19Oct

This letter is for farewell for the Graduating class of 2018 


The reason I wrote this letter is to say goodbye to our Year 12 class of 2018 and Today we held an special assembly for our three years group ( Year 10,11 and 12). Today is their official last day of high school forever. We want to wish them very best as they are entering into a new chapter of their study and Good luck for the current Year 11 student for next year as they are taking the graduating Year 12 role, For the Year 10's Just be the best in you also have the potential to reach your dream I've been worked very well with the Year 12 since the start of this year And with emotional It is sad to see our Year 12 go but the time has come when they have to end their high school experience . Today was our last official school day for our Year 12 students! They kicked off their last day with breakfast in the Café strip, followed by a range of activities including a bouncy castle, inflatable soccer, academic target practice, tug of war and information tents and stalls. We then farewelled students with a special assembly before our teachers formed a guard of honour as the Year 12’s exited the gates for the final time. To our class of 2018, we wish you all the best as you enter the next chapter of your lives. We look forward to your official send off at the Valedictory Ceremony on Wednesday 28th November.


Please remember your not alone no matter where you go, You are not alone whether your studying at university or anywhere else. Finally good luck and wish you best for Our class of 2018 and wish you all the best in the real world 


Good luck

James Dawson

Year 12 Coordinator

Free tools for saving websites as PDFs

If you want to save a website as a PDF, there are many different free-of-charge solutions at your disposal. In addition to different programs and web browser add-ons, there are also many web apps on offer that can turn individual web pages into a PDF. Most of the time, however, the results stemming from these apps are inadequate for many users: for example, perhaps some of the websites’ components weren’t able to be properly saved, or the formatting or quality of the images included in the document were noticeably poor. And it’s precisely this reason that we’ve researched some of the best applications for converting websites into Portable Document Format(PDF).

What’s the point of saving a website as a PDF?

There are some situations where converting from HTML to PDF may be useful: for example, if you’d like to save an article, route description, or other content in order to be able to access it later without an internet connection. Portable Document Formats (PDFs) are among the most commonly used file formats out there and can be used across different platforms. As a result, PDFs can be called up on virtually any computer and operating system — the document can be easily and quickly transferred via a removable storage device (USB stick, memory card, etc.), online storage spaces, or an e-mail on another computer. This is particularly useful in cases where users wish to print a document but don’t have a printer attached to the computer they’re currently working on.

What’s more, saving websites as PDFs is useful when archiving online content. But what advantages do special programs offer when it comes to converting a website’s content into a PDF? After all, pushing [Ctrl] + [S] or right clicking your mouse and selecting ‘save page’ also has a similar effect.; screenshots are also often enough to get the job done.

But there are indeed good reasons to take advantage of some of the software options out there: unlike the browser’s simple ‘save page’ function, these tools are able to better display the details of a given page’s layout. A further advantage can also be observed when taking a look at the ‘save page’ function: this browser command saves an HTML file of the called up page as well as many other separate files of the corresponding page elements. PDF converter programs on the other hand provide their users with just one single PDF file. And unlike screenshots, the document always contains the complete website.

How to convert HTML into PDF

Even this program, which displays websites in separate sections, doesn’t always produce a one-to-one presentation of the website you aim to copy. The quality of the conversion depends first and foremost on the respective webpage’s content. More complex internet sites and dynamic content sometimes lack certain components; in other cases, a site’s formatting isn’t correctly taken on. Even the applications introduced in this text are not able to guarantee that web content will be fully transferred into a PDF file true to the original content’s form. Despite these shortcomings, these are the best available free-of-charge tools for converting HTML to PDF.

Saving a website as a PDF with locally installed conversion software

  • Nitro PDF Reader: in addition to opening and editing PDFs, Nitro PDF Reader enables users to convert numerous file formats into a PDF file. When it comes to converting a website, the following steps are generally taken: after installing the program, open the print menu in your browser in order to print the displayed page (either via the browser menu or via the key command [Ctrl] + [P]). After selecting the Nitro PDF reader and clicking ‘Print’, the program transfers all of the page’s web content into a PDF.

  • PDFCreator: the PDFCreator functions in a very similar way to that of the Nitro PDF Reader: this tool also saves content via the browser’s print function. In addition to PDFs, other additional file formats are also supported (PNG, JPG, etc.).

  • 7-PDF Website Converter: in order to save a website with the 7-PDF Converter, just add the URL into the program’s text field. Before the conversion is started, users are able to make changes to the settings: for example the format and the orientation (portrait or landscape) can be determined; users can also opt to keep the links from the website in the PDF file.

Saving a website as a PDF with your browser

  • Save as PDF: this add-on is available for Mozilla Firefox and Google Chrome and enables website-to-PDF conversion through both browsers. Just search in Chrome’s or Firefox’s add-on menu for the option ‘Save as PDF’: after installing the add-on, users are able to save the called up website as a PDF in just one easy click.

  • Awesome Screenshot: this tool runs on many browsers (Google Chrome, Apple Safari, Opera, Mozilla Firefox) and in addition to HTML-to-PDF conversion, also offers some additional features: this allows users to add comments or other labels in the created document.

  • Firefox for Android: this allows users to create PDF files of the displayed site via smartphones or tablets (‘Menu’à ‘Page’ ‘Save as PDF’).

  • Safari iOS: this allows users to create a PDF file or an internet site via the browser menu (‘Share’ à ‘Save PDF in iBooks’).

Saving a website as a PDF via a web app

  • Free HTML to PDF converter by Winnovative Software: the online-PDF converter by Winnovative software is easy to use and also delivers great results. With this app, you just need to enter the website’s URL and answer the CAPTCHA request.

  • Online2pdf.com: the website online2pdf.com is somewhat more complicated to use. Through your browser, your website first needs to be saved in the (O)XPS format (this is all explained here on the provider’s website and then uploaded to the web app and converted there.

  • Htm2pdf.co.uk: with this web app, websites can be saved quickly and easily as PDFs. You’ll receive a download link shortly after adding the URL and clicking on ‘Convert!’. However, the document does indicate that it was created with htm2pdf.co.uk.


Your Sincerely

Damien Miller

Executive Corporate Officer 

Parents’ engagement with young people’s learning and education is important in the secondary school years. It is related to their academic success, career aspirations and their wellbeing; however, research tells us that parents’ connection to the school and learning can drop off as they become teenagers.

Helping young people learn - What you can do in secondary school?

Parents’ engagement with young people’s learning and education is important in the secondary school years. It is related to their academic success, career aspirations and their wellbeing; however, research tells us that parents’ connection to the school and learning can drop off as they become teenagers.

The following tips and ideas are for families to help their young person’s learning throughout secondary school.

The following advice is also available as a download for printing (PDF 214KB).

Why it matters

Family involvement in education – defined as parenting, home-school relationships, and responsibility for learning outcomes – is just as important for older youth as it is for younger children.” (Harvard Family Research Project, 2007)

The benefits of parents staying involved in their child’s secondary school education include:

  • improved academic achievement
  • higher completion rates
  • young people with stronger aspirations for post-school learning and employment
  • positive student attitudes and behaviour within school
  • increased self-esteem and productive social relationships amongst adolescents
  • fewer mental health issues
  • improved attendance rates.

Why it’s challenging

There are many reasons why parents might be less involved in the secondary school years:

  • Teenagers naturally become more autonomous, play a more active role in their education and begin to question their parents’ authority. For parents this means that the way they used to support their child’s learning may start to become more difficult.
  • Secondary schools are set up differently from primary schools, with different structures and processes in place to communicate student progress. As a child grows older, parents may feel less confident about being involved in their child’s learning, particularly as the content of school work becomes more complex or they take on specific interests.
  • In secondary school, the style of communication changes and parents may feel that there are fewer invitations to participate, both from students themselves, and from schools.

What matters most

Research shows that children’s development in secondary school is strongly influenced by the value families place on school, their expectations and aspirations for their young person’s future.

When parents and caregivers create an environment at home that encourages and supports learning, it influences how children learn, more than direct parental involvement with the subjects they are studying.

  • Be sensitive to how teenagers want to be more independent, while giving them structure and support.
  • Value education and show that you do.
  • Discuss aspirations and expectations for your child’s education and future achievement.
  • Aim to provide a stimulating and supportive home learning environment.
  • Have conversations and participate, with them, in activities relevant to learning and the wider world.
  • Keep connections and communication open with teachers and support staff in secondary school.
  • Balance support for school expectations such as homework with the need adolescents have for independence and other parts of life such as sport or work .

Examples

Here are some examples of things that parents can do throughout secondary school.

Be sensitive to how teenagers want to be more independent, while giving structure and support

  • Have a supportive parenting style that is warm, responsive, and firm but democratic (rather than relying on one-sided parent control and decision-making).
  • Enable and encourage your child to engage in autonomous or joint decision-making.
  • Help your child to develop their own schedules, routines and processes for managing school, homework and other aspects of their lives.
  • Allow your child to take an active role in solving their own problems.
  • Sustain consistent levels of parental support and supervision and maintain adequate level of discipline (eg some ‘house rules’ in relation to screen time, chores, etc).

Discuss aspirations and expectations for learning

  • Communicate and reinforce the value of education for your child’s future.
  • Express high but realistic educational goals for your child.
  • Have aspirations for and encourage your child to complete school and go onto further education.
  • Have discussions about post-school education options, courses and careers.
  • Talk positively with your child about the things they are good at, provide specific praise.
  • Encourage them to learn from their mistakes.

Create a stimulating and supportive home learning environment

  • Have books and other learning resources available at home.
  • In your home life, show that learning and education are valuable. For example, parents reading at home, having conversations about learning.
  • Take your teenager places outside of school, such as cultural activities, community gardening, sports, trips to museums, libraries, community events, music, dance and more.
  • Help support them and keep them healthy. For adolescents, it is particularly important to get enough sleep (between 9 and 10 hours), Parents can also provide support for stress and emotional anxiety, provide good nutrition, and help young people with time and resource management.
  • Links to further information are provided at the end of this fact sheet.

Maintaining child-parent interaction relevant to learning

  • Have frequent discussions about school, learning and educational matters – this includes actively listening too!
  • Engage in conversations and choices around future course selection, further education and careers.
  • Discuss big ideas around politics, society, science and culture and link these to school work where possible.
  • Talk about books, movies, documentaries, television, online media (eg what your child is reading or watching).
  • Encourage ‘critical literacy’ skills such as checking multiple sources of information and verifying ‘facts’ through research.
  • Ask questions in ways to encourage a discussion, rather than ‘yes or no’ answers.

Some ways to try talking to teenagers:

  • ask open-ended questions and seek opinions (what did you enjoy….? What do you think about...? Why did you like/ dislike …? )
  • give encouragement
  • don’t ask a question and rush in with the answer
  • develop influence through questioning rather than giving an opinion
  • be mindful of tone – limit sarcasm and irony.

Keep connections and communication open with school

  • Maintain links with your child’s secondary school and engage in discussions with teachers in formal and informal ways (eg at parent-teacher evenings, school events, phone calls, emails, read newsletters).
  • Be an active partner with your child and the school in discussions, planning and processes for future course selection, further education, and career options.
  • Attend course counselling sessions with your child.
  • Make contact with as many of your child’s teachers as possible, as early as possible, establish the best ways to keep in touch, and let them know you are available to discuss progress.
  • Establish who is the key contact person for your child (eg the care group teacher or home group teacher). This teacher will be in charge of the overall wellbeing of your child, and monitor progress and achievement.
  • Ask your child’s consent before contacting school, and tell them about your communications.

Provide appropriate support for homework

  • Support your child to develop their own schedules for doing their homework and managing other activities like sport or work. 
  • Ensure your child has a quiet and organised space for doing their homework – your local library might be a good spot if there isn’t room at home.
  • Try to avoid direct involvement in homework when your child does not need help, particularly as they get older.
  • Show interest in what your child is learning and doing at school and what homework they may have (eg during chats at the dinner table).
  • Do not do your child’s homework for them – allow them to ‘grapple’ with challenging problems.


16Oct

Life after school

Leaving school is exciting but also confusing if you’re not sure what you want to do next. Don’t worry - we’re here to help!

Dealing with the end of school is different for everyone

It might be scary, exciting, confusing or all of these things!

  • You’ll probably be asked lots of questions about what you’ll do next
  • Lots of questions can be annoying or make you feel pressured if you don’t have a clear idea of what you want to do
  • There’s no right or wrong decision and you can always change your mind
  • A lot of young people we talk to don’t know what they want and that’s ok too

It’s a good time to think about things you enjoyed doing at school or what you find interesting or fun. This can guide your choices about what to do next.

Looking at your options

Avoid focusing on ‘right’ or ‘wrong’ choices. Instead, think about all the things you could do and how different options make you feel. You’ll be drawn to some options and not others.

Below are some common options but you can probably think of many more!

  • Travelling or taking a gap year
  • Studying at TAFE, college or at an institute
  • Studying at University
  • Working
  • Volunteering
  • Doing another year of high school

You’re thinking about further study

A lot of young people think about going to TAFE, Uni or doing some kind of training course. Here are some things to help you take that first step:

  • Identify areas you’d like to learn more about or jobs you’d be interested in trying
  • Research different types of courses in your area of interest
  • Visit the place you’re thinking of studying at or talk to someone who goes there
  • Attend orientation or open days where you can ask questions
  • Look at the cost of the course and your eligibility for benefits from Centrelink
  • Find out who can help you on campus eg. counselling and health services and academic support

You want to get a job and start working

Sometimes young people decide that working and earning an income is the most important thing for them after leaving school.

If you’d like to get a job after leaving school, there are a few things you can do:  

  • Think about jobs or trades that you’d like to try
  • Learn about different kinds of organisations you’d like to work for
  • Make a list of your skills, what you’re good at and work experience
  • Learn how to write a resume and have someone check it over
  • Practice answering questions for an interview

Try and remember that the first job you’re offered may not be the job you ultimately want. And that’s ok! Just remind yourself that:

  • Trying different jobs gives you valuable work experience
  • Your first job may be a stepping stone to something else

You don’t need to decide what you’re doing forever, just what you’re doing next! - April, Kids Helpline Counsellor

If you’re still unsure…

Speaking to a careers counsellor or talking with friends can help you figure out the next step.

No matter if you’re finishing school now or in a couple of years… whatever stage you’re at we’re here to help!

Working through all the different choices can feel difficult.

If you need help, give us a call, start a WebChat or send us an email today.

As someone who students and their families look to for guidance and advice—even for issues outside of the classroom—you may at some point be asked your thoughts on high school students holding part-time jobs. If you could use a refresher on the benefits and risks of students working while in high school, this article is for you.

Professional Students: Benefits and Risks of Working While in High School

As someone who students and their families look to for guidance and advice—even for issues outside of the classroom—you may at some point be asked your thoughts on high school students holding part-time jobs. If you could use a refresher on the benefits and risks of students working while in high school, this article is for you.

First of all, there are obviously a number of reasons why high school students choose to get jobs—to help support their families, to save for college, or to just earn some extra money. Nearly 1 in 4 high school students worked in 2014, according to the Bureau of Labor Statistics.

Here are some things you need to know about high school students and part-time jobs.

High school students benefit from part-time employment, but they need time management skills

Learning to budget time and to use it well is a skill that many students don’t learn until they’re in college or in their actual careers. Yet knowing how to handle numerous responsibilities helps students prepare for the academic vigor of college.

Going from school to extracurricular activities and then to a job means having to do homework late at night, or, in some cases, working ahead during the weekends to ensure everything is complete for the coming week. It’s possible for students to overcommit themselves out of a desire to make more money or because they are not yet adept at time management.

While the line between how much work is too much may seem nebulous, experts have found that students who work more than 15 to 20 hours a week see a decrease in academic performance. Teens shouldn’t exceed the recommended number of hours at their jobs, nor should they spend sleeping or studying time at work.

If you’re advising students or their families on this issue, be sure to mention these points and that time management has to be a factor in their schedule—because the last thing you’d want is for their performance to drop in class.

Federal rules for working teenagers

Here are just a few facts that may good for you to know if the conversations come up: The Department of Labor sets rules for working teenagers in the Fair Labor Standards Act. The minimum age for non-agricultural work is 14.

Working hours for 14- and 15-year-olds are limited to:

  • Non-school hours
  • 3 hours in a school day
  • 18 hours in a school week
  • 8 hours on a non-school day
  • 40 hours on a non-school week
  • Between 7 a.m. and 7 p.m. (except from June 1 through Labor Day, when hours are extended to 9 p.m.)

Students who are 16 and 17 can work unlimited hours, but only in jobs declared non-hazardous by the Secretary of Labor. Once they turn 18, students can work unlimited hours and are not barred from hazardous jobs.

Because teens over 16 can work unlimited hours, they have the most responsibility for balancing school and work. Parents of students ages 16 to 18 should make sure their jobs don’t expect them to work late hours and should carefully monitor work schedules. If students appear to be spending too much time at work, parents should help them refocus on their studies. 

Learning in the field: How students can develop skills related to their interests

In addition to teaching students real-world skills such as working with the public and as part of a staff, jobs give them exposure to fields they may hope to enter as adults. A job answering phones, running errands, or performing administrative tasks enables students to understand how fields they’re interested in work day to day and what those careers demand in terms of education, skill, and time commitment.

Furthermore, taking a job in their field of interest allows a student to show enthusiasm and aptitude for that field of study, which makes their application more desirable to college acceptance committees. Is your student interested in teaching? They could work for an after-school program or as a camp counselor. What about accounting? A job in an accounting office helping with administrative work could give them a glimpse into what their future may hold. 

Students should also think outside the box when looking for jobs to help develop skills related to their fields of interest. For example, a student interested in medicine might want to become a licensed lifeguard, which would enable him or her to learn lifesaving skills such as CPR. Working in the field, in some capacity, helps students build job-related skills and further ensures that their interest in the field is warranted.

Teachers and parents can create a framework for successful high school employment

While working during the high school years can help teach students responsibility and other important skills, parents and teachers need to help set students up for success. Ideas include:

  • Develop or take advantage of existing relationships with local service providers, stores, and other businesses that employ teenagers to ensure productive (and legal) working environments
  • Help students set up weekly schedules that allot time needed for homework and studying
  • Teach students how to keep a calendar or daily planner, either digitally or on paper, to avoid overcommitment and scheduling conflicts

As long as the job is safe, legal, and leaves ample time for academics, working during high school can benefit students, parents, and the surrounding community. Students learn skills and responsibility by working, remove some financial burden from their parents by earning their own money. and serve the people of their communities. And as their teacher, you may very well see their new skills and desire to work harder right in your class.

Caitrin Blake has a BA in English and Sociology from the University of Vermont and a master’s degree in English literature from the University of Colorado Denver. She teaches composition at Arapahoe Community College.

Learn More: Click to view related resources.

You may also like to read


- Miss Alison Doyle, VET and Career Coordinator


Duty of Care

Purpose of this policy

To explain the legal duties owed by teachers and school staff towards students.

Legal background

“Duty of care” is an element of the tort of negligence.  In broad terms, the law of negligence provides that if a person suffers injury as the result of a negligent act or omission of another, the injured person should be compensated for loss and damage flowing from that negligence.  

To successfully bring a compensation claim in negligence a person must establish, on the balance of probabilities, that:

  • a duty of care was owed to them at the time of the injury
  • the risk of injury was reasonably foreseeable
  • the likelihood of the injury occurring was more than insignificant
  • there was a breach of the duty of care or a failure to observe a reasonable standard of care; and
  • this breach or failure caused or contributed to the injury, loss or damage suffered. 

The fact that a duty of care exists does not mean that a school will be liable for an injury sustained by a student.  In order for the student to succeed in a negligence claim, all of these elements must be established.

From 1 July 2017, an additional duty of care will exist for any organisation in Victoria that exercises care, supervision or authority over children, including schools. This duty of care will establish a presumption of liability, such that these organisations will need to prove that they took “reasonable precautions” to prevent child abuse, if they are to successfully defend a legal claim. The new duty does not change existing duties that schools and teachers already have, but instead reinforces the importance of ensuring that schools take reasonable precautions to minimise the risk of child abuse.

Standard of care required by schools

Principals and teachers are held to a high standard of care in relation to students. The duty requires principals and teachers to take reasonable steps to minimise the risk of reasonably foreseeable harm, including:

  • ensuring the school complies with the seven Child Safe Standards
  • provision of suitable and safe premises
  • provision of an adequate system of supervision
  • implementation of strategies to prevent bullying
  • ensuring that medical assistance is provided to a sick or injured student
  • managing employee recruitment, conduct and performance.

The duty is non-delegable, meaning that it cannot be assigned to another party.

Whenever a teacher-student relationship exists, teachers have a special duty of care.  Generally, teachers are expected to take such measures as are reasonable in the circumstances to protect a student under their charge from reasonably foreseeable risks of injury.

The nature and extent of this duty will vary according to the circumstances. For example, the standard of care required will be higher when taking a group of preps for swimming lessons than when teaching a group of year 12s in the classroom. 

The important issue in all cases will be what precautions the school could reasonably be expected to have taken to prevent the injury from occurring.  This will involve consideration of the following factors:

  • identifying the risk of harm
  • the probability that the harm would occur if care were not taken
  • the likely seriousness of the harm
  • the burden of taking precautions to avoid the risk of harm
  • the social utility of the activity that creates the risk of harm. 

Additionally schools enrolling international students under the age of 18 (who are not being cared for by a parent or suitable relative) are expected to have a comprehensive homestay policy and procedures in place to assess and monitor the suitability of accommodation arrangements. See International Student Program (ISP) Quality Standards and School Resources under Department resources.

Duty of care to students outside the school

The law has established that, in some circumstances, a school’s duty (and therefore the Department’s duty) will extend beyond school hours and outside of school grounds.  The duty will be extended to outside school hours and premises when the relationship between the school and the student requires it in the particular circumstances. For example, in some circumstances schools may be liable for injury sustained by students in the playground before school begins for the day, particularly if it occurs during the period of time for which the school yard is supervised.

In one case, a non-government school was found liable for injury to a primary student at an unsupervised bus stop approximately 350 metres from the school and located outside a government secondary school. The school knew that a large group of students regularly caught the bus from outside the neighbouring secondary school, and that there was a risk of harm. In addition, a teacher from the primary school witnessed the incident but did not intervene. The court found that the teacher-student relationship was still in existence at the time of the injury, and therefore the school authority had a duty of care.

Whether the duty extends outside of school grounds therefore depends on all the circumstances of each individual case, and the school’s knowledge of any dangers. 

It is important that schools clearly inform parents when playground supervision will be provided and that no formal supervision of the playground occurs outside those hours. Similarly, some risks outside of school will involve informing parents of bus arrangements and leaving it to parents to make appropriate arrangements for transporting their children to and from school.

There will be other situations in which schools will be under a duty to take reasonable steps to avoid injury.  For example, a known bully on a school bus may require the school to suspend or refuse to transport the bully. If the danger to students is beyond the control of the school, reasonable steps may involve contacting police or issuing warnings to parents.

Negligent advice: teachers

Teachers are frequently called upon to advise students. When doing so teachers should:

  • limit their advice to students to areas within their own professional competence and given in situations arising from a role specified for them by the principal
  • ensure that the advice they give is correct and in line with the most recent available statements from institutions or employers. Careers teachers and coordinators at senior levels should keep contemporaneous notes of advice given to individuals
  • avoid giving advice in areas unrelated to their role or where they may lack expertise.

Related policies

Department resources

Policy template for schools - a downloadable policy template for Victorian government schools is available on the intranet at: Duty of Care .

  • The PROTECT Portal - provides further information on how schools can meet their obligations under the Child Safe Standards
  • ISP Quality Standards and School Resources - see: International Student Program Quality Standards for Schools, Quality Standard 5 - Younger Students

Parental support plays an important part in helping preteens and teens succeed in middle school. But as students grow more independent during these years, it can be hard for parents to know which situations call for involvement and which call for a more behind-the-scenes approach.

10 Ways to Help Your Child Succeed in Middle School

Parental support plays an important part in helping preteens and teens succeed in middle school. But as students grow more independent during these years, it can be hard for parents to know which situations call for involvement and which call for a more behind-the-scenes approach.

Here are 10 ways to keep your child on track for academic success in middle school.

1. Attend Back-to-School Night and Parent-Teacher Conferences

Preteens and teens do better in school when parents are involved in their academic lives. Attending back-to-school night at the start of the school year is a great way to get to know your child's teachers and their expectations. School administrators may discuss school-wide programs and policies, too.

Attending parent-teacher conferences is another way to stay informed. These may be held once or twice a year at progress reporting periods. Many middle schools, however, only set up parent-teacher conferences if parental involvement is needed to address issues like behavior problems, falling below grade-level expectations, or alternatively, benefiting from advanced class work.

If your child has special learning or behavioral needs, meetings can be scheduled with teachers and other school staff to consider setting up or revising individualized education plans (IEPs), 504 education plans, or gifted education plans.

Keep in mind that parents or guardians can request meetings with teachers, principals, school counselors, or other school staff any timeduring the school year.

2. Visit the School and Its Website

Knowing the physical layout of the school building and grounds can help you connect with your child when you talk about his or her school day. It's good to know the location of the main office, school nurse, cafeteria, gym, athletic fields, auditorium, and special classes.

On the school website, you can find information about:

  • the school calendar
  • contacting school staff
  • special events like dances and class trips
  • testing dates
  • sign-up information and schedules for sports, clubs, and other extracurricular activities
  • grades and homework assignments

Many teachers maintain their own websites that provide access to textbooks and other resources, and detail homework assignments, and test and quiz dates. Special resources for parents and students are also usually available on the district, school, or teacher websites.

3. Support Homework Expectations

During the middle school years, homework gets more intense and the time spent will probably be longer than during the elementary years, usually a total of 1 to 2 hours each school night.

An important way to help is to make sure your child has a quiet, well-lit, distraction-free place to study that's stocked with school supplies. Distraction-free means no phone, TV or websites other than homework-related resources. And be sure to check in from time to time to make sure that your child hasn't gotten distracted.

Sit down with your child regularly to talk about class loads and make sure they're balanced. It's also a good idea to set a specific start time for homework each night. Helping preteens and teens establish a homework schedule and consistent homework routine sends a message that academics are a priority.

Encourage your child to ask for help when it's needed. Most teachers are available for extra help before or after school, and also might be able to recommend other resources.

4. Send Your Child to School Ready to Learn

A nutritious breakfast fuels up middle schoolers and gets them ready for the day. In general, preteens and teens who eat breakfast have more energy and do better in school.

You can help boost your child's attention span, concentration, and memory by providing breakfast foods that are rich in whole grains, fiber, and protein, as well as low in added sugar. If your child is running late some mornings, send along fresh fruit, nuts, yogurt, or a peanut butter and banana sandwich. Many schools provide nutritious breakfast options before the first bell.

Preteens and teens also need the right amount of sleep to be alert and ready to learn all day. In general, preteens need about 10 to 12 hours of sleep each night and teens need about 8½ to 9½ hours.

Bedtime difficulties can arise at this age for a variety of reasons. Homework, sports, after-school activities, texting, TVs, computers, and video games, as well as hectic family schedules, can contribute to students not getting enough sleep. Also try to prevent kids from napping after school to ensure they can fall asleep at an appropriate time each night.

Lack of sleep can make it difficult for preteens and teens to pay attention in school. It's important to have a consistent bedtime routine, especially on school nights.

5. Instill Organization Skills

No one is born with great organizational skills — they have to be learned and practiced. Being organized is a key to success in middle school, where most students first encounter multiple teachers and classrooms on a daily basis, and where some students are participating in extracurricular or after-school activities for the first time. Because time management skills are usually not explicitly taught in school, preteens and teens can benefit from parents helping with organizing assignments and managing time.

Class information and assignments should be organized by subject in binders, notebooks, or folders. Teach your child how to use a calendar or personal planner to stay organized and schedule study times. Calendars or planners should include your child's non-academic commitments to help with time management.

It's also a good idea to make sure your preteen or teen knows how to make a daily to-do list to prioritize tasks and manage time. An after-school to-do list can be as simple as:

  1. swim practice
  2. walk the dog
  3. (dinner)
  4. study for social studies test (30 minutes)
  5. finish math worksheet
  6. read over science class notes (15 minutes)
  7. put clothes away

6. Teach Study Skills

Planning is a big part of helping your middle-schooler study for tests now that he or she is juggling work from multiple teachers.

Be sure you both know when tests are scheduled, and plan enough study time before each. When there's a lot to study, help determine roughly how much time it will take to study for each test, then make a study calendar so your child doesn't have to study for multiple tests all in one night.

Remind your child to take notes in class, organize them by subject, and review them at home each day.

Help your child review material and study with easy techniques like simple questioning, asking to provide the missing word, and creating practice tests. The more processes the brain uses to handle information — such as writing, reading, speaking, and listening — the more likely the information will be retained. Repeating words, re-reading passages aloud, re-writing notes, or visualizing or drawing information all help the brain retain data. Remind your child that it usually takes a number of tries to remember something correctly.

In math or science, doing practice problems is a great way to review for tests. Your child can ask the teacher for appropriate online practice resources.

And remember that getting a good night's sleep is smarter than cramming. Recent studies show that students who sacrifice sleep to study are more likely to struggle on tests the next day.

7. Know the Disciplinary and Bullying Policies

Schools usually cite disciplinary policies (sometimes called the student code of conduct) in student handbooks. The rules usually cover expectations, as well as consequences for not meeting the expectations, for things like student behavior, dress codes, use of electronic devices, and acceptable language.

The policies may include details about attendance, vandalism, cheating, fighting, and weapons. Many schools also have specific policies about bullying. It's helpful to know the school's definition of bullying, consequences for bullies, support for victims, and procedures for reporting bullying.

It's important for your preteen or teen to know what's expected at school and that you'll support the school's consequences when expectations aren't met. It's easiest for students when school expectations match the ones at home, so they see both environments as safe and caring places that work together as a team.

8. Get Involved

Volunteering at your child's middle school is a great way to show you're interested in his or her education.

Keep in mind, though, that while some middle school students like to see their parents at school or school events, others may feel embarrassed by their parents' presence. Follow your child's cues to determine how much interaction works for both of you, and whether your volunteering should stay behind the scenes. Make it clear that you aren't there to spy — you're just trying to help out the school community.

Parents can get involved by:

  • serving as a grade-level chairperson
  • organizing and/or working at fundraising activities and other special events, like bake sales, car washes, and book fairs
  • chaperoning field trips, dances, and proms
  • attending school board meetings
  • joining the school's parent-teacher group
  • working as a library assistant
  • mentoring or tutoring students
  • reading a story to the class
  • giving a talk for career day
  • attending school concerts, plays, and athletic events

Check the school or school district website to find volunteer opportunities that fit your schedule. Even giving a few hours during the school year can make an impression on your child.

9. Take Attendance Seriously

Middle schoolers should take a sick day if they have a fever, are nauseated, vomiting, or have diarrhea. Otherwise, it's important that they arrive at school on time every day, because having to catch up with class work, projects, tests, and homework can be stressful and interfere with learning.

Middle schoolers may have many reasons for not wanting to go to school — bullies, difficult assignments, low grades, social problems, or issues with classmates or teachers. Talk with your child — and then perhaps with an administrator or school counselor — to find out more about what's causing any anxiety.

Students also may be late for school due to changes in their body clocks. During adolescence, the body's circadian rhythm (an internal biological clock) is reset, telling a teen to fall asleep later at night and wake up later in the morning. Keeping your teen on a consistent daily sleep schedule can help avoid tiredness and tardiness.

For students who have a chronic health issue, educators will work with the families and may limit workloads or assignments so students can stay on track. If your child has a chronic health issue, a 504 education plan can support learning at school. Talk to school administrators if you are interested in developing a 504 plan for your child.

10. Make Time to Talk About School

Staying connected with preteens and teens as they grow more independent can be a challenge for parents, but it's more important than ever. While activities at school, new interests, and expanding social circles can become more central to the lives of many middle school students, parents and guardians are still their anchors for providing love, guidance, and support.

Make efforts to talk with your child every day, so he or she knows that what goes on at school is important to you. When preteens and teens know their parents are interested in their academic lives, they'll take school seriously as well.

Because communication is a two-way street, the way you talk and listen to your child can influence how well he or she listens and responds. It's important to listen carefully, make eye contact, and avoid multitasking while you talk. Be sure to ask open-ended questions that go beyond "yes" or "no" answers.

Besides during family meals, good times to talk include car trips (though eye contact isn't needed here, of course), walking the dog, preparing meals, or standing in line at a store.

When preteens and teens know they can talk openly with their parents, the challenges of middle school can be a little easier to face.

The journey to treatment and recovery will be different for everyone, and there’s often no clear beginning and end. Some people may experience only one episode of anxiety or depression, while others will find that their symptoms return at different times in their life and will need to find ways of managing these.

Recovery and staying well

The journey to treatment and recovery will be different for everyone, and there’s often no clear beginning and end. Some people may experience only one episode of anxiety or depression, while others will find that their symptoms return at different times in their life and will need to find ways of managing these.

Your young person might find themselves thinking about how anxiety or depression has changed their life. There might also be times where they feel angry about having anxiety or depression, or that it seems unfair. These are common reactions. You can help by reassuring them that anxiety and depression are common, treatable conditions, and that they won’t always feel like this – with the right support, they will learn to manage their symptoms and things will get better.

It can also be helpful to explain wellbeing to your young person in terms of a spectrum. Mental health is at one end of the spectrum, where we’re feeling good and functioning well. Mental health conditions are at the other end, represented by symptoms that affect our thoughts, feelings or behaviour. Mental health is not fixed or static, and we can move back and forth along this spectrum at different times during our lives.

What young people can do

There are a range of things that young people can do to manage their symptoms, help to improve their quality of life and reach their goals and potential.

These include:

  • reaching out and asking for support from family and friends
  • seeking professional support
  • keeping physically healthy
  • managing stress
  • building and maintaining strong connections with their cultural heritage and community.

Helping a young person with anxiety or depression can take many forms. You might offer practical, emotional, or financial support. You might help them manage their symptoms, or you might be in a position where you’re only able to offer your support and wait for an opportunity to do more.

There are some young people who may not want help. This doesn’t mean that you don’t help them; it just means that you have to be very thoughtful and sometimes creative about how you approach the situation.

Recovery can take time. Acknowledging your young person’s achievements and strengths throughout this time is very empowering. Celebrate their success, no matter how small. When they meet a specific goal or reach a milestone in their recovery plan, you could prepare a celebration or offer a small reward. This could be as simple as cooking a favourite meal, offering a special home privilege or giving a small gift.

“I am feeling confident that this is the right move for him and he is already showing positive small steps. Small steps…. but moving forward.”  Robert, parent

Keeping a look out

Recognise triggers and warning signs

Difficult situations or events can affect how a young person is feeling and could trigger a relapse. Some of these might include:

  • family and relationship problems
  • financial difficulties
  • change in living arrangements
  • employment issues
  • drug and alcohol use
  • other medical problems.

You can support your young person by helping them manage tricky situations, breaking down problems so they’re less overwhelming and providing practical support.

Warning signs are signals or clues that a young person may be feeling depressed or anxious. Often family and friends can notice changes in how they’re behaving, acting or feeling. Sometimes the symptoms may worsen gradually and you might pick up on subtle shifts in your young person’s thoughts and feelings. Some warning signs may include:

  • feeling irritable, stressed and teary
  • withdrawing from social events and activities
  • changes in sleeping habits
  • skipping meals and eating unhealthily.

It’s helpful for young people to learn to identify and manage their own warning signs. This enables them to be prepared, respond quickly, and take control or focus their thoughts, helping to keep their symptoms from getting worse.


Be prepared for setbacks

Many people experience setbacks, or feel like they’re taking steps backwards when they expect to start feeling better. If this happens, it’s easy to feel like you’re back to square one and ‘it’s all too hard’. That’s when support from friends and family is most important.

Remind your young person that setbacks are normal – there’s no need for blame or hopelessness. Remind them of when this happened before and they were able to bounce back. Or try flipping things around and focus on the positives – what did they learn about themselves? Even figuring out what doesn’t work and thinking about new ways of managing symptoms is a step in the right direction. 


Perseverance is key. Sometimes it may feel like nothing is progressing or changing, or that nothing you do matters or helps – but it does. While young people may not acknowledge how important your support and care is at the time, many recognise and appreciate it later. 


Find out more


Anxiety

Anxiety is part of our survival instinct. When we’re faced with a threatening situation, our brains and bodies respond by kicking into safety mode. Our adrenalin starts pumping, helping us get ready to escape the danger.

However some people, including children, react more quickly or intensely to situations they find threatening, or find it harder to get their anxious feelings under control. Some kids also perceive the world to be scarier or more dangerous than others. 

What is ‘normal’ anxiety in kids?

Fearful and anxious behaviour is common in children – especially as they come across new situations and experiences. Most children learn to cope with different fears and worries.

However, they may need some extra support when:

  • they feel anxious more than other children of a similar age
  • anxiety stops them participating in activities at school or socially
  • anxiety interferes with their ability to do things that other children their age can do
  • their fears and worries seem out of proportion to the issues in their life.

How anxiety affects children

As well as affecting how kids feel, anxiety can have an effect on their thinking. They perceive the fear or danger they’re worried about to be much greater than it actually is. Thinking about the situation makes them more worried and tense.

Kids experiencing anxiety may come up with their own strategies to try and manage distressing situations. This often involves trying to avoid the situation or having a parent or other adult deal with it for them.

While this works in the short term, avoiding the fearful situation makes it more likely that they’ll feel anxious and be unable to manage it next time. As a result, they can find it harder to cope with everyday stresses at home, school and in social settings.

Anxiety can also result in physical symptoms such as sleeplessness, diarrhoea, stomach aches and headaches (sometimes referred to as somatic complaints). Other symptoms may include irritability, difficulty concentrating and tiredness.

What to look for 

A child with anxiety difficulties may...

  • seek reassurance often

  • avoid situations they feel worried or scared about

  • try to get others to do the things they are worried about

  • tell you they have physical pains

  • dislike taking risks or trying new things

  • have lots of fears

  • get upset easily

  • have lots of worries

You may notice your child...

  • clings to you
  • asks for help with things they can do for themselves
  • doesn’t want to get ready for school 
  • won’t go to sleep without a parent or other adult
  • asks, “will you do it for me?” or “will you tell them for me?” a lot
  • often complains of stomach pains or headaches
  • worries a lot about doing things right
  • prefers to watch others rather than have a go
  •  is scared of the dark, dogs, injections, being alone, germs, tests
  • often cries over small things
  • complains about being picked on a lot 
  • always sees the dangerous or negative side of things

Types of anxiety

The six most common anxiety disorders in primary school-aged children are: 

Phobia

Social phobia

Generalised anxiety disorder

Post-traumatic stress disorder

Obsessive compulsive disorder

Separation anxiety disorder

What you can do to help

Children with anxiety difficulties tend to lack confidence in their abilities and feel overwhelmed easily. They are also driven to avoid the things that cause them anxiety, and in doing so, don’t get the chance to learn that what they fear will usually not happen. You can help by working on coping and problem-solving skills together. 


If anxiety is getting in the way of your child enjoying life, it’s time to seek support. Don’t leave it and assume things will get better on their own. Seeking help early for your child is the best thing you can do.


Find out more

It is vital that teachers are well-equipped to deal with these challenges and are aware of the best possible ways to support a child with autism in the classroom.

How to support a child with autism in the classroom?

Students with autism can present unique challenges for their teachers who need to effectively meet their needs.

It is vital that teachers are well-equipped to deal with these challenges and are aware of the best possible ways to support a child with autism in the classroom.

What is Autism?

Autism spectrum disorder (ASD) or autism is a developmental disability that can cause significant social communication and behavioural challenges.

It affects a child’s social abilities as well as anything from speech to non-verbal communication and can make their behaviour unpredictable. Of course, it’s not their fault and they are often blessed with high intelligence and unique strengths that only heighten the challenge of bringing out their best.

So how can you as a teacher support a child with autism in the classroom effectively? Here are some tips that you can follow:

It all starts with the child’s parents

The primary carer at home, be it mum or dad, know all the likes, the dislikes, and the particular behavioural triggers. Sure, they’re not professionals, but they’re the true heart of an autistic child, the heart an autistic child may or may not be able to express themselves.

They have the history of good and bad reactions to every experience and stimulation. They have the experience of the good and bad results trying to deal with sometimes confounding reactions.

They have some immediate pointers, even if they don’t always work. Anything that works 3 times out of 10 is better than blind guesswork with no results. So do all your groundwork with the people who know the child best and equip yourself with some useful pointers on dealing with tough situations.

Learn how to care for children with special needs and improve children's learning skills in our previous blog posts.

Study all assessments

Again, you can get these from the parents. Any autism assessment or reports on your student will be quite useful and help you know more about them so take the time to study it thoroughly.

One thing you can guarantee with an autistic student is that they’re going to be unpredictable. The more data you have on exactly how they’ve been unpredictable in the past, the more predictable they’ll become.

Getting assistance from a Teacher Aide

If you don’t already have an assistant in the classroom, a Teacher Aide can make all the difference. A Teacher Aide is a qualified professional with many of the educational and interactive learning skills you have.

Not only can they help with the day-to-day masterminding of everything from activities and coursework planning to exam marking and essay critiquing, they can assist you in caring for the autistic student in the classroom.

With a Teacher Aide in place, all your students can get ahead on schedule and your autistic student has the helping hand they need to keep up.

Interested in a teaching career? Find out how to become a Teacher Aide and what the daily duties and qualifications for this role are.

Have a set plan for meltdowns

You will likely meet with challenges in the classroom and need to be best prepared to meet them. Autistic children go into sensory overload and there’s nothing you can do to stop that. What you can do is minimise the emotion for them and everyone else.

Have a plan and a place where your autistic student can go with your Teacher Aide whenever they need to, and as soon as they need to. The Teacher Aide can simply take the student off to wherever it might be – the library or schoolyard – and reassure them away from prying eyes until it’s time to go back.

Educate the rest of the class

The worst thing an autistic child can be subjected to is a classroom of kids being what kids can unfortunately be: cruel. So explain autism to your kids, your class. Tell them exactly what it is and make them aware of this condition.

If you like the sound of this and want to be part of helping autistic children be the best students they can be, check out our range of Education and Care courses. Become a Teacher Aide with our CHC30213 Certificate III in Education Support. Fill out our Enquiry Form or call us on 1300 468 200 and speak to one of our career advisors about your course options.

12Oct

RONDA ROUSEY VS. NIKKI BELLA CONFIRMED FOR WWE EVOLUTION

With The Bellas turning against Ronda Rousey tonight, the Raw Women's Championship match for Evolution is now official.

Ronda Rousey will defend her title against Nikki Bella at the October 28 pay-per-view in Long Island, New York. Dave Meltzer first reported that the match was planned for Evolution on the August 19 edition of Wrestling Observer Radio.

On Raw tonight, Rousey teamed with The Bellas against The Riott Squad (Ruby Riott, Liv Morgan & Sarah Logan) in a rematch from Super Show-Down. Rousey submitted Riott with an armbar, and Nikki and Brie Bella both attacked Rousey in a post-match angle. Rousey tried to fight back but was laid out by being thrown into the post, steel steps, and barricade,

WWE then uploaded a video where Brie said Rousey was taking their spotlight. Nikki said they're here to remind everyone that this is a "Bellalution."

As the build to Evolution picked up on Raw, it was also revealed that Alexa Bliss would be teaming with Mickie James against Trish Stratus & Lita at the PPV. Bliss vs. Stratus and James vs. Lita were originally announced as singles matches.

Key points When parents and teachers have strong relationships, children get many academic and social benefits. Building a relationship with your child’s school is about getting to know and being involved in your child’s school. At primary school, you can build a relationship by helping in the classroom, going on excursions, working on the canteen and more. At secondary school, you might need to adjust your relationship with the school so it fits around your child’s social needs.

Key points

  • When parents and teachers have strong relationships, children get many academic and social benefits.
  • Building a relationship with your child’s school is about getting to know and being involved in your child’s school.
  • At primary school, you can build a relationship by helping in the classroom, going on excursions, working on the canteen and more.
  • At secondary school, you might need to adjust your relationship with the school so it fits around your child’s social needs.

Benefits of a strong parent-school relationship

As a parent, you know your child better than anyone else does. Your child’s teachers will want to get to know him too.

When you have a strong and respectful relationship with your child’s school and teachers, you’re in a good position to give them the information they need to help your child get the most out of his education. You and your child’s teachers can work together to support your child’s learning and wellbeing.

When everybody is working together in the best interests of your child, she’s likely to reap academic and social benefits, like:

  • regular school attendance
  • positive school results
  • a positive attitude towards school
  • positive social and relationship skills
  • a sense of wellbeing
  • school completion
  • progression to post-secondary education like TAFE, university or apprenticeships.

How to build a strong parent-school relationship

You can build a parent-school relationship in several ways:

  • Be involved in the school community in whatever ways you can.
  • Talk informally with teachers at school drop-off and pick-up times or by email or phone if this is more appropriate for you and the teacher.
  • Go to parent-teacher interviews and parent meetings.
  • Check the school website, noticeboard and emails regularly.

As well as everyday contact, you might also be able to learn more about the school through its annual report, school performances and social events – for example, barbecues, cultural or music events and school fairs. Schools might also hold parent seminars on topics like behaviour management, bullying and mental health.

Establishing a relationship with your child’s school is a two-way process. For example, you can ask the school and teachers for information or feedback. You can also share your child’s special events or achievements outside school.

Not all parents can be involved in school as much as they’d like, but you can still let your child know that school is important to your family. Talking about school with your child, being warm and friendly at school events, and being positive about the school and its staff sends the message that you value education and are interested in what’s happening for your child at school.

All parents will have a different relationship with their child’s school. This relationship isn’t just about direct contact with the school, but also includes relationships with other parents, your child’s friends and teachers. The parent-school relationship might change as your child gets older, or when things change at work or at home.

Parent-teacher interviews

Parent-teacher interviews at primary school and parent-teacher interviews at secondary school are one of the main ways that many parents find out how their child’s education is going. Interviews can be a great way of getting all the important people – you, the teacher and your child – talking together.

By including your child, you’re helping him negotiate learning tasks and get involved in monitoring and reflecting on his achievements, progress and goals. If you need to discuss topics that aren’t appropriate for your child to hear, you could set up a meeting for another time.

You don’t have to wait for a parent-teacher interview, especially if you need to talk about something that affects your child’s wellbeing. For example, it’s important for the teacher and school to know if your child has a health condition, if you’re concerned about bullying, or if there has been a change in your family, like a death, separation or divorce.

Getting involved at your child’s primary school

There are often lots of opportunities to be involved in primary schools, because they tend to be smaller than secondary schools. You can get involved at your child’s primary school by:

  • volunteering – for example, helping with classroom activities like reading groups or excursions or in the school canteen
  • attending parent groups or committees – for example, school councils, parents and citizens committees, or building and maintenance sub-committees
  • working on school fundraisers and events – for example, school fairs and raffles
  • doing social activities with other parents and families, including fundraising
  • helping with after-school clubs like chess, or coaching school sports teams
  • attending events like assemblies, concerts and Book Week parades.

Getting involved at your child’s secondary school

Secondary schools are larger and more complex systems than most primary schools, and your child will probably have different teachers for different subjects. This can make it more difficult for parents, teachers and students to develop and maintain positive relationships.

Who do you talk to first?
The best way to start is finding out who your child’s home-room (or home-group, pastoral or form) teacher is. The home-room teacher is usually the person responsible for tracking your child’s overall progress at school, by monitoring your child’s attendance, behaviour and academic progress.

Knowing the year coordinator(s) and individual subject teachers is also important. Speaking to student wellbeing or support staff like counsellors or asking for a referral to an educational psychologist might help if you need extra support or expertise.

Attending school information nights can help you work out who in the school is responsible for different aspects of your child’s care and education.

If the school has a website, this is another way of keeping in touch with what’s going on at school. It might also let you directly email or message your child’s teachers.

Changing relationships as your child grows
Most parents will be familiar with the ‘you’re embarrassing me’ stage, even if their child hasn’t reached it yet.

Your child will start developing more independence, which might change the way you communicate with each other. These changes might also affect the way you communicate and connect with your child’s school. Your child might be able to take more responsibility for communicating with her teachers.

But you can still have a relationship with your child’s school that fits around your child’s changing social needs. Even if you have less physical involvement with the school, one of the best ways to continue helping your child is to create a supportive environment for education at home – an environment that values education.

This might involve simply talking about schoolwork together, discussing your child’s career plans and ambitions, or talking through the links between your child’s schoolwork and his future goals.

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