2021 Term 3, Week 3

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Your invitation to a special event

To celebrate Book Week 2021, the St Paul’s School Secondary Library is hosting a special literary event, just the first of many for our St Paul’s students and families. Future events will include a male and mentors event, and other possibilities such as a books to movies night, Reading in PJs, and Mystery Reads and Escape Rooms. As you will read below, the benefits of reading are tremendous, and we are hoping to acknowledge this with a number of new programs and initiatives.

Reading From the Heart – Relationships, invites female St Paul’s School students in Years 7-12 and a significant female adult in their lives to join us during Book Week, on Wednesday,  26 August, from 6.00pm in the Secondary School Library for a night of books, food and connection.

Students and their significant female adult will be invited to select a book of their choice from the Relationship genre. These fiction books range from the heartbreaking (think The Fault in Our Stars) to the delightful (think Lennie’s Book of Everything), may be moving, funny or just an easy relaxing read.  We have created a list of recommended suggestions for you to browse, which you will find on our Library website. The student and adult will both read this book. Then, on the night of 26 Aug we will gather as a group to enjoy some pizza, share the books we have read, discuss the bits we loved, those we didn’t like as much and generally chat about the chance to connect. Spaces are limited, so book now.

When: 26 August, 2021 from 6.00pm until 8.00pm. If you would like to choose a book from the St Paul’s Secondary Library, please visit us sometime in Week 2 to collect your book.

What: Pizza, books and conversation.

Where: St Paul’s School Secondary Library.

Cost: Nothing. Free for members of the St Paul’s School community.

RSVP: Please book your free ticket by emailing [email protected]. Please include your student’s name and the name of the attending significant female adult, as well as an email contact, as well as any dietary requirements.

The Importance of Reading: Article 2

Research shows the importance of parents reading with children – even after children can read

Margaret Merga – Lecturer and Researcher in Adolescent Literacy, Health Promotion and Education, Murdoch University

Many of us will be able to recall the enjoyment of shared reading: being read to and sharing reading with our parents. However, my research has found that of the 997 Year 4 and Year 6 respondents at 24 schools who took part in the 2016 Western Australian Study in Children’s Book Reading, nearly three-fifths reported that they were not being read to at home.

A sample of these children also participated in interviews, where I asked them how they felt about shared reading. While a few children did not mind no longer being read to, others were disappointed when it stopped. For example, when I asked Jason about his experience of being read to by his parents, he explained:

… they kind of stopped when I knew how to read. I knew how to read, but I just still liked my mum reading it to me.

His experience is common, with other recent research suggesting that more than one-third of Australian respondents aged six to 11 whose parents had stopped reading to them wanted it to continue.

But why is it so important for us to keep reading with our children for as long as possible?

Research has typically found that shared reading experiences are highly beneficial for young people. Benefits of shared reading include facilitating enriched language exposure, fostering the development of listening skills, spelling, reading comprehension and vocabulary and establishing essential foundational literacy skills. They are also valued as a shared social opportunity between parents and their children to foster positive attitudes toward reading.

When we read aloud to children it is also beneficial for their cognitive development, with parent-child reading activating brain areas related to narrative comprehension and mental imagery

While most of the research in this area focuses on young children, this does not mean that these benefits somehow disappear as children age.

As young people’s attitudes towards reading reflect their experiences of reading at home and at school in childhood and beyond, providing an enjoyable shared reading experience at home can help to turn our children into life-long readers.

However, not all shared reading experiences are enjoyable. Some children described having poor quality experiences of being read to, and children did not typically enjoy reading to distracted or overly critical parents. In some cases, parents attempted to outsource this responsibility to older siblings, with mixed results.

While many children really enjoyed the social aspects of reading and being read to as valuable time with their parents, they also felt that they learned from these experiences. For example, listening was felt to provide an opportunity to extend vocabulary, and improve pronunciation. Gina recalled the advantage she lost when her parents stopped reading to her, as:

… when they did read to me when I was younger, I learnt the words; I would like to learn more words in the bigger books and know what they are so I could talk more about them.

Similarly, Craig explained how being read to enabled his academic advantage in literacy, as “they were teaching me how to say more words”, and “that’s why I’m ahead of everyone in spelling and reading and English”. When this stopped “just because my mum thought I was smart enough to read on my own and started to read chapter books”, Craig was disappointed.

In addition, children were sometimes terrified of reading aloud in the classroom, and this fear could potentially be alleviated through greater opportunities to practice at home.

Hayden’s anxiety around reading aloud at school related to his lack of confidence, and his tendency to compare his skills with those of his peers. He described himself as “always standing up there shivering, my hands are shivering, I just don’t want to read, so I just start reading. And I sound pretty weird”. No-one read with him at home, so he had limited opportunity to build his confidence and skills.

This research suggests that we should not stop reading with our children just because they have learned to read independently.

We should continue reading with our children until they no longer wish to share reading with us, ensuring that these experiences are enjoyable, as they can influence children’s future attitudes toward reading, as well as building their confidence and competence as readers. It is worth the effort to find time to share this experience with our children in the early years and beyond.

To read more: please click here.

The Library Team

It is vital that all contact details remain up to date so that we can contact you as necessary and continue providing your family with relevant information via email, phone and post.

As of last term, parents/guardians can report their child’s absence from school via parent lounge.  An email detailing the process will be sent to you in the coming days.

If you have forgotten your Parent Lounge password, you can reset this yourself via the Parent Lounge login screen. If you have forgotten your Parent Lounge username, please contact the School’s reception.

This change is another improvement in the School’s approach towards child protection as it adds a level of security and authentication to child absences from school.  If you have any questions please contact the Risk and Compliance Officer, Mark Barratt ([email protected])

Please note, if your child will be absent for three days or longer email your child’s House Leader.

by Michael Grose

The disruption caused by the pandemic continues, with the scale of its impact dependent on geography. Families in three of the nation’s states are no strangers to lockdowns and the disturbance they bring to normal life. Regardless of where you live, the sense of the pandemic is always present, ready to disrupt daily life at short notice.

We crave connection and certainty

Human beings crave certainty and human connection, both of which are severely impacted by the current pandemic. Just when life appears to return to normal, COVID case numbers can flare, sparking changes to our daily lives. As demonstrated by the massive increase in people seeking psychological support services over the last 18 months, these are difficult times for us all.

Every family has its own COVID related story consisting of loss, disappointment, hardship, frustration of some kind. While there is no magic bullet that will make living through these uncertain times easy, here are some strategies to help you and your family stay upright while you ride the COVID waves of uncertainty and change.

Model a coping mindset

Let’s start with a coping mindset, the hardest and most important strategy. The leader in any group is the person who remains calm in a crisis, so as parents we need to do all we can to keep our acts together, or at least look like we are in control. Kids of all ages, but especially primary-aged students, take their cues from parents, the most important people in their lives, about how to view events. If catastrophising, anxiety and anger are modelled, then inevitably younger family members will mimic these behaviours. More significantly, these behaviours contribute to their feelings of lack of control. Alternatively, when acceptance, perspective and optimism are on display, kids learn how they can cope with uncertainty and change. This is not to suggest that parents aren’t struggling, and that we shouldn’t show our vulnerability to children. However, children and young people feel safer and more secure when their parents radiate a sense of calm and composure in the face of difficulty. Challenging, but essential.

Act like a middle born

Despite the negative press that middle-borns receive including ‘middle child syndrome’, and ‘middle-child complex’, this cohort is generally very resilient. Their flexibility as a result of fitting into a life pattern set by an elder sibling enables them to more easily adapt to change. Often considered less ambitious and driven than first-borns, middle children generally expect less of themselves, and are more inclined to bide their time, letting the big waves pass before riding the more accessible, easier waves to achieve success. Birth order research reveals that middle children tend to have broader social circles than children born in other positions enabling them to form social connections in many different settings. Their adaptability, lowering of expectations and wonderful approachability are examples of how to survive challenging times.

Embed wellbeing strategies into family life

If ever there was a time to make wellbeing come alive in a family, it’s now. If you have previously believed kids’ wellbeing is less important than homework, music or sports lessons and chores then it’s time for a priority rethink. Mental health practices are most successful when they are embedded into family life, rather than being focused on when life gets hard. While no means limited to these, the most significant wellbeing practices include sticking to daily routines (to maintain feelings of control), taking regular exercise (to get rid of built-up stress and promote feel-good endorphins) and prioritising sleep (to maximise the brain’s capacity to manage stress).

Only sweat the big stuff

If you find that you’re arguing with your child over minor issues such as leaving clothes around the house, then it’s time to let the small stuff go and focus on the bigger issues. You may need to set the parenting bar a little lower, focus less on academics, even relax screen time limits for a time if they are a source of conflict. Expect behaviour blow outs from children who have lost their own bearings – in some cases access to friends, school, and schedule. Give kids space if they regress, rather than reward tantrums with plenty of your attention, which will reward and keep the behaviour going.

Connect with your village

Are you an introvert or an extrovert? What about your kids? It matters because each group reacts differently during lockdowns. Those on the introvert end of the spectrum can feel a little too comfortable being home and away from work or school. Scheduling regular digital catch-ups with friends and family can overcome reluctance to connect. Extroverts, on the other hand, can really struggle being away from friends and need little encouragement to stay in touch, which is vital during times of uncertainty.

There are no hard and fast rules about living through this pandemic. COVID didn’t come with a ‘how to’ manual, so most of us are writing our own rules as we go. Embrace any ideas that work for you and your family and let go of those that aren’t right for you. Be mindful, that the tide will eventually turn, the waves more predictable and our capacity to deal with hardship will have been enhanced by this experience.

Michael Grose, founder of Parenting Ideas, is one of Australia’s leading parenting educators. He’s an award-winning speaker and the author of 12 books for parents including Spoonfed Generation, and the bestselling Why First Borns Rule the World and Last Borns Want to Change It. Michael is a former teacher with 15 years experience, and has 30 years experience in parenting education. He also holds a Master of Educational Studies from Monash University specialising in parenting education.

https://www.parentingideas.com.au/schools/insight/riding-the-covid-waves/

HELPFUL CONTACTS

• Beyond Blue 1300 22 4636
• Lifeline 13 11 14
• Kids Helpline 1800 55 1800.
• Youth Beyond Blue http://www.youthbeyondblue.com/

ST PAUL’S SCHOOL CAREERS WEBSITE

Did you know that we have a SPS Careers Website?  You can find it on the School Portal or at https://www.stpaulscareers.com.au/.  Check out the Important Info section that has a Calendar of Events from Universities, Defence, TAFE, Expo’s etc!

Click here to see the latest newsletter, Career Tools from the website host.

QTAC

QTAC interviews are now underway with students having 30 minute interviews with myself or Glen Smith.  We have both been very impressed at how organised the students are with choosing courses with lots of students attending Open Days at Universities as well as Career Expos.  As this is a busy time with assessment for Year 12 students, we encourage students to focus on their assessment and apply to QTAC when they have the time.  We do ask that students complete their QTAC application by 30 September 2021 to ensure there is time to submit further documentation from the school if necessary.

The QTAC interview is an opportunity to ensure students have ordered their preferences correctly so they maximise their chance of getting an offer.  Once you submit your application to QTAC, students continue to have the opportunity to change their preferences up until 5 January 2022 to be considered for the 13 January 2022 offer round.  Some courses, especially creative industry courses do have earlier closing dates so it’s important that you read this information carefully to ensure you meet the deadlines.

TSXPO

The Tertiary Studies Expo (TSXPO) was recently held in Brisbane and it was great to see so many SPS students attend this event.  Universities, TAFE, Defence, Emergency Services and private providers were there to help students with information regarding jobs and careers.  The TSXPO is held every year in July at the Brisbane Show grounds and entry is free.  I highly recommend this event to support students in making a decision about their future.

CAREERS APPOINTMENTS

Did you know we offer Careers appointments?  If you are unsure what you want to do after completing Year 12 or if you are interested in Defence, Gap years and/or Apprenticeships I would encourage you to book a Careers appointment!  You can contact Mrs Harding and request an appointment by popping into Ground Floor Wellbeing or emailing [email protected]  

OPEN DAYS

For a complete guide to online Open Days for Universities and Colleges all over Australia click here

USEFUL CAREERS WEBSITES 

• My Future myfuture.edu.au
• Job Outlook jobsearch.gov.au/joboutlook

JTAS training starts at the end of Term 3, so we’d especially love to have some Junior School families help us plan for a great Term 4 JTAS.  We’ll also be working on fundraising initiatives and plans to support the 2022 TAS season.

Joining a committee meeting doesn’t lock you into any commitments, we’d just love some fresh ideas and perspective.

The meeting will be held online (you don’t have to venture out in the cold!) on Monday 26 July at 7.30pm.  To receive the meeting link email [email protected]

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