Perhaps in our present pandemic crisis, it is appropriate to be looking at life-long learning. Microbiologists and medical experts are telling us how much there is to learn about a new strain of virus like this before they can really understand its behaviour and how to control it.

Given the complexity of the creation and of human beings, it is not surprising that there is an almost infinite amount of knowledge to be gained from the study of the world. In Western culture, we have somehow fallen into the false thinking that, because of our formalised approach to learning and the granting of qualifications, we can almost stop learning once we have achieved a qualification.

We serve a God who is infinite in complexity and He has created a world of incredible variety, filled with details to be discovered and understood. A lifetime of study still only gives us a small measure of understanding of any aspect of creation. Our lives should be a journey of discovery as we explore the material and social creation.

This can be a daunting prospect at times, but we need to help students see it also as an exciting and rewarding challenge. We must model to them the importance of continuous learning as the means to a flourishing life; a process that opens up more opportunities for us to try different things and use our gifts and abilities more effectively.

The Apostle Paul, in writing to the Colossians said, “… live a life worthy of the Lord and please him in every way: bearing fruit in every good work, growing in the knowledge of God.” This is an instruction with no time limit on it. We are expected to grow in knowledge throughout our life. Knowledge of God is gained as much through general revelation (the study of creation and humankind) as it is through the study of the Scriptures.

Learning must be valued as a primary tool for us to fulfil our purpose as human beings to care for the creation and develop flourishing societies. Sadly, in our culture, we often take learning for granted and do not value its importance in our lives. Living in Asia certainly showed me a very different perspective. Education is highly valued, and this is instilled in children from birth. We have lost something of this in our progressive and comfortable society and we need to recover it.

It is always a great sadness to me to hear of students in our school who are not learning themselves and who are disrupting the learning of others. This should not be the case. No one has the right to disrupt or interfere with the learning of others, instead they need to come to appreciate and respect the vital importance of learning. 

In this we need the support of parents. Your attitude to learning shapes your child’s attitude. If you really value learning of all kinds, not just formal education, your child will follow suit. Let’s work together to develop a reputation for GPCC as a focused place of learning for life.

Phillip Nash

Principal

Mr Peter McLellan | Head of Secondary

It is a very difficult and uncertain time, but our strength comes from a source that transcends time. Our God is bigger than all issues such as this and He is always faithful. This time certainly shakes our trust in anything that is earthly and hopefully refocuses us back to the One who threw the universe into place.

I sent out an email this week to Secondary School parents. I want to highlight that our focus while we are open is to run classes as normal. Obviously, this means that teachers' time and priority is teaching the students who are in the class. We are not expecting teachers to also run classes online for those students who are not at school, as this would be impossible at this stage.

When, or if we are instructed to close, our focus will shift towards running classes online. We are in a great position for this to occur and the way in which this will run will be different depending on the class. Practical subjects such as Technology or CAPA subjects will have to operate differently and as such these Assessment Tasks will need to operate differently.

In all things however, our God is a good, good God in whom we can always trust.

This is an article about resilience development in children and at this time is a good focus.

10 Tips For Raising Resilient Kids

By Margarita Tartakovsky, M.S.
Last updated: 8 Oct 2018

A 6 MINUTE READ

While adulthood is filled with serious responsibilities, childhood isn’t exactly stress-free. Kids take tests, learn new information, change schools, change neighborhoods, get sick, get braces, encounter bullies, make new friends and occasionally get hurt by those friends.

What helps kids in navigating these kinds of challenges is resilience. Resilient kids are problem solvers. They face unfamiliar or tough situations and strive to find good solutions.

“When they step into a situation, [resilient kids] have a sense they can figure out what they need to do and can handle what is thrown at them with a sense of confidence,” said Lynn Lyons, LICSW, a psychotherapist who specializes in treating anxious families and co-author of the book Anxious Kids, Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous and Independent Children with anxiety expert Reid Wilson, Ph.D.

This doesn’t mean that kids have to do everything on their own, she said. Rather, they know how to ask for help and are able to problem-solve their next steps.

Resilience isn’t birthright. It can be taught. Lyons encouraged parents to equip their kids with the skills to handle the unexpected, which actually contrasts our cultural approach.

“We have become a culture of trying to make sure our kids are comfortable. We as parents are trying to stay one step ahead of everything our kids are going to run into.” The problem? “Life doesn’t work that way.”

Anxious people have an especially hard time helping their kids tolerate uncertainty, simply because they have a hard time tolerating it themselves. “The idea of putting your child through the same pain that you went through is intolerable,” Lyons said. So anxious parents try to protect their kids and shield them from worst-case scenarios.

However, a parent’s job isn’t to be there all the time for their kids, she said. It’s to teach them to handle uncertainty and to problem-solve. Below, Lyons shared her valuable suggestions for raising resilient kids.

1. Don’t accommodate every need.

According to Lyons, “whenever we try to provide certainty and comfort, we are getting in the way of children being able to develop their own problem-solving and mastery.” (Overprotecting kids only fuels their anxiety.)

She gave a “dramatic but not uncommon example.” A child gets out of school at 3:15. But they worry about their parent picking them up on time. So the parent arrives an hour earlier and parks by their child’s classroom so they can see the parent is there.

In another example, parents let their 7-year-old sleep on a mattress on the floor in their bedroom because they’re too uncomfortable to sleep in their own room.

2. Avoid eliminating all risk.

Naturally, parents want to keep their kids safe. But eliminating all risk robs kids of learning resiliency. In one family Lyons knows, the kids aren’t allowed to eat when the parents are not home, because there’s a risk they might choke on their food. (If the kids are old enough to stay home alone, they’re old enough to eat, she said.)

The key is to allow appropriate risks and teach your kids essential skills. “Start young. The child who’s going to get his driver’s license is going to have started when he’s 5 [years old] learning how to ride his bike and look both ways [slow down and pay attention].”

Giving kids age-appropriate freedom helps them learn their own limits, she said.

3. Teach them to problem-solve.

Let’s say your child wants to go to sleep-away camp, but they’re nervous about being away from home. An anxious parent, Lyons said, might say, “Well, then there’s no reason for you to go.”

But a better approach is to normalize your child’s nervousness, and help them figure out how to navigate being homesick. So you might ask your child how they can practice getting used to being away from home.

When Lyons’s son was anxious about his first final exam, they brainstormed strategies, including how he’d manage his time and schedule in order to study for the exam.

In other words, engage your child in figuring out how they can handle challenges. Give them the opportunity, over and over, “to figure out what works and what doesn’t.”

4. Teach your kids concrete skills.

When Lyons works with kids, she focuses on the specific skills they’ll need to learn in order to handle certain situations. She asks herself, “Where are we going with this [situation]? What skill do they need to get there?” For instance, she might teach a shy child how to greet someone and start a conversation.

5. Avoid “why” questions.

“Why” questions aren’t helpful in promoting problem-solving. If your child left their bike in the rain, and you ask “why?” “what will they say? I was careless. I’m an 8-year-old,” Lyons said.

Ask “how” questions instead. “You left your bike out in the rain, and your chain rusted. How will you fix that?” For instance, they might go online to see how to fix the chain or contribute money to a new chain, she said.

Lyons uses “how” questions to teach her clients different skills. “How do you get yourself out of bed when it’s warm and cozy? How do you handle the noisy boys on the bus that bug you?”

6. Don’t provide all the answers.

Rather than providing your kids with every answer, start using the phrase “I don’t know,” “followed by promoting problem-solving,” Lyons said. Using this phrase helps kids learn to tolerate uncertainty and think about ways to deal with potential challenges.

Also, starting with small situations when they’re young helps prepare kids to handle bigger trials. They won’t like it, but they’ll get used to it, she said.

For instance, if your child asks if they’re getting a shot at the doctor’s office, instead of placating them, say, “I don’t know. You might be due for a shot. Let’s figure out how you’re doing to get through it.”

Similarly, if your child asks, “Am I going to get sick today?” instead of saying, “No, you won’t,” respond with, “You might, so how might you handle that?”

If your child worries they’ll hate their college, instead of saying, “You’ll love it,” you might explain that some freshmen don’t like their school, and help them figure out what to do if they feel the same way, she said.

7. Avoid talking in catastrophic terms.

Pay attention to what you say to your kids and around them. Anxious parents, in particular, tend to “talk very catastrophically around their children,” Lyons said. For instance, instead of saying “It’s really important for you to learn how to swim,” they say, “It’s really important for you to learn how to swim because it’d be devastating to me if you drowned.”

8. Let your kids make mistakes.

“Failure is not the end of the world. [It’s the] place you get to when you figure out what to do next,” Lyons said. Letting kids mess up is tough and painful for parents. But it helps kids learn how to fix slip-ups and make better decisions next time.

According to Lyons, if a child has an assignment, anxious or overprotective parents typically want to make sure the project is perfect, even if their child has no interest in doing it in the first place. But let your kids see the consequences of their actions.

Similarly, if your child doesn’t want to go to football practice, let them stay home, Lyons said. Next time they’ll sit on the bench and probably feel uncomfortable.

9. Help them manage their emotions.

Emotional management is key in resilience. Teach your kids that all emotions are OK, Lyons said. It’s OK to feel angry that you lost the game or someone else finished your ice cream. Also, teach them that after feeling their feelings, they need to think through what they’re doing next, she said.

“Kids learn very quickly which powerful emotions get them what they want. Parents have to learn how to ride the emotions, too.” You might tell your child, “I understand that you feel that way. I’d feel the same way if I were in your shoes, but now you have to figure out what the appropriate next step is.”

If your child throws a tantrum, she said, be clear about what behavior is appropriate (and inappropriate). You might say, “I’m sorry we’re not going to get ice cream, but this behavior is unacceptable.”

10. Model resiliency.

Of course, kids also learn from observing their parents’ behavior. Try to be calm and consistent, Lyons said. “You cannot say to a child you want them to control their emotions, while you yourself are flipping out.”

“Parentins takes a lot of practise and we all screw up.” When you do make a mistake, admit it. “I really screwed up. I’m sorry I handled that poorly. Let’s talk about a different way to handle that in the future,” Lyons said.

Resiliency helps kids navigate the inevitable trials, triumphs and tribulations of childhood and adolescence. Resilient kids also become resilient adults, able to survive and thrive in the face of life’s unavoidable stressors.

2020 Yearbook Committee

Are you interested in photography, editing, design, creativity and think that you would work well as part of a team to create this year’s College Yearbook?

Years 7 – 11 students are invited to apply to be part of our 2020 Yearbook Committee.

If interested please email your “Expression of Interest” to Mrs Collins at jcollins@gpcc.nsw.edu.au with your name and Year and answer the following question:  “What skills do you have that you could contribute to our Yearbook Committee?

All applications are due by Friday 27 March 2020. Students will then be contacted for a short interview to select our 2020 Yearbook Committee by the end of Term 1, 2020.

School Musical

The cast continues to rehearse at lunchtimes, however parents are advised that we have postponed the musical to Week 1 of Term 4, to allow sufficient time for  preparation.

At this point in time there will be no after school or weekend rehearsals until further notice. Miss Ricki and Miss Holly are working on the dance numbers and these will become available via video at this stage.

Mrs Rochford will continue to send out emails and will share a link for “RehearScore” allowing students access to the backing tracks and making individual rehearsal more accessible.

We continue to look forward to presenting “Beauty and the Beast” to the wider school community later in the year.  

Music Tutor Program

In the light of possible disruptions to regular activities, many of the Music Tutors are offering to tutor students through online platforms such as Skype or Zoom, and have already been successfully connecting with students who are not at school.

If you receive music tutoring at the College, this might be of interest to you. Please speak to your Tutor for details. 

NAPLAN 2020

For those interested in applying for university study in 2021, there are some links to further information in this week’s Careers Newsletter. 

For more details, please see the Careers Newsletter for Years 10 – 12 students and their parents or visit the “Student Careers” section under the News menu on the College website.

Mr David David Russell
Curriculum Co-ordinator (7-12) | Student Advisor (7-12)

INFANTS SWIMMING CARNIVAL

Over the years, I have been to a number of swimming carnivals at different levels (not competing, just watching) school carnivals for Primary and Secondary, then Zone, CSSA and CIS. Each time I have been to one, they demonstrate the amazing talent that we have at our school, not to mention realising the countless hours students put in to training each week to reach such milestones. Children are amazing and to be so dedicated to train 3-4 times a week is impressive.

These carnivals always had one thing in common: the students love to swim. They spend many training sessions in the pool, developing their strength, technique, speed, you name it, to not only get better at each stroke but also because the enjoy doing it.

This enjoyment had to start somewhere. Maybe it was when they first went to the beach as a toddler, paddling in the water and running away from the oncoming whitewash. Maybe it was swimming in their friend’s pool, spending numerous hours in the water, playing “Marco Polo” until their fingers were beyond wrinkly.

To be able to provide opportunities for students at school to get in the water, have fun, grow in confidence and to develop their swimming skills is important. One of the first opportunities they have at school is the Infants Swimming Carnival. It was held on Friday 13 March at the Peninsula Leisure Centre and was a great day.

The carnival held for students in Kindergarten through to Year 2 has a number of exciting activities for the children to participate. There are the usual swimming races, only 25m long and with a lot of support and encouragement in every lane by our amazing volunteers. Then we have other events that are not just to help become more confident in the water, but to also have a great time. These events are some of the favourites of the kids (especially our Year 6 helpers) and you can guarantee they will be a smile on each face. We also have the wading pool, where all the students play games, such as collect the coloured balls or running away from the “crocodile”. Then there is the inflatable obstacle course, where students run, jump, dodge, over a number of obstacles before leaping into the water at the end. Finally, and a personal favourite of mine, is the water slide. All the students love this one, flying down the slide to explode out the end into the water in one big splash.

The excitement had been building about the carnival and it did not disappoint. The children had a wonderful time, with lovely weather outside for our morning tea and exciting activities in the pool. There were smiles everywhere from all the children and parents having a great time in the water.

Thank you to the many parents for helping out on the day, whether it was in the water as a lifeguard and also to our Year 6 Leaders (House Captains, School Captains and Prefects) who were absolutely fantastic. They were everywhere and were a great help everyone. They had so much fun it was hard getting them out of the water at the end of the day.

Finally, well done to all Infants for having a go at everything and trying some new activities.

THACCCSA TOUCH FOOTBALL GALA DAY

Nathan Lambert

K-12 Sport Co-ordinator

Library Resources

Our students have access to many digital resources. Please consider the list below as we move away from physical resource access. Our Digital Library is located on the school portal (replacing the intranet).

World Book

Thousands of interactive, non-fiction texts, for all levels and other free ebook access.

Wheelers ebooks

Fiction titles accessible for Year 5-12 students. These titles are for personal reading, although some class texts are also on this site. Books are downloaded onto student devices; phone, tablet, computer. Students can access from the intranet or using the ePlatform by Wheelers app. Books are automatically returned after 2 weeks.

Premier Reading Challenge

Students can access PRC on the portal. Usernames and passwords were sent home in Week 6 if students want to log books they have read. The PRC site will show students books that are approved for each stage. If you need your username and password again please email nvanwyk@gpcc.nsw.edu.au

Renaissance - Accelerated Reader

Year 5 & 6 students can continue to quiz between 9-4pm, on books they have read. If students forget log in details please ask Mrs van Wyk.

Central Coast Libraries

As well physical borrowing our central coast have a considerable amount of digital resources; magazines, ebooks & audio books. Please follow this link to find out more and consider becoming a member if you are no already.

https://www.centralcoast.nsw.gov.au/libraries/elibrary

State Library of NSW

Senior secondary students will find the online journals and curated collections from the State Library helpful for their studies. They have already been encouraged to join using the link below.

https://www.sl.nsw.gov.au/research-and-collections/get-library-card

Parent Lounge Details

The College has a legal requirement to keep our records up to date. 

Please review your details on the Parent Lounge to ensure that all your information is correct. This includes medical information on your child/children (only complete the immunisation question if your child is not immunised).

Please note: Should you require both parents/carers to receive SMS notifications, please tick the appropriate boxes.

Thank you.

Prayer

We pray that “… the resting place of his love will become the very source and root of your life.”  Ephesians 3:17-19 The Passion Translation (TPT)

Due to COVID-19 Coast Shelter have had to suspend dinners and are not allowing volunteers to enter.

Canteen

Operating Times

Monday, Tuesday, Thursday, Friday during the School Term:

8:30am - 11:00am

(Closed Wednesdays)

Afternoons by appointment only.

Contact (02) 4367 9954

gpcc@alinta.com.au

Green Point Trader

If you would like to place an advertisement in the Green Point Trader, please email details to Marie Hay at newsletter@gpcc.nsw.edu.au

Term Dates

Term 1, 2020

Tuesday, 28 January 2020  Years 1-7, 11 and 12 commence Term 1

Wednesday, 29 January 2020  Years 8-10 commence Term 1

Thursday, 30 January 2020  Kindergarten commence Term 1

Thursday, 9 April 2020 - Last day of Term 1

Term 2, 2020

Tuesday, 28 April 2020 to Friday, 3 July 2020 

Term 3, 2020

Monday, 27 July 2020 to Friday, 25 September 2020

Term 4, 2020

Tuesday, 13 October 2020 to Wednesday, 9 December 2020