Assistant Principal's report

Parenting an online child

Recently in my house we've been navigating conversations about being online with our pre-teen - have you? I am sure your answer is a resounding yes because it is a very common thread amongst many parents at school. All families and parents have their own boundaries around the use of technology but one thing we all agree upon is that life online is one that is ever-changing and difficult to predict! It could be said that when we were growing up, the playground during school or on the weekend had similar complexities. However, aside from the impact of seeing words in print, the main difference for our children is that they often feel like they can't 'escape' the online world...and if they do, they fear missing out. Back in my youth (gads, what a thought) once I got home I had a safe cocoon from friendship fires or rivalry, but our kids don't have that if they are active online because it is always just a click away.

It's important, as your child's greatest protector and advocate, that you strongly consider the ways in which you can help your child manage an online presence. These might include (but are not limited to):

• No access to apps where the age limit is 13+ 
• Limiting messaging to one or two friends at a time only (groups can be so unwieldy)
• Rules about device use and storage in your house (always in full view of grown-ups)
• A 'no fault guarantee' in your family that if a child shares a problem with something online you make a 'handshake promise' to help them solve it rather than being cross (this can be harder said than done, but is a promise worth making - trust me!)

These ideas are just shared from one parent to another, and you might have other plans for keeping your family safe. What I do know though from years and years of speaking to families and students, is that these boundaries are easier to maintain (and later on, negotiate) when they are in place early - it is very hard to change the rules and add restrictions later on! 

2025 Year 7 

All Grade 6 families should be returning their 2025 school placement forms this week, indicating their preferences for High School. If your family has been offered a place at an Independent School please ensure that you notify us of that as well . Any queries can directed to our Transition co-ordinator Simone Bailey (5/6SB), Mr McClare or myself. 

Year 7 Parent survey

At Kalinda, we strive to be continually reflecting on our processes and programs, and considering deeply how they impact the social and academic growth of students well beyond their years at Kalinda. This week all 2023 Grade 6 families will receive a survey that we hope students and parents will take a moment to fill out regarding their experience transitioning to High School. The survey asks students and parents to reflect on the best ways that our school can prepare students for the exciting jump to Year 7 and we are looking forward to hearing from our most recent graduates! 

Reporting to Parents

This article has been reprinted for your information.

In the last 18 months, we have successfully launched the use of the Continuum in Compass as a way of tracking student progress against the Victorian Curriculum. This means that at any time during the year, parents can log on and see what growth their child has made against specific curriculum areas. This continuum is updated for your child throughout the year, most commonly you will see the greatest changes made in Terms 2 and 4 when a lot of our summative assessment takes place. 

The Compass Continuum is found on your child's Compass page (via web browser not app) by following these steps: Profile --> Analytics --> Continuum --> Mathematics or English

This continuum is complemented by:

• Twice yearly Parent Teacher Interviews (end of Terms 1 and 3)
• Twice yearly written reports (end of Terms 2 and 4)
• A commitment to 'no surprises' - where teaching staff ensure they are in regular contact with families if there are any areas in which their child is making no or little progress.

With these systems now in place, together with our commitment to differentiated and targeted teaching, we will no longer be publishing Individual Education Plans (IEP) for students who are 12 months below or 18 months ahead of the expected curriculum level. The very specific and targeted information provided in the Continuum, together with the processes above - replaces the need for these documents. 

Students with significant learning concerns (especially those who are funded by DET under the Program for Students with Disability, or the Disability Inclusion program), will continue to receive a lengthier more targeted IEP that is co-created with parents and specialists.

Take care Kalinda, you matter to me. 

Lauren Hopkins

We are kind. We are resilient. We are respectful.