The College commemorated ANZAC day by sharing a live stream of the Cathedral College ANZAC day service. It certainly was a very different way of coming together for such a significant event. The College would like to thank and acknowledge the contribution of Mr Andrew Kay, Senior Vice President of Wangaratta RSL, Mr David Lawson, Committee Member of Wangaratta RSL and Mr Ben Thomas, Bugler.
Students and families also found ways to honour our ANZAC’s and this year came together in spirit, not in person. Many were able to share the way they were able to participate at home. Thank you to all of those who share these images with us.
Mr Nick Jones
This is a line adapted from a poem ‘To a Mouse’ by Robert Burns. It refers to the fact that we are human and no matter how carefully a project is planned, something may still go wrong with it. This week we experienced some ICT issues which hindered some students accessing work and not all students being able to join a Teams meeting. Please be assured teachers will get to link with students and start to deliver some of that face-to-face feedback and discussion.
As we head into Week Four of remote learning there is no doubt, we are developing a routine, but people are getting tired. Please make sure you are all getting breaks away from the screen and if students are feeling overwhelmed you can contact the teacher to explain that the work will be completed later.
I am sure students and parents alike will be glad to know that we will not conduct exams for the first semester.
We have received in the last day some direction from VCAA about the completion of practical aspects of Unit Three courses for Year Twelve and further details will be emailed home next week.
Robert Burns was a man ahead of his times as he also said, “There is no such uncertainty as a sure thing.”
Mrs Julie Findlay
Director of studies
Mr Greg Newbold
Head of Junior School
This week I have spent some time reading through articles providing tips to ensuring remote learning is successful. The first few listed below already seem to be firmly in place for many of our families. Here are the top tips that stood out for me.
1. Establish routines and expectations
Most students are engaging with their teachers at the allocated time and are trying their best to complete set tasks each day which is fantastic.
2. Choose a good place to learn
Some people have had to make adjustments to their normal homework location now that they are working there for extended periods of time. Most people have set up a physical location that’s dedicated to school-focused activities. Adult’s have been monitoring online learning and supporting their children as best they can.
3. Stay in touch
Teachers have started to introduce Microsoft Teams to some of their Middle School classes which has allowed classes to connect and communicate together more easily. It has also been great to hear of students communicating with their teachers when they have any concerns which has allowed problems to be discussed and resolved.
4. Help students ‘own’ their learning
This one is important. Problem solving is an essential skill and for some children many of their normal strategies are not available to them right now. For some, the normal interactions they have with their peers and teachers where they can ask a question or listen to an answer being given to someone else is not an option. Instead they are coming up with different ways to tackle problems which in itself is great learning.
5. Encourage physical activity and exercise
Make sure children are taking their allocated breaks and getting some fresh air and exercise when they can. It is challenging working on a computer for extended periods of time so regular breaks away from the screen are a must.
6. Manage stress and make the most of an unusual situation
These are unusual times and we all know there are many limitations to what we can do at present. Many families have looked at the positive side of things and have embraced the time they have together.
7. Connect safely with friends
The initial excitement of school being closed has certainly faded and many students are missing their friends, classmates, and teachers. Encourage your children to maintain contact with friends. Don’t forget to monitor your child’s technology use to ensure they are safe when online.
Ms Lauren Lee
Acting Head of Middle School
We have all heard of the many benefits of Mindfulness, but for most of us time to explore or to even contemplate practicing this method has been beyond thought, however, whilst we are in isolation mode could be just the time.
Mindfulness, is the practice of being in the moment, being present and being open to what you’re focusing on. Research has proven that mindfulness has endless benefits for children including building resilience and self-regulation. In an information age that is constantly demanding our children’s attention, the ability to be mindful and be present is being lost, so we now need to teach our children and young people.
As stated by Dr Michael Carr-Gregg
“Mindfulness can help children calm their minds and make the most of their life, setting them up for career and relationships. It reduces their anxiety and improves concentration, productivity and sleep.”
For our adolescences in a technology-based world that keeps them continually connected, the impulse to seek advice and option from peers without self-reflection often occurs. This then affects their ability to rationally respond to situations and consequently can result in loss of confidence and in anxiety. In practicing mindfulness, they learn how to pause and respond to situations rather than react, subsequently making better choices for themselves and gaining a sense of control.
The below video links explain why mindfulness skills are so important for children and how parents can support mindfulness at home. Further videos can be found on our College website under wellbeing, schoolTV.
Ms Q has been challenging some students following on from the books that have been read online. If you have completed any activities please email and photos to firstname.lastname@example.org
Ms Suzie Quartermain
Are you looking for books to read? Great news! You can now borrow books from the CCW Library.
While we are in remote learning, we are making Library books available for students to borrow.
Unfortunately, students are not able to come into the Library to browse, but are able to search for books using the online catalogue which is available through the Student portal (detailed instructions here).
It’s this easy:
Mrs Bernadette Quinn
The Lord’s Prayer is one of the most well known, and oft recited prayers in the whole world, and is always a part of our Chapel services and special worship events at school. Just like the Cathedral College Prayer, our students are taught the words of the Lord’s Prayer from when they start in Prep. However, do we really know where it comes from and what it means?
Some people are surprised to realise that the Lord’s prayer is actually found in the Bible, and came from Jesus. It is recorded in Matthew Chapter 6, as part of the Sermon on the Mount, and is also in Luke Chapter 11, verses 1-4. Usually when I am teaching the children about the Lord’s Prayer, I refer to the Luke reading:
One day Jesus was praying in a certain place. When he had finished, one of his disciples said to him, “Lord, teach as to pray”… Jesus said to them, “When you pray, say:
Our Father in heaven, Hallowed be your name
Your kingdom, come; your will be done; on earth as in heaven.
Give us today our daily bread
Forgive us our sins, as we forgive those who sin against us.
Save us from the time of trial and deliver us from evil.
For the kingdom, the power and the glory are Yours now and forever, Amen
The words of the prayer encompass everything that we need in life. Someone has suggested that there are 7 main things that are acknowledged in this short prayer:
I agree with all these things, but I also find that the Lord’s Prayer can serve another really important purpose. Just as the disciples first asked Jesus, sometimes when we want to pray, we find that we cannot find the words that we want to say; particularly when we are going through a tough time, it can be really difficult to form the words, and know how to start. The familiarity and rhythm of saying a prayer that is well known to us, can bring great comfort, and does calm our body and our soul. There is assurance of God being with us and in control, and by starting with the Lord’s Prayer, it can bring us into a space to bring ourselves and our worries to Our Father in heaven who loves and cares for us.
Perhaps challenge your children to see if they can say the Lord’s Prayer without referring to the words. We can also find some beautiful renditions on Youtube, and I’ve include one of my favourites here (by Sister Janet Mead) : https://www.youtube.com/watch?v=PGVUjAjY8Gw
Mrs Cathy Carden
Students and teachers are invited to write and submit a short story inspired by the theme Stories for Strange Times. There are three categories available in the competition:
Years 7-8 students | Years 9-10 students | Teachers
Entries of no more than 1000 words are due Monday June 1 2020 and should be emailed to email@example.com
An application form to accompany each short story entry is available here.
Thanks to our friends at The Little Bookroom/Neighbourhood Books each winner will receive a $150 book voucher.
Shortlisted submissions will receive a book from out supporters at The Little Bookroon/Neighbourhood Books and Hachette Australia.
Find out more here.
Mrs Karen Kaine
Dr Margaret Hickey talks about the Pandemic genre of literature.
As we move further into our journey with online learning, our ability to navigate schoolwork whilst finding time to do other things can be impacted. Parents may find themselves continually nagging their children ‘to be organised’, and students may find themselves wondering how they will manage their workload and have time to go for the thirty-minute run their PE teacher is telling them to do.
Being ‘organised’ does not come naturally to everyone and there are a variety of reasons for this. This includes poorly developed frontal lobes of the brain, which are often blamed for poor impulse control and rash decision making in teenagers. The frontal lobes are responsible for executive functioning, which is the ability to organise, plan and problem solve. They often don’t fully develop until past the teenage years.
What does this mean for parents of disorganised children…? The good news is that the parents aren’t to blame, and neither is the child. It does show though, that we need to spend time role modelling and teaching our young people the skills they need to be organised.
The following are some hints and tips young people can use to improve their organisation whilst we are learning from home (many of these ideas also work when we are back in our normal classrooms and for homework too).
Mrs Mary Laughton
Year Seven Close students haven been participating in the weekly PE challenges. This week they were challenged to completed their own unique workout by using the spelling of their name to make up their workout.
Mrs Tina Howman
Please support these CCW family owned or operated businesses. If you would like to advertise how you are doing business different or that you are indeed open for business please email firstname.lastname@example.org
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My name is Blake and I am a Teaching Assistant. It has been 290 days since I got the phone call from Mrs Findlay to say that my application was successful! My favourite place on campus is either the oval or the old canteen (mmmm….coffee). When I’m not busy at school I like to go Mountain Biking.
The Fast Ten: