Educate: Issue #11

BY KIDDO MAG

FOR GIRLS CONFIDENCE

As girls go through school, we know their confidence can shrink to fit the environment. Seymour’s all-girls learning is intentionally designed to unlock confidence and unleash potential. Space to run free, a curriculum and co-curriculum bursting with choice and opportunities at every turn.

Discover the Seymour difference on a personal tour of the College.

Our New Preparatory School

This term, we welcomed staff, students and parents into our stunning new Preparatory School redevelopment. We are incredibly proud of our new learning spaces that have been intentionally designed to support the way boys learn, grow, and develop.

These purpose-built learning environments feature nine new classrooms for Reception to Year 3, breakout spaces for small group enrichment, wellbeing spaces, and large active play areas created for the developmental stages of boys up to Year 6.

To experience our new Preparatory School and learn about the opportunities Prince Alfred College can provide for your son, book a tour today.

Limited places for 2027 available, enrolling now for 2028.

Book a tour

pac.edu.au admissions@pac.edu.au +61 8 8334 1200

Where girls grow true

‘True’ has long been part of the Wilderness story. Drawn from our motto, Semper Verus, it reflects a way of being — not fixed or perfect, but grounded in integrity and shaped by a deep sense of self.

Across a single campus from ELC to Year 12, girls grow alongside one another in a culture built on trust and care.

If you've ever found yourself in the car at 5:30pm, navigating swimming and soccer while fielding a request for a snack that isn't in the bag, this issue is for you.

We're exploring life beyond the bell, the hours between school pickup and bedtime that don't always get the attention they deserve. What do kids actually do after school, and does it matter? The further we pulled at that thread, the more interesting it became. It turns out those hours contribute more to our children's overall health and wellbeing than we might think: shaping how children see themselves, building resilience that a report card can’t measure, and giving their brains exactly the kind of unstructured time neuroscience tells us they need.

To that end, we asked neuroscientist Lyndsey Collins-Praino what a child's brain is actually doing during play and downtime; the answer is more fascinating than you might expect. Psychologist Madhavi Nawana Parker explores how extracurriculars shape identity and belonging, and honestly addresses

the flip side: the pressure some children feel when activities outside school become yet another space to perform. There's also a beautiful piece on artbased learning from Adelaide teacher Valando Demetriou, and because we know the after-school rush is as much a logistical challenge as an emotional one, we've looked hard at the real cost of keeping kids involved –the uniforms, the fees, the travel –and what support actually exists in SA for families feeling the pinch.

We hope this issue gives you something to think about, something to try, and maybe something to let go of. The after-school hours are already doing more good than you realise. And if nothing else, know that the chaos is entirely normal.

Liv Williams

Editor of KIDDO + educate

morePlantingthan seeds

Why gardening might be the after-school activity our little legends need

By Mr Luke Primary school teacher, @iam.mrluke

I have always loved plants, although I must say with full honesty, I have not always been the most reliable plant parent. Some plants have thrived. Some have, shall we say, quietly packed their bags and left this world. But that is kind of the magic of gardening. It is not about being perfect. It is about noticing, trying, caring, waiting, and occasionally learning that a plant cannot survive on good intentions and positive vibes alone (unfortunate, I know.)

When we think about extracurricular activities for children, we often imagine sports, music lessons, dance classes, swimming, or art. All wonderful options. But they can also come with outfit changes in the car, carefully packed snacks, colour-coded schedules, and caregivers suddenly realising they have accidentally become a tiny human Uber service.

Sometimes, one of the most powerful after-school activities is much simpler. It might be sitting quietly in the backyard, on the balcony, or near a windowsill, with a little pot of soil just waiting to grow.

Gardening is one of those beautiful activities where children are learning constantly, but it doesn’t feel like a lesson. They are outside. They are touching, smelling, watering, wondering, digging, and more often than not, getting just the right amount of muddy. In a world where so much is instant, a seed gently reminds children that some things take time.

A tiny seed before big school

One of my favourite little traditions at my school happens before our newest students have even officially started. In our Welcome to Big School pack during transition, each child receives a sunflower seed to grow over the Christmas holidays.

It is such a small thing, just a tiny seed and a little pot with a soil tablet, but it often becomes something much bigger. When school begins,

Gardening is one of those beautiful activities where children are learning constantly, but it doesn’t feel like a lesson.

we hear stories about where the seed was planted, who remembered to water it, and how tall it has grown. Some children come in beaming. Others come in with a very dramatic tale of forgetting it existed, overwatering, or something that involves their pet dog. All valid garden reports.

But that is the point. Gardening is not just about the perfect end result. It is about children beginning to understand that living things need care, that growth is gradual, and that things do not always go exactly to plan.

Learning in disguise

As a teacher, one of the things I love most about gardening is how much learning is quietly disguised inside it. When children plant a seed, they begin asking questions.

What does it need? Why have the leaves drooped? What is that bug doing there? Where are the worms? How old are the worms? Can I keep it? Can I name it Kevin?

Gardening invites curiosity. Children begin to notice changes over time. They build vocabulary naturally: seed, soil, stem, roots, sprout, wilted, blooming, harvest. They make predictions. They see cause and effect.

The best part is that it all happens in a way that feels playful and meaningful. Gardening does not need a worksheet. It does not require adults to have all the answers. In fact, some of the best moments happen when we wonder alongside children. "I'm not sure. Let's find out together!" That sentence alone is gold.

What children grow while plants grow

When children grow plants, they are also growing some pretty important life skills.

First, there is patience. The kind that cannot be skipped, rushed, or solved by refreshing the page. A seed takes the time it takes. Growth is not always loud. Sometimes it is a tiny green shoot appearing when no one is watching.

Then there is responsibility. Watering a plant, checking the soil, or gently pulling out weeds are small acts of care that help children see they can contribute to something thriving.

There is also resilience. Not every seed will grow. Sometimes the weather is rude. Sometimes a child loves a plant so enthusiastically that it is watered into another dimension. And that is okay. A big lesson, wrapped in a little pot of soil.

From garden to table

One of the most exciting parts of gardening with children is when the experience becomes full circle. They plant, water, wait, care, and eventually, if all goes well, they get to taste something they have helped grow.

When my little legends have the chance to eat something from our school garden, you would think they had won the lottery. The excitement over beans and peas is truly something to behold. These are often the very same children who, a week earlier, opened their lunchbox, spotted a bean or pea, and told me with great confidence that they definitely do not like them.

Well, look at them now.

It is about giving children a meaningful connection to what they eat and helping them see food as something living, growing and worth noticing.

Starting small at home

The good news is that children do not need a big backyard or fancy tools to begin. A pot on a balcony. Herbs on a windowsill. Cress grown in cotton wool. A bean in a jar. Sunflower seeds in a cup. A lettuce base regrowing in water.

Some great beginner options include sunflowers, beans, snow peas, cress, basil, mint, parsley and succulents. Fast-growing plants give visible feedback quickly, and the morning a child finally spots a sprout, oh my stars, get ready for the excitement.

Keep the jobs simple. Children can scoop soil, poke holes for seeds, water with a small watering can, pull out weeds, or give the plant a name. Naming is, of course, not scientifically required. But emotionally? Essential.

The conversations matter too. Instead of "has it grown?" try "what do you notice today?" or "what do you think is happening under the soil?" These little questions build language, thinking and connection. They remind children that observation is a skill worth practising.

Dirty hands, big lessons

Gardening with children does not need to be expensive or perfect. It can be a few minutes after school. A weekend watering job. A sunflower seed tucked into a welcome pack before a child begins their first year of school.

When children grow plants, they are not just learning how gardens work. They are learning how care works. They are learning that small actions matter. And sometimes, the most meaningful lessons happen beyond the classroom, outside in the fresh air, with dirty hands, muddy shoes, and a tiny green shoot reaching for the sun.

Follow Mr Luke on Instagram for more classroom moments, plant updates, and the occasional confession about a fiddle leaf fig: @iam.mrluke

MR LUKE'S Favourite Leafy

Legends

For a while there, my goal was simple: turn my house into a jungle. More plants. More pots. More moments of standing in a nursery thinking, "surely I can fit one more somewhere." These days, it is less about quantity and more about caring for fewer, stronger plants. Still around 30, but a little more intentional.

My favourites are pothos, ZZ plants, monsteras, fiddle leaf figs and snake plants. My largest monstera (currently nameless, suggestions welcome) was one of my very first house plants, and if I ever move, I have no idea how I am getting it out. Then there is my fiddle leaf fig, which I once carried three kilometres home from Bunnings after realising a five-foot plant was obviously not going to fit in my car. I slept very well that night.

For classrooms, I love plants that are hardy and forgiving. Pothos handle lower light without fuss. Snake plants are strong, sculptural and low-maintenance. ZZ plants are famously hard to destroy, which is ideal in a classroom where survival really is the daily goal.

Gardening invites

curiosity. Children begin to notice changes over time.

Beyond the Classroom, Into Possibility

At Loreto College Marryatville, learning doesn’t end when the bell rings - it evolves. On the stage, on the water, on the court and in collaborative learning spaces, Loreto girls are empowered to challenge themselves and think beyond the classroom, supported by a connected, vibrant community.

This is more than co-curricular - it’s where passion meets purpose.

Book a tour today

WESTMINSTER SCHOOL

DISCOVER THE WESTMINSTER CO-CURRICULAR DIFFERENCE

At Westminster, learning extends far beyond the classroom, shaped by a spirit of Adventurous Education that encourages students to explore, take considered risks and embrace new experiences.

During the early years of school, the foundations for confidence, curiosity and a lifelong love of learning are formed. Within an expansive and inspiring campus, Preparatory students are empowered to discover their strengths and grow with confidence through every opportunity.

The Preparatory School Co-Curricular Program sits at the heart of this approach. It is not an addition to learning but a core part of the Westminster experience, designed to nurture the whole child.

Through a diverse range of activities, students develop physically, intellectually, creatively  and socially, building resilience and a strong sense of belonging.

Guided by specialist teachers and supported by exceptional facilities, including the Michael Murray Centre for Performing Arts, Head of Preparatory School Simon McKenzie said these experiences provide meaningful exposure to a wide range of pursuits.

“Co-curricular experiences play a vital role in helping children discover who they are and where their interests lie,” he said.

“It is through these opportunities that students build confidence, develop friendships and begin to understand their own strengths.”

A wide variety of clubs ensures every student finds their place. Art Masters nurtures creativity; Chess and Debating build strategic thinking and communication; Environmental Club connects students with the natural world; Science Club, Robotics and Tournament of Minds develop inquiry, problem-solving and teamwork.

Physical activity is equally valued, with Running Club and Swimming Club promoting fitness and wellbeing alongside a broad sporting program spanning netball, cricket, soccer, basketball, volleyball, tennis and football.

While the focus remains on participation, enjoyment and inclusion, pathways also exist for students seeking a more competitive experience.  Importantly, all co-curricular opportunities are included within the School fee, apart from private music and swimming lessons, enabling every student to participate fully.

“Through our co-curricular experiences, students discover their strengths, build confidence and develop the resilience to thrive well beyond their years,” Mr McKenzie said.

At Westminster, co-curricular learning is central to the School’s values, where students discover passions, build lasting friendships and develop the confidence to embrace the future with purpose.

WESTMINSTER SCHOOL 1/23 Alison Ave, Marion

westminster.sa.edu.au

ADVENTURE HERE STARTS

Discover our new Preparatory Centre for Learning: Opening 2027

Meet the PRINCIPAL

VANESSA BROWNING

Principal of Seymour College

Service and leadership sit at the heart of what Seymour does. Why is that so important to you personally?

Service and leadership are inseparable at Seymour. Leadership without service can become self-focused; service without leadership can lack the courage to create change. For me, service is a daily mindset – seeing others, noticing what’s needed and acting with humility. It’s also how we help girls develop a strong moral compass: they learn to ask, "Who will this help?" and "What difference can I make?"

co-curricular passions and personal character. Particularly exciting is the release of our Girls’ Education Framework, which brings greater clarity to how we design learning experiences that help every girl thrive. I love seeing girls step into opportunities that stretch them: presenting ideas with confidence, collaborating across year levels and connecting learning to realworld purpose. That momentum comes from our students’ curiosity and our staff’s commitment to continually improve how we teach, support and challenge every girl.

I love seeing girls step into opportunities that stretch them: presenting ideas with confidence, collaborating across year levels and connecting learning to real-world purpose.

What do you want a Seymour graduate to say about her time here when she looks back in 20 years?

I want her to say, "Seymour helped me become myself." I hope she remembers being known and supported, and that she left with an inner confidence not dependent on titles or results. I want her to feel proud of what she achieved academically, but equally proud of how she learned to think critically, speak with courage and contribute to her community. If she says Seymour taught her to lead with integrity and back herself in any situation, we’ve done our job.

At Seymour, leadership means responsibility and contribution, not status. You see it when a senior student mentors a younger girl, when the junior SRC brings people together, or when a class turns learning into action through community partnerships. Those experiences build empathy, perspective and confidence – and they teach our girls that their voice and their choices matter.

What’s something happening at Seymour right now that you’re really excited about?

I’m excited by the energy across the College as we strengthen what we call "Complete Achievement" – the belief that a successful education encompasses academic growth alongside wellbeing, relationships, service,

How do you switch off outside of school? School life is wonderfully full, so I’m intentional about time with family and friends, getting outdoors and making space for exercise. Morning runs are one of the simplest ways I reset. I also enjoy reading and believe in the value of quiet moments – a walk, a good conversation, or a pause at the end of the day to reflect. Those habits help me return to the College with energy and perspective.

Seymour College 46 Portrush Rd, Glen Osmond seymour.sa.edu.au

THE MAGIC OF A LIVE ORCHESTRA

AN EXPERIENCE EVERY CHILD SHOULD HAVE

There is something that happens when a child hears a live orchestra for the first time. It’s difficult to describe, but easy to recognise. The moment the sound fills the room, something changes. Eyes widen. Bodies go still. And then, almost always, a smile.

Music has always been one of the most powerful tools we have for child development. Research consistently shows that engagement with music strengthens memory, language, emotional regulation, and creative thinking. But beyond the science, there is something simpler at work: music makes children feel things. It opens doors inside them that other subjects sometimes can’t reach.

Seeing a live orchestra takes that a step further. For many children, it’s the first time they understand that music is made by people: real people, sitting just metres away, drawing sound out of wood and metal and string. They watch a bow move across strings and hear it in their chest. They see a conductor’s hands shape the music in real time. They begin

to understand, instinctively, that this is a conversation, between musicians, between the music and the room, between the orchestra and them.

At the Adelaide Symphony Orchestra, we believe every child deserves that moment. That’s why we work hard to make live orchestral music accessible as a regular part of how young people in South Australia experience the world.

For schools, we offer a range of curriculum-linked performances throughout the year, designed to connect directly with what students are already exploring in the classroom. Excursion programs like Are We There Yet? this June, based on Alison Lester’s much-loved picture book, with music by Adelaide composer David Lang, bring storytelling and live music together in ways that are joyful, meaningful, and genuinely memorable. Bookings are available across the school year, making it easy to plan ahead and give your students an excursion worth talking about.

For families, we offer concerts designed to welcome children and parents together, relaxed, engaging, and built around the idea that a love of music is best grown early, and best grown together.

Whatever brings you through the doors, we promise this: the music will do the rest.

GOOD SHEPHERD LUTHERAN SCHOOL

WHY RELATIONSHIPS COME FIRST AT GOOD SHEPHERD LUTHERAN SCHOOL

As parents, we get it. Choosing a school is hard. So when families ask us what makes Good Shepherd different, we try to be as real as possible.

For us, it starts with relationships. We want to know your child. Not just their name, but what they enjoy, what they find tricky, what makes them light up, so that from ELC right through to Year 6 they feel seen and part of one connected, caring community.

Their start begins in Curiosity ELC, where we draw on the Reggio Emilia philosophy to nurture each child’s natural curiosity through play-based learning, while recognising and celebrating every child’s God-given gifts. Just as importantly, we work in true partnership with families. You know your child best, and together we make sure they feel safe, secure and ready when they transition into school.

As children move into the primary years, that same sense of care continues alongside a clear, purposeful focus on learning. We’re intentional about building strong foundations in literacy and numeracy. Programs like Playberry for literacy and Learning Through Doing and Bond Blocks for maths give children practical, structured ways to develop skills that really stick.

Our classrooms look a bit different too. Multiage groupings, plus co-educators and learning enrichment specialists working alongside

teachers, create a strong sense of connection and collaboration. Students are encouraged to ask questions, think critically and apply what they’re learning to the world outside the classroom.

We also keep a close eye on where each student is at, so we can step in when needed, extend them when they’re ready, and make sure no one is left behind. Every child learns differently, and we try to respond to that in practical, supportive ways.

Behind the scenes, our teachers are always learning too. Through ongoing professional learning, they work together, share ideas and keep refining their practice.

Ultimately, what makes Good Shepherd different is not just what we do, but how we do it - with care, intention, and a deep belief in every child’s potential.

SEE OUR SCHOOL FOR YOURSELF and book a tour.

Good Shepherd Lutheran School 388 Montague Road, Para Vista

gspv.sa.edu.au

THE BEST BITS OF SCHOOL aren’t always found in a lesson plan. They’re on the stage, on the court, in the robotics lab at lunchtime, or around the debating table after the final bell. In this feature, Adelaide schools share the co-curricular programs, clubs and activities that shape their students beyond the classroom; the things that build confidence, spark new interests and turn a school into a community.

Growing beyond the classroom at Our Lady of the Sacred Heart College

Learning at Our Lady of the Sacred Heart College isn’t limited to the daily timetable. Students are encouraged to discover their passions, develop leadership, and build essential capabilities by engaging in any of the many co-curricular opportunities offered at the College.

Whether girls are interested in the performing arts, sport and fitness, STEM, social justice, or leadership, every girl can find her place and something meaningful to pursue.

Ask any senior OLSH College student what advice they would give their Year 7 self, and the message is clear: be brave, get involved, and say yes to opportunities beyond the classroom. For many, the transition into

secondary school was marked by uncertainty — about friendships, belonging, and new challenges. In hindsight, students consistently agree that co-curricular involvement played a vital role in building confidence and connection. Year 11 student Eliza reflects a common sentiment shared by senior students: “Trying new academic, sport, leadership and cocurricular opportunities helped me build confidence, form friendships, and grow as a person.”

Beyond providing opportunities to pursue passions, new interests, and friendships, co-curricular engagement supports the development of essential skills for life beyond

school. Communication, teamwork, empathy, curiosity, creativity, and innovation are all strengthened through participation, allowing girls to grow in confidence and leadership. These experiences help shape well-rounded students who are socially aware, resilient, and ready to make a difference, well beyond the bell.

Our Lady of the Sacred Heart College 496 Regency Rd, Enfield olsh.catholic.edu.au

Endless opportunities at PAC

At Prince Alfred College, learning extends far beyond the classroom. The Preparatory School Clubs & Activities program offers boys a rich and varied range of opportunities to explore their interests, from chess and music to dance, sport, drama, gardening, art and emerging fields such as artificial intelligence. These experiences are more than just enjoyable, they are essential to a boy’s development. Research shows that participation in cocurricular activities supports social skills, confidence, teamwork and leadership, while also fostering creativity and a positive

Bringing democracy to life at Wilderness

At Wilderness School, learning extends well beyond the classroom, and for Year 6 girls, few experiences bring this to life more powerfully than the annual Canberra tour.

As part of their studies in Australian government and civics, students recently spent five days exploring

attitude towards learning. At a time when curiosity and independence are forming, these opportunities give boys the space to discover what they love and who they are becoming.

Whether diving into Chinese language through the Chinese Heritage Club, experimenting with materials in art, performing on stage or developing strategic thinking through chess, every boy is supported to try, fail,

the nation’s capital, visiting Parliament House, the High Court, the Australian War Memorial and Questacon. Through these experiences, the girls encountered the living institutions that shape Australian life and developed a deeper understanding of their role within it.

The experience connects directly with Wilderness’ Junior School Student Parliament, introduced this year to deepen student voice and bring civics education to life through representation, debate and cabinet-style meetings. The girls engage directly with democratic processes and begin

improve and succeed in his own way.

PAC’s approach is intentionally broad, ensuring that each boy develops not only academically, but as a confident, capable and well-rounded young person — ready to thrive both in school and beyond.

Prince Alfred College 23 Dequetteville Tce, Kent Town pac.edu.au

to understand the importance of participation and respectful discussion.

At Wilderness, the focus is on educating girls who are academically capable and civically engaged, with the confidence to use their voices with purpose.

“Going to Parliament House was an unforgettable experience,” said Year 6 student Niamh. “Having learnt about democracy and past leaders of Australia, the portraits of each Prime Minister particularly sparked our interest and showed us how each had chosen to be remembered.”

Wilderness School 30 Hawkers Rd, Medindie wilderness.com.au

Growing curious minds at Pulteney Grammar

At Pulteney Grammar’s Early Learning Centre, learning doesn’t stop at the classroom door, it extends beyond it. The Bush Kindy program invites children to step outside, explore, and connect with nature in meaningful, hands-on ways.

The Bush Kindy adventure begins at Blue Gum Park/ Kurangga, where children are immersed in a rich outdoor environment and curiosity leads the way. They climb, build, observe, question and imagine, developing confidence, resilience and independence. Carrying their own backpacks, navigating natural

Inside SA’s new Technical Colleges

South Australia’s technical colleges offer a brand-new approach to education for Years 10 to 12, with handson industry training, work experience, and mentoring from industry professionals. Students are prepared for the workplace from day one and graduate into a career, guaranteed.

terrain, and returning to continue discoveries across consecutive days, children build not only skills, but a deep sense of capability and belonging.

In this space, learning is alive. Children engage with early science concepts, develop strength and coordination, and form genuine connections with the natural world. They also begin to understand their responsibility to care for it, guided by an appreciation

Take Stella, a Year 11 student from The Heights Technical College, who is undertaking the Early Childhood and Education training program. She’s completing her SACE while undertaking vocational education and training (VET) in state-ofthe-art specialist facilities. Every week she steps out into the workforce, gaining practical experience at Dernancourt Kindergarten – a placement that’s boosted her skills and confidence.

Students gain practical skills, qualifications, and experience in their chosen industry.

Expert teachers and trainers – many with direct industry

of the ongoing connection of Kaurna people to land, culture and community.

For many families, Pulteney’s Bush Kindy offers something truly special, a chance for their child to grow, explore and thrive beyond the bell, shaping not just how they learn, but who they become.

Pulteney Grammar School 190 South Tce, Adelaide pulteney.sa.edu.au

experience – guide and mentor students, ensuring their training is relevant. Students are not sitting in a classroom listening to theory; they’re actively working and gaining the knowledge and skills that in-demand industries need.

For students, this means they graduate with their SACE, VET qualifications and all the skills and experience they need to go directly into a job, an apprenticeship, traineeship, or further study.

Findon, Port Augusta, Modbury Heights, Limestone Coast, Tonsley technicalcolleges.sa.gov.au

Why Scouting is still the real deal

In a world of screens and schedules, Scouts SA offers something refreshingly different: real adventures, real friendships, and real skills that last a lifetime.

Youth-led and adultsupported, Scouts SA empowers young people to learn practical life skills and discover what they’re capable of. Whether it’s paddling through open water, scaling a rock face, hiking remote trails, or performing in the arts, there’s no shortage of ways to find their strength.

But Scouting is about more than the activities. It’s where young people learn to lead, to problem-

Passport to curiosity at St Mary’s College

At St Mary’s College, learning is never one-size-fits-all. Every girl brings her own interests, questions and way of seeing the world – and those differences are celebrated.

This belief is reflected in the Children’s University Australasia program, offered to St Mary’s Junior School students from Reception to Year 6. Designed to

solve, and to look out for one another. Confidence isn’t taught in a classroom here – it’s earned around a campfire, on a weekend expedition, or during a community clean-up.

With five age sections from Joeys (5–8) through to Rovers (18–25), and more than 70 locations across South Australia, there’s a Scout Group for every young person. Remote? No problem. The Lone Scouts program ensures everyone can be involved.

Come and try your first three sessions for free.

Scouting qualifies for Sports Voucher Plus, making it easier than ever to get started.

Your next adventure is closer than you think.

Find out more sa.scouts.com.au

spark curiosity and build confidence, the program supports students to explore what they love beyond school hours, discovering that meaningful learning can happen well beyond the classroom.

Each participant receives a Passport to Learning, which they fill with hours spent exploring approved activities. This might include visiting a museum or library, learning a new skill in the kitchen, playing a sport, getting creative, or diving into an online learning module. The choices are wide-ranging and student-led, giving every girl the freedom to follow her interests and take ownership of her learning journey.

As hours add up, students progress through graduation levels that recognise effort, persistence and personal growth. Along the way, many discover new passions or develop greater confidence in their abilities. As one St Mary’s College student shared, “I liked choosing what I wanted to learn about. It showed me that learning can happen anywhere.”

Each year, Children’s University participants celebrate their achievements at a graduation ceremony held at Bonython Hall at Adelaide University - a special milestone that reflects St Mary’s commitment to nurturing curiosity, confidence and a lifelong love of learning.

St Mary’s College 253 Franklin St, Adelaide stmarys.sa.edu.au

Student clubs take over lunchtime at Good Shepherd Lutheran School

What if lunchtime wasn’t just a break in the day, but a space for innovation, leadership, and connection?

At Good Shepherd Lutheran School, student-led lunch clubs are transforming how students experience school beyond the classroom. These aren’t pre-planned activities handed down to students – they’re ideas sparked, shaped, and led by students themselves. From interestbased groups to creative and social initiatives, these clubs reflect what matters to them.

What makes this approach powerful is the shift in ownership. Students aren’t

St Dominic’s girls serve up more than volleyball

At St Dominic’s Priory College, Volleyball gives girls in the Middle Years a dynamic way to build confidence, connection and courage beyond the classroom. Offered as part of the College’s involvement in the SA Secondary Catholic School Girls’ Sports Association (SACSSGSA)

just playing on a lunch break. They’re leading, learning how to organise, communicate, and adapt, often without even realising the skills they’re building. Just as importantly, these clubs create opportunities for connection. Students naturally find others who share their interests, forming friendships across Year levels and strengthening the sense of community, and open the door for students who may not always find their place in traditional settings.

a clear message: students are capable, their ideas have value, and they can help shape their own experience of school.

When students have a voice, school becomes something they help build, not just attend.

At its heart, this is about student voice. By creating space for ideas to be explored and supported, we’re sending

competition in Terms 1 and 4, Volleyball sits alongside other popular options including basketball, tennis, water polo and touch.

For students new to interschool sport, Volleyball is especially valuable because it rewards communication, trust and teamwork. Every point depends on girls learning to anticipate, encourage and rely on one another; skills that transfer naturally into leadership, learning and everyday school life.

Our Volleyball Academy for Years 7 and 8 invites students to take part in additional training sessions, and as a part of the Year 9 Physical

Good Shepherd Lutheran School 388 Montague Rd, Para Vista gspv.sa.edu.au

Education curriculum, girls are empowered to coordinate their own sport season, coaching and umpiring younger teams.  These experiences develop organisation, collaboration, leadership and problemsolving, allowing students to step into roles beyond player participation.

The College’s Volleyball pathway continues into the senior years, with 2025 highlights including a Senior A Volleyball Premiership and commendable results in School Sport SA’s Statewide Competition.

At St Dominic’s, Volleyball offers every girl the chance to serve, support and shine.

St Dominic’s Priory College 139 Molesworth St, North Adelaide stdominics.sa.edu.au

Pathways to performance  at Westminster

For students with a genuine passion for sport, the Preparatory School Sports Development Program offers a purposeful pathway, building the foundations for future opportunities at Westminster and beyond.

Designed for children in Years 2 – 6, the program

supports those ready to take the next step, developing skill, confidence and a deeper understanding of their chosen sport.

Through Soccer, Football, Netball, Basketball, Volleyball, Cricket, Athletics and Speed and Running Technique, students engage in structured development aligned to long-term progression. Athletic Profile Assessment further supports this journey, offering insight into strengths and areas for growth.

Space. Choice. Seymour.

At Seymour College, the school day doesn’t end when the bell rings. Co-curricular is central to a Seymour education, and it starts early. For some, the journey starts before formal schooling even begins.

Seymour’s Gym Sports and Dance classes welcome girls and boys from as young as three, opening the door to everything Seymour has to offer.

From Prep through to Year 6, the opportunities only grow. Girls are encouraged to explore their interests, whether that’s through Saddle Club, in a Drama Club rehearsal, deep in an AI Camp challenge or creating something at Crafternoon.

Students are guided by specialist coaches whose experience brings both credibility and inspiration. The coaching team includes Neil Young, Heath Lawry, Jarryd Hoppo

There are also over a dozen sports on offer, instrumental lessons, ensembles, choirs, Chess and Drone Clubs. The breadth of choice is deliberate, because what clicks for one girl won’t be what clicks for another. The offerings expand further once girls reach the Middle and Senior Years, with choices across sport, oratory, performance and STEM.

and Fleur Kennedy, each bringing elite experience and a commitment to developing young athletes.

The Preparatory School Sports Development Program is more than participation, it is the beginning of a pathway to high-performance opportunities in Westminster’s Senior School, and beyond.

“Through the Preparatory School Sports Development Program, students are given the opportunity to build strong foundations, develop their skills with purpose and grow in confidence, setting them up for future success in sport.”

Westminster School 1–23 Alison Ave, Marion westminster.sa.edu.au

It’s these service opportunities, alongside the strong academic foundations and focus on student wellbeing that set a Seymour education apart. Girls aren’t directed into one path. They find their own, and it begins earlier than you might think. They call it Complete Achievement.

Seymour College

546 Portrush Rd, Glen Osmond seymour.sa.edu.au

A community beyond the classroom at Loreto

At Loreto College Marryatville, students, parents and old scholars say it time and time again – the community experience is unparalleled. Long after the bell rings, learning continues in the spaces where friendships deepen and confidence grows.

At Loreto, excellence has never been confined to the timetable. Beyond the classroom, the College’s co-curricular program reflects a belief that learning should be immersive, futurefocused and deeply human.

Across 40 co-curricular clubs and programs, Loreto students excel in areas that demand commitment,

Robotics revolution at Investigator College

When Investigator College launched its Robotics Program in 2023, few would have predicted that within three years, a team of Year 10 students would be competing at the VEX Robotics World Championship in St Louis, Missouri.

collaboration and rigour. Strengths in netball, rowing and aerobics sit alongside competitive forums including Mock Trials, Tournament of Minds, robotics, and four Young Historian of the Year awards. In performing arts, students perform across 12 bands and vocal ensembles, compete annually at the Generations in Jazz festival, and host the College’s own Performing Arts Festival at the Adelaide Convention Centre.

Virtual Reality Lab – the only facility of its kind in a South Australian girls’ school – enables students to explore and collaborate beyond traditional learning.

An exclusive girls’ school partnership with the Adelaide Thunderbirds further distinguishes Loreto, providing elite sporting access and mentorship that builds discipline and leadership. The College’s

That’s exactly what happened. Charlie, Aidin and Ollie – competing as team Invictus – reached a #7 global ranking and #1 in Australia in their middle school category, before winning nationals and earning their place on the world stage. One of only two South Australian schools at the Championship, they competed against 300+ teams from across the globe, finishing 13th in their pool and qualifying for divisional finals, a remarkable result for a regional school in just its second year of competition.

VEX Robotics is a system where students design, build and program their own robots to solve complex,

These opportunities are integral to an education that nurtures students intellectually, socially and emotionally, while strengthening a community that continues to connect long after the final bell.

Loreto College 316 Portrush Rd, Marryatville loreto.sa.edu.au

precision-based challenges under the pressure of live matches. At Investigator, the program runs through Digital Technology classes and a lunchtime robotics club, making it accessible to students across the ELC-to-Year-12 Anglican school. Seven Investigator teams qualified for nationals in 2025, a sign of just how quickly the program has taken hold.

The College’s new Aurora Building, which opened this term, includes a dedicated robotics studio that will soon allow Investigator to host regional competitions on a professional-grade field.

Investigator College 9 Bacchus Rd, Victor Harbor investigator.sa.edu.au

Leadership, lived at Endeavour College

At Endeavour College, learning doesn’t stop when the bell rings; it evolves. Students are empowered to find their voice, act with intention and lead with purpose, making a difference through collaboration in areas they are passionate about.

Leadership at Endeavour is inclusive by design, extending far beyond College Captains to ensure every student has the chance to contribute, grow and make an impact.

From Year 7 through to Year 12, individuals can step into roles that reflect their interests, guided by senior leaders across a range of portfolios. Whether driving community initiatives, promoting events or

The classroom is just the start at Mercedes

Mercedes College believes in a rich College life – one where learning, personal growth, leadership and teamwork happen just as often beyond the classroom as they do during lessons.

Central to the College’s educational philosophy

championing causes, there are many ways to get involved. Alongside the College Captains, these leaders form the Student Action Team, working collectively to bring ideas to life and represent the voice of their peers.

Beyond this, co-curricular pathways across sport, the arts, music, debating and environmental initiatives further broaden how students can contribute and lead.

In doing so, they develop qualities valued well beyond school. Employers seek individuals who show initiative and contribute positively, whatever their role. Endeavour’s model reflects this, placing service is giving students opportunities for real-world experiences. It’s through these experiences that students discover more about themselves, build more meaningful connections with others, and develop the confidence to embrace new challenges.

at its core and valuing influence over recognition.

This approach fosters a strong sense of connection, bringing young people together across year levels to support one another, strengthen community and create a culture where everyone feels they belong.

Endeavour College 85 Mawson Lakes Blvd, Mawson Lakes endeavour.sa.edu.au

Camps, excursions, incursions, retreats and fundraising activities enrich student life alongside the College’s co-curricular sport and arts programmes, as well as chess, debating, languages and robotics.

Whether competing in the sporting arena, performing on stage, testing their physical and emotional boundaries or volunteering to help others, Mercedes students gain life lessons that extend far beyond academic achievement. These activities help students grasp concepts of communication, service, compassion and tolerance.

Leadership opportunities begin in Reception and continue right through to Year 12, instilling confidence and commitment in students, helping them to lead with integrity and purpose.

The aim is to develop independent, resilient young people of strong character – qualities that are the hallmark of a Mercedes College graduate.

Mercedes College 540 Fullarton Rd, Springfield mercedes.catholic.edu.au

Finding your passion at Walford

Walford Anglican School for Girls offers a wealth of co-curricular activities, encouraging girls to build confidence, extend their skills, and find balance alongside their academic commitments.

The comprehensive sport program features individual and team sports, from beginners through to elitelevel athletes. Students can choose from athletics, Australian Rules football, badminton, basketball, cricket, hockey, netball, rowing, soccer, swimming, tennis and volleyball. For those on an elite sporting pathway, the High Performance Athlete Academy provides resources,

Adventure and leadership at Tatachilla

At Tatachilla Lutheran College, students don’t just learn about the world, they step into it.

The college’s Army Cadet Unit, 425 ACU, offers a nationally recognised youth development program grounded in leadership, teamwork and resilience, supporting students aged 13 to 18 years to take the lead, test themselves and discover what they’re capable of.

workshops and additional training.

With bands, ensembles, orchestras and choirs, music at Walford offers extensive rehearsal and performance opportunities. Whether dazzling on stage during musicals or showcasing their talents at competitions, students have plenty of chances to shine.

From the Year 6 and 7 Leadership Academy to Walford’s iconic Festival of Ideas, there’s no shortage of ways for students to grow.

Clubs and activities span chess, debating, STEM, visual arts and environmental advocacy, helping students develop skills in teamwork, leadership and problem-solving.

Imagine navigating through bushland after dark, working as a team to respond to a simulated emergency, or sending coded messages using advanced communication techniques. From building and programming drones to sourcing food in the wild, Tatachilla cadets step into experiences that challenge, excite and inspire.

Students who join 425 ACU develop practical life skills in first aid, navigation and survival, gaining the confidence to think clearly, act decisively and support others in real-world situations. Along the way, they build strong bonds of mateship forged through shared challenge, teamwork and adventure.

Cadets can tailor their journey through a range

Year 10 student Harriet sums it up best: “There’s so many opportunities and Walford really prioritises a variety of things – there’s always something for you.”

Walford 316 Unley Rd, Hyde Park walford.sa.edu.au

of specialisations, particularly in STEMrelated fields, pursuing their interests while building discipline and initiative.

Leadership is central to the cadet experience. Senior cadets mentor younger peers, lead activities and take on genuine responsibility, developing confidence and capability that extends well beyond school.

At its core, 425 ACU is about growth, belonging and opportunity, empowering young people to challenge themselves, support one another and thrive. This is just one of the many ways that a Tatachilla education generates opportunities for self-discovery beyond the classroom.

Tatachilla Lutheran College 211 Tatachilla Rd, McLaren Vale tatachilla.sa.edu.au

At Walford, we foster a close-knit community where each girl is inspired to embrace her individuality, strengths, and personal approach to achieving her goals. We instil confidence in each girl to actively design and create her own path to her own success, in a world where she can be, do and achieve, her best, her way.

Discover our ELC and Junior School

Book a Walford Tour

TECHNICAL COLLEGES

HEAD-START TO IN-DEMAND CAREERS FOR YEARS 10–12

For students looking for a direct pathway from high school to an in-demand career, South Australia’s technical colleges could be the answer.

Technical colleges provide students in Years 10 to 12 with free industry training programs, including vocational education and training (VET), to complete their SACE. Students gain hands-on training in purpose-built facilities designed to replicate the look and feel of real workplaces.

There are five technical colleges currently open across South Australia: metro colleges in Findon, Tonsley and Modbury Heights, and regional colleges in Mount Gambier and Port Augusta. Colleges offer industry training programs in Building and Construction, Advanced Manufacturing and Engineering, Aeroskills, Health and Social Support and more. These programs are designed to meet local employment demands, in collaboration with leading employer partners such as Master Builders SA, BAE Systems and SA Health.

Findon Technical College Lead Luke Northcote says, “We want our young people to engage with industry, gain real-world experience, and develop skills that make them highly sought-after employees.”

This focus on industry learning increases students’ engagement with school and supports them to graduate into their chosen field. Findon Technical College Year 11 Health and Support student Nyalang explains, “The work we do is contextualised to health, rather than separate subjects that don’t connect with my interests and future plans.” She shares

that industry immersion, work experience and project-based learning have been the highlights of her time at the college.

Students can also gain a head-start to their career by starting an apprenticeship while completing SACE. Isla, a Year 12 student studying Advanced Manufacturing and Engineering at Findon Technical College, is undertaking an apprenticeship as a mechanical fitter at BAE Systems. She shares, “One of the best things about Findon Technical College is the hands-on learning and real industry connections. We build and create every day, and working with partners like BAE Systems Australia makes our learning real and future focused.”

For students considering their options for 2027, it’s a good time to take a closer look at technical colleges. Upcoming tours and immersion days provide students with a chance to explore the hands-on learning spaces, talk to expert staff, and hear from current students ahead of applying for 2027.

TO LEARN MORE about technical colleges, including how to apply: technicalcolleges.sa.gov.au

THE DAY THEY’LL NEVER FORGET STARTS AT THE FOOTY

There’s nothing quite like a kid’s first live game. The noise when the team runs out, a screamer in the goal square, sitting amongst a sea of your team colours - it all hits differently in person than it does on the couch.

Port Adelaide has been part of this state for more than 155 years. That’s a lot of first games, and a lot of core memories made in the stands.

Power game days are built for kids. Both AFL and AFLW home games have a free, dedicated Kids Zone with footy skill challenges, face painting and activities to work through between quarters. With two seasons running across the year, there are more chances than ever to find a game that works for your family.

There’s a bit more to it than the fun, though. When thousands of supporters sing Never Tear Us Apart before the bounce, a kid picks up something that’s hard to explain in any other setting: that they’re part of something bigger than a game of football. South Australian families have been passing this down for generations. FOR MORE INFORMATION please visit:

READY TO GIVE IT A GO?

POWER KIDS CLUB IS FREE TO JOIN.

Sign your child up and your family gets a free family pass to an AFL home game of your choice at Adelaide Oval, plus another to an AFLW home game at Alberton Oval. Kids also collect a merch pack on the day to take home.

No cost, no catch. Just your family and the footy.

SCAN THE QR CODE to sign up:

portadelaidefc.com.au/ kids-club

A truly international, co-educational, independent primary school, St Andrew’s paves the way for children to realise their potential, embrace their unique talents and reach their goals, no matter the path they have chosen.

Our Walkerville campus offers an engaging educational environment specifically for children in their early years, providing the ideal foundation to embrace their childhood through learning, playing and creating, and to develop a lifelong love of learning.

Courageous, inquisitive, ambitious –these are the characteristics we foster in every St Andrew’s School student.

We invite you to join us for a tour and see the difference for yourself.

standrews.sa.edu.au

BENEFITS OF A BORED BRAIN

By A/Professor Lyndsey Collins-Praino Head, Cognition, Ageing and Neurodegenerative Disease Laboratory, School of Pharmacy and Biomedical Science, Adelaide University

Sunday evenings in our house look like I am a general planning a campaign. With diaries spread out before me, I preview the week ahead, working out a strategy to get everyone where they need to be, when they need to be there – preferably with our sanity intact. Sometimes, it feels like our every moment is scheduled as we shuttle the kids back and forth between various activities and commitments.

Even on rare occasions when we do find ourselves at home with nothing to do, there’s a chorus of, “I’m BORED! What can we do, Mummy?” My children seem unsure how to entertain themselves without a busy schedule in place. And our experience isn’t unique. Multiple friends and fellow parents have expressed the same thing. When did we start feeling as if we had to be our children’s personal concierge service? What have we lost by not allowing our children time to be bored?

First, let me start by saying that I am not condemning giving children the opportunity to participate in extracurricular activities. Studies show multiple benefits associated with this, including better academic performance, greater self-confidence, enhanced social skills, improved physical and mental health and more opportunities to develop new interests. Engaging in both physical and nonphysical (e.g. music, art, drama) extracurricular activities has

also been shown to have benefits for cognitive development, including attention, inhibitory control and problem-solving abilities.

It’s important, however, to acknowledge the potential negative impacts of being overscheduled, including increased stress and fatigue, less family time, neglected schoolwork and poorer sleep. In fact, researchers have even proposed ‘the over-scheduling hypothesis,’ which states that over-participation in organised activities leads to poorer developmental outcomes for children (although research support for this has been mixed). And this doesn’t even consider the financial cost for families. According to research by ING, Australian families spend an average of $1,779 per child per year on extracurricular activities; that’s over $4.7 billion nationwide!

Overscheduling doesn’t allow our children critical unstructured time, in which they can engage in

free play. Scientists have long advocated for the benefits of child-driven free play, which fosters empathy and deeper social connections, helps build independence and boosts problem-solving and cognitive function. For example, in a 2018 study of 128 children followed from age four to age five, researcher Portia Miller and colleagues reported that more time spent playing freely at home was linked to better self-regulation and enhanced early reading and maths skills. Similarly, a study by researchers at the University of Colorado Boulder demonstrated that the less time six-to-sevenyear-old children spent in structured activities, the better their self-directed executive function.

Free play also helps promote emotional and social development. It provides children with a safe space to gain essential life skills, use their imagination and navigate challenges and conflicts. This, in turn, is associated with a number of positive outcomes, including facilitating emotional intelligence development, promoting resilience and self-regulation, nurturing creativity and improving coping strategies.

The effect of free play on the brain may drive these benefits. Play activates multiple brain areas, such as the prefrontal cortex, striatum and amygdala — areas important for cognition, motor planning, and emotional regulation/social engagement. Play also increases production of brain-derived neurotrophic factor (BDNF), which is critical for the brain’s ability to form new connections (‘neuroplasticity’) and plays a role in learning and memory. It also helps protect brain cells against damage, suggesting that childhood free play may have lifelong benefits.

Concerningly, over the past decades, unstructured time that children spend engaging in free play has declined sharply. For example, one study found that six to eight year-olds spent eight fewer hours per week in free play between 1981 and 1997. Compared to the 1970s, today’s children spend 50% less time in unstructured outdoor play! This is driven by several factors, including a decrease in children’s ability to engage in independent activities, more time spent on schoolwork and structured activities, and increased screen time.

Given its numerous benefits, promoting free time, in which children independently play, without specific structure or guidance from an adult, is critical.

“Compared to the 1970s, today’s children spend 50% less time in unstructured outdoor play.”

But how can we encourage this?

1 . Embrace boredom

When children are bored, they must engage their imagination and creativity to fill their time, while dealing with frustration and developing independence. To support this, brainstorm ideas for what to do when they feel bored. For older children, this might include generating a list of activities that they’d like to try (e.g. learn a new skill; create a comic book; make up a dance). For younger children, this could involve creating ‘boredom boxes’ filled with open-ended toys, arts and crafts materials, or cards with pictures of different activities. When kids feel bored, they already have a starting point, which may help them feel less overwhelmed.

2. Practise persistence

You may need to practise persistence, as you field complaints about boredom. Try reflecting this back using statements such as, “What would you like to do?” or “What have you tried so far?” Don’t, however, get drawn into a long discussion or give in and plan out the activity for your child. Take a breath and remind yourself that you are helping them learn to plan, think creatively, problem solve, build resilience, and more. As children gain confidence in filling their own free time, the complaints will decrease!

3. Remember that it’s a process

Children can take time to get comfortable with unstructured time, and how long they can play independently varies with age. Try to be realistic with your expectations and be prepared to step in and provide support from time to time. This may include initially playing together, suggesting potential activities, or talking through how to extend an activity. Know when it’s time to wrap up independent play and move on to something else.

4. Encourage sharing

Once free time has concluded, encourage your child to share their activities. Be excited and praise their creativity and efforts. Ask them to reflect on what they learned, and what they’re excited to try next.

5. Limit structured activities

There can be lots of benefits to extracurricular activities, but you need to strike a balance. As a family, discuss what your child is most interested in, what is financially/practically manageable and what will still allow for free time. Prioritise activities, selecting the number per week that fits your family’s needs.

Boredom, it turns out, is doing more for our children than we are. Sometimes the best thing a parent can offer... is less.

“Play activates multiple brain areas – important for cognition, motor planning, and emotional regulation.”

For all that is she, and all she can be.

Book a tour of our R-12 College in the heart of the city.

IS IT A SICK DAY OR A SLOW START?

How to know when to keep your child home from school

By Livia Robic Health Technology Researcher

It's 7am, and your child is looking a bit off. We've all been there – standing in the kitchen, debating whether it's a Term 2 slump or the start of the inevitable playground plague.

The 'hand-on-the-forehead' check is usually our first instinct, and it's not a bad one. But intuition works best when it's backed by a few simple data points. A temperature reading, a sense of how your child has been sleeping, and a quick check of their resting heart rate can help you tell the difference between a child who needs a day on the couch and one who is well enough for school.

HERE'S A SIMPLE GUIDE TO HELP YOU CALL IT ON THOSE MANIC MORNINGS.

• Stay home for a day

If your child's temperature is still normal but you notice a rising resting heart rate or a dip in their usual sleep quality, they may be in the incubation phase of a virus. A proactive rest day is often all it takes – a quiet day on the couch can allow the body to fight back before a small bug becomes a week-long illness.

• Send them in

If they seem a little sluggish but their temperature and overall energy are sitting

at their normal baseline, it is likely just endof-term exhaustion. Send them to school, but prioritise an early bedtime to help them recharge.

• Call the GP

When your intuition is backed by something more concrete – a temperature above 38°C, a persistent cough, a heart rate that feels off, or a child who simply isn't bouncing back – it is time to call the GP. The more specific information you can bring to the appointment, the more useful that conversation will be.

Catching it early is always worth it – for your child's health, and for the school week ahead.

BEAMO 4-IN-1 MULTISCAN™

A compact at-home device that combines contactless fever detection with a digital stethoscope and heart monitor. Handy for those middle-of-thenight 'is this serious?' moments, and for sharing a fuller picture with your GP without booking a second appointment. withings.com/au/en/beam-o

FLYING START FOR KIDS

BUILDING FOUNDATIONS THAT LAST A LIFETIME

By the time a child walks through the school gate for the first time, much of their early brain development is already complete. Which raises an obvious question: what’s happening in the years before?

South Australia’s answer is Flying Start. From 2026, the Flying Start 3-year-old preschool program is being progressively introduced, with every South Australian child set to have access by 2032. Two years of quality preschool, rather than one, gives children more time to build the foundations that shape everything that follows: language, confidence, social connection, and a genuine love of learning. This is all part of a $1.9b investment over ten years into early childhood reforms, the most significant investment in early childhood in a generation.

90% of brain development occurs before the age of five. What happens in those early years shapes everything that follows.

Play sits at the centre of it. At three, children learn best through exploration, building, pretending, problem-solving, and making friends. Qualified early childhood teachers lead the program, designing age-appropriate experiences that look like play but are doing serious developmental work underneath. Language develops through conversation and storytelling. Confidence grows through trying things, failing, and trying again. Social skills emerge through navigating the small but significant worlds of other three-year-olds. It’s not about fast-tracking children into academic learning; it’s about giving them more time to grow into it.

Nearly a quarter of South Australian fiveyear-olds are currently starting school behind their developmental milestones, a finding that informed the Royal Commission into Early Childhood Education and Care, and that Flying Start is directly designed to address. Identifying those needs at three rather than five means earlier support, more time to close any potential gaps, and access to Preschool Boost funding for services to help children who need it.

The research on early intervention is consistent: the earlier children receive quality education and support, the better their outcomes across school and beyond. South Australia is now making that a reality for every family.

The sooner children start, the further they can go.

Discover Unexpected Friendships

Scouts take on new challenges every day. They embark on adventures, contribute to their local community, learn new skills and discover exciting opportunities. Through Scouts, kids will forge friendships with the people they expect, and the ones they don't!

Scouts is open to all, regardless of background or interests. Meet new and exciting people and do amazing things!

WHO IS YOUR CHILD BECOMING?

The education happening after 3pm

By Madhavi Nawana Parker CEO Positive Minds Australia

Every child, whether they say it out loud or not, is trying to answer two big questions:

“Who am I?” “Where do I belong?”

While school teaches vital skills like reading, writing, and problem-solving, it doesn’t always help children answer those deeper questions. That’s where extracurricular activities, whether sports, music, art, dance, drama, coding or a part-time job, can be truly powerful.

These activities aren’t just “extras”. They’re often where children discover who they truly are.

When a child finds ‘their thing’

When a child finds an activity they genuinely connect with, you’ll notice a real difference. A child who struggles in the classroom may come alive on the soccer field or in the art studio. A quiet child might suddenly shine in drama class. A restless child may find calm and focus through drawing. This moment is more important than it seems.

Developmentally, children are always building their sense of competence, essentially asking, “Am I good at

something?” When they find and stick with an activity they enjoy, they start to think:

• “I can do this”

• “I’m getting better”

• “This is part of who I am”

This builds deep, lasting confidence. It’s not just about being good. It’s about feeling capable.

Why belonging is just as important as skill

Children don’t stick with activities just because they’re good at them. They stay because they feel they belong. Being part of a team, a group, or working toward a shared goal gives children:

• A sense of connection“These are my people”

• A sense of identity - “I’m a dancer” or “I’m a swimmer”

• A sense of safety - “I know my place here”

Belonging is a basic human need. When children feel accepted and included, they’re more likely to take risks, try new things, and grow.

For some children, especially those who feel different or overlooked in school, an extracurricular activity might be the first place they truly feel seen.

How activities build resilience

Children who have something meaningful outside the classroom often cope better when life gets tough. Why? Because they have:

• A space to build new connections

• A place where they experience success or novelty

• A break from academic pressure

• A reminder that they are more than their performance at school

If school feels tough, they still have a place where they feel capable and valued. This creates emotional balance. A place to reset, reconnect, and rebuild confidence.

It’s not about being the best

Many parents worry about whether their child is ‘good enough’ to continue an activity, but research and experience tell us something important: The benefits don’t come from being the best. They come from being engaged. What matters most is:

• Enjoyment

• Effort

• A sense of progress

• Support from adults

• Connection with others

A child doesn’t need to be the top performer. They just need to feel that what they are doing matters to them.

When a good thing becomes too much

While extracurricular activities can be incredibly positive, they can also become stressful if the balance tips too far.

Sometimes, what starts as a joyful outlet becomes another place where a child feels pressure to perform.

Signs to watch for:

• Your child starts to dread the activity

• They become overly upset about mistakes

• Their self-worth depends on how they perform

• They feel like they ‘can’t stop,’ even if they want to

• The focus shifts from enjoyment to winning or achieving

• They seem disconnected from or disengaged with peers

When this happens, the activity stops supporting identity and starts to limit it. Instead of thinking, “this is something I love,” they begin to think, “this is something I have to succeed at to feel okay.”

Understanding the tipping point

A healthy activity can become stressful when:

1 . Choice disappears - The child feels forced rather than motivated

2. Identity becomes too narrowThey start to believe their value comes only from that activity

3. There’s no time to restOverscheduling leads to exhaustion and irritability.

4. Adult expectations take overWell-meaning parents or coaches may unintentionally increase pressure.

Children are sensitive to these shifts. Even subtle pressure can change their experience.

Shaping the experience

As parents, we play a powerful role, not only in choosing activities, but in shaping how children feel about them.

Here are practical, evidence-based ways to support your child:

1 . Focus on effort, not outcome

Instead of:

“Did you win?”

Try:

“I loved watching how hard you tried.”

This helps children value persistence over perfection.

2. Protect the joy

Regularly check in:

“Are you still enjoying this?”

Enjoyment isn’t a bonus, it’s essential for long-term wellbeing.

3. Give permission to change direction

Children grow and evolve. What they loved at 7 may not fit at 10. Let them know:

• It’s okay to try something new

• It’s okay to stop something that no longer feels right

This builds self-awareness and decision-making confidence.

4. Help them see they are more than one thing

Avoid letting one activity define your child.

Reinforce messages like:

“You’re a great swimmer, and you’re also kind, curious, and creative.”

This protects against identity becoming fragile or dependent on performance.

5. Watch their emotional signals

Behaviour often tells you more than words.

Look for:

• Increased irritability

• Avoidance

• Withdrawal

• Changes in mood or behaviour

These may be signs your child is overwhelmed, not unmotivated.

A simple way to think about balance

Healthy extracurricular involvement usually includes three key elements:

Competence

“I’m getting better.”

Connection

“I feel like I belong.”

Choice

“I want to be here.”

When all three are present, children thrive. If one is missing, gently explore what might need adjusting.

Neurodivergent families

If your child is neurodivergent, it’s important to take extra care as a parent not to overload yourself (or your child), with more than is necessary. Your tipping point for overwhelm and overload is often more sensitive, because of the additional layers of complexity that come with neurodivergence. Don’t feel that extracurricular is essential if adding this to your life increases stress. Timing is everything.

The bigger picture

Extracurricular activities don’t just fill time, they help shape identity. Children who have positive, balanced experiences tend to grow into adults who:

• Try new things with confidence

• Build meaningful relationships

• Handle setbacks more effectively

• Define themselves beyond external success

Children don’t just learn skills. They learn who they are becoming.

Three simple takeaways for parents

1 . Help your child find something that feels like theirs. Not what they’re best at, but what they enjoy enough to keep returning to.

2. Pay attention to the shift from joy to pressure. When it stops feeling like a choice, it may be time to reassess.

3. Remind your child they are more than any one activity. A strong identity is flexible, not fixed. At the heart of it, extracurricular activities are not about creating high achievers. They’re about raising children who feel capable, connected, and confident, both inside and outside the classroom. Lastly, remember, extracurricular doesn’t mean it has to be a structured activity outside of home or school, it simply means something beyond the everyday routines.

Wishing you well, from the bottom of my heart.

With love,

Madhavi xx

New Junior School opening at Mawson Lakes in 2027

Building strong foundations

A significant new chapter is beginning at Endeavour College, with the opening of a purpose-built Junior School for Reception to Year 6 students in 2027.

Located in the heart of Mawson Lakes, the new Junior School has been designed to give children strong foundations for learning, wellbeing and personal growth.

For more than 25 years, Endeavour College has built a reputation as one of Adelaide’s leading independent secondary schools. The new Junior School expands that

vision, creating a seamless Lutheran education from Reception to Year 12.

“For children to truly thrive, they need to feel known, safe and inspired from their very first years of learning. That’s exactly what we are intentionally creating at Endeavour College,” says Principal Richard Baird.

The new campus will feature contemporary learning environments, specialist STEM and enrichment spaces, music facilities, dedicated outdoor play areas and flexible spaces designed to support collaboration, curiosity and creativity.

For local family Andrew and Lilianne Suter, the expansion represents something much bigger than a new campus.

Having the opportunity for your child to learn in a brand-new environment within an established school with so many opportunities is ideal.”

Junior School at a glance

• Opening in 2027

• Reception to Year 6

• Seamless R–12 pathway

• Maximum class sizes of 27

• Specialist STEM, music and enrichment spaces

• Contemporary learning and outdoor play environments

• Progressive Christian education in Mawson Lakes

STEP UP. STAND OUT.

REACH FURTHER AT TATACHILLA

A leading dance program in South Australia

Some students know from early on that dance is their thing. At Tatachilla Lutheran College, that instinct is taken seriously. With one of the largest school dance programs in South Australia, spanning Year 4 through to Year 12, dance at Tatachilla lives in the classroom as much as it does on the stage. Students don’t just learn to dance, they learn to tell stories, think like artists and work as collaborators.

Students have the opportunity to explore a diverse range of styles, including jazz, tap and hip hop. The program is intentionally inclusive, welcoming students of all experience levels, whether a child is

taking their very first dance steps or refining years of training. Every dancer is supported to progress at their own pace and develop a genuine love of movement.

DANCE AS PART OF THE CURRICULUM

For students in Years 9 to 12, dance is also offered as an elective subject, providing a deeper exploration of the art form through contemporary and lyrical styles. Students develop technical and expressive skills, learn choreography and performance techniques, and explore the history and evolution of dance. They respond creatively to ideas and stimuli, use choreographic devices to create original works and reflect on dance as a form of artistic expression. Through this academic pathway, students build confidence as performers while also developing transferable skills in creative thinking, collaboration and problem-solving. Assessment includes performance, choreography and written reflection, ensuring a well-rounded and rigorous learning experience.

BUILDING CONFIDENT, CAPABLE YOUNG PEOPLE

Dance shapes young people physically, mentally and socially. Weekly classes build strength, coordination, discipline and focus, while giving students a creative outlet to express ideas and connect with others. Instruction comes from experienced teachers who bring both technical expertise and real industry

SUPPORTING EMERGING ARTISTS

Tatachilla also offers an Arts Scholarship for eligible students entering Years 7 to 10. Designed to support emerging artists across dance, drama, music, visual art and production, the scholarship recognises both artistic talent and academic achievement. It provides students with the opportunity to further develop their skills, pursue their passions and be recognised for their strengths.

insight, with classes running year-round and open to all students regardless of background.

PERFORMANCE AND REAL-WORLD OPPORTUNITIES

Performance is central to life at Tatachilla. Each year, dancers take to the stage for the college’s annual dance showcase, a highlight event drawing a crowd of around 500, and may also perform in the biennial school musical. Beyond the college gates, students perform in the City of Onkaparinga and McLaren Vale Christmas pageants, building confidence and connection with the wider community.

For those seeking extension, the Tatachilla Arts Academy offers an audition-based program for Years 7 to 11, where students work alongside industry professionals to create a 30–45 minute contemporary work, developing stamina, technique and artistic identity in a professional context.

Past graduates have gone on to pursue careers as performers and choreographers, with students accepted into Adelaide College of the Arts, Brent Street (Sydney), the Australian Company of Performing Arts and Queensland University of Technology.

BROADENING HORIZONS BEYOND THE CLASSROOM

Tatachilla also looks beyond South Australia to broaden students’ horizons. Each year, selected students in Years 10 and 11 travel interstate to attend a national dance festival, participating in masterclasses led by industry professionals across a wide range of genres. In 2026, students will travel to Sydney for the Light the Way Dance Convention, take workshops with Sydney Dance Company and attend major theatre productions including The Lion King and Anastasia

These immersive experiences are both inspiring and transformative, offering students fresh perspectives and a deeper understanding of the pathways available within the performing arts.

A COMMUNITY IN MOTION

What truly sets Tatachilla apart is the way its dance program nurtures the whole student. While technical skill and performance opportunities are central, equal emphasis is placed on personal growth, wellbeing, body positivity and connection. Dance becomes a vehicle through which students build friendships, develop empathy and learn the value of collaboration.

For families seeking a school that values creativity as much as academic achievement, Tatachilla Lutheran College offers the space and opportunity for students to create, perform and reach beyond the ordinary.

LIMITED VACANCIES AVAILABLE. Start your Tatachilla journey now: tatachilla.sa.edu.au

The real

after school cost of

What extracurriculars actually cost South Aussie families – and the help that's available

By Liv Williams Editor of

educate, mum of 3 and reluctant CFO of 2 junior athletes and a budding musician

Ask any parent about the value of their child's after-school activities and you'll get an enthusiastic response. The swimming squad builds confidence. The drama class brings a shy kid out of their shell. Saturday morning footy gives them a sense of belonging no classroom can replicate. But ask those same parents what they're actually spending – once you tally the registration fees, the club uniform, the equipment, the weekend travel and the end-of-season levies – and the enthusiasm tends to come with a wince.

According to a 2025 ING study, Australian parents are spending an average of $1,779 per child per year on extracurricular activities including sport, music and tutoring. Nationally, that adds up to more than $4.7 billion. And it's climbing: nearly nine in 10 parents surveyed expected those costs to increase further, while 93% said they had already made personal sacrifices – including giving up their own hobbies – to keep their children enrolled.

That average figure of $1,779, of course, is just the start. It doesn't capture the full

picture for families juggling multiple children across multiple sports, or the hidden costs that tend to accumulate across a season. Registration and membership fees are usually the first line item, but they're rarely the last.

Where the money goes

The cost of keeping a child in a single extracurricular activity for a year typically includes some combination of the following: seasonal or annual registration fees; club or association membership; uniforms, team gear and sport-specific footwear; equipment (think racquets, instruments, bows, dance

shoes, shin pads); training and coaching fees on top of club registration; competition entry fees, carnival levies and grading costs; travel to away games, regional competitions or state championships (fuel, accommodation, meals); end-of-season presentation costs, trophies or volunteer levies; and insurance or first aid levies.

For a child in a single community sport, families might get away with $300–$600 a year in direct costs. But for competitive or representativelevel sport, music tuition or activities that involve regular travel, the bill can run well into the thousands. Multiply that across two or three children, and the financial pressure becomes real.

The costs parents don't always see coming

Some of the most stressful expenses are the ones families don't budget for at the start of the year. A child who makes a representative team might face additional selection fees, new uniforms, interstate travel and accommodation at short notice. Equipment breaks or is outgrown mid-season. Clubs increase fees after registration has closed. For metro families, a weekend carnival in a regional area can mean a full tank of fuel, a night in a motel and three meals out. For families already based in regional South Australia, the travel burden is even greater; some are driving hours each way just for weekly training, let alone competition.

And then there's the less visible cost: time. Research from Real Insurance found that parents of children in sport and extracurricular activities spend an average of 11.1 hours per week on those commitments – driving, watching, washing uniforms, coordinating logistics. That's time away from work, from other children, from rest.

The SA Sports Voucher: what it covers and how to use it

South Australian families do have help available, and it's worth knowing exactly how the system works. The SA Government's Sports Vouchers Plus program provides two $100 vouchers per

HOW TO USE THE SA SPORTS VOUCHER

Check your child is eligible: they must be in Reception to Year 9 and living in South Australia (born between 2011 and 2021 inclusive for 2026 vouchers)

Visit sportsvouchers.sa.gov.au and use the 'Find a Provider' tool to locate a registered club or organisation near you

Let the provider know you'd like to use your voucher when you register your child

Provide your child's details to the provider, including their 11-digit Medicare number (you can do this via the downloadable voucher form, the provider's own online registration system, or an online form the provider has set up)

The provider reduces their fees by up to $100 per voucher – you pay the remaining balance

You can use both vouchers (totalling $200) with the same provider if you choose

Some providers discount upfront at the time of registration; others require you to pay in full and reimburse you once they've received the funds from the program

Vouchers cover participation and tuition fees only – not equipment or instrument purchases

There is no income test and no application to submit to government

To check whether your child's vouchers have already been used this year, use the Medicare search tool on the Sports Vouchers homepage

child per calendar year – a total of $200 –to help cover the cost of sport, active recreation and music fees. It's available to all South Australian children from Reception to Year 9.

The vouchers can be used with any registered provider, and both vouchers can be used with the same provider if you choose. They're applied to participation and tuition fees only – not equipment or instrument purchases.

DID YOU KNOW?

The Sports Voucher program now covers music lessons. The Sports Vouchers program has been expanded to include Scouts, Girl Guides and music lessons, so it's not just sport. Families with kids in instrumental tuition, choir programs or band can use the vouchers too.

Tips for managing the budget

For families feeling the squeeze, a few practical strategies can help. Ask the club directly about payment plans, sibling discounts or hardship provisions – many have them, but don't advertise them. Check whether your child's school offers subsidised extracurricular programs that might scratch the same itch at lower cost. Look into council-run programs, which tend to be more affordable than private providers. Buy secondhand equipment and uniforms where possible – club Facebook groups are often a good source. And budget for the full year at the start, including the costs you don't see on the registration form: travel, uniforms, end-of-season extras.

FINANCE

REPRESENTING YOUR STATE?

Your council might help

Extracurricular activities matter. The research is clear on that, and most parents don't need convincing. But the financial load is real, it's growing, and it falls unevenly. Knowing what help is available – and planning for the costs that aren't on the brochure – can make the difference between a child staying in an activity they love and a family having to pull them out mid-season.

FOR MORE INFORMATION on the Sports Vouchers Plus program: sportsvouchers.sa.gov.au

Some local councils offer small grants for young athletes and performers who've been selected to represent South Australia at state or national level. Often called Local Heroes grants or similar, these can help cover travel, accommodation and competition costs – expenses that add up fast when a child is competing interstate.

Eligibility and amounts vary by council, and application rounds can open and close quickly, so it's worth checking your local council's website or calling their community development team early. These grants aren't always well publicised, so don't assume they don't exist just because you haven't heard of them. Ask the question.

NEUROPHYSIOTHERAPY SERVICES

WHEN A KNOCK ON THE HEAD NEEDS MORE THAN ICE

By Edwina Reid Founder of NeuroPhysiotherapy Services

Most parents of school-aged kids will have lived through a version of this. A head clash at training. A fall off the bike. A clipped head on the netball court. The child seems mostly okay, maybe a bit quiet on the drive home, maybe a headache that lingers into the next day. And then the question starts forming: is this just a bump, or is it something more?

Concussion is something Australian families are talking about more than ever, and for good reason. According to the Australian Institute of Health and Welfare, more than 20% of children will experience a concussion by the age of 16, and sport is the leading cause in 10 to 15-year-olds – contributing to more than 60% of concussion-related hospitalisations in that age group. Rugby, cycling, AFL, soccer and equestrian top the list.

The numbers are sobering, but they’re also why specialised care matters. A concussion isn’t always obvious. It’s a traumatic brain injury caused by a knock to the head, face, neck or body that transmits force to the brain, and it can evolve over hours or days. Diagnosis relies on careful clinical assessment, not a single scan or test.

That kind of assessment is what NeuroPhysiotherapy Services in Eastwood is built around. Founded by Edwina Reid in 2001, the clinic specialises in neurological and vestibular physiotherapy, with concussion and traumatic brain injury rehabilitation a particular focus. Edwina brings more than 40 years of experience to the work,

and her team assesses the visual, vestibular, cervical and autonomic systems together – not in isolation – while tracking how the central nervous system is regulating the body during recovery. They also treat the related injuries that often come with a concussion, particularly to the neck, jaw and face, which can be easy to miss but slow to resolve.

More than 20% of children will experience a concussion by the age of 16, and sport is the leading cause in 10 to 15-year-olds – contributing to more than 60% of all concussion-related hospitalisations in that age group.

For parents, the practical takeaway: if your child has had a knock and something feels off –persistent headaches, dizziness, fatigue, trouble concentrating at school, irritability that doesn’t lift – it’s worth seeking specialist input early rather than waiting it out. The right management in the first weeks can make a meaningful difference to recovery.

NeuroPhysiotherapy Services accepts patients via self or medical referral, is an NDISregistered provider and offers private health rebates on the spot.

NEUROPHYSIOTHERAPY SERVICES

121 Glen Osmond Road, Eastwood neurophysio.com.au

Why creativity belongs at the centre of childhood

By Valando Demetriou

Valando Demetriou is the founder of Mini Ivy, a structured arts-based early childhood development program. A qualified early primary teacher, she is passionate about helping young children build confidence, independence and the learning behaviours that support school readiness.

For years, the arts have been treated as the soft option; the thing children do after the real learning is done. As a former early years teacher, I watched this play out across classroom after classroom. The children who arrived most ready to thrive weren't necessarily the ones who could already write their name. They were the ones who could sit with

WHAT THE RESEARCH SAYS

Studies in early childhood education consistently link structured arts participation with improved fine motor coordination, visual-spatial awareness and cognitive flexibility. Children who engage regularly in guided creative activities show stronger hand strength and control, enhanced visual processing skills and a greater capacity for focused task engagement. Art-based learning has also been associated with improved planning and sequencing abilities, the kind of thinking that supports children across every area of school life, not just in the studio.

a tricky moment, try something new, and stay curious when things didn't go to plan.

That observation shapes how I think about creative development today, and it's the reason I co-founded Mini Ivy Art Studio.

Structured creative programs, the kind that run alongside kindy, school and family life rather than competing with them, give children something that's harder to measure but easy to observe. A child who can work through a 90-minute session, follow a sequence of steps and persist when something doesn't work the first time is practising focus, problem-solving, fine motor control and emotional regulation all at once. The art is the vehicle. Development is the outcome.

Extracurricular learning, when it's intentional rather than incidental, isn't a top-up. The hour a week a child spends in guided creative development can do extraordinary things for their development. The research increasingly supports what many early childhood educators already know: creative experience builds the foundational skills — confidence, resilience, the ability to concentrate — that no textbook can deliver directly.

What a child takes home isn't really the painting. It's who they became while making it.

Mini Ivy Art Studios

211 Henley Beach Road, Torrensville 378 Payneham Road, Payneham miniivy.com.au

Mini Ivy Art Studio

A seat at THE TABLE

Meet Zoe from Windmill's Little Board

Most boards are made up of seasoned executives. Windmill Production Company's Little Board is made up of young people. Every fortnight, a group of smart, creative kids meet at the Windmill office to explore art and theatre-making, sit in on how productions come together, and consider what art-as-activism actually looks like — guided by Windmill staff, artists and the company's senior Board. It's free, weekly, and unlike any extracurricular on offer in Adelaide. We sat down with one of its members.

What made you want to apply for the Little Board in the first place?

I'd already had experience with Windmill — I was the voice of Beep in Beep and Mort, and I'd worked on Creation Creation. I loved working with them and was keen to keep the connection going.

SCHOOL STAR

Tilly, Year 9, Pulteney Grammar School

For most middle school students, the end of April means the tail end of school holidays. For Pulteney Grammar's Tilly Williams, it meant travelling to Brisbane to represent South Australia at the National Junior Athletics Championships, and returning with some pretty stellar results.

Tilly claimed the national silver medal in the under-16 1500m on day one, running 4:23.06, before turning her attention to the 800m – dominating her heat and going on to win the gold medal and national title by three seconds in a gun-to-tape victory. Her winning time of 2:07.71 also broke a South Australian state record that had stood since 1991. Both performances met the qualifying standard for the World Junior Athletics Championships in Oregon this July – though at 14, Tilly is not yet old enough to compete. Back home, she went on to win gold in the open women's 5km road race at the Adelaide Marathon Festival in 16 minutes 31 seconds just a few weeks later.

Has being part of this group opened up something you hadn't considered before? Definitely. Getting to see behind the scenes and how the theatre world actually works gave me a real sense of what it could be like later. I'd consider acting or theatre when I'm older.

What do you think adults get wrong about what kids want to see on stage?

I think that adults think that themes that are considered scary and stuff like death, ghosts, and phobias are too confronting for young ages. Things like that were covered in Creation Creation and I really liked that, because it was educational in a safe way that was understandable for people of all ages. Windmill also added the aspect of a sleep paralysis demon in Mama Does Derby, which I think is really cool because the way they represent the demon is ‘scary’ but doesn’t seem so as the show progresses.

What's something about you that might surprise the other members of the Little Board? I'm a lot like the character I voiced in Beep and Mort. I have so much data in my head from years of reading, but I speak in monosyllables when I'm asked a question. Even writing the answers to these questions, it was hard to use full sentences.

Find out more about the Little Board: windmill.org.au

What makes Tilly's achievements particularly impressive is the broader picture. A Middle School leader, straight-A student and proud representative of Pulteney Grammar in athletics, she also turns out for the school's First XI cricket team and finds time to play basketball and touch football for the school when she can. She balances the demands of elite sport with the full weight of secondary school life.

Pulteney Grammar has a strong tradition of developing well-rounded students, and Tilly is a fine example, excelling on the track, on the sports field and in the classroom.

Know a student who deserves a moment in the spotlight? We'd love to hear about them hello@kiddomag.com.au

the NEW AGE of family organisation

From the schedule on the wall to the lost lunchbox at the bottom of the oval – keeping tabs on a busy school life has never had better tools.

Skylight Calendar

A touchscreen wall display that shows the whole family's schedule at a glance. Each member gets their own colour, calendars sync automatically, and everyone can see what's on without being asked.

RRP $529 au.myskylight.com

Nelli Smart Hub

A dedicated routine hub for kids, guiding them through their day using visual schedules, voice prompts and a star rewards system. Parents set it up; kids run with it. No subscription required for core features. Particularly well suited to children who thrive on visual structure.

RRP $459 nelli.com.au

Cozi Family Organiser

The group chat that actually works. This app pulls together a shared calendar, shopping lists, meal planning and to-do lists in one place. Available on Android and iOS, syncs in real time.

FREE APP cozi.com

Tinybeans

A private, ad-free app for sharing family milestones – photos, videos, notes – with a chosen group of family and friends. A quieter alternative to social media, and simple enough for grandparents to actually use.

RRP $7.99/month or $74.99/year tinybeans.com

A small disc that slips into a school bag, lunchbox or instrument case and connects to the Find My app. For families whose mornings involve at least one "where is your...?" exchange, it's worth every cent. 4-pack RRP $165 apple.com/au

IS YOUR CHILD’S SCHOOL LIBRARY EVERYTHING IT SHOULD BE?

Contributed by the School Library Association of South Australia

When choosing a school, it's easy to focus on classrooms, facilities and academic results. But one of the most telling questions you can ask is about the library, and who's running it.

A great school library is much more than a room full of books. It's a welcoming space where students read, study and connect with others, and it plays a vital role in helping children develop the skills they'll rely on for life: finding reliable information, thinking critically and using digital tools responsibly. Perhaps most importantly, a good library fosters a genuine love of reading.

Strong libraries are powered by a dedicated team, typically a qualified teacher librarian supported by library technicians or assistants. The teacher librarian leads the library's teaching and learning program, working closely with students and classroom teachers to build skills in literacy, research and critical thinking. These are capabilities that matter more than ever in a world saturated with information, including misinformation.

Literacy remains a key concern across Australia, and reading for enjoyment is one of the most effective ways to support it. Teacher librarians are experts in children's and young adult literature, they know how to find the right book for each individual student and build collections that reflect the full diversity of the school community.

Yet not all school libraries are equally resourced. In South Australia, 85% of schools do not have a qualified teacher librarian leading their library program, a striking gap, given the evidence for their impact. When visiting a prospective school, it's worth asking directly who staffs the library, and how are they supporting students?

WHAT TO LOOK FOR IN A SCHOOL LIBRARY

A well-resourced school library should offer students:

• Support for reading from someone who has broad knowledge of children's and young adult literature, knows how to match the right book to each individual, and holds dual qualifications in teaching and librarianship.

• A welcoming, safe space that is accessible before, during and after school, somewhere students can read, study, play games, meet friends or simply have some quiet time away from the schoolyard.

• Guidance on using information from a qualified teacher librarian who can teach students to find reliable print and digital sources, use AI ethically, evaluate credibility, navigate the internet safely and reference sources correctly.

“Centralised libraries provide a common space where students of different ages can interact, collaborate and learn from each other. This interaction fosters a sense of community and enhances social wellbeing.”

Dix & Van Der Zant, 2025

• A well-maintained collection that is current, relevant to the curriculum and student interests, age-appropriate and attractively presented.

Who manages the library? Comparison: 2024 vs 2019

Who manages the library? By qualification combination

Data source: Q14 & Dix et al., 2020, Figure 12

SCHOOL LIBRARY HEALTH CHECKLIST

Take this with you when visiting schools in your area.

Staffed by a qualified teacher librarian and library technicians or assistants

Supports students to develop research skills across the curriculum

Holds a carefully curated collection reflecting diverse backgrounds, needs and abilities

Equipped with a wide range of print and digital resources

Built on strong collaboration between the teacher librarian and classroom teachers

Running evidence-based programs that encourage reading for pleasure

Accessible to all students before, during and after school

A sanctuary for connection, collaboration, private study and independent reading

Visibly supported by school leadership.

FIGURE 9. Percentage of schools with someone to manage the library collection, alone or with a team (n=692)

SCREEN-FREE AFTER SCHOOL ACTIVITIES for the cool change

COOKIE DECORATING

Speaking of treats, we have never had this activity miss! Basic cookie decorating is actually easier than it sounds. You can go all out and bake your own cookies, OR simply buy a pack of milk biscuits from the supermarket. Again, you can keep it simple with store bought icing, sprinkles and desiccated coconut. Or for a healthier option, you could do a thick Greek yogurt with fruits as the toppings!

What you need: milk biscuits, icing, sprinkles, small bowls, butter knife/ spoon

❶ Put biscuits on plates or baking paper.

❷ Add a small amount of icing to each child’s bowl.

❸ Let them spread icing onto the biscuits.

❹ Decorate with sprinkles or small toppings.

❺ Eat one, save one, or make a mini “cookie gallery”.

By Alexis Teasdale @thecrafternoon.co

Those post-school moods can be real, especially if kids are tired and have the hangries. To avoid them heading straight onto screens, here are some creative ways to keep them entertained. Just add a snack plate, and you’ll be sorted!

FLOWER OR LEAF PAPER PLATE

For younger kids, you can prep this earlier (takes less than 5 minutes), or older children can create it from scratch. You simply cut out the middle of the plate (in a shape if they want!) then let them decorate the outside. Add a piece of clear contact paper on the back, sticky side facing you, so they can go outside and find leaves and flowers to decorate the middle!

What you need: paper plate, sticky contact paper, leaves/ flowers/petals, scissors

❶ Cut the middle out of a paper plate to make a frame, and decorate.

❷ Stick contact paper across the open middle, sticky side facing up.

❸ Let kids press leaves, petals, or small flowers onto the sticky area.

❹ Add another piece of contact paper on top to seal it if you want!

❺ Trim the edges and hang it in a window.

MELTY BEADS

Great for older kids with good dexterity, melty beads/ Hama beads/ Perler beads, depending on what you call them, are seriously mindful and addictive. You can buy affordable sets at places like Kmart, Spotlight and online for around $10 and they will last you months and months. They most often come with a big mixed tub, a few small clear plastic peg boards and some designs to place underneath. Just the finding and sorting of colours alone is a relaxing activity, and then they can create their own shapes and designs. Ironing is best left to the adults. Simply place a sheet of baking paper on top and press for a few seconds. If kids want, they can add a ‘hook’ to the top of their design with a few extra beads, so they can turn it into a bag charm or hang it on the wall.

SCAVENGER HUNT SHEET

If the weather is fine, make the most of it and send them outside with a scavenger sheet on a clipboard! Fresh air, fun and a bit of competition thrown in for good measure. Maybe they get a treat for finding a full board?!

Find a printable scavenger hunt sheet at crafternoonco.com.au/printables.

What you need: printable scavenger hunt sheet, clipboard, pencil/marker

❶ Give each child a scavenger hunt sheet.

❷ Explain where they can search, such as the garden, balcony or living room if it’s wet.

❸ Kids tick off or draw each item as they find it.

❹ For extra fun, set a timer.

❺ Bring everyone back to the table to compare finds.

What you need: Perler beads, pegboards, design cards or simple ideas

❶ Set beads in a small bowl or tray.

❷ Choose a simple design, like a heart, star, fruit, or initials.

❸ Place beads onto the pegboard one by one.

❹ Once finished, an adult irons the design according to the bead instructions.

❺ Let it cool before removing it from the board.

DRAWING JAR

This is the activity that keeps giving! Give them a jar and strips of plain paper. They can whip up 20-30 drawing prompts like ‘Orca jumping out of the ocean’, ‘magical land creature’, ‘something with horns’, and then fold them up and pop them in the jar. They can then choose a prompt, and give themselves a time limit with an egg timer or phone timer! Kids can even challenge themselves to get the time down as the weeks go by.

What you need: jar, paper strips, pencils/markers, egg timer

❶ Write simple drawing prompts on small strips of paper.

❷ Fold them and pop them into a jar.

❸ Each child picks one prompt.

❹ Set the egg timer for 5–10 minutes.

❺ When time is up, share the drawings or pick a new prompt.

Want to get crafty IRL?

Visit Crafternoon Co at 86 Duthy St, Malvern or follow @thecrafternoon.co to see what workshops are coming up!

Scavenger Hunt

SUCCEED AT SCHOOL, YOUR WAY

AT SPECIALISED ASSISTANCE SCHOOL FOR YOUTH (SASY)

SASY is a secondary school for young people who need something different from mainstream education. It’s a place where students can find their interest in learning again, with an approach that puts wellbeing alongside academics.

For students who need extra time, learning support, mental health support, or more flexibility, or who’ve just found that traditional school hasn’t worked for them, SASY may be the right fit.

OUR COMMUNITY

Smaller classes make a real difference at SASY. Our small cohorts mean every young person gets tailored support, targeted help where they need it, and room to grow.

SASY is also a connected, inclusive community where students feel safe, known and valued, the foundations for re-engaging with school.

STUDENT-CENTRED LEARNING

Our teachers act as facilitators, creating learning environments that encourage exploration and inquiry. A student-centred approach builds critical thinking, creativity, and the ability to apply what students learn to the real world. Students take ownership of their own learning, working out what suits them and building confidence through choice.

THE SASY WAY

We know wellbeing comes before personal and academic growth, so we focus first on creating a safe environment where young people feel supported and connected.

Youth workers play a vital role at SASY, helping build and maintain the relationships that hold the school together. They work alongside teaching staff, offering co-regulation, advocacy and practical support to help students through their school day and the wider challenges of life.

MIDDLE AND SENIOR SCHOOL

In Middle School, SASY uses an experiential approach to the Australian curriculum, with hands-on programs built around students’ interests.

Senior School runs over three years, giving students the time and flexibility to move into pathways that are meaningful and achievable for them – SACE, VET, apprenticeships, employment, further study, or community and industry engagement.

SEE WHAT MAKES SASY DIFFERENT

“At SASY, the focus is completely different. It’s a studentdriven, diverse environment where wellbeing and identity are at the heart of everything.” – Tulsi, student.

SASY offers a flexible, student-centred approach built around young people; their interests, their needs, their way. Our team is here for young people every step of the way, in the classroom and beyond.

ENROLMENTS FOR 2026 and beyond are

Dream

a little bigger

Investigator College empowers students for life with its focus on wellbeing, character and strong academic foundations.

From innovative STEM learning in its new Aurora Building to hands-on science at its Currency Creek EcoCentre, the opportunities are every bit as good as the coastline.

With entry points in Early Learning, Prep, Reception or any stage of the journey, is it time to make the move?

THE AFTER SCHOOL HUNGER WINDOW

Keeping kids energised between school and dinner

By Carly Leaker @nutrition_with_carly

For many families, the hours between school pick-up and dinner can feel like a whirlwind. Children arrive home tired, hungry and emotionally spent from a big day of learning, only to launch straight into homework, sport, dance, or other activities. The first words most parents hear are usually some version of "I’m starving!"

That after-school window is an important chance to refuel growing bodies and busy brains. Many kids have gone several hours since lunch, and when hunger hits, energy, concentration and mood can dip quickly. It can be tempting to reach for highly processed snacks, but these often give a fast burst of energy followed by another crash not long after.

A better approach is snacks that combine protein, fibre-rich carbohydrates and healthy fats to keep kids satisfied through the afternoon. Balanced snacks help with concentration for homework, recovery after sport, and more stable energy levels until dinner.

Simple snack ideas include:

▶ Mini flatbread pizzas

▶ Cheese and wholegrain crackers

▶ Popcorn mix with blueberries and nuts

▶ Peanut butter on wholegrain toast

▶ Smoothies made with milk, fruit and oats

▶ Mini egg muffins with bacon and vegetable filling

I like to focus on protein during the after-school window, especially for active and growing children. Whole foods should always form the foundation of a child’s diet, but protein powders can be a practical addition for busy families, fussy eaters,

or children heading straight to sport. If you’re using one, choose a powder with minimal ingredients and no added caffeine or stimulants. Whey protein isolate or collagen powders can be blended into smoothies with fruit, milk and healthy fats for a more balanced snack.

A bit of preparation also makes busy afternoons easier. Keep washed fruit visible in the fridge, prep snacks ahead of time, or set up a dedicated "after-school snack shelf" so kids can make good choices on their own.

The after-school snack is more than a quick fix for hunger. It’s a chance to nourish growing bodies, support learning, and help busy afternoons run a little more smoothly for everyone.

For more tips: @nutrition_with_carly

For All Girls

At Our Lady of the Sacred Heart College, the transition to Year 7 is expertly guided within a welcoming environment felt from the moment she arrives. Each student is known, supported and encouraged within a culture shaped by care, connection and high expectations.

Student-led tours offer an authentic insight into College life, as students share what makes Our Lady of the Sacred Heart College feel like their place.

Supermarket Swap®

By Nabula El Mourid Supermarket Swap

Flavoured crackers can be a quick grab, but they often don’t keep kids satisfied for long. Instead, try pairing a simpler option like Ceres Organics Brown Rice Cakes with cheese slices. It might take an extra minute, but we promise it’s worth it.

There’s something about the after-school window. Shoes off, bags dropped, and suddenly it’s “I’m starving” before you’ve even unpacked the lunchbox.

And then comes the cycle. Snack, another snack, then “what’s for dinner?” five minutes later.

If this feels familiar, you’re not alone. One of the easiest ways to keep the kids out of the pantry is to look at what you’re offering for that first snack after school.

At Supermarket Swap, we’re always talking about simple swaps – and afterschool snacks are one of the best places to start.

Crackers that actually go further

Muesli, nut or yoghurt bars are convenient, but many have long ingredient lists filled with flavours, additives and preservatives.

A bowl of Jalna Natural Greek Yoghurt with some muesli or fruit is just as quick to put together and a little more substantial in the afternoon.

Ceres Organics Brown Rice Cakes Original 110g

INGREDIENTS: Jasmine Brown Rice (Certified Organic), Water, Sea Salt.

The Organic Milk Co Organic Cheddar Slices 250g

INGREDIENTS: Pasteurised Organic Milk, Salt, Non Animal Non GMO Enzyme, Culture.

A yoghurt upgrade

Jalna Greek Style Natural Yoghurt 1kg

INGREDIENTS: Whole Milk, Cream (from Milk), Live Cultures (from Milk) (Lactobacillus Acidophilus, Bifidobacterium Lactis, Lactobacillus Casei).

Sunsol Natural Muesli Almond Cashew Macadamia & Walnut 500g

INGREDIENTS: Whole Grains (75%) [Oats, Barley, Wheat, Triticale (Wheat, Rye)], Nuts [Almond (5%), Cashew (5%), Macadamia (2%), Walnut (2%)], Seeds [Sunflower (4%), Pepita (2%), Linseed (2%)], Wheat Bran Straws.

Fruit and vegetables are always a great option served as they are – but you can take them further by adding something alongside. Try apple slices with Mayver’s Peanut Butter, or carrot sticks with Nuffin Hommus. Still simple, still accessible, but much more likely to bridge the gap to dinner.

Want to Learn More?

Fruit and veg with a little extra

Mayver’s Smooth Peanut Butter 375g

INGREDIENTS: Roasted Peanuts (99.3%) & Sea Salt.

Nuffin Hommus Dip 200g

INGREDIENTS: Chickpeas 52%, Water, Canola Oil, Olive Oil, Tahini, Vinegar, Garlic, Lemon Juice & Salt.

Off the iPad. Into something real.

The hours your 3 to 6 year old spends on a tablet are hours they're not making, building or b acking themselves. Mini Ivy is a weekly ar t studio in Adelaide real p aint, real clay, real ar t wor k they're proud to bring home

Hands busy with brushes, not scrolling one hour of real, focused creating

Same teacher ever y week no anxious goodbyes, no new faces

20 sessions a week to choose from easy to swap a screen after noon for a studio one.

0433 602 888 miniivy com au 211 Henley Be ach Rd, Tor rensville SA

Nut Free Cocoa Bars

RECIPE BY

Supermarket Swap

The ultimate snack on the go that is as perfect with a cup of tea as it is in a lunch box.

Ingredients

70g Dried cranberries

30g Chia seeds

100g Sultanas

100g Dates

50g Pepitas

60g Coconut oil

50g Honey

50g Shredded coconut

1 ½ Tbsp cocoa powder

Method

STEP 1

Add dried cranberries, chia seeds, sultanas and dates into a food processor and blitz until finely chopped.

STEP 2

Add coconut oil, honey, shredded coconut and cocoa powder and mix until combined.

STEP 3

Prepare a baking dish with non-stick paper.

Pack & Snack

Looking for more recipes and meal inspiration? Find over 200 more recipes in the Supermarket Swap App, complete with shopping lists and product recommendations.

For more information or to purchase: supermarketswap.com.au @supermarket.swap

STEP 4

Pour mixture into the baking dish and spread it around, pressing it down firmly to bind everything together.

STEP 5

Refrigerate for 1 hour or until hard.

STEP 6

Once hard, chop up into bars and store in the fridge.

Out of This World: The Weirdest Poems of All Time

Michael Rosen, illustrated by Ed Vere

From the author of We’re Going on a Bear Hunt comes a brand new poetry collection that does exactly what it promises – takes you somewhere unexpected. Michael Rosen has long been one of the most joyful voices in children’s literature, and this collection is no exception: funny, surprising and genuinely thought-provoking in equal measure. What would it feel like to be a blood cell? Or a monster who ate the alphabet?

Beautifully illustrated throughout by Ed Vere, it’s a book that works just as well read aloud as it does alone. A lovely entry point for kids who think they don’t like poetry. For ages 7 and up.

RRP $17.99 | Harper Collins

My First Little Library of Australian Animals

Renée Treml

Four board books in one gorgeous boxset, illustrated in Renée Treml’s characteristically soft palette. Kangaroos, wombats, birds and platypuses – all the Australian favourites, in a format perfectly sized for little hands. A lovely gift for new readers or a solid addition to the home bookshelf. For ages 0–3.

Drawing Nudes While Making Other Plans

Zoe Gaetjens

The perfect summer before Year 12 wasn’t supposed to involve a life-drawing class –but when Cleo’s plans fall through, she finds herself at an art school with new friends, wonky sketches and the possibility of a first kiss. A warm, funny Australian YA contemporary with a lot of heart. For readers who loved Nina Kenwood or Jenny Han, and for parents looking for something genuinely enjoyable to put in a teenager’s hands. For readers aged 14 and up.

BOOK LIST

Reads worth sharing, rereading and talking about.

RRP $12.99 | Penguin

RRP $19.99 | Penguin

Raised by Wolves

Tristan Bancks

The follow-up to Tristan Bancks’ beloved Two Wolves – though it reads just as well on its own.

Siblings Olive and Ben have one night to track down their father and finally bring him to justice in this tense, propulsive thriller about loyalty, betrayal and what happens when the people you trust most let you down. Bancks is one of Australia’s best writers for young readers, and this one will keep older primary and early secondary kids turning pages well past bedtime. For readers aged 10 and up.

RRP $17.99 | Penguin

PULTENEY GRAMMAR

THE BEST RECEPTION FOR A CONFIDENT START

Starting school is a huge step and naturally, you want to know your child will be happy, confident and ready to thrive.

At Pulteney, we offer The Best Reception: a gentle, nurturing transition to school where every child is truly known, seen and supported.

Whether your child joins from Pulteney’s Early Learning Centre or from another early childhood setting, our focus is the same: to ensure they feel confident, prepared and ready to learn from the very beginning.

Importantly, your child’s Reception journey begins well before their first day.

“A unique feature at Pulteney is our dedicated Reception Transition Teacher, a specialist role designed to support each child’s individual pathway into school.”

Jason Fay, Head of Junior School

“In the six to 12 months prior to Reception, children and families are gradually introduced to school life through a carefully structured transition experience,” Jason explains.

This includes building relationships early, connecting with each child’s current educators, and developing a clear understanding of their strengths, interests and individual needs.

Ms Jacqueline Lee, Reception Transition Teacher, says this approach ensures Reception is a continuation of each child’s learning journey, not a new beginning.

“By the time children begin their first day of school, they do so with excitement and confidence. They recognise familiar faces, understand routines and feel ready to engage in their learning.”

This thoughtful approach supports your child’s development across social, emotional and academic areas, providing a strong, confident start, focused not just on what children learn, but how they experience learning.

With small class sizes and experienced teachers, every child is individually supported, while playbased learning builds confidence, friendships and a love of learning. Specialist teachers enrich this further through Mandarin, science, physical education, art and music. Wellbeing sits alongside academic growth, helping children feel secure and capable now and into the future.

For many families, it’s this sense of care, connection and belonging that stands out most, because when a child feels like they belong, everything else follows.

If you’re thinking about your child’s start to school, there’s no better way to understand what makes Pulteney different than experiencing it for yourself.

BOOK A PERSONALISED TOUR or join a Principal’s Junior School Tour: pulteney.sa.edu.au

2026 Principal Tour Dates (ELC & Junior School)

Thursday 20 August

Wednesday 28 October