‘Hilarious-Hair Day’ – $2
Raise awareness of individual grooming habits of a healthy attitude to appearance
SECONDARY July 31, FRI: First Subject Preference Survey DUE Aug 7, FRI: Year 9 First Subject Preference Survey Emailed to all Year 9 Students
PRIMARY AND SECONDARY August 7: 'Trendy-tie Day' August 14: 'Snazzy-sock Day'
The VALUE for Week 4 of Term 3 will be:
Compassion means not only caring for others at all cost, but rejoicing with them in their good fortune and success. True compassion is generous and those who possess it are able to lose gracefully, rejoice in the good fortune of others, in addition to reaching out to those in need.
God is the ultimate example of compassion. The ultimate, all-powerful, one and only supreme Being in the universe took on the form of His created beings and died a horrible death on a cross because He loved them so much and could not bear to see them perish.
Reputation – Live It!
The wisest man that ever lived, according to the Bible, was King Solomon. Apparently, God visited him and asked what he wanted and Solomon gave his answer. But stop for a moment and ponder. Imagine that! If God came to you and asked you what do you want – how would you respond?
For some people this would be like a genie in a bottle with three wishes and they might ask for a long-life happy life, or fame, or wealth, or popularity, or for their enemies to meet an untimely end! But Solomon didn’t ask for any of that – he asked God for wisdom and the ability to discern between good and evil.
Hmmm – it seems like today our world could do with a little bit of discernment. In Isaiah 5:20 it says, “Woe to those who call evil good, and good evil; Who put darkness for light, and light for darkness; Who put bitter for sweet, and sweet for bitter!” Although that was written around 2700 years ago it is uncanny how it describes our world today.
But back to Solomon’s request – because of his response God said “Because you asked for wisdom, I will also give you what you did not ask for: long life, riches, and honour. You’ll be greater than any other king.” Years later Solomon wrote in Proverbs 22:1 – “A good name is to be chosen rather than great riches, loving respect rather than silver and gold.”
It’s a shame that Solomon’s son Rehoboam did not consider his father’s wisdom, but listened to his mates and went chasing wealth through higher taxes. When the people rebelled, he lost most of his kingdom and it split into two separate nations.
What is your name worth? If you had to choose between your reputation or wealth, I would hope you wouldn’t be seduced by money. Reputation is valuable and poor choices can damage it. Sure, there are times when things outside of our control can kill a good name – we call that slander, libel, or defamation, and sometimes you can simply be the victim of other people’s nastiness. There’s not much we can do about the people that talk behind our backs, but I’m focusing on the things where we can make our choices. Honouring our parents, valuing life, being faithful, honest, truthful, and to be generous to others; and some of you may have recognised that these values align with the last six of the Ten Commandments. All ten of them are a worthy guide on which we can build our lives – and then we can be on a path to wisdom and happiness.
It’s worth a thought.
Mark B Vodell
Click here to access the site.
Please note all students with school devices already have access through selfservice.
Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you. Ephesians 4:32
LOVE is kind…keeps no record of wrong…does not envy 1 Corinthians 13:4
On Monday morning in our Primary Awards Assembly one student from each class was acknowledged for demonstrating the value of Honesty.
- FH – Kiaan Vasudeva
- FW – Yuvraj Kundi
- 1B – Olivia Daniels
- 1H – Sanchi Mahajan
- 1W – Diyon Gamage
- 2C – Luka Causovski
- 2L – Aaron Yasab
- 2Z – Tam Luu
- 3H – Alex Georgiou
- 3R – Julia Luu
- 4H – Amelia Sleiman
- 4S – Krish Sapkota
- 4W – Jayden Dong
- 5A – Franco Cima
- 5H – Ojas Khanna
- 5M – Gracie Barbara
- 6G – Amrita Sandhu
- 6H – Chrisa Cherian
- 6M – Catherine Nguyen
ONLINE PARENTING SUPPORT
AVAILABLE FOR FREE IN VICTORIA!In difficult and challenging times, positive parenting is more important than ever – which is why we’re sharing the information below with you, and asking you to pass it on to families.Thanks to new funding from the Victorian Government, support is available to parents and carers across the state in the form of a FREE evidence-based, online program. It’s part of a package of free resources to help families to cope with the emotional challenges and ongoing effects of the COVID-19 global pandemic.Visit the website today: https://triplep.online/victoria.
HELPING TO SUPPORT
YOUNG CHILDREN’S WELLBEINGThe Triple P – Positive Parenting Program® helps parents and carers focus on children’s emotional wellbeing and development, even in times of stress.Triple P Online is an interactive 8-module program that covers a wide range of positive parenting tips and strategies, and the new COVID-19 module helps parents stay calm, learn how to respond to children’s anxiety, and encourage resilience and coping skills during this time.
CAN YOU HELP US
SHARE THIS GOOD NEWS?It’s important that parents know the program is now available FREE across the state, with instant access via the parent website (along with other free resources). This support is for EVERY parent – and social networking is a key part of creating a positive parenting culture. You can help by sharing this information widely across your website, social media and email channels. We’ve provided some copy below that you can use:
- Websites/Newsletters/Facebook:“Children may be feeling stressed or uncertain during this period of change. You can help your kids stay calm and optimistic, and keep being a positive parent while managing financial stress, working from home, helping your child cope with their feelings and staying emotionally resilient. And now these tips are all available to Victorian families in a FREE online program! Find out more at www.triplep-parenting.net.au.”
Thanks for being part of helping all Victorian children get the best start in life – even in uncertain times.
Free access to Triple P Online for Victorian parents has been funded by the Victorian Government.
The COVID-19 crisis has caused lots of stress, disruption, and loss for kids and families. Distance learning has had a major impact. While some kids have thrived, others have struggled.
But the pandemic has also created opportunities. Having more flexibility during the day means kids can explore new interests and skills. Here are six ways the pandemic can help kids build strengths.
- More Time for Creativity
Telling jokes, making music, drawing, dancing, building. Creative activities let kids explore new ways to express themselves (and release some of the emotions they’re feeling). They may discover new talents and skills in the process, which can build self-esteem.
- Less Pressure When Working on Life Skills
One benefit to having less structure is being able to work on life skills with less pressure. Everything from learning self-care routines to building organization skills can happen at a slower pace or at a time when you’re not rushing around.
And it’s not just about working on skills that need improving. Your child can spend this time mastering new tasks—from sewing a button to cooking a family meal. Every skill your child gains or improves can be a self-esteem booster.
- New Ways to Improve Social Skills
Kids are more limited in how they interact because of the pandemic. But that doesn’t mean they’re not building social skills. Playing multiplayer video games or having family video calls are social situations. So are online classes. Each involves different social skills and social rules.
Socializing happens at home, too. More interaction with family provides extra practice with social skills. And if you or another caregiver are around more, you can help your child build those skills.
- A Chance to Build Coping Skills
When kids feel ongoing anxiety, it can really take over. But finding ways to cope with emotions during tough times can let them come out of the crisis feeling stronger and more confident. They’ll know they have skills to deal with difficult situations. That’s both a relief and a strength.
You can help your child develop coping skills. One way is to model how to deal with uncertainty or handle bad news. Show how you handle the anxiety of the pandemic. And give your child ways to feel more in control.
- More Space to Try, Fail, Learn
In traditional schooling, kids can spend a lot of time on tasks they don’t think they can do or do well. That’s especially true of kids who learn or think differently. They may worry that other kids can see them struggling. And that can make them withdraw.
Learning at home can reduce that worry and give kids the room to try, fail, and learn without feeling embarrassed. They may also be more likely to recognize their weak spots and ask for help. This can help them build self-awareness, confidence, and resilience.
- New Ways to Learn Empathy
For some kids, empathy is a natural strength. For others it’s a skill they need to learn. The pandemic creates new opportunities for kids to help others and think beyond themselves.
Checking in with an elderly neighbour, dropping off food to people who are sick, comforting friends who are feeling down. Any act of kindness your child can do builds empathy. Just knowing that this crisis impacts everyone can help kids think about how other people are struggling with it.
Shultz, J. (2020). 6 Ways the COVID Crisis Can Help Kids Build Strengths and Skills. Retrieved 28 July 2020, from https://www.understood.org/en/friends-feelings/empowering-your-child/building-on-strengths/covid-crisis-child-build-strengths?_ul=1*5v4soh*domain_userid*YW1wLW5md1BvZ000VWVnOGowNy0tZThyekE.
After Monday 31st August, timetabling for 2021 will commence.
After Monday 31st August, timetabling for 2021 will commence.
- POSITIVE PARENTING
- RESPECTFUL RELATIONSHIPS
by Michael Grose
Johan and Harry were both suspended from school for a day after willingly watching a schoolyard fight. Their school had a zero-tolerance policy toward fighting and believed that those who watched a fight were as complicit in the conflict as those engaged in the fighting.
The reactions of both sets of parents to the boys’ suspensions differed greatly. Johan’s parents supported the school’s actions and made the necessary changes to their work schedules to accommodate the suspension. Privately, they thought that the suspension may have been harsh, but as they agreed with the school’s zero tolerance approach to violence, they knew they had no option but to accept the suspension. They counselled their son against similar behaviour in future and made sure his time away from school was spent doing schoolwork.
Harry’s parents weren’t quite so supportive. Thinking that their son’s suspension was unfair, they contacted the school’s principal asking to have the suspension removed. The principal listened to their concerns however she didn’t remove the suspension. She reminded Harry’s parents of the reasons behind the school’s zero tolerance approach to fighting and urged them to support of their policy. Disappointed but obviously not deterred, Harry’s father took time off work to take his son on a fishing trip on the day of the suspension. This action showed little regard for the school’s efforts to encourage a culture of respectful relationships, as well as scant respect for the principal’s authority.
Make the most of learning moments
Both sets of parents thought that the suspension of their sons was harsh. However, only one set saw the situation as a learning experience for the son. Johan’s parents discussed with their son the place that bystanders play when violence breaks out. They reinforced the message that although it may take courage to stop a fight or bring it to the attention of teachers, it’s these sorts of actions that constitute positive leadership.
Harry’s parents couldn’t see past the injustice of the suspension and missed a great opportunity to teach their son any number of lessons. These include what he may do next time a similar incident occurs, how he might respond when he sees someone being bullied or even how to nip conflict between peers in the bud before it escalates. There are many discussions they could have had with their son due to the suspension. From an educative perspective, this was an opportunity missed.
Trust the process
Arguably, the bigger issue in this story is that just as Johan’s parents did, we parents need to trust the processes that teachers put in place at school, even when we don’t always agree. Family-school partnerships are strongest when parents stand behind the difficult decisions that teachers make, even though the wisdom behind them may not be immediately evident. Sometimes, we all have to stand back and trust a process that’s been in put in place, particularly when it’s been implemented after a great deal of thought and diligence.
Michael Grose, founder of Parenting Ideas, is one of Australia’s leading parenting educators. He’s an award-winning speaker and the author of 12 books for parents including Spoonfed Generation, and the bestselling Why First Borns Rule the World and Last Borns Want to Change It. Michael is a former teacher with 15 years experience, and has 30 years experience in parenting education. He also holds a Master of Educational Studies from Monash University specialising in parenting education.
Submitted by Andrea Farquharson, Wellbeing Coordinator.