Educate Issue 2

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educate

BY KIDDO MAG

Design & architecture in schools Nature play in preschool

The role of sleep in school success

Food for thought

Your guide to education in South Australia kiddomag.com.au

NO.2

Complete Achievement at Seymour College Because the true measure of education is not in numbers but in the strength and abilities of a young person who has the confidence to take on whatever comes next.

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At Seymour College, we believe student success should be measured by far more than just a final set of academic results. We value Complete Achievement in every girl – the sum of her academic endeavours as well as her co-curricular engagement and service to the community.

This three-dimensional model is a more accurate record of our girls’ success, proudly celebrating each student’s individuality, interests and holistic achievements. It captures the young women of strength, optimism and justice they have become.

Scan to learn more about Complete Achievement at Seymour or book a personal tour of the College at www.seymour.sa.edu.au.

WELCOME TO

educate

BY KIDDO MAG

As we embark on another year of learning with our kids—and we do mean with… as now more than ever we stand hand-in-hand with our children in their pursuit of learning—the reality is, the past couple of years have inevitably changed how we think about schooling. Schools and teachers have had to innovate,

before they even step foot in a classroom, advice on managing screen time from a leading expert in gaming addiction… and so much more. As always, this issue will help parents in every aspect of choosing the best education for their children by showcasing the unique offerings across South Australian schools.

inspire and adapt in ways we probably never thought possible in a pre-2020 world. And as parents, during those few times we’ve had to dip our own toes in the water to help facilitate home learning, it’s become abundantly clear that educating our children is no small undertaking and certainly no mean-feat!

As we head into another school year it feels like an opportune moment to remind ourselves that education is the passport to the future, for tomorrow belongs to those who prepare for it today. And it might still be the only passport we’re using for a while!

EDUCATE is here to help you see the wood for the trees when making the big decisions regarding education for your children. In this issue you’ll find in-depth articles on all aspects of education including the importance of music education, skills to foster in your children

Publisher Charlotte Chambers Editor Olivia Williams Editorial Contributors Madhavi Nawana Parker Helen Connolly, Commissioner for Children and Young People Nathan James Crane Jason Tyndall Carole-Lee Gordon Kerra-Lee Wescombe Lauren Hunt Simon Andrews Mark Le Messurier Andrea Geddes Elizabeth McCall Amanda Kelly Brooke Michell Michael Parker Art Director Caroline Gliddon Sales Katie Brown katie@kiddomag.com.au

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RISING TO THE CHALLENGE IN 2022 The start of the 2022 school year has been one like no other, with the global spread

of the Omicron variant presenting different challenges to those we’ve faced in previous

I have great confidence that 2022 is going to be a wonderful year

years. While there has been uncertainty,

what does remain constant is the resilience of our educators, students and families. I

want to thank all of them for continuing to

adapt and rise to each and every challenge so our children and young people can

continue to receive the world class learning opportunities they deserve.

There is so much to celebrate in education in 2022.

South Australia has stepped into line with the rest of the country, with year 7 now being taught in high school. This is a really important milestone that will hugely benefit our year 7 students as they will be taught by specialist teachers in specialist facilities, giving them the greater depth of learning they deserve. Feedback from families and staff at our year 7 pilot schools has been overwhelmingly positive and has shown us that year 7 students truly are ready for high school. Students have been thriving in this environment and are enjoying the independence, responsibility and learning opportunities that high school has to offer. I believe this move will have lasting benefits for our education system.

Four new public schools have opened their doors this term to their very first cohort of students in Aldinga, Angle Vale, Goolwa and Whyalla. These new facilities are nothing short of incredible and very welcome additions to these growing communities. It’s all part of the Marshall Liberal Government’s $1.5 billion dollar record investment into education infrastructure which is also delivering upgrades to more than a hundred schools. Delivering world class education

10

facilities is all about ensuring our children get the skills and knowledge they need to secure the jobs of the future right here in South Australia.

I have great confidence that 2022 is going to be a wonderful year and I wish all our education staff, students and their families all the best for the year ahead.

Minister for Education, John Gardner

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SHE WILL Within a Wilderness girl lies an unshakeable self-belief. Anywhere she wants to go, anyone she wants to be—she can, and she will.

As she grows, so too does her understanding of the world and the respectful relationships that bind it together.

Because at every opportunity she’s encouraged to celebrate her adventurous spirit in the empowering environment of Wilderness School—a world leader in girls’ education.

Nurtured by non-denominational Christian family values, she matures into a compassionate friend to her day and boarding peers, an esteemed member of her community and a responsible world citizen—just as generations have before her and generations will after.

In her early years, a spirit of joy underpins all teaching and learning. It is here she explores her interests by actively engaging in her education in an environment where her dispositions, experience and knowledge are enriched and respected.

Continuing through the junior, middle and senior years, dedicated and progressive educators guide her learning journey, seeing her for who she truly is and working collaboratively with global experts to wrap evidence-based academic frameworks around her unique strengths. With their support, her potential is boundless.

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She will experience obstacles.

Pioneers always do. But she is resilient, a trait learned from those who have raised her, taught her, and studied alongside her.

Courageously she enters the unknown, confident she will create the life she wants to lead—both personally and professionally. This is the lifelong imprint left by Wilderness School, and the underpinning of her extraordinary future.

At Wilderness, she will.

DISCOVER MORE ABOUT EACH GIRLS’ JOURNEY FROM ELC TO YEAR 12 TODAY

STATE-OF-THE-ART

SCHOOLS FOR SA The South Australian education sector is building on its world-class vision, proudly opening 4 new schools in metropolitan Adelaide and the country in 2022, and another brand-new school opening near the heart of the city beginning 2023.

Whyalla Secondary School

They’re all part of the state government’s $1.5 billion investment into delivering state-of-the-art learning environments to children and young people. In addition to the new schools, nearly 100 upgrades

Whyalla Secondary School, a new $100 million

have been delivered, providing modern and innovative

state-of-the-art secondary school will replace the

learning spaces to public schools across the state.

town’s three existing high school campuses offering

Along with the move of year 7 into high school this

students a seamless transition through their senior

investment will help the state’s education system

years. The new school will offer world class learning

cater to the growing number of families choosing

environments and will focus on supporting future

public schools as their choice of education.

skills needs that lead to jobs.

Aldinga Payinthi College will meet a critical need

Goolwa Secondary College will cater to students

presented by the growing population of young

in years 7 to 12 and is about to open in the cittaslow

families in the town and surrounding areas, while

town of Goolwa. The new school forms part of an

delivering a modern, state-of-the-art birth to year 12

educational hub for the town, delivering a community

school for families to access.

asset that will support the area as it grows in the coming years.

Riverbanks College B-12 Children in the Angle Vale area will soon start their school year in modern

Morialta Secondary College’s $84.4 million build

innovative learning spaces. The new school designs

will accommodate 1200 local students in years 7

combine world-class education and community

to 12. Existing ageing buildings on the sites will be

inclusion, with many spaces available for community

completely removed to make way for contemporary

use outside of school hours.

learning facilities designed as a community hub that will complement its surroundings.

Riverbanks yard

Adelaide Botanic High School Hundreds more local students will be able to attend Adelaide Botanic High School with $97 million recently committed to expand the site. The extension will feature a new integrated vertical building, which will complement the current modern learning spaces and allow the high school to accommodate up to 1,950 students.

For more information on school developments and education head to: education.sa.gov.au

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A ‘HANDY’ WAY OF LOOKING AT CHILDREN’S BEHAVIOUR

it represents the limbic system, which is also known as the ‘emotional centre’ and is responsible for the fight, flight and freeze response.

Folding your fingers over the top represents the cortex, which is the ‘thinking and reasoning’ part of the brain. The front of those fingers represents the prefrontal cortex, which sits behind the forehead, and is responsible for regulating the subcortical regions (the brainstem and the limbic areas). This helps us to manage big feelings and make good choices. It also allows us to be tuned in, balanced, flexible and remain socially engaged.

When all of these parts of our brain are connected and working together, we can remain calm and connected with others but, when the lower parts of the brain

By Kerra-Lee Wescombe Director Connect.Ed

feel overwhelmed, they take over and we can ‘flip our lid’. The hand model shows that when this happens, the cortex is no longer touching the limbic system, so it can’t help us stay regulated and calm. Essentially, we lose the ability to think clearly and control our

Our brains are amazing. They control our basic life functions (which keep us alive), whilst helping us to understand and engage with the world around us.

Children’s brains are still developing, which is why they often find it difficult to manage their ‘big feelings’.

Having a basic understanding of the various structures and functions within the brain can help us to understand children’s behaviours and manage those big feelings more effectively. Whilst neuroscience can seem complex and overwhelming, Dan Siegel (2012) explains it in a simple way, using the hand model of the brain.

emotions which means we cannot reason or learn.

In situations like this, children might be viewed as aggressive, disruptive or defiant.

Young children do not have the biological capacity to self-regulate, so they are reliant on the adults around them to co-regulate.

Brains develop from the bottom up Human brains develop ‘neurosequentially’, which

Emotions through the lens of Neuroscience

is a fancy way of saying that they develop from the bottom up. The first part of the brain to develop is the

When we view emotional dysregulation through the

brainstem which is responsible for basic life functions,

lens of neuroscience (using the hand model of the

such as breathing, sucking, swallowing and regulating

brain), we can recognise when children have ‘flipped

our body temperature. Using the hand model of the

their lid’. When they’re in this dysregulated state, using

brain, the wrist is representative of the spinal cord,

language and reasoning is often ineffective as they are

which connects the brainstem to the base of the skull.

neurobiologically unable to access the thinking part of

If you place your thumb in the middle of your palm

their brains.

16

Prioritising co-regulation over self-regulation

THE HAND MODEL OF THE BRAIN What happens when we ‘flip our lid’ Dan Siegel (2012)

When children have flipped their lid, they may also

The wrist represents the spinal cord, which connects to the brain stem at the base of the skull. The brain stem is responsible for basic life functions like breathing, heart rate and regulating body temperature.

be unable to self-regulate. Instead, it’s important to prioritise co-regulation.

When we expect a child to self-regulate, we’re essentially expecting them to access their ‘thinking brain’ when they’re dysregulated. But we’re not born with these skills. Young children do not have the biological capacity to self-regulate, so they are reliant on the adults around them to co-regulate.

The capacity for self-regulation is built through connection and repeated experience of co-regulation.

A caregiver’s capacity to help a child regulate their responses reinforces neuronal connections that support the child to manage stressful experiences in the future. This supportive process occurs within

Placing your thumb in the middle of your palm represents the limbic system. This is also known as the ‘emotional centre’ of the brain and is responsible for the fight, flight and freeze response.

the context of caring relationships (both with parents and Educators), whereby the adult provides regulatory support when the child is emotionally overwhelmed.

Folding your fingers over the top represents the cortex. This is the ‘thinking and reasoning’ part of the brain.

Once this has been repeated (over and over again), the skill is internalised and forms the neural network necessary for self-regulation.

But, what happens when the adult is dysregulated too?

A dysregulated adult cannot co-regulate a dysregulated child, which is why it’s so important for us to take care of ourselves too. So, when these tricky situations arise (and they will!), we can help calm their chaos, not join it.

Kerra-Lee, Director of Connect.Ed has completed

The front of the fingers represents the pre-frontal cortex, which sits behind the forehead, and is responsible for regulating the the brainstem and limbic areas. Regulation helps us to manage big feelings and make good choices.

a Bachelor of Psychological Science, a Graduate Certificate in Developmental Trauma, a Graduate Certificate in Education and a Graduate Certificate of Therapeutic Child Play. Her work is strongly influenced by interpersonal neurobiology and she is passionate about incorporating body-based interventions to facilitate brain-body connection, particularly when supporting children to develop regulatory functioning. She is also mama to new baby Harlem. connecteducation.info

When the limbic system feels like we’re in danger, it goes into protection mode. It takes over and we can ‘flip our lid’. When this happens, the cortex is no longer touching the limbic system. It can’t help us stay regulated and calm, we lose the ability to think clearly and control our emotions.

17

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19

BLACKFRIARS

New era

As a mother of two sons, and a teacher for almost two decades, Emma Begg knows a thing or two about the ways boys learn.

Mrs Begg has this year joined Blackfriars Priory School as Head of Primary, replacing the retiring Frank Ali. “Boys’ education has always been very important to me,” said Mrs Begg, who is currently studying a Master of Educational Leadership at Australian Catholic University.

“I have two boys myself … and I am aware that boys learn differently to girls.”

And it will not take long for the Blackfriars community to get to know Mrs Begg.

“I make it my mission to greet every child, every day, when I am new … to really build that relationship,” she said.

“I really want to support staff and students and to work in relationship with parents to decide on best practice together. I am all about working together.”

Mrs Begg - who joins Blackfriars after 16 years at St Joseph’s School Kingswood and a stint as Acting Deputy Principal at St Francis of Assisi Newton - always knew she wanted to be a teacher.

“I can’t remember ever considering another occupation,” said Mrs Begg, who finished her schooling at Loreto College after living in various locations in country SA. “Teaching to me is about inspiring young minds to be the best

that they can be and preparing our students, who will be the future of tomorrow, for a world beyond the classroom.

“I am a relational leader who walks the journey of education with staff and students.”

She said it was always her aim to “further explore and experience the culture of boys’ education and the college atmosphere”.

“I feel that the college environment of Blackfriars is a natural place for me,” she said.

“I had heard so many great things about Blackfriars – people only had positive things to say. And I feel I can offer a great deal to the school.”

Discover a day in the life of Blackfriars in 2022...

Visit our school or co-educational Early Learning Centre on a tour this year.

Registrations can be made online at blackfriars.sa.edu.au/visit or contact the Registrar on 8169 3954.

When Simon Cobiac announced he would retire as Principal of Blackfriars at the end of 2021, David Ruggiero knew he wanted to lead his alma mater.

“100% – there was no doubt,” said Mr Ruggiero, who became Blackfriars’ 11th Principal on 1 January this year.

“I have a deep passion for Blackfriars, a connection, it feels like home.”

That connection runs deep – Mr Ruggiero is a graduate of the Blackfriars Class of 1992, the school’s former Deputy Principal and his wife is a teacher in the Primary School.

Mr Ruggiero’s career journey started at Thomas More College in 1997. Along with teaching religious education, biology, ICT, maths and science, he held a variety of leadership roles.

After exploring his vocation through time in the seminary, he returned to Thomas More, as he felt called to education. Not long after, he became part of the school’s executive team.

The growth to leadership was quietly inspired by the example of Mr Ruggiero’s late father, Andy Ruggiero; those qualities were formed early in life, guided by his father’s example of faith and integrity as a leader.

“Dad being involved in supermarket retail was a really significant influence in my life in leadership,” he said.

“Dad was chair of IGA Supermarkets for a quite a period of time (before the Foodland rebrand) and that sense of business, of leadership, was instilled in me from a young age from Dad. That really formed me … that life experience of being involved in a small-business family.”

From Thomas More, Mr Ruggiero moved to leadership roles at St Columba College, St Paul’s College, Christian Brothers College and Marymount College.

During those years, he completed two Master’s degrees

– in Religious Education and Educational Leadership and Administration.

He also spent four years working on a PhD, examining the relationship between mental health and spirituality. Currently, his PhD is on hold as he balances work and time at home with his two young children, but the years of study gave him a much deeper insight into educational leadership.

In 2012, he returned to Blackfriars, first as Assistant Principal: Religious Identity and Mission (APRIM) and then, from 2018, as Deputy Principal (Secondary).

Mr Ruggiero, who still counted friends made during his years as a student at Blackfriars among his closest mates, said his leadership style could best be summed up in one word – integrity.

“Who I am is who I am. I’m a leader who is collaborative. I see myself as empathetic. And I love a laugh. I always have,” he said.

“And there’s a passion to make Blackfriars even better. I have the students at heart. The key aspect of leading a school is that you never forget the reason you’re here is for the students. Without our students, we don’t exist.

“I’ve worked for over a dozen principals … and you see the impact of leadership on staff and students.”

BACK-TO-SCHOOL

ANXIETY BUSTERS

4.

Transitional objects can make a difference. These include a woven bracelet, a favourite lunchbox item, a special hair band or scrunchie, something small you’ve made together, even a photograph to keep in their backpack. It’s simply a loving reminder they carry with them over the school day. Just knowing it is there boosts feelings of security.

5.

As best you can, establish a regular morning routine or schedule as this reassures children that all is going to plan and will go to plan. It boosts feelings of safety and security.

By Mark Le Messurier

6.

Be strategic in how you go about saying “goodbye”.

Be kind and stick to the routine you’ve established.

A short and sweet goodbye at school can be something like, “we will walk to school together, you

Welcome to the new school year. After being

put your bag away, give me one hug and one kiss,

in somewhat of a COVID bubble over the Christmas holidays, and having online and staggered starts, returning to school has fueled anxiety in both parents and children!

Even some of the teens I work with are feeling a little wobblier as they begin to wrap their

then you walk to your teacher and I walk away.”

7.

Practice your language. Think through the exact language, the precise words, you’ll use. And, if your child becomes wobbly, have two or three stock standard phrases you use with kindness, rather than

heads around the uncertainties.

kneeling down, hugging them and passionately

So, my starting point is, “their separation anxiety is real.”

is when their emotional brains are switched on

Here are 10 helpful tips, just 10, it’s not exhaustive!

they will not hear your wise words.

1.

Anxiety is triggered by feelings of risk, insecurity, and lack of control. It is usually emotionally

anxious brains by; • Giving them a helping task at the start of the day.

This eases their anxiety as their mind shifts to processing other things.

Identify what’s happening and the triggers.

Don’t shy away from discussing their anxiety with

• Organising a friend to walk and talk with them as they ease into the day.

them. Sometimes, just getting kids talking about

• Teaching them the magic of slow, deep breathing

their worries, validating their feelings, and pulling

because this seriously calms discombobulated brains.

• Letting them know they are available for check-ins

Create a goodbye ritual. Goodbye rituals are a beautiful way to give them comfort and a

and chats because they ‘have their back’. They will keep them safe.

constructive start to the day. It can be a special

• Building a positive and trusting relationship.

hug, a weird handshake or crazy dance you do

• Organising a trusted school staff member to be

together. A goodbye ritual reinforces that as we disconnect, our hearts remain with each

22

Clever teachers know how to slow down children’s

the only solution. This is our call to forge a poised,

a simple plan together is a huge step forward.

3.

8. Allow teachers to work their wonderful magic.

driven and that’s why being totally rational is not logical, and loving connection.

2.

overexplaining everything once again. The truth

present on arrival.

• It can be useful to have a special place for children

other throughout the day, and we’ll share

to retreat to on arrival. It might be with a friend

our experiences when we reconnect later in

and is all about giving them structure, time, and

the afternoon.

dignity to regroup their emotions!

9.

It’s critical to radiate a strong, trusting

iii. Challenge the anxious thinking by doing

relationship with your child’s teacher. Children

a simple ‘RISK ASSESSMENT’

quickly pick up on your trust in their teacher.

‘What usually happens?’

10. Finally, why not make a 5 part ‘anxiety/

‘What’s most likely to happen?’

‘What’s the worst that can happen?’

separation plan’ to replace frightened thinking

‘What plans can we make together to help?’

with realistic thinking.

‘What’s the plan if the very worst happens?’

i.

Ask your child to RATE how high this anxiety feels for them (1 to 5 continuum).

iv. Teach kids to accept the worried thought, let it sit with them, discuss it and talk about solutions. Then replace it with a happy

ii. Get them to ask someone they love or trust (mum, dad, teacher, grandparent) to

thought, an activity or just getting on with the day!

RATE how anxious they should be on the same 1 to 5 continuum. There are no right

v. Record HOW and WHEN you will say goodbye.

or wrong answers here. This is simply offering a reference point and an opportunity

whatsthebuzz.net.au

for discussion.

marklemessurier.com.au

Mark is a teacher, counsellor, public speaker, and the author of 16 publications, with a new parenting book just around the corner. He works in private practice in Adelaide as a mentor to children and adolescents, and as a coach to parents. He is the recipient of SA Senior Australian of the Year 2022.

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WHY ALL CHILDREN NEED MUSIC IN THEIR LIVES

By Elizabeth McCall, Learning and Community Projects Manager, Adelaide Symphony Orchestra

Growing up, some of my earliest

memories revolve around music –

singing in the car, singing at church

At the Adelaide Symphony Orchestra, we believe that all children deserve the opportunity to make music a part of their childhood and, through our learning and community program, look at how we can support

and listening to classical music

South Australian children from all backgrounds to

fields in the mid north.

TEACHERS AND SCHOOLS

while we drove through wheat

participate in music making.

From professional development workshops for Later on, I was lucky enough to learn the piano and

teachers, to incursions in school, we are keen to

to read music. While all of this was great fun, I didn’t

support teachers in making music with their classes.

realise the incredibly positive impact this music

Schools can also experience the Adelaide Symphony

making was having on my brain.

Orchestra as part of our Festival of Learning at the Town Hall in June 2022.

There is an enormous body of research showing that participation in music making directly affects children’s developing nervous systems. Music is one

FAMILIES

of the few things that uses both sides of the brain and

Families can participate through concerts including

it is also a dynamic way for children to develop their

Finders Keepers on 10 June and the Bush Concert

language and maths skills.

on 18 July, both with opportunities to join in through singing.

24

Music is one of the few things that uses both sides of the brain and it is also a dynamic way for children to develop their language and maths skills.

RELAXED CONCERTS Our Relaxed Concerts are specially designed for families with children with additional needs. With sensory friendly break-out spaces, adjusted lighting and sound and AUSLAN interpretation, we’ve worked carefully to create an accessible concert.

REGIONAL SCHOOLS Nurturing the creativity of regional students is important to us and regional schools can now take part in Silos and Symphonies, joining in composition workshops and creating a new piece for the orchestra, reflecting the stories that the students’ want to tell.

We are so excited to see the passion and creativity that young people bring to music and to be a part of nurturing the next generation of musicians.

For more information head to aso.com.au

Tuning in to why music education is so important

coordination and dexterity. This opportunity to grow motor skills is especially significant in younger children.

Even a basic introduction to an instrument, such as hitting a triangle or learning a song on a recorder, can be beneficial.

Enhanced literacy skills Evidence suggests the area of the brain controlling both musical ability and

Developing study habits When children are exposed

language comprehension are closely related. Music

to proper music education, they learn powerful study

education requires students to recognise and repeat

habits. Mastering their specific musical craft takes a

pitch, tone or enunciation of words. Especially in young

concerted effort, consistent practice and patience. These

children, music directly benefits the ability to learn

disciplined habits translate into other areas of study.

words, speak them correctly, and process the many new sounds they hear from others.

Music has no language barrier Music transcends the limits of language, it’s something that brings people

Improved memory Music is a vehicle for excellent

together regardless of ethnicity or background. Music

memory skills. Through catchy melodies and a variety

also transcends academic barriers, all learners can be

of sounds, music has a way of “sticking” with us and is a

successful in music. Sometimes, students who struggle

powerful tool for learning. When students learn to read

academically will soar in the arts.

music by sight, play the proper notes on their instrument and recall lyrics, this benefits the overall memory centre

Self esteem Music education is an important aspect of

of the brain.

providing children with a well-rounded education. When allowed to work in harmony with other subjects and

Hand-eye coordination Music education promotes

areas of study, music helps children grow in self-esteem,

improved coordination, specifically hand-eye

build essential skills and prepare for bright futures!

25

Montessori Early Learning Preparing your child for their full potential in the most crucial years of life.

As parents we want happy, confident, respectful and independent children, and this is exactly what a Montessori environment promotes. When these characteristics are prevalent in children, they will automatically learn and develop at their own pace, and they will continue to be a curious being who loves learning and who loves life.

– Cheryl Shigrov, Founder & Director Precious Cargo

Teaching Practical, Lifelong Skills

Music

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Myrtle Bank 3 Fisher St Myrtle Bank, SA 5064 (08) 8130 6699

Woodville Park 699 Port Road Woodville Park, SA 5011 (08) 8244 5139

Westbourne Park 183 Cross Rd Westbourne Park, SA 5041 (08) 8271 8388

info@preciouscargoeducation.com.au | preciouscargoeducation.com.au

CATHOLIC EDUCATION, THE IMPORTANCE OF THE EARLY YEARS Dr Neil McGoran with students from Dominican School, Semaphore

In South Australia, families have a wide range of schooling options including a Catholic education. Through a commitment to educational excellence, Catholic schools provide quality learning in a Catholic context – from the early years through to year 12 – instilling values that will last well beyond the schooling experience.

THE FIRST STEP Catholic Education South Australia (CESA) views early learning as the very important first step in a child’s educational pathway.

Throughout their early years, a child’s brain is essentially being built—making the most connections among its neurons before your child even turns 5.

Quality relationships and learning experiences have a huge impact during this critical stage of development and growth in our children.

IMPROVED LEARNING OUTCOMES Research has shown that children who receive a quality early childhood education have improved learning outcomes, not only once they begin school but into adulthood. This is because early childhood education provides a foundation for learning throughout a person’s lifetime.

Within the Catholic education setting, not only is the inestimable value of every child recognised and valued, but so is the responsibility of adults to protect and nurture each child along the way.

ENTRY POINTS FOR EARLY LEARNING Catholic Education SA has multiple entry points for early learning including: • Preschools • Playgroups • Early Learning Centres offering the additional flexibility of long day care All early learning sites are co-located within a Catholic school, enabling access to shared school resources and integrated learning experiences to support children’s transition to school. Our preschool programs, just like those at the Department of Education preschools, provide 15 hours of learning per week during school terms meaning you can get the same program (and more) offered in a government preschool.

Alive Catholic Early Learning Centres, which are part of the Catholic education network, are also co-located with Catholic schools and offer a learning rich environment within a long day care setting.

Established in 2019, Alive has three sites with additional centres opening within the next five years.

Both Alive and CESA provide children with a quality education which actively supports families, inspires educators, and ensures improved outcomes for all children from 6 months.

As an inclusive community, Catholic education is open and welcoming to all families. Enquiries are welcome throughout the year with Reception intakes within schools occurring at both the beginning of the year (Term 1) and midyear (Term 3).

CESA and Alive work in partnership to provide highquality early learning as the first step in a child’s educational pathway within Catholic education.

To find your closest Catholic school with Preschool, Early Learning or Playgroup services, please see the School Directory on the CESA website: cesa.catholic.edu.au/our-schools/school-directory 30

EDUCATE feature

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Start school for FREE this July with Mid-Year Reception! cesa.catholic.edu.au

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Alive Mount Barker Co-located with St Francis de Sales College

HELPING EARLY LEARNERS THRIVE

By Madhavi Nawana Parker Director of Positive Minds Australia

2.

Teach good social skills.

The early years are a golden opportunity to teach young people how to get along with children their

As you grab a moment to have a quick and quiet read, reaching over for your half started/ half finished lukewarm coffee, know that early learners are also exhausted, especially the under fives.

The early years (officially 0–8) are such an important time in a young person’s life. They have an enormous thirst for knowledge and pretty much everything is new.

Here are 8 simple ways to help early learners thrive, that won’t put you under more pressure than necessary.

1.

Help them with their feelings and don’t take them personally.

There isn’t a young one on earth who hasn’t lost their mind over something minor and had a full blown emotional meltdown. Children often show their biggest emotions around the people they feel safest with. Hopefully (and usually) that’s their parents, primary caregivers and teachers.

So, when they lose it, don’t take it personally and don’t fall into the trap of thinking they’re doing it on purpose.

Handling big feelings is hard work for young people. With the brain only reaching full maturity in your late twenties and often even into your thirties, it’s no wonder an early learner’s brain gets so upset so often. Young ones get flooded with emotion very easily.

age and play in a mutually respectful, friendly and fun way. It’s also a great time to introduce them to a broad range of personalities so they gather experience cooperating with children who aren’t exactly like them, where they can learn to compromise, communicate calmly, adapt, manage emotions and frustrations and much more in real life social situations.

3.

Offer warm, compassionate support when they do the wrong thing.

Try using discipline (teaching) instead of punishment. There’s plenty of research showing that punishing them for testing limits and crossing boundaries actually makes behaviour worse. For example, if an early learner tells you they hate you, instead of ‘don’t you speak to me like that, now go to time out,’ (punishment) try ‘boy, you must be really upset to speak to me that way. It’s hard to hear me say ‘no,’ and it’s still a ‘no’ (discipline). Just a warning, you’ll require the patience of a Saint to consistently be calm and measured like this every time. Just do it as much as possible.

32

4.

Provide early learners with clear boundaries and respectfully hold them accountable when their actions cross a boundary.

Help them make things better if someone else’s feelings get hurt along the way.

5.

Make sure they have enough strong and healthy relationships with caregivers, teachers, family and friends.

This is especially important in those early years when their sense of trust and confidence about the world is developing.

Everyone thrives when they feel genuinely connected to people who see, hear and value them for who they are.

Special time with emotionally supportive adults helps their brain development. If they are at preschool or school, it’s important they feel warm, supported and connected where they attend their learning.

6.

Provide enough opportunities to experience disappointment, losing and hearing the word, ‘no.’

While these are the least fun ‘opportunities for learning’ any parent or teacher wants (because they are often very difficult to navigate), the way kids learn to handle disappointment,

7.

Provide plenty of time resting, playing, laughing and creating, away from screens.

While we’ve all used the iPad and TV for much needed parent wellbeing and rest time, too much time on screens can change the way brains develop, potentially shortening attention span for life.

8.

Offer choices when you want cooperation so they experience a sense of control through a win-win solution.

By offering choices that are both okay with you, children get to pick a preference and choose from two acceptable options. Side stepping power struggles is always a good idea.

Make sure choices are limited and palatable to both of you, eliminating any choices you don’t want.

losing and ‘no,’ is simply by experiencing it. This doesn’t mean you have to go hard on them and hurt their feelings, saying ‘no’ at every opportunity. They need to enjoy success and the word ‘yes’ often enough too. What I mean is, if all that warmth in your heart makes you a tad lenient with a tendency to fix their problems for them, making sure they avoid disappointment and hear ‘yes,’ more than is healthy, then maybe it’s time to think about what that might look like when they aren’t so cute and squishy.

Madhavi Nawana Parker, Director of Positive Minds Australia is a widely published author of resilience, wellbeing, confidence and social emotional intelligence books, articles and programs. positivemindsaustralia.com.au

33

WHY HEALTHY SLEEP IS VITAL FOR SCHOOL SUCCESS

and depression in children. Poor sleep can have significant consequences on a child’s behaviour and functioning at school.

We are continuing to learn incredible things about how our dream sleep (Rapid Eye Movement sleep/ REM sleep) is so important for processing emotional information, and also for supporting creative thinking

By Brooke Michell Director Calm Space Psychology and Mum of 4

and problem solving. The old saying ‘sleep on it’ has some clear scientific evidence because brain imaging can show us the incredible brain activity that happens in our creative brain while we are asleep and dreaming!

A good quality sleep is the best way to reset your brain and body health each day, and this applies to children as well as adults. When our children sleep well they reset their body systems and also provide their brain with the rest it needs to perform a HUGE number of functions.

And finally, just in case I hadn’t quite convinced you about the value of sleep for our little people, when we don’t sleep well our immune system suffers and we are much more susceptible to sickness and infection. It really is worth prioritising sleep as an incredibly important part of the wellbeing picture for our children.

So what is good sleep? And how do we get it?

Good sleep means the ideal quantity of sleep, and also good quality sleep (continuous and uninterrupted).

Sleep needs vary according to age, but in general we are looking at between 9–11 hours for primary school aged children, and between 8–10 for teenagers.

when children sleep well their memory works better, and they are better at both recalling information, and also storing new information.

When children achieve good sleep, there are so

As adults we may find it difficult to understand why

many benefits. From an education perspective, we

our children resist sleep or sleep poorly. What we may

know that when children sleep well their memory

not have considered is that for children bedtime and

works better, and they are better at both recalling

sleep is a point of separation from their parents, and

information, and also storing new information. This

perhaps also from their siblings. Some children find

is clearly extremely helpful for school children who

these points of separation very difficult.

spend their days learning new concepts!

The great news about sleep is that it can be changed Sleep has really important impacts on emotional

and improved quite easily, because poor sleep is often

regulation too. When children are tired they are less

a result of a pattern of learnt behaviour and repeated

able to regulate their emotions, which can impact

interactions. With help and support these patterns

on how well they are able to navigate the myriad of

can be adjusted and changed to support good quality

social interactions they have at school. Tired children

sleep, which can have significant impacts on the

may also be less accurate in how they make sense

whole family, improving mood, behaviour, health

of what is happening in the playground or in the

and educational outcomes.

classroom, leaving room for them to misinterpret social cues. Chronic sleep deprivation is also

Wishing you and your family great sleep and

associated with irritability and hyper-activity, and

sweet dreams!

furthermore, sleep deprivation is linked with anxiety

calmspacepsychology.com.au

34

Talk to us about opportunities in Reception and select year levels.

To book a tour and learn more please contact: Enrolments +61 08 8372 3200 enrol@mercedes.catholic.edu.au mercedes.catholic.edu.au

where students

35

NOTICING YOUR CHILD’S CAREER INTERESTS EARLY

Midwife C a r p e n te r

Engineer Chef Epidemiologist

By Helen Connolly Commissioner for Children & Young People

So that I can find out what matters to them most, I’ve been asking South Australian children aged 8 – 12 years to respond to four key questions about their lives. One of these relates to what job they would like to do ‘when they grow up’.

Their responses reveal more needs to be done to balance some old gender biases, but also that they’re already thinking about what career will suit them best.

gamers. Although a higher proportion of boys wanted to be YouTubers and gamers, being a YouTuber also came in the top ten job aspirations for girls.

Boys were more likely to look up to their dads, with this reflected in their job aspirations to be a builder, mechanic, tradie, miner, or farmer “like my dad”.

Many parents might be surprised to know that children start thinking

South Australian children have told me they want to work in sports, with animals, in education and teaching, and in art, design and creativity. They’re also very interested in working in health and STEM areas. They wrote about wanting to become police officers, firefighters and

Gendered differences, stereotypes, and expectations were reflected in children’s broader aspirations around their future family and working lives.

paramedics, so that they could help people feel safe. Others told me they want to build things, be creative, and fix problems to make people happy.

about their careers so early. Their ideas come from interactions they have with adults working in different settings – health providers, educators, law enforcement, sports coaches, art and performance teachers.

Their choices are impacted by what parents, teachers and

other adults tell them they’re good at, what they themselves think they’re good at, and what captures their imagination as they navigate the hyperconnected, fast-paced world they find themselves growing up in.

Gendered differences, stereotypes, and expectations were reflected in children’s broader aspirations

Parents and grandparents have a huge influence on

around their future family and working lives.

what children see as worthwhile work. Providing them with exposure and information about what is involved

Girls were more likely to write about “being mums”

in different careers early can really help set young

and wanting to “prove” that women can be successful,

imaginations on fire.

while boys were more likely to want to be athletes, farmers, tradies and builders, engineers, YouTubers or

For more information and findings from the commissioner head to: ccyp.com.au

36

A CATHOLIC COLLEGE EDUCATING GIRLS IN THE DOMINICAN TRADITION

EDUCATING GIRLS inspiring confidence Acknowledging OUR SUCCESS OF 2021

6

22%

STUDENTS Top 1% nationally

of STUDENTS Top 5% nationally

ATAR 99

ATAR 95

or above

or above

35%

of STUDENTS Top 10% nationally

99.85

99.50

Emily Bui DUX

Joanna Haddad Proxime Accessit

16

MERITS

Across 9 Subjects

ATAR 90 or above

Merits awarded in: Biology, Chemistry, English, English as an Additional Language, English Literary Studies, Mathematical Methods, Research Project B, Society & Culture, Vietnamese - Continuers

Inspiring CREATIVITY

Follow us on Facebook to watch video

Planning OUR FUTURE

Middle School Precinct opening 2023

The St Dominic’s Priory College Principal, Dr Helen Steele invites you to attend our

TWILIGHT TOUR 24 MARCH 2022 Call us today on 08 8331 5104 or visit our website stdominics.sa.edu.au

139 Molesworth Street, North Adelaide SA 5006 | stdominics.sa.edu.au

BDA

What

SA kids

say makes a

great school:

A great school makes every student feel welcome and known.

A great school values children for who they are today.

A great school has enthusiastic teachers who care about each student, smile, and make eye contact every day.

A great school seeks student feedback and acts on what they hear.

A great school teaches for learning and life.

A great school inspires students to live their best lives.

To see what SA kids say about life and school and to get your school involved in the Commissioner’s annual Student Voice Postcard initiative visit commissionerspostcards.com.au I am I go to

8 9 10Please circle your age 11 12

I am good

at...

Write your ^ school’s name

years old.

School.

I care abou t…

I want grow nups to kn ow…

The world would be be tter if...

Finished alread Flip the page y? and

draw!

Thank you for

South Australia’s Commissioner for Children and Young People promotes and advocates for the rights, development and wellbeing of all children and young people in South Australia and seeks to change laws, policies, systems and practices to uphold children’s rights.

other

your answ ers! We’ll

pass them

on to Helen .

Want your child to feel truly ready for school?

Enrol now for Kindergarten 2022 Goodstart Early Learning combines the flexibility of a long day environment with a structured play-based Kindergarten program.

Our highly qualified Kindergarten Teachers support children to develop the language, literacy, early maths and social and emotional skills they need to start school ready to learn!

Plus, our families benefit from the convenience of a fiveday-a-week Kindergarten program delivered across the whole day. Taking the pressure off drop-offs and pick-ups, and the need for any additional ‘child care’.

With more than 50 centres across South Australia, there’s a centre near you!

Secure your spot today!

1800 222 543 goodstart sa

39

LANDFILL?

It’s complete rubbish!

By Carole-Lee Gordon Founder, BIN SHIFT

and resource recovery workshops for each year level to provide the underpinning knowledge necessary to ensure a successful implementation of the new bin system. After six months of use, the results were

At BIN SHIFT, we think it’s complete rubbish how much waste goes to Landfill in Australia. So, we created a 100% local solution to the waste crisis, built on the principles of SUSTAINABILITY, GREAT

staggering! The school recorded an incredible 87% reduction in materials being sent to landfill, making them the second lowest school site KESAB has completed a bin audited for in 15 years.

DESIGN and EDUCATION.

EGPS are not alone, since 2018, BIN SHIFT bins have

When it comes to Education, BIN SHIFT is a fantastic

across Australia, inspiring hundreds of students to

tool for schools to use to facilitate sustainable waste

SHIFT waste disposal habits from unsustainable to

separation and deliver the education needed to

sustainable. We offer an indoor solution to separate

know which bin to use and why it’s so important for

your waste and recycling at the exact moment it

a sustainable future. Sustainable waste management

matters; when the material is in your hand and

doesn’t have to be rocket science, BIN SHIFT makes

ready for a bin.

been installed in primary and secondary schools

recycling and caring for our Earth fun & easy!

MAKE THE SWITCH TO BIN SHIFT Classroom Waste Separation Bins – up to 5 recycling bins and 1 landfill bin Education & Engagement Workshops

BIN SHIFT bins have been installed in primary and secondary schools across Australia, inspiring hundreds of students to SHIFT waste disposal habits from unsustainable to sustainable.

for staff and students Bins are made from 100% recycled corrugated cardboard and are 100% recyclable at the end of life Proudly designed and manufactured in South Australia Customisation – feature your school logo on your bins

Over the years we have seen amazing results in waste reduction, none more so than Elizabeth Grove Primary School (EGPS) in 2020. EGPS engaged BIN SHIFT to implement the colour-coded bins, customised with

At BIN SHIFT we turn rubbish bins into environmental

the school logo, across the entire campus. BIN SHIFT

wins! Are you ready to make the SHIFT?

facilitated an assembly presentation, staff presentation

binshift.com

40

Adelaide’s leading co-ed independent primary school WALKERVILLE

Where

Bright Futures Begin.

School Tours Thursday 17 March, 6pm Saturday 19 March, 10am Yr6

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Enrol now 2024, Finalising classes 2023 Visit us at St Mary’s College Adelaide to see our school in action – book a tour, join our playgroup or attend a Come and Try Day!

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Empowering young women from Reception to Year 12 in the heart of Adelaide for over 150 years.

41

GAMING ADDICTION IN CHILDREN & ADOLESCENTS

By Simon Andrews Principal Psychologist, OK Psychology

wouldn’t play his game as much when we got back to Adelaide…but after a couple of days he was back on it as much as ever.”

Dopamine is a pleasure chemical released by our brain. When it is released during an activity it makes us want to do that activity again. With first-hand activities, such as football and basketball, there is a beginning, a middle and a natural conclusion. Either the game ends or we are too tired to continue. We feel satisfied afterwards and then look forward to the next game.

With second-hand activities, such as games, there is no natural conclusion. Even when a game ends, there is always another game available at the touch of a

“I’ll be off in a minute.”

“Can I just finish this game?”

“No, I can’t pause it, and I can’t leave

the game because all my friends are on this mission.”

button. In this sense, they are infinite, and because the brain can see that there is more dopamine instantly available, it then craves it and demands it. There is no natural conclusion. Daniel’s brain has become desperate to play the next game. Daniel has huge meltdowns if he is denied his next dopamine “hit”.

Daniel has become addicted.

Daniel (fictional) is a 12-year-old who loves gaming.

As soon as he gets home from school he makes a bee-line for his device. Sometimes he forgets to have an after-school snack. At tea-time, there is usually an argument with his parents as they try to get him off his game and to the dining table to eat with the family. Straight after dinner he is back to his bedroom and back on his game until the next battle with his parents, which is of course trying to get him to bed on time.

Late nights have made it hard to get him out of bed in the morning. His parents are receiving emails from teachers about overdue assignments. Daniel’s grades

There is a window between the ages of 11 and 22 where our sons and daughters are at their most vulnerable to becoming addicted to games (and anything else for that matter).

have dropped. Household chores are forgotten. He has given up football and basketball because they are “boring”. He rarely comes out of his bedroom and

This is a massive problem for parents all over the

when he does his parents can tell that he is distracted

world. There is a window between the ages of 11 and

and itching to get back to his game. In fact, just about

22 where our sons and daughters are at their most

everything is “boring” except for his game.

vulnerable to becoming addicted to games (and anything else for that matter). It is also a moving

Over the past five years I have seen an explosion of

target because the companies who develop games

parents wrestling with this problem. “I just want my

are getting better and better at making children and

Daniel back. We went camping for a week. We left

adolescents desire them. Any plan we put in place has

his game at home and he was his old happy self

therefore got to be focused on more than just getting

after the first day. He said he had a brilliant time and

off the game.

42

1.

Daniel and his family need to learn how we become addicted (and let’s face it we are all addicted to our screens to some extent) and then apply it to his everyday life. How is the addiction getting in the way of what he needs to get done or the things he used to enjoy? Daniel’s parents also need to look at their device use because if they are on theirs just as often as Daniel then treatment will be ineffective.

2.

Strategies can then be tailored for managing gaming time – making it less convenient to begin and easier to stop. His parents might sit with him for the last 10 minutes to help ease him back into the real-world, making it less of an abrupt ending.

3.

We also need to focus on re-teaching Daniel that he can become absorbed, enjoy and gain pleasure and satisfaction from first-hand activities…and then want to do them again and again. Even just understanding that it takes up to 15 minutes of persistence to become absorbed in a game of football or basketball (compared to just a few seconds with his screen game) can help with this struggle.

4.

Unplug and reset with OK Wilderness!

Simon Andrews from OK Psychology has partnered with Brenton Carle, Bachelor of Eco Tourism from Canoe the Coorong to provide a wilderness psychology program where parents and their children can experience two days completely without screens, in Coorong National Park.

Aimed at 10–17 year olds and their parents caregivers, OK Wilderness will: • • •

Assess screen use and its impact on daily life for both children and parents.

Teach skills for coping with difficult feelings and behaviours around screens.

Teach strategies to re-engage with school and family life in a way that is not dominated by screens.

Developing a plan for the month ahead that incorporates both real-life and screen activities.

Post-program follow-up sessions are available to help maintain new behaviours.

Daniel’s game is here to stay, and so is the next one, but he can still lead an effective and happy life as a son, a friend, a basketballer, a contributor at home, and a student.

For more information head to: okpsychology.com.au

43

FIVE IMPORTANT SKILLS FOR STARTING SCHOOL

(that have nothing to do with pencil & paper)

By Lauren Hunt early years teacher and mother of two

As we embark on a new school year, hundreds

One way to foster the development of core strength

of tiny humans across Adelaide will be eagerly

is good ol’ fashioned tree climbing. With so many

Naturally, most parents will want to ensure

the moment (including schools and pre schools),

their little person to step out into this big wide

important. Kindergyms and play groups which provide

awaiting the start of their school journey.

amazing nature playgrounds around Adelaide at

they have done everything they can to prepare

this type of development is being recognised as so

world and start a new chapter. You might be

surprised to know that there is more to school readiness than writing the alphabet and

opportunities for balancing beams, stepping stones and climbing also assist children in developing their core strength.

counting to 100!

Independence

Fine Motor

One of the most important skills for starting school is

Fine motor refers to the small muscles in the hands

school bag and lunch box? Can they open containers?

and fingers, and well developed fine motor skills are

Can they open packets and yoghurt lids? If the answer

so important before children begin writing. Activities

is no, then get practising! Of course your child’s teacher

such as squishing play dough, threading with beads,

will assist them if needed (we know that they need

tying up laces, doing buttons and zippers are just a

to have full tummies), however with a large class that

few examples of ways to develop fine motor skills.

could be up to 28 kids (depending on the school), it

Using tongs to pick up small objects, using the “pincer

certainly makes a big difference if the children are

grip”, cutting with scissors, tearing paper are all simple

self sufficient.

independence. Can your child zip up and unzip their

everyday tasks which provide the perfect opportunity to practise these skills.

Core Strength

We also aim to encourage children to be independent with organising their school belongings, changing their readers, putting their lunch order in, unpacking their things, remembering their drink bottles. Most

Did you know that a child develops from the inside

schools also conduct annual swimming lessons and

out? Meaning their inner core strength comes before

children will likely be expected to dress themselves.

their arms, and the final part to fully develop is the fingers? So in order for the optimal development of

Finally, is your child confident to speak up when

fine motor skills, core strength needs to come first. This

they need help?

sets children up to be able to sit at their desks/floor at school and avoid slouching all over their table! Once the core strength is there, the fine motor will follow.

44

Can your child zip up and unzip their school bag and lunch box? Can they open containers? Can they open packets and yoghurt lids? If the answer is no, then get practising!

Oral Language During a recent teacher professional development day, I took away this quote; “If they can’t say it – they can’t write it”.

This is why oral language is an important piece of the school readiness puzzle. If your child is about to start school, and their speech is difficult for others to understand, then you may want to speak to your GP for a referral to a speech pathologist for some advice.

Early intervention is key, and many kindergartens are already on top of this.

Some key tips: •

avoid “correcting” your child or telling them that they are saying it wrong, rather model the correct word or sentence by repeating it back to them.

Child: “me go out”, Parent: “you want to go outside?”

Talk to your child about ways they can show kindness when they start school:

•

expanding their vocabulary by describing everyday

•

•

•

if you see someone upset what could you do?

telling stories, as well as reading books to your child

•

if someone is hurt, go and find a teacher

(familiar/repetitive and rhyming books are a great

•

share the toys in the classroom, ask for

way to encourage language development) •

if you see someone on their own, invite them to play

objects and introducing new words

a turn before taking or snatching

old fashioned nursery rhymes that you may recall

A final piece of advice from a

from your own childhood!

Reception teacher who has been

Kindness and social skills

around the block once or twice (or 16 times!!), your child will follow your lead. If you are anxious, they

A natural progression in early childhood development

will pick up on it. So be positive

is that 3-4 year olds are egocentric, meaning they can

and reassure them that they

only see things from their point of view and have not

are going to have the best time

yet developed the sense of empathy, or the ability to

– and so much fun at BIG school!

see things from another person’s perspective. By the age of 5–6 is when we typically see these skills develop.

Some children innately display kindness towards their peers, however others may experience difficulty with turn taking and sharing at school. Positive reinforcement, modelling, and gentle support are my top tips for tackling this skill.

For more information head to @teacher_types Lauren Hunt is an early years teacher and mother of two beautiful children. Lauren loves all things Adelaide and is passionate about supporting students in their first year of school with a play based learning approach.

45

MORE THAN MESS:

THE VALUE OF BACKYARD TINKERING Words and images by Jason Tyndall, Nature Play SA

As parents, it’s our role to nurture childhood, to provide the space for our children to be curious, creative and courageous. There are few things more rewarding than seeing your child develop their sense of self, witnessing them find their place in the world and cultivating their understanding of their own impact, abilities and strengths. While tinkering with pots, pans, spoons, tools, flowers and dirt may seem like little more than a recipe for a pile of washing and good scrub in the bath, it’s so much more than mess.

It’s the freedom to move, construct and control the space that makes it so valuable. Nothing should be off limits.

Backyard tinkering immerses the senses, enriches developing minds and has ongoing benefits for

you were a child again. But, it’s important to take a

health and wellbeing. As one of the most engaging

step back. It’s the freedom to move, construct and

play styles children can participate in, backyard

control the space that makes it so valuable. Nothing

tinkering encourages experimentation, imagination

should be off limits.

and resourcefulness. Mud pies, magic potions, soups and stews are but a few of the things children can

Here’s how to make it happen.

invent, with boundless stories attached to their creations. And the best part is, assembling a functional, educational and fun space in your backyard is easier than you may think.

1.

Choose a space in your yard that is safe for children to use as they wish. Remember to consider things such as shade, mess and hazards – it’s important they can play uninterrupted and

Even the smallest yard can accommodate a tinkering workspace, and the steps to make it happen are simple and enjoyable activities that children can get

have the freedom to move through the space with full control to modify it as they want to.

2. Prepare a workspace at an appropriate height,

involved with – a neighbourhood walk, a trip to the

for example a table or outdoor mud kitchen,

op shop or a natural treasure hunt. You’ll be wishing

keeping in mind it will get dirty.

46

backyard tinkering encourages experimentation, imagination & resourcefulness 3. Collect suitably sized pots, pans, mixing bowls

and place them at the workspace. Alternatively,

and utensils, such as a ladle, potato masher

you can go for a neighbourhood walk to collect

and sieve/colander. Muffin tins are also a great

flowers*. Edible flowers such as Nasturtium

inclusion. A visit to your local op shop can be a

(Tropaeolum majus), Native Violet (Viola

fun way to get the collection together. The items

hederacea) and French Marigold (Tagetes patula)

should be accessible from the workspace.

are ideal or herbs are a great non-toxic option, such as Rosemary, Basil, Mint and Coriander.

4. Provide water in an appropriate vessel, for example in a small watering can. Older children can be shown how to safely collect water from the tap, if you’re happy for them to do so.

8. Introduce the space to your lucky nature players, step back and let them take the lead.

While you may want to join in the fun, we recommend supervising from a distance, and

5. Ensure there is freely available dirt. If you have

waiting to be invited, as sustained independent

a preference for where children can dig, identify

play is what brings about the many benefits of

it for them, or collect some soil in a bucket/bowl

backyard tinkering.

and place it at the workspace. * Before picking any plants for use by children, it’s

6. Gather different shaped leaves, twigs and seed pods such as pines cones, sheoak cones, banksia

important to research the plants you intend to use to determine safety, sensitivity and toxicity

cones or large gumnuts and include at the workstation (use your judgement with regard

For more ideas and inspiration:

to size and the age of your child).

natureplaysa.org.au

7. Identify with your child which plants they can pick flowers from, or if you’re concerned about damage to plants, or toxicity, cut some yourself

47

BROACHING TRICKY TOPICS WITH KIDS

By Michael Parker, Author of Talk With Your Kids about Things That Matter

Many children can have a habit of coming up with the most forehead crunching questions, often at the most difficult times (cooking dinner, three quarters of the way through the last episode of ‘Line of Duty’ or when your judgey friends are visiting).

LISTEN MORE THAN TALK If you are talking more than 50% of the time you are probably talking too much. Another old adage: ‘you have two ears and one mouth’.

PLAY ‘DEVIL’S ADVOCATE’ Present a different point of view to theirs. This is not to be contrary, but to explore this other point of

And I am not just talking ‘where did I come from?’ or

view. By saying that you are playing devil’s advocate

other such questions which do have a factual answer,

as a thinking activity, it can take the sting out of

awkward as they may be to explain. I am talking here

disagreeing with your children. It is more likely to stay

about open-ended questions with no clear answer.

as an ‘intellectual’ discussion rather than becoming

Questions about friendship, loyalty, drugs, relationships

an emotional discussion.

with the opposite gender, how you spend your misspent youth etc.

These questions are actually good. They often mean that your kids are being curious, venturing further into abstraction and trying to flex their moral muscles.

Indeed, if your kids aren’t asking these questions, there is a whole programme and set of things that you can do in order to promote them.

However, when some of these thorny issues come up, here’s a handy checklist of what you can do.

ASK RETURN QUESTIONS

Talk with Your Kids about Things That Matter contains over 100 conversation starters for creating meaningful, thought-provoking discussions. From Plato to veganism, cancel culture to consent, and politics to basic kindness, these topics are set to engage, inspire, and even divide. Designed to have no real answers, but rather, instigate even more questions.

Don’t think that your kids are merely coming to you

GET THEM TO TAKE ON THE ‘MANTLE

for an answer. Use the question as an opportunity to

OF THE EXPERT’.

explore and get deeper into the topic. In teaching there is an adage that says ‘be less of the sage on the

Ask your kids to pretend that they are the government,

stage and more of the guide on the side’. By asking

or a health regulation board, or the school principal,

questions, clarifying and pointing them in directions,

or someone else who may have to decide on a thorny

kids will often come up with answers which will then

issue that they have raised. This is like ‘getting them

stick better because they generated them themselves.

to see another person’s perspective’ on steroids. It can add a heavy dose of realism to any discussion.

48

THE VALUE OF DISCUSSION Ethics and values should be spoken about regularly in homes. Often they already are.

Every time your child comes home with an example of something ‘unfair’ that happened at school, this is an opportunity to speak about ethics. When an issue comes up on the television or in films, this is an opportunity to speak about ethics.

EXPOSE VALUES WITH CONVERSATION

LET THEM THINK IT THEMSELVES

I am not suggesting a return to the ‘good old days’

In having thoughtful, ethical discussions with your

when kids were simply told how to behave and be

kids (instead of ramming ideas down their throat or

respectful. Indeed, I am almost suggesting the reverse.

letting them get away with any view at all) you are

I am suggesting that ethical issues are discussed

becoming a small part of the great liberal tradition

and pulled apart by the whole family in conversation

that has been going on for hundreds of years. It is the

and that your children are a central part in these

same tradition that bought you democracy, freedom of

conversations. However, this is not permissive ‘values

speech, the emancipation of slaves and Monty Python.

clarification’ either. Instead the important thing here

For centuries liberalism has been proud of valuing

is a belief that certain values are generally better – that

the received wisdom of the ages. It has been proud

courage is better than cowardice, that generosity is

of producing in people the ability to think critically.

better than selfishness - and the rightness of these

And it has been proud of allowing people to form

values is exposed by conversation and free thinking.

their own well-grounded views by combining these other two elements. It charts the middle way between

USE SITUATIONS AND EXAMPLES

authoritarianism and permissiveness. Liberalism is a rare and precious triumph of the human species which

For example, you can tell a child ‘You have to be

I think we are obliged to hand on to our children.

tolerant of other people’ and he/she will hear

‘parent static’ and probably filter you out. But if you use situations and examples to discuss tolerance and guide them to their own conclusions your child will probably come to the view that tolerance is preferable to intolerance. The difference is that your child will have articulated the view themselves. The opinion will be his or hers and he or she will own it. So, in short, the better way to make a child tolerant is not to tell them, but to

Talk With Your Kids about Things That Matter by Michael Parker is available at all good bookstores.

RRP $24.99

make him or her think it themselves. Of course, better than each of these is to get them to practise tolerance.

49

DESIGNER EDUCATION:

SA’S INNOVATIVE LEARNING ENVIRONMENTS

Botanic High School

By Dr Nathan James Crane

Gone are the days of greige carpeting, buttercream-coloured walls and long

corridors overlit with fluorescent lighting strips. Educational architecture and

design has come a long way. This shift is underpinned, not just by contemporary aesthetics, but a more integrated

understanding of the pedagogical (theory

and practice of learning) impact that these spaces have on how students learn.

Botanic High School

Arguably, one of the most recognised examples of this innovation in South Australia is Botanic High School, in Adelaide’s CBD. Designed by Cox Architecture and StudioInc and toughted as SA’s first vertical high school, the six-level building features numerous stateof-the-art learning spaces that support the school’s

Over the last five years, education design – or in some

teaching philosophies. The spaces are architecturally

circles – learning environments, has become one of

dynamic, providing flexibility and a multitude of

the most sought after and innovative categories in

diverse classroom settings for students to learn in.

Architecture. This influx of design projects has been

Amongst its many other unique features, is the

seen at all levels of learning from early childhood

constant connection to the surrounding parklands

centres through to higher education settings, and

and boundaries of the Adelaide Botanical Gardens,

budgets that range from $5 million to $90+ million.

creating an almost tree-top classroom atmosphere.

50

Wilderness School

Since its opening in 2019, the school has continued to win multiple design accolades including at the SA Architecture Awards for the Dr John Mayfield Award for Educational Architecture and the Robert Dickson Award for Interior Architecture. Most recently, it has also just won a Gold Excellence Award in the category of ‘Innovation in Learning Environment Design’ at the 2021 Australian Education Awards. In late January, it was announced that a $98 million expansion will allow for another 700 students to attend the school at the completion of the project.

With hundreds of research papers exploring the impact good design has on learning outcomes, social networks and student wellness, designers are the conduit that brings theory to reality.

There has been a raft of major school design project announcements in the last 12 months, including

landscape and buildings merge together. The new

architecture firm Grieve Gilette Andersen’s major

buildings are homely in scale and scattered amongst

redevelopment of Wilderness School, which includes

meandering gardens and existing cottage buildings.

both new structures and renovations to the existing

The design of masterplan was inspired by the Reggio

site, which will create a new lower primary school,

Emilla educational approach to create spaces for

early learning centre and other new structures to

community, reflection, enquiry, beauty and familiarity.

the school’s facilities in Medindie.

Local firms Thomson Rossi and Brown Falconer have The masterplan design provides an intimate and

also recently released their design for a brand new

nurturing environment for young learners where

$84 million Morialta Secondary College on the current

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Norwood Morialta

Norwood Morialta High School Middle Campus. The plans include a performing arts centre, library, gallery, indoor and outdoor learning spaces and a gymnasium.

Another successful example of designerly education spaces are the upgrades to Greenwith Primary School, designed by DAS Studio. The permanent modular buildings (a hallmark of the design firm) now house new general learning areas, a performance space, practice rooms, breakout spaces, a teacher preparation space and disability access toilets.

It seems that it is not just traditional learning spaces that are enjoying this design renaissance, but also expanded curriculum areas such as Mercedes College’s new arts and sports precinct, Westminster’s cultural hub and Scotch College’s wellness centre.

This holistic perspective on campus life is making way for broader understandings of education (and the spaces required to facilitate this learning) now Greenwith Primary School

52

and into the future.

DESIGNER EDUCATION

Mercedes College

Westminster College

The reinvigoration of school campuses is encouraging, as are the possibilities brought to life through these design interventions. With hundreds of research papers exploring the impact good design has on learning outcomes, social networks and student wellness, designers are the conduit that brings theory to reality. Furthermore, with the rapidly increased awareness of the benefits effective learning environments have on students, governance bodies (both public and private) are also investing more strongly into facilities that support contemporary teaching and learning strategies.

Scotch College

Notably, one optimistic thread connects all of the projects briefly mentioned here: design is at the heart of these developments. Where once, institutional buildings were unimaginative, standardised, or even more bluntly put – soulless – contemporary education settings, thanks to the power of good design thinking, are increasingly vivid, creative and evocative learning environments in which to stimulate the minds of tomorrow.

Dr Nathan James Crane is a design academic, writer, educator and SA DIA Deputy Chair.

53

INVESTING IN EDUCATION Significant investment has been committed to continually improve learning environments in schools across SA. Take a look at some of the major school upgrades completed, underway or scheduled for commencement this year.

MERCEDES COLLEGE A new $20m Arts and Sports Precinct to support world-class learning and student wellbeing at Mercedes College will comprise a performing arts space, a high performance sports centre, communal outdoor spaces and external netball and tennis courts. Building is scheduled to commence by May 2022. mercedes.catholic.edu.au

WESTMINSTER COLLEGE The next stage of Westminster School’s $38 million Campus Masterplan is underway with the expansion of the school’s renowned auditorium. The three-storey cultural hub includes extended Drama and Music facilities, Learning Resource Centre, a cafe that outwardly faces the playing fields, and a 250 seat dining space for both Boarding and Day students. westminster.sa.edu.au

54

SCOTCH COLLEGE A $27m development at Scotch College will enhance student wellbeing and open up the school to the broader community. Its facilities will include two new indoor courts, fitness suites and a swimming centre, as well as classroom spaces, consultation rooms and breakout areas for all year groups. scotch.sa.edu.au

SEYMOUR COLLEGE Seymour College is undergoing a major refurbishment, transforming its Sports Centre into a world-class facility supporting the needs of their high-performance sports program, curriculum and providing an impressive community event and spectator space. Stage 1 is set for completion next month. Featuring a reimagined strength and conditioning room, modern acoustic panelling throughout, as well as a transformed learning and entertainment space extending to an outside deck, the sports centre will offer one of the best views in Adelaide.

seymour.sa.edu.au

WILDERNESS SCHOOL Wilderness School has released their new Masterplan that will redefine the Southern precinct of the school. The redevelopment will see innovative new structures and learning facilities in the Early Learning Centre and significant additions to the Lower Junior School, as well as improvements to the outdoor spaces and an expansion to the school gymnasium. wilderness.com.au

55

WALFORD ANGLICAN SCHOOL The state-of-the-art Walford Design and Technology Centre provides a unique space on the campus, combining the ornate historic shell that has the home-like feel of a residential building with modern features and latest technology. The Centre has created spaces for classroom teaching and individual projects as well as exhibition zones. walford.sa.edu.au

NAZARETH CATHOLIC COLLEGE Nazareth Catholic Community has secured the purchase of a 2.64 hectare site in Kidman Park to cater exclusively for Year 11 and Year 12 students and become a third campus for Nazareth Catholic Community. The brand-new purposebuilt facility will include a performing arts space, music suite, food and technology kitchens, design and technology spaces, engineering and STEM facilities, a double court gymnasium, outdoor oval areas, fitness facilities and a cafe. nazareth.org.au

IMMANUEL COLLEGE Immanuel College is developing a new Discovery Precinct to open in 2023. The worldclass precinct will provide learning, leadership and enterprise facilities for senior school students, with a focus on Year 10.

Part of the development will be a 2-storey Discovery Centre connected via an air bridge to the existing senior school building. It will give students, teachers and industry mentors real-life settings to learn and collaborate together. immanuel.sa.edu.au 56

INVESTING IN EDUCATION

URRBRAE HIGH SCHOOL Urrbrae Agricultural High School has undergone a facility upgrade with the construction of a contemporary Health and Wellbeing Centre, incorporating learning areas for home economics and nutrition as well as a large covered outdoor learning area. urrbraehs.sa.edu.au

UNLEY HIGH SCHOOL The Unley High School upgrade has commenced, with construction of a new 3-storey building for flexible learning including home economics, technology, art, science and classroom spaces. Plans also include ‘Unley Square’, a new outdoor landscaped courtyard with a covered outdoor learning area for formal and informal learning, as well as refurbishment and expansion of existing spaces including a new front of school administration space. uhs.sa.edu.au

ST PETERS GIRLS St Peters Girls is embarking upon a landmark project with the development of a new school gymnasium. Featuring two indoor courts, an elevated viewing platform and revamped weights area, the new gym will be a jewel in the school’s sporting crown. Works are scheduled to begin in December 2023. stpetersgirls.sa.edu.au

57

RECIPES

BACON, GARLIC & CHIVE SPUD LITE POTATO BAKE Prep time: 10 minutes Cooking time: 80 minutes Serves: 4–6

INGREDIENTS

SPUD LITE are available at all good supermarkets.

For more recipes head to zerellafresh.com.au @spud.lite

1kg Spud Lite potatoes 200g smoky bacon, finely chopped 300ml tub sour cream 1 cup (250ml) milk 3 cloves garlic, crushed ½ teaspoon grated nutmeg 2 bay leaves ⅓ cup finely grated parmesan 2 tablespoons chives, finely chopped Salt & freshly ground black pepper

4. Combine cream, milk, garlic, nutmeg and bay

Topping

leaves together in a medium saucepan over a low

½ cup fresh breadcrumbs

heat, stirring occasionally until mixture comes to

⅓ cup finely grated parmesan

the boil. Add drained sliced potatoes, stirring until

2 tablespoons chives, finely chopped

well coated and cook for 10 minutes or until potato

METHOD

1. Preheat oven to 180°C (160°C fan-forced). Lightly grease a 1.5 litre baking dish with butter.

2. Using a mandolin or sharp knife, slice potatoes with skins on 1–2mm thick. Place in a medium mixing bowl and cover with boiling water, allow to stand for 5 minutes. Drain well.

3. Heat a non-stick frying pan over a medium

is just tender, stirring mixture often to prevent the bottom sticking. Remove bay leaves, then add two thirds of the cooked bacon, parmesan, chives and season with salt and pepper, stirring gently to combine.

5. For the topping, combine breadcrumbs, parmesan, chives and remaining bacon in a small mixing bowl, stirring to combine.

6. Carefully pour potato mixture into prepared baking

heat. Add bacon and cook for 4 minutes or until

dish and evenly sprinkle over the topping mixture.

cooked through. Remove from heat and set aside

Bake in preheated oven for 1 hour or until top is

until required.

golden and potato is cooked through.

59

RECIPES

FUELLING YOUR CHILD’S MIND & BODY AT SCHOOL

By Amanda Kelly Clinical Nutritionist

Protein – important for growing bodies, but it can’t be stored so include some in each meal. Swap processed meats for home-cooked meats (leftover roast), eggs (including frittata or vegetable slice),

The start of the school year brings many

legumes (chickpeas, baked beans, tofu) and seeds.

exciting new experiences, but for parents the

Calcium rich food – essential

wear off! Add two or three kids into the mix,

teeth during childhood. Dairy is

novelty of packing lunch boxes can quickly each with their own likes and dislikes to

cater for, and it’s no wonder this feels like yet another task on a busy parents’ ‘to do’ list.

for building strong bones and the easiest way to get adequate calcium and it also doubles as a source of protein, but fortified milks and tofu, fish with bones, legumes, seeds and leafy greens are also sources if your child doesn’t eat dairy.

However, rather than being a chore, try to view packing lunch as a great opportunity to fuel your

If you have kids like mine and a baked good is also

child’s mind and body during their school day.

considered a lunchbox ‘essential’, boost the nutrition

After all, children consume around a third of their

in favourite recipes by adding seeds, vegetable and

food intake during school hours, and research

wholegrains and reducing

shows improved nutrition can enhance cognition,

the sugar as much as possible.

concentration, and energy levels.

While supermarket-bought convenience foods are part of

Use the following checklist and make it easy to build a nourishing lunch box:

our busy lives these days, they are often energy dense and nutrient poor. If you do add

Fruits and vegetables – aim for at

these foods to lunchboxes try to

least one of each. Our bodies and

choose ones with limited added

in particular our gut microbes love

sugars, colours or flavours, as

variety, so incorporate different colours

these can impact learning,

and enjoy seasonal produce for peak

behaviour and concentration.

Don’t forget the water bottle!

freshness and taste.

If that seems like a lot to think about on a crazy school Complex carbohydrates – includes vegetables,

morning, make it easy by spending an hour on the

wholegrains and legumes. Carbohydrates fuel active

weekend baking a batch of something, filling reusable

little bodies and brains but the complex ones contain

pouches with yoghurt and chopping up some fruit

more fibre and starch so they’re filling, slower to digest

and vegetables. Leftovers are also a great option and

and provide long-lasting energy without spiking blood

can be served hot or cold. Then all you need to do

sugar. With bread products, choose wholegrain or

is grab a few things from the fridge and freezer and

wholemeal to maximise fibre and a range of nutrients.

lunch has practically packed itself!

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NUTRITION

Set your kids up for success There are so many exciting things to do when starting school for the first time that eating is probably way down the list of priorities for your child! You can make it easy and help set them up for school lunch success in the following ways:

Understand the school environment •

When and how long are the food breaks? Pack foods your child can manage to eat during this time and avoid food that requires assembly or is too hot if packed in a thermos. Cutting food into bite-size pieces can also be helpful.

•

Most children would rather play with their friends

Children consume around a third of their food intake during school hours, and research shows improved nutrition can enhance cognition, concentration, and energy levels.

than eat, so if there is no formal eating time or it’s not long enough for your child, try to give them food they can take when they head out to play.

It’s not ideal, but it’s reality!

Have the right tools for the job •

It may seem crazy, but the right lunchbox can be the difference between your child eating their lunch or not. You may love the idea of a bento but if your child spends all their time trying to figure out what to eat first, you might be better off with a dedicated container for each food break. Use containers you already have until you can see what works best for your child.

•

•

If food is coming home uneaten casually ask why,

Practice opening (and closing!) lunchboxes and

but don’t make a big deal out of it. There’s often a

cooler bags at home so they can do it themselves

perfectly logical explanation. Speak to the teacher

at school. If your child has to wait for a teacher to

if it continues and concerns you.

help they’ll miss out on valuable eating time.

For school lunch ideas and practical nutrition tips

Keep it simple •

for busy families: @practicalnutrition_wellness

Offer foods your child is familiar with – don’t serve sushi for the first time just because it looks cute

•

•

in that brand new lunchbox! If they only like a

Amanda is a clinical nutritionist and mum to three

sandwich at lunch then serve that, even if you

teenagers. She helps busy parents take the stress

have to cut it into smaller pieces to fit.

out of feeding their family by providing practical

Offer limited choices – strawberries or grapes,

and personalised advice about food and nutrition.

carrots or tomatoes? Keep it simple in those early

Her approach is realistic and evidence based.

days and don’t overwhelm your child, or yourself

Amanda is available for nutrition consultations,

for that matter!

individual and small group cooking classes,

Knowing what’s in their lunchbox can be very

supermarket tours, pantry makeovers and nutrition

reassuring amidst all the uncertainty of those early

education sessions.

days of school so try to pack it together if you can.

61

HOMEMADE NO BAKE MUESLI BARS

By Andrea Geddes Foodie and Mum of four

Packed full of chewy dried fruit and crunchy seeds, these delicious homemade muesli bars make a healthy snack that everyone

will love. There’s no baking required, they are quick and easy to prepare with basic pantry ingredients and a guaranteed lunchbox favourite!

INGREDIENTS 130 grams butter

Storage keep these bars in the fridge, stored in an airtight container for up to a week. You can also pop them in the freezer and keep them for 3 months. Separate any layers with baking/paper to prevent sticking.

¾ cup coconut sugar 4 heaped tbsp honey ½ cup pepitas ½ cup sunflower seeds 1 cup dried fruit – choose a mix of your favourites; currants, apricots, cranberries, blueberries,

METHOD

sultanas, apples.

1.

¼ cup chia seeds ½ cup shredded coconut

Line a 20 x 30cm (8 x 12”) slice tin with baking paper.

2.

1 cup oats 2 cups Rice Bubbles

In a small saucepan, heat the butter, coconut sugar and honey over low heat, stirring occasionally.

3.

Optional, for topping ⅓ cup chocolate chips dark, milk or white.

WHY YOU’LL LOVE THIS RECIPIE

Mix the remaining ingredients in a large mixing bowl and stir to combine.

4.

Add the honey mixture to the seed mixture and stir to combine.

5.

Using the back of a metal spoon (or the bottom

•

These bars are full of nutritious ingredients designed to keep you full until your next meal.

of a cup with a layer of baking paper over the

•

These bars are nut-free, egg-free and can also be made vegan, if required.

has slightly cooled, press the choc chips gently

•

No bake, quick and easy to make.

•

Freezer-friendly. Make a double or triple batch and keep them in the fridge or freezer.

62

slice), very firmly press the muesli bar mixture into the slice tin until firm and flat. Once the mixture into the top (they will melt otherwise!).

6.

Place the slice into the fridge or freezer for at least an hour to set before slicing. Slice into pieces of desired size (this recipe makes around 18–20 bars).

EDUCATE by Kiddo Mag

SAVOURY BACON & VEGETABLE MUFFINS These muffins are so delicious and packed with nutritious vegetables like zucchini,

carrot and spinach. Golden, cheesy and full of savoury bacon and cheese flavour, they are also freezer-friendly and made in just

one bowl! Perfect for a mid-morning snack, sandwich substitute or lunchbox filler that

What is the secret to moist muffins? In these savoury muffins, the moisture comes from the eggs, along with the grated zucchini and carrot.

If substituting or adding your own vegetables, I recommend leaving in the zucchini or carrot to keep them moist.

both kids and adults will love.

INGREDIENTS 2 cups self-raising flour

2 cups shredded cheese – use fresh tasty/cheddar cheese rather than pre-packaged shredded cheese

METHOD

1 cup grated carrot 2 cups spinach leaves roughly chopped

There are no fancy steps in this recipe. Everything gets

½ cup grated zucchini – don’t squeeze out the

thrown together in one bowl and stirred. That’s it!

excess moisture

Perfect for minimal dishes and clean up.

1 ½ cup milk 1.

2 large eggs

Pre-heat the oven to 180 °C/356 F and use a light

1 cup bacon finely chopped

oil spray to line enough muffin trays to make 16

½ cup feta cheese crumbled

muffins. (Or, use less trays and bake in batches).

•

•

WHY YOU’LL LOVE THIS RECIPIE

While they taste like a completely irresistible bacon and cheese muffin, they are packed full of veggies like carrot, zucchini and spinach. Customise them to suit the vegetables available at home!

Freezer friendly – make a double batch and keep them in the freezer, ready for a convenient snack or lunch box filler, any time!

I recommend using silicone trays for easy removal at the end.

2.

Place all of the ingredients together in a large mixing bowl and stir until completely combined.

3.

Using a spoon, evenly divide the muffin mixture into the greased muffin trays. You should get 16 muffins.

4.

Bake for around 15 minutes, or until the muffins are completely cooked through. Transfer to a wire rack and allow to cool. Serve hot or cold. Enjoy!

Andrea Geddes is a food obsessed mum of four who is always thinking about her next meal. She loves to help busy families save time and money in the kitchen by offering simple, fresh and affordable family food from scratch.

At The Cooking Collective, you will find fast and affordable weeknight meals for busy families, healthy lunchbox recipes, simple recipes made from scratch using everyday ingredients, tips and fun recipes to cooking with kids of all ages, delicious dessert recipes and more! You can find more ideas and inspiration in her Facebook group, Healthy Lunchboxes Australia. thecookingcollective.com.au @thecookingcollectiveau

63

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