2020 Term 1 Week 08 20 Mar 2020
From the Principal
Dear Parents and Guardians,
Thank you for your support and understanding as we work together at this challenging time. I wanted to share with you the decisions in relation to NAPLAN this year.
Education Ministers met today and decided that NAPLAN will not proceed in 2020. The NAPLAN test window was scheduled to be held from 12 to 22 May. All Education Ministers acknowledge and thank all of our school leaders, our teachers and support staff for the essential work they do every day educating our children and young people, particularly during these challenging times as they all play vital roles in managing the response to COVID-19.
Education Ministers reiterated that the National Cabinet has agreed, on the advice of the Chief Health and Medical Officers, that “pre-emptive closure of schools is not proportionate or effective as a public health intervention to prevent community transmission of COVID-19 at this time.”
The advice of the Chief Health and Medical Officers is available at this link.
The decision to not proceed with NAPLAN in 2020 has been taken to assist school leaders, teachers and support staff to focus on the wellbeing of students and continuity of education, including potential online and remote learning. Further, the impact of responses to the COVID-19 virus may affect the delivery of NAPLAN testing, including the operation of centralised marking centres and the implications for nationally comparable data if an insufficient number of students are available to do the test.
The decision to not proceed with NAPLAN in 2020 also means that the scheduled testing of the NAPLAN Online platform, known as the Coordinated Practice Test (CPT), will not proceed. Ministers acknowledge the work departments and schools have undertaken in preparation for the anticipated CPT which was due to commence next week on 23 March.
Education departments and systems will continue to closely monitor health advice and work with schools to ensure appropriate support for students and staff as the response to COVID-19 develops.
As Lindisfarne Anglican Grammar School continues to respond to the unprecedented circumstances regarding COVID-19, I will continue to provide constant updates at this time to reassure families we are doing everything we can in these difficult circumstances.
Currently, Lindisfarne will remain open for regular lessons to take place. This action is in alignment with the advice received from the Association of Independent Schools NSW (AISNSW) and the NSW Chief Health Officer, State and Federal Governments. Staff have been undergoing professional development to ensure we continue to provide effective learning opportunities for students should the School be required to close for a period of time. Teachers and students have been, and will be, trialling a number of technologies to ensure learning from home can be productive and rewarding.
A number of additional processes and practices have been initiated to ensure we minimise the risk of possible transmission. These include additional daily cleaning of all surfaces in high traffic areas and the allocation of hand sanitisers to each classroom and key locations around the School; all corporate events have been assessed to determine whether they should proceed; and students have been educated about transmission minimisation including hand washing, maintaining their personal space and social distancing measures.
If you missed my latest COVID-19 update this week, or would like more information regarding bus transport, school sport, student absences, canteen, school events and OOHSC, please click the link below.
I appreciate this is a difficult time for all members of our community and I greatly appreciate your support.
From the Deputy Principal
Lindisfarne Cultural Audit Survey
At Lindisfarne, we desire to provide a world class education and engaging opportunities for our students. We are asking key stakeholders in the School to provide valuable feedback to help map our culture and guide our future direction. We have engaged the services of CIRCLE (Centre for Innovation, Research, Creativity and Leadership) to help facilitate this important work.
Earlier this term we held a number of focus groups for Lindisfarne stakeholders including teaching and non-teaching staff, school leaders, parents, students, alumni and the School Council. The next stage of this process involves inviting these stakeholder groups and the wider school community to complete the survey linked below. Completion of the survey will assist us to gather data and provide strategic direction for the School.
The survey comprises 25 questions in which you are asked to rate various aspects of the School and will take approximately 15 to 20 minutes to complete. Comment boxes linked to each question provide the opportunity for more detailed feedback. Survey participation is anonymous and confidential, and the data will be used only for reporting to the school. Please complete and submit the survey by Tuesday, 24 March, at which time the survey will close. We appreciate your contribution to this process.
Deputy Principal - Learning and Innovation
From the Chaplain
Parents & Friends
Whole School News
This week, the Round Square elective students spent some time brainstorming ideas about how we could connect with our local community. They came up with the idea to make cards full of positive and caring messages to send to one of the local aged care facilities.
As various isolation measures come into effect day-by-day, it is more important than ever to look after and look out for our elderly neighbours in our community. I am so proud of these students, and the cards will be delivered next week.
Round Square Coordinator
Dean of Studies
Continuity of Learning Years 5 to 12
Students who are absent due to illness, self-isolation or imposed isolation can remain up to date with their school work through the use of Google Classroom. Some teachers have been trialling live streaming technology, however, it is not an expectation that our staff would currently be live streaming or recording lessons. In the event the School is closed, faculties will be using a mixed method of delivery of lessons via Google Hangouts Meet and Google Classroom.
If your child is currently working from home, please encourage them to find a comfortable place to complete their schoolwork, away from distractions. Students should continue to work to their school timetable to ensure they are giving their attention to all subjects, keeping up to date and maintaining a sense of consistency in their approach to learning. Should the School move to a fully online mode of delivery, further information will be provided to parents and students.
At this stage assessment tasks for 7 to 12 will continue to go ahead as planned in the assessment schedules. Advice from NESA (NSW Education and Standards Authority) for Year 11 and Year 12 students is to continue to work on their assessment tasks and if absent to complete illness/misadventure forms as per the School Assessment Policy.
Dean of Studies
NAPLAN 2020 Cancelled
ACARA has notified the School that NAPLAN will not take place in 2020.
Dean of Studies
Since the Coronavirus (COVID-19) was first reported in China in December 2019, many countries have now reported cases of infection, affecting people of all ages from different nationalities. This epidemic is having an adverse effect on many aspects of our life; everything from travel restrictions to shopping habits and event closures.
Here are some tips for parents in discussing COVID-19:
- Keep it simple and factual (do not avoid talking about it).
- Reassure your child.
- Explain what is being done to protect us.
- Embrace the opportunity to educate them on the body’s immune system.
- Encourage self-efficacy (i.e. coughing etiquette).
- Stick to routines and be consistent.
- Provide a frame of reference (similarities to a cold or flu).
- Explain that the virus does not discriminate (worldwide issue).
- Know the signs of anxiety in your child.
- Address the issue of panic buying.
- Keep talking to them and provide regular updates.
If you feel your child or adolescent is in need of further assistance, contact me at the School or see an external psychologist. Linked below is a special report you can watch to also assist.
Early Learning Centre
Stephanie Alexander Kitchen Garden
National Day of Action and Harmony Day
National Day of Action against Bullying and Violence
Today, Friday, 20 March marks the 10-year anniversary of the National Day of Action against Bullying and Violence (NDA). It is an important day in our school calendar to say, "Take Action Together!" We stood side-by-side with school communities nation-wide, to show our commitment to a world where bullying and violence have no place. The theme for the NDA 2020 is Take Action Together! The aim is to build student-voice and empower young Australians to be a part of this national conversation and to be able to take action every day - in the prevention of bullying; the creation of positive, safe school environments and building more respectful relationships.
What is bullying?
The NSW Education Standard Authority’s definition of bullying for schools, is:
Bullying is an ongoingmisuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, over one or more persons, who feel unable to stop it from happening.
Bullying can happen in person or online, and it can be obvious (overt) or hidden (covert). Bullying behaviour is repeated or has the potential to be repeated over time (for example, through sharing of digital records).
Bullying of any form or for any reason can have immediate, medium and long-term effects on those involved, including bystanders. Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying.
Harmony Week, runs from the 15 to 21 March and encourages inclusiveness, respect and a sense of belonging for everyone. It is a time to celebrate Australian Multiculturalism, and the successful integration of migrants into our community.
The children had opportunities to engage in conversations about working together and existing without conflict, treating each other as equals and creating communities where everyone belongs through sharing each others’ traditions and rejecting prejudice and racism.
Left unaddressed, the impacts of violence, bullying and exclusion can lead to serious problems. That is why these national days of action are important signboards to help change the mindset of students and assist to improve student well-being.
I have provided the following links to resources for parents. Parents and carers play a significant role in the prevention of bullying, particularly by setting up processes to check the online activity of their sons and daughters.
Guide to age appropriate screen time and social media use:
‘iParent’, eSafety Commissioner website, “Should my child be on social media?”
‘iParent’, eSafety Commissioner website “Is there an age limit for kids on social media?”
Smartphone and social media settings
The eSafety Commissioner’s website has a ‘Games, apps and social network’ page providing advice on the latest apps, how to protect personal information, and where to get further safety guidance.
Year 6 Coordinator
In this increasingly turbulent time, it can be difficult for our students (and adults) to effectively manage their emotions. The term "emotion" is notoriously difficult to define. However, scientists and researchers broadly agree that it is any feeling about a situation, person or object that causes change in our body and/or our heads, that is, they cause changes in our psychological arousal or cognitions. The reason that emotion is so hard to define is that the experience is subjective and therefore different in each person.
In this time of uncertainty, there will be a range of emotions that our students will be facing. Fear of what may be occurring with the current pandemic. Worry as students wonder what will happen to them or loved ones if they are to become unwell. Anxiety with the possibility of learning at home and how that might that work. Uncertainty in how long may this go on.
In all aspects of life students will encounter many emotions. How they deal with these emotions so that they are having mature and reasonable thoughts and that these emotions are not taking over their daily thoughts in a negative way is an important tool to teach our students. Next week students will work in pastoral care about what emotions are and some ways in which they can manage these. At home, parents can do the following to ensure their child is coping.
Discuss the Negative Bias – Negative emotions are a normal part of life. At important moments they remind people that they have faced a loss; sadness; a regret; or been hurt by someone. Students will respond to negative situations by thinking, emotions and physical responses. Parents can support students to manage these negative emotions by:
- Take the time to see things from a child’s perspective, make the child feel listened to and understood and help them to put these feelings into words.
- Parents can also use the moment to ‘teach’ your child about the facts of a situation to eliminate any uncertainty or myths.
Parents can also focus on positive emotions. Positive emotions can help us to feel better, think better and be creative. They also broaden people’s attention and thinking which means we have more positive thoughts and a greater variety of them. When students are experiencing positive emotions like joy or interest they are more likely to be creative; to see more opportunities; to make friends; be more flexible and to be open-minded. Parents can assist with this by helping children to:
- Take a moment to enjoy the simple awe moments and write these in a journal.
- Recognise your child’s strengths and give them the opportunity to further develop these.
- Help others: maybe put together a care pack for an elderly neighbour who requires support.
- Setting a goal or challenge they want to achieve.
Children are fascinating humans. Our role at this time is to keep our lines of communication open so that our students can be supported in managing their emotions but so they are also aware of the facts, not myths, that are important to them. Maybe as adults, we can take note of these strategies too.
Acting Year 8 Coordinator
Year 10 Service Learning
“Life isn't about getting and having, it's about giving and being”.
Every second Wednesday, our Year 10 students gather to think about altruism and what they can do for others. The underlying principle to enhance both student growth and the common good, gives us a sense of purpose in helping others. The intrinsic reward we feel is the icing on the cake. To that end, our students have seen a variety of presentations about the local, national and international opportunities for community service. We have been lucky to have some skilled presentations by:
- Red Cross;
- Tweed Wildlife;
- Birthing Kits Australia;
- Riding for the Disabled;
- Marine Rescue;
- Orange Sky; and
These presentations gave us an overview of the variety of community service opportunities that we can contribute to. From here, the students then selected a project that they would like to be involved in for the next few terms.
Junior School - Helping the younger students
20 of our students went to the Junior School to help our kindergarten and preschool students. They were involved in craft, animal care, music, IT and PE lessons, actively helping and interacting with the students.
Caring Boxes and Birthing Kits
Ten of our students have formed a group to help with the creation, assembly and development of two kits. Our “Caring Kit”, run by students Briony Hoembrook and Trixie Meeves, is a kit to help teenagers suffering with mental health issues - from teenagers to teenagers. The second kit is the International project organised by Birthing Kits Australia where the assembling of 500 birthing kits bound for third world countries providing the basic supplies for women to set up a clean environment for the delivery of babies.
Rainforest regeneration and Subpod installation
Ten students visited the Junior School to assemble and organise the gardens associated with the new subpod (worm farm) installation. The students shovelled soil and assembled the pods in a variety of locations throughout the campus.
Six students helped in the Recording Studio with Brett Canning. They learnt about the equipment and helped with setup of the studio.
Our visit to the Aged Care homes had to be cancelled due to the coronavirus. The health of the community is a priority, so whilst disappointed, our students understood the decision to not go to the homes. And so our students were tasked to research a labyrinth - so it could be built onsite in the near future.
Ten students went to Fingal Beach and spent an hour and a half picking up rubbish. We were met by the SurfRider Foundation, who showed us how to collate data on the rubbish found and enter the data online for analysis.
Ten students attended the Tweed Landcare site at Fingal to plant seedlings and clear weeds. They visited the dunes behind the lighthouse and worked on identifying weeds and clearing the area.
Dr Natalie Marriott
Head of House - St Cuthbert
Wellbeing: A 'No Limits' Approach
Why do we need to be thinking about the wellbeing of high potential and gifted children? Contrary to what we might expect, these identified children do not always cruise through school, topping the class, being involved in all the extra curricular activities, excelling socially and being the teacher’s pet.
Some of these children struggle to fit in with same-age peers, struggle with crippling anxiety or perfectionism, hide their abilities to fit in, feel pressure to live up to expectations and struggle with asynchronous development (where their body just isn’t yet capable of what their brain wants to do, causing frustration).
A high potential or gifted child is no better than any other child, but they are different. Different in the way they experience the world, the way they think and talk, their interests and their emotional intensity. This difference from their peers can become more noticeable the higher the IQ, however it is also dependent on their personalities and the support they have at home and at school.
These children learn at a quicker rate, with less repetition and practice. Some gifted children start Kindergarten fluently reading and able to do simple mathematics, while their peers learn their letters and numbers. Others pick up the new skills much faster and quickly out pace their peers. As they notice these differences their anxiety can increase, they can start to mask their intelligence or feel uncomfortable showing their skills. Research suggests this is particularly an issue for girls who feel forced to make a choice between popularity and achievement in the tween and teen years.
Lindisfarne’s focus on the whole child is vitally important for the Wellbeing of High Potential and Gifted children. The school leadership team recognise the challenges high potential and gifted children face and they have ensured the Learning Enrichment team and teachers have professional development in gifted education. The acceptance and support of children with a range of emotional and academic differences at Lindisfarne allows all students to strive to reach their full potential.
If you have any further questions, please contact either Kathy-Lee Bamford or Jodie Duggan (Learning Enrichment Coordinators).
Clinical Psychologist and Lindisfarne Parent
Walk for Autism
For the second year in a row, Lindisfarne’s Learning Enrichment team is stepping up to raise awareness of the experiences of people with autism and their families, and help provide the best opportunities for them to participate, engage and thrive in the world around them by participating in Walk For Autism fundraising event.
An estimated 1 in 70 people in Australia are on the autism spectrum. This means that for over 1 million people, including family members, autism is a part of daily life.
Autism (or Autism Spectrum Disorder) is a lifelong development condition. People on the spectrum may have difficulties in social interaction and communication, show restricted and repetitive interests and behaviours or have sensory sensitivities.
The exact cause of autism is still not clear, however research suggests it’s a combination of developmental, genetic and environmental factors.
Many people on the autism spectrum are able to live completely independently, others need support in almost all aspects of their daily life.
Last year our team received a very generous response from the Lindisfarne community, and this year once again we are asking you to come together and provide a brighter future for people on the spectrum.
If you wish to donate, please follow the link below: Lindisfarne Learning Enrichment Team - Walk for Autism
'Throw Some Dice' - Chelsea Valerie
We are very excited to announce that our debut release, ‘Throw Some Dice’ by Year 12 student Chelsea Valarie will be available on most digital platforms from Friday, 27 March.
On the same day, Chelsea will be performing a few songs and talking about her music on ABC Gold Coast ‘Drive’ program. Please help support Chelsea’s music and our school label, Germinate Records, by liking and following on social media:
Lindisfarne Recording Studio
With the uncertainty of the COVID-19 pandemic that surrounds our community at the moment, and indeed the entire world, it is important we take some necessary planning to optimise our health. There are a variety of health reports in the broad media that advocate some fundamental steps that we can take to reduce the stress burden that may come our way.
During this time our normal exercise routines may be compromised, so here are some basic strength and conditioning ideas that can be constructed should your normal activities be impacted.
Here is an overview of how to get a home-based workout constructed WITHOUT having to buy equipment:
1. Choose your workout — Cardio, strength training or a mixture of both
2. Choose 10 different exercises — For cardio, focus on exercises with different levels of intensity. For example, you might alternate a high-intensity exercise (such as jumping jacks or burpees) with an easier move (such as marching in place). For strength training, choose pushes, pulls, front-of-leg, back-of-leg, and core movements, such as squats, lunges, pushups, and dips. Exercise ideas: Step by Step Cardio Exercises, Step by Step Bodyweight Exercises
3. Choose the length of each exercise — Beginners might start with 10-30 seconds or 8-16 reps, while intermediate or advanced exercisers might go for 60-90 seconds or 20 or more reps
4. Get Ready — Set up a timer or use a stopwatch, turn on some music or your favourite TV show and start with a warm-up
5. The Workout — Do one circuit if you're a beginner or short on time. Do two to five circuits for a more intense workout
Sample Cardio Circuit Workout (No Equipment)
- 1 min: March in place — Lift the knees high and swing the arms
- 1 min: Jog in place, pushing the arms overhead
- 1 min: High knees
- 1 min: Slow, controlled plyo-jacks
- 1 min: Regular jumping jacks
- 1 min: March in place
- 1 min: Skaters
- 1 min: Mountain climbers
- 1 min: High knees
- 1 min: March in place
Sample Strength Circuit Training (No equipment)
- 1 min: March in place to warm up
- Squats — 20 reps
- Reverse lunges — 12 reps on each leg
- Push-ups (on the knees or toes) — 10-12 reps
- Dips — 10-12 reps
- Walking lunge with arms overhead — 10-12 reps
- Lateral leg lifts
- Glute bridge
- Back extensions
The PDHPE department advocates finding a way to integrate a healthy workout routine into any situation. Health professionals highlight exercise as a key natural treatment to mitigating stress related anxiety in times of adversity, such as the COVID-19 pandemic.
The PDHPE Faculty
These are definitely unprecedented times. As such, we have seen our busy sports timetable absolutely decimated in terms of cancelled events.
Most of our in-house Sports training will remain as per timetable to keep a degree of normality, and keep our students engaged:
Cross Country: Wednesday and Fridays, 7.00am to 8.00am meeting at the Mahers Lane Gymnasium (Any student from Years 3 to 12)
Triathlon: Wednesdays, 7.00am to 8.00am meeting at the Mahers Lane Gymnasium (Any student Years 5 to 12)
Cricket: Wednesdays, 3.30am to 5.00pm meeting at the Cricket nets on the bottom oval Mahers Lane (Any student from Years 5 to 12 - registration essential)
Touch Football: Wednesdays, 3.30am to 5.00pm meeting on the top oval, Mahers Lane (Any student from Years 7 to 12)
Football: Various days depending on teams (must have registered or made selections)
The Thursday and Friday integrated Sport timetable remains ON across all sports except for Girls Water Polo (these students/parents will be emailed). We had very detailed and transparent communication with ALL providers - both external and internal, regarding the preventative COVID-19 strategies and adjustments.
As per our Principal's email updates on the status of COVID-19 alerts, all NCIS and CIS Sports have been CANCELLED for the interim.
NICS: All events cancelled up until and including 18 May.
CIS: All events are cancelled until and including June 8. CIS Cross Country is most likely to be cancelled because the Eastern Creek venue has been closed beyond the scheduled date of June 11.
Lindisfarne: Cross Country postponed.
Oasis Pools, Banora Point: OPEN at this stage for our Oasis Swimming Partnership participants.
Head of Sport and Activities
On Monday, our Senior Boys soccer team took on St. Columba Anglican School from Port Macquarie on neutral territory in Grafton. This was the second round fixture in the CIS Cup knockout tournament. No handshakes, but still a palpable camaraderie amongst the players on both sides.
A minute in, Ryan Simpkins got us off to a flying start after speeding down the wing, cutting in and beating the keeper clean with a superb individual effort, bringing his tally to three goals in two games. As typical with an early lead, the boys got a bit too comfortable and played their pristine passing games only in patches for the rest of the half. The back line held its nerve as St. Columba built momentum and had the better of the chances in the first half.
After the restart, the intensity of the game ramped up, and the boys showed their collective character, working hard for each other and truly demonstrating cohesion across the park. The sides were evenly matched, but Lindisfarne recaptured the game in the second half, determined to march on in the competition. At the final whistle, the one early goal held up and the boys put in a performance to be proud of.
In my many years coaching here, I usually struggle to nominate a ‘Man of the Match’. Today, my job was made easy by a sublime performance from goalkeeper Jack Smith. Several times, he made fingertip saves at full stretch, throwing his body on the line. On ya, Jacko!
A big thank you to superfan Robyn Butel whose dedication is unmatched, having not missed a game in six years. The half-time fruit and final whistle baked goods were much appreciated. A second debt of gratitude is owed to Dean Harnell, who also made the trek and was ready to reinforce our shade tent when the wind threatened to pick it up.
The boys wear the Lindisfarne emblem with raw pride and I truly delight in taking these lads to various competitions. They are the best group of advocates for the importance and beneficial nature of team sports.
Saturday Netball and Monday Night Netball
The unprecedented impact of the coronavirus is affecting all sport, Netball arrangements, like so many other facets of our lives, have changed daily.
There was a "Grading" Meeting for all clubs at Arkinstall Park on Saturday, 14 March. Having received all of the registrations from the clubs, some of the decisions regarding age groups and teams were made by Tweed Netball Association (TNA) at that meeting. This impacted our ability to have our teams finalised until after this meeting. There are some requests to TNA which are still pending, but we have sent out teams via email so please check that you have received this.
At the same meeting, TNA decided to paper grade teams. We posted this on the Facebook page on Saturday. This means that there will be NO GRADING GAMES on Saturday, 21 March, Saturday, 28 March or Saturday, 4 April.
On Tuesday afternoon, Netball Queensland posted the following information.
Netball Queensland COVID-19: Community Netball
From today, Netball Queensland wishes to advise the following guidelines for all community netball competitions. In the interests of public health and to stop the spread of COVID-19, it is the recommendation of Netball Queensland that all community netball activity in Queensland be suspended until Monday 20thApril.
This includes all playing, training and grading.
It is important to note this is an interim suspension of competition and not a cancellation. At this stage, all TNA Rep training, Lindisfarne Saturday team training, Monday Night Games and the Saturday competition will not commence until Term 2. As you can imagine, we are likely to have constant updates from Netball Queensland and will inform you of these if they impact our netball players.
If you have any questions or have not received an email regarding Saturday teams then please email me on firstname.lastname@example.org.
Teacher in Charge of Netball