Encourage, Support, Redirect.

This year I can officially and safely say I have adult kids, and I can freely talk about Enrichment and Consolidation Work (ECW) aka ‘homework’. I know what a necessary grind it can be because I walked and lived it for the past two decades. Whilst debate rages on the value and purpose of ECW as a teacher and a parent, I have seen how invaluable it is in the educational journey for my children as students, and now in tertiary education. This journey does not necessarily have to end at uni or VET, but in our students acquiring life skills of literacy, numeracy, resilience, organisation, time management, and prioritisation, just to name a few. Our students unsurprisingly would rather be out playing or hanging with friends rather than consolidating and getting enriched, and our collective duty is reinstating and instilling positive habits, views about ECW even in a world where sadly, the value of education is contested. What makes ECW invaluable is that it:

• Places value in the process and not products of learning. Knowledge trumps grades and perseverance trumps points.

• Nurtures independent competence work over competition and perfect scores.

• Enables lifelong learning over short-term achievements. It’s not about the perfect score today, or the meticulous poster but more about our students taking responsibility for their learning, remembering to do it, submitting it, and maintaining their diary.

What is our responsibility as parents when it comes to ECW? The temptation is for us to work through it with them or even help with the solutions or the extra-touch, I honestly get that; however, our focus needs to be on the long-term goals. Three things we need to do:

Encourage

Every child, irrespective of their gifting, will at a certain point need help. In those moments let us encourage and not rescue. We don’t have to type it out for them or hold the sharpies and colour for them, but rather teach them how to approach problems. We need to show them that we trust their competency. Encouragement helps them push through frustration into learning and the knowledge that success involves perseverance.

Support

We need to be present but not necessarily hover over them. We need to be near but not intrusive. This involves us doing our thing whilst they take care of their own business. This signals that we trust them to be responsible and get things successfully done without constant nagging and prodding.

Redirecting

As they encounter difficulties in their learning, our students may need re-direction through careful redirecting questions that sharpen their focus on the problem. When we redirect instead of telling them, we instil in them the confidence in their capacity to resolve challenges with persistence. This raises their ability to stick it out next time they face challenges. Whilst we cease prioritising their short-term happiness, we equip them for life. This, I think, is what the wise king Solomon had in mind when he says,

“Train up a child in the way he should go, and even when he is old, he will not depart from it” (Proverbs 22:6)

We owe it to our students to learn that they can succeed without our help but guidance. We owe it to them to know that grades, scores, and points are not the final and ultimate outcome, but there is more to education and learning. Our purpose to teach them how to learn.

May God bless you! Our school, state, and country. Emmanuel!

Lifeas Kapofu - Principal

Literacy in early childhood

All educators inherently serve as instructors of literacy.

Regardless of our primary subject areas—be it mathematics, science, or art—we share a deep commitment to imparting to our students the enduring value of literacy skills across their lifetimes.

Literacy empowers individuals by providing access to knowledge and information, enabling them to make informed decisions. It enhances communication skills, allowing people to express themselves effectively and advocate for their rights. Literate individuals are better equipped to participate in society, contributing to economic and social development. Ultimately, literacy opens doors to opportunities, enabling individuals to fulfil their potential and positively impact their communities.

Although literacy development is foundational to what students undertake at school, this important skill starts from the early years. Early language, communication, and literacy skills are best learned by reading books, talking, laughing, and playing together. Children learn language when you talk to them and they communicate back to you, and by hearing stories read and songs sung aloud. Although this contextually is aimed at infants, the same developmental skills can be taught similarly through childhood and into adolescence. 

Technology has had many positive impacts in our society, however there have been negative impacts, particularly in the areas of communication. Dr Nicole Beurkins explains ‘Children develop communication, cognitive, and social skills through their relationships with caregivers and other adults and peers. They require face-to-face engagement to understand and use verbal and non-verbal communication, develop empathy, learn turn-taking, and more. Increased technology use has the potential to create social disconnection for young and older children alike, which can negatively impact the development of social and relational skills.’ 

So how can you help your child to develop social skills and improve language at home?

• It can be as simple as being intentional with your conversations. Discussing their day on the way home in the car instead of listening to music in silence;

• Having dinner together as a family, continuing such conversations and allowing for your children to share and converse about matters that are important;

• Limiting their screen time, being ‘old school’ and sharing a board game together;

• Reading together as a family, sharing a devotion of an evening or even creating a nightly ritual of reading a book together at bedtime. 

These tips are quite simple, however will make a positive impact not only on your child’s language and literacy development, but also on your relationships.

Laura Ferguson – Head of Primary

Fostering a Growth Mindset

I can do all this through him who gives me strength.

- Philippians 4:13

Developing a growth mindset is a powerful tool for encouraging students' learning potential. Growth Mindset is a concept that was devised by psychologist Carol Dweck. A growth mindset highlights the belief that intelligence and abilities can be developed through hard work and practice. For secondary students, navigating the challenges of school can be daunting, but if they can cultivate a growth mindset, they can build resilience, motivation, and ultimately, academic success.

What is Growth Mindset?

Having a growth mindset lies in the understanding that failures and setbacks are not signs of your limitations but rather, they are opportunities for growth. This shift in perspective enables students to embrace challenges, persist when facing obstacles, and view criticism as constructive feedback rather than personal attacks. Research by Dweck has demonstrated that individuals with a growth mindset are more likely to exhibit adaptive learning behaviours, such as seeking help when needed, employing effective study strategies, and viewing the learning process as a journey.

Four considerations for developing a Growth Mindset

Cultivating Self-awareness: Encouraging students to reflect on their beliefs about intelligence and abilities is the first step toward cultivating a growth mindset. By fostering an environment where students feel safe to explore their strengths and needs, parents and teachers can help them recognise that their potential is not fixed but flexible.

Promoting Effort and Persistence: Effort is the pathway to mastery, and promoting a culture of persistence is essential in fostering a growth mindset. Parents and teachers can celebrate students' resilience and progress, emphasizing that setbacks are temporary and serve as opportunities for learning and growth.

Encouraging Risk-taking and Embracing Challenges: Research shows that for intellectual growth to occur, we need to step outside our comfort zone. Encouraging students to take risks, try new approaches, and tackle challenging tasks promotes a sense of resilience and flexibility. By looking at failures as valuable learning experiences, we can learn to persevere and develop the confidence to confront future challenges.

Providing Constructive Feedback: Feedback plays a pivotal role in shaping students' perceptions of their abilities. When delivered thoughtfully and constructively, feedback reinforces the idea that improvement is attainable through effort and strategy. Parents and teachers need to highlight specific areas for improvement while also highlighting students' progress and achievements, creating a supportive feedback loop that reinforces a growth mindset.

Four ways to apply a Growth Mindset in your learning

Setting Goals: Goal setting is a fundamental aspect of academic success. We need to encourage students to set specific, achievable goals that focus on personal growth and development. Breaking down larger goals into manageable tasks can enable students to take ownership of their learning journey.

Study Strategies: Assisting students to develop effective study strategies enhances their capacity to learn and retain information. Encourage students to adapt their study methods based on teacher feedback, reinforcing the idea that learning is a dynamic process that requires experimentation and refinement.

Seeking Support and Collaboration: Collaboration fosters a sense of community, and provides opportunities for peer learning and support. Encourage students to seek help from you, their teachers, and their peers. Put emphasis on the value of constructive collaboration, where diverse perspectives and ideas contribute to collective growth and understanding.

Embracing Continuous Improvement: Learning is an ongoing journey characterised by growth and development. Encourage students to adopt a mindset of continuous improvement, where each task, whether successful or not, serves as a stepping stone toward mastery. Celebrate progress and achievements while emphasising that there is always room for growth and refinement.

Traditionally in the educational landscape, success is often compared with natural talent or intelligence. In today’s educational landscape, fostering a growth mindset among secondary students is crucial. By instilling beliefs in the power of resilience, and continuous learning, parents and teachers can empower students to navigate challenges with confidence and determination. Through self-awareness, perseverance, and a commitment to growth, secondary students can unlock their full potential and thrive in their academic endeavours.

As a school, working in partnership with our families is very important. We encourage our staff to foster a growth mindset in their classrooms when interacting with students. How can you, as a parent or carer, foster a growth mindset in the home?

Drew Roberts - Head of Secondary

Re-visiting the Power of Three

At Emmanuel Christian School, we have a tradition of welcoming new families into our community. This event called ‘The Welcome BBQ’ is held in Term 1, and this year it has been slotted for Friday 23 February. One of the highlights of this evening is that we reflect on ‘Why Christian Education’. Reflections on the latter try to re-affirm that the best educational choice for a parent or carer is Christian education. As a school and organisation, we also use this platform to explain the Christian focus beyond the brief that we have during the enrolment interview. As I prepared to write this article my thoughts continued to revolve on the power of THREE.

“Through a biblical lens, the power of three resonates with the beliefs of the trinity ...”

In mathematics and physics, we learnt that the three-sided shape (triangle) was the most robust shape, having a solid base and capable of bearing some heavy loads. In physical chemistry in lower secondary school, we learnt about the three states of matter. Of course, these days we are being introduced to other possible states of matter, but fundamental science still teaches our students of solids, liquids, and gases. In baseball, three misses constitute a strikeout. In soccer and cricket, we celebrate ‘hat-tricks’. Lithium, atomic number 3, is the most sought-after element these days as the world moves towards green energy. Who will forget the 3-D movie experience? In counting when we get to three it is okay to use ‘many’. Such is the power of three in the natural.

Through a biblical lens, the power of three resonates with the belief of trinity, showcasing perfect unity and harmony, hence in the creation story (Genesis 1:26), God said, ‘Let US!’ and not ‘Let ME’. Scriptural emphasis in this regard symbolises completeness, stability, and divine presence. These elements are profoundly impactful in education and are even captured in our organisation’s logo below:

Within our organisation the three entwinned ropes model a framework of cooperation between the family, school, and the church. The family has the ordained responsibility of educating the child. The school works together with the family in realising the education of the child. The church as the body of believers is the repository of truth and what society values in line with God’s word. Just as the Godhead trinity operates in unity towards the redemption of humanity, these three entities are expected to work together towards the holistic development of the child, with high expectations on academic growth and achievement, values-based integrity, and socio-emotional wellbeing.

At the school level, the triadic model inspires the essence of cooperation between students, teachers, and families. The educational journey is not an easy one and it is important for these three stakeholders to work in unison towards the objective. I am reminded of the biblical story of Jonah (Jonah 1) who spent three days and nights in the belly of a great fish before his deliverance. Such is the nature of the transformative educational journeys. These three stakeholders have to persevere together, remain hopeful together through collectively believing for the best outcomes for the student, family, and the school. Challenges will come but collective effort breeds resilience, and affirms a greater sense of purpose and achievement. The essence of the power of three is best captured in Ecclesiastes 4:12,

‘Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken’.

The Power of Three principle and its embrace in education is one feature that sets Christian education apart from other schools of educational thought. Christian education is based on and thrives on the strength found in the community, families, school and church, and the educational community – teachers, students, and parents working on the curriculum. At Emmanuel we fully embrace this principle and believe that when these elements are intertwined, they nurture a robust learning environment, resilient to challenges and supporting learning experiences that support and promote student growth and achievement.

Welcome to our new families, staff, and students to the Emmanuel community. Let us collaborate and persevere together for a greater and better future for our students. Let us be encouraged in knowing that with God on our side we are more than three, therefore success is certain, and the growth and achievement of our students is possible. May God bless our School, State, and Country.

Lifeas Kapofu – Principal

Unlocking the World of Words: Little Learners Love Literacy Program in Our School

This week, anticipation reached a high as we unwrapped and delved into a treasure trove of new decodable readers. These aren't just any books; they are the resources of an exciting new early reading program – "Little Learners Love Literacy." As parents, you may wonder what sets this program apart, and why there is such a buzz around it.

Structured Literacy for Young Minds

Little Learners Love Literacy isn't just a set of books; it's a meticulously designed program, aimed at imparting the art of reading and spelling through structured literacy. Originating from a group of educators in Melbourne. This initiative responds to a recognised need for explicit teaching of foundational literacy skills. The heart of this program lies in equipping our young learners with the invaluable tools of phonological and phonemic awareness.

• Phonological Awareness: A Gateway to Reading
  Phonological awareness involves recognizing and manipulating the audible components of words. This includes understanding syllables, recognizing onset–rhyme patterns, and comprehending phonemes. These skills serve as the building blocks for effective reading and lay the foundation for linguistic proficiency.

• Phonemic Awareness: Mastering the Sounds
  Moving a step further, phonemic awareness works on the ability to identify and manipulate individual sounds (phonemes) within spoken words. It's the fine-tuning of auditory discrimination, a skill indispensable for the intricate task of decoding written language.

Why Early Literacy Matters

The significance of early literacy cannot be overstated. Research consistently emphasises that children grasp reading most effectively when armed with a strong foundation in phonological and phonemic awareness. But why is this early stage so crucial?

• Gateway to Future Learning
  Early literacy acts as a gateway to future academic success. It's not merely about decoding words on a page; it's about unlocking a world of knowledge. Proficiency in reading at an early age has a cascading effect on various subjects, setting the stage for a lifelong love of learning.

• Cognitive Development
  Engaging with literacy at a young age stimulates cognitive development. It enhances memory, strengthens language processing skills, and nurtures critical thinking abilities. The early exposure to structured literacy sets the cognitive gears in motion for a child's future educational endeavours.

• Confidence Boost
  Imagine the pride and confidence a child feels when decoding words independently. Early literacy empowers young learners, fostering a positive attitude towards education. This sense of accomplishment at the foundational level is a powerful motivator that echoes throughout their academic journey.

Little Learners Love Literacy at Our School: What to Expect

As we embark on this exciting journey with Little Learners Love Literacy, here's what parents can anticipate:

• Structured Learning Approach
  The program employs a structured approach, ensuring that each step in the learning process builds upon the previous one. This systematic approach is tailored to suit the developmental stages of our young readers.

• Engaging Decodable Readers
  The heart of the program lies in the decodable readers – books meticulously crafted to align with the structured literacy approach. These readers provide a scaffolded experience, guiding children through the gradual mastery of reading skills.

• Expert-Backed Methodology
  Little Learners Love Literacy isn't a mere experiment. It's grounded in research-backed methodologies that have proven effective in enhancing early literacy skills. The program is designed, not just to teach children to read, but to instil in them a deep understanding of language.

Nurturing Future Readers

In the tapestry of education, early literacy forms the vibrant threads that weave the narrative of a child's academic journey. Little Learners Love Literacy at our school isn't just about teaching children to read; it's about sculpting confident, engaged learners, ready to embrace the challenges of future education.

As we introduce this program, let's celebrate the foundation we are laying for our little ones – a foundation built on the pillars of phonological and phonemic awareness. Together, let's embark on a journey where every turned page is a step towards a brighter, more literate future.

Train a child in the way he should go, and when he is old he will not turn from it. - Proverbs 22:6

Candace Freeman - Head of Teaching & Learning Primary