All families are aware of the integral nature of the St Edward’s College Waterford Community Service program in the development of selflessness and care for others, in our boys. We believe that the current challenges we are faced with regarding isolation can also provide our boys with a great opportunity to complete their Waterford hours providing care and support for members of their family. For 2020, we encourage boys to complete fifteen Waterford hours in the home. Possible activities could include: contacting grandparents, family friends, isolated people or elderly neighbours to check on them, mowing lawns and gardening maintenance, helping siblings with reading, homework/schoolwork and spending time playing in the backyard with them, learning to cook and preparing meals for the family, cleaning the home (not just their own room), looking after younger siblings if parents are at work or shopping, or connecting with family and friends overseas therefore focusing on communication as a means to deal with social isolation. Parents are asked to sign off on their son’s community service hours on the summary sheet available on the College Website or below. Fundraising is another way students can achieve Waterford hours.  Some examples of fundraising may include supporting local groups Lifeline, Coast Shelter as well as overseas communities who are suffering from the effects of COVID-19.  Students will receive 1 Waterford hour for every $5 raised.  Further further information about this please contact Mr Pat Dell, Leader of Learning - Social Justice on pdell@stedwards.nsw.edu.au Other opportunities by participating in The Salvation Army's Red Shield Digital Door Knock can be found below: Click here for more information about The Salvation Army's Digital Door Knock     Clothing and food donations to the Smith Family, Coast Shelter, St Vincent de Paul and other charity organisations is another way to earn Waterford hours.  One bag or box of food equals one Waterford hour, parents can record donations on the Summary Sheet. Waterford-Project-Summary-Sheet  

Fortnightly Progress Surveys Each fortnight, every PDHPE, PASS, SLR and Sports Coaching class is required to complete an online quiz in their Canvas course. The PDHPE staff are monitoring the workload, physical activity, sedentary lifestyle and general wellbeing of all students during the COVID-19 lockdown and beyond. The statistics are proving to be interesting and they allow us to provide extra support for specific students by explaining the work in more detail or by referring them to the Diverse Learning team or College Counsellors for further help. These results from one class were typical across most year groups for Term 2, Week 2:                 Virtual Classrooms at home Year 7 finished up Term 1 with some suggestions for young people experiencing change.  They are now exploring how ‘healthy’ they are. Year 8 learned new skills and rules for European Handball while Year 9 PDHPE immersed themselves in media marketing techniques. Year 10 PDHPE got to put their ‘My Body, My Temple’ theory into practise. Year 9PASS looked at Australia’s sporting identity while Year 10 PASS explored the systems of the body that work together to produce movement. Year 11 and 12 PDHPE have worked well during lockdown while the Sports Coaching and SLR students faced some COVID-19 obstacles with their practical ‘hands on’ course. Time for Change - Year 7   Online ‘Prac’ Lessons Each week the PDHPE staff have been taking it in turns to develop an individual exercise program for the students to do in lieu of their class physical activities. Some serious, some not so serious! A number of boys have given feedback that they have been using these workouts regularly in lockdown. Examples:     PDHPE Staff Exercise Video - Just for Fun! [embed]https://youtu.be/8R3AwOtAA7M[/embed]

If there is a bright side to being at home much more, it is extra time for reading and writing. Join in some great competitions and you could win cash prizes, books, vouchers and more. Details to school competitions are available in your English Canvas pages under the heading COMPETITIONS and links to external competitions can be found below. Happy writing and creating. School Competitions Year 7 Only – Fortress Building Competition To launch the creative writing on Epic Quests that Year 7 will do this term we usually do a fortress building session here at school. We want to run it online using whatever students can find at home.  More information on the Canvas English page. Whole School Writing Competition Great prizes for each Year group, more details in student Canvas pages. External Competitions ABC Haiku Challenge Click here for more information Storybombing Click here for more information Poetry Slam Events will be announced – if you are interested sign up to this page to stay up to date on these events Click here to stay informed

School Sport Australia (SSA) The Board of School Sport Australia (SSA) has decided that due to the COVID-19 outbreak and subsequent restriction on school sport programs, all SSA Championships for the rest of the year are cancelled. This includes: 14 Years and Under Boys and Girls Australian Football - Darwin, NT - 8 to 15 August Combined (12 Years & Under and 18 Years & Under) Boys and Girls Basketball - Bendigo, Vic - 15 to 21 August 10 to 19 Years Boys and Girls Cross Country - Adelaide, SA - 21 to 24 August 10 to 19 Boys and Girls Years Diving - Brisbane, Qld - 21 to 27 November 16 Years & Under Boys Football - Sydney, NSW - 13 to 18 September 18 Years & Under Boys and Girls Golf - Bellarine Peninsula, Vic - 23 to 28 August 12 Years & Under Boys and Girls Hockey - Canberra, ACT - 16 to 21 August 16 Years & Under Boys and Girls Hockey - Hobart, Tas - 1 to 8 August 13 to 19 Years Boys and Girls Swimming - Brisbane, Qld - 5 to 9 August 15 Years & Under) Boys and Girls Touch Football - Wagga Wagga, NSW - 1 to 6 November 15 Years & Under Boys and Girls Volleyball - Brisbane, Qld - 15 to 21 August CSNSW (CCC) Sport: Please continue to monitor the CSNSW sport website for updates and the most current information regarding suspended events. Refunds will be processed as soon as possible from the Catholic Schools Office for all NSWCCC Sports that have been paid. A few parents have emailed, but if you could update the parents whose children have been selected in our events (Touch and Rugby League) I would appreciate it. NSWCCC have suspended events up until 12 June 2020, including the NSWCCC Football Championships at Valentine Park. We are also currently suspending: NSWCCC Junior Basketball Championships NSWCCC Open Basketball Championships NSWCCC Knockout Football CSNSW Sport Website   Broken Bay (BBSSSA) Sport: All Broken Bay Secondary Sport events in Term 2 are suspended, with the hope that we can reschedule some for later in the year. Broken Bay will not make any decisions regarding Term 3 sport until there is a more accurate understanding of the COVID-19 situation. Term 2 BBSSSA Events  

Due to the cancellation of the Expo due to COVID-19, some of our seminar presenters who would have been presenting live at the event have generously produced videos of their seminars to assist students and teachers! We thank them for their dedication.   To login in to the seminars follow the steps below: Click here to access the Online Video Seminar Program page on the HSC and Careers Expo Website. Click 'Login to watch the 2020 Seminar Program Videos' Type in the username:  seminaraccess Type in the password   Euug853ux (case sensitive ie capital E)  

Universities Admissions Centre, important changes to key dates for 2020. Check when ATARs will be released, deadlines for proferences and round 2 offers. Gap Year is a great option for students interested in experiencing life in the Navy, Army or Air Force. In just 12-months, gain a great salary package, security and stability, unparalleled skills and experience, plus friends for life. All of which will help you decide on a future career – and excel in it. With more than 20 roles to choose from,  students are sure to find one to suit their interests. Experience life in management, engineering, logistics and warehousing, combat and security, and administration. Applications for the following job roles are closing soon: Driver Closing Friday 30 May 2020 Warehouse Storeperson Closing Monday 1 June 2020 Army Officer Closing Friday 5 June 2020 Administration Assistant Closing Thursday 30 June 2020 Airbase Protection and Security Closing Thursday 30 June 2020 Infantry Soldier Closing Thursday 30 June 2020 Electronics Engineer Closing Friday 31 July 2020 Electronics Engineer Submariner Closing Friday 31 July 2020 Helicopter Pilot Closing Friday 31 July 2020 Marine Engineer Closing Friday 31 July 2020 Marine Engineer Submariner Closing Friday 31 July 2020 Maritime Aviation Warfare Officer Closing Friday 31 July 2020 Maritime Logistics Officer Closing Friday 31 July 2020 Maritime Warfare Officer Closing Friday 31 July 2020 Maritime Warfare Officer Submariner Closing Friday 31 July 2020 Air Defence Operator Open Airfield Defence Guard Open Aviation Support Technician Open Navy Sailor Open Warehouse Coordinator Open   For more information call 13 19 01 or visit defencejobs.gov.au Defence Jobs now have Dial-In Information Sessions. During these calls you will listen to a presentation from a serving member about ADF Career Opportunities, from your home. After you have registered and successfully secured your place for the virtual information session, you will later receive a phone number and passcode which will connect you to the session. You will also receive a PowerPoint presentation for you to look through during the call. The Dial-In Information sessions will explain what to expect during the recruitment process, the opportunities and pathways available and educate on different job roles. This session will be been 30-45 minutes long. Listen in to hear about Trades, Officer Entry, Combat Security, Engineering and ADFA, which could just be the beginning of where you dream career starts in the Navy, Army or Air Force. Click here to find out more about upcoming Dial-In events.  

Career education resources for parents and carers produced by Education Services Australia. The Assist Your Child page helps parents and carers to begin a conversation with their child about the world of work. Click here to access this valuable resource.  

With many students learning remotely during the COVID-19 pandemic a suitable home workspace becomes a significant issue. Meal tables, breakfast benches, even couches are now being turned into place of learning.   With many students learning remotely during the COVID-19 pandemic a suitable home workspace becomes a significant issue. Meal tables, breakfast benches, even couches are now being turned into place of learning. Many parents report that their children have difficulties concentrating for significant periods and are easily distracted by digital games and videos. These concentration issues may be due to your child’s choice of workspace rather than with lesson difficulty or mode of learning. Location carries memory If you’ve ever established a dedicated children’s play space in your home then you’ll know how powerful location can be for shaping attitudes and behaviour. Your children will have learned to associate play with those designated areas – as location consistently carries memory of use. The same principle applies with school work. If your child is working in the same place that they normally eat a meal then it’s more than likely they will associate that place with pleasurable family activities rather than learning. Establish a personal learning centre at home The same principle applies with a child’s learning or work space. At Parenting Ideas, we recommend that you establish a personal learning centre at home so that your child will begin to associate learning with that designated space. The concept of a personal learning centre is central to the notion of establishing a lifelong learning mindset in your child or young person. Features of a personal learning centre A personal learning centre can be established anywhere in a house or apartment, including in a child’s bedroom or any quiet space. (Check with your child’s school to find out if a bedroom is recommended.) It has some or all of the following features: Comfortable place for reading – bean bag, couch or chair A bookshelf with a variety of fiction and non-fiction books A digital screen (portable or fixed) for research  Materials for writing, recording and note taking Digital device equipped with age-appropriate apps and programs that enable learning, research and content creation A place for a water bottle or jug of water Table or desk and suitable lighting What’s in a name? A quick glance at the list above may have you thinking that a personal learning centre is basically a desk with a few fancy gadgets attached. On one level this is correct however there are three advantages a personal learning centre has over a simple work space or desk. First, the name says it all. A personal learning centre is a place children can go to learn, not necessarily to work. Second, the nature of a personal learning centre implies that it’s something to build upon rather than a finite entity. You can start a personal learning centre very simply by establishing a bookshelf and some comfortable chairs, and build from there. Third, a personal learning centre is a concept that your child can take into adulthood that’s easily adapted to suit any situation. When I travel, my personal learning centre consists of a phone, a book and any comfortable couch or chair I can find. It’s the idea rather than the furniture and physical setting where the learning magic lays. The changes brought about by the COVID-19 pandemic offer a great opportunity to try new ideas. The establishment of a personal learning centre is an idea worth trying as it will help establish in your child or young person’s mind that learning is a lifelong journey rather than something that happens during the school years.

Studies show that parent expectations are a powerful predictor of student success and wellbeing. As children are required to spend more time at home over the coming months, your expectations about your children’s behaviour and performance are more critical than ever. While there may be a temptation to shield children and young people from hardship during the current COVID-19 pandemic, this is unrealistic and out of step with current societal norms. Every segment of the community including children and young people is expected to both give something up and contribute more during the pandemic. The greatest contribution kids can make is to help their family function as effectively as possible, look out for the wellbeing of family members and peers (using appropriate social distancing measures) and to quickly adapt to the new learning requirements from school. As a parent you should expect your child or young person to: Help at home More time spent at home means more mess, more untidiness and more food to prepare. It’s reasonable to expect kids to clean up after themselves, sweep floors, wipe benches, wash dishes or empty dishwashers and also contribute in age appropriate ways to meal preparation. Consider using a weekly jobs roster for the larger tasks and avoid linking pocket money to jobs. Linking help around the house to pocket money teaches children to think “what’s in it for me?” rather than “how can I help my family out?” Behave well The default question for kids when living in close quarters with others should be, “How does my behaviour impact on others?” If their behaviour impacts adversely on the rights and wellbeing of others, then it’s not an appropriate behaviour. A child who continually makes a noise while in close proximity to a sibling who is studying is showing little consideration. As much as possible skill kids up to resolve relationship problems with their siblings so that you’re not continually policing their behaviour. Look out for others Encourage children to look after the wellbeing of fellow family members. Using age appropriate language, help children understand the signs of deteriorating mental health including sullenness, moodiness, spending more time alone, shortness of temper and drooping out of family activities. Encourage children to act with empathy and kindness when family members are struggling and discuss ways that they can help including giving them space, listening and having fun at appropriate times. By helping children to look out for the needs of others, you are also helping them to build skills in expressing the full range of their own emotions. Stick to schedules The use of structures and routines are an essential element of family functioning, particularly during times of change. It’s advisable to make your family schedules mirror the schedules established by your child’s school. Expect children and young people to stick to the established schedules without taking short cuts,  arriving late or finishing early for online lessons. Differentiate the week by relaxing the schedule on weekends, which gives kids something to look forward to. Show up for lessons Expect kids to show up for school lessons with the right attitude, equipment and clothes. Wearing clothes specifically for school work helps to trigger their readiness for learning, and differentiates school time from leisure time. Display discipline Time spent at home requires children to self-regulate and be disciplined. I suspect that those children who do best in this time of self-isolation will be students who discipline themselves to exercise regularly, limit their use of digital devices, develop a sleep preparation routine, stick to school work routines and practise mindfulness regularly. Expectations can be tricky to get right. Too high and children can give up. Too low and children will meet them. In these challenging times when more is asked of all of us, err on the side of the side of keeping your expectations high for your kids. They’ll more than likely rise to the new challenges that social distancing measures require of them, building their confidence, character and resilience.

Charting a new course for kids post COVID-19 While we’ve been denied access during the COVID-19 pandemic to activities such as playing group sport, spending time in a café or meeting with friends, there’s been plenty of upside too. Discussions with friends reveal that family life has been a big beneficiary from the physical distancing measures. Comments such as “It’s so good to slow down,” “I cherish the time I’m spending with my children,” and “I’m discovering the joy of having real conversations with my teenager” point to the positive side of getting off the family roundabout many of us have been on. Though the restrictions placed on society are of course challenging, the imposed period of social isolation has provided an opportunity for parents to forge new habits that have potential to bring more joy and less stress to their children’s lives once the threat has subsided. Here are some ideas to consider while charting a new course for kids post COVID-19. Significant personal hobbies Our previous reliance on organised, adult-initiated activity to keep kids busy came at the expense of child-initiated hobbies and interests. The rise of personal digital entertainment and communication technology in recent years has also contributed to the demise of hands-on hobbies such as collecting, crafts and music. The Scandinavians have long valued the positive impact of hobbies on a person’s wellbeing and quality of life. In turn they encourage (and in Sweden’s case heavily subsidise) the uptake of hobbies and personal interests from a very young age. Personal learning centres Experts agree that the future of work will be characterised by constant change, requiring workers to continually learn and upskill if they are to adapt. Our children will need to see themselves as continuous learners if they are to succeed in this uncertain future. The home is a great place to plant this concept in young minds and there’s no better way to do this than establishing their own personal learning centre. Start small with a bean bag, a small book shelf and build from there. It’s the idea rather than the physical setting where the learning significance lays. Mental health practices This period in isolation has offered an opportunity to embed good mental health practices in children and young people. Three key health practices to continue include healthy eating, plenty of exercise and good sleep patterns. Add regular mindfulness practice, deep breathing and the opportunity to spend plenty of time in nature and you’ll be establishing a strong mental health and wellbeing framework for life. Mix of alone and group activities Life in social isolation has meant family members have had to compromise. Extroverts who love to be surrounded by people have had to give parents and siblings the space they need. Introverts who prefer their own company have been sharing their time, space and company with other family members. Post COVID-19, consider encouraging kids to experience a mixture of alone time, allowing for personal reflection and family time, which promotes family connection. Both are essential for healthy wellbeing. Deep eldership connection Increased one-on-one time between parents and kids has been a positive side effect of life in social isolation. The opportunity for parents to connect with children and young people with greater depth and meaning is a return to eldership, practised by past generations. Eldership, where parents shared their wisdom and their vulnerabilities with young people, when combined with healthy rites of passage is a time-honoured way of preparing young people for adulthood. This period of social isolation has provided a rare opportunity for parents to renew and refresh their children’s lifestyles, and in some circumstances, reboot family lives as well. It would be a waste to climb back on the busy roundabout of life once the COVID-19 pandemic has subsided, without making some positive changes to the way we live.