Educate: Issue #9

BY KIDDO MAG

Explore. Experience. Educate.

School should be about learning without limits.

At Seymour College, our expansive green campus offers endless space for our girls to explore, grow and play.

Our educators passionately deliver a curriculum tailored to the way girls learn, complemented by extensive choices in electives, sports, performance, service and global learning opportunities – choices that allow each girl to try new things and discover who they are.

And our all-girls’ environment means they feel empowered to do it all – free from judgment or limitations.

Discover why the space and choice at Seymour makes all the difference.

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.

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

In her early years, a spirit of joy underpins all teaching and learning. It is here that 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 and work collaboratively with global experts to wrap evidence-based academic frameworks around her unique strengths. With their support, her potential is boundless.

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

She matures into a compassionate friend to her day and boarding peers, an esteemed member of her community and a responsible world citizen.

She will experience obstacles. Trailblazers 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.

BOOK A TOUR TO DISCOVER MORE ABOUT EACH GIRL’S JOURNEY FROM ELC TO YEAR 12. wilderness.com.au/book-a-tour

“Tell

Benjamin Franklin

There’s something timeless in the idea that we learn best by doing – by getting our hands dirty, testing our limits, and stepping beyond the familiar. In this issue of educate, we explore how South Australian schools are embracing that philosophy in powerful new ways, through the rise of outdoor and experiential education.

Our special interest feature takes you from bush campuses to leadership treks, spotlighting how schools are using nature as a classroom to build resilience, connection, and confidence in students of all ages.

We’re also taking a practical look at one of our most talked-about topics: AI in education. In this follow-up, Jarrod Johnson shares how teachers are using AI as a classroom assistant – from tailoring content to student interests to providing instant feedback – all while keeping learning front and centre.

Beyond the classroom, writer and parent Kate Holland explores why mentors matter for boys – and how to find them – while also shining a light on local initiatives supporting youth wellbeing.

“Involve me, and I learn.” Franklin’s words still ring true today. In this issue, we discover what happens when learning moves beyond the desk – and how powerful it can be when it does.

Olivia Williams

katie@kiddomag.com.au

From the early years right through to Year 12, Walford students are offered opportunities, both inside and outside the classroom, to be adventurous, explore innovative ideas, and find paths that excite them.

Experience a day in the life of a Walford girl

Come and Try Walford

THE CHANGING LANDSCAPE OF IN SCHOOLS & THE COMMUNITY Autism & ADHD

Rewind to 1987◀◀

The mum of a 9-year-old boy is receiving her son’s diagnosis from her doctor.

By Mark Le Messurier Counsellor and educator, Senior South Australian of the Year 2022

I’m very sorry. Your son has Autism and ADHD.

No. That can’t be right. We don’t have disabilities in our family?

Explains Autism Disorder and ADHD (although dual identification at the time was just beginning)

Really? Isn’t it the same for most kids!

No, it’s not. Your son has lifelong medical conditions. There’s no cure.

But he’s so smart? Is it something I did wrong?

We’re not sure. You’ll need to lower your expectations. There’ll be many things he’ll never do. He’ll find school hard; he may not finish it; he probably won’t hold down a job and won’t live an independent life.

What do I do?

There are some therapies to help ‘plug the gaps’ and ‘top up’ what’s missing. They will help him to be more normal, but they’re expensive and take a lot of time.

Today, science and the neurodiversity movement are showing us how to view Autism, ADHD, and so much more, as natural variations in the human rhythm. The fact is, these conditions are now respected as distinct neurotypes, or styles of brain-wiring. It’s not less, just different. We now emphasise strengths and individuality rather than deficits and disorders. No longer do we bombard children with a string of therapies to make them more neurotypical.

For too long we clung to a restrictive medical model that described Autistic and ADHD children as; disordered, deficit, disabled, and broken. The language we use has changed too. Today we use ‘Autism’ or ‘Autistic’. We no longer use ASD because the ‘D’ stands for ‘Disorder’. This is not neuro affirming language. Now use co-occurring condition, no longer comorbidity. We use the words passion or special interest, no longer obsession. We also understand that for many, being neurodivergent and/or disabled is their core identity. This is because everything within this person’s life is touched by it; the way they process the world, socialise, think, perceive, communicate, and behave. Their unique brain wiring is the very beauty of who they are. Today, this commands a deep respect.

While this attitudinal shift around neurodiversity is liberating, there is much work to do. Australia’s first-ever ‘National Autism Strategy’ was recently unveiled. This is a plan to improve the lives of Autistic Australians. The current unemployment rate for Autistics runs at 32%. That’s three times higher than those with disabilities, and six times higher than Australians without disabilities. It’s time to do so much better.

Here in South Australia, we have The Assistant Minister for Autism, Emily Bourke. I see her as the Minister for Neurodiversity (which includes ADHD). Emily has a full heart, and her team is driven to improve the life-outcomes of those with Autism, differences, and disability. Her work led to putting ‘Autism Inclusion Teachers’ in schools and this, in turn, is sparking positive attitudinal changes in many schools.

▶▶ Fast forward to 2025

To be practical, here are a few neuro affirming strategies great educators & good schools use to support Autistic & ADHD students.

❶

Transition Planning

(e.g. year 6 to year 7, or moving from one year level to another)

We develop an individualised transition plan. This outlines the student’s style, background, needs, new goals, timelines, and responsibilities. The transition process also includes ample visits to the new school, new class, new teacher(s) and familiarisation with new routines, places, and other staff.

❷

Social Support

Early on we pair the neurodiverse student with a buddy to assist with finding their way around the school and help them connect to new social situations. We actively connect neurodivergent students to groups, clubs, and helpful people at school.

Safe Spaces & Emotional Regulation

We identify ‘safe spaces’ (e.g., library, wellbeing room, student services and so on) and ‘safe people’ where the student can leave the classroom and regroup when emotions are besieged. We set them up with a framework of ideas to help jangly emotions and overwhelmed sensory systems to calm or reset. ❹

Organisation & Routines

We use visual timetables and checklists to structure daily routines. It’s important to help students (and their parents) to skillfully access Daymap, or whatever student management system the school uses.

To be honest, finding the right school that’s a great fit for neurodiverse children in South Australia isn’t easy. It’s patchy. There are leadership teams, teachers, SSO’s and diverse learning educators who are compassionate, intuitive, adaptable, knowledgeable, and always strive to do well, but this higher level of competence is not universal. Why? This is the moment to address the elephant in the room. A big reason is our poor funding model. For a school to gain a few more resources and options to support students, educators must jump through time-consuming and impossible-to-navigate administrative hoops. And, even when funding is finally achieved, it is often short-term, conditional, and difficult to re-establish.

❺

Gradual Adjustment

It’s a sensible idea to keep the after-school commitments at a sustainable level. Never underestimate how much energy an Autistic and ADHD student must burn to keep their mask on at school in order to cope. No homework is a common option.

❻

We

Use the 30% Rule

International researcher, Professor Russell Barkley sensitively applies the 30% rule for neurodivergence. He says take 30% off the age of a child with ADHD or Autism. When we take 30% off a 12-year-old, we arrive at the new age of 8 or 9 years. That’s the level this child is likely performing at, independently, day in and day out. In reality, they are not yet ready to face the complexities of middle school. Their natural level of performance is more like what we’d expect from a year 4 or 5 student. This child’s success is reliant on our supportive interventions, structures, and schedules because they can’t do it, alone, just yet.

❼

Setting Up a New Study Line

Some schools swap foreign language classes for a study line, offering one-on-one academic, social, or life skills support. This is part of the student’s IEP or One Plan and falls under “reasonable adjustments” in the Disability Discrimination Act.

❽ A Mentor

Mentorship is powerful. It promotes that we can do this together, and this in turn, stimulates confidence, capability, better organisational habits and success. A mentor can be a class teacher, a clever SSO or a school counsellor. It might take the form of meeting with the student, one on one, for just 20 minutes each week to chat, debrief, chunk work, and get ahead.

So, there are two facts to take away. The first is that our neurodivergent kids are not broken, not less, not disordered, and do not need to be fixed up. They simply walk to the beat of a different drum. The second fact is they always will walk to the beat of that different drum. They will grow up to be adults with Autism, or ADHD or whatever. Please, let’s value their neurodivergence so they can grow into their uniqueness with pride. And what does having pride in one’s neurodivergence look like?

I went into our local supermarket’s deli section over Christmas. It was late, too late, and the shop assistant had her back to me. She was busy packing things away. I waited as I knew she’d swing around. She did. Then, with a huge smile, and eyes wide open, she said, “Sorry. I didn’t know you were there. Being on the Autism spectrum I get super focused!” That made me so happy! At 17 years old, that’s pride and confidence in one’s neurodivergence!

AloysiusCollege

Elevated learning starts here

CHRISTIAN BROTHERS COLLEGE ANNOUNCES

TOTTENHAM HOTSPUR HOLIDAY SOCCER CLINICS

Christian Brothers College (CBC) in Adelaide is offering an exceptional opportunity for students from Reception to Year 7 to participate in a soccer clinic led by Tottenham Hotspur Coach Matthew Sharman.

This clinic is part of the Tottenham Hotspur Global Football Development Program, which collaborates closely with the Club’s Academy and Women’s Junior Talent Pathway to provide individual progression pathways for players of all development levels. After a huge season, Tottenham Hotspur Football Club have further cemented their status by winning the UEFA Europa League in 2025.

The clinic will be conducted by Coach Matthew Sharman, who brings a wealth of experience and expertise to the program. Assisting him will be other qualified coaches and members of CBC’s First XI soccer team, ensuring a comprehensive and enriching training experience for all participants. The sessions will embody the Global Football Development philosophy, inspired by Tottenham Hotspur’s Academy methods used to develop its professional players.

Participants have the flexibility to choose between a full 3-day clinic or a single-day experience, accommodating different schedules and allowing more students to benefit from this unique opportunity. This is more than just a clinic; it is an invitation to step into the world of premier soccer training and experience the thrill of soccer excellence firsthand.

The Tottenham Hotspur Global Football Development Program works closely with the Club’s Academy and Women’s Junior Talent Pathway to provide individual progression pathways for players of all development levels. Player development is at the heart of the Club, and the Global Development team impacts over 45,000 players and coaches annually, demonstrating year-on-year growth. Technical sessions are delivered by FA and UEFA-qualified coaches who take inspiration from the Club’s Men’s and Women’s First Team training methods to help develop every player that takes part in the programmes.

This clinic represents a significant enhancement to CBC’s soccer program, driven by the influence of the current Tottenham Development program. It offers students a rare chance to learn from top-tier coaches and immerse themselves in the world of elite football.

FOR MORE INFORMATION and to register, please visit:

cbc.sa.edu.au/holidaysoccer-clinics

chance to experience the Spurs philosophy

Join us for a fun and educational soccer experience led by Tottenham Hotspur Coach, Matthew Sharman.

You can choose to participate in the full 3-day clinic or a single-day experience!

Visit: www.cbc.sa.edu.au/holiday-soccer-clinics or scan the QR Code to register

The ‘Invisible’ Mental Load of Schooling

By Liv Williams, Editor educate, KIDDO and FIFTY+SA

If there’s one thing I’ve learned as a mum of three Year 8 twins and a daughter in Year 5, it’s that school isn’t just about the kids. It’s a full-time operation, a never-ending to-do list that somehow grows longer even as you tick things off. Add in a shift-working husband, multiple sports and music commitments, and my role as editor of KIDDO, Educate, and FIFTY+SA, and let’s just say the mental load is real.

Between tracking assignments, remembering permission slips, managing uniforms (where do all the socks go?), and deciphering ever-changing school apps, modern parenting can sometimes feel like an extreme sport. We juggle lunchbox requests like shortorder chefs, become reluctant Uber drivers for endless extracurriculars, and transform into project managers ensuring everyone gets where they need to be, with the right gear, on time.

But here’s the kicker: a lot of this work is invisible. It’s not just about doing the tasks –it’s about thinking about them, anticipating needs, and carrying the emotional weight of our kids’ academic and social lives. The mental gymnastics of knowing who has an excursion when, whether that overdue library book is actually lost, and how to help with Year 8 algebra (without having a personal meltdown) can be exhausting.

So how do we manage the pressure without losing our sanity? The short answer: sometimes we don’t. But over time, I’ve found a few tricks that help lighten the load.

Mental load survival guide

Outsource where you can

Whether it’s a shared family calendar, a meal delivery service, or just getting the kids to pack their own bags (groundbreaking), don’t be afraid to delegate.

Embrace imperfection

The world won’t end if you forget a casual day gold coin donation. (Your child will remind you repeatedly, though.)

Set limits on school comms

Not every email needs an instant response. Designate times to check school apps and messages, rather than being constantly on call.

Lean on your village

Carpool with other parents, trade favours, and don’t be afraid to ask for help.

At the end of the day, we’re all just doing our best to keep the wheels turning. And if all else fails? There’s always coffee. Or wine. Maybe both.

PRINCE ALFRED COLLEGE

BUILDING A STRONG FOUNDATION

Come and discover how starting your journey at PAC in Year 5 will ensure your son benefits from world-class facilities, specialist programs, outdoor education experiences and leadership opportunities in an environment where boys grow, learn and thrive.

START YOUR PRINCES JOURNEY IN YEAR 5

Year 5 is a pivotal year in a child’s learning journey. At Prince Alfred College (PAC), our teaching is tailored specifically to the active learning style and developmental milestones of boys. By joining our welcoming community in Year 5, families are discovering the benefits of completing primary education in a ‘one school’ environment.

SPECIALIST PROGRAMS

The educational experience at PAC is further enhanced through specialist programs in robotics, space and engineering. These programs are designed to stimulate curiosity and creativity, providing boys with hands-on learning opportunities that are both fun and educational. Our students develop critical thinking and problem-solving skills that are essential for their future learning.

"The educational experience at PAC is further enhanced through specialist programs in robotics, space and engineering. These programs are designed to stimulate curiosity and creativity, providing boys with hands-on learning opportunities that are both fun and educational. "

OUTDOOR EDUCATION

Year 5 is the first time our boys go on camp at Scotts Creek – our purpose-built regional campus on the Murray River. This outdoor education experience is a highlight of the Year 5 curriculum. At Scotts Creek, boys participate in a variety of activities that promote teamwork, resilience and a connection with nature. Along with their class teacher and our amazing Scotts Creek staff, our Year 5 students are supported by Year 11 buddies who take on a mentor role, during the camp – a partnership relished by both the younger and older boys. Outdoor education at PAC provides a unique opportunity for students to build confidence, develop their leadership skills and create lasting friendships.

"Outdoor education at PAC provides a unique opportunity for students to build confidence, develop their leadership skills and create lasting friendships."

TAILORED TEACHING APPROACH

Our Preparatory School boys’ benefit from  world-class facilities and teachers who employ a research-informed explicit instruction approach  to teaching. This approach ensures that each boy receives the attention and guidance he needs to thrive academically. The curriculum is designed to be engaging and challenging, fostering a love of learning that can last a lifetime.

YEAR 5 MUSICAL

Another exciting aspect of Year 5 at PAC is the Year 5 Musical. This annual event allows boys to showcase their talents on stage, whether in acting, singing or dancing. The musical is a fantastic way for students to develop their confidence and public speaking skills. At PAC our boys are supported to try new things, step outside their comfort zone and build friendships through teamwork and shared experiences. Because all the boys are involved, a wonderful sense of camaraderie and achievement is felt after the final performance!

TRANSITION TO SECONDARY SCHOOL

The transition to Secondary School can be daunting for many students. At PAC, we understand the importance of a smooth transition. In Years 5 and 6, our boys will have the advantage of our dedicated Year 7 transition program. This program is designed to ensure a seamless induction into the next stage of his education. We guide boys through the crucial years that shape who they’ll become – and who they’ll be for others.

COMMUNITY AND TRADITION

Prince Alfred College has a rich history and tradition with a long-standing commitment to providing high-quality education, nurturing boys to become well-rounded young men of good character and fostering a strong sense of community.

Opal Wonders

For many of us, a love of history starts not in a classroom, but in a conversation – with a grandparent, a neighbour, or a family friend who shares a story that sparks curiosity.

That very idea is at the heart of Opal Wonders, a new five-part animated video series designed for students in Reception to Year 2.

Created with the support of the Port Adelaide Historical Society and the Port Adelaide Enfield Libraries, Opal Wonders aims to introduce foundational history skills in a way that feels familiar, engaging, and age-appropriate. The series follows a young learner as they begin to understand the past by having a conversation with an older person in their life and by exploring their community

More than just a screen-time activity, Opal Wonders is designed to encourage real-world engagement. The accompanying resources support students to start their own conversations with older family members or carers, helping them build historical understanding through personal stories and shared experiences.

Who’s it for?

Students in Reception to Year 2

What is it?

A five-part animated video series that introduces foundational history skills through curiosity and empathy.

By framing history as something students can explore through their own family and community, the series gently introduces key skills like questioning, sequencing, and recognising perspectives. It also fosters empathy and curiosity – two essential dispositions for lifelong learners.

For parents and carers, Opal Wonders offers a lovely invitation to be part of their child’s learning journey. Whether it’s sitting down to share a memory or helping complete a classroom activity, it’s a reminder that history lives in the everyday moments we pass down.

Available now through the History Trust of South Australia, Opal Wonders can be used in classrooms or adapted for learning at home. It’s a creative, thoughtful way to spark young children’s interest in the past – by starting with the people they know and love.

Skills explored: Asking historical questions

Using sources

Sharing and communicating

Building empathy and curiosity

Five episodes

Teac her’s guide

Dif ferentia ted activity pa ges

South Austra lian content

Meet the (Deputy) Principal

Narelle Sandercock

Deputy Principal of Mercedes College

Our community has students and educators who are looking to push themselves, to strive to be better, whilst remaining grounded and down to earth at the same time.

How long have you been at Mercedes College? Three years.

What do you love about your role?

I love the infinite potential of education! I love that people can always find meaning and purpose in learning new things and new ways of doing things. I also really enjoy the connection and collaboration with others, and this often extends beyond our Campus.

How is learning at Mercedes College different, exciting for students?

The opportunities for real world impact and influence are significant. Our community has students and educators who are looking to push themselves, to strive to be better, whilst remaining grounded and down to earth at the same time.

How would you describe a Mercedes College student in three words?

Principled

Collaborative

Balanced

How does Mercedes College prepare students to be lifelong learners?

We establish habits for lifelong learning through explicit instruction and assessment of the International Baccalaureate (IB), so our students, first and foremost, are taught how to learn. Our educators help students to think about how they use skills for problem solving but also to know ways of acquiring new knowledge.

What do you do to relax?

Outside of work, I am a busy mum trying to keep on top of my children's' busy schedules! I relax catching up with close friends, on dinner dates with my husband and during Faith formation activities, like attending Retreats, going to Church and being in nature, either the beach or the hills.

NATURE'S CLASSROOM Education with Adventure at its Heart

Beyond the classroom walls, a new movement in education is gaining momentum – one that sees students swapping desks for hiking trails, tents, and teamwork challenges. Across South Australia, more and more schools are embracing outdoor and experiential learning opportunities, recognising the profound benefits these experiences have on resilience, confidence, problem-solving skills, and wellbeing.

From dedicated bush campuses to adventure camps and leadership journeys, here’s a look at how schools across the state are creating memorable, meaningful experiences that extend far beyond the traditional curriculum.

A STEP in the right direction at Mercedes College

For more than 30 years, Mercedes College has been shaping young minds through an education that reaches far beyond the classroom.

At its heart is the Study Thinking Extension Programme (STEP) – a one-of-a-kind initiative designed to equip students with essential life skills that foster independence, resilience, and personal growth.

Launched in 1993, STEP blends outdoor education, service learning, and character development to prepare students for the challenges of adolescence and beyond. Tailored for Year 9 and 10 students, the programme offers a semester-long adventure that extends learning into the real world.

STEP goes into heart and community. Students cook nutritious meals that are donated to local charities and food banks. They lead sustainability efforts by auditing and recycling bottles on Campus, with all proceeds supporting the Hutt Street Centre.

The highlight of the programme is a life-changing cultural immersion experience. Each year, students and staff travel to Mimili, a remote Aboriginal community in the APY Lands. They build lasting connections with the Anangu people, participate in traditional customs, and gain a deeper appreciation for Indigenous culture and the significance of country. This journey – now a 27-year partnership – offers insights that no textbook could ever teach.

As the world changes, STEP will continue to evolve, but its goal remains the same: to nurture compassionate, capable, and resilient young people.

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

St Aloysius College students thrive in the city & outdoors

At St Aloysius College (SAC), the world beyond the classroom is more than just a change of scenery – the bustling Adelaide CBD is what Primary Coordinator, Ms Abby Matte, refers to as a “third teacher.”

“SAC is uniquely positioned to use the city to enhance learning outcomes, and we do so with intention and care,” says Ms Matte.

Year 3 students recently walked the living history of the Kaurna people. Transferring knowledge from the classroom into the outside world, and guided by cultural teachings of Uncle Major ‘Moogy’ Sumner, the Year 3s interpreted ancient symbols and reflected on Dreaming stories depicted in murals around the CBD. These experiences invite opportunities for reflection and promoting cultural awareness.

Across all Primary years, students engage with Outdoor Education in ways that are playful, personal and formative. Unsurprisingly, enrolments in Outdoor Education continues to grow in Years 11 and 12. For over 10 years, SAC has proudly hosted the highest number of female participants in South Australia for the Duke of Edinburgh’s International Award –a testament to the College’s commitment to empowering secondary students of all ages through adventure and challenge. From the lively heart of the city to quiet trails, climbs and waterways further afield, outdoor learning at SAC enables girls to grow in courage, compassion and curiosity.

St Aloysius College

53 Wakefield Street, Adelaide sac.sa.edu.au

Building future-ready learners at Endeavour College

Outdoor Education at Endeavour College offers students a unique and enriching experience beyond the traditional classroom. It provides the opportunity to develop resilience, leadership skills, and personal responsibility through real-world challenges. Students are encouraged to step outside their comfort zones, fostering confidence, teamwork, and problem-solving abilities.

At Endeavour College, Outdoor Education aligns closely with the school’s Vision for Learners. Young people are supported to become independent thinkers and project managers, planning collaboratively with their team. They develop the capacity and commitment to take collective action to preserve ecosystems they visit.

Students experience activities such as hiking, camping, surfing and orienteering, each building a stronger connection with nature and appreciation for the natural world. A solo camping experience helps build resilience by challenging them to navigate unfamiliar environments independently, problem-solve, and build confidence in their capabilities. These experiences promote physical fitness, mental wellbeing, and a sense of stewardship for the world around them.

The supportive environment created by passionate staff ensures that all students feel safe to explore, grow, and challenge themselves. Outdoor Education at Endeavour College is a vital part of the College’s holistic approach to education, shaping young people who are confident, resilient, and ready to contribute to their communities.

Endeavour College

85 Mawson Lakes Boulevard, Mawson Lakes endeavour.sa.edu.au

Adventure with purpose at PAC

The Outdoor Education journey at Prince Alfred College (PAC) is an essential part of helping students develop physical and mental strength, while deepening their understanding of wellbeing – both their own and that of others.

Starting in Year 2, the program gradually develops key attributes such as character, competence, community-mindedness and teamwork. Students are encouraged to challenge themselves, grow as leaders, and gain confidence through experiences focused on service, physical activity, and environmental action.

Much of PAC’s Outdoor Education is undertaken at the school’s two regional campuses. From Year 5, boys attend camps at Scotts Creek, located in Morgan, on the Murray River. Here, they undertake a variety of water-based activities, explore the high ropes course, learn about ways the land and river was used by Indigenous people and participate in minimal-impact camping.

In Year 9, boys participate in a highly anticipated 5-week extended stay program, ‘Wambana’, at PAC’s Yorke Peninsula campus in Point Turton. This immersive experience away from technology and their busy lives, equips each boy with the skills and character to better manage their transition to adulthood. The lifelong friendships and memories of Wambana unite Old Scholars many years after they have returned.

Prince Alfred College

23 Dequetteville Terrace, Kent Town pac.edu.au

CBC Run Club

Run Club has become a much-loved lunchtime initiative at the CBC Junior Campus, bringing together 44 eager students from Years 4 to 6 every Thursday. Led by Mr. Sam Barbara and Mr. Oliver Megins, with support from dedicated Junior Campus staff, the program aims to build fitness, stamina, and confidence through regular physical activity.

Each week, students challenge themselves with laps around the scenic Adelaide Parklands, setting personal goals and striving to improve their endurance. But Run Club is more than just running, it features a variety of engaging activities and games that enhance speed, endurance, and teamwork, fostering perseverance and a positive approach to fitness. Living by the mantra “giving your best effort,” students showed incredible commitment, reducing their average 1km run time by more than a minute in just seven weeks!

What truly sets Run Club apart is its uplifting atmosphere. Students cheer each other on, celebrate milestones, and take pride in their progress, making every session rewarding and fun. It’s also a great opportunity to connect with staff in a relaxed, active setting beyond the classroom.

As Run Club grows, it is a shining example of how the school nurtures wellbeing, participation, and community spirit.

Christian Brothers College 324 Wakefield Street, Adelaide cbc.sa.edu.au

Seymour College’s great outdoors

At Seymour, the great outdoors isn’t just where students learn - it’s where they grow.

Seymour boldly challenges girls in a sequenced approach to outdoor education and global engagement. We are purposeful in designing local, national and international experiences for girls which transform them into confident young women with strong hearts and minds.

Outdoor learning is about helping girls discover what they’re capable of and the College’s innovative GIRLbeing Framework firmly guides the progression of age-appropriate outdoor learning experiences to specifically meet the needs of girls at various ages, encouraging them to step outside of their comfort zones and grow in confidence, resilience and leadership through their school years.

Seymour encourages girls to take calculated risks and to embrace the adventurous and hands-on challenges of outdoor learning. Whether they're navigating high ropes courses, trekking through the Flinders Ranges, immersing themselves in Indigenous communities on our Year 10 Service Trip, or participating in our co-educational Heysen 160 charity run, students develop crucial problem-solving and critical thinking skills in navigating unfamiliar environments.

Through every canoe course, mountain climb and shared campfire, Seymour girls are learning to lead with empathy, think on their feet and back themselves - even when things get tough. And they also have a lot of fun!

Seymour College

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

Walford, beyond the classroom

From overcoming obstacles on adventurous excursions, to exploring and taking in the beautiful landscapes of the Australian outback, there is no shortage of exciting outdoor experiences for a Walford student.

The Reception students reached new heights recently when they tackled the aerial course at TreeClimb Adelaide, and the opportunities only increase as students progress through the Junior School. Camp experiences include an overnight stay at Adelaide Zoo, a trip back in time to Sovereign Hill, an action-packed adventure in the Adelaide Hills, a rural farm stay, and more.

The outdoor experiences certainly don’t cease once students cross the road into the Secondary School. Rock climbing, bush walking and sleeping under the stars are just a few of the activities on offer for girls when they embark on camps. With stays of up to a week, students are able to commune with nature, cultivate independence, collaborate effectively with peers, forge lasting bonds, and push the boundaries of personal growth; nurturing resilient, adventurous, and well-rounded young women.

Whether students want to surf along South Australia’s picturesque coastline or travel overseas to ski the slopes in Japan, a Walford education offers opportunities for all girls seeking adventure.

Walford School

316 Unley Road, Hyde Park walford.sa.edu.au

Adventurous by nature at Tatachilla Lutheran College

At Tatachilla Lutheran College, learning extends to the forests, coastlines and wilderness of the surrounding landscape. Tatachilla students are adventurous by nature, and the school’s immersive outdoor education program is designed to ignite that spirit while fostering deep personal growth.

From Reception to Year 12, students engage in meaningful outdoor experiences like treeplanting, bushwalking, kayaking, surfing, sailing, snorkelling, rock climbing and mountaineering – each tailored to nurture physical wellbeing, spiritual connection and environmental awareness.

At Tatachilla, students combine their outdoor learning with meaningful action, such as helping to rewild native animals on the Yorke Peninsula, or evaluating the impact of invasive plant species at Deep Creek National Park, or assessing the wellbeing of leafy sea dragons and giant cuttlefish in our marine parks.

The program is sequential and purpose-driven, building essential life skills such as teamwork, leadership, self-reliance, and resilience. It also integrates First Nations knowledge and the ancient practice of shinrin-yoku (forest bathing), encouraging students to slow down, reflect, and connect deeply with nature.

What makes Tatachilla’s program truly unique is its design: each experience builds upon the last, guiding students on a continuous journey of discovery, identity and ecological responsibility.

For families seeking a holistic education that shapes capable, compassionate and connected young people, Tatachilla offers something profoundly different – a place where students don’t just grow up, they grow outward, limited only by the horizon and not classroom walls.

Tatachilla Lutheran College 211 Tatachilla Road, Tatachilla tatachilla.sa.edu.au

SACE Outdoor Education and global opportunities at Sacred Heart College

Sacred Heart College offers students more than just classroom learning, with a strong focus on outdoor education and real-world experiences that build resilience, leadership, and global awareness.

Outdoor education is embedded across all year levels, starting in Year 7 with activities like kayaking and surfing, and culminating in the Year 12 Retreat, which emphasises teamwork and self-reflection. Camps linked to subjects take students across South Australia, while international study tours to Japan and Italy offer rich cultural and language immersion.

In Year 9, students take part in The Rite Journey, a contemporary Rite of Passage that includes a camping trip and outdoor challenges to support personal growth. Senior students may also join Operation Flinders, a demanding trek through the Flinders Ranges that fosters perseverance and teamwork.

Sport plays a significant role in co-curricular life. Through partnerships with the Adelaide 36ers and Celtic FC, students access elite training opportunities, both locally and abroad, with annual soccer training in Glasgow.

By combining academic learning with immersive experiences, Sacred Heart College encourages students to grow into confident, capable young adults prepared for life beyond school.

At Sacred Heart, learning is lived. For more information, we welcome you to contact the College at 8350 2500 or book a tour.

Sacred Heart College

Champagnat Campus, 28 Percy Ave, Mitchell Park Marcellin Campus, 195 Brighton Road, Somerton Park shc.sa.edu.au

Branching out beyond the classroom at TreeClimb

Outdoor education gets a serious upgrade at TreeClimb, where students quite literally rise to the challenge. With locations in Adelaide, Kuitpo Forest and Salisbury, these treetop adventures are more than just fun, they’re curriculum-aligned programs that build confidence, resilience and teamwork in the great outdoors.

Tailored for school groups and fully supervised by trained crew, TreeClimb’s actionpacked sessions help students develop physical literacy through balance, bravery and active play. Whether navigating rope courses or cheering on their classmates, kids are encouraged to step out of their comfort zones and grow, both individually and together.

Supporting key learning areas like Health and Physical Education and Personal and Social Capability, TreeClimb reconnects students with nature while sharpening problem-solving and coordination skills. Ideal for outdoor education, end-of-term fun or leadership development, sessions range from 80 minutes with special school pricing and flexible weekday bookings.

Inclusivity is part of the climb too, with accessible options to suit diverse needs and abilities.

So if your class is ready to leaf the classroom behind, TreeClimb offers a sky-high learning experience that’s as enriching as it is exhilarating.

Make your next school day one to remember!

BOOKINGS NOW OPEN:

TreeClimb Adelaide

Park 20 Cnr. Greenhill and Unley Road, Kurangga Park, Adelaide City Parklands

TreeClimb Kuitpo Forest

Cnr. Brookman Road & Black Nursery Road, Kuitpo

TreeClimb Salisbury Harry Bowey Reserve, Salisbury Park treeclimb.com.au

Adventure awaits at St Mary’s College

At St Mary’s College, learning isn’t limited to the classroom. The school’s Outdoor Education program gives students the chance to swap desks for dirt tracks, whiteboards for winding rivers, and theory for hands-on discovery. It’s real learning, in the real world.

Whether kayaking through Garden Island’s Dolphin Sanctuary or hiking Deep Creek’s dramatic coastline, students dive into nature and come out more confident, capable, and connected. These aren’t just excursions –they’re life-shaping experiences.

As students grow, so does the challenge. By Stage 1 and Stage 2 of the Outdoor Program, they’re planning their hikes, prepping meals in the bush, making decisions as a team, and stepping up as leaders. Along the way, they’re learning to solve problems, reflect on their experiences, and discover strengths they didn’t know they had.

And while the campfires, friendships, and unforgettable moments make for great memories, the real takeaway is resilience, independence, and a deep sense of environmental responsibility.

For parents seeking more than just academics, St Mary’s offers a fresh perspective on education – one where students are prepared not just for exams, but for life.

Discover how your daughter can grow beyond the classroom at St Mary’s College.

St Mary’s College

253 Franklin Street, Adelaide stmarys.sa.edu.au

Wilderness School’s second campus on the Coorong a rare offering

From ELC to Year 12, Wilderness School students benefit from a truly unique outdoor education program – one that’s entirely run in-house and includes a second campus on the banks of the Coorong.

Known as the Crawford Campus, it’s a rare offering in South Australian girls’ education. “When you look out you see nothing but sand dunes and the Coorong… there is nothing quite like it,” said Head of Middle School Dr Rhiannon Giles.

Year 5 students camp at nearby National Parks, while from Year 7 the girls visit Crawford in House groups. “The bonding opportunities are endless,” said Outdoor Education Teacher Rosie Smith.

In Year 9, every student takes part in the three-week REALISE camp and completes the Bronze Duke of Edinburgh Award.

“We are so proud to offer world-class outdoor education opportunities like the Duke of Edinburgh Award,” said Principal Belinda Arnfield. “It gives us the chance to embed our values, and design programs in response to students’ needs.”

Students also contribute to real-life conservation through the SEEDS Project, helping save endangered species from extinction.

Wilderness School

30 Hawkers Road, Medindie wilderness.com.au

WILDERNESS ESCAPE

DON’T JUST TEACH RESILIENCE, HELP THEM LIVE IT

In a world full of fast-paced change, uncertainty and pressure, resilience is more than just a useful trait, it’s essential. At Wilderness Escape Outdoor Adventures, we believe resilience isn’t something taught from a textbook. It’s something discovered, through challenge, self-belief and real-world experience.

Wilderness Escape has been leading the way as the state’s largest and most trusted outdoor education provider in South Australia for over 33 years, offering unforgettable and educational adventures that shape character and life skills. Our adventure based experiential learning programs help children build resilience in the most meaningful way possible, by living it.

From Primary through to SACE levels, our school programs take children out of the classroom and into nature, where they are encouraged to take on responsibility, adapt to the unexpected and find confidence in their own capabilities. Whether it’s developing surf safety skills on the coast, collaborating with peers in the Human Knot team challenge or carrying their pack on a multi-day hike, every activity is a chance to grow stronger from the inside out.

"My son attended the mountain bike session today at Kuitpo Forest. Although the conditions were wet –he came home exhausted but happy. He had a great time and learnt a lot. Looking forward to the next school holiday sessions."

Mia Gammon, Parent,

Adelaide

WHAT CHILDREN WALK AWAY WITH

A deeper connection to nature, and to themselves

Real world problem solving & decision-making skills

A mindset of adaptability, courage & grit

Improved emotional regulation in stressful situations

A deeper connection to nature, & to themselves

Teamwork & social skills under pressure

This is where resilience comes to life, not through instruction, but through experience. Children are challenged in healthy, supported ways. They make decisions, face setbacks, find solutions and learn that persistence pays off. It’s here they discover they are more capable than they realised.

Resilience isn’t a lesson, it’s a process. And adventure is the perfect classroom. We also run school holiday programs that continue this journey outside of term time. These experiences, like rock climbing, kayaking and bush survival skills, are designed to be fun, safe and growth focused, giving children of ages opportunities to play, explore and strengthen their sense of self.

Whether your children are just beginning to test their limits or are ready for leadership level challenges, Wilderness Escape offers transformative experiences that last long after the tents are packed away.

Help children uncover their resilience, through adventure that matters.

wildernessescape.com.au

PULTENEY GRAMMAR

THE BEST RECEPTION FOR YOUR CHILD

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

At Pulteney, we provide The Best Reception –a nurturing, play-based transition into school life that ensures children feel secure, supported and excited to learn from day one.

With small class sizes, experienced educators, and a strong focus on wellbeing, we create the right conditions for children to develop confidence, curiosity, and friendships that set them up for success. At Pulteney, learning in ELC and Reception is about so much more than just the basics – it’s about creating a solid foundation for a lifelong love of learning.

RECEPTION AT PULTENEY – THE BEST START TO SCHOOL

Pulteney’s Reception program offers a structured yet nurturing environment where children are encouraged to explore, create, and grow. Through play-based learning and hands-on experiences, our students begin their schooling journey in an environment that is joyful, inclusive, and full of possibility.

A STRONG SENSE OF BELONGING

Early connection to the Pulteney community helps children to develop confidence, friendships, and a love of learning that lasts beyond their first years.

"Through play-based learning and hands-on experiences, our students begin their schooling journey in an environment that is joyful, inclusive, and full of possibility."

PURPOSE-BUILT LEARNING SPACES

Our youngest learners thrive in dedicated environments designed just for them.

• KURRAJONG LIBRARY – A warm and welcoming space that supports early literacy, storytelling, digital exploration and inquiry-based learning

• JUNIOR ART ROOM – A creative space where students are encouraged to express themselves through colour, shape and imagination

• JUNIOR MUSIC FACILITIES – Purpose-designed for rhythm, song, sound exploration and musical growth

SPECIALIST LEARNING & ENRICHMENT

Unique to Pulteney ELC and Reception is that students benefit from specialist-led lessons from experienced teachers in:

ART | MUSIC | PHYSICAL EDUCATION SCIENCE | MANDARIN

THE ‘READY TO LEARN’ APPROACH

S upporting your child’s wellbeing.

We know that starting school can feel overwhelming – for children and parents. That’s why we take a whole-child approach to learning, focusing on not just academics but also wellbeing, confidence and social-emotional growth.

GIVE YOUR CHILD THE BEST RECEPTION

NOW ENROLLING for ELC and Reception 2026 – places are limited.

pulteney.sa.edu.au

Why OutsideStepping the Classroom

Matters More Than Ever in Middle School.

By Michael Secomb, qualified teacher, current Secretary of Outdoor SA and a consultant for Wilderness Escape and The Outdoor Education Consultants

It happens in a moment. A student halfway up a rock face pauses, frozen by fear and doubt. Below, an instructor calmly encourages: “Take a breath, look around, and take the next step.” The student exhales, refocuses, and reaches the top – exhausted, but transformed. These quiet turning points – part challenge, part breakthrough – are common in outdoor education. And for students in the middle years of schooling, they’re more than just powerful memories. They’re moments of growth.

Adolescents aged 12–16 sit at a critical junction of development. Identity is forming, emotional regulation is still emerging, and school can begin to feel either deeply engaging or disheartening. At this age, education outside the classroom – whether through structured outdoor programs or informal, nature-based learning – offers more than enrichment. It offers a pathway to confidence, connection, and personal discovery.

Evidence increasingly backs what outdoor educators have long known. A major Australian study by the Outdoor Youth Programs Research Alliance (OYPRA), which tracked over 300 Year 9 students over three years, found clear improvements in mental health, resilience, and self-efficacy after a five-day outdoor experience. Notably, students who began with elevated anxiety or low self-confidence experienced the most dramatic improvements (OYPRA, 2021). One in five reported feeling more capable and independent post-program, particularly in decision-making and working with others.

Teachers often observe a shift in dynamics: students who may struggle in traditional classrooms take the lead outdoors, showing initiative and resilience in unfamiliar settings.

These outcomes resonate with what teachers are seeing in their own classrooms. A 2020 global teacher survey found that 88% of educators reported higher engagement when teaching outdoors. Nearly 9 in 10 said students returned to class happier and more settled (Outdoor Classroom Day, 2020). These shifts aren’t just behavioural. They affect how students learn. Nature-based settings reduce stress, encourage focus, and create real-world context for academic subjects. Outdoor maths tasks, science experiments in local ecosystems, or geography lessons on the land itself all become more engaging and more memorable.

Academic benefits also appear in standardised measures. International research shows that 65% of schools with environmental education programs outperformed comparable schools in mathematics. Educators also reported stronger skill mastery and retention across subjects when students learned outdoors (State Education and Environment Roundtable, 2005).

What makes outdoor education so effective isn’t just the change of scenery. It’s the change in mindset. Students aren’t simply listening; they’re collaborating, experimenting, problem-solving. They’re forced to adapt – to weather, to terrain, to one another. Whether hiking, paddling, or cooking a meal on a camp stove, they build interpersonal skills that are hard to replicate inside four walls. Teachers often observe a shift in dynamics: students who may struggle in traditional classrooms take the lead outdoors, showing initiative and resilience in unfamiliar settings.

One South Australian teacher reflected that an outdoor expedition had revealed strengths in a disengaged student who had otherwise kept to the margins of school life. Others note how their students return from such experiences more confident and connected – not just with their peers, but with themselves.

Australia’s policy landscape supports this in principle, though implementation varies. Programs such as Victoria’s Outdoor & Environmental Studies and Queensland’s Nature Play initiatives provide formal pathways for schools to incorporate outdoor learning.

Meanwhile, everyday opportunities – like gardening programs, walking classrooms, or science fieldwork – remain powerful, low-cost ways to bring learning outside.

A standout model is the Learning on Country program, run in remote Aboriginal communities in the Northern Territory. Co-designed by Elders, teachers, and Indigenous Rangers, the program integrates traditional knowledge – like land management, storytelling, and bush medicine –with the national curriculum. Students build literacy and numeracy skills while on Country, engaging in culturally responsive education that strengthens identity and purpose. The program has been linked to higher engagement, improved attendance, and stronger outcomes for Indigenous youth (Learning on Country, 2024).

Despite this momentum, outdoor education can still face resistance. Tight timetables, risk management concerns, and academic pressures often push it to the margins. But the post-pandemic landscape has shifted perspectives. During COVID-19, outdoor classrooms became a necessity. In the aftermath, many schools discovered something profound: outdoor learning wasn’t just safer – it was better. Students were more alert, more involved, and often, more joyful.

Parents can play a role in sustaining this shift. Encouraging schools to embed outdoor components in curricula, supporting participation in camps or excursions, and fostering unstructured time in nature all contribute to a culture that values learning in the real world – not just about it.

For students in their early teens, the outdoors isn’t a luxury. It’s a space to try, to fail, to succeed, and to grow. Outdoor education builds skills that transcend academic scores: resilience, collaboration, decision-making, and self-worth. In a time when student wellbeing is under pressure, and engagement in learning is critical, the act of stepping outside may be one of the most important steps we can take.

FAITH LUTHERAN COLLEGE

LEARNING THAT GROWS BEYOND THE CLASSROOM

At Faith Lutheran College, learning is grounded in nature, community, and Christian values. From age 3 in our Early Learning Centre through to Year 12, students are encouraged to write their own remarkable story in an environment where they are truly known, understood, and celebrated.

Located in the heart of the Barossa, Faith embraces the outdoors as a vital part of learning. Influenced by the Reggio Emilia philosophy in our Junior School, natural spaces inspire creativity, exploration and reflection – just as much as our classrooms.

"A treasured part of our Junior School is the Bush Block, planted in the 1980s by local families and lovingly maintained ever since. It’s a place where students climb trees, watch turtles, explore the riverbank and connect with nature through play, discovery and adventure."

From early discovery learning to Year 6 camps, this space is a foundation for curiosity and confidence.

Outdoor education continues throughout the College through gardening, agriculture, sport, camps, and service learning. In our Stephanie Alexander Kitchen Garden Program, students grow fresh produce, then cook and share meals –developing life skills and a sense of sustainability and care for others.

As an IB World School, Faith builds essential skills in communication, critical thinking and creativity, supported by a team of educators who share a strong sense of purpose. We offer a nurturing environment where each student is empowered to thrive.

Faith Lutheran College is the leading co-educational ELC–12 College in the Barossa Valley–where outdoor and indoor learning are equally valued, and where your child’s story can begin, flourish, and thrive in the heart of nature.

NOW ENROLLING FOR 2026 & BEYOND 130 Magnolia Road,

ADVENTURE FUN TEAMWORK

ARE YOUR LEARNERS THRIVING?

HOW OUTDOOR EXPERIENCES FUEL CHILD DEVELOPMENT

Words by Jason Tyndall Nature Play SA

There's a kind of learning that can't be replicated inside four walls. You see it when a child pauses to pocket a rock, float leaves in a puddle, or follow the path of a butterfly. These moments aren't diversions from learning. They're learning at its most authentic.

For children in their foundational years –from infancy to primary – outdoor learning and play isn't just valuable; it's essential.

Nature-based experiences provide real-world context and rich, unpredictable sensory input that brings learning to life, effectively nurturing core dispositions like curiosity, cooperation, creativity and persistence.

These dispositions are central to the Early Years Learning Framework (EYLF) and the Australian Curriculum, which recognise that fostering positive attitudes to learning is as essential as building knowledge and skills.

"Nature-based experiences provide real-world context and rich, unpredictable sensory input that brings learning to life, effectively nurturing core dispositions like curiosity, cooperation, creativity and persistence."

Outdoor environments naturally prompt children to ask questions, collaborate with peers, identify challenges, and negotiate solutions, actively supporting the development of positive learning dispositions. For example, as children work together to build a shelter, they develop persistence and cooperation. And their innate curiosity and creativity emerges when they observe wildlife or experiment with natural materials.

Research shows that regular time in nature supports every aspect of a child's development. Those who spend more time outdoors show improved attention, reduced anxiety, enhanced social skills, and stronger language development. These benefits extend to greater academic engagement, long-term wellbeing and the cultivation of the dispositions that underpin lifelong learning.

When children are supported to explore, take risks, embrace the elements and play freely outdoors, they discover the joy in every season. Playing outside in rain, wind or cold fosters flexibility and adaptability, helping them respond confidently to changing conditions. They learn that the world doesn't have to be perfect to be enjoyable, develop ways to overcome discomfort and build emotional strength for life's bigger challenges.

Of course, we know that weather and resources can feel like barriers. That's why our not-for-profit offers affordable wetweather clothing for education sites. And because all proceeds go back into our organisation, every purchase supports South Australian educators, learners and the broader community.

And the best part? Outdoor learning and play don’t have to involve elaborate resources or remote bush settings. Even modest outdoor environments offer developmental advantages, more so when available year-round.

CONNECTION • WELLBEING BELONGING natureplaysa.org.au

EMPOWERING FUTURE LEADERS THROUGH ADVENTURE

WESTMINSTER OUTDOOR EDUCATION PATHWAY

In a world that is increasingly fast-paced, digital and demanding, Outdoor Education plays a vital role in preparing young people for life beyond the classroom.

At Westminster, Outdoor Education is more than a subject – it is a lived philosophy grounded in the School’s values of courage, curiosity, bravery and resilience.

Westminster Principal, Simon Shepherd said Outdoor Education empowers students to step outside their comfort zone.

“Outdoor Education at Westminster offers life-changing opportunities that build character and courage. It’s not just about learning new skills – it’s about uncovering a deeper sense of self knowing, belonging and purpose,” says Principal Simon Shepherd.

Westminster is a recognised leader in Outdoor Education, offering a dynamic and progressive journey that begins in Year 7 and continues through to Year 12. The program is designed to foster confidence, leadership, lateral thinking and adaptability – essential qualities in today’s ever-changing world.

The journey begins in Year 7, with a three-day camp, where students are introduced to camping, climbing, abseiling and orienteering under the guidance of Westminster’s highly experienced Outdoor Education team. These foundational skills are combined with engaging team-building activities that encourage communication, problem-solving and empathy.

Through the middle years, the program evolves in complexity and challenge. In Year 8, students participate in a five-day experience, including a two-day residential camp followed by a three-day hike.

The immersive ‘Westventure’ program in Year 9 –a highlight of Westminster’s Outdoor Education pathway –is an 11-day residential and expedition experience. Activities such as kayaking, sailing, running and orienteering foster resilience and independence while building lasting friendships and a strong sense of community.

In Year 10, students select from adventurous experiences aligned with their interests. Options include sea kayaking in the Whitsundays, white-water rafting and hiking in Tasmania, scuba diving on the Great Barrier Reef and sailing aboard the tall ship One and All. These experiences cultivate environmental awareness, personal growth and a love for adventure.

From Year 11 students may pursue Outdoor Education as an academic subject through Stage 1 and Stage 2 SACE. These courses deepen understanding of leadership, environmental sustainability and expedition planning and in Year 12, passionate students may undertake a nationally recognised Certificate III in Outdoor Leadership (VET), preparing them for future study or careers in outdoor education and recreation.

“The growth we see in our students – both personally and academically – is extraordinary. By the time they reach Year 12, they are equipped not only with technical skills but with a mindset to lead, serve and thrive,” Mr Shepherd adds.

Westminster’s adventurous education model reflects its commitment to developing well-rounded individuals ready to meet the future with strength and compassion.

Every child deserves an education that leads to a lifelong love of learning. Think Further. Book a tour.

CAMP SNACKS KIDS WILL LOVE

(that survive the journey!)

By Carly Leaker Clinical Nutritionist

Heading off to camp is an exciting adventure for kids; new friends, outdoor activities, and a little extra independence. But with all that movement and fun, kids need steady, nourishing snacks to keep their energy up, support their concentration, and help them enjoy every moment.

The trick? Choosing foods that are sturdy, appealing, and able to survive the journey without turning into a melted or soggy mess.

Camps often mean backpacks, warm weather, and no refrigeration. Focus on snacks that are naturally resilient and allergy-friendly. Great options include:

▲ Nut-free trail mix: A blend of seeds (such as pumpkin and sunflower seeds), dried fruit, wholegrain cereal pieces, and a few dark chocolate drops.

▲ Wholegrain crackers with seed butter or cheese: Pair with sunflower seed butter or long-life cheese portions for an easy, satisfying snack.

▲ Homemade energy balls: Blend oats, coconut, sunflower seed butter, honey, and dried fruits into bite-sized balls that travel well.

▲ Fruit leather or dried apple rings: A naturally sweet option that avoids the mess of squished fruit.

▲ Vegetable chips: Crunchy and colourful options like snap peas, beetroot, or sweet potato chips.

▲ Popcorn packets: Choose low-sodium varieties for a light, fibre-rich snack.

Use orresealablesmall,containers compostable snack bags to keep foods fresh and protected from being squashed at the bottom of a backpack. PRO TIP! ***

Protein for Lasting Energy

Many camps involve long hikes, swimming, and endless running around. Including protein-rich snacks helps kids stay fuller for longer. Nut-free portable protein options include:

Beef or turkey jerky: Look for low-sodium, natural versions for a protein-packed snack. Roasted chickpeas or broad beans: A crunchy, high-fibre option that's easy to pack. Edamame: Pre-cooked and seasoned with your flavour of choice for a tasty, protein-rich snack. Seed bars: Made from a mix of pumpkin seeds, sunflower seeds, and oats for lasting energy. Cheese sticks or shelf-stable cheese portions: A convenient source of calcium and protein on the go.

Hydration Helpers

Dehydration can sneak up outdoors. Encourage packing a large water bottle for longer days of heavy activity.

Involve Kids in the Packing

Snacks are more likely to be eaten not forgotten at the bottom of the bag if kids help choose them. Before camp, set up a mini “snack station” at home where they can help pick their favourites. This builds independence and makes food more appealing.

With a little planning, camp snacks can be both nourishing and practical helping kids power through their outdoor adventures with energy, and smiles.

Got questions about camp nutrition or need personalised snack ideas for your child? Reach out to Carly for expert advice! @nutrition_with_carly

AI as a Teachers Tool for

By Jarrod Johnson

Learning Designer: AI & Digital Practice

In today's classrooms, Artificial Intelligence (AI) is becoming an invaluable tool, with each teacher and schools leveraging it in their own unique way. From creating more engaging and interactive lessons to personalising learning experiences, AI is transforming education in exciting ways. As parents, understanding these innovations can help you support your children and their teachers as they navigate the complexities of AI in education. Supporting your child’s learning journey means staying informed and engaged with how AI is being used in their classrooms. Let’s cover some aspects of what may be happening in today’s learning environment.

Smart prompts for smarter teaching:

Teachers use prompts to carefully guide how AI interacts with students – not only to support learning, but to ensure that the AI behaves appropriately and ethically. By thinking through the purpose and boundaries of each task, teachers can design AI prompts that are helpful, supportive, and aligned to learning goals.

Here’s the four-part structure many teachers use:

❶ Persona – Teachers describe how they want the AI to behave and the purpose of the interaction. Example: “You are going to act as a supportive Year 9 Humanities tutor who helps students practise their thinking. The student is researching ancient civilisations and needs guidance exploring Egypt’s economic structure.”

❷ Task – Teachers explain what the AI is meant to do and how it should engage with the student. This includes instructions to both the student and the AI. Example: “Ask the student a short comprehension question about their topic. Wait for their answer, then check their understanding and provide feedback. If appropriate, follow up with a related question.”

"AI can also help scaffold assignments, generate creative examples for discussion, and assist students in exploring new ideas before they dive into their own work."

❸ Output – Teachers guide the format and tone of the AI’s response to ensure learning isn’t bypassed. Example: “Keep responses to one or two sentences. Avoid giving full answers – provide hints, checks for understanding, or gentle feedback to help the student think further.”

❹ Restrictions – Teachers clearly state what the AI should not do to maintain student ownership. Example: “Do not write complete answers or paragraphs for the student. When the student says “Thank you for your help”, provide a brief summary of what was covered, and what the student can work on next.”

This approach allows teachers to shape AI as a flexible classroom assistant – one that supports student learning without taking over the work. It also helps ensure students can explain and justify their use of AI, keeping the focus on learning and growth.

Once teachers have set clear expectations for how AI should behave, they can begin to use it in a range of creative and supportive ways. From generating engaging learning experiences to tailoring content for individual students, AI becomes a collaborative partner in the classroom. Here are some of the ways teachers are already using AI to enhance learning and support their students’ growth.

● DID YOU KNOW?. Teachers use AI not to replace instruction, but to enhance it – making learning more personalised, interactive, and accessible.

Engaging with AI in the classroom: Teachers are leveraging AI to make classroom learning more interactive and personalised. Instead of just searching for information, students can have dynamic conversations with AI, deepening their understanding through questions, anecdotes, and simplified explanations.

One example may have students engage in a conversation with William Shakespeare to discuss the themes and characters from one of his plays. Another approach may be to have a dialogue about the impact that sea otters have in maintaining the kelp forests and ultimately the marine ecosystem. This conversational approach allows students to grasp concepts quickly and then build on them at their own level. AI can also help scaffold assignments, generate creative examples for discussion, and assist students in exploring new ideas before they dive into their own work. An English teacher may ask the students to generate some poetry and then discuss with the class the structure of the generated texts before the students create their own works of linguistic art. This makes learning more engaging and adaptable to each student’s needs.

■ Interactive AI conversations for deeper understanding

■ Simplified explanations and analogies

■ Scaffolded assignments and creative examples

■ Increased engagement and personalised learning

Personalised and differentiated learning: AI empowers teachers to tailor assignments and learning materials to each student's level and interests. For example, a mathematics question can be adapted to a student's favourite topic. Giving students the ability to choose the theme of their problem helps to make the work more engaging and relatable and aligns with their interests. One student may want mathematical questions on how many mice it would take to eat a block of cheese, while another thrives on worded problems about racing cars. Teachers can also generate multiple versions of assignments to meet different learning needs, ensuring that each student can work at an appropriate pace and level. This personalised approach helps keep students motivated and supported in their learning journey.

■ Custom assignments tailored to student levels and interests

■ Quick generation of varied practice problems

■ Adaptive learning experiences to meet individual needs

Tutoring and support: AI can act as a personalised tutor, allowing students to choose topics they want to review and generating practice questions at varying difficulty levels. A teacher can create a Year 12 Biology revision bot to work with each student and generate questions as well as check the answers immediately. This is a great way to prepare the students for their final exams. These AI-powered sessions can guide students with directed questioning rather than just giving answers, encouraging deeper understanding. At the end of a session, the AI can provide a summary of what was covered and suggest areas for further revision. This flexible and responsive support helps students reinforce their learning at their own pace.

■ Personalised tutor bots for targeted practice

■ Guiding questions to deepen understanding

■ Session summaries and revision tips

Quick feedback: AI provides students with immediate, constructive feedback on their work, helping them identify areas for improvement in grammar, structure, and content without doing the work for them. Some students will use this to review their research and collate their thoughts, or proofread a draft to check that they have covered what is required for the task. This ensures that students remain the authors of their own work while learning how to refine their skills. Teachers and students can collaborate with AI to track changes and improvements, ensuring that feedback is constructive, polite, and encourages growth without compromising the student's ownership of their work.

■ Immediate, constructive feedback on student work

■ Encourages refinement while maintaining student ownership

■ Ensures students remain the authors of their progress

● KEEP IT ETHICAL . AI CAN HELP REFINE WRITING, BUT STUDENTS ARE EXPECTED TO:

 REFERENCE AI USE

 KEEP VERSION HISTORY

 SHARE CONVERSATIONS WITH TEACHERS

AI is a powerful tool that supports teachers in creating a richer, more personalised learning experience for students. It enhances the classroom environment while ensuring that teachers remain at the heart of education, guiding and nurturing their students. Teachers collaborating with AI enhance education without replacing their crucial role, ensuring that students remain actively engaged in their learning journey. By working alongside teachers, parents can help ensure that AI is used ethically and effectively to support student learning. Staying engaged with how AI is being used in the classroom allows families to reinforce healthy habits at home and encourages students to take ownership of their learning. Together, teachers and parents can build a strong foundation for confident, responsible AI use.

"Students are expected to justify ownership through referencing, version history, and sharing AI conversations."

Jarrod Johnson is a teacher and learning designer at Pulteney Grammar School, specialising in AI and Digital Pedagogy and has presented nationally and internationally on how AI can be used appropriately to enhance student learning.

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UNLOCKING POTENTIAL THROUGH ESPORTS IN EDUCATION

A VISION IN ACTION

By Satchet Singh HALT Candidate, PhD Candidate at UniSA and Digital Technologies Coordinator, Endeavour College

ESports is more than just competitive gaming – it's a dynamic platform that builds teamwork, sharpens strategic thinking, and creates meaningful pathways into the digital future. My journey into the world of educational eSports began at a former school in New Zealand, sparked by a Microsoft online workshop that opened my eyes to the untapped potential of gaming in education.

What started as a written proposal quickly evolved into a thriving eSports club. Students began training weekly in Rocket League, forming teams, discussing tactics, and discovering a new outlet for connection and collaboration. We entered local competitions, including a Halo Infinite event, and were later invited to the national eSports tournament in Invercargill. Taking a group of 11 students to compete was a proud milestone. It wasn’t just about winning – it was about belonging, communication, and growth.

Our community soon rallied around the initiative. Inspired by a blog I had written, an independent hardware company offered to sponsor a tournament by providing equipment in exchange for branding. A landmark event followed: an inter-school competition attended by the broader community. With support from the local council, businesses, and educators, the event showcased the power of eSports to bring people together and inspire action.

These successes led to wider recognition. I shared our journey with educators in South Auckland and later presented at a professional development event in the Cook Islands. Each opportunity reinforced the growing understanding that eSports belongs in schools – not on the fringe, but at the core of contemporary learning.

Now at Endeavour College, my goal is to recreate and expand that vision – backed by a school community that values innovation and student voice. Endeavour is firmly committed to offering students access to cutting-edge technology and rich extracurricular opportunities, including a dedicated weekly eSports club. Students are actively preparing for the Term 2 Rocket League competition, with aspirations of hosting an inter-school tournament and competing in national and international events.

Our eSports initiative is supported by Endeavour College’s broader digital strategy, which includes high-performance computing equipment, immersive learning environments, and cross-curricular links to STEM, media, and the arts. We’re also collaborating with researchers from the University of South Australia to explore the psychology behind gaming – integrating academic insight with practical application.

ESports is not just about play – it’s about purpose. Structured programs teach critical thinking, resilience, and leadership. They intersect naturally with disciplines such as mathematics, psychology, and computer science, creating a multidisciplinary approach to education.

How to Help Boys Become Good Men

By Kate Holland, writer and parent

As a parent of boys, it’s easy to have a feed full of articles about the dangers of excessive gaming, the impact of social media and the prevalence of toxic masculinity. Before you know it, you’re doom scrolling and wondering how close your own child is to a major misdemeanour.

“Caring, competent adult mentors can make the difference between thriving and flourishing and struggling and failing.”

In truth, for most of us the greatest challenge will be managing our rising fear while tempering how we approach our beautiful boys to ensure they feel more seen and supported than doubted and judged. As they deserve. But for anyone genuinely worried about a negative change in their teen’s trajectory, what then?

Find helpers, in the form of positive role models.

According to parenting expert Maggie Dent, we all need to lead our teen boys (and girls) towards lighthouses, “guides and mentors who are not their mums and dads.” She said “the role of lighthouses is particularly important

during adolescence when children go through massive change and are easily influenced. Caring, competent adult mentors can make the difference between thriving and flourishing and struggling and failing.”

Fellow parenting expert Stephen Biddulph agrees. “The journey towards manhood takes time and the real qualities such as kindness, good humour, tenderness, patience and self-belief are all quite complex neuromuscular skills that you can't learn from a PowerPoint or a book,” he said.

“You have to see these skills lived out in real life, over extended time, via role models that you take into yourself in depth because you like and respect them and feel liked and valued by them in return.”

While family, friends, neighbours and teachers can be invited to assume these roles, it’s reassuring to know that there are some local organisations offering positive programs and role models too.

“The journey towards manhood takes time and the real qualities such as kindness, good humour, tenderness, patience and self-belief are all quite complex neuromuscular skills that you can't learn from a PowerPoint or a book.”

These organisations might help quash the doom scroll as well. Give them a follow.

Lighthouse Youth Projects

As discussed with Co-founder Ryan Lloyd

Jamie Moore and I founded Lighthouse on a shared love of bike riding. Our guiding principle is mentoring through bikes, and our mission is to empower all youth, especially those who are vulnerable and are at-risk, to achieve their full potential through bike-based programs and workshops. We pass on skills, but we also reinforce a standard of behaviour. You have to earn the fun stuff.

We work with young people regardless of circumstance, supporting them into positive pathways through a diverse range of ongoing programs (available both in and out of school) and offer community events like Get Stoked, BMX and MTB coaching, and life skills mentoring.

There is often so much potential in young people, even if it takes a while for some of them to see it. Giving them the chance to ride with someone who cares about their wellbeing and where their future could lead is really empowering.

As discussed with founder Dr Tessa Opie

Inyourskin is a relationships and sexuality education service. I’m an advocate for healthy and consenting relationships with extensive experience in program development and education delivery. Our organisational mission is to improve sexual health and safety and support healthy psychosexual development.

For adolescents, our focus is on developing healthy relationship skills with an emphasis on consent and communication skills. We encourage students to actively consider their relationship values and expectations, to think about their language and negotiation skills, and to develop

Our mentors have all lived through highs and lows, which makes us relatable. Pairing that with the endorphins that come from nailing tricks or lasting out a ride, and talking issues gets even easier.

It's when we’re pushed outside of our comfort zone that we learn what we are capable of. Our work helps young people to develop self-confidence and the spin-off into everyday life is immense. One of our clients, Harry, was a teen dad at 14 who got in with the wrong crowd and dropped out of school. We met him through our TRAILS program, facilitated by Mas National, and he says it was feeling connected and understood by our crew that helped him get back on track for his daughter.

lighthouseyp.org

a healthy and realistic sense of self and ‘other’. We also run a separate workshop for year 11 and 12 students about the impact of alcohol on consent. Our programs can be one-offs or ongoing.

I see boys struggling with rigid constructions of masculinity and participating in a hookup culture that doesn’t allow them to express their emotions and vulnerability. All our work explores the impact of gender stereotypes, gendered behaviours and gendered relations on the health and wellbeing of individuals and relationships.

Students at a school where I have worked for over five years have told me that our education keeps them and their romantic partners safer, that they have developed skills they need to take care of themselves and others, and that their school culture and broader social climate is one of consent and respect and more egalitarian attitudes towards gender.

inyourskin.co

In Your Skin

As discussed with Programs & Development Manager, Nick Atkin

We run adventure therapy programs in the remote outback, working with disengaged adolescents we strive to increase their levels of connection, resilience and purpose, leading to improved mental health outcomes, and increased social engagement. Our mission is to transform the lives of these young people. And no, they don’t have to be athlete-level fit to participate.

For young people aged between 13 and 18, our core program is held over eight days in the northern Flinders Ranges. Students are typically referred to us as part of a team of 10 from a school or agency. They can trek up to 100 km, experience abseiling, Indigenous culture, bushcraft and build self-confidence through challenging themselves. This experience can show them a positive side they didn’t know they had – strengths and accomplishments they can take back with them into everyday life.

Once they’ve completed our core program, they’re invited to join the Next Step Program which is structured to provide ongoing opportunities in self-development, self-confidence and learning. They can walk again as part of the leadership team, take part in activity weekends and explore iconic areas of South Australia. There are also accredited certifications, short courses and employment pathway programs on offer. Most importantly, there is ongoing connection with positive role models.

All those who participate in our core program will be automatically awarded the Adventurous Journey part of the internationally recognised Duke of Edinburgh program which is an excellent initiative to help equip young people aged 14-24 for life and work. And as part of the Next Step program, you can complete it all for free.

operationflinders.org.au

We’re an organisation dedicated to guiding adolescents through their transition into adulthood. We provide educational programs (and specialised training for teachers to deliver the programs) that support personal growth and self-discovery.

Our mission is to create a supportive environment that helps young people develop resilience, responsibility, and a sense of purpose as they navigate the transition from childhood to adulthood using a Rite of Passage framework. We serve teachers, parents and communities by empowering them to self-sufficiently and

sustainably grow responsible, resilient, resourceful, and reflective children and adolescents by providing training, workshops, resources, support and inspiration.

At our core is relational teaching. These longer-term relationships over a school year allow us to build trust, provide consistent support, and foster significant personal development. This ongoing engagement helps young people form positive habits that can last a lifetime. An adult who provides an enduring presence and interest in a young person’s life can be transformative.

Our Flagship program is a year-long schoolbased Rite of Passage (usually in Year 9) that includes mentoring, community involvement, and personal reflection. It’s designed to foster deeper relationships and sustained personal growth for young adolescents. The biggest challenge of the year (The Abyss) is a solitary bush experience that helps them learn more about themselves and set goals for their future.

theritejourney.com

As discussed with Director Andrew Lines

The Rite Journey

A PATHWAY TO EXCELLENCE

Kumon is an ideal choice for parents looking for a long-term educational program that fosters self-learning, builds confidence, and develops essential academic skills.

HOW IS KUMON DIFFERENT FROM TUTORING?

As an after-school mathematics and English education program for school-aged children, Kumon is often grouped with tutoring services. However, Kumon differs from traditional tuition in several key ways. Kumon and tutoring each play unique roles in supporting your child’s educational development, and understanding these differences can help you determine which option best suits your child's needs.

WHAT DOES KUMON OFFER?

Kumon is an individualised, self-learning program that focuses on developing essential maths and reading skills. Students work through a series of worksheets that help build their calculation abilities and reading comprehension. This approach encourages students to develop the confidence and discipline needed to study independently.

Kumon is more than just an educational program; it is a partnership between the student, the parent, and the Kumon Instructor. The goal is to maximise each child’s potential by fostering a love for learning and encouraging consistent progress at their own pace.

Students gradually develop strong study habits, confidence, and high-level mathematics and reading skills.

Operating in Australia for over 41 years, Kumon has helped over one million children enhance their fundamental skills in math and English, preparing them for success in school and beyond.

WHAT DO TUTORS OFFER?

Tutoring services in Australia and New Zealand can vary significantly, depending on a child's specific needs. Many parents turn to tutoring when they notice their child is struggling in a particular subject or skill. Other times, tutoring is used to prepare students for specific exams, such as NAPLAN or selective school entry tests.

Unlike Kumon, which is structured as a long-term educational program, tutoring often focuses on addressing immediate academic concerns. For students with learning difficulties or those in need of additional challenge, tutoring can provide targeted, short-term assistance or long-term support.

WHEN SHOULD YOU CONSIDER KUMON?

Kumon is an ideal choice for parents looking for a long-term educational program that fosters selflearning, builds confidence, and develops essential academic skills. Whether your child is in school or preschool, Kumon offers tailored worksheets that fill in gaps in mathematics and English while advancing their skills at a comfortable pace. For preschoolers, Kumon’s curriculum is specifically designed to prepare them for school and lifelong learning.

In short, if you’re looking for a program that invests in your child's long-term development, Kumon is an excellent fit, providing foundational skills that will serve them for years to come.

WHEN SHOULD YOU CONSIDER TUTORING?

Tutoring is best suited for students with shortterm academic goals, such as preparing for exams. Unlike Kumon’s progressive curriculum, tutors can tailor their sessions to target specific areas of concern or immediate academic needs. If your child has a particular test or assessment on the horizon, a tutor can provide focused guidance to help them reach those goals.

KEY DIFFERENCES BETWEEN KUMON & TUTORING

While both Kumon and tutoring aim to support children’s learning, there are key differences in their approaches:

Kumon is a globally established, individualised program that develops foundational skills in mathematics and reading, alongside confidence, study habits, and self-learning abilities. With over 67 years of experience worldwide and 41 years in Australia, Kumon has benefitted more than one million students in the country alone.

Tutors, on the other hand, vary in their methods and goals. While some may focus on long-term academic development, most tutors are focused on short-term goals such as exam preparation. Tutors often rely on their own teaching methods and strategies to help guide the student toward academic achievement.

HOW CAN I TRY KUMON FOR MY CHILD?

Kumon helps students build a strong foundation in maths and reading before progressing to more advanced work. With this solid base, students gain the confidence they need to succeed in school and future learning endeavors.

To get started with Kumon, contact your nearest Kumon center to schedule a free assessment. During this assessment, the Kumon Instructor will evaluate your child’s abilities and create an individualised study plan. This plan will outline what your child will be learning in their first days at Kumon, as well as their predicted progress over the next 12 months.

This assessment is free of charge and does not obligate you to enroll in the program.

Discover how Kumon can support your child's learning.

Scan the QR code.

Interested in running your own Kumon Centre?

Scan to learn more.

To find your nearest Kumon centre, visit:

kumonsearch.com.au

NO SHUSHING REQUIRED

INSIDE THE ASO’S RELAXED CONCERTS

Going to a concert shouldn’t be stressful, but for many families, it can be. Loud sounds, strict rules about staying seated and quiet, or even just the fear of being judged can turn a fun outing into an ordeal. That’s exactly why the Adelaide Symphony Orchestra created its Relaxed concerts, an initiative designed to make live orchestral music accessible to more people.

Relaxed performances are family-friendly performances tailor-made for neurodiverse audiences, people on the autism spectrum, and anyone with vision or hearing challenges, sensory sensitivities, or learning disabilities. It’s a concert experience that puts people at ease–welcoming, flexible, and pressure-free.

“It's a safe space where kids can be themselves,” says Rachel Pitson, ASO’s Learning and Community Programs Manager. “They can move, make noise, or take a break, and still be part of something magical.”

It’s all in the details: lights are softer, sound levels are adjusted, and breakout spaces are available when it’s time to regroup. Communication about what to expect starts well before families even walk through the doors, so there are fewer surprises and more smiles.

As one parent shared after attending earlier this year: “Just fantastic. I’m always very anxious about trying something new with kids with special needs as their behaviour and interest can be very unpredictable. It was such a friendly and safe environment to know other families there struggle with similar issues.

So much effort was made to make the space child friendly. Of course, the music and story was stunning but the effort that was made to cater for kids with additional needs was outstanding. There was no judgement and no pressure.”

One of the ASO’s presenters, Susan Ferguson carefully adapts her style for Relaxed concerts, describing visual elements for sight-impaired children, and ensuring participation is always optional. “I try to provide two different versions of each activity: the main version, and a simplified version so that all children can feel included and involved. But I also make it clear that children have the option just to watch or listen, move in their own way or take a break altogether!”

With Relaxed concerts, the ASO isn’t just playing music. They’re changing the way people experience it. And for families who’ve long been left out of the concert hall, that’s music to their ears. The next Relaxed performance, Settle the Score, is just around the corner in September, and the ASO’s Learning Programs in schools are also offered in a relaxed format, ensuring even more young people can experience the joy of orchestral music in a way that works for them.

Start your child’s future on a firm faith foundation.

Discover the first step in a Christ-centered education at our Early Learning Centre.

• Christian educators nurture children from age three through to Preschool.

• A smooth transition into Foundation at Brooklyn Park Campus.

• A complete education pathway to Year 12.

Limited places available from 2027!

You’re invited to explore our Brooklyn Park Junior School

ELC Open Day Saturday 23 August

Principal’s Tours Tuesday 3 June and Tuesday 12 August

Navigating Literacy

Challenges

A step-by-step guide for parents

By Georgina Martin, Inclusive Educator, @collectiveorderau

As both an Inclusive Educator and the founder of Collective Order, I have met countless parents who have observed their children struggling with the growing literacy demands at school – I am one of them. Many feel uncertain about where to begin seeking help, and sorting through the overwhelming amount of information online can be both time-consuming and exhausting. Additionally, misconceptions about needing referrals or multiple appointments to access certain services often delays or discourages parents from pursuing support sooner.

Based on my experience, here is the advice I share with parents to allow them to take the next steps with confidence:

SCHOOL ENGAGEMENT

Start by engaging in conversations with your child’s educator. They will be able to provide valuable insights into your child’s strengths and areas for development. They closely monitor their progress using their experience and expertise.

Find out who is in charge of Inclusion or Learning Support and involve them in the conversation. They will bring specialised knowledge of learning difficulties, can recommend targeted intervention strategies and understand how to plan and implement personalised support.

ENT

Seek a referral for an Ear Nose and Throat doctor (ENT) if hearing concerns related to ear health or adenoids, tonsils and so forth have been identified during testing with an Audiologist.

SPEECH PATHOLOGIST

If your child has been cleared of hearing, ear health and eye issues and you are still concerned, it might be time to engage a Speech Pathologist. Through targeted screenings based on your concerns, educator observations and the results of your child’s hearing and vision tests; a Speech Pathologist can provide early Identification of Speech and Language issues that affect literacy development.

** No referral required **

EXPERT TIPS – If your child is school aged you could ask the Inclusion or Learning Support team if there are any screening assessments they can complete at school prior to seeing a Speech Therapist.

You may be able to access a Speech Therapist through Community Health Cen tres or the Department For Education.

If ongoing Speech Therapy sessions are required, you may be able to apply for a Chronic Disease Management Plan through your child’s GP. This will provide a subsidy on 5 sessions.

COMPREHENSIVE TESTING

If the pre-assessment identifies Dyslexia and/or Dysgraphia, or was inconclusive, it might be time to seek a Psycho-Educational Assessment. This is performed by a psychologist and will provide information regarding your child’s intellectual abilities and academic achievement. This process can be used to identify specific learning difficulties including Dyslexia, Dysgraphia and Dyscalculia.

EXPERT TIP – Waitlists can vary considerably. It is worthwhile calling several clinics to check waiting times and placing your child’s name down first before seeking your referral.

** GP referral required**

HEARING ASSESSMENT

Before heading to a Speech Therapist or ENT if you have concerns about your child’s literacy, it is important to rule out any possible hearing and ear health issues. Speech Therapists and ENT’s will also ask you to have your child’s hearing tested before engaging with their services. Therefore, it is a great one to tick off the list early on.

EXPERT TIP – Select a Paediatric Audiologist over a general Audiologist. Paediatric Audiologists are skilled professionals who focus on the identification of hearing and ear issues in children and can conduct full diagnostic hearing and processing checks in an age appropriate and fun way.

** No referral required **

EYE CHECK

Next you could proceed to a vision check. Research suggests 80% of classroom learning is acquired through the visual system and vision difficulties can impact behaviour, learning and development.

EXPERT TIP – Select an Optometrist that specialises in the early years or a Behavioural Optometrist for a vision assessment.

This may be claimed under Private Health if available to you.

**No referral required **

PRE-ASSESSMENT

If concerns still persist in the areas of reading and writing it might be time to seek further assessments.

EXPERT TIP – The Australian Dyslexia Association offers a pre assessment service which in their words is, ‘A sensible procedure in identifying Dyslexia and or Dysgraphia.’ At $185 this process avoids upfront full testing, which can be upwards of $1600.

FIND OUT MORE INFORMATION @dyslexiaassociation.org.au

SPELD SA Inc also offers literacy assessments.

REMEMBER

Trust your instincts. The earlier the intervention, the greater success and confidence your child will have moving through school.

And What Your Child Can do Now to Prepare THE POSSIBILITIES OF STEM CAREERS

By Teresa Janowski, CEO & Founder, STEM Fast Track

When I speak to parents, one of the most common questions I hear is: “How can I prepare my child for the future when the jobs they’ll have don’t even exist yet?”

It’s a fair question – and an exciting one.

We are standing on the edge of the most transformative period in human history. Science, Technology, Engineering, and Mathematics – better known as STEM –aren’t just fields anymore. They are powerful tools shaping every aspect of our lives: how we work, live, learn, and even how we heal and grow.

“Whether they’re coding a broken app or baking a flopped cake, every mistake is a stepping stone to learning.”

The possibilities in STEM careers are nearly limitless. Whether your child wants to protect endangered animals, build a sustainable city, create cutting-edge tech, explore the stars, or fight cybercrime, there’s a STEM path that can take them there. And the good news is you don’t need to wait until Year 12 to start preparing.

Let’s explore what the future of STEM looks like and how you, as a parent, can help your child take confident steps today toward an exciting and meaningful career.

What’s possible in STEM?

Gone are the days when a STEM career simply meant becoming an engineer or a scientist in a white coat. Today, STEM blends with every industry:

Space and Aerospace: Think drones, Mars rovers, and satellites the size of shoeboxes.

Health & Medicine: Biomedical engineers are 3D printing organs, while AI is helping diagnose diseases faster than ever.

Environment & Sustainability: Renewable energy, smart farming, and conservation tech are exploding fields.

Cybersecurity: Every business needs protection in a digital age. Ethical hackers and forensic analysts are in high demand.

AI & Robotics: From self-driving cars to robot surgeons, the line between science fiction and science fact is blurring fast.

Creative Industries: STEM + Art (STEAM) careers include virtual reality game design, digital animation, and interactive storytelling.

What do all these careers have in common?

They're dynamic, high-impact, and deeply human. They solve real problems and often require creativity, collaboration, and communication – not just technical skills.

“Girls especially need to see diverse, capable, relatable women thriving in STEM careers. It normalises success and broadens belief in what’s possible.”

The future of work is not only about technology – it’s about people. The best STEM careers will require empathy, collaboration, ethics, and adaptability. These are qualities you can start nurturing now; around the dinner table, through volunteering, or in faith and community life.

“STEM thrives on questions, not just answers. If your child loves taking things apart (even if they can’t always put them back together!), don’t scold them – encourage them.”

You don’t have to be an engineer or tech genius to support your child’s STEM journey. All it takes is curiosity, courage, and a commitment to help them grow into the kind of adult who doesn’t just fit into the future, but shapes it.

So next time your child builds a weird contraption out of cereal boxes or asks 17 questions before breakfast, smile. You may just be raising the next game-changer.

What can my child do NOW?

As a mentor to thousands of students across Australia and Europe, I’ve seen firsthand what sparks a child’s love for STEM – and more importantly, what helps it grow. Here are my top five strategies for preparing your child for a future in STEM:

1 2 3 4 5

Feed their curiosity, not just their grades

STEM thrives on questions, not just answers. If your child loves taking things apart (even if they can’t always put them back together!), don’t scold them – encourage them. If they ask why the sky is blue, why frogs croak at night, or how planes fly, celebrate that curiosity. STEM careers begin with wonder.

Embrace hands-on learning

Whether it's LEGO building, coding apps, gardening, cooking, or building a go-kart, handson projects develop problem-solving skills and confidence. Don’t worry if it's messy or imperfect. STEM is all about testing, failing, improving, and trying again.

Our programs at STEM Fast Track are designed around this very principle – kids learn best when they’re doing, not just listening.

Encourage resilience and grit

The best STEM minds are not necessarily the smartest – they’re the most persistent. Help your child view failure as feedback, not defeat. Whether they’re coding a broken app or baking a flopped cake, every mistake is a stepping stone to learning.

At our STEM Sista™ and STEM Mista™ programs, we focus as much on mindset as we do on skills. Confidence, resilience, and belief in their own potential? Game-changers.

Expose them to real role models

You can’t be what you can’t see. Invite engineers, scientists, or even tradies who use technology to talk to your child. Visit science museums. Watch documentaries like The Mars Generation or The Inventor: Out for Blood in Silicon Valley. Enrol them in holiday programs or mentorships that connect them with real-world STEM leaders.

Girls especially need to see diverse, capable, relatable women thriving in STEM careers. It normalises success and broadens belief in what’s possible.

Foster digital literacy –but with purpose

It’s not about banning screens – it’s about using them wisely. Encourage your child to explore apps that teach coding (like Tynker or Scratch), or design thinking tools like Canva. Let them build games, edit videos, or learn how websites work. These are real-world, bankable skills.

Understanding how stress affects the teen brain and how building resilience can help

UNDER PRESSURE

By A/Professor Lyndsey Collins-Praino, School of Biomedicine

Like most other households these days, ours is busy. It seems like our family is constantly running from work to school to extracurriculars, and balancing my kids’ social schedules can often feel like another full-time job. Honestly, how many different apps does one school need?! When taking the time to breathe can often feel like a luxury, is it any wonder that Australian families are feeling more stressed than ever? In fact, according to the 2024 National Working Families Survey, 74% of women and 47% of men report that they feel stressed trying to balance work and family commitments. It’s perhaps not surprising then that this appears to be having trickle down effects for our children.

Multiple studies conducted over the past several decades have shown that stress and anxiety are on the rise among children and adolescents, especially since the COVID-19 pandemic. According to a meta-analysis across 29 different studies published in the journal JAMA Paediatrics in 2021, approximately 1 in 5 young people worldwide experience symptoms of anxiety, a number which has nearly doubled since 2012.

While it’s not clear exactly what might be responsible for such increases, this may stem from several sources, including parental stress levels, academic pressure, peer pressure, social media and global events (e.g. political unrest, natural disasters, the COVID-19 pandemic).

Is all stress bad?

Stress is a natural response to change or challenge, and in small doses – especially with the right support – it can actually be helpful. It can sharpen our focus, boost motivation, and encourage us to try something new or work towards a goal. This can lead us to build resilience, our capacity to respond to challenges while maintaining our wellbeing. When stress lasts for too long, or when we lack the support or coping skills needed to deal with stress, however, it can become detrimental. Prolonged stress can weaken the immune system and contribute to the development of a number of both physical (e.g. heart disease, high blood pressure) and mental (e.g. anxiety, depression) health problems. It can disrupt sleep and appetite, strain relationships with friends and family, and impact the ability to concentrate and learn/remember new information, negatively impacting academic performance.

Approximately 1 in 5 young people worldwide experience symptoms of anxiety, a number which has nearly doubled since 2012.

Why are children and teens particularly susceptible to stress?

Children and teens are particularly susceptible to the negative effects of stress. The regions of the brain that are important for emotional regulation and decision-making, such as limbic regions and the prefrontal cortex, are still not fully mature, with many of these areas undergoing significant development during adolescence. This can make it more difficult for teens to regulate their response to strong emotions or strategise how to cope with managing stress. Compared to adults, teens also have less experience and more limited coping mechanisms for dealing with stress, which may lead them to rely more on unhealthy coping mechanisms, exacerbating stress levels. Further complicating matters, the hypothalamic-pituitary-adrenal (HPA) axis, our body’s stress response system, undergoes significant changes during adolescence, leading to heightened hormonal release in response to stress.

A growing body of research has suggested that stressors experienced during this critical period can impact the typical developmental trajectory of multiple brain regions, such as the amygdala, hippocampus and prefrontal cortex.

This has negative effects on the function of several neural circuits, including those involved in the stress response, decision-making and emotional regulation. This may place young people experiencing chronic stress at increased risk of developing anxiety, depression and other mental health disorders. Concerningly, these effects may be long-lasting, persisting into adulthood. Therefore, it’s critical that we learn how to recognise the signs of stress in children, so that we can help them develop strategies to build their resilience and manage stress effectively.

How to recognise signs of stress in children and teens

Stress in children can manifest in many different ways. Children may have more frequent emotional outbursts, act out, or be more irritable or angry. You may also notice changes in behaviour, appetite or sleep patterns, such as difficulty falling or staying asleep or nightmares. Children may also report physical symptoms, such as headaches or stomach-aches, or express more fears or worries than usual. This may be accompanied by changes in school performance or increased withdrawal from family, peers and social activities.

How to help children develop resilience & learn to cope with stress

There are several things that you can do to help your children develop resilience and learn to cope with stress:

* Talk it out: Foster an environment where children feel supported and validated to discuss their feelings and concerns. During periods of change, communicate with children what to expect, what they can do to cope, and reassure them that you will be there to provide support.

* Encourage healthy habits: Focus on promoting balanced meals, physical activity and adequate sleep to reduce the negative effects of stress. Experts recommend 9-12 hours of sleep a night for 6- to 12-years old and 8-10 hours a night for teens. For children ages 6-17, at least 60 minutes a day of physical activity is recommended.

* Create a calm environment: Develop consistent routines and safe spaces where kids can go to relax. This is particularly important when kids are going through stressful events or periods of change.

* Teach coping strategies: Practice mindfulness, including yoga, deep breathing, journaling and meditation, with your children. Model positive coping strategies and be open about stressors that you have experienced and how you have dealt with these. Focus on building emotional intelligence, how to recognise our feelings and generate strategies to regulate them.

* Take time to have fun and relax: Make time together to engage in positive activities, such as playing, spending time in nature or having a fun experience as a family. Make sure to make time for relaxation and down-time in between scheduled activities.

Supermarket Swap®

By Nabula Brdar Founder of Supermarket Swap

Here Are Some Easy Lunchbox Swaps to try on your next shop:

Swap This:

INGREDIENTS: Wheat Flour, Chocolate Chips (23%) (Sugar, Cocoa Butter, Cocoa Mass, Natural Flavour, Emulsifier (Soy Lecithin)), Sugar, Vegetable Oil (Antioxidant (E307b From Soy)), Butter (From Milk), Dessicated Coconut, Skim Milk Powder, Baking Powder, Salt, Natural Flavour.

Feeding a family can feel like just another task on an endless to-do list.

Between school runs and after-school chaos, even packing a healthy lunchbox can feel overwhelming.

While many of us check sugar or salt content, the ingredient list tells the real story. If it’s packed with numbers or unfamiliar words, it probably means additives,

To This:

preservatives, or artificial flavours – not ideal for growing minds.

At Supermarket Swap, we make it easier. We find realfood alternatives made with ingredients you’d use at home –so you can make better choices without the stress.

INGREDIENTS: Wholegrain Flours (Plain Wheat Flour, Buckwheat Flour), Chocolate Chips (Cocoa Mass, Sugar, Cocoa Butter, Soy Lecithin, Vanilla), High Oleic Sunflower Oil, Golden Syrup, Brown Sugar, Chicory Root Fibre, Chia Seeds, Bicarb Soda, Himalayan Salt, Natural Vanilla Essence.

WHY: This swap reduces sugar by 40% and sodium by nearly 60%, while increasing nutritional value with wholegrain flours, chia seeds, and prebiotic chicory root fibre.

INGREDIENTS: Whole grain brown rice (82%), seasoning (maltodextrin, salt, yeast extract, mineral salt (508), hydrolysed vegetable protein, vegetable powder (onion, garlic), chicken fat, natural flavour, herb and spice, acidity regulator (330)), vegetable oil.

pack

INGREDIENTS: Whole grain brown rice (90%), vegetable oil, sea salt.

WHY: This swap removes artificial additives and flavour enhancers, making it a cleaner, simpler choice made from just whole grain rice, oil and salt.

INGREDIENTS: Water, Reconstituted Apple Juice (30%), Sugar, Food Acid (Citric Acid), Natural Flavours, Natural Colour (150a).

Nudie Nothing But 2 Apples Juice 200ml

INGREDIENTS: Apple Juice (99.9%), vitamin C.

WHY: This swap eliminates added sugar, artificial flavours and colours as the second option is just 100% real fruit juice with only vitamin C added.

Looking for products made with real ingredients? Follow @supermarket.swap on Instagram for additive-free finds, recipes, and more. Plus, check out the Supermarket Swap App –featuring 3,000+ nutritionally reviewed additive-free products. supermarketswap.com.au Want to

Arnotts Mini Choc Chip Cookie Multipack Biscuits 7 Pack

Sunrice Mini Bites Chicken Multipack Kids Lunchbox Snacks 6 pack

Pop Tops Fruit Drink Apple Poppers

Koja Bickie Bites Choc Chip 150g

Sunrice Mini Bites Surfin’ Sea Salt Multipack Kids Lunchbox Snacks 6

Stories from Magic Beach

by Alison Lester and Robert Connolly

with eleven world-class animators

Inspired by Alison Lester's much-loved classic, this is the book of the film by Paper Planes creator Robert Connolly, featuring the work of eleven world-class animators plus live action stills, with illustrations and verses from the original book.

Ten children find themselves on a Magic Beach of their imagination. They explore caves, build giant sandcastles, poke around rock pools and converse with sea animals. They dive with horses in the waves and play with magical underwater creatures. Sandcastles are built and destroyed in terrible wars. Pirates smuggle treasure into caves. And Dreamtime serpents fly through the sky and shed their scales. The dreams of these children are limitless and the magic of the beach will be in their hearts forever.

RRP $29.99 | Allen & Unwin

The Last Tiger

by Julia Riew and Brad Riew

In a colonised land where tigers are being hunted to extinction and ancient magic stirs, two starcrossed teens – Lee Seung, a servant yearning for freedom, and Choi Eunji, a noble girl defying tradition - join forces to try and reshape their respective fates.

But their relationship evolves from begrudging accomplices to bitter adversaries as they soon find themselves on opposite sides of the battle over the last tiger –a symbol of their people's lost freedom and key to the liberation of their country. As the ties between Seung and Eunji are complicated by their conflicting loyalties, tensions rise, especially when a charming princeling of the empire begins to rival for Eunji's affection.

BOOK LIST

RRP $26.99 | Penguin

The Locked Room

Sophie Beer

Thunderhead by

Meet Thunderhead: awkward, music-obsessed and a magnet for bad luck. Their favourite things in life are listening to records and hanging out with their best (and only) friend Moonflower. But Thunderhead has a big secret. And when Moonflower moves schools, they're faced with the reality of surviving the wilderness of high school alone. Make new friends? NOTHANKYOUVERYMUCH.

As two big life events approach, Thunderhead posts playlists and heartfelt diary entries as an outlet to try to make sense of their changing world, to try to calm the storm brewing in their brain and to try to find the courage to unfurl their heart.

RRP $17.99 | Allen & Unwin

by

Adam Cece

The clock is ticking...

Andy and three other kids wake up in a locked room.

The room has no windows, but it has a locked green door, with a countdown clock above it. They have less than an hour to figure out how to get out of this room. But when they do... ?

There’s another locked room, and more locked doors. And they can’t go back.

RRP $19.99 | Penguin

Carrot Cake Energy Bites

Ingredients

1.5 cups rolled oats

1/2 cup grated carrot

1/4 cup honey or maple syrup

1/4 cup cream cheese

1 teaspoon ground cinnamon

1/2 teaspoon ground ginger

1/4 teaspoon ground nutmeg

1/4 cup sultanas or dried cranberries

1/4 cup unsweetened shredded coconut (for coating)

Method

 In a large bowl, combine the rolled oats, grated carrot, honey (or maple syrup), cream cheese, cinnamon, ginger, and nutmeg. Mix until well combined. Stir in the sultanas or dried cranberries.

 Using your hands, roll the mixture into small, bite-sized balls.

 Roll each ball in shredded coconut until well coated.

 Place the energy bites on a tray or plate lined with baking paper. Chill in the refrigerator for at least 30 minutes to set.

 Store the energy bites in an airtight container in the refrigerator.

Freezer Prep

Instead of placing the energy bites in the fridge, place the baking tray into the freezer to flash freeze for 1 to 2 hours. Once frozen, move the frozen energy bites to a freezer-safe bag or container. They can be stored in the freezer for up to 3 months.

Pack & Snack

Are you constantly looking for easy, healthy and delicious recipe options for your kids? Supermarket Swap’s Snack Time e-book makes lunch boxes easy. 20 kid and parent-approved lunchbox snacks in an easy-to-follow e-book with storage steps to help you get the most out of your cooking. Plus, they’ve included top 12 additive-free supermarket swaps for when you’re short on time. Delivered directly to your inbox in minutes.

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

Snack Time E-book

• 20 additive-free recipes

• Child-approved flavours

• Easy and quick to prepare

• Nut-free or nut-free options supplied with all recipes

• Storage tips supplied to help you cook in advance

BONUS: top 12 additive-free supermarket snacks

As a Catholic co-educational secondary college in the Marist tradition, Sacred Heart College is a community connected by family spirit and a love of learning, where your sons and daughters will grow Courageous Hearts.