Pacific Streams 2021 - Issue 1

Hope For Parents — Hold On — The Digital Dilemma — Effective Listening

PACIFIC STREAMS 2021 – ISSUE 1

05 HOLD ON

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THE DIGITAL DILEMMA: KEEPING TECHNOLOGY IN ITS PROPER PLACE

EFFECTIVE LISTENING: LISTENING TO YOUR TEEN

03 — FROM THE EXECUTIVE PRINCIPAL

16 — SPORT AND SPORTSMANSHIP

03 — EDITOR’S NOTE

17 — SWIMMING STORIES: LIFE SKILLS WITH A SPLASH

13 — HIGH FIVE FOR GREAT BEHAVIOUR

18 — ONEMAKER ACADEMY

14 — MIDDLE SCHOOL – CAMPING UPDATE

19 — NEW HOPE SCHOOL – CREATING

15 — RAISING LEADERS

OPPORTUNITIES TO FLOURISH

PACIFIC STREAMS is a free publication produced by the Pacific Group of Schools.

P 02 9651 0700 — E info@pacifichills.net — A 9-15 Quarry Road, Dural NSW 2158 Australia 2

From the Executive

Editor’s Note

Towards a Biblical Understanding of Hope

Hope with Contentment – A Time to Reflect

In the Bible we learn about Hope. For us as human beings, Hope comes only as a result of faith. By ourselves, we are without Hope because we are without God. In the book of Romans 15:13 we read, “May the God of Hope fill you with all joy and peace as you trust in Him, so that you may overflow with Hope with the power of the Holy Spirit.” In this passage we learn that it is from the God of Hope that we receive the blessings of joy and peace. This Hope is overflowing and goes beyond our expectations because our Hope is in God and not ourselves.

Welcome to the first issue of Pacific Streams for 2021. This year the Pacific Group of Schools will be reflecting on and embracing the theme, Hope with Contentment.

Principal

Pacific Streams is a magazine dedicated to supporting, encouraging, and keeping our parents, caregivers, extended families, and communities of our students, informed about the heart, soul, and activities of our schools. In our first issue for 2021, ‘Hope for Parents’, we are taking a deeper look at some common issues and experiences that many of us go through, yet often leave us feeling quite alone. The stories we present will point us towards the hope we have in God.

In the Book of Hebrews 11:1 we read, “Now faith is being sure of what we Hope for and certain for what we do not see.” In verse 6 of this chapter we read, “without faith it is impossible to please God because anyone who comes to Him must believe that He exists and that He rewards those who earnestly seek Him.”

Our theme for this year, Hope with Contentment, is about journeying through life, and acknowledging there are both smooth and rough patches along the way. Whilst we accept that life delivers both good times and difficult times, we also acknowledge that as we traverse the terrains of life, God promises to be present and persistent in His love.

Hope is born in that place, the promise, and the presence of God in all things. This hope enables us to dwell in contentment because God’s love shapes our lives.

So, the Biblical foundation for our Hope is that God exists and has made Himself known to us and we can trust in Him as the One Who is our Creator, Sustainer and Who gives us eternal life. Therefore, our Hope is assured because it is not in ourselves and others but only in God. For from God and through God and to God are all things.

Sometimes our journey is defined by adversity. These times of trial can be very long and particularly hard. We can find ourselves entertaining our deepest fear by thinking the trial won’t change. We can conclude that this is my lot in life – that for the rest of my life this is how it’s going to be.

This thought can sometimes be so heavy that we forget who is in control.

This Hope leads to contentment because when we are right with God, we are then able to be right with others and within ourselves. Therefore, through our faith and with our Hope, we are at peace with God and that is what He gives to us as a gift.

DR E J BOYCE

continued over page...

Executive Principal

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Yet when we shift our gaze and turn our thoughts to our Lord God and Saviour, we are reminded that He is in control. He holds the stars and the planets in His hands.

Our answer is to be found in God and to recognise He is at the centre of all things.

This edition, Hope for Parents, brings together stories from parents who have lived out their faith through adversity. Their stories testify to the reality that “my God was with me in the trial. He never left me.” The truth is that we are never quite the same after we have walked in faith through the dark valley with God. We come to a living, experienced understanding that “The Lord is my shepherd, and I lack nothing.” (Psalm 23:1) As we partner with you, let’s journey together in the reality of ‘Hope with Contentment’.

DR TINA LAMONT Lead Principal, Pacific Regional Schools Assistant Principal (Teaching, Learning & Strategic Planning), Pacific Hills Christian School Director, The Excellence Centre

Around the grounds ADVENTURES & OPPORTUNITIES

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FEATURE STORY

Hold On This is a story about family, love, strength and courage but most of all about God and His faithfulness to us.

God cares about families and He cares about our children, He created them after all.

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A Testimony from a PHCS Staff member...

1. Hold on tight to God.

I was very blessed to have two beautiful children, a girl and then a boy. My oldest daughter is in her early twenties now and has a full life, a nice job, a beautiful apartment and a very close family and friendship group. She is also deeply spiritual, knows God and has a life full of hope and promise. But this is not where this story begins. When she was fourteen, she was diagnosed with a disease called Anorexia Nervosa. This is one of the more serious forms of eating disorders.

Sometimes we can turn from God or even blame God for the pain and adversities in our lives. Rather than turn from God, we need to turn to God. In fact, we need to hold onto God. I felt truly helpless, and I just didn’t know what each day would bring. But Jesus cares and understands.

He tells us to “cast all our cares” on Him (I Peter 5:7). He wants to help us through the hard times. I have found that even though there are many “why” questions in life—why did this happen or why did that happen—many of these questions cannot truly be answered. A question that I have personally found to be more helpful is the question “who?”—who will I turn to, who will I place my trust in— and that is a question I can answer. I will place my broken heart and pain in the hands of my loving Saviour Jesus Christ. I trust Him. I trust His wisdom and compassion.

He knows. He cares. He understands. The “who” question is certain but the “why” question is uncertain. When it came down to answering the who question in that season of my life the only answer was God, that is where I can place my trust, that is who I can turn to with my grief and brokenness. I can place my daughter’s life on the altar of God and ask for help because that is where our help comes from (Psalm 121:20).

The good news is when skilled and knowledgeable health professionals deliver treatment, full recovery and good quality of life can be achieved for most people (Butterfly Foundation, 2017), as was the case for my daughter. But it isn’t a quick fix and often the consequences of such an illness have life-long effects. Treatment is also long and intensive and on average takes 1 to 6 years for recovery (Deloitte Access Economics, 2015). There are hospital stays, Psychiatrists, Psychologists, Social workers, Dietitians, Nurses, Physiotherapists, Art Therapists, and the list goes on. For our family, this process took about 4 years before I saw light at the end of the tunnel and truly felt my daughter was going to come out of this.

Those who live in the shelter of the Most High will find rest in the shadow of the Almighty. This I declare about the Lord: He alone is my refuge, my place of safety; He is my God, and I trust Him. Psalm 91:1-2 I learnt to go honestly to God through prayer with everything I was feeling. This season taught me the importance of praying for our children in good times and bad. Through her illness, I had to learn how to cope with what was happening around me. It was a scary time and beyond anything I knew how to deal with, but I could pray. I would ask anyone and everyone to pray for my daughter... I had no shame. I could see people looking at me as if to say, ‘why is this woman telling me all this?’

Because I want you to pray! I would send prayer requests to everyone on my contact lists, I would ask the Church to pray. Anywhere and everywhere I could get people to pray I did; this support of prayer was a lifeline. I also held on to my history with God... how God had rescued my family before, how He looked after us and I recalled the many hands that had been laid on my daughter and the prayers that had been said over her. It reminded me of His faithfulness and that He loved her even more than I did.

This is hard as a parent to understand but I truly know that the Lord loves my children exceedingly more than we can ever comprehend. This wasn’t about having perfect lives or a perfect outcome, this was about praying for peace, praying for love, praying for resilience and fortitude to weather the storm.

As I recall that season of our lives, I still feel the sheer strain of trying to love her through this. It was so difficult as a mother to watch what was happening to her. I really wanted to fall in a heap, but I couldn’t as I had to be there for her. I am so thankful for all the services and medical help we have available to us in this country, as this was very important in helping us all through this but it was the matter of the heart that was my greatest concern. If you have ever seen someone suffering from this kind of illness it truly devours them, my daughter seemed to shrink before my eyes. I am so thankful for my faith, for the love God gives us, (He is love after all). Often when we are in these times of great trouble we wonder where God is, but I now know that this is how He comes, as love.

Despite what my daughter was showing me on the outside by her words and actions, she needed me more than ever, and the best thing I could do for her was point her to her loving heavenly Father. It was a long road with many obstacles along the way and realistically she is still in recovery 10 years later. It wasn’t easy to navigate that darkened road but there were three things I held on to during that time and I pray that as I share this testimony with you that it may also help you on your journey.

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2. Hold on tight to God’s people.

3. Hold on tight to God’s Word.

We need each other. The beauty of the church is the community it provides. We love and care for each other (I Cor 13). We carry one another’s burdens (Gal. 6:2) which means we are there for each other to help anyway we can.

We mourn with those who mourn (Rom 12:15). We weep together. We hold each other up. We comfort one another.

Why? Because that is what true life in Christ is all about. We do life together. We are there for each other. Stay close to God’s people. Let the life of Jesus Christ flow through them to build you up.

The Bible is filled with the promises of God. Hold on tightly to God’s promises. Read them often. Pray them. Memorise them. Thank God for the truth they teach. God’s promises will give you strength, overcome fear, and drive out despair. Take a moment and read Psalm 91. Allow His Spirit to quiet your soul and remind you that He loves you more than you will ever know.

My daughter is my greatest joy and probably the bravest woman I know, the resilience and courage she shows is beyond words. She chose hope and life in one of the darkest moments of her life. She is a gift God gave me and He has entrusted me with her life. I lean on Him and rely on Him to carry us through our time on earth.

The Bible says in I Thess 5:11, “Therefore, encourage one another and build each other up, just as in fact you are doing.” As members together in God’s family, we are Jesus’ hands and heart extended to each other. Don’t run away from others as you will feel inclined to do at a time like this. Run toward your brothers and sisters in Christ.

The Lord will minister through them to you and give you strength. Let them help you carry the load. I cannot tell you how important my brothers and sisters in Christ are, my church, my home group, the ministry I was serving in, as they carried me through much of this season. When I couldn’t see a way ahead and needed a light to point me back to God they were there. When I was hanging on to hope by a thread, they quickly responded with prayer and declaration of Gods faithfulness.

I pray for anyone reading this right now, that you too will overcome. I pray your children will come to understand in all its fullness, the love of God and His promises to them. Whatever your circumstances hold on, you may be in a night season, but the morning will come. It may be different to what you expected but it will come.

This story is based on personal experience and by no means is seen as a treatment for an Eating Disorder or other Mental Illnesses. These are serious health conditions. If you or someone in your family is in need, please talk to our Counselling Team at Pacific Hills Christian School or seek Medical Assistance.

More information about Eating Disorders is available at www.butterfly.org.au

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The Digital Dilemma: Keeping technology in its proper place LAUREN GRAHAM Pacific Group Director of Wellbeing

Advantages and Benefits

upon our wellbeing across various domains, we need to make sure we are constantly assessing and reassessing just how wise or helpful our digital tech use is.

It is very easy to understand why, when it is both simple and fast to do all the above, sometimes even juggling multiple tabs and activities at the same time! We don’t need to leave our homes, or our desks, as the ‘wisdom’ of the world wide web lies at our very fingertips with unlimited and instant access.

Disadvantages and Dangers Recent research quoted in the Dialogues of Clinical Neuroscience Journal, (Small et al, 2020, pp.179-187) indicates that frequent use of digital technology can significantly impact brain functioning and behaviour in a myriad of ways.

Obviously, the efficiency, convenience and speed with which digital research can be done are mind-boggling. In the past, we painstakingly foraged through endless books and journals, but now are able to instantly collate and display our findings. Limitless possibilities for how this can be used to enlighten, educate and elucidate our minds abound. Indeed, there is much that can be edifying about such a technological awakening.

Specifically, these authors indicate that prolonged digital exposure in very young children can negatively impact language development, reduce engagement with reading skills and increase behavioural issues, largely due to the high plasticity of the developing brains of young children.

The proliferation of social media platforms has also seen people connect in a multitude of different forums and formats. Friends from years ago, who once would have been lost to the realms of memory, can be located and “friended” or “followed” with ease and information, photos and lives can now be shared with family or friends enabling remote involvement in a powerful way- especially during the challenges of international lockdowns and restricted travel in our recent COVID era.

Additionally, increased attention-deficit symptoms, addictive behaviours (in the form of mood changes, preoccupations, tolerance/withdrawal effects and functional impairment), impaired social and emotional intelligence, increased social isolation and significantly impacted sleep (onset, duration, times of waking and blue light effects) have all been linked to excessive digital, screen-based use. (Small et al, 2020, pp.179-187) Physically, we need to be vigilant to ensure our digital engagement does not come at the cost of our physical health and wellbeing. Optometrists are reporting significantly higher rates of eye strain and vision issues in both children and adults with our increased screen time during the pandemic, and additional concerns such as

There is certainly much to love about our digital and hightech world. After all, isn’t that why most of us choose to actively engage with it, multiple times each day? However, as the years progress and we come to know more and more about the impacts and effects of digital technology 8

poor posture, back and neck strain and the impacts of a more sedentary and less active lifestyle, are leading to significant reductions in health and fitness across all age groups. (Johnson, 2020)

This could involve having technology contracts with your children which specify when, where, who, what and why they can use devices. Parents should always feel they can set the boundaries around technology use, as children and teens will often lack the self-control to make wise choices about this themselves.

With respect to mental and emotional wellbeing, a population-based study by Twenge and Campbell in 2018 indicated that “... increasing screen time was generally linked to progressively lower psychological well-being” with specific correlation between higher rates of depression and anxiety in those people who were considered “high users of screens”. (Centre for Anxiety Disorders, 2020)

It is also a good idea to discuss with your children what they should do in the event that something “goes wrong” online, be it an incident of cyberbullying, an unsolicited inappropriate image from a contact or as a pop up, or a breach of privacy. (raisingchildren.net.au, 2020) Your children need to know that they can come to you should any of these things happen, and that you will help them to navigate the best way through a difficult situation.

Whilst a causal relationship between screens and mental health issues is difficult to prove, such research certainly suggests that this is an area to be mindful of, especially for our teenagers, who often already face significant emotional challenges during this period of their adolescence and increased vulnerability to mental health concerns during this developmental stage.

The digital world we find ourselves in is certainly complex and at times confusing for us all. May we continue to prayerfully support one another, as we seek to guide our children in making choices which are wise, sound and safe; not only with their digital footprint, but in all areas of their life journey.

Social media, whilst a valuable tool for interpersonal connection in some respects, has interestingly been linked to greater reported social isolation amongst users who spend a significant amount of time on these apps. (Small et al, 2020, pp.179-187) It is interesting to ponder whether this can be attributed to reduced connection “in the real world” due to increased time online, or whether the tendency to engage unhelpfully in more social comparison through greater time spent online may also negatively impact self-perception, mood and even self-esteem.

(Small et al, 2020, pp.179-187)

There is Hope As parents and carers, there is certainly much we need to be aware of with respect to the impact that social media specifically, and high digital use generally, can have on our children. Whilst it can be daunting to think about, parents need to be actively vigilant and informed.

Issues such as inappropriate online content, the sharing of personal information and cyberbullying need to be spoken about in the home openly and often.

REFERENCES

We also encourage parents to seek out information about the apps and platforms your children are accessing and engaging with, including information regarding age restrictions. (raisingchildren.net.au, 2020)

1. Small GW, Lee J, Kaufman A, et al. Brain health consequences of digital technology use. Dialogues of Clinical Neuroscience. 2020;22(2):179-187. doi:10.31887/DCNS.2020.22.2/ 2

www.medicalnewstoday.com/articles/negative-effects-of-technology

3. Centre for Anxiety Disorders, (2020). How Much Is Too Much? Technology, Screen Time and Your Mental Health, www.centerforanxietydisorders.com

These age-based guidelines have been determined for a reason and we strongly suggest adhering to them with respect to your children’s online presence.

4. Raising Children Network www.raisingchildren.net.au/teens/

Additionally, it is a good idea to talk with your children about the risks involved in using digital technology and put plans in place to mitigate these risks where you can (raisingchildren.net.au, 2020).

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Effective Listening: Listening to your teen ANDREW JESSIMER School Counsellor, Pacific Hope School

Doing things the same way and expecting different results...

I am convinced that I have the most amazing job in the world. I sit in a comfy chair and chat with teenagers most days and it’s awesome. I couldn’t imagine doing anything else, so I am surprised when parents of teenage children say that they could never do my job, or are surprised that I am still of relatively sound mind after nearly 10 years in school counselling. I am often on the end of comments such as, ‘gosh, I couldn’t handle listening to teenagers whinge every day, how do you do it?’.

If this is you, I want to make one thing crystal clear: There is always hope. If I have learnt anything from my experience in the counselling chair, it is that your teen wants a connection with you just as much as you want one with them.

While researching for this paper, I came across many articles, but one really stood out. The article was called ‘How to Talk to Teens: 3 Ways to Get Your Teen to Listen’.

(Devine, 2020) This title was a problem to me because I believe it misses the whole point. Effective listening is not about coercing your child to listen to you. It’s about what you can be doing differently to make sure that they know you are truly listening to them. Amid the numerous articles on the internet about this topic, it’s easy to see how confusion sets in. Effectively listening to your teen and engaging with them is not as complex as we are made to believe. You and your teen are probably more similar than you realise and many moons ago, you yourself were a teenager. Aside from the addition of Instagram, TikTok and other such phenomenon, not much has really changed.

Hearing is not listening

What is empathy, really?

Before we venture any further, I must make a glaringly obvious statement, one you have undoubtedly heard before... listening and hearing are not the same thing.

I want you to cast your mind back to your very first relationship breakup. I know I can remember mine. I was 19 (yes, I started dating a little late) but I was still completely unprepared for the heaviness of the whole event. I thought that I would never meet anyone ever again and that the hole in my heart would never heal. Talk about dramatic! Interestingly though, when I speak to students going through a breakup, they often tell me that their parents weren’t overly understanding upon hearing the news. The most common responses from parents were,

Beneath all the jokes though, I think that what many of these parents are really thinking is: ‘I desperately wish I could engage with my teen’.

Hearing is simply the act of perceiving sound. Listening, on the other hand has a much deeper association with both learning and understanding. Listening doesn’t just happen; it is something a person must consciously do [healthline.com]. I think you will find it helpful to keep this in the forefront of your mind as you read this article.

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shameful in Middle Eastern culture at the time. Having Lebanese heritage, I can tell you that not a lot has changed.

My uncles don’t run and I don’t think that I have ever even seen them move fast. But that’s the point, the father’s act of humility said, ‘I love you; I forgive you and I am not ashamed of you’. Effective listening means that we must consider that our actions speak louder than our words. What are your actions telling your teen when you are trying to engage with them? In a practical sense, this might mean turning off your phone, giving your child your full attention and allowing them to talk without interruption.

‘There are plenty of fish in the sea’; (bad answer) or ‘I never liked them anyway – you can do better’ (very bad answer).

Stop pointing out the ‘silver lining’ If you only take away a few points from reading this article, I pray that you stop pointing out the ‘silver lining’ to your teen. In counselling, we refer to this phenomenon as ‘empathic failure’ and it refers to the times when a person neglects to show any real empathy. We are all guilty of this in some capacity because it’s only natural to try to ease pain and decrease impact but we can forget to take the time to show we understand how someone else feels.

Empathic failure is a major problem because it is extremely invalidating, and we have all poured out our hearts to a supposed confidante only to feel hurt that they weren’t really listening or disregarded our feelings.

Take a genuine interest I am not saying that any of this will be easy. Working at a school for children diagnosed with Autism Spectrum Disorder, I find myself having conversations I wouldn’t normally have. Often these conversations are about videogames with titles I cannot pronounce and characters with names I would find hard to spell. When the topic is on something that’s not interesting to me, it’s still important that I show I am willing to listen and learn. In these times, I am reminded of a conversation that my dad had with my nephew Max at Christmas. Max was so excited to tell my dad that there was a brand-new X-Box under the tree with his name on it. My dad openly said that whilst he was excited for Max, he had no idea what an X-Box was... we all erupted in laughter. Had he been living under a rock for the past 20 years? But dad saved it as he usually does.

Instead of changing the subject or trying to defend himself as one might have expected, he allowed Max to take him over to his new toy, listened intently to Max explaining the characters from his favourite games and when it was all set up, even had a go. My father’s actions worked because he didn’t try to act cool and nothing was forced or unnatural.

Doing this may be difficult, especially with a teen who wants to chat about things that seem insignificant to you. Sometimes it helps to remind yourself that what you’re really interested in is your child. If you find it near impossible to want to listen, then ask God for help. [White, 2006] I know I do! I find that even if the subject matter doesn’t interest me, seeing a student open up, become excited and talk about something that they are so into is refreshing and even fun.

You and your teen are probably quite similar When I say that your child is probably a lot like you, think back to how you felt after your very first breakup. It’s essential to take yourself back to that place, remember those feelings and respond to your child the way you would have wanted your parent to respond to you. This is a great way to really connect with your teen and one that makes it real for both of you. This rule applies in all circumstances. It can be in response to any significant event. Chances are, your teen is going through something that you have also experienced on a personal level.

If you are to become better at listening to your teen, my advice is to take a genuine interest in who they are, more than who you want them to be. In the Gospels, we see a Jesus who is totally involved with everyone He meets. He knows their interests, their joys, and their struggles. Jesus had a knack for meeting people where they are at. When He was with farmers, He spoke about planting crops, fertilising soil and harvesting grain. When He was with fishermen, He talked about casting nets and calmed rough seas. Jesus was completely present with people and made them feel like no one else in the world was more important. It’s a phenomenal example, but it is one that is no doubt hard to follow. Obviously, we should all strive to be Christlike, but as we will often miss the mark, we can still demonstrate that we are doing our best to listen to our teen.

Let them be the expert!

Actions speak louder than words

Teenagers love to have an adult actively seek their opinion or advice on a topic. My wife and I recently had my 17-year-old niece over and we asked her for some advice on how to improve the church youth group where we both serve. Not only was her advice helpful, but she really enjoyed being the subject matter expert for a change.

Teenagers become accustomed to adults always being the authorities on everything. It’s tough to converse with someone who acts as if they are the expert (parents) and

Many papers have been written about the importance of nonverbal communication and whilst there’s no conclusive figure on how much of effective communication is nonverbal, it is extremely important [Strain, 2020]. In the parable of the Prodigal son (Luke 15:11–32), Jesus tells us that when the father saw the son entering the village, he pulled up his robe and ran to him. This is significant because we are told by theologians that running was considered 11

When all is said and done...

I’m sure your teen feels the same. Very rarely are teens given a chance to have their own voice and in providing this opportunity, your teen can develop and learn that not only is their opinion important and valuable, but over and above anything else, so are they.

Finally, if your attempts to effectively listen to your teen haven’t worked as well as you would like, I draw your attention to Philippians 3:13-14 where the Apostle Paul instructs the believers in Philippi to forget what is behind and strain forward to what lies ahead. Your past attempts at listening to your teen don’t have to be the mandate for the future. No matter what the former has looked like, or how broken things seem, it’s still likely that your teen is seeking that deeper connection with you. If you are feeling like one of the parents I referred to earlier who are desperately wishing to engage with their teen, remember there is always hope.

Why not make it routine?

If making time to actively listen to your teen is so effective in building them up and demonstrating that they are valued, why not make it part of your schedule? I have seen many parents make an effort to spend quality time with their teen once they notice that something is wrong.

They might take their son or daughter out for coffee or lunch as a reactive measure, but to the teen it probably seems awkward and forced. Taking your child out for a soy chai latte from time to time isn’t going to work if the end goal is relationship. When I have counselling sessions with students, the first few sessions are usually nothing more than a rapport building exercise, and that is to be expected. I would be worried if a teenage student walked into my room, signed a consent form and proceeded to pour out the deepest parts of their heart in the first 15 minutes of our time together. Like any relationship, it’s important to have consistency and actively make time to engage. Establishing a routine will help your teen to feel comfortable to confide in you and it will keep you both on the same page about where they are at.

I encourage you to keep taking the time and making the effort to listen to your teen, always looking for moments of connection. My ongoing prayer is that these words have provided you with some much-needed hope and the courage to persist, remembering that Jesus is always ready to help.

REFERENCES: 1. Difference Between Hearing and Listening (healthline.com) 2. How Much of Communication is Really Nonverbal? - PGi Blog 3. Tools for Listening to Your Teen - Focus on the Family

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HIGH FIVE FOR GREAT BEHAVIOUR

Thumbs Up!

Over the past few years, the new Positive Behaviour Program in the Junior School at Pacific Hills has generated a great deal of enthusiasm. It has also had a real impact on student behaviour, learning and school culture. From a review conducted by the teachers in 2018, it was decided a new framework was needed to improve the culture of respect and enhance behavioural standards. This decision was followed up with a collaborative process that engaged staff, parents and students in designing a new program that was tailor-made, just for this community. The process itself was a community building activity and we enjoyed the benefits of meeting with parents and students to fine tune the way we wanted to help our children grow and develop in their behaviours. Out of this collaborative process, the now famous “High Fives” were created.

A fun component of the Junior School Positive Behaviour Program is the rewards system known as the Thumbs Up Awards. We recognise that a positive classroom culture where students receive daily recognition for effort, behaviour and learning is the best approach to promote appropriate behaviour. The free and frequent use of Thumbs Up tokens provides a framework for these conversations to occur. Students are given a token as recognition for their efforts. More importantly however, the teachers are intentional and careful in the language used when giving the award. In Junior School each week, more than one thousand tokens are given out. These tokens represent the positive conversations between teachers and students that are occurring every day. This is the foundation of an excellent behaviour program and builds a beautiful school culture.

Research Research has indicated that children learn best when clear goals are established, a visible learning pathway is provided, and when learning occurs it is recognised and celebrated. We have applied these learning principles to the positive behaviour program.

“When teaching and learning are visible, there is a greater likelihood of students reaching higher levels of achievement.” (Hattie, 2012, p.21)

The High Fives In Junior School, we have five core expectations for behaviour. The sign at the entrance to Junior School, along with the various coloured flags located in the playground visibly remind all members of the community that we work together, to achieve goals.

Students place their Thumbs Up Awards into a specially made letter box. Each week during our assembly several tokens are drawn out, with the winners receiving a small prize. This time of the week is a high point for the students as they celebrate their achievements in community.

• Be Respectful • Be a Helper • Be a Learner

Our Hope

• Be Responsible

As a Christian community we learn and grow together through our daily interactions. Our hope is that the Positive Behaviour Program will provide the children with an opportunity to develop wonderful skills and behaviours that will be foundational for a life of learning.

• Be Safe For students to have a sound understanding of these expectations, and the practical outworking of each one, there is an associated character who personifies each of these different behaviours. Linked with explicit teaching, the characters enable students to better understand each of these expectations in a school context. The focus is on a different character each week, and an associated memory verse brings the learning back to its Biblical foundation. In addition, our Junior School Awards focus on each of these expectations. This helps students to be more thoughtful about improving their behaviour in specific areas and allows all students to set personal goals and experience success.

SCOTT COUSINS & CATRIONA CAMPBELL Pacific Hills - Junior School

REFERENCES: Hattie, J. (2012) Visible Learning for Teachers.

Maximizing Impact on Learning. Routledge.

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MIDDLE SCHOOL – CAMPING UPDATE Social Interactions in the Presence of Mobile Devices” (Misra, Cheng, Genevie, & Yuan, 2016). In the study, researchers surveyed visitors to a coffee shop after observing whether either person interacted with a mobile phone, even just to place it on the table. They found that people who had their phone away reported higher quality conversations and higher levels of empathetic concern. In Middle School our rule of no technology at camp means that students can prioritise face-to-face connections and focus on making friends and building empathy and connections, distraction free.

We have just finished Term One, and with it our first two camps for the year. The camping programs in Middle School are important parts of the education of our students and not just for the content learnt. Camps provide alternative opportunities for student interactions, different to the normal classroom or structured learning environment.

This term, I remember sitting in the dining hall of our first camp, Year 7 Waterslea, and seeing one of our Home Room teachers deep in discussion with a student.

These quiet “down” times, while not unique to camps, are valuable in building relationships and supporting our pastoral care ethos. We know from academic research that positive relationships between teachers and students contributes significantly to student wellbeing and positive academic achievement (Hattie, 2011). Hence our camping programs aim to provide not only educational and physical challenges, but also opportunities to build relationships.

Our camping programs in Middle School have different aims and focuses. Some are about education and learning, such as our Year 5 Bathurst (Term 1) and Year 6 Canberra (Term 2) camps and some are about challenging our students emotionally and physically, such as our Year 7 Youthworks (Term 1) and Year 8 Ski (Term 3) camps. All of them focus on building resilient students through the encouragement of positive friendships and increasing a sense of connectedness.

Providing space for chatting and spending time together at camps is important for relationship building but another advantage of camps, that we sometimes overlook, is the lack of technological distractions. For three days our students leave the intrusions of their phones and laptops behind. They are fully able to focus on their relationships without the distractions of the beeps, notifications and vibrations of their tech. I was recently reading a study from 2016 titled “The iPhone Effect: The Quality of In-Person

We pray your child will richly benefit from these multifaceted camping programs throughout the year and look forward to hearing your feedback from your child’s camping stories.

GAVIN NEALE Pacific Hills - Middle School

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RAISING LEADERS In Senior School, our desire is to raise leaders...

We are passionate about raising leaders within our community and will continue to develop our students to lead as Christ-like servants with their heads, hearts, and hands.

Over the past few years, the Senior School team have been working on a leadership program that seeks to train, develop and encourage our students to actively step into leadership wherever they are: within our community, within the classroom and beyond. Our leadership development consists of three important and related elements: training, service, and mission. Training helps develop our student leaders for lives of service both within and beyond the school community that in turn encourages a commitment to mission both within and beyond the school community. The goal of leadership development in the Senior School is to foster a missional culture through the equipping and encouragement of student leaders with servant heads, hearts and hands. We seek to teach students the fundamental biblical elements of leadership (head), develop within students a heart for, and love of, leading others (heart), while also, most importantly, enabling them to live lives of service to others (hands). Our intention is to help our students see Christian leadership as simply living lives of service in response to the gospel of Jesus Christ that recognises others as created in the image of God and in need of His saving grace.

Our current School Captains penned their vision for our community for 2021 in our local newspaper, the Hills Shire Times. We feel that it is appropriate to share this with you and thank God for His guidance in creating this leadership program which encourages our students to develop servant heads, hearts, and hands.

“There is no doubt that last year will go down in the history books as the year where the whole world stopped; where we were forced as the human race to pause, people lost jobs, businesses died, some people thrived, others barely survived. But now, as the 2021 Captains of Pacific Hills Christian School, we look forward as the unexpected awaits. Although we don’t know, and cannot control what the future holds, we can control how we lead, how we learn and how we serve others in our school community and beyond. Many of us are simply waiting for life to return to normal - as we understood it before Covid-19. We, as the Captains, believe that this season can be transformed for good; that we can use the craziness of our situation to build our community. Last year we saw our school community join together and support each other in many ways and we want to continue to build on this. So, for the year ahead we propose that we should not return to the normal we knew, but instead, unite together as a school community who brings hope, speaks in love and acts with kindness and compassion.” (Zac Farr, Rachel Dearden, Matthew Brisbane and Olivia Langton)

In Senior School, students are encouraged to actively, yet informally, lead as they serve each day in Pastoral Care groups, in classes and during the year on Community Service Days and Missions. Formally, opportunities exist as Peer Support leaders in Years 10/11 and as Prefects in Years 11/12. Other opportunities are currently being created for students in Years 9 and 10, with a Year Group Student Leadership team and an ‘Introduction to Leadership’ program in Year 10.

GREG DRISCOLL & JO LAPOINTE Pacific Hills - Senior School

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SPORT AND SPORTSMANSHIP How Sport and faith fit together As a parent my hope is that my children will understand that there are more important things in life than just winning! At the end of a game, it is important that our children can shake their opponent’s hand while looking directly into their eyes (whether experiencing the joy of winning or the disappointment of defeat). It is an important part of showing respect and recognising that playing hard and fair is our ultimate goal.

Let’s face it, good sportsmanship these days is rare and acts of fair play are often criticised rather than applauded by commentators, spectators and coaches. But when good sportsmanship goes missing in children’s sport, we need to ask ourselves who is responsible, because it is easy to blame our sporting heroes whose example is not always up to standard. It is true athletes can be very influential figures in society and have become role models to young enthusiasts whether they like it or not. It is important to acknowledge that sports men and women play an integral part in defining our sporting identity and have the opportunity to contribute to a culture where good sportsmanship is recognised and admired rather than perpetuating a “win at all cost” approach that leads to moral and ethical decline. However, I believe that there is a greater influence at play when it comes to establishing positive attitudes toward participation and competition in sport. Even though it pains me to admit, my role as a parent in my own children’s sporting endeavours hasn’t always been above reproach and there have been “ugly parent” episodes that I wish I could revisit. After decades of coaching and following my kids from ground to ground, I realise that parents are the real influencers and our responses and reactions are observed and duly noted by our children. This is where, I believe, the “good sporting culture” is truly defined.

Paraguay Mission Team 2019

I can still remember the day that my coach called us together prior to running on the field and proceeded to commit us and the game to the Lord in prayer. Many of my teammates were stunned and yet praying before we played became a weekly ritual that established a culture that every player, despite their own position on faith, appreciated. It always went something like this.... “Not for our glory but yours!”

As a parent, I hope that my children, who are now young adults, have learned the importance of good sportsmanship. More than that, I hope that they have a clear understanding of how sport and faith can come together and be a wonderful vehicle to serve the community and, with the help of the Holy Spirit, be a place where God’s kingdom can be furthered.

We need to see that every aspect of our lives is an act of worship and this includes our involvement in sport. We understand this from Romans 12:1-2 “Therefore I urge you, brothers, in view of God’s mercy to offer your bodies as living sacrifices, holy and pleasing to God – this is your spiritual act of worship. Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind.” Since sport can be an act of worship, all Christians both young and old are encouraged to worship God in their sport to an audience of One. Worship is an attitude that can be applied to every action, whether we are winning or losing. We are called to worship Him with every gift and ability that He has given us in sport and in every aspect of life. May we be attuned to our opportunities to be culture setters in this important environment, worshipping God and encouraging our children in life, sport and faith.

Culture Setters If we consider our involvement in sport from a Christian perspective, it would be very easy to condemn sport as a toxic environment where moral and ethical issues are overlooked when challenged in the light of winning and success. The fact is, we have a great opportunity to become culture setters in this secular environment.

Instead of Christian parents dragging their children away and denying them opportunities to participate because of the perceived damage that is being done, it is time for Christian parents to put their hands up to coach and manage children’s teams, or simply inhabit the sidelines cheering and encouraging their children to play in a spirit that recognises the principles of good sportsmanship.

PAUL MCCONNELL Director of Sports & Service

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SWIMMING STORIES: LIFE SKILLS WITH A SPLASH Seoyoung (Esther) Joo (2021 Met North U/15 Age Champion) I enjoy swimming because it shapes and provides a sense of unique identity that is special to me. Knowing that it is a sport where I rely on my mental strength and discipline, I can learn more about my limit as a person when I’m swimming and competing. Sometimes, swimming is very demanding physically, as it requires full engagement of muscles. But what I love about this sport is the opportunity to measure my progress and realise my potential during racing and heavy training sessions.

Furthermore, seeing my results, whether it be achieving a personal best, losing or coming first, I can reflect on each, knowing that the pain and hardships have all been worth it. Although swimming is somewhat of an individual sport, during training I love the social aspect of swimming as well, such as making new friends and hanging out with them, building new memories for the future. Hopefully, one day I will realise my potential, believing that God will sustain and inspire me to do my best for His glory. I believe that God has a plan for me and my passion and love for swimming comes from Him.

Ryan Chai (2021 Met North Zone U/11 Age Champion) When I was little, I liked swimming because I could splash and play in the water with lots of other kids. Swimming lets me relax and it is refreshing on hot summer days. I remember when I was around seven, at my first Friday night club race, I had to do a 25 metre noodle swim. When I finished the race, I was given a lollipop.

As I grew and swimming became more serious, I realised that it would be a sport that would challenge my emotions. It has taught me how to control my reactions and manage stress under pressure.

Swimming is now part of my life, so I feel as if the pool is my second home. I am currently in the senior competition squad at Galston Swim Club, and I enjoy training four times per week with my clubmates.

Swimming has enabled me to make new friends, which I enjoy. One of the best parts of the race is marshalling and talking with them to get rid of all my pre-race nerves.

Every time I get a personal best, I feel satisfied with my achievement.

My hope is to compete at the National Age Championships and then, if I do well, to have the chance to go to the Olympics one day.

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ONEMAKER ACADEMY How did it start and what does it offer now?

It is encouraging to reflect on what was, what is now and what the future holds, being reminded of God’s goodness in life, His love, His care and His guidance. As I reflect on the OneMaker Academy journey it is evident through its leadership, operational decisions and the staff, parent and student involvement that the focus is to honour God in all that it provides.

Humble beginnings...

Music and dance were always a part of the many School musical productions throughout past years and a central part of the 1988 Bicentenary. Dance, Music and Band programs were held after school and developed under the name of Pacific Hills Academy as a user-pay option for Pacific Hills students.

Exceptional Growth and Competitive Wins...

Student numbers continued to increase at an exceptional rate even to the current date. There are currently 900 students in classes each week with over 500 dance enrolments participating in 43 weekly classes. With many private instrumental, singing and drama lessons, the Band program offers 14 String Ensembles, Jazz, Rock Groups, Bands and two Choirs allowing a wide range of choice for the students.

It was an exciting day when the Performing Arts Centre (PAC) was officially opened in 2011.

In 2012, it was realised that Pacific Hills could offer a wonderful opportunity to share the Performing Arts programs in a Christian setting with the wider community.

At the end of 2012, the name changed from Pacific Hills Academy to OneMaker Academy, known as OMA, and in 2013 Rowan Tombs, who was a Band Conductor and well known in the local area, was appointed as Director.

Our students in both Dance and Music have achieved exceptional results over the past few years. Eisteddfod wins for both our Bands and Dance groups resulted in our OneMaker Academy Dance being chosen to compete in the Dance Life Unite National Championship. It was the most thrilling moment when our Elite team were announced winners at the National Championship.

His role was to build the current programs alongside providing private music and singing tuition before, during and after school hours. In this way, Pacific Hills students as well as members of the wider community could participate.

Unique Focus...

Rowan’s connections with the wider community led him to invite the principal of Dural Public School to commence an OMA Band program. The DPS Band program as it is known began with one class and eventually developed into a Beginner and a Senior Band program.

OneMaker Academy is unique in that the centre of our teaching is based on Biblical principles. We encourage our students to love each other as Christ loves us and love themselves as we have been made in the image of God. The students are reminded to work hard, master their skills and use the gifts given to them to bring enjoyment to others and thankfulness to God. Philippians 4:4-7(below) are the verses that represent the present and the future for OneMaker Academy.

OneMaker Dance flourished under Miss Kaitlin Nunn in the early years. In 2014 Miss Ashley Crimmins, who had been dancing at Hillsong joined OneMaker Academy and worked alongside Kaitlin to grow the program. In 2015 Ashley became the Head of Dance.

With Rowan’s departure, I was delighted to take on the Directorship of OneMaker Academy in 2016.

“Rejoice in the Lord always. I will say it again: Rejoice! Let your gentleness be evident to all. The Lord is near. Do not be anxious about anything, but in every situation, by prayer and petition, with thanksgiving, present your requests to God. And the peace of God, which transcends all understanding, will guard your hearts and your minds in Christ Jesus.”

With the support of Ben Yabsley-Bell, who was Head of Bands, Miss Crimmins and the committed Christian tutors, I felt excited for the future and the growth of the next stage of the OMA venture.

ANNETTE CADWALLADER Director, OneMaker Academy

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NEW HOPE SCHOOL – CREATING OPPORTUNITIES TO FLOURISH Neurodiversity Celebration Week was from 15-19 March.

This campaign and others like it aim to raise awareness of those with Autism Spectrum Disorder, ADHD or other learning differences or disabilities. Many students with certain differences can find the school experience difficult.

They can often feel frustrated or embarrassed and despite the tremendous efforts of staff and parents, they are often reminded of what they can’t do.

It is important that each student is provided with opportunities to flourish. By focusing on what students can do, we can contribute to the way students with special needs are perceived and treated at school and the way neurodiverse students feel about themselves. What we want for all students is for them to feel valued and accepted and recognise that they are loved by God. We need to recognise students’ creativity, innovation, ability to think outside-the-box and their unique insights. It is critical that a student’s potential is not threatened by the misconceptions many people hold.

I have had the privilege recently to meet with the parents of our Year 12 students to discuss goals and plans as these students transition to post school opportunities. Here are two examples of the feedback that we have received: “ The teachers have always been extremely caring and have a good understanding of my son’s needs.

He loves coming to school.” “ Our family has appreciated the ongoing nurturing and support provided by New Hope School. We have enjoyed the true partnership with school staff in regard to our child’s high school journey. We have always felt that our child’s needs were paramount, and we were not only welcomed to, but encouraged to provide input. The consistency this approach has afforded, means our child will transition to the post school world as a happy and curious young man.”

At New Hope School, our hope is that all students have happy, positive and fulfilling school experiences where their strengths and talents are celebrated. We continue to show God’s grace to all in our New Hope School community as we recognise the potential in each individual. We recognise each person for who they are and not what we think their diagnosis means.

DIANNE DOWSON Director, New Hope School

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The Lord alone is our radiant and we trust in him with all our hearts.

His wrap-around presence will strengthen us.

Psalm 33:20

PACIFIC HILLS CHRISTIAN SCHOOL — PACIFIC COAST CHRISTIAN SCHOOL PACIFIC VALLEY CHRISTIAN SCHOOL — PACIFIC BROOK CHRISTIAN SCHOOL NEW HOPE SCHOOL — PACIFIC HOPE SCHOOL — VALLEY HOPE SCHOOL