I was intrigued by this ‘clickbait' headline that caught my eye a few months ago - “Day care centres are exposing children to risky play, and there are unexpected results.”  

The story demonstrates how risky play actually decreases accidents. This may seem like a contradiction, but the lessons are applicable to all ages, including adults.
 
At Sacred Heart, we encourage our students to get involved, to step outside their comfort zones and to challenge themselves. The most recent example of this was our Year 9 Into Adulthood Camp last week in Manjedal. AdventureWorks WA runs many camps that stretch students and expect them to step up. It is often uncomfortable, but all learning is uncomfortable as we go through the learning pit. 
 
I have really enjoyed chatting to Year 9 students who, unanimously, were proud of themselves for having persisted, for overcoming challenges and for putting up with the lack of creature comforts. I am also very proud and grateful for our generous staff led by Mrs Wiesia Collins for being so engaged in the program. I appreciate that staff needed to leave behind lessons to cover their other classes, leave behind their families, readjust transport arrangements, leave their own comforts and camp in the bush with teenagers! This is an indication of how importantly the College regards the development of independence in young people.

Senior Lecturer in psychology at the University of Sunshine Coast, Rachael Sharman, said the drop in accidents at the Hudson's Childcare Centre is mirrored in extensive research on risky play. She says giving children space to be in charge of their own play, to try and fail, can set them up for life. I see this when we interview students for leadership roles at the College. They often talk about what they have learned about themselves on Outdoor Education camps where they have overcome challenges and grown in confidence and self esteem.

Dr Sharman said when a child achieves their own goals, they get a hit of dopamine and create intrinsic motivation, or self-fulfilment, which can be taken into adulthood.

My mum always reminded me as a young parent that I had to love my children enough to let them go. That is surely the job of every parent or teacher: to grow independent, confident and resilient adults. 

I have told the story before of the young lad who assisted a butterfly break free from its cocoon. But he found that the butterfly could never fly. It is the struggle to break free that strengthens our wings and allows us to fly.

Dr Sharman said, "We have really good quality research now...that hyper-coddling, cotton wooling of kids stunts their development … to measure their own risk, to make some sensible decisions, to move on, move forward, to basically grow up and become a useful functional human being. When you are fearful of the child taking on some risky play, you infect them with that fear almost, increase anxiety, and they become quite risk adverse themselves … and not very resilient when they come up against challenge."

Many years ago, in another school, I heard a teacher of 45 years’ experience give a farewell speech. He said then that he had realised in the last year of his teaching that he had been underestimating the capacity of his students for the entirety of his teaching career. That was very sad. 

The best teachers expect their students to be capable, independent, and resilient. The very best teachers provide opportunities for their students to demonstrate their capacity and independence. At a very deep and subtle level, we get what we expect.

“Self-trust is the first secret of success.”  - Ralph Waldo Emerson

Mr Lucio Cicchini will be Acting Principal between Wednesday 24 November and Friday 3 December as I will be on our Kimberley Mission with four other staff and 20 Year 11 students. Lucio has filled this role with panache in the past and I know he will have the support of staff, students, and parents.
 

Students and their parents are able to access the allocation of subjects for 2022 in SEQTA. Please check SEQTA to ensure that your 2022 subject allocation is appropriate and correct and follow the instructions on the page should you wish to make any changes to your allocation of subjects. In the event that you are completing examinations, it may be wise for you to wait until you complete all of your examinations and final marks are calculated before making any changes to subjects or pathways.

Mr Lucio Cicchini
Deputy Principal - Curriculum

Looking ahead to 2022, our staff are working together to develop a set of learning skills lessons for our Kickstart Day at the start of next year. In essence, this is part of our whole school approach to building learner agency and follows the introduction of Independent Learning in Years 11 and 12 this year.

We know that mastery of knowledge is not the only ingredient for learning success. Students also need an understanding of how they will be required to use this knowledge and multiple opportunities to practise towards mastery. To add complexity, this learning process occurs within a matrix of essential skills (perseverance, independence, critical thinking, collaboration etc.) and the degree to which these skills are developed can enhance or limit a student’s success and wellbeing. So, as a staff, we have determined to make all of the elements of learning visible in our classrooms . Our Learning Skills curriculum aims to arm students with the skills, knowledge and capacity to assume responsibility for their own learning. The Kickstart Day at the start of next year aims to put learning even more firmly on the agenda as we spend time as a learning community delving into how we learn and strategies for success.

The (draft) curriculum can be accessed HERE.

Mrs Susan Carrick
Deputy Principal - Teaching and Learning

Mr Steve Martin
Director of Finance & Corporate Services
For and on behalf of the Parent Advisory Council

Mr John Ryan
Coordinator

Mr John Ryan

Mrs Shannon Sodano
Director of The Arts