RGS Digital Parenting - Edition 5

DIGITAL parenting tips/advice/what’s trending

REMOTE LEARNING OUR EDUCATION CONNECTION MOVING FORWARD

FAMILY

TALKING TECHNOLOGY

VENTURING OUTDOORS THROUGH TECHNOLOGY

OUR TOP 5 STEAM WEBSITES INSIDE!

No.5

May 2020

The Rockhampton Grammar School Grow in Character and Scholarship www.rgs.qld.edu.au

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INSIDE 04 COVER STORY

REMOTE LEARNING

OUR EDUCATION CONNECTION MOVING FORWARD New learnings in the world of education

08 Open communication helps families Q&A: Getting families on the same page with technology

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Time online Advice for managing online time

hello

I hope that you enjoy reading our “new look” special edition of RGS Digital Parenting, where we reflect on the School’s experience of Remote Learning and the role that technology is playing in our COVID-19 world.

With the pandemic changing almost every aspect of our daily lives, technology has again opened new opportunities in our personal and professional worlds. Whether through new ways to deliver education, working from home or being able to connect with family and friends across the world through online platforms – technology has enabled us to do more and stay connected during these challenging times.

While the role that technology plays in education has been an issue of ongoing debate over recent years, Remote Learning thrust technology into the centre of our School lives in a way that we had never anticipated.

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As we now slowly return to a new normal, we are reflecting with new found experience, on how enabling technology can be beneficial but also how it can never fully replace many of the things that we value so much in our lives. So we will continue to return to the central questions of what balance to strike.

What does our world look like when it returns to “normal”?

RGS will be reviewing all the feedback we received from families about Remote Learning and using this to further inform our education and technology strategies. Technology certainly cannot replace the happy sounds of students in our school yard and classrooms. All of us at RGS are looking forward to having all of our students back at School.

The new fusion between digital and physical worlds

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Technology taps into outdoor adventures Reconnecting with the simple things in life

Dr Phillip Moulds Headmaster

WHY IS IT SO?

COMPANIES PREDICT ROBOTIC PLAYMATES AND CHEFS WILL BE PART OF OUR HOMES IN THE FUTURE

WHY IS IT SO?

DRONES DELIVERING COVID-19 TEST KITS Drones could soon be flying coronavirus self-test kits and medicines direct to Australians’ front doors.

The use of drones would remove risky human interaction and preserve stocks of face masks.

A Melbourne-based drone company is already operating tiny aircraft in Africa that are transporting COVID-19 test kits to remote villages and flying the samples back for testing. The tiny aircraft, developed by Swoop Aero, are capable of flying up to 130km to reach a health service or a patient and can then fly samples the return 130km back to a testing laboratory.

Homes of the future are getting a hi-tech makeover with smart robotic balls as our playmates, front door entry by scanning your palm and electronic chef arms to prepare meals in the kitchen.

CURIOUS KIDS: Why do we have a QWERTY keyboard instead of putting the letters in alphabetical order?

Let’s turn the clock back. About 150 years ago, all letters and business papers were written by hand. Most likely they were written using a pen that had to be dipped in ink every word or two.

These were just some of the ideas on display at the 2020 Consumer Electronics Show in Las Vegas recently. Other predictions included robotic maids to wait on us, driverless cars to fly us to work, and a fridge that automatically works out what food it has inside.

F ind out more at www.kidsnews. com.au

Then some clever inventors built a machine for typing. The first typewriters were big heavy metal machines that worked a bit like a piano and had all these levers with a metal alphabet letter at the end of it. You had to press a letter key quite hard to make the metal lever fly across and hit the paper.

The first machine had the letter keys in alphabetical order. The trouble was that if you hit two keys quickly the levers would jam.

Rearranging the letters could reduce jams.

Christopher Sholes was an American inventor who tried various arrangements, always trying to reduce the need to type two keys that were close together. The best arrangement he could find was similar to the QWERTY keyboard we all use today. (Look at the top row of a keyboard to see why it’s called QWERTY.) QWERTY was developed for the English language. Some other languages use variations. For example, AZERTY is commonly used for French, QWERTZ for German, and QZERTY for Italian. Perhaps you can find someone from India, Thailand, Japan, Korea, or China. Ask them to show you the keyboard they use in their language. ind out more at www.

F theconversation.com/au/technology

ind out more at www.kidsnews.com.

F au/technology

SPENDING TOO MUCH TIME ONLINE Are you spending too much time online?

If you feel like you’re always checking your phone or updating your status, you’re not alone.

On average young people in Australia make use of 5 different social media services.

WHAT TO DO: 1. Turn off notifications for your social media apps 2. Monitor or limit your phone use 3. Think about when you do check your phone F ind out more at safety.gov.au

What's trending BITMOJI

BITMOJI

PEAR DECK

“Given our current remote learning situation, I have enjoyed creating personalised Emojis with the ‘Bitmoji’ app. Bitmojis allow you to customise a character to create incredibly realistic depictions of yourself to share online. They provide us with a whole new world of expressiveness when we’re in our online classrooms.”

“I like to use it as a fun and more personalised way to add emojis to texts, emails and Facebook posts/ comments.”

“During online learning I introduced Pear Deck to my Science and Biology students. It requires them to continuously and actively engage with lesson content and enables me to continuously monitor individual student progress. It was great for assessing students and getting them thinking about their learning. I will continue using Pear Deck as student feedback was positive.”

Mrs Krystal Caton

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Mr Michael Robertson

Mrs Emma Plumb

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Study options include:

COVER STORY

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COVER STORY

REMOTE LEARNING

OUR EDUCATION CONNECTION MOVING FORWARD The rapid evolution of remote learning" has been a game changer for students, parents and the education system.

This said, where does education fit when our classrooms of the past merge with COVID-19" education?

Digital Parenting asked RGS Headmaster Dr Phillip Moulds for his thoughts on classrooms of the future.

Students have adapted to new ways of learning. Parents observed their child’s learning capabilities in the “home” classroom. Our teachers became “students” again – learning new ways of teaching, delivering lessons in a different format; creating a huge number of new study resources; networking with one another to find the best possible outcome to provide ongoing education to their students; finding solutions when Plan A didn’t quite work and adapting to their “new” teaching environment.

There were new learnings in many facets of “remote learning” – ones which all took shape in a small window of opportunity as the unpredictable spread of COVID-19 dictated the “new normal”.

This time has also provided an opportunity to reflect on the education system we are providing for our current, and future, generations of students and the three phases in this process: Education in Pre COVID-19 Education During COVID-19 Education Post COVID-19 RGS Headmaster Dr Phillip Moulds reflects on the role of technology in both the current education environment and what the teaching future could look like.

“I think we’re in a really interesting space at the moment.

We were rapidly thrust into a remote learning situation. As a School we’ve deliberately tried to blend traditional learning through the provision of clear objectives, study plans and activities for the students with remote instruction, primarily facilitated through technology,’’ Dr Moulds said.

Dr Moulds said RGS deliberately did not leap completely into the deep end of the technology spectrum but aimed for a model that had teachers teach lessons in a classroom.

There was this attitude of yes" we can get this done, it's going to be a lot of work, but we need to make this work for the students."

“We were very committed to ensuring equity of experience for all students – we didn’t want there to be any advantage between those students of essential workers who were at School and those learning at home. We wanted equity of access – even if out west families had limited broadband access they could still access all they needed to be successful in remote learning,’’ Dr Moulds said.

“Remote learning can sometimes be seen as an individualised or an isolated way of learning but many students supplemented their Teams time and expanded their collaborative engagement through their own online networking with fellow students. They accessed peer tutoring in a different way to how they would have in the classroom.”

How did the school react when the realisation hit that we were going into a COVID-19 learning space?

“The School was really lucky. Everyone took a deep breath and really engaged in what we needed to do for the benefit of our students. There was this attitude of “yes” we can get this done, THE ROCKHAMPTON GRAMMAR SCHOOL / 5

COVER STORY

It's been a challenge of being able to conceptualise how to be creative and best utilise technology as a tool to develop students understanding" it’s going to be a lot of work, but we need to make this work for the students. The IT department had Teams up and running quickly, teachers got involved in fast tracked professional development and most importantly was the discussion between staff of what would learning look like and how would that be best facilitated for the students depending on their age group. What occurs in Prep is not the same as what occurs in Year 12.

The learning programmes were adjusted.”

What have been the biggest changes for teachers in this new world of teaching?

“It’s a completely different pedagogy. It’s good that all the students are involved in remote learning, even if they are at school.

“How you ask the questions, how you use the technology in that area, what you are posting online for students – is a very different structure than coming in and teaching a lesson from start to end and you can manage and construct that social process as you go through.

“There’s a great expectation and trust placed on the students, and on their independence. There’s also a fundamental recognition of the importance of the relationship. It’s not just about giving students work, it’s about keeping the relationship between teachers-and-students and students-and-students because that’s what will ultimately make a difference coming out at the other end.”

What are the technology challenges for schools?

“It’s been a challenge of being able to conceptualise how to be creative and best utilise technology as a tool to developing students understanding. We’ve used technology as a tool to leverage what students can do to a higher level. The other

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How technology is used will be an evolving feature. Technology works for some students but not for other students.

We need to have that balance." challenge is ensuring technology is not being used for technology sake. We’ve been very conscious of the fact that we need to keep students writing and reading. We need that balance between the motor skill development and link to cognition as much as with technology engagement. A student will be writing differently on Microsoft Word compared to how they would write if they were to start from point A to point B with pen and paper.

Both are worthwhile skills to have but you need to work on them equally. We’ve been mindful not to put all our eggs in the technology basket during remote learning.”

What does the classroom look like in our post COVID world?

“I think remote learning will fundamentally change what questions teachers will ask in the classroom. What content should we cover in the classroom and what processes should be covered in the classroom versus what can we ask students to do independently so we’re making use of the best classroom to construct their understanding and know what processes we need to develop.

I think we’ll see increased adoption of a blended learning model.

How technology is used will be an evolving feature. Technology works for some students but not for others. We need to strike

COVER STORY

Through this period, we've seen more parent engagement with what their children are learning and we hope to continue that beyond post-COVID."

5 positive outcomes of remote learning

that balance. It’s been a significant disruption and we’ll see a lot of discussion on take up and relationships going forward between normal classroom practice and use of technology.

The use of technology post COVID will be much more deliberate than pre-COVID. There will be further discussion about the role of technology in terms of both the personalisation of learning but also in terms of how much is too much screen time. The other discussion had will be whether there might be some students who might be addicted to their screens and weaning them back off that.

Technology wasn’t the be-all and end-all before COVID-19. We want technology to be used where it makes sense and where it can be used to leverage advantage for our students. I think the fundamental foundations will still be the same.”

What do you look forward to the most in post-COVID-19?

“We look forward to having the students back. Schools are fundamentally about people. Whilst you can have that interaction through video it’s still not the same relationship if you can see someone face-to-face, where you can read the body language, where you can convey warmth, empathy and care.

There will be increased discussion about what’s really important in education moving forward. The character development space is going to be really important and a lot of that isn’t technology focused. Through this period, we’ve also seen more parent engagement with what their children are learning and we hope to continue to enable that beyond post-COVID. I think that will be the fundamental desire across our community to be more engaged.”

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Discussions that occur within families about what is being learnt on a day-today basis about their schooling.

The use of technology in different ways to enable schooling has fundamentally changed teachers’ pedagogy and will impact upon the pedagogy in the classroom well into the future.

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Discussions and recognition of the importance of student wellbeing and the relationships. A lot of the School’s communication has been about looking after the students and maintaining good relationships. The value of that has been heightened.

#4

There’s been a great transparency in the learning process through remote learning. I think that will work well with the ATAR changes and changes going forward.

#5

RMS EDUCATION PLATFO S: MULTI-LAYERED NEW DISCOVERIE

The value of all that school offers is a discussion that will continue post COVID. School is not just about academic delivery. What we know from our remote learning experience, is that students have not been able to do many of the things that they love to do. Whether that be sport, cultural activities or engaging in community service. The social interactions they have day-to-day, that they missed will hopefully be valued more. You don’t know what you miss until it’s gone.

THE ROCKHAMPTON GRAMMAR SCHOOL / 7

Q&A

OPEN COMMUNICATION HELPS FAMILIES Sharing family values and opening the lines of communication can help families use technology for good".

Technology is an ever-evolving facet of our lives, but one thing is for certain, it’s here to stay and it’s how we best manage technology for positive outcomes.

Every family has different ideas and different boundaries on the ever-growing use of technology.

RGS Parent Friederike McCartney, of Rockhampton, works for Central Queensland Hospital and Health Service, developing the CQ Youth Connect programme over many years, ensuring young people (aged 14-26) especially underprivileged youth across Central Queensland make informed healthy decisions, providing a health services that is confidential, youth-friendly and culturally appropriate across the region.

CQ Youth Connect’s motto is – Care, Connect, Empower, Protect and Respect.

Outside of the workplace Friederike is a wife to Scott and mother to Lucy (Year 11) and Max (Year 9).

Digital Parenting sat in on a Q&A between Friederike and her daughter Lucy to get their take on technology – both in today’s world and years gone by.

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Lucy to Friederike What technology did you use when you were at school?

We were very restricted with our technology at the time in Ireland. There was one phone for the whole school and it was quite a big school. We used the calculator.

What was the major technology breakthrough when you were at school or work?

Well for me the big breakthrough was whilst I lived in Germany during my Nursing Studies the computers came into the hospital’s administration area, however no computers in the clinical areas at the time, it truly was very daunting, simultaneously curious and exciting, learning about new technology. The computers were bulky with big keyboards. I remember being fascinated and proud to own my first own Floppy discs where I could store so much information and it was so easy to transport from country to country rather than having to transport books and folders.

What does a typical day look like for you using technology?

I check my phone regularly, my phone and iPad are used for private and work, for appointments, access information, messages and emails. To a degree, IT stipulates my day for work. At home we have a joint electronic calendar which helps us know who’s doing what. I try avoiding checking my phone before going to bed and first thing in the morning, so I can be in the moment and embrace our beautiful day.

What do you enjoy most about using technology?

The choices, the inspiration, innovation and challenges, the possibilities to connect and the sheer quickness of everything, instant information at your fingertips.

Technology allows me to connect, access required information and be creative in a very different way, knowing I can choose not to carry files or big diaries around when I’m going to meetings etc.

What worries you the most about the growing use of technology?

The over-reliant use of technology, when systems fail, the angst of being unable to access required information. Relying

Q&A

Home Base:

McCartney Family Technology Friederike gives us a brief insight into the McCartney family’s approach to technology in the home: In our McCartney household we embrace technology as a family.

My husband loves his technology and is very tech-savvy, however we are very mindful of technology use.

Coming from a mother, working in the youth industry, knowing the importance of brain health, the effects of cyberbullying, sexting and social pressures. I recall reading a research article showing that the majority of texts from adolescents is from 10pm – 2am.

That leads to sleep deprivation, increased stress levels, anxiety, risk of developing chronic mental health conditions, and can impact educational outcomes.

The rules we have in place, which I negotiated with my husband, was to have no technology in the bedrooms at night at all. We created a central station where the phones, IPads, technology are stored and charged. The wi-fi is off at times at night which helps reduce the temptation of using technology later at night.

This started at a young age for our children. As children go into adolescents it’s not even a question. It’s already in place.

While I absolutely embrace technology, it’s like anything in life, it has a good side and also can have a negative side. The negative side for me is that over-reliance and also over-usage. Ten minutes and you think you’ve been on for an hour. Our brain relies on the phone for so much in our life.

Right from the word go boundaries and rules of the house are really valid. Young people need healthy boundaries to feel safe. It’s imperative we teach young people how to use technology to their advantage, and be mindful of their digital footprint.

on the phone/technology to jog our memories or give us answers instantly.

However, they are wonderful tools and very much embraced. Learning to embrace technology to our advantage and not disadvantage in relation to developing social skills, brain development and our brain memory is important.

What worried your parents the most about you using technology?

We grew up with no TV in the house.

My parents saw TV as a time-waster.

That was a conscious decision of our parents. They wanted us to grow up organic, healthy and not be too much into technology. They wanted us to remember things. The house was full of books.

What was life like without the Internet or mobile phones?

Very different, socialising, interacting and communicating differently, it was natural to embrace and live in the moment and worship, or have lively discussions, debates for hours. People didn’t appear to expect or receive instant gratification, appeared to be less demanding or impatient, life was humbler.

I can so remember whilst back-packing around Australia my family and friends wouldn’t hear from me for weeks, as mobile phone didn’t exist and internet was not at my fingertips, I communicated via letters, post-card, occasionally I would buy phone cards to communicate via a public phone (which was horrifically expensive for International calls). When QLD Health sponsored me to work in Australia as an Intensive Care Nurse, I had my Walkman and tapes to play my favourite music, the Internet became more accessible, however cell phones were huge, bulky and a rarity.

My life prior to Internet and Mobile phones was completely separate from the constant instruction of my fantastic current devices.

Friederike to Lucy What is your earliest memory of using technology?

As far back as I can remember we have watched television as young kids more at friends houses and grandparents, however truly my first memory of using technology, I was 7 and my brother was 5. We had money saved up from birthdays, plus my brother and I collected dry cow manure from our property to save up for our first iPod. My parents choose to only have one TV – the family TV. What was a major technology breakthrough at school?

occasionally in Grade 5, we got to have second-hand computers from the high school which was very modern.

What does a typical day look like for you using technology?

During the week I’m not allowed to use my Ipad for personal things, like watching movies. I am allowed to check social media but however I limit it personally because it takes up a lot of time and you don’t even realise it. During the week I check my phone for family, school or work emails, text, snapchat and Instagram – for only half an hour at the most on social media. On the weekend I normally just do homework, play, teach music, play sports or coach tennis, help on our Farm or watch a movie or just read some books.

What do you enjoy most about using technology?

I love the fact that I can communicate with anyone, anywhere. I have friends overseas and I can still talk to them (the time difference is a bit of a struggle).

I don’t have to send a letter and wait a long time for a reply. I can see what people are doing and I can talk to friends, not over the phone but rather like in pictures and ask questions. I can also communicate with teachers. So much information is just there.

What do you think worries your parents the most about using technology?

How much time you spend on it. I’ve noticed it as well. You don’t notice the time passing by when you’re on a device.

Whereas at school, for some people or depending what class you’re in, the time may go slow. For some people when you’re on your phone checking snapchat you might be on there for an hour at a time and it only feels like 10-15 minutes and you don’t know where that hour went.

It’s the use of it as well as doing the wrong thing on the internet such as accidentally opening the wrong page, getting a server that destroys your Wifi or internet or cuts into your family, or your own, bank account. Everything about cyberspace can be dangerous.

How do you know if something you see online is fake?

You never know. You just have to be cautious. You just have to dig a little deeper and know what are the secure websites.

I was at Grammar in Primary School. We had electronic whiteboards in Grade 6, and THE ROCKHAMPTON GRAMMAR SCHOOL / 9

FEATURE

HELP YOUR CHILD ACHIEVE A HEALTHY ONLINE-OFFLINE LIFE BALANCE Families have been house-bound more frequently in recent months, with both children and parents turning to their online technology to keep them informed and entertained. So how much is too much online screen time?

The Australian Government’s e-Safety Commissioner’s office provides this advice: There is no magic figure. The right amount of screen time can depend on a range of factors like your child’s age and maturity, the kind of content they are consuming, their learning needs and your family routine.

It can be easy to focus only on the clock, but the quality and nature of what they are doing online, and your involvement, are just as important.

Consider your child’s screen use in the context of their overall health and wellbeing. For example, is online time getting in the way of their sleep and exercise? Is it impacting on their face-toface connections with family and friends? The answers to these questions will guide you and help strike the right balance of online and offline activities for your child.

Signs to watch for Signs that your child’s online activity may be having a negative impact on them or on your family include: • less interest in social activities like meeting friends or playing sport • not doing so well at school • tiredness, sleep disturbance, headaches, eye strain • changes in eating patterns • reduced personal hygiene • obsession with particular websites or games • extreme anger when being asked to take a break from online activity

• appearing anxious or irritable when away from the computer • becoming withdrawn from friends and family

Set boundaries for digital device use in your home Device-free zones and times can help you manage screen time.

For example, your family plan could include rules like this: • no devices in the bedroom for younger children • all screens off in bedrooms after a certain time for older children • all screens off at least one hour before planned bedtime • all family members switch off at dinner time • devices charged overnight in a place your child cannot access ead the full article at www.esafety.gov.au/parents/ R big-issues/time-online

Help your child manage their online time 1 S tay engaged and encourage balance 2 Create a plan 3 Reducing your own screen time also sets a positive example 4 U se the available technology

Ready today for tomorrow

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FEATURE

THE NEW FUSION BETWEEN DIGITAL AND PHYSICAL WORLDS Our New Augmented World: When life returns to normal' how will we see a new fusion between the digital and physical world?

A PIECE BY SCOTT MILLAR

The past few months has seen an unprecedented shift in the way we live, work and learn. For decades we have seen technology leaders pushing for greater digital connection and collaboration whilst the mainstream adoption trailed behind.

Instead what we’ve seen in the past few months is one of the fastest technological transformations that most companies, schools and communities have ever seen.

As we have been confined to our homes, we have seen platforms like the video conferencing tool Zoom balloon from 10 million daily users to 200 million daily users in a matter of months. In addition to this we’re also seeing the introduction and mainstream adoption of a range of apps, websites and digital tools designed to keep us digitally connected while we physically distance.

This rapid adoption of digital tools has fundamentally changed the way we live, work and connect around the world and as restrictions begin to ease across the country we should take a second to consider what our ‘new normal’ will look like moving forward.

Learning Capabilities The way we learn and how our schools operate has changed forever as we work to understand the different learning styles of our students. Moving forward we should expect to see truly blended learning with students able to flexibly learn from home or in the classroom depending on their needs.

In addition to this, we will continue to see the globalisation of knowledge with students able to connect with content experts across the globe and access world-class resources from organisations and educators around the world.

Work/Life Blend Employers and employees are both gaining an appreciation for the flexible hours, custom routine and lack of travel time that come from working at home.

Businesses big and small are already reassessing the need for office space and are now exploring flexible work arrangements moving forward.

As restrictions start to ease, there are a range of theories out there predicting that our communities may return to normal in everything from a matter of months to a matter of years. One common thread of all predictions, however, is that moving forward we will find ourselves working in a ‘new normal’ as we settle into the global digital transformation that has taken place over the past few months.

In the meantime, we’ve also just launched our new BOP Online After School programs which I thought might be of interest to the RGS students and community – www.bopeducation.com/live.

Any help sharing with parents/teachers would be greatly appreciated!

Scott Millar is a young highflyer in the technology world.

Scott is the CEO and Founder of BOP Industries. www.bopindustries.com

THE ROCKHAMPTON GRAMMAR SCHOOL / 11

FEATURE

5 great websites for STEAM at home 1 www.education.abc.net.au 2 www.schoolgardenproject. org/programs/stem/ 3 www.geocaching.com/ play 4 www.fomfest.com/ scavenger-hunt-ideas/ 5 www.brighthorizons. com/family-resources/ incorporate-stem-kitchen

TECHNOLOGY TAPS INTO OUTDOOR ADVENTURES Stargazing, planting seeds in the garden and kitchen science are just some ways technology is helping our young minds connect with the great outdoors and life skills.

Initial thoughts of kids and technology congers up images of young minds sitting indoors in front of a screen for as long as possible playing games, following social media or watching mindnumbing television series.

This same technology is also a valuable education tool helping reconnect us to the world we knew before technology.

Create and record a scavenger hunt and share photos and findings with your family and friends.

Ideas for kids, teens and adults: https://fomfest.com/scavengerhunt-ideas/ Run a mini competition amongst your family and/or friends to share photos of:

Finding the useful education platforms on technology is the key to new discoveries when looking into the night sky.

• The most beautiful natural object or animal in your backyard or local suburb. Could also be at the beach.

Why do we see the stars twinkle in the night sky or why does it look like the stars are moving across the night sky?

• Photo of the smallest animal in your backyard or local suburb.

These questions and many others can be answered by researching online through websites such as this ABC resource.

STEAM education is also digging deep into our gardens.

Your garden is a living laboratory to explore the world of earth and life sciences where you can conduct experiments and discover the life cycles of plants and animals. Your online technology world will help you discover a new world in your home garden and beyond.

The School Garden Project is a great starting point to discover the world of STEAM in the great outdoors.

Online resources are also treasured to get families cooking together in the kitchen, discovering new recipes online.

There are plenty of outdoor adventures you can access online – like Geocaching!

Geocaching is a treasure hunt using your phone to zoom in on incredible locations that usually have a treasure box that contains gifts and trinkets to exchange. This is a worldwide fun craze for the whole family: https://www.geocaching.com/play

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• Photo of a cloud shape/structure or sunrise or sun set or Moon.

Our home pantry can also delve into a world of kitchen science.

Preparing food is a daily part of life which can have delicious results. The world of science also plays a big role in our kitchen – why does water bubble when it gets hot or why food changes colour when it’s combined with other foods?

Turning on the technology can introduce you to a world of STEAM opportunities in your kitchen. Visit Bright Horizons for just some ideas to discover at home.

Families across Australia and the world have discovered new worlds during social isolation. While we won’t have to socially isolate forever it’s still important to remember the simple things in life we have treasured during this period in time.

Still make time to look at the sky, potter around in the garden or enjoy some family cooking fun. Online resources can help you discover a new playground to explore.

RGS Capricornus Quarterly Digital Parenting is published by: The Rockhampton Grammar School Archer Street Rockhampton QLD 4700, Australia www.rgs.qld.edu.au (+61) 7 4936 0600 ISSN 1839-4663 CRICOS Number 00507F ABN: 71 055 702 035