Stage 1 – Sustainability

Sustainability

Over the course of the past six weeks the boys in Stage One have explored their Unit of Inquiry Central Idea – ‘People can make choices to support the sustainable use of Earth’s resources’.

Identifying the Earth’s resources was the first step. Many of the boys learnt that everyday things that they previously took for granted were not quite as easily obtainable as they had initially thought, or at least needed careful consideration. The boys went on an excursion to Warragamba Dam where they learnt that a lot of careful thought and planning went into them being able to turn on their taps everyday with access to clean water. They also looked at parts of the world where people are not so fortunate, and began to think of solutions to such issues.

One of the 5 Essential Elements of the IB PYP is Action which linked very nicely with the unit, particularly to the idea of sustainability. For many of the boys the idea of sustainability was a new one, or at least it hadn’t been explored in great depth before; for example, many of the boys were initially able to say that recycling is a good thing, but the unit went deeper, getting the boys to think about why it is in a wider context. The boys explored the consequences of over-fishing, deforestation, the need for recycling materials like plastics and climate change to name but a few items, each time looking at their role in the issue and the potential action that they could take.

For some of the boys the action would be simple but valuable considerations- remembering to switch off the lights, having shorter showers, hanging clothes out rather than tumble drying them. For other boys, they were interested in speaking to those ‘in charge’ (the boys looked at the role of government in some cases), and asking those in power how they were going to help with a range of sustainability issues facing the planet. It is great to see inspiring action taking place at a relatively young age, especially as sustainability is a real world and serious issue that the boys will continue to encounter as they grow up.

Sam Watson – Year 1 Teacher

Faith Matters

One-Upmanship

Shakespeare calls it “the green sickness.” The poet Horace said, “Tyrants never invented a greater torment.” But envy is sneaky. It recognises that openly “trying to…get the better of others” is distasteful, so it looks instead for socially acceptable ways to express itself. Like the “Yes…but,” approach. That’s where you say something nice about somebody, but make sure to put a sting in the tail. For example, “She’s a great worker – but her personal life is a mess.” Another perennial favourite is questioning people’s motives. “He’s only giving that money to impress others.” And how about the old unflattering comparison that goes something like this, “If you think he can sing, you should hear Mrs. So-and-So.” Sadly, one-upmanship is sometimes more prevalent among talented professionals like writers, teachers, politicians, singers, doctors, athletes – and preachers! For whatever reason, we seem to have trouble acknowledging the gifts and contributions of others.
So what’s the answer? Paul says it lies in “the rich simplicity of being yourself.” Relinquish your obsession with getting ahead of others and having more. Learn to be content with who and what you are right now, while always striving to grow. Early in Scripture God says, “Do not covet…anything” (Ex 20:17), because most of what we get upset about won’t matter in eternity.

Rev Peter Morphew – Chaplain

Executive Function

The term executive function is one that is used frequently in a school context, particularly in terms of Learning Enhancement.  While it is often the case that executive function is discussed in relation to students who might need additional support for their learning, in fact we all have varying strengths and challenges in this area. 

Organisation is one facet of executive function that is often a focus, but there are others.  Executive function also encapsulates working memory, response inhibition, emotional control, sustained attention, the ability to begin and persist with a task, flexibility and awareness of one’s own thinking and learning (i.e. Metacognition). 

The brain is a complex organ, but we can say that the frontal brain systems are generally responsible for the development of these executive skills.  Interestingly, these regions of our brains are not fully developed until late adolescence and early adulthood.  Therefore, we must remember when we consider the skills of children, that they do not yet possess the biology or the experience to demonstrate sophisticated executive function.

Strengths and Weaknesses- theirs and ours 

The colourful array of profiles that mixing and matching these skills produces, even within one family, is wide.  As parents and teachers our own executive skills will also play a role in how harmoniously we co-exist.  One might have poor organisation but will have a great memory that compensates for this so that they can still find their tie for school each morning in a mountain of mess that no-one else can navigate!  Another might have the focus and attention to initiate and persist with tricky tasks but may fall apart at the slightest change in routine because of poor emotional control and flexibility!  How an adult reacts to these situations will vary according to their own strengths and challenges within the executive function spectrum. 

Expectations and Teaching 

Sometimes while a student is doing well at school the story at home can be quite different.  Different expectations and structures can yield different behaviours.  If a child has weaknesses in an area, it’s important to reflect on the specific area that is impacted and to involve the child in developing goals. The plan must then be specific to the targeted skill.  Breaking down the skill into steps and creating a visual list, checklist or set of rules to be followed will help.  Obviously specific, timely praise for success and effort is more effective than admonishing or punishing a child for what they can’t yet do.  

There are many things that impact a student’s ability to display executive function skills.  The environment, the child’s particular interests, their developmental level and whether he has been taught and given opportunity to practice them.  Remember that people continue to develop their executive function skills into adulthood.  There is a reason why car insurance costs more for younger drivers.  They are statistically more likely to be involved in accidents because their frontal lobes are not fully developed!  

If your child is struggling in any of these areas, it’s important to be patient and supportive as they continue to grow and develop.  Here are a couple of resources for those parents who wish to know more.

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/executive-functioning-issues-strategies-you-can-try-at-home 

Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential by Peg Dawson and Richard Guare

Learning Enhancement Team

A Message from The Head of Lindfield Campus

Mini-Olympics

On Monday 20 June, Lindfield was lucky enough to host six athletes from Special Olympics Australia program. The event was once again organised by Jules Ashworth and a mass of P and F volunteers. The premise for the day is to develop links between Newington and the Special Olympics through the boys undertaking different sporting events. Newington is a school that has a strong focus on developing boys who understand the importance of a society which emphasizes social justice, inclusivity and the importance of embracing diversity.

Ostensibly the goal of the day is to raise funds to help people with intellectual disabilities to be able to participate in sports programs. Sport at every level offers opportunities to make new friends, learn new skills, challenge yourself and do things that you may not have thought possible.

In reality, the Mini-Olympics days give our boys the opportunity to spend time with incredible people who face significant challenges every day and are determined, upbeat and enjoy the challenges that life throws them. They are great role models for our boys and our community.  To watch our musicians and singers partner with the Special Olympians while they danced and jointly performed ‘Mamma Mia’, was wonderful.

The day then progressed through a series of fun activities set up by Mark Caulfield where the boys competed in their houses and the Special Olympians helped run the stations.

The stations finished and the boys returned to the hall. Mark Caulfield dressed up for one last event and proceeded to create masses of excitement as it was revealed that the Newington community raised $14,253 for the Special Olympics. It was a fantastic effort that will provide sporting opportunities for over 150 people with intellectual disabilities for a year. Mention must be made of the Kindergarten boys who raised 1/3 of the total sponsorship. The Kindergarten boys and their families have only been part of the school for a semester but are strong contributors in all aspects of the school community.

The most satisfying part of the day and the reason that service is so powerful is the relationship that formed last year with our Special Olympics athletes continued this year.  Our boys were really excited to see the same athletes Mel, Athena, Stewart and Lachlan. Through shared opportunities like the Mini-Olympics, it is interesting to watch the boys see past difference and embrace the commonality of human experience, or in the case of our athletes they saw the person not the disability.

The power of service is to create more engaged and empathetic people who reach out to all members of the community as they understand that the we are more the same as the people around us than different. I encourage all our boys and families to look for ways to serve the community around them. The positive benefits are immense.

Benjamin Barrington-Higgs – Head of Lindfield Campus

Stage 2 – Human Migration Inquiry

This term Year 4 have been inquiring into human migration as a response to challenges, risks and opportunities and how this affects communities. The boys constructed a timeline and established key moments in Australian migration and established that Australian migration history could be broken down into British Colonisation, Free Settlers, Post-War Migration and Refugees and Migrant migration in the current day.

To develop key conceptual understandings of British Colonisation, the boys were broken into groups and presented case studies using the ‘key word strategy’ and developed understandings as to why people migrated to Australia. They worked collaboratively to create a class brainstorm answering specific questions around British Colonisation and developing a knowledge base.

The boys further developed their knowledge of Australian migration by investigating Free Settler migration periods. They developed their knowledge of who, why, and when Free Settlers arrived in Australia. The boys then developed a story around a specific case study to become a free settler and presented their story to Mr Suters and Mr Pollard (Australian Immigration).

To develop Post-War Migration understandings, the boys were jigsawed so they could become experts on certain components of this time period and then worked collaboratively in groups to share their expert knowledge.

To help boys understand refugee and current day migration, they were shown a number of different videos and reflected appropriately to develop understandings. The boys then became inquirers so were able to research more videos and become experts on different components of this stage of Australian migration.

The boys completed the unit by interviewing and retelling the story of one migrant. They were able to develop a range of open and closed questions to learn about their migrant’s reasons for migration, challenges and opportunities they faced and how they settled into their new home. The boys were then able to choose any medium they would like to present this story to the class.

This has been a very engaging and provocative unit for the boys. They have all become very open-minded learners and each boy has demonstrated respect, tolerance and empathy for migrants and refugees throughout history and present day.

Shayne Pollard – Year 4 Teacher

Stage 3 – Public Service Announcements

As Term 3 draws to a close, the boys have completed a unit of learning that inquired into into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Specifically, the boys looked at how media can create, alter or manipulate images and perceptions. As the unit progressed the boys looked into the concepts of function, connection and responsibility whilst completing a series of learning engagements that inquired into how companies attract the attention of an audience so that people will buy their products. During this learning the boys begun to realise that advertising is a powerful way to get a message across to the community. From this, the boys then begun inquiring into the power of Public Service Announcements (PSAs). The boys identified issues within our school that needed attention and in groups created a series of PSAs that were shared amongst us all.

You can view some of the PSA’s by clicking this link.

The Public Service Announce Poster below was created by Nick and Dave in 6W.

Jackson English – Year 6 Teacher

Stage 3 – Accepting Differences – Second Step Program

As a part of our regular lessons on Social Skills through the Second Step Program, the boys in Year 5 have been exploring importance of accepting difference.

As they get older, primary school students become increasingly focused on peers and peer norms.  Prejudices of all sorts are common sources of conflict among students.  It is important to help students understand the negative effects of prejudice and to learn to focus on things they have in common with peers rather than differences between themselves and others.  This can reduce discrimination, bullying and peer conflicts.  Being able to find commonality with peers is an important path to increasing compassionate behaviour.

The boys in Year 5 used their creativity, technological skills and understanding of what makes the Media effective to produce a stop motion video to promote the acceptance of difference. This continued integration of social skills into our class units of inquiry has allowed the boys to develop a common language and understanding as they explore the many differences that exist within our classroom and the wider school community.

You can view a couple of examples here http://bit.ly/nclacceptdifference.

Pascal Czerwenka and Carol Peterson – Year 5 Teachers

Sports Round-Up – 2016 Term 2

David Campese visits Newington Lindfield

Was it the goosestep, the no look pass or the speed and footwork that we remember first when we think of David ‘Campo’ Campese? For me it is how he single-handedly won Australia the semi-final of the 1991 World Cup with some incredible skills. So what a coup for Newington Lindfield to have a true legend of the Rugby world come down to our futsal field and run our senior rugby boys through their paces.

From passing drills, to 2 on 1 drills to defensive drills, the boys were treated to some simple but truly memorable activities that looked at the development of basic skills, communication and teamwork. And after the session was done and dusted the young brigade were able to get autographs and have photo’s with arguably Australia’s best winger…and maybe some big kids too!! A big, big thank you to Eddie Sheehy, Carolyn Betts, Michael Dundon and Kathrine Lyttle for this wonderful opportunity.

Combined Independent Schools (CIS) Cross Country

On Thursday 16 June 2016, Charlie Burt and Finn and Harry Dundon made their way to Eastern Creek Raceway for a Cross Country extravaganza. They were made to wait until the early afternoon, but it was well worth the wait. With the 2nd place finish from the IPSHA Carnival, Charlie Burt showed that fighting, tenacious spirit to come from 4th place to 2nd in an incredible show of finesse and sheer determination. A (Primary Schools Sport Association) PSSA Championship awaits this very talented athlete and a chance to go where no Newington Lindfield athlete has gone before!! And the brilliant Dundon twins were extremely impressive in the same race, with both boys finishing in the top 40 (out of 140) which is a magnificent effort and makes them the most successful Cross Country team from the last 15 years at Newington. Great effort boys and we wish Charlie all the best at the PSSA Championships at Eastern Creek in July!

CIS Softball

Eddie Hogg seems like a normal, happy and secure Year 6 boy…..but what is hidden behind that cheeky smile is a baseballing and softballing genius who has now made the CIS Softball team for the second year in a row! Eddie now takes his brilliant skills to the PSSA Championships in Wagga Wagga in August and we wish him the best of luck!

CIS Touch Football

Eddie Timpson and Jett Leong took their fancy footwork and silky skills to Penrith for a CIS Championship with a difference. A difference was, this is the first time Newington Lindfield has had any boys competing at these championships and these two boys did Newington proud. After countless games and perspiration and exhaustion had set it, young Leong was very unlucky not to be picked for the next stage with Eddie Timpson picked as a winger – and as great an achievement as this is, it posed a great dilemma!

The PSSA Championships are scheduled for the 29 July, which just so happens to be the date of the Primary Athletics Carnival. Eddie was left with the agonising decision of Touch Football or the Athletics Carnival. In the end Eddie made the incredibly mature and selfless decision to give up his spot on the Touch Football team to fulfil his role as House captain at the Athletics Carnival. This decision also goes to show the integrity of a fine young role model, well done Eddie!

Good Bye Newington Lindfield

It has been 6 of the best years of my life, but it is time for me to make a move and allow Eliza Monaghan the chance to have what I had … and that is the chance to work at the best school in Sydney….Australia….the world… and with some amazing and incredible boys who I will always remember and miss terribly!

There have been so many amazing memories from my time at Lindfield, from Detective Do Right, to New Zealand tours, to all the amazing sporting teams I have coached, to the great PE lessons and the carnivals which I love so much. The common denominator in all of these memories, however, are the boys! I would consider myself to be a positive person, but this positivity and energy was always lifted and extended every time I came to school. Every time I taught a class, played touch footy at lunch, coached sport or just had a chat and a laugh with these amazing boys I felt myself uplifted. I will miss that feeling, and I just hope that I can rediscover it in my new school in China as it is the best feeling in the world!

I may be leaving the beautiful Australian shores for the unknown, but one thing is for sure, I am black and white through and through and always will be!! Thank you all for making my time at Newington so enjoyable and I hope to keep in touch. Thank you again and farewell…

Mark Caulfield – Sportsmaster

Olympic Torches

Next term we have the exciting opportunity to host a visit from Mr Robert Innes, who is the uncle of Chase and Alex Bassett and a passionate Olympic Torch collector.

He is bringing his Olympic torch collection to the school for all the boys to see. The torches that he has are as follows:

This many Olympic Torches would normally only be found in a Museum so we are very fortunate that Mr Innes is willing to bring his collection down from Queensland to share with our boys and school community. There are great stories from the Olympics and having attended some 30 schools Mr Innes enjoys presenting his collection to students.

Mr Innes will visit our school at the start of next term and spend the day running several sessions to share his experience of the Olympics, in an Olympic year, with the boys.  We are very grateful for the time that he is giving up to join us on the day.

Benjamin Barrington-Higgs – Head of Lindfield Campus