on the bank. When the rain comes, the frogs all splish and splash in the puddles before curling up for a very well- deserved rest.

The illustrations are bright and textural, giving the lush feeling of wandering through the forest. A lively and highly enjoyable read.