June Confirma=on Masses

Op&mism

Op/mis/c thinking can be taught and has been shown to reduce the likelihood of depression. A great strategy to teach kids relates to 3 Ps- personal, pervasiveness and permanence. When things go wrong help your kids to understand that what happened is not personal, pervasive (a tendency to spread) or permanent.

Unite for family meals

This is a game changer! More family meals together equate to beXer grades, fewer depressive symptoms, less adolescent smoking and less drinking of alcohol among kids. Family meals also bring families closer, strengthening rela/onships which are at the heart of lifelong happiness.

Rela&onships

Having more friends and good rela/onships is a strong predictor of happiness in childhood and beyond. You can help boost your kids’ social networks by opening your home to their friends and encouraging your kids to spend /me with friends from a variety of social circles. Connec/ng in-person and online helps bolster kids’ friendships.

Intensive exercise

Kids need at least an hour a day of exercise, preferably outside and including high intensity fun. Exercise promotes the produc/on of ‘feel-good’ chemicals which boost happiness and helps reduce the stress response. Help your kids make connec/ons between the ac/vity they do and how good they feel during and a]erwards to encourage exercise for life.

Self-regula&on

Kids’ ability to self-regulate is an important piece of the happiness puzzle. Their ability to delay gra/fica/on predicts their ability to cope beXer with frustra/on and stress. Help your kids build self-regula/on skills in a variety of life domains including ea/ng and drinking, sleep, play, screen/me, homework and catching up with friends.

Helping others

Lifelong happiness stems from how we think and what we do, rather than from what we have. Being kind makes kids happy and you can nurture kindness in your kids through what you do. Genuine compliments, handwriXen notes of thanks, saying good morning to a stranger or even picking up liXer are all acts of kindness you can role model. Kids are said to close their ears to advice but open their eyes to example. It’s comfor/ng to know that there is a lot you can do to promote a sense of happiness in children and young people. The FLOURISH acronym is a reminder of a powerful framework you can use to boost your kids’ wellbeing and content over the long-term.

Prayer

We keep in our prayers all the Year Six students, their families and their teachers as they prepare for Confirma/on.

Lord, You send out Your Spirit to touch the hearts of all people, so that they may believe in You and in Jesus whom You sent. Look kindly on all our Confirma/on candidates as they listen to Your voice. Open their hearts to Your Spirit and bring to fulfilment the good work that You have begun in them. As we prepare and support these children for Confirma/on, make each of us an instrument of Your love. Teach us to appreciate what is holy in others, and to be pa/ent with what we do not understand. Deepen our faith in the Gospel and help us to pass it on by our

example. We pray that You will con/nue to guide us and sustain us. Through Christ our Lord, Amen.

Best wishes for a relaxing, safe and healthy long weekend

Clare Moffat Principal

Assistant Principals' Corner

Na#onal Reconcilia#on Week

Na2onal Reconcilia2on Week (NRW) is a 2me for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving reconcilia2on in Australia.

The dates for NRW are the same each year; 27 May to 3 June. These dates commemorate two significant milestones in the reconcilia2on journey— the successful 1967 referendum, and the High Court Mabo decision respec2vely.

27 May 1967 On this day, Australia’s most successful referendum saw more than 90 per cent of Australians vote to give the Australian Government power to make laws for Aboriginal and Torres Strait Islander people and recognise them in the Census.

3 June 1992 On this day, the Australian High Court delivered the Mabo decision, the culmina2on of Eddie Koiki Mabo’s challenge to the legal fic2on of ‘terra nullius’ (land belonging to no one) and leading to the legal recogni2on of Aboriginal and Torres Strait Islander peoples as the Tradi2onal Owners and Custodians of lands. This decision paved the way for Na2ve Title.

Reconcilia2on must live in the hearts, minds and ac2ons of all Australians as we move forward, crea2ng a na2on strengthened by respecYul rela2onships between the wider Australian community, and Aboriginal and Torres Strait Islander peoples.

Week 6 -

• The grapheme ee for ee is usually used in the middle or at the end of words (e.g. see, green). Very few words begin with ee for we. • We o[en use y for ee at the end of words (e.g. any, jelly, baby, puppy, twenty). We do not usually use y for ee at the start or in the middle of words. • The grapheme ey for is usually used at the end of words (e.g. honey, valley). • The grapheme eo in the word people is an unusual way to represent ee. • ee is also the name of the le\er e. When discussing with students, always clarify you are talking about the phoneme, not the le\er name. For example, say ‘Which words have the sound ee?’ instead of ‘Which words have e?’

Week 7 -

• m is most frequently represented by the grapheme m (e.g. money, humble, camp). • The grapheme mm for m is seen in the middle of words, a[er short vowel sounds (e.g. mammal, summer). • The grapheme mb is an unusual way to represent (e.g. thumb, lamb). • The grapheme mb is an unusual way to represent (e.g. autumn, column).

Uniforms

A reminder to all students and parents about the Infant Jesus School Uniform. The uniform at Infant Jesus School is a symbol of the school’s community and it assists children to develop a sense of unity and belonging. Wearing the uniform encourages a sense of personal pride in the school. Whenever the uniform is worn at school or public places it must be worn in accordance with the school policy.

Children at Infant Jesus are expected to wear the full school uniform at all 2mes. A Uniform Schedule is available on the school Web page or the school office. The uniform shop has informed us that

all pieces of uniform are in stock.

Please note, that as per the uniform requirements, the winter uniform for boys is

trousers. If parents have a difficulty with the school uniform, please make an appointment to see Miss Moffat.

Educa2onal research shows that parental involvement and encouragement plays a significant role in a student's success in school. For parents to be ac2vely involved they need up to date informa2on on their child's schooling. SEQTA Engage provides this informa2on with one click of a mouse! SEQTA Engage is a web portal, allowing parents and students to log on to the Infant Jesus School's Learning Management System (SEQTA), at any 2me and on any device.

How to reset a forgo\en password: 1. Go to the Infant Jesus School Website homepage - h\ps://infantjesus.coneqtp.cathednet.wa.edu.au. 2. From the SEQTA Engage login page, click the

Forgot your password? op2on. 3. Enter in your email address. If SEQTA has an account associated with this email address, it will send you further informa2on to assist in accessing your account. 4. Then click reset my password. 5. If your username and email address are correct and if SEQTA can find an account with those details, you will receive an email directly from

SEQTA with further instruc2ons. 6. Please go to your email to retrieve instruc2ons on how to reset your password.

Follow the link in the email to reset your password. The link is only ac#ve for ONE HOUR. If you need any further assistance with this, please contact the school for further informa2on. Congratula2ons to the following students who will receive a merit award on Thursday 9 June 2022 as an acknowledgement and celebra2on of all their hard work

PrePrimary Adele Barzasi Angelina Le Leo Rossi Jack Hannah Vi\oria Spagnolo Malakai Teniseli Olivia Rowland Joshua Torre

Year One Layla Middleton Jack Collins Judd Haghighi Ethan Milton Amaya Magnaterra Briella Seiku

Year Two Alyssa Cecchele Arius Kovacevic Samantha Muten Chiara Sheridan Charlie Cruikshank Antonella Gonzalez Posada Oliver Musarri Ariana Papalia

Year Three Zoey Barker Roman Kovacevic Xander Novatsis Charlo\e Emselle Cris2an Barbas Amber Brown Luca Della Primavera Nyysa Jadav

Year Four Grace Colaco Jaxon Finis Myah Scriva Anderson Xiong Aidan Joseph Cris2an Parise Ellie Whi2ng Siena Wiles

Year Five Arianna Celona Arabella Costa Savio Paskin Daniel Yates Tahlia Erceg Aiden Caputo Claudia Spiccia Gilbert Nguyen

Year Six Francesco Napoli Mario Ruggerio Fletcher Innes Alessio Castrianni Sam Italiano Mack Wilson Aleah Mills

We Are Called

The Sacrament of Confirma0on

Our Year Six students are currently preparing to receive the Sacrament of Confirma=on. The gi@ of the Holy Spirit received at Confirma=on gives people a deeper ini=a=on into the Chris=an community and strengthens the gi@s they received at Bap=sm. A Chris=an receives all the basic spiritual gi@s needed to relate with God and to live as Jesus taught through Bap=sm and Confirma=on. The two sacraments are linked. The promises made during Bap=sm are repeated during Confirma=on to make the link between these sacraments clear. In Confirma=on, candidates make these promises for themselves, whereas when they were bap=sed as babies, these promises were made on their behalf by their parents and godparents.

The seven gi@s of the Holy Spirit are wisdom, understanding, counsel, for=tude, knowledge, piety, and fear of the Lord. They belong in their fullness to Christ, Son of David. They complete and perfect the virtues of those who receive them. They make the faithful docile in readily obeying divine inspira=on. (Catechism of the Catholic Church 1831)

Year 6

Ul#mate Sports

I was feeling sad, because it was the last day of Year Six Camp at Woodman Point. My group began UlBmate Sports. The warm up was a game of line chasey so we had to stay on the line. AEer that we did a like zombie impression and there were the people that were it.

The next acBvity was basketball and if the person made it in the hoop they're safe but if they don’t they keep shooBng unBl they get it in. If the other person gets the ball in you keep shooBng but if the next person gets it in you're out. I didn’t win any and Miss McMullen was extremely Bred as she didn’t get any sleep the day before.

Next we did dodge ball and our team lost. AEer that we did soccer mixed with hockey and one of the helpers joined our team and the other joined the opposiBon's team. It was very fun. It was 3-3 and in penalBes 1-0 for the other team so they won. But it was very fun.

Year 6

Ver#cal Challenge

On Thursday aEernoon, Miss McMullen and Miss Myles started leading us to the Cube at Woodman Point Camp where we would start climbing. As we arrived 2 instructors greeted us and led us inside of the cube. As we were going in we saw some people flying down the zip line.

When we entered the cube we found out that it looked much bigger on the inside. There where so many climbing walls - about 12. As soon as we entered there were about 12 walls and they ranked up in difficulty; easy, medium and hard. One really hard one was when you had to climb up real Bres that would bend when you touched them. There was also one called the Caterpillar and it was a climb straight up with three pieces of log with Bny handles.

Soon aEer we got our harnesses and helmets on the instructor showed us how to belay. The belayer is the person who controls if the climber goes up or down. There was also a back up belayer that had to make sure that the belayer didn’t let go of the rope.

Finally we were on to the climbing. I was the first person in my group to climb and I chose The Caterpillar and the reason I did it was because Mack challenged me to climb it without falling once. I first of all made sure that my top wasn’t tangled and then off I went. I started out flinging my leg up onto the first holder and then pushed myself up with a half jump and grabbed onto the nearest holder. I repeated that the whole Bme unBl I finally made it up.

When I made it up the instructors told me to let go and I slowly descended. It was so cool. I had a view of the whole cube and while I was up there I said hi to the person next to me. The next Bme it was my go I decided to do the Bre climb. In my opinion it was the hardest one. I started of climbing a blue rope, this one was a mix of most of the walls. Secondly I climbed a 2 meter long piece of wood. For the real challenge - the tyre climb - I was super challenging but I cupped my hands inside the Bres. I hit my head on the one above and almost fell but I kept my hands in the first tyre and pulled myself up and rung the bell.

AEer I came down, I took my harness of and walked out of the Cube, As I walked out everyone else as finishing their acBviBes and we got ready for aEernoon tea. The Cube was amazing and I would gladly go back.

Year 6

The Flying Fox

“OMG! I’m so excited to go on the Flying Fox.” I was talking to Mia. It was a Friday in May and was sadly also our last day on Year 6 Camp. Our instructors Noelene and Lucy arrived to our meet up point, we started walking to the locaBon where the Flying Fox was located. Then Group 3 (my group) and Mrs Jenkins went into this room where all our gear was, Noelene then taught us how to put the gear on us properly and used Alex as the example.

There were struggles then and there but we all figured out how to put it on with some help from Noelene and Lucy. AEer we put on our helmets on our heads we headed outside, and learnt how to retrieve the person aEer they had finished the Flying Fox. Noelene taught us that and Lucy instructed us and helped us with that. Now the fun had just begun!!!

Alex, Tiana, Isabella, Charli and I were the first ones to go on the Flying Fox. We were all very excited, but before we went on the Flying Fox we had to go on the swirly staircase which made me a lible dizzy but that was all good. We went to the top and I looked underneath the ground and started gecng buberflies in my stomach but tried not to pay abenBon to the ground and have fun. Alex went on and was flying down the Flying Fox and then I went on second. I was sBll trying to get used to it but when I went on, my goal was to try run in the air, and I guessed it kind of worked out.

On my second try, I decided to try go upside down since the previous person had done that and it looked fun. I asked Noelene for some Bps and advice on how to go upside down. AEer some understanding I figured out and went flying upside down and had a blast. It was so much fun! AEerwards aEer I finished my ride I had to go on this metal ladder, Lucy would then unbuckle my metal connecBng item. I waited for the next person to go down and bring the ladder to them since that was what everyone else would do aEer their ride.

I ran up the twirly whirly staircase to the top with Charli and Mia H. Noelene then told Mrs Jenkins that there was lible Bme leE so only Charli, Mia H, Alex and I got to have a third turn. I wish we go to have infinity turns because this experience was such an amazing experience. AEer we put our gear off and placed it down properly we said our goodbyes and thank you and went back to our dorms for morning tea.

Year 6

Archery

“This is going to be awesome!” I yell as we were walking to the archery field. “Hello everyone, my name Is Shane and I’ll be your instructor for archery.” Shane says. “Can everyone say, ‘Hi Shane.” He said. “Hi Shane.” We repeated.

When we got to the archery field Shane started to explain the parts of the bow and arrow. Soon he finished explaining the parts of the bow and arrow. When he finished showing us how to use the bow and arrow we got into groups and I was first up in my group.

I got set and I fired! Everyone else fired but we all missed. Second Bme was the charm because I was first to get a point, but it was only 1 point. I took my third shot but sadly missed. As the pracBce rounds finished we started a mini challenge to see what team was best and we called our team ‘Robin Hoods’. We all tried our hardest to win, “WHAT! Charlize is hacking” I yelled. “Wait that’s good, she’s on our team, we have a good chance of winning.” I said.

As we finished the last round of the mini challenge Shane said we will do a bonus speed round, which means our team takes one shot and passes the bow to the next person unBl each person on the team got a shot. The team next to us was called the Bow Pros and they got more points because other teams arrows kept going onto their target giving them more points. Each team had four people in them and on that speed round they had two extra arrows on their target from other teams. Somehow we sBll beat them in the speed round even though any other arrows went on our target.

“Ok, in fourth place… we have Rice!” Shane says “in third… it’s Sausages! Which leaves us to our last two teams. In second… we have Robin Hoods so that means Bow Pros have won!” Shane says. Well my team came second but if other teams didn’t get their arrows on the Bbw Pros target, we would have won.

I felt amazing aEer archery and this experience help me find a new type of sport that I like.

Search and Rescue

Year 6

"We are leaving!" I shouted as I put my backpack onto my back. It was a rainy Friday morning in May and I was at Woodman Point on Year Six camp. Ms Piazzola, Group One and myself were about to embark on an acBvity called 'Search and Rescue' with our two Woodman Point instructors, Charlobe and Shane.

We walked through the camp site as a group unBl we reached a group of logs. AEer a brief pause whilst Charlobe and Shane divided Group One into two teams, we were soon learning how to read a map using the acronym BOLTS. We needed to also learn how to use a professional radio as we would soon be walking into the nearby bush. AEer many trials and lots of errors we were cleared to use the radios. Charlobe and Shane then leE us and told us to wait for further instrucBons. I was confused, but excited about what was to happen next.

We kept looking into the bush unBl we could no longer see Shane and Charlobe. Suddenly the radios crackled, "Mission Control to Team Dogz and Team Grills, can you hear me? Over." We quickly replied and listened to the instrucBons for the game. Our mission was to find remnants in the bush and radio in their locaBon to mission control. The problem was that enemies were in the area and during a code red they could capture our team mates. We radioed mission control to let them know we understood the mission and entered the bush. I felt so excited to begin the game.

Once in the bush the two teams wished each other well and split up. We discussed how other teams had heard a ghost train, and possibly had even seen a ghost. As we found remnants we called them in to Mission Control.

Our radio crackled to life. "Mission Control to Team Dogz, it is now a Code Blue. Over." Code Blue meant we could capture the enemy. If we caught them, we could ask them only one quesBon. We began to head back to the gate as it was nearing the end of our Bme. We conBnued walking along the sandy trail to the wire fence, when we realised we were in fact being followed but not by a nun. Behind us was the enemy- Shane! We quickly came up with a plan and hid behind a bend in the path. We conBnued to talk so it appeared we were unaware he was following us, and we were sBll walking to base. Suddenly we jumped out and tagged him! We all were happily celebraBng unBl someone asked him if he knew Dwayne 'the Rock' Johnson and Shane said yes. It was in this moment I felt full of dread as I realised we had asked our only quesBon.

Shane walked with us back to camp where we shared our answers with Team Grills. Luckily we had enough pieces of the code and with some clever thinking we cracked the code. Whilst it was interesBng hearing about the old medicine in the chest, I realised the true fun of the acBvity was the teamwork that had gone on as we worked together to follow the map and find the clues.

As Charlobe packed away our radios and we said thank you to our Woodman Point instructors, I felt happy and proud of what we had achieved in the bush. Search and Rescue was fun, educaBonal but also a great way to get to know other people in my grade a bit beber.

Year One

Constructed, Managed and Natural Environments

In Year One we have been busy learning all about our local area and the different features we can find. We’ve explored natural, managed and constructed environments. From our learning, we are beginning to understand how important it is to care for each of these environments. Did you know that our school is a constructed feature of the environment? AND it was built especially for all the children in our area to have a safe place to learn?! We’re looking forward to construcHng some of our very own buildings to add to our Infant Jesus City in our classrooms.

This week, we have also started to explore Procedure Texts. These can include recipes, instrucHons for games, following experiments in Science and they can even tell us how to make furniture we buy from IKEA! Our parents will be super impressed when we can help them figure out what to do with all the equipment!

I-Run

Sport

I-Run is a new running ini1a1ve for 2022. The purpose of iRun is to foster a love of running whilst improving children's fitness, coordina1on, balance, and flexibility.

I-Run will be held on Peter’s Place every Wednesday and Thursday at 8:10am. The students must count their laps and at the end of each session record their number on the class list provided. When a student has reached 5000m they enter the 5km club and will receive a 5km cer1ficate. The next challenge is to reach 10, 000m where students will enter the 10km club. Throughout the term students may set regular goals to work towards or set end of term targets.

Please make sure students wear their white sports shoes to irun. Students can get changed into their black shoes at the end of each session. An extra pair of socks may also be handy with the wet grass.

I can’t wait to see everyone running!

Sport

Cross Country Carnival

The Infant Jesus School Cross Country Carnival is scheduled for Friday, 10 June 2022. Cross Country is an integral part of the Physical Educa1on Curriculum and all children in Year 1 – Year 6 are required to par1cipate in the Carnival.

The aim of the Carnival is par1cipa1on, so all children are encouraged to give it a go.

Cross Country Carnival Details:

Venue: Lightning Park, 30 Della Road Noranda. Date: Friday, 10 June 2022. Year Levels: Year 1 - Year 6 students.

Parent Help: We do require parent help on the day of the Carnival. If you are able to assist, please email or leave a message at the office.

YEAR DISTANCE APPROXIMATE RACE TIMES

Yea 6 Girls 2000m 9:00am Year 6 Boys 2000m 9:20am Yeah 4 Girls 1500m 9:50am Year 4 Boys 1500m 10:10am Year 2 Girls 800m 10”40am Year 2 Boys 800m 11:00am Year 5 Girls 2000m 11:30am Year 5 Boys 2000m 11:50am Year 1 Girls 600m 12:20pm Year 1 Boys 600m 12:40pm Year 3 Girls 1000m 1:10pm Year 3 Boys 1000m 1:30pm

Healthy Ea*ng News

Would you like water with that?

The Infant Jesus School community is pu;ng a spotlight on healthy ea*ng. Students have dedicated ea*ng *me at both recess and lunch *mes, and we are endeavouring to maximise the healthiness of that ea*ng *me. But we need your help!

Our current focus is on drinking water!

Approximately 47% of Australian children consume sugary drinks every day. It’s *me to start talking about water again! Water is required for diges*on, proper absorp*on of nutrients, elimina*on of waste and the regula*on of body temperature. Not only is water essen*al for our body, but tap water is free.

In comparison, sugary drinks such as, soN drinks, cordials, fruit drinks, energy drinks, iced tea, bubble tea and flavoured waters, are high in energy (calories) yet nutrient poor. These drinks, and the increased consump*on and size of these drinks, are contribu*ng to excess weight and associated diseases, as well as poor oral health. For example, a popular purchase for Sport Carnival days is a 600ml boWle of sports drink, yet it contains 9 teaspoons of sugar and nearly 1000 kilojoules.

With the Cross Country Carnival just around the corner, we are reminding families that water is the best op*on for hydra*on and performance for children.

For more informa*on please go to crunchandsip.com.au

Safe School Framework

Code of Conduct at Infant Jesus School Conduct Statement 5:

You respect the dignity, culture, values and beliefs of each member of the school community. Guidelines

1. You respect both the person and capacity of each member of the school community, treat them with dignity, show respect for their culture, values, and beliefs. 2. You interact with members of your school community in an honest and respec?ul manner. 3. You perform your duAes and conduct your relaAons with students and members of the school community with fairness and jusAce. This includes taking appropriate acAon to ensure the safety and quality of the educaAon and care of students are not compromised because of harmful or prejudicial aEtudes about culture, ethnicity, gender, sexuality, age, religion, disability, spirituality, poliAcal, social or health status. 4. In planning and providing educaAon and school support services, you uphold the standards of culturally safe and competent care. This includes according due respect and consideraAon to the cultural knowledge, values, beliefs, personal wishes and decisions of each member of the school community. You acknowledge the changing nature of families and recognise that families can be consAtuted in a variety of ways. 5. You do not express racist, sexist, homophobic, ageist and other prejudicial and discriminatory aEtudes and behaviours toward any member of the school community. You take appropriate acAon when observing any such prejudicial and discriminatory aEtudes and behaviours. 6. In making professional judgements in relaAon to the interests and rights of a member of the school community, you do not contravene the law or breach the human rights of any person.

Staff Example of Specific Behaviours but not limited to:

· Staff are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values.

Parents Example of Specific Behaviours but not limited to:

· Parents are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values.

Students Example of Specific Behaviours but not limited to:

· Students are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values.

Volunteers/Visitors Example of Specific Behaviours but not limited to:

· Volunteers are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values. · Visitors are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values.

InformaAon Technology

Safe Sharing

There are lots of things you can do to take control of your online life; whether it’s installing the latest filters or keeping up to date with new apps. You can also help your child by simply se=ng a good example online. It might not always feel like it, but your child does noAce how you act and follow your lead. So it’s important to show them what safe sharing looks like when you use the internet.

If you use parental controls, talk to your child about them. Explain that you’re using the controls to keep them safe.

Talk to your child about how to report things on websites, and how to block content or people if they need to. Think before you share. You might think it’s endearing or funny to share pictures or comments about your child, but would they? Think about how they may feel when they or their friends are old enough to have an Instagram account or a Facebook account and stumble upon the post of them.

Beware of posAng photos that contain idenAfying details, such as a school uniform, a homework folder with a full name on it or a leHerbox number. Openly discuss with your child why you are ediAng a photo, or posing differently to cover private details.

Think about whether it’s OK for your child to see what you’ve been viewing. Clear browser histories and cookies, to avoid your child seeing unsuitable content.

Don’t forget that news websites can show content that might upset your child. Take the same approach as you would with news on TV and in the papers.

P&F and Community News

Cross Country Carnival

The P&F have arranged a coffee van to a2end the Cross Country Carnival. In addi;on they will have a small stall of donuts and cookies for $1 each. So come along, catch up with some other parents, enjoy a cuppa and watch your child run around Lightning Park. Approximate race ;mes are available in the Sports News Sec;on.

LifeLink Day

On Friday 24 June children from Kindy- Year Six are invited to come to school with crazy hair to recognise the contribu;on of LifeLink Agencies in our community. Children are asked to make a gold coin dona;on to Lifelink on this day which will support agencies such as Shopfront, Catholic Ministry for People Who Are Deaf or Hearing Impaired, Centacare, The Emmaus Community and many more.

Free Parent Workshops

Anglicare have the following paren;ng workshops and programs available to support families experiencing Family Separa;on. They are currently facilitated online via ZOOM and both day and evening sessions are on offer. More informa;on is available on the flyers a2ached on the next page.

West Australian Piano Trio launch season

July 3 The Gold Standards Beethoven, Haydn, Brahms

October 2 Carnival! Saint-Saëns, Schubert, Piazzolla

November 13 Czech Mate Dvorak, Smetana, Kelly

Co-Parenting Peacefully Supporting Students Around Separation

Program Overview

Co-Parenting Peacefully is a 3-week program which looks at the impact conflict has on children after separation and provides tools and strategies to work toward co-parenting peacefully from a child-centered approach.

• Session 1 Separation, grief and loss; change and transition; child focused thinking; and strategies to help you support children living in two worlds. • Session 2 Impact of conflict between separated parents on children, particularly when they are ‘stuck in the middle’ and strategies for communication and handover in high conflict environments. • Session 3 Growing children in healthy soil and repairing damage caused to them; healthy communication with the other parent; and the importance of co-parenting peacefully for better outcomes for children post separation.

Venue: Online via Zoom Cost: FREE

Please use the contact information below to register your interest for this program.

Registration 9301 8533

jfrc@anglicarewa.org.au

Workshop Overview

Divorce and separation can be one of the most stressful and overwhelming times in a person’s life and all too often children are caught in the crossfire.

During these times children experience a vast array of emotions and react in many ways. Chaplains can play a significant role in the social and emotional wellbeing of children at their school.

Our workshop explores:

• The effects and impact parental separation has on children • What to look out for in your school setting • When to talk to families about seeking support and the separation services available • The do's and don’ts working with children and families experiencing separation • Useful child-centered tips and tools to support children and families • Healthy boundaries to set when interacting with families • The importance of creating your own self-care plan

Date: Monday, 16 May 2002 Time: 9.30am-12.30pm Venue: Online via Zoom Cost: FREE

Registration 9301 8533

jfrc@anglicarewa.org.au Date: Thursday, 16 June 2022 Time: 9.30am-12.30pm Venue: Online via Zoom

Cost: FREE

Transforming Anxiety into Resilience

Workshop Overview

Changes that occur through family separation can trigger anxiety in many people. Sometimes the anxiety can take a hold and erode a person's self-esteem, belief in themselves and their engagement in the world.

Anxiety can manifest in many different forms such as having trouble staying focused, lacking motivation, difficulty sleeping, or just downright angry. The good news is that anxiety is manageable, people have a profound capacity to strengthen themselves against anxiety.

The 2-hour workshop discusses ways to challenge underlying anxiety and equip participants with a mindset, skills, and qualities to develop resilience through the difficult time of family separation.

Venue: Online via Zoom Cost: FREE

Supporting Children to Transform their Anxiety into Resilience

Workshop Overview

Changes that occur through family separation can trigger anxiety in many children and teens. Sometimes the anxiety can take a hold and erode self-esteem, belief in themselves and their engagement in the world.

Anxiety can manifest in many different forms - a child having trouble staying focused, is unmotivated, has difficulty sleeping, or just downright angry. The good news is that anxiety is manageable, important adults in a child’s life have the profound capacity to strengthen children and teens against anxiety.

The 2-hour workshop discusses ways parents and caregivers can help children and teens with the underlying challenges of anxiety and equip them with a mindset, skills, and qualities to develop resilience through the difficult time of family separation.

Venue: Online via Zoom

Cost: FREE

Please use the contact information below to register your interest for this workshop.

Registration 9301 8533

Please use the contact information below to register your interest for this workshop.