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Westminster Open Day – Reception to Year 12

Westminster Open Day – Reception to Year 12

Westminster Open Day – 14 October 2020

Westminster invites you to bring your son or daughter to join their Senior and Preparatory School tours, hosted by the Principal, Heads of School and Student leaders.

Join the Westminster community at their upcoming Open Day to view the school’s extensive facilities and spacious grounds, and to discover the broad range of academic subject choices, co-curricular activities, and exceptional student wellbeing programs.

School tours, conducted on a normal school day, give you a true insight into the welcoming Westminster community and what is offered to each and every student.

Each tour will also give you the chance to view Westminsters brand new Inquiry and Innovation Hub and Sports Pavilion, as well as hear more about exciting upcoming campus redevelopments.

Book your place on one of the Westminster School tours and find out how Westminster can help your child achieve more than they thought possible.

Due to guidelines around the management of COVID-19 and to keep community safe, all tours need to be booked in advance – unfortunately, Westminster will be unable to allow families to register on the day. 

 

 

westminster school

 

For more information or to book a tour: 

westminster.sa.edu.au

 

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Seymour College appoints new Principal: a strong female role model for its students

Seymour College appoints new Principal: a strong female role model for its students


Seymour College appoints new principal: Vanessa Browning

Seymour College announced this week the appointment of Vanessa Browning as the school’s 14th Principal in its proud 98-year history, following the decision by current Principal, Kevin Tutt, to retire at the end of the 2020 school year. 

Vanessa, the current Head of Junior School, represents a strong role model for women of strength, optimism and justice, and the College is excited about the contribution she will make to the school and the wider community.

Vanessa has been Head of Seymour’s Junior School since joining the Seymour community three years ago. Prior to this, she held leadership and teaching roles at a number of independent R-12 schools including The Scots College (NSW), Matthew Flinders Anglican College (Qld) and Geelong Grammar (Vic).

The appointment was made following a national search and Vanessa says she is honoured to be appointed the role at a school that has played such an important part in shaping young, capable and confident women for almost 100 years. 

“Seymour College is a vibrant and caring community and I look forward to working with our students, staff, parents and wider community members in articulating a collective vision of excellence and integrity.”

Vanessa and Kevin will work closely together over Term Four to ensure a seamless transition before she officially commences in the role at the start of the 2021.

vanessa browning seymour

This appointment is the next step in Seymour’s long-term strategy around strong leaders who live the school values and have a commitment to strengthening the position of the College, continuing to provide the best education for our girls while building strong foundation for the future. 

About Seymour College

seymour college

Seymour College is one of Australia’s leading day and boarding schools for girls and is an International Baccalaureate (IB) World School.

The spacious campus, conveniently located in Glen Osmond, provides a unique environment where girls can thrive in their learning and find their own worth, beliefs and values.

The vision at Seymour is to develop women of strength, optimism and justice, confident for the future and ready to take on the world. This is achieved by uncovering the passions of every individual girl and inspiring them in their learning to ensure that they grow with every experience to become confident, driven, passionate and community minded young women.

seymour.sa.edu.au

facebook.com/seymourcollegeadelaide

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KIDDO Chats Episode 6: Perimenopause… Please Explain!?

KIDDO Chats Episode 6: Perimenopause… Please Explain!?

Please explain Perimenopause
OK ladies, we need to talk!

If we said the word “Perimenopause” would you know what we’re talking about? Because Perimenopause symptoms are being experienced by women in their 30’s and 40’s the world over, but not many people know what they are, how they can impact you, your emotions and your body, or even what Perimenopause actually is!

It’s the precursor to menopause that no one tells you about.

In this episode we get the answers.

Perimenopause… please explain.

Giving us the lowdown on Perimenopause is GP and women’s health specialist Dr Verity Cooper.

Verity talks us through:

  • What Perimenopause actually is
  • What the typical symptoms are
  • What women going through Perimenopause may be experiencing
  • Symptom management
  • How to improve quality of life if the symptoms are severe
  • Other possible health risks associated with Perimenopause to look out for.

Perimenopause is a phase of life not often talked about; some of the symptoms are super personal so women may be unlikely to discuss them openly, and other symptoms may just be attributed to the exhaustion of every day life, so Perimenopause often flies under the radar.

We want to throw open the curtains and bring it to light in this episode, so women can understand more about what’s happening to their bodies and brains and how this might be affecting their everyday lives, as well as opening the door to meaningful, honest, informed conversations between women and their partners.

Resources:

How partners can support women experiencing symptoms of perimenopause

Episode Features:

perimenopause

Guest: Dr Verity Cooper
Fountain Corner Medical Practice 

Host: Liv Williams
@eeniemeeniemineymum

For more KIDDO content:
@kiddomag

Listen on: 

Apple Podcast App

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Westminster School’s New Inquiry and Innovation Hub

Westminster School’s New Inquiry and Innovation Hub


Westminster School’s New Inquiry and Innovation Hub unveiled

The first of two building milestones has been reached at Westminster, with the school’s state-of-the-art Inquiry and Innovation hub open to students.

The impressive new three-storey building, the first stage of the school’s Campus Masterplan, offers a range of specialised learning opportunities, including engineering, food science, fashion design, and a wide range of arts, maths and science subjects, further elevating Westminster’s curriculum offering through the use of innovative technology and hands-on experiences.

Facilities within the Hub are designed to offer students real-world skills, with specialised technology, robotics and engineering equipment and include:

  • 10 dedicated science labs
  • 183 sqm full commercial kitchen
  • Seven design labs (fitted with computers and a 3D printer)
  • Specialised fashion design space complete with industrial sewing machines.

Additionally, the Inquiry and Innovation Hub holds 21 classrooms, all equipped to offer personalised learning solutions that suit the needs of individual students and the methodology of different teachers, as well as several breakout and collaboration spaces.

With space to design, build, create and collaborate, the Westminster Inquiry and Innovation Hub incorporates flexible learning spaces, breakout areas and world-class facilities to give students the tools they need to achieve more than they thought possible.

The new Inquiry and Innovation Hub is the first stage of an overall transformation of the Westminster School campus, set to be completed in 2021 in line with the schools 60th anniversary.

Take a sneak peek at the Inquiry and Innovation Hub: 

westminster.sa.edu.au/innovation-and-inquiry-hub

Sports Pavilion

The campus transformation at Westminster will also unveil a brand new Sports Pavilion in 2020, to be officially opened at a community day on Sunday 18 October, and will sit in the heart of the sports precinct at the school, adjacent to the existing Sports and Swimming Centre.

The Sports Pavilion will feature a versatile, multi-purpose, light-filled learning space, that will double as a community function space and a Westminster School sporting hall of fame, as well as a new purpose-built home for the Golden Keys Training Centre, four large change rooms and rooms for officials. Two tiered-seating stands will allow teammates, staff, families and the school community to look out onto the playing fields and support their team.

Westminster School currently has three football ovals, four soccer pitches, two softball diamonds, 10 tennis courts, 12 netball courts, four turf cricket pitches and four volleyball courts.

The new Sports Pavilion will complement these and form an important part of the incredible sporting programs on offer.

For more information about Westminster:

westminster.sa.edu.au

 

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Worried about kids and YouTube?

Worried about kids and YouTube?

UK based research group Child Wise conducted research showing that children are watching an average of 3 hours a day watching YouTube videos. Most commonly, they are watching music videos, gaming videos, “funny” real life content, videos showing pets and animals, “how to” videos and sport.

But how appropriate are these videos for children?

This raises the question of how appropriate these videos are for children. It’s hard to tell.

None of this content is “rated” as G, PG, M etc in the same way that commercially produced television has been in the past. And with more than 300 hours of video being uploaded to youtube every minute, external ratings guides like this are going the way of the dinosaur.

This means that as a society and as parents we are going to have to find new ways of monitoring, discussing and – when appropriate – restricting video content for children.

Kirrili from Developing Minds gives us some advice on how to talk to our kids about what they’re watching on YouTube.

Here are four questions for parents and carers to ask children to help start that process.

1. Have you ever seen something on youtube that you wish you hadn’t seen, or something which made you feel worried or uncomfortable?

This question is designed to help us as parents know if children have come across content which we may need to discuss with them. It’s amazing how often children will have seen something disturbing yet not bring it up with us until we ask them directly.

One child I worked with recently saw a video about someone predicting that the world would end on a certain date a few months in the future. He was very frightened that his life was about to end – and yet still didn’t tell any adults about it until directly asked the question listed above.

2. If you DO feel worried, uncomfortable, guilty or scared after watching something on youtube in the future – how likely is it that you would talk to me /your mum/dad/other parental figure?

This question is designed to find out how likely it is our children will actually talk to us if they do see something disturbing – and what we can do about it if they don’t feel comfortable doing so.

I asked one child this question last year. She was adamant she would never talk to mum or dad about any disturbing content she came across because she believed if she did so, they would not let her watch youtube ever again. It was important for us to discuss how she might manage this (how likely this was, how terrible it would be if her parents restricted content, and who else she could talk to).

If your child says “no” or “I don’t know” to the question about whether they would talk with you, possible follow up questions might be:

  • On a scale from 1 to 10, with 1 being not at all likely and 10 being very likely, how likely is it?
  • Is there anything I can do or not to which would make you MORE likely to talk to me?
  • If you didn’t want to talk to me, who could you talk to?

 

3. What kinds of videos should be “adults only” and “okay for kids” on youtube? Why?

This question is designed to find out whether children are aware of the difference between content suitable for children and that suitable for adults. It is also designed to help children become aware of the difference between content which is okay for kids, and content which might scare, confuse or hurt them – and why this happens.

When I asked this question of one child it sparked a conversation which helped him think about the videos he was watching which we decided were “adults only”. Just having the labels “adults only” and “okay for kids” was useful for this family – having the phrases to use to deal with these issues can be helpful.

If children don’t know the answer to this question, or say, “nothing” – possible follow-up questions are listed below.

Keep in mind that the asking and/or the phrasing of all of these questions will need to be modified depending on the child’s developmental level, and some may need to be negotiated – for example, some families will be okay with their children watching videos with some element of the below and some won’t be:

  • What about videos which show people being violent towards others?
  • What about videos which show people who are naked, nearly naked or involved in sexual activity?
  • What about videos which have a lot of/some swearing?
  • What about videos which show people drinking alcohol or using drugs?
  • What about videos which show people making fun of others?
  • What about videos which show people doing activities which might be dangerous or illegal?
  • What about videos which might be okay for kids to watch occasionally, but would NOT be good for kids to watch many of, all the time (eg videos with stereotyped views of girls or boys)

 

4. How can adults help kids to only watch “okay for kids” youtube videos and avoid “adults only” video?

This question is designed to give us our children’s perspective on potential limits for youtube watching, and to introduce them to the idea that “adults are in charge” of video watching.

We need to introduce this idea to them because while education and communication (for example via the questions above) is the most important thing we can do for children (we won’t always be able to protect them from inappropriate content), it is also essential for children’s well being that as parents we do have final say on some aspects of video watching.

These conversations are not easy. For example, one child I talked to about this became quite upset about the idea that adults should be in charge of his youtube watching because he had never been introduced to this idea. His parents/carers and I had to carefully manage how we put rules in place, while still respecting his desire for independence. Another child surprised his parents (and myself) by agreeing that some videos were “adults only” and initiating several rules we hadn’t thought of to make sure he wasn’t tempted to watch them.

Here are some follow up questions which might help to develop the “adults in charge” concept to children.

  • What do you think about putting the “safety mode” on youtube?
  • What do you think about the youtube kids app – and only watching youtube via the app?
  • What do you think about a rule that you need to show us a channel you are interested in before you “subscribe” to the video?
  • What do you think about a rule which says “No commenting” on youtube videos?
  • What do you think about only watching youtube for a certain number of minutes each week?
  • What do you think about only watching youtube on certain devices and/or in certain places (ie not on your phone/not in the bedroom.

 

Feel overwhelmed?

Helping children only watch “okay for kids” videos on youtube can be a difficult task.

Don’t forget that doing this doesn’t have to be all done at once. It’s okay for parents and carers to just take small steps towards this and do it slowly over time.

Just start with one of the questions above (reminder: Have you seen something which has upset you? If you did see something which upset you – would you talk to me? What videos should be “adults only” and “How can I help you only watch “okay for kids” videos).

 

ABOUT DEVELOPING MINDS

developing minds logo

Children and teens experience tough times just like adults do. They feel sad, worried, stressed, angry, frustrated and overwhelmed. They don’t quite know how to cope with stress, they need help learning to act in positive ways, they struggle with relationships and benefit from support in many other ways.

Developing Minds specialise in helping children and teens – and the people who support them. For nearly 20 years, Developing Minds Psychology and Education has cared for, supported and worked with thousands of South Australian children and young people. Working with children ranging from the age of 4 through to 17, the team are fully qualified child psychologists and work with children and teens, and then depending on their age, also with their parents. If appropriate we also work with schools and other supports. We have two clinics in Adelaide (city and south).

developingminds.net.au

 

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Emily’s Wonder Lab: Smart, STEM TV for Kids

Emily’s Wonder Lab: Smart, STEM TV for Kids

Emily’s Wonder Lab on Netflix is Smart STEM TV

Science expert, engineer, space expert and host of Emily’s Wonder Lab on Netflix, Emily Calandrelli, pitched science shows to large science networks for years and was unsuccessful, receiving feedback that the “majority of our audience is male, so we just don’t know if they’d relate to a female host”.

Last year, Netflix picked up the show she had been pitching for so long, Emily’s Wonder Lab, and Emily filmed the whole thing 9 months pregnant.

Emily’s Wonder Lab now represents an important shift in STEM programming; a female-led Science show, streaming on the biggest platform in the world, hosted by a pregnant woman, available world wide.

The new show’s first season of 10 episodes is now available to stream in its entirety, and each sub-15 minute episode focuses on STEAM topics and experiments that kids can do with their parents at home.

When Emily was one of 2 or 3 women in classrooms of 50 men, studying to become an engineer, she could only have dreamed that one day her daughter would be watching a show like Emily’s Wonder Lab, and on a greater scale, witness the changing of a demographic for her generation.

Emily's Wonder Lab

The show

Emily hosts Emily’s Wonder Lab with 6 kid scientists, and each episode focuses on a theme, like “fluorescence” or “non-Newtonian fluids.” The science content is more geared towards kids age 5+, but the show is otherwise appropriate for younger kids.

Emily explains the theme and does a demonstration of an experiment to illustrate the concept. Then the kid scientists get to have fun with the concept by having a dance party on a pool of Ooblek or covering themselves in glow-in-the-dark paint.

Each 15-minute episode ends by Emily demonstrating an experiment that kid viewers can do at home (with their grown-up assistant’s help, of course!). The episodes are short, but they pack in a lot of information, and though it’s programming designed for pre-school aged kids, Emily’s Wonder Lab doesn’t talk down to kids like you might see in a lot of other programming aimed at the same demographic.

Emily is the science teacher we all wish we had as young kids. Her enthusiasm towards helping kids understand STEM topics is infectious, and she explains concepts in a way kids will understand without talking down to them. The kid scientists are super curious and excited about science. They also model that it’s okay to make an incorrect hypothesis, because that’s how scientists learn. Kids will love watching the really fun experiment demonstrations and will enjoy the kid scientists’ silliness.

The at-home experiments seem easily doable with grown-up helpers, but parents should note that many require supplies that you probably won’t have lying around at home.

This series is an excellent way to get kids interested in science!

Emily’s Wonderlab is available to stream on Netflix

Watch the trailer

 

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