Thank you all so much for the fantastic way that you have supported the College in the most recent phase of the Covid-19 pandemic.  We have averaged about 50% student attendance this week, and I have to admit that it is really wonderful to see the College slowly filling.  I have always felt that empty schools are a bit eerie.  It will be lovely to return to normal.

The review point for the return of the remainder of school cohorts is this Friday, 15 May.  With Queensland currently very successful in the attempt to stop the spread of the virus, the probability is that all year groups will return on Monday, 25 May.  Whilst this is a real cause for celebration, we must also be conscious that whilst schools are returning, many of the restrictions outside of the school setting will remain.

For example, we will likely be required to maintain current arrangements for drop off and pick up, which have brought some pressures in the Junior college.  Assemblies and Masses will most likely be held in term 3 at the very earliest, and realistically could be later.  You will have seen that we have been compelled to cancel the 2020 College Musical.  We will limit all unnecessary adult access to the site until this is fully permitted via the Chief Health Officer's guidelines.  I am really conscious that some of these restrictions cause real frustration for members of the community and I am very sorry for that.  For the mid term future though, please support us in securing the complete safety of the College site and wider community.

I am increasingly conscious that the current and predicted economic challenges have not been fully felt in Highfields and surrounds.  The words of the Federal Treasurer this week (when he wasn't coughing) have to be heard loudly - our country, at all levels, has to prepare for the financial ripples that this pandemic will bring.  The College has been able to support several families who were employed in hospitality, are small business owners or similar through fee concessions that were applied very early in the pandemic.  The impact is now being felt at a secondary level in other industries.  Please, if you find yourself impacted upon by the current pandemic and you are struggling to pay school fees, make contact with Kirsty Gillett at the College in the first instance.  

It is NOT all doom and gloom though!  How wonderful it was to talk to year 11 and 12 students this week and get a really strong gauge on how they had maintained their learning during their absence from the College.  Similarly, the presence of our youngest students in Prep and Year 1 gives us a real energy and focus.  Education is about educating, and it is great to have that buzz on the site again.

Thank you as ever for supporting our work at the College.

Chris Gabbett
College Principal
chris.gabbett@twb.catholic.edu.au

Greetings community and friends,

As College Captains we would like to welcome you back to the restart of the 2020 school year! We would like to thank everyone for being respectful during these times and in following the recommended advice and social isolating. We would like to thank the students for their wonderful participation in all the classes and activities given to you by your teachers, and especially thank the teachers, parents and the school for helping us all reach our full potential during this time. We are both very excited to see everyone back at school shortly and hope we can continue transforming 2020 into an amazing year!

Have a wonderful week,

Caitlin Lang & Connor McKerrow

Term 2 College Fees went out this week.  You would have noticed there was no due date.  This was intentional.  Normally these would be due in a fortnight, however given the unusual circumstances we are all in at the moment, we are happy to work with each individual family's financial needs.  If fees can be paid by the end of Term 2, we would be very appreciative.  However if you are experiencing financial difficulty, please contact me on kirsty.gillett@twb.catholic.edu.au, so the College can assist you.

We have a number of good quality second hand uniforms available at the office to give to families in need.  Keep an eye out for the list of sizes, and availability as we would love to give these out to families who will benefit the most.

Kirsty Gillett

Business Manager
kirsty.gillett@twb.catholic.edu.au

Please refer to the attached as a reminder that online applications are now open for the Non State Schools Transport Assistance Scheme for parents who are eligible for the Student Travel Rebate. This relates to Semester 1 travel and applications close 31 May 2020.

One of the shows we enjoy watching as a family is Lego Masters. I am amazed at what these contestants can create. Their ability to imagine and create is truly outstanding. To get to that level, I am sure, like most of us, they would have started with a 20-piece lego set to create a car. With constant practice, these contestants have moved from creating a small item to building massive cities and spaceships.

As I watched the show, I saw the contestants problem solve, communicate, collaborate and critique their own ideas. Their frustrations were evident, yet their joy and excitement after the build, was worth all the pain.

This is what learning is all about. We all start with a set of building blocks. What we do with them, is up to us. 21st Century learning is about developing the ability to think of solutions to present problems, to communicate effectively, to collaborate with others and always looking to improve.

The present online learning situation has been a challenge. What impressed me the most is the ability of some students to demonstrate these 21st Century learning skills. Some of these students I have acknowledged in our online Assembly. Some of our students who were so overwhelmed in Week 1 are thriving in their learning in Week 4.

I encourage you all to look at the building blocks you have in your hands. Use them and develop them so you can carve out your own masterpiece.

Kris Naiker
Assistant Principal Teaching & Learning: Senior
kris.naiker@twb.catholic.edu.au

In Term 2, 2020, we are required to complete the National Consistent Collection of Data (NCCD). The Nationally Consistent Collection of Data on School Students with Disability (NCCD) takes place every year.

The NCCD is a collection that counts:

• The number of school students receiving an adjustment or ‘help’ due to disability.
• The level of adjustment they are receiving to access education on the same basis as other students.

All schools in Australia must collect information about students with disability.

The NCCD:

• Ensures that the information collected is transparent, consistent and reliable.
• Provides better information that improves understanding of students with disability.
• Allows parents, guardians, carers, teachers, principals, education authorities and government to better support students with disability.

• Students with an existing verification under the Education Adjustment Program.
• Students with learning difficulties (such as dyslexia, ADHD).
• Students with chronic health conditions (such as epilepsy or diabetes).
• Students receiving support from welfare team on an ongoing basis.

Natalie Adler
Assistant Principal Teaching & Learning: Junior
natalie.adler@twb.catholic.edu.au

I began my first teaching job as an innocent and wide-eyed young man in 2009 at Ramsey Grammar School on the Isle of Man. Those of you with an interest in motorsport will instantly make the connection between the Isle of Man and the TT. The TT or Tourist Trophy is a week long event of motorcycle races which stops the Island in its tracks (no pun intended). The population of the Island is quite sparse, which prepared me well for social isolation, but doubles its 70,000 citizens during TT week. The Isle of Man is also famous for it's Manx cats - their cats don't have tails - and some strange superstitions. You must wave to the fairies when you cross the fairy bridge and you must not, regardless of any circumstances, say the word 'rat'. The more liberal Manx person might spell the dreaded word, R-A-T but the conservative folk referred to the creature as the 'longtail'. The origins of this are unknown but many believe it originated with fisherman and their hatred of the creature. 

For me, the Island is most famous for its English Department at Ramsey Grammar School where I worked for 2 years before travelling to Australia. I was surround by four exceptionally experienced and gifted teachers, each with their own personal philosophy, to whom I owe a lot. It is here where, Susanna Starkey, first introduced me to Ernest Hemmingway's six word stories. The legend goes that Hemmingway, a pioneer of 20th century American literature, was challenged to write a story in six words. Hemmingway wrote:

For Sale: baby shoes, never worn.

Hemmingway won the challenge by claiming his story had a beginning, a middle and an end. I set our College community the difficult challenge of writing their own six word story, as part of their History in Making journal, to provide a snapshot of what their life is like or how it's been impacted by social distancing and living in isolation. A couple of common trends appeared in the entries. Lachlan Mayes, Riley Smithard, both in Year 9, and Andrew Brazier in Year 7, longed for a return to normal schooling:

• Remote learning: It’s boring. No fun.
• Online learning: Very different. Normal school.
• Home-school. Endless work. Real school's better.

Boys, we've taken note of this!

Cassie Lawson, Year 10 and Jaymee Suliman, Year 11 craved the outside world and human interaction:

•  I'm inside. Pretty repetitive. Having withdrawals.
• An extrovert's nightmare: can't function properly.

Remi O'Donoghue, Year 7, Hannah Rosenthal, Year 9 and Caitlin Lang, Year 12 highlighted hopeful messages for the present and future:

• Everlasting days: Nothing to do. Dream
• New days: Shops opening. Elicit hope.
• Seeing my grandparents next weekend. Finally!

These are just a selection of the six word stories that I have received to date but I'd love all students to have a go and submit their story to me. All senior students received an email with a link to submit their story. Alternatively, just send me an email. Communicating a message in six words is difficult but a very worthwhile exercise.

My suggested reading this week is Hemmingway's The Old Man and the Sea. This short and elegant novel, of a man's stoic battle with a giant marlin, can provide us with some solace in our own lives at the moment and perhaps we can use some of our self-isolation as a time of personal reflection. Luckily, as far as I can remember, the old man doesn't encounter any rats so this novel is not banned or censored in the Isle of Man. 

Chris Bracken
Director of English & Literacy
christopher.bracken@twb.catholic.edu.au

We have watched the media show us images from around the world of people suffering and the economy changing. We have seen the very essence of our freedom shrink – and yet we have all moved inward, to the space of our inner thoughts and imagination. A place where maybe in the business of life we have failed to acknowledge. During these times, the Arts in its various forms have become a central form of expression during confinement for those of us who have been at home.

For many of our students, Art has been a way to express their feelings, reflect on the current conditions and is supportive of their personal well being.

Term 2 has been a very different term, society has been different, life has been different and terms such as fear, isolation, and anxiety are often mentioned. While the Year 9 and 10 students in Visual Art are exploring the concept of “Isolation” from a superbly surreal perspective it is still to early to delve into the work. Week 5 is the end of Senior Art students first body of work and warrants some attention in this newsletter. In Year 11 the topic is “Art as Lens” and Gemma Tancred has agreed to share elements of her artists statement about her body of work. There are elements in this body of work that reflect the concepts of isolation but from a very different perspective to the one that we have recently become accustomed to.

Gemma Tancred

In this unit of work ‘Art as Lens’ I have focussed on the characteristics of my reality in both a personal and contemporary context. This has been a personal journey for me and allows me to delve into my experience as a human being from birth to the present. I have a disability which has been remedied with technology. At age 9 I was fitted with a Cochlear implant and this changed my reality.

My work seeks to explore ‘How can art transmit, shape, manipulate and reflect an individual’s reality?’

Prior to the Cochlear implant my lack of hearing caused social isolation, my academic progress was compromised and I experienced bullying. My perception of the world was without one of my senses. Miraculously technology was able to restore elements of my lost sense although in a different manner to which many would immediately understand. In my work I celebrate the Cochlear implant and also reflect upon the previous technologies that I have used and ultimately discarded.

Technology is used primarily as an object and artefact in my series of works. The function of the device is what has allowed me to re-engage with the world and the form of the object is a source of inspiration to create art. These artworks reflect my uniqueness and also illustrate my opportunity to engage with the world. Whilst the device has given me access to hearing, I have no recollection of what my natural voice sounds like, this is a theme explored through my use of materials and found objects. Each element in my work is symbolic of my reality.

I have created both 2- dimensional works and 3 dimensional assemblages I have embraced the work of Impressionist artist Vincent Van Gogh, contemporary artist Neil Harbisson, and local contemporary artist Catherine Parker who I had the opportunity to work with directly at the beginning of the course.

Art is the answer, and provides the opportunity to look backwards and forwards at the same time.

Megan Puhakka, Matt Chivers & Gemma Tancred

“How am I supposed to keep my kids safe online … when I have NO IDEA what they’re doing?”

This is a question most parents are thinking and often ask when concerns about their child's laptop use and online habits are raised.

Who might see this? Could it be misread by others? Am I creating the right image for myself socially and for school and work opportunities?

These are the questions that your child should ask before they post anything online. 

This challenge is currently even bigger, with the bulk of your child's schooling being completed online. There are a number of great resources available to support parents with this challenge. One of these is the eSafety Commissioner website, which has online safety tips for different aged children.

eSafety Commissioner Website

The key message it portrays is to ensure you take an active role in your child's online activities. Explore the different platforms together and set clear rules for your family. Below are some key points taken from the eSafety Commissioner Online Safety Basics:

For teenagers, it is important to

• Keep things open. Have an ‘open door’ policy when devices are used in bedrooms, and check in with them regularly to see what they are viewing.
• Stay engaged. Ask about their online experiences, who they are talking to online and whether they are having any issues.
• Encourage them to think before they post. They should ask questions like: Who might see this? Could it be misread by others? Am I creating the right image for myself socially and for school and work opportunities?
• Be clear about where and when devices can be used — not at mealtimes, for example, or not until after chores or homework are done.
• Agree on a plan that fits into family routines — perhaps more screen time on the weekend when they have less schoolwork.
• As they grow more independent and resilient, good open communication becomes more important than blocking or filtering content — realistically your teenager will become increasingly adept at getting around such parental controls anyway.

Some steps you can encourage your child(ren) to take if they see something bad or inappropriate online are to talk to an adult if they see something that they do not like or understand and encourage them not to answer messages that make them feel uncomfortable.

If you require any support with your child's use of their laptop and online behaviours please contact me so we can work together to support them.

Sean Albion
Assistant Principal Wellbeing: Senior
sean.albion@twb.catholic.edu.au

This week, we welcomed back our Prep and Year One students to onsite learning. It has been wonderful to greet the students each morning in the drop off zone. I have been in admiration of their capacity to be resilient and brave in saying goodbye to families in the morning and being independent in walking to Billabong and their classrooms. The other side of this is of course, the bravery and trust from our families. Trust in our processes and trust in our staff to support your child. Thank you for working with us, trusting us and supporting your child to normalise new routines at school.

Week 4 Positive Learning Behaviours

The positive learning behaviours support students to access their learning and equip them will the skills to become independent learners. I recommend you read the behaviour with your child/ren and talk it through with them. Ask them what this might look like, sound like and feel like in their learning. 

PREP, YEAR 1

Show persistence with learning and with tasks

YEARS 2, 3, YEAR 4, YEAR 5, YEAR 6

Respect the online learning environment

Bridget Rillie
Assistant Principal Wellbeing: Junior
bridget.rillie@twb.catholic.edu.au

As not only Guidance Counsellors of this College, but as parents whose children belong to this community, we are grateful that we have the opportunity to adopt a proactive focus on resilience and wellbeing.

Throughout the year we have had the opportunity to work with many students already, focusing on building wellbeing related skills including mindfulness, acceptance, values and goal setting, resilience and coping skills (to bounce back from stress), as well as teaching skills of self awareness, self regulation, social and relationship management. We have also had lots of fun creating online wellbeing content for students across the College as they engage in online learning. We’ve been able to extend our wellbeing support to parents and staff with podcasts and blogs, which is really rewarding for us because we know the wellbeing of the adults in a child’s life is absolutely crucial to their mental health and wellbeing.

This proactive approach is especially important given all that is going on in the world at the moment! To support returning students in Week 4 we have made ourselves available for additional wellbeing support for students across the College, including the morning drop off. We’ve also been able to attend each of the Prep and Year 1 classes to connect with students, discuss feelings, and practice some mindfulness, gratitude and skills for coping. Similarly, we have worked with the returning Year 11 and 12 students, reflecting on what they are grateful for and what they would like to KEEP, STOP, and START doing in order to achieve values-directed goals.

Of course, not every child will have experienced the COVID-19 pandemic as an adverse experience, in fact for some this has been an opportunity to practice and expand upon already learned healthy coping skills. However, there are many other children and young people who may need more help at this time. As mental health professionals, we know there is a need to prepare for the mental health effects of the complex stressors that have been directly and indirectly caused by the coronavirus pandemic.

It can be challenging sometimes to put ourselves in a child’s shoes. As adults, our brains simply aren’t wired the same way anymore. But if we were to try, for even just a moment, to imagine seeing things from our children’s perspective, we might see just how overwhelming, confusing and even impossible it may be to grasp what coronavirus is all about. Just one aspect of this confusing impact has been the disruption to opportunities for socialisation and play – which extends to younger children as well as adolescents whose interactions with their peers are a key part of their healthy development. There are many other impacts on children caused from the complex coronavirus situation too. For example, observing the adults in their lives facing unique challenges and unpredictable stressors. For some, the demands of online learning and social restrictions may have exceeded the resources they had available to cope. Coronavirus really has, for some children and young people, disrupted their sense of safety, predictability, and normality. This disruption even extends to students who perhaps have enjoyed doing life a little differently these past weeks.

The effects of all of this may be seen in children and young people’s emotions, thoughts, and behaviour. Sometimes the effects of stress aren’t seen straight away, and of course for some there may be no impact at all. But it really is important we take a proactive approach to our children and young people’s mental health and wellbeing at this time, and that includes keeping an eye out for possible support needs. Some students may experience anxiety and worries about leaving home and separating from their parents. Some students may experience physiological symptoms, perhaps being hypervigilant, irritable and on edge. Some students may experience an emotional toll, with less ability to regulate their emotions. Others may lack motivation and drive.

What can we all do to collectively support children in our community in a proactive way?

• Structure and predictability 
• Consistency and familiarity
• Positivity, optimism and a future focus
• Community connection

These aspects offer critical fuel for our children and young people’s resilience and wellbeing through this time, which are regulating to the nervous system and help to buffer the negative impact of stress.

So, try to maintain regular schedules and routine for children as much as possible. Pay attention to and ask about their thoughts and feelings – being sure to validate their experience, offer them space to open up about their thoughts and feelings, and help them make sense of these. Once they feel heard and validated, we can them support them to cultivate a more positive outlook and to reframe their experiences as opportunities for growth and learning.

These aspects apply to us as adults, too. It really couldn’t be a more important time for us to focus on maintaining our own mental health and wellbeing and to reach out – ask and accept help when you need it.

Take care of yourself and stay connected!

It is okay to not be okay, and it is absolutely okay to ask for help.

Jasmin & Khara
College Counsellors

Happy Mother's Day to all our mothers and mother figures in our lives.  I hope that you were able to connect in some way on Sunday.  Thank you to all families and staff who contributed with photos for our liturgy - they were just beautiful.  We are blessed to have such wonderful people who know us so well and can connect to us.  

Laudato Si

Next week, it is the 5th Anniversary of the encyclical "Laudato Si" written by Pope Francis.  During this time of separation, Pope Francis is asking us to 'participate in a global campaign to care for our common home ... let's take care of creation, a gift from our good Creator God' and 'grow through this present crisis'.  So here is the challenge - Find a way as a family to do this!  It could simply be taking a walk in your neighbourhood or local park even a walking meditation; it could be picking up rubbish in your street (using gloves of course); it could be planting a tree or some small bushes or other plants in your garden.  Whatever you choose to do remember to say a prayer as you go - 'thanking God for this wonderful planet, earth, that we live on'.  Pope Francis is also asking for people across the globe to connect on Sunday, 24th May, at noon, to say a common prayer.  You will find the link to the prayer  and other information here (https://laudatosiweek.org/)  The weekly prayer journals for students next week will also link to this theme to help with their spiritually reflection.

Sr Irene McCormack, rsj

"You know, for the first time in my whole life I’ve been able to believe God really loves me."  These were the words from Sr Irene when she arrived in Chincha, Peru, to attend a retreat.  To cut a long story short, she had missed the first bus for the retreat, so travelled alone on the next one.  Upon arriving in Chincha, there was no one to meet her, so had to find her way to the convent alone.  Upon arrival at the convent was told to find a room upstairs by herself.  As she walked along a long hallway, upstairs, each room was occupied until the very end one.  When sitting on the bed in that room there was a poster on the wall opposite her, with these words on it - "I, Yahweh, have been with you since the beginning and I will be with you to the end.”  So she hadn't been alone at all.   Three weeks later, on 21st May, 1991, she was executed with four other men by members of Sendero Luminoso, a Maoist rebel guerrilla organisation.   I wonder during this Covid 19 crisis, how many people feel that God is with them?  How can you connect with God in your every day living?  Next Thursday, 21st May, we will remember Sr Irene for her courage to connect with very poor people in Peru as part of her missionary work and that she trusted God in her call to the Josephite order and the people of Peru.  We also remember, in the words of that poster "I, Yahweh, have been with you since the beginning and I will be with you to the end."

Prayer Resources Feedback

As part of staying connected, we have provided various resources for families and students to access through our Online Learning website plus other platforms.  These resources have included virtual liturgies, daily prayer, Term 2 Prayer calendar, monthly prayer mats with simple daily activities and weekly prayer journalling ideas.  We have received feedback about these resources at various times and I thank you for doing that.  Here are some of the comments that have been shared with us:

"Thank you so much for the prayer mats as they have allowed our family to do something everyday"

"I think that prayer journalling is a great way to relieve stress and spend time thinking about my faith.  I definitely would be open to doing more of this at school."

What has been good is "the kids preparing the space together"

"The journalling focuses her and she loved adding it to her prayer space every week."

Mostly people have reported that they have enjoyed the ideas when they have accessed the resources.  This is a way for the school to stay connected with you and to provide an opportunity for you as a family to connect on a spiritual level with each other and God.

In closing, this week, is the anniversary of the first rule being written for the Sisters of St Joseph - 'Live poorly, owning nothing in their own right' - reminds us that life is meant to be lived simply!

In God's strength and courage,

Paula O'Rourke
Assistant Principal: Religious Education
paula.orourke@twb.catholic.edu.au

Gratitude Challenge

Gratitude is not an easy concept for students to understand. Last week, when I was creating the prayer journaling templates, I came across an article about gratitude, published by Harvard Health. In positive psychology research, gratitude is strongly and consistently associated with greater happiness. Gratitude helps people feel more positive emotions, appreciate good experiences, improve their health, deal with adversity, and build strong relationships. The article referred to a study in which participants were asked to write a few sentences each week, focusing on particular topics.

One group wrote about things or events they were grateful for that had occurred during the week. A second group wrote about daily irritations that had displeased them, and the third wrote about events that had affected them. After 10 weeks, those who wrote about gratitude were more optimistic and felt better about their lives. The bottom line: gratitude encourages people to appreciate what they have, instead of always reaching for something new. It helps us to focus on what we have instead of what we lack.

This week's prayer journaling and reflection activities have encouraged students across Prep to Year 12 to reflect upon this theme of gratitude. The challenge was for students to upload an image of something or someone for which or whom they are grateful. Students were also prompted to write a list of objects or people they are grateful for and to perform a random act of kindness for another person. The most important part of gratitude is being thankful without expecting anything in return. I look forward to sharing some more students' images of gratitude in the next newsletter. 

The article published by Harvard Health also offered some further advice - ways to cultivate a culture of gratitude. Here's what they suggested:

Write a thank you note: You can make yourself happier and nurture your relationship with another person by writing a thank-you letter expressing your enjoyment and appreciation of that person's impact on your life.

Keep a gratitude journal: Make it a habit to write down or share with a loved one thoughts about the gifts you've received each day.

Count your blessings: Pick a time every week to sit down and write about your blessings — reflecting on what went right or what you are grateful for.

Pray: Use prayer cultivate gratitude. Thank God.

Meditate: Mindfulness meditation involves focusing on the present moment without judgement. Although people often focus on a word or phrase (such as "peace"), it is also possible to focus on what you're grateful for (the warmth of the sun, a pleasant sound, etc.).

Encourage generosity: Model giving to those in need. Donating toys, clothes or cooking a meal for a family who is struggling are great ways of modelling generosity and cultivating an attitude of gratitude.

Baking Biscuits for Rosies

On this note of generosity, thank you to the students and staff who have taken the time to bake biscuits for Rosies - Friends on the Street. Outreach during a pandemic is not without its challenges! Currently, Rosies are unfortunately unable to run their regular food van services at the parks around Toowoomba. Alternatively, a temporary service is being run in town and Rosies have called for biscuit contributions for those who are in need. Students from the AMMA Group, Year 11 Study of Religion class, Food Tech. students and staff of the College have donned their aprons this week and baked a variety of biscuits to assist Rosies with their outreach. 

Being Grateful for Technology

Undoubtedly, programs such as Teams and Zoom have kept teachers and students connected for the past month. Last week, three members of the Youth Ministry Collegiate - Connor McKerrow, Daniel Verches and Isaac Williams - connected via a Teams meeting with peers from St. Saviour's College and St. Joseph's College to discuss mission matters. This was an opportunity for students to reconnect and to consider how they can still reach out to the community despite current restrictions. Some innovative ideas were shared and I look forward to continuing to work with the Youth Ministry Collegiate to develop social justice and mission at MMCC.

Leisa Radley
Director of Formation
leisa.radley@twb.catholic.edu.au

Choir meetings

These meetings will cease. With the return of the Prep and Year One students and the need for me to be on class at other times there is no longer the time for them.

I will continue to put music and practice tracks in the file section of each choir team and am happy to respond to any messages that are sent through teams or to my email address.

Music Lessons for Year 2 and Year 3 Students

These lessons are available in the file tab of the music channel in your child’s year level team. I am attempting to have them ready for viewing by Tuesday afternoon.

Year One Music

This term we have been listening to “The Children’s Symphony”. It has two melodies that the children recognise (The Farmer in the Dell and Jingle Bells). We have been counting how many times we hear these melodies in the piece and moving in time with the music. They remembered really well the rhythms that have one sound and two sounds on a beat. It was wonderful to have a class in front of me to teach. Thank you to the parents for the work you have done with remote learning this term.

“My child wants to quit music Lessons.” 3. Make practicing less of a burden

Around 70% of 5-14 year olds who play an instrument or sing spend two hours or less per week on the activity. However, most children will not always want to practice and many will not know how.

Some children feel they are letting their parents down by not practicing. This can make learning music miserable. Parents can help by:

• creating a household routine that makes time and space for practice and asking, “Have you found time to play your instrument today?”
• being present with younger children during practice and asking older children how practice is progressing
• understanding how the teacher wants their child to practice. Whether via a practice diary or through communication during the weekly lesson, knowing the purpose of practice helps target the encouragement parents can provide
• being realistic about how long their child can practice. Different teachers will have different approaches to how long their students should practice, but regular practice sessions are better than a longer session the night before a lesson
• being flexible. If a child is exhausted or there has been a disruption to their routine, give them permission to take a night off
• encouraging their child to simply begin a session, however short – rather than fixating on completing 20, 30 or 40 minutes of practice – will help establish a routine
• celebrating small victories. Learning an instrument can be hard and children will sometimes feel they haven’t accomplished a great deal. Praising incremental improvements can help motivate your child.

Susie Fredline
Music Teacher
susan.fredline@twb.catholic.edu.au

A fun OSHC activity to do at home in self-isolation: Puffy Paint.  

As many of us are self-isolating at home during the pandemic, it can be stressful trying to think of new and fun activities to do with your children. Camp Australia’s OSHC programs are full of fun scientific experiments that are engaging and educational. Here’s one you can try at home with items that are usually kept in the pantry.

DIY Puffy Paint

You will need:

• 1 TBSP Self-Raising Flour
• 2 Drops of Food Colouring
• 1 TBSP Salt
• Water
• Paper Plates

Instructions:

1. Combine the flour and salt in a small bowl.
2. Add a bit of water and stir until it becomes a smooth, thin paste.
3. Add your food colouring (your choice what colour!) and mix well.
4. Use the paste to decorate a paper plate
5. Microwave your masterpiece for 30 seconds and watch it puff up!
6. Remember to let it cool down before touching. 

Our OSHC service is open and operating for those that need our care, and will provide your children with fun activities, like the one above, and engaging programs that have an increased focus on hygiene and social distancing.

For families who require care, childcare will be provided free of charge until 30th June as per the Federal Government's announcement on the 2nd April. Whilst care is free, we still need to know if you are coming. We ask that you get your bookings in as soon as you can.

It’s FREE to Register. (and if you want to use OSHC, you first need to register) Register at pp.campaustralia.com.au/account/login. Once registered, it’s easy to make and manage your bookings online via our Parent Portal. 

Visit our blog for helpful information and fun activities.
New articles are added each week for parents and cover various topics to help families. This month we are focusing on all things COVID-19. We talk about how to adjust to the changes you’ve made in your household, including fun activity ideas to entertain your child at home. Visit the blog here: https://campaustralia.com.au/blog