RGS Digital Parenting - Edition 2

PARENTING THE GOSS ON THE FLOSS

WHAT YOU NEED TO KNOW ABOUT FORTNITE

THEIR FIRST MOBILE

OUR GUIDE TO THEIR FIRST FORAY INTO DIGITAL INDEPENDENCE

Edition 2

Capricornus Quarterly

IN THIS ISSUE

THE BIG PICTURE WHEN DOES ONLINE GAMING BECOME A HEALTH ISSUE? THEIR FIRST MOBILE DIGITAL ETIQUETTE THE GOSS ON THE FLOSS FAKE NEWS CODING THE NEW LANGUAGE SMALL TALK CLOSING REMARKS FROM THE HEADMASTER

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THE BIG PICTURE

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Do you own your own mobile phone?

NO YEAR 5

YEAR 9

YES

If you do not own a mobile, do you sometimes use your parent’s?

BY ASHLEIGH HARVEY

e asked RGS Year 5 and Year 9 students about their online behaviour and access to electronic devices.

First mobiles Although recent research in the US found the average age a child receives a mobile phone is 10.3, it seems RGS students are receiving their first mobile when they are a little older, around 12.

NO YEAR 5

YEAR 9

YES

How old were you when you got your first mobile?

YEAR 9 YEAR 5

<8

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How many hours do you spend using electronic devices a day?

YEAR 5

YEAR 9

Device overuse 65% of Year 9 students exceed the recommended screen time outlined by the Department of Health (two hours maximum).

< 1 HOUR

1-2 HOURS

2-3 HOURS

3-4 HOURS

4+ HOURS

Do you have a social media account?

Remember Children under the age of 13 should not have social media accounts such as Facebook, Instagram and Snapchat.

NO YEAR 5

YES

YEAR 9

Which social media accounts do you have? (Year 9)

Instagram 111

Snapchat 107

Changing trends

Facebook 52

Recent research has shown that the number of teenagers who use Facebook has decreased dramatically in the last few years. Instead, teenagers are opting for more visually stimulating platforms such as Instagram and Snapchat.

What do you enjoy most about your favourite online device?

PLAYING GAMES Growing socially

YEAR 5

YEAR 9

WATCHING YOUTUBE CONNECTING WITH FRIENDS

As children get older their online behaviour starts to focus more on social media and connecting with friends, rather than playing games and watching videos.

Do you play the game Fortnite?

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NO YEAR 5

YES

YEAR 9 Fortnite Did you know? Over three million people are playing Fortnite at any given time.

How to reduce your family’s screen time ■■ Conduct an audit to establish just how many hours per week screen time each family member has ■■ Talk and agree as a family on what is an acceptable amount ■■ Put it in writing and display the agreement somewhere prominent ■■ Lead by example. Remember your phone has a screen!

4 What happened to the garden?

The average 5 to 18-year old in Australia spends between two and three hours a day looking at screens for recreation.

Gaming disorder For gaming disorder to be diagnosed, the behaviour pattern must be of sufficient severity to result in significant impairment in personal, family, social, educational, occupational or other important areas of functioning and would normally have been evident for at least 12 months.

Signs to watch out for ■■ Changes in mood and increased irritability ■■ Difficulty sleeping ■■ Loss of appetite ■■ Lack of energy ■■ Reduced social circle

Useful links ■■ saferinternet.org.uk ■■ apa.org/about/policy/violent-video-games.aspx ■■ lifewire.com/internet-parental-controls-2487974 ■■ esafety.gov.au/education-resources/iparent ■■ who.int/features/qa/gaming-disorder ■■ health.gov.au/internet/main/publishing.nsf/content/healthpubhlth-strateg-phys-act-guidelines

When does

ONLINE GAMING Become a health issue?

BY SIMON HARDING

A

s if it wasn’t hard enough conversing with a pre-occupied teenager, they’re now gaming with headsets on. And they seem to be just waiting for every opportunity to return to the virtual world. You can sense that the game is always there, whirling around in their mind, trying to lure them back.

Parents across the world are fighting the same battle with their children, with varying levels of success. And it looks like a war that, ultimately, the younger generation will win.

Already, the average screen time each day of children aged five to eighteen exceeds the two hours per day that the Health Department recommends in its National Physical Activity Guidelines.

And that average must surely conceal a number of children for whom screen time has become the main pass time.

The World Health Organisation (WHO) is concerned about these extremes. In the 11th Revision of its International Classification of Diseases, it plans to include ‘Gaming Disorder’, which is effectively an addiction to video games, where the need to play has taken priority over day-to-day life and leads to negative consequences. The Diagnostic and Statistical Manual of Mental Disorders (DSM5) considers it a disorder

requiring further research, and lays out nine criteria, of which five must be met within one year.

It is possible for gaming to be used as a tool of avoidance, a fantasy world in which a child—or adult for that matter— can escape the troubles they face each day in reality. When you consider that gamers are very particular in their choices of online identities and avatars, it makes sense.

Essentially, they are offering the best possible version of themselves to the outside world.

Since the ‘90s, the American Psychological Association has been studying the effects of gaming and, in a 2015 paper, confirmed it had established a reliable link between exposure to violent video games, and aggressive behaviour in older children, adolescents and young adults.

Which certainly should have us asking questions about the long-term impacts of gaming on society.

But what can we do as parents in the face of such pressure from our children?

According to Rosemary Akers, a Psychologist at The Rockhampton Grammar School, the best place to start is to conduct an audit on the amount of screen time each member of the family is exposed to. There are tools available online, but a simple spreadsheet would suffice. Not only will the findings over a week give you a solid base for family dialogue, you’ll probably be surprised at the extent of your own screen time.

The next step is to discuss and agree among the family how much time is appropriate, and Rosemary recommends displaying this information somewhere prominent like the fridge, and then leading by example. After all, if your children see their parents online frequently when they themselves are not allowed, it makes the pill all the harder to swallow. So, if you’ve decided that phones should not be allowed at the dinner table, don’t sit there checking Facebook while you chew! It sends mixed messages to your children.

Of course, even with collective family agreement about the amount of screen time, there will be a temptation to break those rules and, particularly in the case of

teenagers, their knowledge of media tends to be far greater than yours. That means parental controls are usually easy to switch off, so you’ll have to try and work with your child, not against them. But remember, if the need arises, there remains one simple solution to the issue of online screen time. To limit the hours in the day in which the wireless router is switched on and available.

The good news is that even gaming companies themselves are starting to take responsibility for the amount of time children are spending playing their games.

Chinese firm, TenCent, has recently installed a one hour time limiter on its games for anyone who is under 12. This is in stark contrast to most free online games that give greater rewards to the players who spend the most time on the game.

In summary, while Gaming Disorder represents the extreme end of the spectrum, there is little question that restricting the amount of screen time would be of benefit to the entire family. And if your child is spending time playing video games, watch out for the telltale signs that something is wrong.

The Rockhampton Grammar School

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Pre-Paid or Plan?

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Pre-Paid

Post-Paid Plan

With a pre-paid plan, you pay a monthly fee up front. This gives users a set amount of phone calls, texts and data per month. It can be a good idea to start with a pre-paid plan. This can help you find out what kind of user your child is before you lock into a contract.

With a post-paid plan, you agree to pay a monthly fee for the month’s usage, usually as part of a long-term contract.

Often these plans might include unlimited calls and texts but not unlimited data.

You might consider getting a plan without data until your child is older and you are confident he or she is a responsible digital citizen.

If your child’s plan does not include data, they can only go online when connected to Wi-Fi. This can help them learn thrifty phone habits and avoid using their phone without thinking.

PROS OF PRE-PAID

■■ Your child can’t exceed the allocation for the month ■■ You can manually top up if your child needs extra for that month ■■ There are no lock-in contracts ■■ They work well with a handme-down phone ■■ They teach your child to plan and budget CONS OF PRE-PAID

■■ The cost per call, text and data might be higher than for post-paid plans ■■ You need to buy a mobile phone outright ■■ Your children may not be able to contact you in emergency situations if they have used all their credit If you decide to go with a prepaid option, it is good to talk with your child about what will happen if they use all their pre-paid credit. Will you pay extra? Will your child pay extra?

Will your child be without calls, texts and data for the rest of the month?

PROS OF A POST-PAID

■■ They tend to offer better value than prepaid plans – for example, a $30 monthly payment might include $500 worth of credit for calls, texts and data ■■ The phone can be bought as part of the plan CONS OF POST-PAID

■■ It’s easy for your child to overuse the phone and go over the monthly limit. This can result in unexpectedly large bills.

■■ Providers usually charge significantly higher rates if you exceed the monthly limit ■■ If the phone is lost, broken or otherwise can’t be used, and it is not insured, you still have to keep paying according to the agreed contract.

Mobile usage controls New tools from Apple (pictured) and Google allow control and monitoring of screen time, which apps can be used, and impose content restrictions.

THEIR FIRST MOBILE

BY ASHLEIGH HARVEY

W

hen the majority of RGS parents were kids, there was a pay phone on every corner and mobiles were either not invented yet or were the size of bricks. In today’s world, pay phones have been replaced with smart phones and children are receiving their first mobiles younger and younger.

Today, the average age that a child will receive their first mobile phone is 10.3 years old, according to US marketing firm Influence Central. However, experts agree there is no right or wrong age; rather it is based on your child’s needs and his or her own responsibility or maturity level. Bill Gates famously did not give his children their own phone until they were 14 years old. The Microsoft billionaire remarked that his children received their phones after demonstrating they could exercise restraint and understand the value of face-to-face communication. If you are not sure if your child is ready for a mobile – try asking yourself these questions: ■■ How well does your son or daughter take care of their possessions? Can they be trusted not to break or lose their phone?

■■ Is your child responsible enough to maintain a healthy online life? Can they be trusted to communicate online or via text message respectfully? Do they understand that anything posted online is forever?

■■ Does your child have enough self-control to limit their mobile use? If you set time limits on phone usage, do you think your son or daughter could stick to them? Will they be tempted to use their phone during class or study time?

However, there are many situations where a child needs to be immediately contactable and a mobile phone becomes a necessity. Your child may start catching the bus or spending time home alone, and a mobile phone becomes a safety device.

Whatever the reason, if you have decided that the time is right for your child to receive their first phone, the following factors will need to be considered:

What type of phone?

While your child is most likely begging you for the latest smartphone, it is important to understand what types of phones are available and what features they come with. There are two types of phones on the market: Feature phones these phones are very basic and their primary purpose is making calls and sending texts. They are cheaper than smartphones as they have significantly less features.

These phones are easy to use and do not typically include access to the internet or a camera. For younger children, these types of phones may be a great introduction to the mobile world.

Smartphones these are more expensive and typically include a colour touchscreen, camera and internet access.

Smartphones have many features, which is great for older children whose lives and interests are more complex,

but with greater technology comes greater risk and responsibility. Smartphones allow children to access social media, purchase movies and music and play games (which often come with hidden purchases).

Remember - whatever phone you purchase, make sure to get a sturdy case for it.

Of course, once the mobile phone is purchased there are a myriad of decisions to be made and conversations to be had – screen time limits, parental controls, privacy settings, app and music purchasing accounts, the exposure to sexual or violent content, protecting personal information, the effect of mobile phones on sleep quality – the list goes on. After all, mobile phones are useful, powerful and helpful. They are also expensive, distracting and a potential gateway to online dangers. It is up to us, as parents and educators, to equip them with the skills and information to become responsible, respectful and resilient digital citizens.

The Rockhampton Grammar School

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A Guide to 1

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common courtesies for the mobile generation.

Refrain from having loud conversations on your mobile phone in crowded areas or at public performances.

The same goes for listening to loud music or videos in public places.

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On the whole, it’s polite and respectful to pay more attention to the people you are with than to your devices – so don’t text while paying in a shop, or be constantly staring at your phone when out with friends.

3

Think before you attack on social media, especially if joining in with a lot of other people. Are you responding negatively because it’s necessary or because it’s making you feel better?

You may not even realise that you are engaging in cyberbullying.

Apply today for 2019 Kindy at CQ’s leading school!

Contact The RGS Early Learning Centre on 4936 0880 www.rgs.qld.edu.au/elc

The Rockhampton Grammar School Kindergarten Unit – The Beasley Centre opens in January, adding to the School’s award-winning Early Learning services. Get your name on the waiting list now at www.rgs.qld.edu.au/kindergarten-unit Children will attend a 5-day fortnight – Monday and Tuesday with an alternating Wednesday (Group A) or a Thursday and Friday with an alternating Wednesday (Group B) from 8:30am to 3:10pm

Celebrating 11 Years of Exceeding Service

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Don’t overshare.

Don’t post pictures of your friends looking ridiculous without getting their permission first. For the adults – remember, your children are entitled to private lives.

Don’t walk down the street texting or browsing – you’ll bump into someone or something.

Keep the messages in your online posts positive and truthful. Before you post, think about what people in your life (your grandmother? Your teacher?) would think if they read it.

Don’t play on your phone in the cinema. The lights and buzzing detract from the enjoyment of those around you.

It’s sometimes better not to speak online. You don’t have to retort. There is nothing wrong with keeping quiet now and then. Learning to exit the conversation when things are getting rude or mean is crucial.

Don’t wear headphones when people are trying to talk to you (and taking out one side is not good enough).

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Although some people are now attached to their phone 24/7, don’t feel it is necessary to reply immediately to a message if you are busy with something else. However, if someone is waiting for information from you, it is impolite to keep them waiting.

The Rockhampton Grammar School

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Food for thought If an adult started playing and chatting with your son or daughter in the park, you’d be rightly concerned.

A free game?

■■ Fortnite is played by an estimated 125 million people worldwide ■■ In May 2018 alone, Fortnite made Epic Games an estimated US $318 million ■■ The average player spends US $85 playing the game

What are they talking about?

Skin a stylish outfit for your character Emote a victory dance.

The floss is one of the most famous emotes Squad a group of up to four players all playing as a team Rando a random stranger you invite to top up your squad

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HERE’S WHAT YOU NEED TO KNOW ABOUT FORTNITE

BY SIMON HARDING

F

ortnite. You could be forgiven for thinking that nothing else in the world existed. It’s fast becoming the only topic in the school yard, and even children who’ve never played it talk of little else.

But what is Fortnite?

And should your child even be playing it? Only you can answer the second question, but here’s some insight that I hope will help you to reach a decision.

First, let’s talk about what it is. Fortnite: Battle Royale is a free game produced by Epic Games. It’s so successful because it bridges the gap between Minecraft—a ‘sandbox’ game, so called because it’s about building a world and utilising resources

that the player discovers—and the graphic shoot-fest that is Call of Duty. Its premise is that groups of up to 100 competitors parachute into an ever-shrinking island, gather weapons, ammunition and other resources, and fight it out with each other to be the last person standing.

Sounds violent, doesn’t it?

But the cartoon-like graphics and distinct lack of gory detail make it more child friendly and that’s why it carries a Pan European Game Information

(PEGI) recommended age of 12 and over. Don’t be fooled by the rating though. Fortnite is not a child’s game in the way that you might think of Minecraft. Epic does not collect ages when players sign up and cannot therefore release demographic data on those playing the game, but a few searches on the internet will show you that Fortnite is very much played by adults, in large numbers.

The Rockhampton Grammar School

What should you be concerned about?

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■■ Fortnite has cartoon-like graphics, but it’s still a fight to the death.

■■ The chat options in the game mean anybody could be messaging your child.

■■ Your child will be desperate to spend money in this free game.

■■ Like all free video games, Fortnite is designed to be addictive.

And that’s the first problem. It’s by no means one that is exclusive to Fortnite, and nor is it one that should induce blind panic—after all, the vast majority of adults are just there to play the game.

But let’s be clear, the ability to chat with others at the very least exposes your child to conversations that may not be appropriate for their age.

And with the sheer volume of players, there is a chance your child is going to come across some pretty unpleasant people at some stage. So it’s really important that your child is aware of the chat and default settings in the game. Voice conversations can be easily

limited to a defined ‘party’—the squad of up to four friends that your child is playing with—but, according to UK’s leading children’s charity, the NSPCC, in-game text messages cannot be turned off and therefore represent a risk of stranger danger.

An under-prepared, naïve child could certainly find themselves out of their depth when playing Fortnite.

Scan the web and you’ll find warnings about gamers trying to steal personal information— presumably to forge identities— hackers and bullying. Epic does allow users to report poor behaviour when they come across it, of course, but

regardless of the effectiveness of that approach, a child would need to be informed and aware enough to recognise poor behaviour for what it was, before being able to report it.

Now let’s talk about addiction. There is no question that Fortnite is designed to be addictive, and your child will feel totally immersed in the world in which they’re playing.

But once again, that’s not a problem unique to Fortnite, and if their use of the game is moderated, there’s nothing to suggest your child will become an addict.

Of course, we’ve all heard stories of children regularly playing Fortnite into the early

hours of the morning, and that’s a real concern, but do we really need to look beyond parenting for that? The Australian Institute of Family Studies (AIFS) recommends situating computing devices somewhere where you can see the screen, and agreeing limits on screen time. But ultimately, if you have repeated concerns about your child playing online games when they should be asleep or doing homework, don’t forget the wireless router has a power switch! In most cases you can use your router to limit the amount of time spent playing games.

Each full game of Fortnite is relatively short, no more

13 How to make Fortnite safer

than 20 to 25 minutes, though it’s highly likely that your child will be ‘killed’ in the first few minutes. It’s worth knowing this because if you insist on them leaving the game half way through, they will probably feel aggrieved. Unlike other games, there’s no option to pause. To put it simply—you snooze, you lose. And be honest, if you’d invested time trying to achieve something and had to just throw it away to go to the shops or get dressed, you’d be pretty miffed about it too!

Finally, there’s the issue of spending. And the question is whether your child has access to your credit card or PayPal

account. Because although the game is free to play, they will be tempted with all sorts of extras that they’ll be pestering you to fund. Outfits – or ‘skins’ as they are referred to in the game – look fantastic, and they’d need to be at a cost of up to $20. Whether or not your children are able to purchase these or not is down to you as a parent. To them, it’s probably no different to wanting to buy Lego or music. Because, as far as your child is concerned, they are in this game for the long haul.

But Fortnite is not all bad. If you can look past the concept of having to kill everyone to win, then it forces

your child to be strategic, to communicate and to learn.

It’s also a lot of fun to play, and you could do worse than try it with them. The dances—or emotes as they are referred to in the game— can be contagious. After all, who would have thought that teenage boys would so readily learn a dance like the ‘Floss’?

Fortnite is free to play and can be downloaded on virtually any device. So it may be difficult to stop your child from playing if they really want to.

But what you can do, is make it safer.

Have a conversation with your child about online safety ■■ Never give out personal details ■■ Never ‘friend’ someone they don’t actually know ■■ Be clear on what is appropriate behaviour, and what is not Restrict play to public areas of the house Avoid the use of headphones.

It might be more annoying to listen to the sound, but at least you’ll know what’s happening Research the chat settings and set clear boundaries Agree a time limit for gameplay Engage your child in conversation about the game and if you’re up for it, try playing with them

Useful links ■■ esafety.gov.au ■■ aifs.gov.au ■■ fortnitehelp.epicgames.com ■■ commonsensemedia.org

The Rockhampton Grammar School

Common sense tips to spot fake news 1 Who made this post?

2 Who do they want to view it?

3 Who benefits from this post and who might be harmed by it?

4 Has any information been left out of this post that might be important?

5 Is a reliable source reporting the same news? If not, it doesn’t mean it’s not true, but it does mean you should dig a little deeper. commonsensemedia.org

The fake news glossary POST-TRUTH Relates to circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.

FILTER BUBBLE A State of intellectual isolation caused when an individual is separated from information that disagrees with their viewpoints.

CONFIRMATION BIAS When people would like a certain concept to be true, they are drawn to evidence that supports it.

NATIVE ADVERTISEMENT A paid ad that matches the look, feel and function of the site on which it appears.

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Stamford University Research ■■ More than 80% of students surveyed believed a sponsored content article was a real news story.

■■ Only a quarter of students recognised the significance of Twitter’s blue check mark.

■■ 40% of students believed a headline solely because the photograph underneath it seemed to confirm it.

Wineburg, Sam and McGrew, Sarah and Breakstone, Joel and Ortega, Teresa. (2016). Evaluating Information: The Cornerstone of Civic Online Reasoning. Stanford Digital Repository. Available at: purl. stanford.edu/fv751yt5934

Further reading PSYCHOLOGYTODAY.COM The Fake News Game.

COMMONSENSEMEDIA.ORG How to Spot Fake News (and Teach Kids to Be Media Savvy).

SMITHSONIAN.COM The Age-Old Problem of ‘Fake News’.

THEGUARDIAN.COM Fake news sharing in US is a rightwing thing, says study.

BY SIMON HARDING

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WHEN WE’RE FED LINES AS HEADLINES.

llegations of fake news have been an almost daily occurrence in the US over the past few years, and it has become a term used—in some circumstances—to merely deride those with opposing views. But the concept of fake news is not a new phenomenon.

False stories have triggered persecution and revolution, and been the difference between defeat and victory, for centuries.

The Smithsonian provides a classic example.

Thomas Hutchinson, the eighteenth century Governor of Massachusetts was exasperated by the constant stream of fake news appearing in the Boston Gazette. His issue was that because the people read little else, they could never be ‘undeceived’.

He was right to be concerned too. In 1765, the false stories whipped the people of Massachusetts into such a frenzy that they burned down his mansion!

Back to the twentyfirst century, and it is the algorithms of the internet giants that have spawned what is called the ‘posttruth’ era. Whenever we conduct a search, view a newsfeed or timeline, what we are presented with is only a fraction of what we could be seeing. If Google, Facebook and Twitter didn’t filter our feeds, we would be overwhelmed by data in

an instant. So they use our previous searches, likes and dislikes to deliver content that they believe we are likely to want to consume.

And therein lies the problem.

Homogenising the information we receive can lead to the creation of a ‘filter bubble’, in which we become surrounded only by information that we want to see, and isolated from anything that might be at odds with our view of the world.

The problem comes when we develop a ‘confirmation bias’, where our desire for something to be true makes it more likely that we will believe it. This is what the fakers prey on. The false information they create is usually sensational and emotive, and as a result is more widely shared on social media than the far more boring truth. Research on Twitter usage has shown that a false story spreads much faster, and to a wider audience, than a genuine one. And that makes those who receive their news

solely from social media or online feeds—most likely our children—highly susceptible to misinformation, mis-reporting and, worst of all, lies.

Google and Facebook are responding in different ways to fake news. In its attempt to strengthen quality journalism, Google has launched GNI, a $300million initiative aimed at cleaning up false news.

Facebook, on the other hand, is making changes to its complex algorithm that decides what to present each user in their newsfeed, but looking for a mathematical solution to what is likely an emotional problem seems like an uphill battle.

Several organisations have taken on the challenge of debunking some of the more notorious fake news stories, but the volume is such that they can barely scratch the surface. And in any case, even an awareness of the existence of these organisations would be unlikely to help our children.

Studies by Stamford University have shown that children of all ages don’t even think to question a source when reading content or viewing images. In one test, more than 80% of students considered a ‘native advertisement’ to be a real news story, even though it carried the label ‘sponsored article’.

In the meantime, we as parents have a role to play in helping our children to identify fake news. Common Sense Media, a leading not-for-profit organisation dedicated to helping children navigate today’s media, suggests that as children of all ages mostly receive their news via feeds, they need to learn how to view these stories critically. This is something parents can help with, and they provide a list of tips. They suggest we discuss articles that we believe to be false, and coach our children on how we reached that conclusion.

An article called ‘The Fake News Game’, published in Psychology Today goes one step further and suggests one way to understand how fake news works is to use the techniques yourself. To reach this conclusion, researchers developed a game called Bad News—which you can play yourself—and studied whether it improved students’ ability to identify fake news.

The world in which our children operate is so different to the one most of us grew up in. We’ve been able to consume our news, safe in the knowledge that what we’re viewing, or reading, is fact—if perhaps a little coloured on occasion. We now need to find ways to give our children the same confidence in what they are presented with.

The Rockhampton Grammar School

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7 free programming languages to teach kids how to code

Scratch

Blockly

Alice

Scratch is a free kids programming language developed by MIT’s Lifelong Kindergarten Lab that allows students to code their own interactive stories, animations and games.

Blockly is Google’s refinement of Scratch using the same interlocking building blocks metaphore, but it can output code in several different programming languages.

Alice is an innovate blockbased programming environment that makes it easy to create animations, build interactive narratives, or program simple games in 3D.

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/ * T H E N E W L A N G U A G E*/

BY ASHLEIGH HARVEY

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omputers are amazing, but they can’t think for themselves…yet. They require people to give them instructions.

Essentially, coding is a list of step-by-step instructions that get computers to do what you want them to do. Coding makes it possible for us to create computer software, games, apps and websites.

Coding is no longer just for adults or the technologically savvy…in today’s digital world, coding is a fundamental skill alongside math and reading.

Learning to code is similar to learning a second language.

The earlier that children are exposed to fundamental topics like sequencing, loops and conditionals, the more deeply they absorb these concepts.

At The Rockhampton Grammar School, basic

coding skills are introduced to students as early as Prep.

These skills are then built upon in Years 1, 2 and 3 before formal coding lessons begin in Year 4. Teachers utilise various programs in their classrooms where students learn to code their own interactive stories, animations and games and in the process learn to think creatively, reason systematically and work collaboratively.

During the first year of high school at RGS, all students will study Digital Technology, where they will have the opportunity to explore a range of computer software packages with a focus on developing computer programs. From there, students can choose to delve deeper into the world of coding by selecting Digital Technology as an elective in Years 8 and 9, which advances to Digital Solutions in Years 10-12. RGS teacher, Mrs Alana Mikkelsen, supports the formal introduction of coding to the syllabus. “Coding is the digital literacy of the 21st century and a vital language-set for our students to have in preparation for their future,” remarks Mrs Mikkelsen.

The benefits of coding Unlike more traditional mediums such as television and radio, which have been almost universally consumed passively, the web encourages active participation. Likewise, learning to code encourages children to become creators, not just consumers, of the technology they use.

Computing coding is the universal language of the planet. People who know how to code will be able to communicate across countries and cultures, and will possess the necessary skills to be competitive in today’s, and tomorrow’s, job market. Coding specialists are well-paid and highly-sought

Swift Playgrounds

Twine

Swift is a programming language used to build iOS apps. Swift Playgrounds is an iPad game designed to teach kids how to program in Swift.

Twine is for children who are interested in creating games and telling stories, and who get frustrated with the technical details of programming.

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LEGO Mindstorm Robotics

Kodu

Another approach to learning to program is to look at robotics. Many kids respond to the idea of programming things that work in the real world.

Kodu lets kids create games on the PC via a simple visual programming language. Kodu can be used to teach creativity, problem solving, storytelling, as well as programming.

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after in the market, however teaching children to code is not about equipping the next generation to work as software engineers, it is about promoting computational thinking. Computational thinking is how software engineers solve problems. It combines mathematics, logic and algorithms, and teaches you a new way to think about the world.

When children learn to code, it helps them to develop essential skills such as problem solving, logic and critical thinking. Computational thinking teaches you how to tackle large problems by breaking them down into a sequence of smaller, more manageable problems.

Through coding, children can learn that there is often

more than one way to solve a problem, and that simpler and more efficient solutions are often better.

Learning to code While students will learn the basics of coding in primary school, there are several apps and programs you can download that will help your children reinforce the concepts they are learning in school (see above).

Motivated middle and senior schoolers may want to try their hand at making Minecraft mods. The Unity 3D game interface is another great way to jump into programming 3D games with many online resources available.

Just remember that programming is inherently

frustrating. It involves a lot of troubleshooting and trial and error. The best tool parents can provide their budding programmers is a sense of persistence and determination.

As with all new programs, games and apps your child engages with, you should plan on being involved in the coding and programming lessons with your child so you can learn and better understand how and where they are progressing.

This should be viewed as the beginning of a lifetime of learning for the both of you.

The Rockhampton Grammar School

SMALL TALK

T

oday’s kids have never known a world without the internet. RGS Digital Parenting sat down with RGS five and six year old Prep students to ask them about the digital world they live in.

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What do you think the internet is?

Does anybody know what the world wide web is?

Daisy YouTube?

Joshua Netflix?

Johanna I love Netflix!

Harper I think the internet is when signals come through little bits of light and then comes through electronic stuff.

Johanna Yes! www.com.au – it’s a very important person.

DP Is it a he or a she?

Johanna It’s a he and sometimes it’s a she.

DP And what does he or she do?

Johanna They tell us about the news.

Is the internet the same or different to the TV?

What do you like to do on your favourite device?

Joshua Different?

Harrie The same!

Daisy Maybe like kind of both.

Penelope I like to play games on the iPad. Harper Me too! I love games!

Daisy I LOVE Roblox!

DP I don’t know what that is but it sounds exciting.

Johanna I just love watching YouTube.

Do you use a computer or tablet or phone?

Daisy I’m too young for a computer.

Robert I’m not!

Johanna I’ve got my own iPod. It only has songs – but it has really good ones. It used to be my mum’s.

What are your favourite shows to watch?

Penelope I like Bigfoot.

Daisy I like The Friendly Giant.

Harrie Walking with Dinosaurs. And I like to watch Jurassic Park and Jurassic World on YouTube.

JOHANNA

JOSHUA

ROBERT

HARRIE

PENELOPE

Do you know how to open up YouTube and Netflix all on your own?

Everyone Yes! Robert My mum’s password is…

DP That’s OK, we don’t need to know your mum’s password.

Do you know where the internet lives?

Johanna Out in space! Things float around up there and they shoot little volumes down and that makes everything work, even the internet.

Daisy In the world! It got created a long time ago.

Harper They make it at factories and they put it on the sides of the road in those little poles.

Penelope Yeah, I think it lives in the poles all around the school.

Do you use your phone or tablet every single day?

Penelope Every single day!

DP And how long do you use it for?

Penelope 5 minutes.

Daisy I use it until I need to do something else.

HARPER

Do you think you could live without the internet?

Everyone NO!!

Harrie I would be sad forever.

Robert You would run out of things to do!

DP I used to live without the internet.

Penelope Yeah my dad didn’t even have the internet! Or my mum!

DAISY

How long do you think you could go without the internet?

Daisy 8 days.

Penelope 100 days.

Daisy Yeah me too, 100 days.

Robert I already have the internet.

DP But what if you didn’t have it?

Robert Well, actually, I’ll never lose the internet because my dad downloaded it. It’s stuck to the house. It never goes away.

Daisy What if it breaks down?

Robert You can just charge it.

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R.G.S preferred supplier

Phone: 49 211479 rockhampton@camerahouse.com.au

CLOSING REMARKS FROM THE HEADMASTER

Y

ou cannot really sit down on the floor with your kids and spin the iPad around or jiggle a set of electronic dice in your cupped hands. Most family games have not converted well to e-media to date.

Phillip Moulds Headmaster

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I love how everything old is new again.

The Rockhampton Grammar School takes seriously the challenge of preparing students for today’s world. We treat each student as a whole person through a balance of academic, sporting, co-curricular and social activities. Our School motto is Macte Virtute et Litteris or Grow in Character and Scholarship.

Capricornus Quarterly Digital Parenting is published by: The Rockhampton Grammar School Archer Street, Rockhampton QLD 4700, Australia www.rgs.qld.edu.au (+61) 07 4936 0600 ISSN 1839-4663

No matter how much time our children, at 5 or 15, spend on their e-devices, what they really want most from us – and need from us – is to be with us, with no real objective other than the joy and playfulness that comes from spending time together. That’s not to say a good game of Monopoly or Candy Land cannot elicit the occasional “You’re cheating!” or “Stupid game!” from one corner or another around the playing boarding.

Traditional games, if that’s what you want to call them, are a great way to satisfy competitive urges (take THAT Fortnite, Call of Duty and Grand Theft Auto), to master new skills (Minecraft) and be creative (the real world trumps Roblox, doesn’t it?).

On 6 September this year, BusinessWire.com reported that the global games and puzzles market would grow to almost US$30 billion by 2025.

That’s a lot of Scrabble pieces.

Okay, that pales in comparison to NewZoo’s Global Games Market Report in April that suggested 2.3 billion gamers across the globe will spend nearly US$140 billion on games this year alone, but tabletop gaming (that’s what it’s called these days) is definitely enjoying a worldwide resurgence.

Industry watchers report that board games will gain “remarkable momentum over the coming years.”

According to Business Wire, another factor contributing to increased demand for educational puzzles and brainteasers is a shifting preference among teenagers and adults towards toys, such as the Rubik’s Cube and Quantum for nostalgia memory strengthening.

Board games are also reinventing themselves, adopting and adapting to

©2018 The Rockhampton Grammar School

the information contained in this document, The Rockhampton Grammar School disclaims all liability for any error, inaccuracy, or omission from the information contained within.

The views and opinions stated in this document are the authors’ own and not necessarily those of The Rockhampton Grammar School. The advice and information contained in this document is general in nature and does not take into account personal circumstances.

The Rockhampton Grammar School accepts no responsibility for the results of any actions taken on the basis of information in this document.

Although every effort has been made to verify the accuracy of

Dr Phillip Moulds, Headmaster 07 4936 0615 headmaster@rgs.qld.edu.au Enrolment enquiries 1300 GRAMMAR The Registrar, Mrs Marissa Holloway 1300 GRAMMAR or 07 4936 0700 Fax 07 4936 0701 registrar@rgs.qld.edu.au

changing production and digital technologies. An up and coming product called PlayTable (which may be out

by Christmas) integrates board games and smart devices on a table top gaming centre.

It’s purported – among other things – to help us, young and young at heart, keep track of complex game rules and it records every player’s move (okay, whose turn is it?) plus you never lose an irreplaceable piece (like the one that fell out of the ratty old box last cyclone) ever again.

Like traditional board games, for generations, this new platform is marketed as “the ultimate device for bringing people together.”

I love how everything old is new again.

One of the great things about board games, from Cluedo and Stratego to Snakes & Ladders and Trouble, is that they engage your brain and teach some basic life skills: your luck can change in an instant – for better or the worse.

The educators at Scholastic say the message inherent in board games is: never give up. Just when you feel despondent, you might hit the jackpot and ascend up high, if you stay in the game for just a few more moves.

That, after all, is the Game of Life.

Editorial & Advertising Mr Mike Donahue, Director Communications and Development 07 4936 0654 mdonahue@rgs.qld.edu.au Mrs Rachael McDonald 07 4936 0776 rmcdonald@rgs.qld.edu.au Mrs Ashleigh Harvey 07 4936 0667 aharvey@rgs.qld.edu.au Contributor: Simon Harding

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