Wellbeing
Positive Behaviours for Learning
Every Monday, the whole school has a PBL lesson (Positive Behaviours for Learning) where we focus on one of our core values of:
RESPECT
RESPONSIBILITY and
KINDNESS
We have developed a behaviour matrix of expectations where we focus on explicitly teaching a skill in a particular area of the school. This week our expectation was RESPECT in the learning space, listen to the Speaker, “I am a listener”. The children discussed what this does and does not look like and practiced this skill. The teachers will look for opportunities in the week for the children to practice this skill.
SFS Twilight Market and Art show
We are eagerly anticipating our annual SFS Twilight Community Market and Art Show which will be held on Thursday 3rd November from 5pm until 8pm. There are a variety of stalls booked in including clothing, homewares, jewellery and some delicious food trucks. Start the countdown, 13 weeks to go! We are looking for donations of prizes for the market. If you have any new items at home that you do not want (e.g. stationery, homewares, gifts) please drop them off at the school office. If you have a small business and you are happy to donate a prize for the market, it would be greatly appreciated.
New Child Safe Standards
At SFS, Child safety is at the forefront of our mind and we have standards in pace to ensure that ensure we are a Child safe school.
There are new child safe standards that will came into effect on July 1st 2022. The aims of these 11 standards are to:
- promote the safety of all children
- prevent child abuse
- ensure effective processes are in place to respond to and report all allegations of child abuse.
Child Safe Standard 7 –
Processes for complaints and concerns are child focused
In complying with Child Safe Standard 7, an organisation must, at a minimum, ensure:
7.1 The organisation has an accessible, child focused complaint handling policy which clearly outlines the roles and responsibilities of leadership, staff and volunteers, approaches to dealing with different types of complaints, breaches of relevant policies or the Code of Conduct and obligations to act and report.
7.2 Effective complaint handling processes are understood by children and young people, families, staff and volunteers, and are culturally safe.
7.3 Complaints are taken seriously, and responded to promptly and thoroughly.
7.4 The organisation has policies and procedures in place that address reporting of complaints and concerns to relevant authorities, whether or not the law requires reporting, and co-operates with law enforcement.
7.5 Reporting, privacy and employment law obligations are met.
Altruistic August
Kindness is the foundation for happiness.
Yes, life can be hard and lots of us are struggling. But our small acts of everyday kindness can still make a big difference.
Let’s spread a wave of kindness to spread throughout the world. This calendar is taken from the Action for Happiness website and has an idea of a kind action you can do each day for August.
Australian Childhood Foundation
The following extract is taken from the Connected Parenting: A Bringing up great kids resource, produced by the Childhood Foundation. It is a resource that you might find helpful.
The importance of parenting to children’s brain development
“The human brain takes time to develop. By birth, the brain has developed the main functions necessary to life – breathing, keeping your heartbeat steady, sucking, sleeping. The rest of the brain takes years to develop. Knowing more about your child’s developing brain is a good way to understand how children think, feel and behave. Young children have limited ability to think and be reasoned with – they can’t link their feelings, thoughts and behaviour in their early years. The sections of the brain responsible for these areas are not ‘switched on’ in early childhood. Understanding how children’s brains develop gives us insight into the questions parents often ask….WHY? Why do they do that? Why don’t they listen? Why do I have to say the same thing over and over?
The developing brain
Genes and environment interact at every step of brain development but play very different roles. Genes are largely responsible for the ‘basic wiring plan’ of the brain. Experience is responsible for fine tuning and strengthening connections within the brain. Our brains are continually changing in response to our lived experience. Children’s brains are more impressionable or ‘plastic’ in the early years. However, the brain remains plastic throughout life, shaping and reshaping, as we continue to adapt to new experiences and learning. Different parts of the brain develop at different ages and in a set order. Thus different kids of experiences are important at different ages to strengthen each part of the brain. Understanding more about the way children’s brains develop helps us to understand why children feel, act and think in certain ways at different stages of their lives
The Brain Stem: is the first to develop and is responsible for the basic functions which keep us alive such as our hearts beating and breathing. The Brain Stem is fully developed by birth.
The Motor Centre: is responsible for movement and develops over the first few years of life. It starts when babies gain head control and continues to mature as they sit, crawl and walk. Over the next few years they learn to skip, kick a ball, ride bikes, drawing, and even eating with cutlery.
The Limbic System: is the emotional centre of the brain and rules the lives of children up to four years of age. During the Toddler years, the Limbic System goes through a period of rapid development. This explains bursts of emotional behaviour and tantrums. Toddlers need our help to support and manage their feelings. Young children feel and act at the same time. They have limited ability to think and be reasoned with – they can’t link their feelings, thoughts and behaviour together. Thinking and being able to know what to do when develops later when their cortex matures.
The Cortex: or thinking part of the brain is the last part to develop. This is the part responsible for reasoning and planning. It is only when it has come one line that children learn to think before they act. In order for the thinking part of the brain to grow and mature, children need everything to be repeated before they can remember it and use it later
You are the active sculptor of your child’s growing brain
Young brains are very sensitive to experience. Early experiences and environments have a very strong influence on the development of children’s brains. This is why families help shape the biological structure of children’s brains. Supportive, caring and consistent relationships between children and their parents are the key to healthy brain development.
Fostering healthy brain development
• Touching, holding, comforting, rocking, singing and talking to young children provides the necessary stimulation for their growing brains. • Talk and read to your child from infancy. • Provide lots of opportunities for repetition and practice as your child acquires new skills. This helps to strengthen connections in the brain. • Play with children as much as you can. • Encourage children to do physical activities, like tumbling, riding a bike, playing with a ball, jumping and running. • Support children to be hopeful and optimistic. • Establish consistent routines. • Encourage and praise your child as they experiment with new experiences. • Be realistic about what children can do at different ages. Don’t set them up to fail. • Help your child to take small steps and experience success. • Don’t criticise a child for failing, praise their efforts. • Allow children to engage in new experiences at their pace, not yours”
If you have any questions or concerns about the wellbeing of your child please do not hesitate to contact me rlenko@sfslynbrook.catholic.edu.au
Rachel Lenko
Student Wellbeing Leader
